Identifying Student Perceptions of Different Instantiations of Open Pedagogy

Authors

  • 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

DOI:

https://doi.org/10.19173/irrodl.v21i4.4895

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.

References

Bali, M. (2017, April 21). Curation of posts on open pedagogy [Web log post]. Retrieved from https://blog.mahabali.me/whyopen/curation-of-posts-on-open-pedagogy-yearofopen

Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in open educational practices. Open Praxis, 10(2), 127–143. doi: 10.5944/openpraxis.10.2.825

DeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In R. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 115–124). London: Ubiquity Press. doi: 10.5334/bbc.i

Elliott, J. (1973). Is instruction outmoded? Cambridge Journal of Education, 3(3), 169-181. doi: 10.1080/0305764730030305

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology, 55(4), 3–13. Retrieved from https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf

Hendricks, C. (2015, October 29). Renewable assignments: Student work adding value to the world [Web log post]. Retrieved from http://flexible.learning.ubc.ca/news-events/renewable-assignments-student-work-adding-value-to-the-world/

Hodgkinson-Williams, C., & Gray, E. (2009). Degrees of openness: The emergence of open educational resources at the University of Cape Town. International Journal of Education and Development using ICT, 5(5), 101–116. Retrieved from https://www.learntechlib.org/p/42198/

Introduction to Open Pedagogy. (2018, September 13). Retrieved July 25, 2019 from https://libguides.uta.edu/openped

Jhangiani, R. (2017, January 12). Why have students answer questions when they can write them? [Web log post]. Retrieved from http://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/

Mackintosh, W., McGreal, R., & Taylor, J. (2011). Open education resources (OER) for assessment and credit for students project: Towards a logic model and plan for action. Retrieved from https://auspace.athabascau.ca/bitstream/handle/2149/3039/Report_OACS-FinalVersion.pdf?sequence=1&isAllowed=y

Mai, R. (1978). Open education: From ideology to orthodoxy. Peabody Journal of Education, 55(3), 231-237. doi:10.1080/01619567809538192

Weller, M. (2013). The battle for open - a perspective. Journal of Interactive Media in Education, 2013(3). doi: 10.5334/2013-15

Wiley, D. (2013, October 21). What is open pedagogy? [Web log post]. Retrieved from https://opencontent.org/blog/archives/2975

Wiley, D. (2014, March 5). The access compromise and the 5th R [Web log post]. Retrieved from https://opencontent.org/blog/archives/3221

Wiley, D., & Hilton, J. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4), 133–147. doi: 10.19173/irrodl.v19i4.3601

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

Issue

Section

Research Articles