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From open access to open science—Open education in transition 从开放获取到开放科学--转型中的开放教育
IF 7.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-12-07 DOI: 10.1080/01587919.2023.2278218
Som Naidu
Published in Distance Education (Vol. 44, No. 4, 2023)
发表于《远程教育》(第 44 卷第 4 期,2023 年)
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引用次数: 0
The open master: A new model of transnational higher education 开放式硕士:跨国高等教育的新模式
IF 7.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-20 DOI: 10.1080/01587919.2023.2280064
Simon Goorney, Matoula Sarantinou, Jacob Sherson
In this article, we conceptualize a new model of transnational education: the open master. Arising from higher education for emerging fields such as quantum technology and artificial intelligence, ...
本文提出了一种新的跨国教育模式:开放式硕士。在量子技术和人工智能等新兴领域的高等教育中,……
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引用次数: 0
Are we close(d)? Debating the openness paradox in science 我们接近了吗?辩论科学中的开放性悖论
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-12 DOI: 10.1080/01587919.2023.2267482
Benjamin Heurich, Bence Lukács
AbstractIn our theoretical and conceptual article, we propose that the application of Niklas Luhmann’s sociological systems theory as a difference-theoretical approach to the opening of science unveils an openness paradox. We describe and discuss the general concept of open science as currently proposed by UNESCO and posit that only by accepting the scientific method as truly and inherently open, can higher education institutions and science at large indeed be considered open. The paradox arises by analyzing and discovering through systems theory how the relevant systems function and the various structures within science (e.g., publishing and funding) are seemingly destined to be and ultimately stay closed. Finally, we propose a desideratum for open science that could dissipate the openness paradox in the future and once and for all answer the question “Are we close(d)?”.Keywords: systems theoryscientific methodopen scienceopen educationdecentralized scienceopenness Disclosure statementNo potential conflict of interest was declared by the author(s).Additional informationNotes on contributorsBenjamin HeurichBenjamin Heurich is a researcher at the Institute for Applied Blockchain with a focus on media education, digital literacy, sociology, and social philosophy. He advocates for open science and universal structures to promote global education and justice beyond nation states.Bence LukácsBence Lukács is a researcher at the Institute for Applied Blockchain and has worked on media didactics, digital transformation, and organizational development through the lens of openness and social sciences. His main research centers around decentralized education and open science.
在这篇理论和概念文章中,我们提出将卢曼的社会学系统理论作为一种差异理论方法应用于科学的开放性,揭示了一个开放性悖论。我们描述和讨论了教科文组织目前提出的开放科学的一般概念,并假设只有通过接受科学方法真正和本质上是开放的,高等教育机构和科学才能真正被认为是开放的。通过系统理论分析和发现相关系统的功能和科学内部的各种结构(例如,出版和资助)似乎注定是并最终保持封闭的,从而产生了悖论。最后,我们提出了一个开放科学的理想方案,可以在未来消除开放悖论,并一劳永逸地回答“我们接近(d)吗?”这个问题。关键词:系统理论科学方法开放科学开放教育去中心化科学开放性公开声明作者未声明存在潜在的利益冲突。本杰明·启发式(benjamin Heurich)本杰明·启发式(benjamin Heurich)是应用bbb研究所的研究员,专注于媒体教育、数字素养、社会学和社会哲学。他倡导开放科学和普遍结构,以促进超越民族国家的全球教育和正义。本斯LukácsBence Lukács是应用b区块链研究所的研究员,通过开放和社会科学的视角研究媒体教学、数字化转型和组织发展。他的主要研究领域是分散式教育和开放科学。
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引用次数: 0
Equity, diversity, and inclusion in open education: A systematic literature review 开放教育中的公平、多样性和包容性:系统的文献综述
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-11-01 DOI: 10.1080/01587919.2023.2267472
Francisco Iniesto, Carina Bossu
Equity, diversity, and inclusion (EDI) and open education are key areas in the current development of educational systems internationally. However, little is known about the general perspective of what has been addressed about EDI in open educational contexts to date. To address this gap, this paper presents a systematic literature review of 15 papers where we examined the current state of the art and the main suggestions for EDI implementation. Results indicate that practitioners should involve all stakeholders, including institutions, faculty members, and students, in EDI development to enhance open educational practices as well as in the cocreation of open educational resources which need to consider culture, language, and location, among others. This review of literature contributes an evidence base to support the future development and adoption of EDI in open educational contexts by organizing relevant literature into coherent themes that can inform future research.
