Open Pedagogy: A Systematic Review of Empirical Findings

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...

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Autor principal:	Virginia Clinton-Lisell
Formato:	article
Lenguaje:	EN
Publicado:	Commonwealth of Learning 2021
Materias:	open pedagogy open education systematic review Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/8bd4d905860a4fd9a946a37d89302fde
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id	oai:doaj.org-article:8bd4d905860a4fd9a946a37d89302fde
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spelling	oai:doaj.org-article:8bd4d905860a4fd9a946a37d89302fde2021-12-02T19:16:28ZOpen Pedagogy: A Systematic Review of Empirical Findings2311-1550https://doaj.org/article/8bd4d905860a4fd9a946a37d89302fde2021-07-01T00:00:00Zhttps://jl4d.org/index.php/ejl4d/article/view/511https://doaj.org/toc/2311-1550Open 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.Virginia Clinton-LisellCommonwealth of Learningarticleopen pedagogyopen educationsystematic reviewTheory and practice of educationLB5-3640ENJournal of Learning for Development, Vol 8, Iss 2, Pp 255-268 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open pedagogy open education systematic review Theory and practice of education LB5-3640
spellingShingle	open pedagogy open education systematic review Theory and practice of education LB5-3640 Virginia Clinton-Lisell Open Pedagogy: A Systematic Review of Empirical Findings
description	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.
format	article
author	Virginia Clinton-Lisell
author_facet	Virginia Clinton-Lisell
author_sort	Virginia Clinton-Lisell
title	Open Pedagogy: A Systematic Review of Empirical Findings
title_short	Open Pedagogy: A Systematic Review of Empirical Findings
title_full	Open Pedagogy: A Systematic Review of Empirical Findings
title_fullStr	Open Pedagogy: A Systematic Review of Empirical Findings
title_full_unstemmed	Open Pedagogy: A Systematic Review of Empirical Findings
title_sort	open pedagogy: a systematic review of empirical findings
publisher	Commonwealth of Learning
publishDate	2021
url	https://doaj.org/article/8bd4d905860a4fd9a946a37d89302fde
work_keys_str_mv	AT virginiaclintonlisell openpedagogyasystematicreviewofempiricalfindings
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Open Pedagogy: A Systematic Review of Empirical Findings

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