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1 – 10 of 231S.P. Karunanayaka, J.C.N. Rajendra, H.U.W. Ratnayake and Som Naidu
The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based…
Abstract
Purpose
The Open University of Sri Lanka implemented a fully online professional development course on open educational resources-based e-learning (OEReL), which adopted a scenario-based learning (SBL) design within the constructivist pedagogy. It was designed to facilitate knowledge construction in a collaborative manner with the support of open educational resource (OER), mainly through peer-facilitated discussion forum activities. The purpose of this paper is to present a case study on how peer-facilitated discussions affected the OEReL process, what factors supported and hindered peer-facilitated discussions, and what challenges were faced during the process.
Design/methodology/approach
The OEReL course consisted of five modules with 14 discussion forum activities. Content analysis of the threaded forum discussions was the key data collection and analysis strategy based on the community of inquiry (CoI) framework (Garrison and Arbaugh, 2007). It was supplemented with participants’ reflections and focus group discussions.
Findings
The three elements of CoI – cognitive presence, social presence and teaching presence played a major role in knowledge construction in the OEReL process. A complementary relationship between cognitive presence, social presence and teaching presence was observed, where the three elements have interacted in supporting knowledge construction. Overall, the findings reaffirm the significant of role of instructors in cultivating the three presences within a peer-facilitated environment, by enabling learners to engage with the content in a meaningful manner through appropriate course design, structure and leadership.
Practical implications
Forum discussions created an opportunity for participants to engage in meaning making through social negotiation, where facilitation became a shared responsibility among instructors and learners. Peer-facilitation was the key strength that promoted critical, analytical and reflective thinking, as well as self-regulated learning. The SBL design, learning tasks with OER integration, and instructor guidance were the most supportive factors, while time constraints due to the participants’ workload was challenging.
Originality/value
Through carefully orchestrated, well-structured and pedagogically sound OEReL environments, peer-facilitated forum discussions can be designed creatively and implemented in a meaningful manner to enhance knowledge construction.
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Stacy Katz and Jennifer Van Allen
This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education…
Abstract
Purpose
This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.
Design/methodology/approach
This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.
Findings
Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.
Practical implications
The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.
Originality/value
This paper provides background for the special issue, to orient readers to the field of open education.
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Open and distance e-learning (ODeL) practices have substantial contributions to make in achieving societal development goals. The challenge however remains with enhancing…
Abstract
Purpose
Open and distance e-learning (ODeL) practices have substantial contributions to make in achieving societal development goals. The challenge however remains with enhancing skilling, training and educating professionals who will contribute to this progress. The purpose of this paper is to illustrate how transformative education and training in global health can be undertaken through ODeL in increasing the quality, quantity and relevance of health professional education and training.
Design/methodology/approach
This paper is based on a descriptive qualitative case study of the International Health and Development Course offered by the University of the Philippines Open University and is thus limited in its scope from other courses in the program.
Findings
Transformative education and training through ODeL has the potential of increasing the quality, quantity and relevance of health professionals training. However more critical assessment of transformative learning outcomes is needed via rigorous methods of objectifying such outcomes. Achieving transformative health education and training requires rigorous engagement in constructivist-oriented experiential learning that allow learners to be accustomed to significant interactions achieved by involvement in problem-based methods accomplished through small group e-tivities in order to demonstrate applicability in the real work context.
Originality/value
The outcome of this paper is relevant to institutions in Asia that offer ODeL-based global health programs through open knowledge systems in order to produce graduates who are more responsive to the evolving health needs amid twenty-first century global health challenges.
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Lalina Coulange, Kari Stunell and Grégory Train
In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the…
Abstract
Purpose
In March 2020, with only two working days’notice the French national education system went online due to the coronavirus pandemic. This study explores the relationship between the move to distance learning, the teaching practices employed and the socio-economic context of the learners in French schools during this period. We ask how far the changes in teaching practices during the coronavirus crisis were influenced by the social context of teaching. And to what extent this context influenced the focus of the pedagogical continuity those teachers set up.
Design/methodology/approach
A review of the literature situates the study within the field of mathematics teaching practices. The study was carried out through a multidimensional analysis using multiple correspondences of the responses of 368 French secondary school mathematics teachers to an online questionnaire.
Findings
We found that the unprepared move to distance learning impeded the employment of dialogic practices. The socio-economic situation of the teaching was identified as a determining factor in the teachers' different interpretations of the term pedagogical continuity. Whilst those working in more deprived areas tended towards practices which focused on maintaining pupils' links with school, consolidation of knowledge and providing social/affective support, those teaching a more privileged public favoured tools and practices which allowed them to focus on the disciplinary content of their teaching.
Practical implications
The challenge of maintaining dialogic activities – teacher education to combat inequalities.
Originality/value
A quantitative study of mathematics teachers providing pedagogical continuity through distance learning for the duration of the crisis.
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Abstract
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