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Journal of Computing in Higher Education

Erschienen in:

05.04.2017 | Editorial

Editorial for the special issue on advancing research on open education

verfasst von: Marco Kalz, Mohammad Khalil, Martin Ebner

Erschienen in: Journal of Computing in Higher Education | Ausgabe 1/2017

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The more attention a topic receives, the fuzzier the underlying assumptions and premises often become. Open education is generally an open attitude about teaching and learning practices, it has also become a catch-term that unites contradictory developments, including: the open licensing of learning resources, the provision of open access to courses from higher education, and the development of scalable platforms (often under a commercial umbrella). Looking historically at the development of open education, it appears we are currently in a similar situation to the end of the 1960s when Barth criticized that “accounts of open education have been anecdotal and descriptive…[and] few accounts have attempted anything approaching a systematic analysis of the important assumptions upon which these practices are built” (Barth 1969, p. 29). …

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Barth, R. S. (1969). Open education—Assumptions about learning. Educational Philosophy and Theory, 1(2), 29–39.CrossRef

Bayne, S., Knox, J., & Ross, J. (2015). Open education: The need for a critical approach. Learning, Media and Technology, 40(3), 247–250.CrossRef

Castaño-Muñoz, J., Kreijns, K., Kalz, M., & Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29(1), 28–46.CrossRef

Czerniewicz, L., Deacon, A., Glover, M., & Walji, M. (2017). MOOC—making and open educational practices. Journal of Computing in Higher Education, 29(1), 81–97.CrossRef

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Pappas, I. O., Giannakos, M. N., & Mikalef, P. (2017). Investigating students’ use and adoption of with-video assignments: Lessons learnt for video-based open educational resources. Journal of Computing in Higher Education, 29(1), 160–177.CrossRef

Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., & Rayyan, S. (2017). H-MOOC framework: Reusing MOOCs for hybrid education. Journal of Computing in Higher Education, 29(1), 47–64.CrossRef

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Titel: Editorial for the special issue on advancing research on open education
verfasst von: Marco Kalz
Mohammad Khalil
Martin Ebner
Publikationsdatum: 05.04.2017
Verlag: Springer US
Erschienen in: Journal of Computing in Higher Education / Ausgabe 1/2017
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-017-9143-3

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Weitere Artikel der Ausgabe 1/2017

Toward a generalizable understanding of Twitter and social media use across MOOCs: who participates on MOOC hashtags and in what ways?

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey

Investigating students’ use and adoption of with-video assignments: lessons learnt for video-based open educational resources

Supporting, categorising and visualising diverse learner behaviour on MOOCs with modular design and micro-learning

MOOC—making and open educational practices

H-MOOC framework: reusing MOOCs for hybrid education

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