A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

Zhang, Xiangling; Tlili, Ahmed; Huang, Ronghuai; Chang, Ting‐Wen; Burgos, Daniel; Yang, Junfeng; Zhang, Jiacai

doi:10.3390/su12219129

Cited by 31 publications

(39 citation statements)

References 28 publications

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“…Generally, public sharing and open licensing were optional. There were two studies in which it was explicitly required (Bonica, 2018;Zhang et al, 2020). In the Bonica (2018) study, students had the option of using a pseudonym rather than their names if there were concerns about privacy.…”

Section: Rq1: Open Pedagogy Definitions/explanationsmentioning

confidence: 99%

Open Pedagogy: A Systematic Review of Empirical Findings

Clinton

2021

JL4D

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Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.

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Section: Rq1: Open Pedagogy Definitions/explanationsmentioning

confidence: 99%

Open Pedagogy: A Systematic Review of Empirical Findings

Clinton

2021

JL4D

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“…The impact of COVID-19 on the educational processes that used to take place prior to the COVID-19 pandemic has been significant. Researchers worldwide documented the huge impact school closures had on students' achievement during the first months of the pandemic [1][2][3]. During this first period, online learning emerged as the main solution as many families had to be confined [4][5][6].…”

Section: Introductionmentioning

confidence: 99%

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

Miravet

Alegre

2022

Education Sciences

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COVID-19 restrictions in schools worldwide constitute an important limitation for peer support among students. The masks, the distance between tables or the established sitting order are new challenges that both students and teachers must face in Spain. The conventional strategies that took place among students prior to the COVID-19 pandemic have been altered. In this study, the mathematics achievement of high-school students prior to the COVID-19 pandemic and during the COVID-19 pandemic is examined. Quantitative and qualitative methods were used. A total of 368 students from 9th grade (ages 14 to 15) participated in this research. Statistically significant differences were reported when comparing the mathematics achievement of pre-COVID-19 and post-COVID-19 students (t = 22.21, p < 0.01). An overall negative effect size of −2.32 was reported for those students with COVID-19 restrictions. Mathematics achievement scores were 9.90% lower for the group with restrictions. No statistically significant differences were reported when analyzing results by gender or repeating condition. The qualitative information supported the quantitative findings. Alterations in peer support was identified as one of the main factors that could explain this decrease. The main conclusion of this study is that current restrictions due to COVID-19 could be producing an important decrease in students’ mathematics achievements.

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“…For instance, as well as efforts to increase the awareness of OEP, more training should be provided to help teachers acquire the OEP competencies that are needed to design their OEP-based courses. Zhang et al [37], for instance, designed an OEP-based course for teaching family education and reported that specific training had to be provided for teachers to enhance their skills in (1) being effective facilitators of the learning process while using an OEP-based course and (2) designing diversified engaging learning activities that match the needs of all learners (e.g., shy learners).…”

Section: Discussionmentioning

confidence: 99%

An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis

et al. 2021

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This study undertook a bibliometric mapping analysis of research papers on Open Educational Practices (OEP) in the Web of Science and Scopus databases. This study functions as a guide for new research, serving to identify trends in the OEP field and compare the existing research so as to identify gaps and promising future paths. A total of 635 studies were obtained; however, only 156 were finally selected for the analysis. VOSviewer software was used to identify the most frequently used keywords and terms in the abstracts and titles. This software was also used to analyse the studies for co-authorship and citations. The findings showed that research on OEP started in 2007 and focused on higher education, including open and distance higher education. Most of the OEP studies were published in English as journal articles, in particular, many were published in Distance Education, International Review of Research in Open and Distributed Learning, and Open Praxis. The United Kingdom, Spain, and Australia were the top contributors to the OEP literature. The analysis of keywords and terms in the titles and abstracts revealed that current OEP trends covered only open pedagogy and open collaboration, suggesting a need for more research on other trends, such as open assessment, open data, and open science. The results also suggested that future research needs to focus more on inclusive open educational practices that accommodate students with disabilities.

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A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

Cited by 31 publications

References 28 publications

Open Pedagogy: A Systematic Review of Empirical Findings

Open Pedagogy: A Systematic Review of Empirical Findings

COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain

An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis

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