How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
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2021
- handle: 10670/1.y64dvh
- doi: 10.19173/irrodl.v22i4.5745
Ce document est lié à :
International Review of Research in Open and Distributed Learning ; vol. 22 no. 4 (2021)
Copyright (c), 2021TannisMorgan, ElizabethChilds, ChristinaHendricks, MichelleHarrison, IrwinDeVries, RajivJhangiani
Mots-clés
open education practices self-assessment tool institutional initiatives blended learning institutional transformationSujets proches
Open classroom approach to teaching Open schools Open-space plan schools Open education Learning center approach to teaching Interest centers approach to teachingCiter ce document
Tannis Morgan et al., « How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions », International Review of Research in Open and Distributed Learning, ID : 10.19173/irrodl.v22i4.5745
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Résumé
This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.