Learning challenges in higher education : an analysis of contradictions within Open Educational Practice

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dc.contributor University of Helsinki, Center for Research on Activity, Development and Learning en
dc.contributor.author Kaatrakoski, Heli
dc.contributor.author Littlejohn, Allison
dc.contributor.author Hood, Nina
dc.date.accessioned 2017-11-07T17:03:17Z
dc.date.available 2017-11-07T17:03:17Z
dc.date.issued 2017-10
dc.identifier.citation Kaatrakoski , H , Littlejohn , A & Hood , N 2017 , ' Learning challenges in higher education : an analysis of contradictions within Open Educational Practice ' Higher Education , vol 74 , no. 4 , pp. 599-615 . DOI: 10.1007/s10734-016-0067-z en
dc.identifier.issn 0018-1560
dc.identifier.other PURE: 90793563
dc.identifier.other PURE UUID: 55b7fd5c-27d8-466b-a0f7-f515fb291a0d
dc.identifier.other WOS: 000409354400003
dc.identifier.other Scopus: 84991108614
dc.identifier.uri http://hdl.handle.net/10138/228389
dc.description.abstract Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators' learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators' learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural-historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators' practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions. en
dc.format.extent 17
dc.language.iso eng
dc.relation.ispartof Higher Education
dc.rights en
dc.subject Higher education educators en
dc.subject Open educational resources en
dc.subject Self-regulated learning en
dc.subject Manifestations of contradictions en
dc.subject Change in practice en
dc.subject PUBLIC-SERVICES en
dc.subject MANAGEMENT en
dc.subject WORKPLACE en
dc.subject KNOWLEDGE en
dc.subject LANGUAGE en
dc.subject 516 Educational sciences en
dc.title Learning challenges in higher education : an analysis of contradictions within Open Educational Practice en
dc.type Article
dc.description.version Peer reviewed
dc.identifier.doi http://dx.doi.org/10.1007/s10734-016-0067-z
dc.type.uri info:eu-repo/semantics/other
dc.type.uri info:eu-repo/semantics/acceptedVersion
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