公平、多元和包容(EDI)和开放教育是当前国际教育体系发展的关键领域。然而,迄今为止,人们对开放教育环境中EDI的一般观点知之甚少。为了解决这一差距,本文对15篇论文进行了系统的文献回顾,其中我们检查了当前的技术状态和EDI实现的主要建议。结果表明,从业者应该让所有利益相关者(包括机构、教师和学生)参与EDI开发,以加强开放教育实践,并共同创造需要考虑文化、语言和地理位置等的开放教育资源。这篇文献综述提供了一个证据基础,通过将相关文献组织成连贯的主题,可以为未来的研究提供信息,以支持开放教育背景下EDI的未来发展和采用。
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引用次数: 0
Fifty years of open education policy and practice in Australia 澳大利亚开放教育政策和实践的五十年
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-24 DOI: 10.1080/01587919.2023.2267479
Terry D. Evans, Viktor Jakupec
AbstractThis article considers selected Australian and international theories, policies, and practices of open and distance education, since ODLAA (formerly the Australian and South Pacific External Studies Association) was formed in 1973, through to the current post-pandemic period. It considers the shifting conceptualization of open education as Australian institutions responded to social and political challenges, particularly the Dawkins Reforms. Open education is discussed as a concept that emerged during the formation of the United Kingdom’s Open University and which spread with the establishment of other open universities internationally, but not in Australia. It is argued that, alongside the rise of open university education, there were important developments in distance education theory. The article reviews the work of Börje Holmberg, Michael Moore, and Otto Peters and their influence on the policies and practices of distance education. More recent scholars’ theoretical interpretations and adaptations are discussed alongside changes in Australian higher education policy and their effects on open and distance learning.Keywords: open and distance education theoryAustralian distance higher educationpost-pandemic distance educationDawkins Revolution Disclosure statementNo potential conflict of interest was declared by the author(s).Additional informationNotes on contributorsTerry D. EvansTerry Evans is an emeritus professor in the Faculty of Arts and Education, Deakin University.Viktor JakupecViktor Jakupec is an honorary professor in the Faculty of Arts and Education, Deakin University, and an honorary professor at the University of Potsdam.
摘要本文考虑了自1973年ODLAA(前身为澳大利亚和南太平洋对外研究协会)成立以来,一直到目前的大流行后时期,选定的澳大利亚和国际开放和远程教育的理论、政策和实践。它考虑了随着澳大利亚机构应对社会和政治挑战,特别是道金斯改革,开放教育概念的转变。开放教育作为一个概念出现在英国开放大学的形成过程中,并随着其他开放大学的建立而在国际上传播,但在澳大利亚没有。本文认为,随着开放大学教育的兴起,远程教育理论也有了重要的发展。本文回顾了Börje Holmberg、Michael Moore和Otto Peters的工作,以及他们对远程教育政策和实践的影响。最近学者的理论解释和适应与澳大利亚高等教育政策的变化及其对开放和远程学习的影响一起讨论。关键词:远程开放教育理论澳大利亚远程高等教育大流行后远程教育道金斯革命披露声明作者未声明存在潜在利益冲突。作者简介:terry D. Evans是迪肯大学艺术与教育学院的名誉教授。Viktor Jakupec是迪肯大学艺术与教育学院名誉教授,也是波茨坦大学名誉教授。
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引用次数: 0
Transcending post-truth: Open educational practices in the information age 超越后真理:信息时代的开放教育实践
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-23 DOI: 10.1080/01587919.2023.2267468
Michael Glassman, Shantanu Tilak, Min Ju Kang
This paper discusses operationalization of open educational practices (OEP) using innovative, Internet-influenced pedagogies to expose dangers of post-truth narratives. The first part reviews interpretations of OEP (associated with open-access and tools, collaboration, problem-centered learning, and democratic pedagogy) and explores possibilities for creating educational initiatives where students learn to create problem-solving communities mirroring an informationally healthy society. The second part suggests our society has reached a post-truth crossroads. Post-truth was initially discussed in the 1990s—a reification of critical theorists’ pessimism of social structures, controlling narratives and ways members react to critical events, whether through obedience to institutional authority or support for destructive adventurism, creating situations producing cybernetic double binds. The third part contextualizes OEP as ecologically grounded pedagogies through an open source educational processes framework focusing on productive many-to-many online communication and community formation, offering practical examples of open source educational processes curricula implemented in a higher education setting.
