Distance Education最新文献

{"title":"From open access to open science—Open education in transition","authors":"Som Naidu","doi":"10.1080/01587919.2023.2278218","DOIUrl":"https://doi.org/10.1080/01587919.2023.2278218","url":null,"abstract":"Published in Distance Education (Vol. 44, No. 4, 2023)","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"110 1","pages":""},"PeriodicalIF":7.3,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The open master: A new model of transnational higher education","authors":"Simon Goorney, Matoula Sarantinou, Jacob Sherson","doi":"10.1080/01587919.2023.2280064","DOIUrl":"https://doi.org/10.1080/01587919.2023.2280064","url":null,"abstract":"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, ...","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"3 5","pages":""},"PeriodicalIF":7.3,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138519303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are we close(d)? Debating the openness paradox in science","authors":"Benjamin Heurich, Bence Lukács","doi":"10.1080/01587919.2023.2267482","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267482","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"81 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Equity, diversity, and inclusion in open education: A systematic literature review","authors":"Francisco Iniesto, Carina Bossu","doi":"10.1080/01587919.2023.2267472","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267472","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"102 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135327459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fifty years of open education policy and practice in Australia","authors":"Terry D. Evans, Viktor Jakupec","doi":"10.1080/01587919.2023.2267479","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267479","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135265945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transcending post-truth: Open educational practices in the information age","authors":"Michael Glassman, Shantanu Tilak, Min Ju Kang","doi":"10.1080/01587919.2023.2267468","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267468","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Openness in education as a living idea: A longitudinal investigation of its growth and development","authors":"Serpil Koçdar, Aras Bozkurt, Hasan Uçar, Abdulkadir Karadeniz, Erdem Erdoğdu, Som Naidu","doi":"10.1080/01587919.2023.2268321","DOIUrl":"https://doi.org/10.1080/01587919.2023.2268321","url":null,"abstract":"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, ","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"8 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Open education in closed-loop systems: Enabling closures and open loops","authors":"Michael Gallagher, James Lamb","doi":"10.1080/01587919.2023.2267475","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267475","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"27 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory","authors":"Hengtao Tang, Yan Yang, Yu Bao","doi":"10.1080/01587919.2023.2267464","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267464","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136184421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From open education to open learning: The experience at the National Autonomous University of Mexico","authors":"Larisa Enríquez-Vázquez, Myrna Hernández-Gutiérrez","doi":"10.1080/01587919.2023.2267490","DOIUrl":"https://doi.org/10.1080/01587919.2023.2267490","url":null,"abstract":"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.","PeriodicalId":51514,"journal":{"name":"Distance Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}