Identifying Student Perceptions of Different Instantiations of Open Pedagogy

Autor/inn/en	Hilton, John, III; Hilton, Bryson; Ikahihifo, Tarah K.; Chaffee, Reta; Darrow, Jennifer; Guilmett, JoAnn; Wiley, David
Titel	Identifying Student Perceptions of Different Instantiations of Open Pedagogy
Quelle	In: International Review of Research in Open and Distributed Learning, 21 (2020) 4, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Student Attitudes; College Students; College Instruction; Student Developed Materials; Course Descriptions; Assignments; Conventional Instruction; Open Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Collegestudent; Hochschullehre; Kursstrukturplan; Assignment; Auftrag; Zuweisung; Offene Erziehung; Offener Unterricht
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. (As Provided).
Anmerkungen	Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01