Editorial: perspectives on openness, innovation, and theory

Abstract

Welcome to the second issue of Open Learning for 2021. Like other issues, the papers presented within this issue are all, in one way or another, connected to each other, but for a number of different reasons. This issue also contains what could be described as a Special Section of papers from the University of South Africa (Unisa). Presenting these papers in a small group reflects the depth of open and distance learning practice that takes place within Unisa. This issue opens with a paper by Kyungmee Lee (2021) entitled Openness and innovation in online higher education: a historical review of the two discourses. The concept of discourse should be familiar to many readers, and is defined by Lee as a concept that ‘refers to certain claims or assumptions that are shared and often taken for granted by people in a particular society’. Lee’s focus is, of course, on two key concepts: what is meant by openness, which is a key theme and subject within this journal, and what is meant by innovation. Both of these terms are specifically discussed in the context of Athabasca University, Canada. In some respects, this first paper touches on themes that are explored later in this issue: the importance of concepts (such as theories), and the importance of empirical studies in understanding a particular context. The next paper, by Moeketsi Letseka, is the first of three from Unisa, the University of South Africa. Letseka holds the post of UNESCO Chair in Open and Distance Learning at Unisa and begins by presenting a useful summary of the history of Unisa. Linking back to a key theme that was explored by Lee, Moeketsi states that Unisa regards itself as open, and defines openness as ‘removing barriers to access learning, flexibility of learning provision, student-centeredness, supporting students and constructing learning programmes’. Moeketsi summarises the role and scope of the Chair and offers commentary on a number of themes that should be familiar to readers, such as: technology support teaching, open educational resources, MOOCs and learning analytics. One point that I should like to make is that the language and terminology used by Moeketsi reflects the organisational context that he presents. I also felt that the description of the history of Athabasca by Lee and this history of Unisa offers a helpful and useful contrast. The second Unisa paper is by Zongozzi, who writes about a concept analysis of theory in South African Open Distance and E-Learning research. Zongozzi works in the Institute for Open and Distance Learning, which was previously mentioned in Letseka’s earlier paper. The aim of Zongozzi’s paper ‘is to clarify the meaning and reduce ambiguities surrounding theory, as well as promote consistency in using the concept in South African ODeL research’. I really enjoy and appreciate papers that discuss and debate the important notion of theory, and its role within distance learning research. My own personal view is that theory has a fundamental and important role in guiding the direction of research. Zongozzi offers a helpful literature review, and considers how theory is used in South African research. I especially like the helpful concluding section. Zongozzi’s paper is likely OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2021, VOL. 36, NO. 2, 109–111 https://doi.org/10.1080/02680513.2021.1917351