Exploring Student Perceptions as Co-authors of Course Material

Eric Werth, Katherine Williams

Abstract


Students acting as co-creators of academic material is growing in popularity as a pedagogical approach in higher education. With student engagement and persistence consistently being emphasized for student and institution well-being, educational praxis must foster engaged, high-retention student cohorts. This exploratory research uses a mixed-methods approach to examine the experience of students participating in a first-year course utilizing OER-enabled Pedagogy. Students considered how projects that were open impacted their perception of course engagement, satisfaction, and overall experience. Participants also evaluated their level of concern in sharing attributed academic work. A plurality of students preferred the project using OERenabled Pedagogy, indicating it increased engagement and skills acquisition. The majority of students were unconcerned about sharing work publicly, even if their names were included. Themes that emerged from interviews included the motivational value of creating work potentially valuable to others, being given agency, and receiving public credit for their efforts.


Keywords


student perception; OER-enabled Pedagogy; Open Pedagogy; student engagement

Full Text:

HTML PDF XML

References


Al Abri, M. H. & Dabbagh, N. (2019). Testing the intervention of OER renewable assignments in a college course. Open Praxis, 11(2), 195-209. https://doi.org/10.5944/openpraxis.11.2.916

Allan, B. A., Duffy, R. D., & Collisson, B. (2018). Helping others increases meaningful work: Evidence from three experiments. Journal of Counseling Psychology, 65(2), 155–165. https://doi.org/10.1037/cou0000228

Anderson, R., Graham, M., Kennedy, P., Nelson, N., Stoolmiller, M., Baker, S., & Fien, H. (2019). Student agency at the crux: Mitigating disengagement in middle and high school. Contemporary Educational Psychology, 56, 205-217. https://doi.org/10.1016/j.cedpsych.2018.12.005

Baker, F. W. (2017). An alternative approach: Openness in education over the last 100 years. TechTrends, 61(2), 130-140. https://doi.org/10.1007/s11528-016-0095-7

Baran, E. & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: Examining students’ voices. Distance Education, 41(2), 230-244. https://doi.org/10.1080/01587919.2020.1757409

Boulton, C. A., Hughes, E., Kent, C., Smith, J. R., & Williams, H. T. P. (2019). Student engagement and wellbeing over time at a higher education institution. Plos One, 14(11), e0225770. https://doi.org/10.1371/journal.pone.0225770

Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4), 78–97. https://doi.org/10.14742/ajet.4252

Charmaz, K. (2012). The power and potential of Grounded Theory. Medical Sociology Online, 6(3), 2-15.

Cronin, C., & MacLaren, L. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143. https://doi.org/10.5944/openpraxis.10.2.825

DeRosa, R. & Robison, S. (2017). From OER to Open Pedagogy: Harnessing the power of open. In: Jhangiani, R S and Biswas-Diener, R. (eds.) Open: The philosophy and practices that are revolutionizing education and science (Pp. 115-124). Ubiquity Press. https://doi.org/10.5334/bbc.i

Dewey, J. (2018). First year experience programs. First year experience programs -- Research starters education, 1–4.

Ehlers, U. (2011). From open educational resources to open educational practices. Elearning Papers, 23, 1–8. https://www.researchgate.net/publication/260423282_From_open_educational_resources_to_open_educational_practices

Elder, A. (2019). Considerations for using open pedagogy. In: The OER starter kit. https://iastate.pressbooks.pub/oerstarterkit/.

Farzan, R., & Kraut, R. (2013). Wikipedia classroom experiment: Bidirectional benefits of students’ engagement in online production communities. CHI'13: Proceedings of the ACM conference on human factors in computing systems (pp. 783-792). ACM Press. https://doi.org/doi:10.1145/2470654.2470765

Fulton, J. M., & Kibby, M. D. (2017). Millennials and the normalization of surveillance on Facebook. Continuum: Journal of Media & Cultural Studies, 31(2), 189–199. https://doi.org/10.1080/10304312.2016.1265094

Grant, J. & MacLean, J. (2018). Semester in the parks: Engaging students with common intellectual experiences. Journal on Empowering Teaching Excellence, 2(1). https://doi.org/10.26077/awsw-gm13.

