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Open research questions in Open Education and E-Learning

73 unresolved questions extracted from the limitations and future-work sections of 3,278 Open Education and E-Learning papers in our library. Each links back to the study that raised it.

What the literature leaves open

  • The PP is innovative because it fosters renewable assignments for the entire disciplinary ecosystem unlike most OEP studies that discuss renewable assignments limited to a single course.

    Partnering Higher Education and K–12 Institutions in OER: Foundations in Supporting Teacher OER-Enabled Pedagogy · 2023 · DOI

  • Evidence that open educational resources (OER) can decrease college students' educational cost without harm to their course performance on different subjects has been well documented, but student motivation to use OER for learning is underexplored.

    Understanding college students’ achievement goals toward using open educational resources from the perspective of expectancy–value theory · 2023 · DOI

  • This paper aims to fill this gap in the literature by also discussing the challenges of online tutoring and revealing the solutions to overcome those challenges over the course of a whole academic year in a new SALC.

    Launching a Tutoring System Within a Restructured Self-Access Language Learning Center in Japan Amidst a Pandemic · 2022 · DOI

  • Despite the plethora of research on widening participation in the last 20 years, access to the arts and humanities has remained relatively under-explored, especially in relation to the preparedness of adult learners.

    Widening HE participation in the arts: Impacts of an access module on learner preparedness · 2021 · DOI

  • The self-efficacy research of Bandura (Bandura 1977, 2006; Bandura, Adams, and Beyer 1977) was considered as a lens to examine issues that may prevent faculty from attempting to use OER or cause project abandonment when coping skills to address known challenges are lacking.

    A Narrative Review and Conceptual Analysis of OER Perception Studies: Implications for Developing a Situational Scale for Faculty Self-Efficacy · 2020 · DOI

  • The literature shows OER to be under-recognised in TESOL but the argument in this discussion paper is that the coronavirus provides an opportunity for OER to be integrated into the university curriculum.

    Responding to the Coronavirus with Open Educational Resources · 2020 · DOI

  • The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking.

    Who opens online distance education, to whom, and for what? · 2020 · DOI

  • On the African Continent where resources are scarce and higher education provision is poor, ODL has been accepted as a viable, cost effective means of expanding provision without costly outlay in infrastructure.

    Enhancing Learning Opportunities Through Development of Open and Distance Education in Africa · 2020 · DOI

  • Based on the analyses in the other chapters of this report, it formulates 11 specific policy considerations, which should be used to guide decisions by policy makers, and goes on to recommend specific policy actions in four key areas: supporting the provision of OER; supporting the use and adaptation of OER; adapting framework conditions for teaching and learning accordingly; and supporting further research on use, adaptation and sharing of OER.

    Open educational resources (OER) as a catalyst for innovation · 2015 · DOI

  • One educational approach that has gained traction for delivering content to large-scale audiences are massively open online courses (MOOCs); however, little is known about what constitutes effective MOOC design, particularly within professional development contexts.

    Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development · 2014 · DOI

  • Practical implications – As the Chinese OER research is still in the initial stage, more research projects in OER need to be explored to construct higher quality and more influential open content to achieve deep openness.

    The landscape of Chinese open educational resources research · 2014 · DOI

  • However, this vision of openness and of the connection between OER and social justice, which McAndrew and Farrow (2013) observe is currently re-emerging, is limited by the fact that OER-provision is typically top-down, driven by higher education suppliers with the needs of higher education (HE) in mind.

    The realities of 'reaching out': enacting the public-facing open scholar role with existing online communities · 2013 · DOI

  • Although it is difficult to present concepts that are directed at practitioners new to OER and at the same time include analyses of issues for experienced OER users, the importance of expanding awareness and dialogue of OER suggests that this dual focus is warranted.

    Beyond Open Access · 2012 · DOI

  • One of the major limitations inhibiting the wider adoption of OER is the inability of current search mechanisms to effectively locate OER that are most suitable for use and reuse within a given scenario.

    Conceptual framework for parametrically measuring the desirability of open educational resources using D-index · 2012 · DOI

  • Findings The three potential disruptions for education are: the availability of almost unlimited information on the internet; open source education leading to the decoupling of learning from credentialing; and the ability to understand the learning process in general and that of every learner through the application of learning analytics on the data being generated by students learning online.

