Melissa Ashman (Kwantlen Polytechnic University)
There seems to be a transformation in teaching and learning that happens when students and faculty engage in open pedagogy (OP). While there is a growing body of research available on the costs, outcomes, uses, and perceptions of open education resources (OERs) by faculty and students, there is little research available with regards to OP. I hope that knowing more about the experiences and perspectives of students and faculty could help inform the development of best practices for faculty who wish to engage in OP in their classes.
The questions guiding my research were two-fold:
1. What are the perceptions of faculty towards OP?
2. What are the perceptions of students towards OP?
Overall, my study sought to understand the challenges and opportunities faculty and students may experience when engaging in OP in order to determine what supports could help faculty and students be successful.
In the spring and summer of 2021, I sought to answer these questions by conducting surveys of faculty and students in classes using OP at Kwantlen Polytechnic University in BC, Canada. In this presentation, I will share results from my study.
In alignment with the UNESCO OER recommendation of “building capacity of stakeholders to create, access, re-use, adapt, and redistribute OER,” the study I conducted provides an opportunity to build awareness about how OP and open education practices can motivate and empower educators and students to create knowledge together, identifies gaps and areas where institutional support could be helpful for faculty who wish to engage in open education practices in their classrooms, and highlights some challenges with using technology-facilitated open education practices.
Extended abstract: OE_Global_2021_paper_29.pdf 📄
This presentation is part of Webinar 05 Building capacity taking place in your local time → .
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UNESCO OER Action Area: Building capacityLanguage: English
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