How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blende...
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| Autores principales: | , , , , , |
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| Formato: | article |
| Lenguaje: | EN |
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Athabasca University Press
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/16c2a874b4a245d1b0ffb498649540f1 |
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| Sumario: | This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.
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