ABSTRACT

Open pedagogy has emerged as an important teaching and learning practice while the current global open education resources movement has developed. The present research addresses the need to develop and conceptualize open pedagogy models in higher education contexts. This case study examined student perspectives on the affordances, challenges, and impact of an open pedagogy approach implemented within the context of three higher education courses. Various renewable assignments were integrated into face-to-face, blended, and online courses. Data sources consisted of reflection reports and semi-structured interviews conducted with 13 student participants. The qualitative analysis revealed six themes that conceptualized student engagement with open pedagogy: content curation, peer feedback, community engagement, development, reflection, and scaffolding. We discuss the impact of these practices on the participating students’ knowledge and awareness of open access and student agency. The results present an open pedagogy in action model with recommendations for future research and practice.

摘要

开放式教学法已成为一种重要的教学实践，而当前的全球开放式教育资源运动也在发展。本研究满足了在高等教育环境中开发和概念化开放教育模型的需求。本案例研究考察了学生对在三门高等教育课程中实施的开放式教学法的承受能力，挑战和影响的观点。各种可更新的作业都集成到了面对面，混合和在线课程中。数据来源包括对13名学生参与者的反思报告和半结构化访谈。定性分析揭示了六个主题，这些主题将学生参与开放式教学法概念化：内容策划，同伴反馈，社区参与，发展，反思，和脚手架。我们讨论了这些做法对参与的学生的知识以及开放获取和学生代理意识的影响。结果提供了一种开放的行动教学法，并为以后的研究和实践提供了建议。