Hanover Research (2014). https://www.hanoverresearch.com/media/Strategies-for-Improving-Student-Retention.pdf

Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. https://www.scribd.com/doc/276569994/Attributes-of-Open-Pedagogy-A-Model-for-Using-Open-Educational-Resources

Hilton III, J., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J., Harper, S., & Hilton, B. (2019). Student perceptions of open pedagogy: An exploratory study. Open Praxis, 11(3), 275-288. http://dx.doi.org/10.5944/openpraxis.11.3.973

Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016) Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report, EUR 27938 EN. http://dx.doi.org/10.2791/293408

Jhangiani, R. (2017). Ditching the ‘‘disposable assignment’’ in favor of open pedagogy. http://teachpsych.org/E-xcellence-in-Teaching-Blog/4583103

Jiang, M., Tsai, H. S., Cotten, S. R., Rifon, N. J., LaRose, R., & Alhabash, S. (2016). Generational differences in online safety perceptions, knowledge, and practices. Educational Gerontology, 42(9), 621–634. https://doi.org/10.1080/03601277.2016.1205408

Khandkar, S. (n.d.). Open coding. http://pages.cpsc.ucalgary.ca/~saul/wiki/uploads/CPSC681/open-coding.pdf.

Kilgo, C., Ezell Sheets, J., & Pascarella, E. (2015). The link between high impact practices and student learning: Some longitudinal evidence. Higher Education, 69, 509-525. https://doi.org/10.1007/s10734-014-9788-z

Kuh, G. (2008). High-impact practices: What are they, who has access to them, and why they matter. AAC&U.

Lambert, S. (2018). Changing our (dis)course: A distinctive social justice aligned definition of Open Education. Journal of Learning and Development, 5(3), 225-244. https://jl4d.org/index.php/ejl4d/article/view/290/334

Lane, A. (2009). The impact of openness on bridging educational digital divides. The International Review of Research in Open and Distance Learning, 10(5). http://dx.doi.org/10.19173/irrodl.v10i5.637

López Omar, S. (2013). Creating a sustainable university and community through a common experience. International Journal of Sustainability in Higher Education, 14(3), 291–309. https://doi.org/10.1108/IJSHE-11-2011-0073

Marsh, J. (2018, 27 April). What open education taught me. http://openpedagogy.org/program-level/what-open-education-taught-me/

Mays, E. (2017). Student rights and faculty responsibilities. In: A guide to making open textbooks with students. https://press.rebus.community/makingopentextbookswithstudents/

National Center for Education Statistics (n.d.). Digest of Educational Statistics. https://nces.ed.gov/programs/digest/d19/tables/dt19_105.30.asp

Pereira, S., Robinson, J. O., Peoples, H. A., Gutierrez, A. M., Majumder, M. A., McGuire, A. L., & Rothstein, M. A. (2017). Do privacy and security regulations need a status update? Perspectives from an intergenerational survey. Plos One, 12(9), e0184525. https://doi.org/10.1371/journal.pone.0184525

Pino-James, N. (2018). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 26(3), 456–479. https://doi.org/10.1080/09650792.2017.1354771

Roberts, J. & Styron, R. (2010). Student satisfaction and persistence: Factors vital to student retention. Research in Higher Education Journal. https://www.aabri.com/manuscripts/09321.pdf

Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2), 137-149. https://doi.org/10.1080/0013188042000222421

Seraphin, S. B., Grizzell, J. A., Kerr-German, A., Perkins, M. A., Grzanka, P. R., & Hardin, E. E. (2019). A conceptual framework for non-disposable assignments: Inspiring implementation, innovation, and research. Psychology Learning and Teaching, 18(1), 84–97. https://doi.org/10.1177/1475725718811711

Sheu, F. R. (2020). Learner perceptions of open pedagogy in a psychology course: A case study on instructional design with open educational resources. In Molly Y. Zhou (Ed.) Open educational resources (OER) pedagogy and practice (pp. 67-90). IGI Global.

Skjott Linneberg, M. & Korsgaard, S. (2019). Coding qualitative data: A synthesis guiding the novice. Qualitative Research Journal, 19(3), 259-270. https://doi.org/10.1108/QRJ-12-2018-0012

Steijn, W. M. P., & Vedder, A. (2015). Privacy concerns, dead or misunderstood? The perceptions of privacy amongst the young and old. Information Polity: The International Journal of Government & Democracy in the Information Age, 20(4), 299–311. https://doi.org/10.3233/IP-150374

Stommel, J. (2015). Open door classroom [SlideShare slides]. https://www.slideshare.net/jessestommel/open-door-classroom

Wiley, D. (2013, October 21). What is open pedagogy? [Blog post]. https://opencontent.org/blog/archives/2975.

Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

Wiley, D., Webb, A., Weston, S., & Tonks, D. (2017). A preliminary exploration of the relationships between student-created OER, sustainability, and students’ success. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3022

Yacek, D. W., & Jonas, M. E. (2019). The problem of student disengagement: Struggle, escapism and Nietzsche’s birth of tragedy. Philosophical Inquiry in Education, 26(1), 64–87. https://files.eric.ed.gov/fulltext/EJ1218466.pdf




DOI: http://dx.doi.org/10.5944/openpraxis.13.1.1187

Refbacks

  • There are currently no refbacks.