Open Pedagogy: A Systematic Review of Empirical Findings

Abstract

Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.

Prophet Ibrahim (as), the Search for God and a Transformative Pedagogy Perspective

“…Schem, 1882).In other sources, 'pedagogy' is defined as the science or art of teaching. In addition, 'pedagogy' can also mean taking in children, and, through skillful teaching and wise training, guiding them to proper maturity (Clinton-Lisell, 2021).…”

Open for antiracism: supporting educators to use open education for antiracist teaching

“…Understanding impact on student learning is an important future direction. Some limited studies on learning outcomes for classes using open pedagogy have not shown a significant difference (Clinton-Lisell, 2021, p. 261; Bloom, 2019; Tillinghast et al , 2020). For OFAR’s second year, the evaluation explicitly explores this question.…”

“…When open pedagogy is used, students report increased agency as scholars contributing to knowledge rather than passively consuming information. They report developing improved critical thinking skills, which may be due to their roles as curators and synthesizers of information (Clinton-Lisell, 2021, p. 260).…”

Revisiting Education: On the Role of Imagination, Intuition, and Other “Gifts” for Open Scholars

“…Open Educational Practices (OEP) offer the opportunity to explore unconventional educational approaches. OEP have been studied for 15 years (e.g., Cronin and Maclaren, 2018;Paskevicius and Irvine, 2019;Bali et al, 2020b;Huang et al, 2020;Clinton-Lisell, 2021;Werth and Williams, 2022), and research shows that five conditions are enabling: (i) Open Educational Resources (OER) as input and output; (ii) enabling technology to support a connected learning community where OEP can flourish; (iii) open teaching approaches that empower students to construct their own learning pathways; (iv) open collaboration to reach out to concerned communities for students to interact with stakeholders outside of academia; and (v) open assessment through peer evaluation, reflective practice, and evaluation by third parties (Huang et al, 2020). Six reasons to adopt OEP resonate with the five conditions and are foregrounded as follows: (i) sharing, that is, the freedom to create, share, and reuse knowledge; (2) transparency, that is, the capacity to trace the knowledge construction process and underlying values and transparency in the entire process from admission to certification; (iii) collaborative knowledge construction, that is, participate in the building of the collective intelligence; (iv) deconstructing power structures in the educational environment, that is, giving voice to everybody; (v) personalized learning, that is, learners have authority to determine their learning needs and learning path; and (vi) learner empowerment, that is, learners are involved as active full-fledged stakeholders in each step of the learning process from the choice of learning outcomes to the design of assessment (Werth and Williams, 2022).…”