Identifying Student Perceptions of Different Instantiations of Open Pedagogy

  • John Hilton Brigham Young University
  • Bryson Hilton University of Oregon
  • Tarah K. Ikahihifo Brigham Young University
  • Reta Chaffee Granite State College
  • Jennifer Darrow Keene State College
  • JoAnn Guilmett Plymouth State University
  • David Wiley Lumen Learning
Keywords: open educational resources, OER, open pedagogy, OER-enabled pedagogy

Abstract

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.

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Published
2020-07-23
How to Cite
Hilton, J., Hilton, B., Ikahihifo, T. K., Chaffee , R., Darrow , J., Guilmett , J., & Wiley, D. (2020). Identifying Student Perceptions of Different Instantiations of Open Pedagogy. The International Review of Research in Open and Distributed Learning, 21(4), 1-19. https://doi.org/10.19173/irrodl.v21i4.4895
Section
Research Articles