Elements of Open Education: An Invitation to Future Research

Zawacki‐Richter, Olaf; Conrad, Dianne; Bozkurt, Aras; Aydın, Cengiz Hakan; Bedenlier, Svenja; Jung, Insung; Stöter, Joachim; Veletsianos, George; Blaschke, Lisa Marie; Bond, Melissa; Broens, Andrea; Bruhn, Elisa; Dolch, Carina; Kalz, Marco; Kerres, Michael; Kondakçı, Yaşar; Marín, Victoria I.; Mayrberger, Kerstin; Müskens, Wolfgang; Naidu, Som; Qayyum, Adnan; Roberts, Jennifer; Sangrà, Albert; Loglo, Frank Senyo; Tryon, Patricia J. Slagter van; Xiao, Jia

doi:10.19173/irrodl.v21i3.4659

Cited by 64 publications

(30 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Furthermore, online learning differs slightly from emergency remote education; in fact, online learning is an interdisciplinary field that has evolved over time and has served well to meet learning needs and to guide open educational practices [17,18]. In this sense, online learning and emergency remote education are not the same thing.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

Elfirdoussi

Lachgar

Kabaili

et al. 2020

Education Research International

151

View full text Add to dashboard Cite

This qualitative study is an investigation and assessment of distance learning in Morocco during the COVID-19 pandemic. This research surveyed 3037 students and 231 professors enrolled in different stages of higher education programs. It aims to investigate the limitations of e-learning platforms and how these activities take place at public and private Moroccan universities during the coronavirus confinement. For this purpose, two structured questionnaires were constructed by researchers from different specialties, and the type of data was based on the responses of students and professors from 15 universities. In this paper, we have used three methods: descriptive analysis, regression analysis, and qualitative response analysis. As a data analytics tool, Microsoft Power BI was used to analyze data, visualize it, and draw insights. In this study, both professors and students stated that online learning is not more interesting than ordinary learning and professors need to provide at least 50% of their teaching in face-to-face mode. Recommendations at teaching and technical levels, such as the need for technical support and training in the use of these tools, were provided to enhance and promote distance education in Morocco. The contribution of this paper comes as a result of data analysis obtained from a survey conducted in some famous Moroccan universities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

Elfirdoussi

Lachgar

Kabaili

et al. 2020

Education Research International

151

View full text Add to dashboard Cite

show abstract

“…La globalización ha sido uno de los determinantes más significativos para el cambio o las transformaciones en la educación superior (Zawacki-Richter et al, 2020). En ese sentido, la apertura al pensamiento de la educación abierta, a distancia o flexible data de mediados del siglo XX, pero no es sino hasta finales de este mismo que ese ritmo de intercambio global propicia y exige, a su vez, los cambios más significativos (Collis y Moonen, 2011).…”

Section: Antecedentesunclassified

“…Para Alemania, la terminología se transforma en aprendizaje abierto, aprendizaje a distancia y educación a distancia, a menudo con un uso indistinto, y con el consenso sobre su combinación, a pesar de no ser sinónimos. En este caso, el aprendizaje abierto generalmente se refiere a la flexibilidad, el acceso, cuándo, a qué ritmo, dónde y cómo aprenden las personas (Zawacki-Richter et al, 2020).…”

Section: Referentes Conceptualesunclassified

“…Sin embargo, desde el inicio de la educación abierta mucho antes, existe una confusión entre esta, y el espacio abierto. Al respecto, el grupo Center for Open Education Research ([COER] por sus siglas en inglés,), de la Universidad de Oldenburg, en Alemania, refiere que algunos de los conceptos utilizados han sido acceso, flexibilidad, equidad, colaboración, agencia, democratización, justicia social, transparencia y eliminación de barreras (Zawacki-Richter et al, 2020).…”

Section: Introductionunclassified

See 1 more Smart Citation

Evaluación de dos cursos modulares en la Universidad de Costa Rica a partir de la conceptualización de la flexibilidad curricular en la educación superio

Fallas-Rodríguez

Guido-Granados

2021

Rev. Electr. Educare

View full text Add to dashboard Cite

Objetivo: Evaluar el desarrollo de las unidades didácticas Gestión de la vida silvestre y Problemas ambientales y soluciones sostenibles, de la carrera de bachillerato en Gestión de Recursos Naturales de la Universidad de Costa Rica (UCR), a partir de la conceptualización de la flexibilidad curricular en esta institución. Metodología: Se trató de una investigación cualitativa con perspectiva fenomenológica hermenéutica. La población permitió comprender el ambiente y el problema con una muestra no probabilística. La información se recopiló del personal docente de los cursos, el estudiantado matriculado, y los documentos relacionados con la normatividad en cuanto flexibilidad curricular dentro de la UCR. Las técnicas de recolección de datos fueron el análisis documental y la entrevista semiestructurada. El análisis de la información se realizó desde la triangulación hermenéutica. Resultados: No se reconoce la flexibilidad curricular desde el concepto universitario, el personal docente y estudiantes no identifican la plataforma de mediación virtual como oficial, y se presenta un enfoque positivista a criterio del personal docente; pero el estudio encontró un impulso del enfoque constructivista. Conclusiones: La flexibilidad curricular ha nacido de las mismas unidades académicas para implementar en sus actividades sistemas flexibles dentro del proceso didáctico, lo que hizo necesario normar la flexibilidad curricular, posterior al uso de módulos en la carrera. La Universidad necesita una divulgación de sus propias tendencias o concepciones al respecto de la flexibilidad, así como una reflexión o discusión de los alcances de esta dentro de la praxis pedagógica.

show abstract

“…In recognition of this structural problem, Bozkurt and Sharma (2020) concur that the global education system is in a crisis and the move to online remote teaching has been put into place with very little understanding of the fundamentals involved. Distance online education has been a choice of study that has evolved over time as an interdisciplinary field with growing popularity (Bozkurt, 2019a(Bozkurt, , 2019bZawacki-Richter, et al, 2020). The COVID-19 pandemic has made remote online teaching obligatory for teachers (Bozkurt et al 2020).…”

Section: The Impact Of Covid-19 Pandemic On Teaching and Learningmentioning

confidence: 99%

Broadening Educational Pathways to Stem Education Through Online Teaching and Learning During Covid-19: Teachers’ Perspectives

Dhurumraj

Ramaila

Raban

et al. 2020

JBSE

View full text Add to dashboard Cite

COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM). The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics. Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices. Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed. Keywords: COVID-19, online teaching, pandemic, pedagogy, STEM, teaching practices

show abstract

Elements of Open Education: An Invitation to Future Research

Cited by 64 publications

References 38 publications

Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

Evaluación de dos cursos modulares en la Universidad de Costa Rica a partir de la conceptualización de la flexibilidad curricular en la educación superio

Broadening Educational Pathways to Stem Education Through Online Teaching and Learning During Covid-19: Teachers’ Perspectives

Contact Info

Product

Resources

About