Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Autor/in	Cronin, Catherine
Titel	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 5, S.15-34 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Educational Resources; Educational Practices; Teaching Methods; Technology Uses in Education; College Faculty; Teacher Attitudes; Semi Structured Interviews; Constructivism (Learning); Grounded Theory; Educational Research; Educational Policy; Comparative Analysis; Teacher Collaboration; Technological Literacy; Privacy; Shared Resources and Services; Socialization; Teacher Role; Foreign Countries; Qualitative Research; Ireland + Suchen Sie Ihr Suchwort? Bildungsmittel; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Fakultät; Lehrerverhalten; Bildungsforschung; Pädagogische Forschung; Politics of education; Bildungspolitik; Lehrerkooperation; Technisches Wissen; Privatsphäre; Gemeinwirtschaft; Socialisation; Sozialisation; Lehrerrolle; Ausland; Qualitative Forschung; Irland
Abstract	Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept "Using OEP for teaching" was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01