An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere

Bozkurt, Aras; Köseoğlu, Suzan; Singh, Lenandlar

doi:10.14742/ajet.4252

Cited by 61 publications

(41 citation statements)

References 38 publications

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“…OER, on the other hand, are primarily content and not an educational model or practice per se (Mengual-Andrés & Rico, 2018). While the lack of clarity between the concepts can rightly be criticised (Kerres, 2019), the concept of OER is now based on a solid theoretical and empirical ground (Bozkurt, Koseoglu, & Singh, 2019). Moreover, the OER movement has gained momentum and extended rapidly (Clements, Pawlowski, & Manouselis, 2015;Santos-Hermosa, Ferran-Ferrer, & Abadal, 2017).…”

Section: Introductionmentioning

confidence: 99%

Adoption and Diffusion of Open Educational Resources (OER) in Education

Otto

2019

IRRODL

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The concept of open educational resources (OER) is becoming increasingly prominent in education.However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged.Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.

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Section: Introductionmentioning

confidence: 99%

Adoption and Diffusion of Open Educational Resources (OER) in Education

Otto

2019

IRRODL

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“…Consequently, in our view, this 'open threshold framework' represents an intriguing lens through which to study the educator identity aspect of openness in education, which has so far not been widely investigated (see, e.g. the very recent thematic review of peer-reviewed articles on OEP by Bozkurt, Koseoglu, and Singh 2019). Further research is needed in order to explore the usefulness of this model in greater depth, in particular, to explore the insights and the self-perceptions that open educators have into their practices and identity development.…”

Section: Discussionmentioning

confidence: 99%

Becoming an open educator: towards an open threshold framework

Tur

Havemann

Marsh

et al. 2020

Research in Learning Technology

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page number not for citation purpose) broadened and deepened the original research proposal. We started with a rough diamond, which was faceted by the newly formed team and began to be polished as we discussed, debated and collaborated.Through this iterative process, we have attempted to move towards a deeper understanding of a less-discussed element of open education (OE), trying to answer the following questions: who are open educators, and what is the difference between those educators who embrace openness in their working practice and those who do not? We do not claim to have fully answered these questions yet, but we have documented our ongoing work towards improving the resolution of this picture. This article is partly based on literature review, partly on experimental activities, and to some extent it is a work-in-progress towards future empirical research.

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“…In the case of Turkey, openness in education can be defined as easy access to educational opportunities, with multiple entry points, no or low monetary costs, flexible learning processes, and where the focus is on independence in time and place. Openness in education actually existed long before teaching and learning became comprehensively institutionalized (Bozkurt, Koseoglu, & Singh, 2019;Peter & Deimann, 2013;Peters, 2008), having emerged as an organized form of learning, through certain visionary efforts, following educational developments in the 1700s and 1800s (Simonson, Smaldino, Albright, & Zvacek, 2011;Verduin & Clark, 1991). Over the long history of openness in education, the Open University of United Kingdom (OUUK) qualifies as the best-known example of an open university to have adopted an institutionalized system view and to present certain ideological roots of openness.…”

Section: Openness In Education and The Emergence Of Open Universitiesmentioning

confidence: 99%

The Historical Development and Adaptation of Open Universities in Turkish Context

Bozkurt

2019

IRRODL

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Open and Distance Learning (ODL) has a long history, one marked by the emergence of open universities, which was a critical development in the ecology of openness. Open universities have taken on significant local and global roles within the framework of meeting the needs of their respective regions of influence, and as such, their roles have evolved over time. Against this background, the purpose of this research is to explore the open university phenomenon by examining the case of Anadolu University in Turkey, a mega university that has transformed into what is now a giga university. More specifically, the research first looks at openness in education and how the concept itself has led to the emergence of open universities, before turning attention to Anadolu University, which is a dual-mode, state university with around 3 million enrolled students. Other issues that are addressed as part of this research include the rise of ODL and how it positioned itself within Turkish higher education; the historical development of Anadolu University and its massiveness, in terms of student numbers and services provided; local and global ODL practices; learner profiles, learning materials and spaces; exams and assessment and evaluation processes; learner support services, and Anadolu University’s contribution, as an open university, to the field of ODL. The research shows that as an open university, Anadolu University has narrowed the information gap and digital divide, has enhanced equality of opportunity in education, and has provided lifelong learning opportunities. More importantly, as an institution that has gone beyond the conventional understanding of an open university, Anadolu University serves as a catalyst of change and innovation in its emergence as a role model for other higher education institutions. The following recommendations were able to be developed from the examinations of this study: (1) develop a definition of “openness” based on the changing paradigms of the 21st century and online learning, (2) enter into national and international collaborations between open universities, (3) adopt culturally relevant open pedagogies, (4) develop and design heutagogy-based curricula, and (5) unbundle ODL services in mega and giga universities.

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An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere

Cited by 61 publications

References 38 publications

Adoption and Diffusion of Open Educational Resources (OER) in Education

Adoption and Diffusion of Open Educational Resources (OER) in Education

Becoming an open educator: towards an open threshold framework

The Historical Development and Adaptation of Open Universities in Turkish Context

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