ABSTRACT

In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.

摘要

在以前的基于远程教学的开放式教育实践（OEP）时代，其参与者及其目标人群明确定义：开放式大学和处境不利的学习者。在OEP与数字化开放式教育资源相关联的新时代中，OEP有多个参与者和受益者。这篇重要的文献综述通过提出一个简单但重要的问题，审查了有关在线远程教育中OEP的众多学术叙述：“谁开放在线远程教育，向谁开放，面向谁？”。结果表明，尽管实现多样化行动者的全民教育的社会使命越来越重要，但仍缺乏对现实高等教育环境中OEP实际过程的清晰理解，以及这些行动者实际上如何为处境不利的学习者提供服务的清晰认识。