Open Praxis

http://www.openpraxis.org
Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance and flexible education.

List of Papers (Total 219)

Assessing the Potential Toward Open Educational Practices in Kyrgyzstan

The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining...

Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to...

Opening the Curriculum through Open Educational Practices: International experience

A successful international learning initiative focusing on student agency began with a link facilitating OE-enhanced teaching between a UK university and a US high school class. It became an international trip organised and funded by five UK students and their teacher who travelled to California, teaching and performing music across formal and informal learning settings. The...

Designing Continuing Professional Development MOOCs to promote the adoption of OER and OEP

There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a...

Collaborative design of Open Educational Practices: An Assets based approach

This paper outlines a collaborative approach to the design of open educational resources (OER) with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other contexts. We view curriculum not as something that educationalists provide but rather something that emerges as learners engage with an educational context. We...

Mapping the open education landscape: citation network analysis of historical open and distance education research

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational...

Days of future passed, the history of OEGlobal in titles

This special issue contains some of the almost 180 accepted contributions of this years’ Open Education Global conference (OEGlobal), organized in Delft from 24-26 April 2018. These annual global conferences are organized by the Open Education Consortium (until 2014 named Open Courseware Consortium), together with a local institution. The first edition in this series of...

Open Praxis vol. 10 issue 1

The first Open Praxis issue in volume 10 includes six research papers section and two innovative practice papers.

Building public health capacity through online global learning

Rising disease burden and health inequalities remain global concerns, highlighting the need for health systems strengthening with a sufficient and appropriately trained workforce. The current models for developing such a workforce are inadequate and newer approaches are needed. In this paper we describe a model for public health capacity building through online Global Learning...

Online educators’ recommendations for teaching online: Crowdsourcing in action

Over the years, online educators have learned a great deal about what works and doesn’t work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to curate a robust list of online-teaching...

Acceptance and Usability of OER in India: An Investigation Using UTAUT Model

In the global movement towards open knowledge society, open educational resources (OER) have become a prominent contributor as a medium of education, research and training. In India, the phenomenon of OER is still in nascent stage. Although the country has been massively investing on growth and usage of ICT, it still requires acceptance of OER as a medium of education, research...

MOOCs for Teacher Professional Development: Reflections and Suggested Actions

Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of...

Space as a tool for analysis: Examining digital learning spaces

Over the past decade we have seen a rise in the adoption and proliferation of social technologies, and along with these a move to build on the capacity to embrace new pedagogies and practices that can open our boundaries for both teaching and learning. How do we determine what we mean by space specifically in online environments and how can we examine whether our intentions for...

Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible...

Brief report on Open Praxis figures and data (2017)

In the first Open Praxis issue in 2018 we briefly report on some statistics and information about Open Praxis development. The report covers the period January 2013 - December 2017, with a special focus in volume 9, published in 2017. After the brief report, what follows is an introduction to the first Open Praxis issue in volume 10, which includes six articles in the research...

Implementation Factors and Faculty Perceptions of Electronic Textbooks on the iPad

A federally managed university in the United Arab Emirates implemented a one-to-one iPad program. In an effort to increase access to interactive digital learning resources on the iPads, they next transitioned from paper-based textbooks (pTexts) to electronic textbooks (eTexts) on the iPad for all course delivery formats. The goal of this study was to survey and report on faculty...

Open Praxis vol. 9 issue 4

This Open Praxis issue is an open issue that includes eight research papers and one book review.

Book review of MOOCs and Their Afterlives

This book attempts to enlighten the reader about the MOOC phenomenon by carrying out a rigorous exploration of this conceptual and applied amalgam. The aim of this book is to carry out a review of the experimental work carried out in the field of digital learning. The information included should assist the reader in identifying what are known as the “afterlives of the MOOCs”.

Effect of Tell Me More on EFL undergraduate students’ English Language achievement

This descriptive study aimed at finding the impact of Tell Me More (TMM), an online language-learning program, on English as a foreign language (EFL) undergraduate learners’ achievement in a University in Thailand. The study also looked at whether the time of use of TMM had an effect on learners’ achievement. Data was collected from the scores of students at four proficiency...

The ecology of the open practitioner: a conceptual framework for open research

Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative...

The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development

Massive Open Online Courses (MOOCs) for teachers have emerged as a new wave of MOOCs that provide free professional development for teachers around the globe. These MOOCs for teachers often rely primarily on discussion forums and videos to drive participant engagement. Using logistic regression models this paper presents the degree to which participants’ engagement with videos...

Fractal: an educational model for the convergence of formal and non-formal education

For the last two decades, different authors have mentioned the need to have new pedagogies that respond better to current times, which are surrounded by a complex set of issues such as mobility, interculturality, curricular flexibility, accreditation and academic coverage. Fractal is an educational model proposal for online learning that is formed by four basic elements that...

Mainstreaming use of Open Educational Resources (OER) in an African context

The study derives from a multi-year project implemented by OER Africa. The project sought to understand how OER might be used as a catalyst for pedagogical transformation in African universities. Within a non-determinist and interpretivist theoretical framework and an over-arching project methodology of participatory action research, the study made use of an analytical...

Recognizing the expatriate and transnational distance student: A preliminary demographic exploration in the Republic of Korea

Descriptions of distance students in the literature are robust. Yet when speaking about students outside of a national context, nuance is lost by the failure to identify the complexity in borderless higher education. The global student body is often too broadly categorized as “international” when in reality, this can be further refined to produce two additional classifications...

Student Views on the Cost of and Access to Textbooks: An Investigation at University of Otago (New Zealand)

The rising cost of textbooks is influencing students’ choice of courses, as well as the quality of their learning experience once they are enrolled in a course, according to recent studies. This paper builds on those studies by exploring the possible effects that textbook costs may be having on study behaviours of students at one New Zealand tertiary institution: University of...