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Higher education instructors’ perceptions of open pedagogy: an exploratory study of open pedagogy definitions in practice (Short, et al., 2024)

by Greg Argo on April 4th, 2024 in Academic Technology, Academic Technology: Open Learning Design, Advocacy & Campus Leadership, Advocacy & Campus Leadership: Domain Expertise, Open Pedagogy, Open Pedagogy: Definitions, Open Pedagogy: Platforms, Open Pedagogy: Student-Centered Learning | 0 Comments

Short, C. R., Hilton, B., Hilton, J., Wiley, D., Chaffee, R., Guilmett, J. A., & Darrow, J. (2024). Higher education instructors’ perceptions of open pedagogy: an exploratory study of open pedagogy definitions in practice. Open Learning, 1–16. https://doi.org/10.1080/02680513.2024.2334237

Summary: Through surveys and interviews the study explores different definitions and implementations of Open Pedagogy (OP) among instructors, highlighting motivations such as enhancing student ownership/agency over learning, using open educational resources (OER), and promoting transparency in learning activities. OP practices enhanced skills like collaboration and critical thinking. However, challenges arose, including costs, time demands, and technological issues. The study suggests that clear definitions, departmental support, and further research on best practices could help address these challenges and better support OP's adoption in higher education.


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