社论:关于开放、创新和理论的观点

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Douce
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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. 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引用次数: 0

摘要

欢迎收看2021年第二期《开放学习》。与其他问题一样,本期中提出的论文都以某种方式相互联系,但原因多种多样。本期还收录了南非大学的论文特刊。以小组形式提交这些论文反映了Unisa内部开放和远程学习实践的深度。本期以Kyungmee Lee(2021)的一篇题为《在线高等教育的开放与创新:对这两种话语的历史回顾》的论文开篇。话语的概念应该是许多读者所熟悉的,李将其定义为“指特定社会中的人们所共有的、通常被视为理所当然的某些主张或假设”。当然,李的重点是两个关键概念:什么是开放,这是本杂志的一个关键主题和主题,什么是创新。这两个术语都是在加拿大阿萨巴斯卡大学的背景下专门讨论的。在某些方面,第一篇论文涉及本期稍后探讨的主题:概念(如理论)的重要性,以及实证研究在理解特定背景方面的重要性。Moeketsi Letseka的下一篇论文是南非大学Unisa的三篇论文中的第一篇。Letseka担任联合国教科文组织Unisa开放和远程教育教席,首先介绍了Unisa的历史。Moeketsi指出,Unisa认为自己是开放的,并将开放定义为“消除学习障碍、提供学习的灵活性、以学生为中心、支持学生和构建学习计划”。Moeketsi总结了主席的作用和范围,并对读者应该熟悉的一些主题进行了评论,例如:技术支持教学、开放教育资源、MOOC和学习分析。我想说的一点是,Moeketsi使用的语言和术语反映了他所呈现的组织环境。我还觉得李对阿萨巴斯卡历史的描述和Unisa的历史提供了一个有益的对比。Unisa的第二篇论文由宗子撰写,他对南非远程开放和电子学习研究的理论进行了概念分析。宗在开放和远程教育研究所工作,这在莱特塞卡早期的论文中有提及。宗戈兹论文的目的是“澄清理论的含义,减少理论的歧义,并促进南非ODeL研究中使用该概念的一致性”。我真的很喜欢和欣赏那些讨论和辩论理论的重要概念及其在远程学习研究中的作用的论文。我个人的观点是,理论在指导研究方向方面具有基础性和重要作用。宗戈兹提供了一个有用的文献综述,并考虑了理论是如何在南非研究中使用的。我特别喜欢有帮助的结尾部分。宗的论文很可能是《开放学习:开放、距离与电子学习杂志2021》,第36卷,第2期,109-111https://doi.org/10.1080/02680513.2021.1917351
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Editorial: perspectives on openness, innovation, and theory
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
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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