Does Project Focus Influence Challenges and Opportunities of Open Online Education? A Sub-Group Analysis of Group-Concept Mapping Data

Autor/inn/en	Schophuizen, Martine; Kreijns, Karel; Stoyanov, Slavi; Rosas, Scott; Kalz, Marco
Titel	Does Project Focus Influence Challenges and Opportunities of Open Online Education? A Sub-Group Analysis of Group-Concept Mapping Data
Quelle	In: Journal of Computing in Higher Education, 33 (2021) 2, S.255-280 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schophuizen, Martine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1726
DOI	10.1007/s12528-020-09264-w
Schlagwörter	Open Education; Open Educational Resources; Electronic Learning; Concept Mapping; Educational Research; Educational Innovation; Program Implementation; Foreign Countries; Higher Education; Netherlands + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Concept Map; Bildungsforschung; Pädagogische Forschung; Instructional innovation; Bildungsinnovation; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Niederlande
Abstract	Openness in education is not a consistent term or value since "open" is used to describe various things and often means different things to different individuals. In a research context, it is important to identify the many interpretation(s) and perspectives of openness being investigated, especially since the underlying ideas behind these different interpretations and contexts can yield different results. Not much empirical research on the implementation aspects of open education exists, especially comparing open educational resources (OER) and open online education (OOE). This empirical study addresses this gap, exploring identification and prioritization of organizational challenges and opportunities of two subgroups of projects (i.e. OER focused or OOE focused) within various higher education institutions in The Netherlands. The main research question in this study is: Does the project character (OER focus vs. OOE focus) of innovation projects lead to perceived differences by actors involved in their implementation? Findings indicate that there are differences in conceptual as well as practical representation between the two groups. These findings imply that higher education institutions need to internally adapt to the needs of various manifestations of "openness" to be able to fully benefit from opportunities and overcome challenges. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01