Educators’ Beliefs, Perceptions and Practices Around Self-Directed Learning, Assessment and Open Education Practices

Tarling, Isabel; Gunness, Sandhya

doi:10.1007/978-981-16-4099-5_10

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…In terms of curriculum enhancement, OEP have demonstrated their ability to diversify and improve educational materials (Bennett and Hyland, 1979;Littlejohn and Hood, 2017). A combination of open resources and pedagogies promotes intercultural learning (Nascimbeni et al, 2018), addresses learner diversity (Altinay et al, 2018), and promotes self-directed learning (Tarling and Gunness, 2021). Transitioning to OEP, on the other hand, requires educators to navigate new paradigms of Despite geographical and institutional differences, issues of accessibility, reusability, and participation are shared (Hannon et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

Open education practices: a meta-synthesis of literature

Shareefa,

Moosa,

Hammad

et al. 2023

Front. Educ.

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IntroductionMost of the recent reviews of literature on open education practices (OEP) seem to be limited in their scope, inhibiting their capacity to arrive at a comprehensive understanding of the concept of OEP. Hence, this systematic literature review was conducted with the purpose of analysing past research on OEP in an effort to identify how OEP is theorised and defined in the existing literature.MethodsEmploying a systematic protocol, the literature search was conducted using the Dimensions database. A total of 30 publications were considered for the qualitative analysis, which engaged a thematic approach.ResultsThe findings indicated that the concept of OEP can be explained with a combination of three major components: open education resources, an open teaching and learning process, and open research and scholarly practice. The findings also showed that these components should be grounded in six principles: accessibility, flexibility, shareability, affordability, innovation, and academic freedom.DiscussionsThe findings imply that, in order to meaningfully execute open education practices, each of the three components must be given equal importance and that these practices be well grounded in the identified six principles.

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Section: Resultsmentioning

confidence: 99%

Open education practices: a meta-synthesis of literature

Shareefa,

Moosa,

Hammad

et al. 2023

Front. Educ.

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“…Furthermore, it has become increasingly evident that fostering changes to advance the development of open education practices is crucial, as highlighted by the perceptions of students and education professionals regarding various sociodemographic characteristics, including gender [32]. Traditional research approaches in education have already shed light on the advancements and limitations of open education practices when examined through a gender lens.…”

Section: A Open Educationmentioning

confidence: 99%

Forecasting Gender in Open Education Competencies: A Machine Learning Approach

Ibarra-Vazquez,

Ramírez-Montoya,

Buenestado-Fernández

2024

IEEE Trans. Learning Technol.

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This article aims to study the performance of machine learning models in forecasting gender based on the students' open education competency perception. Data were collected from a convenience sample of 326 students from 26 countries using the eOpen instrument. The analysis comprises 1) a study of the students' perceptions of knowledge, skills, and attitudes or values related to open education and its sub-competencies from a 30-item questionnaire using machine learning models to forecast participants' gender, 2) validation of performance through cross-validation methods, 3) statistical analysis to find significant differences between machine learning models, and 4) an analysis from explainable machine learning models to find relevant features to forecast gender. The results confirm our hypothesis that the performance of machine learning models can effectively forecast gender based on the student's perceptions of knowledge, skills, and attitudes or values related to open education competency.

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