Open Pedagogy: A Systematic Review of Empirical Findings

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...

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Bibliographic Details
Published inJournal of learning for development Vol. 8; no. 2; pp. 255 - 268
Main Author Clinton-Lisell, Virginia
Format Journal Article
LanguageEnglish
Published Commonwealth of Learning 2021
Subjects
College Faculty
College Students
Literature Reviews
Open Education
Open Educational Resources
open pedagogy
Student Experience
systematic review
Teaching Experience
Teaching Methods
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Summary: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.
ISSN:2311-1550
2311-1550
DOI:10.56059/jl4d.v8i2.511