    The three horizons of educational change · 2012 · DOI

  • It is through validation and refinement efforts such as these that information about DISC's utility in describing open education will emerge. In addition, there are other aspects of the questionnaire that bear further investigation. Several questions that relate to our description of open education are concerned with the interrelations among both the 28 items and the 10 categories. Although we have earlier suggested that both the categories and the items were to be viewed as mutually reinforcing and not mutually exclusive, what has yet to be explored are the empirical patterns of interrelationships among the dimensions. A factoranalytic study of these interrelationships is presently being conducted. The purpose of this study is to determine whether the variance among schools and/or teachers on the items of DISC can be explained in terms of one common factor or whether several factors are required. If several factors emerge, it should be possible to develop openness profiles for different types of schools and/or teachers. For example, one can imagine school programs that would be relatively open with respect to individualization of instruction, structure for decision-making, composition of classes, and role of teacher but relatively closed with respect to time scheduling and student control. Other programs might present quite a different profile, being relatively open in matters of student control and student evaluation but relatively closed with respect to role of teacher, structure for decision-making, and time scheduling. Profiles of openness for different types of schools based on teacher responses to DISC would be an extension of the profiles for individualization developed by Gibbons (1970). Relationships between the profiles and student attainment of different objectives could then be investigated. One possible outcome of such investigations would be information as to why certain schools are successful with some objectives, while others are successful with very different objectives. There are several studies that can be undertaken utilizing the school as the unit of analysis. The most obvious comparison would be based on openness of school architecture, that is, open space, closed space (traditional), and mixed (schools that have had an open-space addition to an existing closed-space building). Does openness of architecture facilitate the development of open programs? A second comparison could involve different levels of education.

    Closure on openness: Describing and quantifying open education · 1972 · DOI

  • As many organizations utilize open challenges to attract ideas and talent, academia can easily create such bridge, leading to greater engagement, greater student preparation, and a potential employment pipeline.

    Integrating Open Challenges in the Curriculum: Lessons Learned from an Experience with NASA · 2022 · DOI

  • However, the concept of OER in Vietnam remains little known to the public, with few institutional OER repositories (IOER) developed.

    Developing Institutional Open Educational Resource Repositories in Vietnam: Opportunities and Challenges · 2021 · DOI

  • The author concludes that, while more work remains to be done by administrators, librarians and pedagogy specialists around building awareness of open history, the digital revolution and changing attitudes towards collaborative scholarship lead to greater possibilities for this field.

    Open Educational Resources in History: A State-of-the Field Essay · 2021 · DOI

  • This study analyzes how researchers currently use the term in the literature, searching for commonalities, with the goal of proposing a synthesis that encompasses the majority of the field and can provide potential common ground for further research on the subject.

    Towards a Working Definition of Open Pedagogy · 2020 · DOI

  • The study therewith provides strong arguments for the pertinence of this alternative view, and invites further research on higher education initiatives to examine the various yet specific ways openness can be established.

    Understanding openness through (in)visible platform boundaries: a topological study on MOOCs as multiplexes of spaces and times · 2019 · DOI

  • Although prior research has examined student perceptions of open materials, research investigating students’ perceptions of open versus copyright-restricted textbooks through a direct, experimental approach is lacking.

    Quality and Cost Matter: Students’ Perceptions of Open versus Non-Open Texts through a Single-Blind Review · 2019 · DOI

  • The ongoing tendency for the research literature to pay little heed to the agency of the social actors with the most to gain from these innovations is noted, opening up space for further research into the lived experience of online learners in the global South.

    MOOCs and OER in the Global South: Problems and Potential · 2018 · DOI

  • Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.

    A Systematic Analysis and Synthesis of the Empirical MOOC Literature Published in 2013–2015 · 2016 · DOI

  • Because such foundational consensus is lacking, MOOCs, High Technology, and Higher Learning is distinctive in its use of critical pedagogy as a lens to analyze and assess MOOCs.

    Review of MOOCs, high technology, and higher learning · 2016 · DOI

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73 open questions have been extracted from the limitations and future-work passages of 3,278 Open Education and E-Learning papers in our library. Each one below links back to the study that raised it, so you can read the original claim in context.

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