Open Educational Practices: a learning way beyond free access knowledge

Laverde, Andrés Chiappe; Adame, Silvia Irene

doi:10.1590/s0104-40362018002601320

Cited by 11 publications

(8 citation statements)

References 27 publications

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“…The largest distance learning universities in Europe were established in the United Kingdom (Open University, 1969) and Germany (FernUniversität in Hagen or Distance University of Hagen, 1974) [47,48]. The first one was based on the hypothesis that communication technology could bring high quality degree-level learning.…”

Section: Europementioning

confidence: 99%

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

et al. 2021

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Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers’ and students’ points of view in both secondary and higher education.

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Section: Europementioning

confidence: 99%

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

et al. 2021

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“…OEP have become a growing trend in education based on information and communication technology [12]. Pulker and Kukulska-Hulme [13] considered teachers' activities when reusing and adapting OER-influenced teaching practices with evidence.…”

Section: Open Educational Practicesmentioning

confidence: 99%

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

et al. 2020

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Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.

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“…Whether it is the K12 context or higher education, more and more individuals and organizations are exploring the potential of Open Educational Resources (OERs) and Open Educational Practices (OEPs) in education. Although OERs are understood differently by diverse communities, in 2015 UNESCO defined them as "educational resources that are openly available for use by educators and students, without an accompanying need to pay royalties or license fees" (p. 5), a definition shared and supported by many scholars (e.g., Chiappe & Adame, 2018;Holotescu, Vlaicu, Grosseck, & Malita, 2016;Rushby & Surry, 2016). OERs include an extensive range of digital materials, starting from basic ones such as classroom activities and quizzes, to more elaborated resources, including textbooks, multimedia applications and course models.…”

Section: Open Educational Resources In Higher Educationmentioning

confidence: 99%

Open Educational Resources in Higher Education

Berti¹

2018

Issues and Trends in Educational Technology

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Open Educational Resources (OERs) are changing the learning and teaching landscape in many different fields. In the area of higher education, OERs are swiftly becoming important elements in support of Open Educational Practices (OEPs) and the Open Education Movement. Research suggests that OERs and OEPs might be powerful vehicles for professional development, for teacher collaboration, and to enhance knowledge of technology in language pedagogy (Borthwick & Gallagher-Brett, 2014). Nonetheless, in spite of the increasing popularity of open education, little is known with regard to the production and use of OERs in languages other than English (Zancanaro & Amiel, 2017). This paper examines concepts, advantages and challenges related to Open Education and briefly reviews studies which discussed the production of OERs in languages other than English in higher education. The few studies addressing the development and use of OERs in languages other than English show that more research is needed to increase visibility of open education for less prominent languages and to support the Open Education Movement in higher education.

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Open Educational Practices: a learning way beyond free access knowledge

Cited by 11 publications

References 27 publications

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

A Worldwide Journey through Distance Education—From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic

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

Open Educational Resources in Higher Education

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