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Wednesday, April 25


Learning from the past: Development of open and distance education research over time
Much recent research in open and distance education references literature that was produced primarily over the past decade. While the field of open education continues to evolve and branch out, many of its themes bear similarities to earlier research from the late 1960s and developing through to the ‘80s and beyond. As indicated by a lack of earlier references in current literature, there appears to be a low level of awareness of this earlier body of research, let alone how it may connect to recent scholarship.

There is potentially much to be gained from a deeper understanding of how open and distance education research developed over this time period. In addition to studies into practice, an extensive body of theory in open and distance education emerged over this time (Zawacki and Anderson, 2014), which can add valuable insights for current researchers and practitioners. In addition, researchers and graduate students will be able to enrich their studies by tracing ideas, connections, biases, discontinuities and patterns gleaned from the analysis of earlier studies. Further, current discourses about the meaning of openness in education may benefit from an understanding of historical patterns of, and problems in, open and distance education research.

The purpose of this study is to enrich current scholarship by exploring frequently cited publications, authors and themes found in open and distance education research published from the 1960s onward. Using a network citation analysis methodology, this work builds on a systematic approach that identified a corpus of historical open education articles from the 1970s which are almost entirely overlooked in the literature today (Rolfe, 2016). It is intended that this study will provide an accessible starting point for researchers to deepen their understanding and further explore and incorporate earlier open and distance education research into their work.

avatar for Irwin DeVries

Irwin DeVries

Adjunct Faculty, Education, Thompson Rivers University
Open educator, musician, semi-retired from Thompson Rivers University, Open Learning and now teaching part time for TRU and Royal Roads University.
avatar for Katy Jordan

Katy Jordan

PhD student, Consultant
avatar for Vivien Rolfe

Vivien Rolfe

Lecturer, University of the West of England
Sharing open educational resources to support life sciences education. Like to animate physiological processes. Saxophoning. Dog walking. Jellied Eels.

Martin Weller

Professor of Educational Technology, UK Open University

Wednesday April 25, 2018 16:55 - 17:20
Classroom 1


Experiential learning in design and social sciences: dialogue, reflection and social learning in the city
The paper highlights the opportunities for social learning, dialogue and critical reflection offered for students, local stakeholders as well as ourselves as educators within a service learning framework that involved traditional and distanced educational experiences. The research project ‘Arcades in Thessaloniki (Greece): memory and emerging entrepreneurialism’ brought together social science and graphic design students from two universities in Greece and the US. Based on a Deweyan understanding of experiential learning as experimental thought and activity involving interaction between humans, the environment and its artifacts (Miettinen 2000), the collaboration allowed us to examine interdisciplinary perspectives and reflect on pedagogical issues inherent in both disciplines. The process required a situational and participatory outlook to research (Wildemeersch et al. 1998) and involved openness to the role of the stakeholders, who were seen as knowledgeable and resourceful in solving problems (Manzini 2015) while understanding the inherent complex (aka ‘wicked’) problems related to sustainable development (Rittel and Webber 1973). Using a focused ethnographic case study approach, social science students explored place, identity, and entrepreneurial strategies of diverse stakeholders at Stoa Malakopi, a historically significant arcade. Distanced online participation involved working with written, visual, sound and other time-based media, such as video, but additionally had the added complexity of translation, especially in regards to social science students conveying interpretation methods and findings to an English language cohort, who then developed communicative visual design artifacts as part of the engagement platform in Greece. These instructional experiences evidence a potential for online educational resources and digital assets as common reference points that can be shared across different (but allied) disciplines openly. We will overview a matrix of experimental, necessity driven online components in 2017 and outline our tentative instructional plan for 2018, which emphasizes digital resources and a refined pedagogical framework with an emphasis on open sharing.


Maria Patsarika

Adjunct Professor, American College of Thessaloniki

Scott Townsend

North Carolina State University

Wednesday April 25, 2018 17:20 - 17:45
Classroom 1
Thursday, April 26


The road to MOOC-learning is paved with good intentions, but what happens to them along the way?
Currently success measurement of MOOCs is certificate- and completion-centric and fails to take student intention into account. This study builds on a theoretically grounded model for measuring success and dropout in MOOCs by Henderikx, Kreijns and Kalz (2017a, 2017b). This model redefines success in MOOCs as all MOOC-takers who achieve their individually intended goals or more, are considered successful. Yet, as some MOOC-takers reach their initial intentions and others do not, it is important to consider the process of the translation of the individual intention into actual behaviour. In this presentation, we present a model which explains what may happen when these individual intentions are acted out. It provides insight into the dynamics of the intention-behaviour process on an individual level and therefor into possible reasons that can cause the intention-behaviour gap. This, in turn, can support MOOC-providers and designers in determining whether adaptations to course design are indeed justified.

avatar for Maartje Henderikx

Maartje Henderikx

PhD student, The Open University

Marco Kalz

Welten-Institute - Research Center for Learning, Teaching and Technology
avatar for Karel Kreijns

Karel Kreijns

Associate professor, Open Universiteit

Thursday April 26, 2018 11:20 - 11:45
Commissie 3