Participatory Pedagogy in an Open Educational Course: Challenges and Opportunities

Autor/inn/en	Andersen, Renate; Ponti, Marisa
Titel	Participatory Pedagogy in an Open Educational Course: Challenges and Opportunities
Quelle	In: Distance Education, 35 (2014) 2, S.234-249 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2014.917703
Schlagwörter	Open Education; Barriers; Educational Opportunities; Online Courses; Web 2.0 Technologies; Interaction; Participative Decision Making; Program Development; Teamwork; Student Centered Curriculum; Student Developed Materials; Computer Science Education; Computer Software; Qualitative Research; Case Studies; Ethnography; Observation; Task Analysis; Discourse Analysis; Teaching Methods; Cooperative Planning; Educational Practices; Electronic Learning + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Bildungsangebot; Bildungschance; Online course; Online-Kurs; Interaktion; Programmplanung; Computer science lessons; Informatikunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study; Ethnografie; Beobachtung; Aufgabenanalyse; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	This article presents an empirical study of an open educational course in an online peer-to-peer university (P2PU). P2PU is a nonprofit organization offering free educational opportunities. Focus is on how peers are part of creating course content in a Web 2.0 environment. Massive open online courses (MOOCs) have evolved into two different pedagogical directions: content-based xMOOCs and connectivist cMOOCs. cMOOCs emphasizing learning in networks developed informally, where learners are part of creating course content, resemble P2PU`s vision. We investigated processes of interaction in co-creation of tasks in an open educational course and what opportunities and challenges emerge. We employed template analysis for coding data. We report two different processes of interaction between users and organizers: "problem identification" and "co-creation of tasks". This study contributes to understanding a new model of teaching and learning through scrutinizing participation in an open educational course and explores implications for the learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10