Open Pedagogy: A Systematic Review of Empirical Findings

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Date
2021-07-20
Authors
Clinton-Lisell, Virginia
Editor
Panda, Santosh
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Publisher
Commonwealth of Learning (COL)
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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.
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Subject
Pedagogy, Open Educational Resources (OER), Teaching and Learning Methods
Country
Canada, United States of America
Region
Caribbean and Americas, Global
Series
Journal of Learning for Development;Vol 8; No 2
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