本文讨论了开放教育实践(OEP)的操作化,使用创新的、受互联网影响的教学法来暴露后真相叙事的危险。第一部分回顾了OEP的解释(与开放获取和工具、协作、以问题为中心的学习和民主教学法相关),并探讨了创建教育倡议的可能性,让学生学会创建反映信息健康社会的解决问题社区。第二部分表明,我们的社会已经到了一个后真相的十字路口。后真相最初是在20世纪90年代讨论的,它是批判理论家对社会结构、控制叙事和成员对关键事件的反应方式的悲观主义的具体化,无论是通过服从制度权威还是支持破坏性冒险主义,创造了产生控制论双重约束的情况。第三部分通过关注多产的多对多在线交流和社区形成的开源教育过程框架,将开源教育过程作为基于生态的教学法置于背景下,并提供了在高等教育环境中实施的开源教育过程课程的实际示例。
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引用次数: 0
Openness in education as a living idea: A longitudinal investigation of its growth and development 教育开放作为一种鲜活的理念:对其成长与发展的纵向调查
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-22 DOI: 10.1080/01587919.2023.2268321
Serpil Koçdar, Aras Bozkurt, Hasan Uçar, Abdulkadir Karadeniz, Erdem Erdoğdu, Som Naidu
AbstractOpenness in education has received significant attention in recent years. To comprehend this concept in education ecosystems thoroughly, a longitudinal study is crucial, offering a comprehensive perspective of its evolution. The study utilizes bibliometric techniques, social network analysis, and text mining to investigate openness from its origin to the present day. The research highlights that the idea of openness, initially linked to open universities, has expanded into broader education ecosystems due to advancements in digital technologies, especially around the turn of the 21st century. Embracing open access and open scholarship as new business models is essential to consolidate openness in education. Additionally, distance education, online learning, and educational technology play vital roles as catalysts for openness in education, providing a holistic understanding of the concept.Keywords: open and distance learningopen educationopen accessopen learningopen scholarship Disclosure statementNo potential conflict of interest was declared by the author(s).Data availability statementThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.Additional informationFundingThis work has been supported by Anadolu University Scientific Research Projects Coordination Unit, under grant number SBA-2023-94. Notes on contributorsSerpil KoçdarSerpil Koçdar is an associate professor at Anadolu University, Türkiye. With a background in economics, she holds a master’s degree and a PhD in distance education. Her research focuses on quality assurance, e-assessment, instructional design, and new learning technologies in ODL.Aras BozkurtAras Bozkurt is a researcher and faculty member in the Department of Distance Education, Open Education Faculty at Anadolu University, Türkiye. He holds MA and PhD degrees in distance education. Dr. Bozkurt conducts empirical studies on online distance education and educational technology. He is also interested in emerging research paradigms.Hasan UçarHasan Uçar is an associate professor in the Department of Distance Education at Anadolu University. He received his PhD and master's degree in distance education. Hasan’s research focuses on open and distance education, specifically motivation