Doing Open Science in a Research-Based Seminar: Students’ Positioning Towards Openness in Higher Education

Keywords: Open science, open education, open education practices, open educational resources, research-based teaching, collaboration, higher education, students’ attitudes

Abstract

This study investigates undergraduate students’ attitudes towards and experiences with open education practices (OEP) in a research-based linguistics seminar. Data was collected through written assignments in which two groups of students in subsequent terms were surveyed on their willingness to publish (a) academic posters in open access (OA); (b) teaching concepts as open educational resources (OER); and (c) personal reflections on the research process in OA. Through qualitative data analysis, we examine students’ apprehensions and motivations to publish their artifacts. We find that key motivators are a sense of belonging, personal reward, and an active contribution to a culture of collaboration, whereas apprehensions are grounded in concerns about the quality of their work, uncertainties about licensing, and fear of vulnerability through visibility. We show that open science practices and OEP can be combined synergistically in process-oriented, research-based, and collaborative seminar concepts, and we formulate recommendations for lecturers on how to successfully address OEP in the classroom.

Author Biographies

Naomi Truan, University of Leipzig

Dr. Naomi Truan is a Research and Teaching Fellow in German Linguistics at the University of Leipzig, Germany. Her research interests include political discourse, digital interactions, multilingual practices, educational contexts, and language ideologies. As an Alumna of the Open Science Fellows Program, she is committed to open science and science communication, including Open Educational Resources, on which she also blogs: https://icietla.hypotheses.org/. You can find her publications in Open Access here: https://cv.archives-ouvertes.fr/naomi-truan.

Dennis Dressel, University of Freiburg

Dennis Dressel is a doctoral student at the University of Freiburg, Germany. Having earned degrees in both Mathematics and French linguistics and literature, he has pursued linguistic research. Working within the methodological framework of Conversation Analysis and Interactional Linguistics, his research strives for a fundamentally embodied understanding of language and social interaction. He currently works as a high school teacher in Berlin, Germany.

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Published
2022-09-01
How to Cite
Truan, N., & Dressel, D. (2022). Doing Open Science in a Research-Based Seminar: Students’ Positioning Towards Openness in Higher Education. The International Review of Research in Open and Distributed Learning, 23(3), 153-170. https://doi.org/10.19173/irrodl.v23i3.6201
Section
Research Articles