Identifying Student Perceptions of Different Instantiations of Open Pedagogy

As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This st...

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Autores principales:	John Hilton, Bryson Hilton, Tarah K. Ikahihifo, Reta Chaffee, Jennifer Darrow, JoAnn Guilmett, David Wiley
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2020
Materias:	open educational resources OER open pedagogy OER-enabled pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/61a99c171a76449fb08897d4c319c273
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spelling	oai:doaj.org-article:61a99c171a76449fb08897d4c319c2732021-12-02T19:25:57ZIdentifying Student Perceptions of Different Instantiations of Open Pedagogy10.19173/irrodl.v21i4.48951492-3831https://doaj.org/article/61a99c171a76449fb08897d4c319c2732020-07-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4895https://doaj.org/toc/1492-3831As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student creation of multiple-choice questions and student creation of the syllabus and corresponding course assignments. The sample included responses from 84 students at two colleges in the United States. Results showed that students who created the syllabus and assignments had a more positive experience and were more likely to enroll in a future course that implements this strategy. Those in the multiple-choice course felt that the approach was less conducive to learning than traditional learning activities. The significant differences in student feedback on two different approaches, both of which could be termed open pedagogy, indicate that more research is needed to examine the efficacy of the wide variety of approaches to open pedagogy. Moreover, the perceived efficacy of one instantiation of open pedagogy does not equal the effectiveness of open pedagogy, broadly defined. John HiltonBryson HiltonTarah K. IkahihifoReta Chaffee Jennifer Darrow JoAnn Guilmett David WileyAthabasca University Pressarticleopen educational resourcesOERopen pedagogyOER-enabled pedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 21, Iss 4 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources OER open pedagogy OER-enabled pedagogy Special aspects of education LC8-6691
spellingShingle	open educational resources OER open pedagogy OER-enabled pedagogy Special aspects of education LC8-6691 John Hilton Bryson Hilton Tarah K. Ikahihifo Reta Chaffee Jennifer Darrow JoAnn Guilmett David Wiley Identifying Student Perceptions of Different Instantiations of Open Pedagogy
description	As the adoption of open educational resources (OER) continues to increase, instructors have started using these resources for more than simply delivering content. Open pedagogy is a term used to describe a range of instructional practices that often incorporate OER into the learning process. This study examined student perceptions of two approaches to open pedagogy—student creation of multiple-choice questions and student creation of the syllabus and corresponding course assignments. The sample included responses from 84 students at two colleges in the United States. Results showed that students who created the syllabus and assignments had a more positive experience and were more likely to enroll in a future course that implements this strategy. Those in the multiple-choice course felt that the approach was less conducive to learning than traditional learning activities. The significant differences in student feedback on two different approaches, both of which could be termed open pedagogy, indicate that more research is needed to examine the efficacy of the wide variety of approaches to open pedagogy. Moreover, the perceived efficacy of one instantiation of open pedagogy does not equal the effectiveness of open pedagogy, broadly defined.
format	article
author	John Hilton Bryson Hilton Tarah K. Ikahihifo Reta Chaffee Jennifer Darrow JoAnn Guilmett David Wiley
author_facet	John Hilton Bryson Hilton Tarah K. Ikahihifo Reta Chaffee Jennifer Darrow JoAnn Guilmett David Wiley
author_sort	John Hilton
title	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
title_short	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
title_full	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
title_fullStr	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
title_full_unstemmed	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
title_sort	identifying student perceptions of different instantiations of open pedagogy
publisher	Athabasca University Press
publishDate	2020
url	https://doaj.org/article/61a99c171a76449fb08897d4c319c273
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Identifying Student Perceptions of Different Instantiations of Open Pedagogy

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