and engagement of learners in online learning environments.Abdulkadir KaradenizAbdulkadir Karadeniz, associate professor at Anadolu University's Faculty of Open Education, earned a BA and MA from Dokuz Eylul University and a PhD in distance education from Anadolu University. His expertise covers open and distance learning, educational technology, learning analytics, and AI in education.Erdem ErdoğduErdem Erdoğdu is a faculty member in the Department of Distance Education, part of the Open Education Faculty at Anadolu University. He earned his MA and PhD degrees in distance education from Anadolu University. His studies primarily focus on e-learning content development,
摘要近年来,教育的开放性受到了极大的关注。为了彻底理解教育生态系统中的这一概念,纵向研究是至关重要的,它为其演变提供了一个全面的视角。该研究利用文献计量学技术、社会网络分析和文本挖掘来调查开放性从起源到现在。该研究强调,由于数字技术的进步,特别是在21世纪之交,开放的概念最初与开放大学有关,已经扩展到更广泛的教育生态系统。将开放获取和开放奖学金作为新的商业模式,对于巩固教育的开放性至关重要。此外,远程教育、在线学习和教育技术在促进教育开放方面发挥着至关重要的作用,提供了对教育开放概念的整体理解。关键词:开放与远程教育开放教育开放获取开放学习开放奖学金披露声明作者未声明存在潜在的利益冲突。数据可用性声明当前研究中使用和/或分析的数据集可根据通讯作者的合理要求提供。本研究得到了阿纳多卢大学科研项目协调单位的支持,资助号为SBA-2023-94。作者简介serpil kodarserpil kodar是俄罗斯阿纳多卢大学的副教授。她拥有经济学背景,拥有远程教育硕士学位和博士学位。她的研究主要集中在ODL的质量保证、电子评估、教学设计和新的学习技术。Aras BozkurtAras Bozkurt是土耳其阿纳多卢大学开放教育学院远程教育系的研究员和教员。他拥有远程教育硕士和博士学位。Bozkurt博士对在线远程教育和教育技术进行了实证研究。他还对新兴的研究范式感兴趣。Hasan uparar是阿纳多卢大学远程教育系的副教授。他获得了远程教育博士和硕士学位。哈桑的研究重点是开放和远程教育,特别是学习者在在线学习环境中的动机和参与。Abdulkadir Karadeniz,阿纳多卢大学开放教育学院副教授,获得Dokuz Eylul大学学士和硕士学位,以及阿纳多卢大学远程教育博士学位。他的专业领域包括开放和远程学习、教育技术、学习分析和教育中的人工智能。Erdem ErdoğduErdem Erdoğdu是阿纳多卢大学开放教育学院远程教育系的一名教员。他在阿纳多卢大学获得远程教育硕士和博士学位。他的研究主要集中在电子学习内容开发、教学设计、交互和数字出版。Som Naidu,澳大利亚墨尔本科技、教育和设计协会首席助理。他曾任南太平洋大学副校长(弹性学习),专长是设计和发展开放和灵活的学习环境,以及更广泛地加强学与教。
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引用次数: 1
Open education in closed-loop systems: Enabling closures and open loops 闭环系统中的开放教育:启用闭包和开环
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-22 DOI: 10.1080/01587919.2023.2267475
Michael Gallagher, James Lamb
University systems maintain prohibitive closures that constitute a closed-loop system: opaque academic practices, control of what counts as knowledge, financial and social exclusion, and the perpetuation of privilege. Yet this closed-loop system is also governed by adherence to values around education as a public good, openness, and authenticity, and education as a vehicle for social mobility. The closures and openings created with such systems are in tension. Open education in universities is entwined in these tensions. In this paper, we differentiate between prohibitive closures and enabling closures. We define enabling closures as closed loops of activity that allow for openings both at the boundaries of the university and within. It is through these enabling closures that universities can adhere to open education as accepted policy and practice. As such, in this paper we explore how open education sits in tension with closed technological and increasingly commercialized educational infrastructures in higher education.
大学系统维持着禁止性的封闭,构成了一个闭环系统:不透明的学术实践、对知识的控制、经济和社会排斥,以及特权的延续。然而,这个闭环系统也受到以下价值观的支配:教育是一种公益、开放和真实,教育是促进社会流动的工具。这样的系统产生的封闭和开放处于紧张状态。大学的开放教育与这些矛盾交织在一起。在本文中,我们区分了禁止闭包和启用闭包。我们将启用闭包定义为活动的闭环,允许在大学边界和内部开放。正是通过这些有利的关闭,大学才能坚持开放教育作为公认的政策和实践。因此,在本文中,我们探讨了开放教育如何与封闭的技术和日益商业化的教育基础设施在高等教育中的紧张关系。
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引用次数: 0
Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory 期望价值理论视角下大学生开放教育资源使用成就目标探析
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-15 DOI: 10.1080/01587919.2023.2267464
Hengtao Tang, Yan Yang, Yu Bao
Evidence that open educational resources (OER) can decrease college students’ educational cost without harm to their course performance on different subjects has been well documented, but student motivation to use OER for learning is underexplored. This study investigated college students’ achievement goals of using OER from the perspective of expectancy–value theory. We recorded the survey responses of 246 college students in an education course at a public university in the southeast of the United States of America for analysis. We established a structural equation model to investigate the relationship between their task value beliefs in using OER and their course achievement goals. The findings show that the students’ perceived usefulness of OER positively predicted their mastery-approach goals but negatively predicted their performance-approach goals. In addition, their self-estimated cost of learning with OER predicted their mastery-avoidance goals. We discuss practical implications for facilitating college students’ motivation toward using OER.
开放教育资源(OER)可以降低大学生的教育成本,而不会影响他们在不同学科的课程成绩,这方面的证据已经得到了充分的证明,但学生使用OER学习的动机尚未得到充分的探讨。本研究从期望价值理论的角度考察了大学生使用OER的成就目标。我们记录了246名在美国东南部一所公立大学的教育课程的大学生的调查反馈,以供分析。本研究建立结构方程模型,探讨学生在使用OER时的任务价值信念与课程成就目标之间的关系。结果表明,学生OER的感知有用性对他们的掌握型目标有正向预测作用,对他们的绩效型目标有负向预测作用。此外,他们自我估计的OER学习成本预测了他们的掌握-回避目标。我们讨论了促进大学生使用OER动机的实际意义。
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引用次数: 0
From open education to open learning: The experience at the National Autonomous University of Mexico 从开放教育到开放学习:墨西哥国立自治大学的经验
1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-10-15 DOI: 10.1080/01587919.2023.2267490
Larisa Enríquez-Vázquez, Myrna Hernández-Gutiérrez
Open education has existed for more than 6 decades. In its beginnings, it consisted of removing various controls that made it difficult for students to enter and remain in the educational system. Today, it involves characteristics such as accessibility, flexibility, and adaptability, in environments beyond academics. The student-centered teaching approach has now shifted its focus, prioritizing student learning and giving rise to the concept of open learning. In 1972, the National Autonomous University of Mexico announced the beginning of its Open University System (in Spanish, Sistema Universidad Abierta) with the purpose of offering opportunities to incorporate large segments of the population into higher education through the decentralization of university services and the renewal of teaching methods. In this article, we review some of the university’s initiatives and solutions within the framework of open learning. Specifically, we analyze the changes necessary to renew and update the Open University System after 50 years.
开放教育已经存在了60多年。起初,它包括取消各种各样的控制,使学生难以进入和留在教育系统。今天,它涉及到可访问性、灵活性和适应性等特征,在学术之外的环境中。以学生为中心的教学方式现在已经转移了重点,优先考虑学生的学习,并产生了开放学习的概念。1972年,墨西哥国立自治大学宣布开始其开放大学系统(西班牙语为Sistema Universidad Abierta),目的是通过大学服务的分散化和教学方法的更新,为将大部分人口纳入高等教育提供机会。在本文中,我们回顾了该大学在开放学习框架下的一些举措和解决方案。具体而言,我们分析了开放大学制度在50年后更新和更新所需要的变化。
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引用次数: 0
期刊
Distance Education
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