Abstract
Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.
Highlights
It should be noted that since this practical study was conducted during the COVID-19 pandemic, and several challenges were faced, this study reports a pilot experiment to validate the Open Educational Practices (OEP)-based course
The questionnaire contains twelve statements that cover three constructs, namely: (1) knowledge achievement investigates if the learners are satisfied with the gained knowledge, and if their knowledge about family education was enhanced through the proposed OEP‐based course
It can be deduced that the learners were very motivated while learning using the OEP-based course
Summary
The term “Open Educational Resources” (OER) was first coined at UNESCO’s 2002 Forum on. To more practice-centered ones that different foster collaboration between learners and teachers forOER creating andEhlers [10]sharing emphasized that using a repository of OER in a traditional way is considered to be content‐. [14]and have recently conducted a comprehensive ways, such as via social networks; and (2) providing engaging learning experiences where learners participate in theand knowledge generation process This can help in achieving and review of OEP definitions presented an OEP framework, which is composed ofaccessible five components, lifelong learning. Open that teachers should implement teaching methodologies that can allow learners to actively contribute collaboration implies that teachers should build open communities to foster teamwork Several universities worldwide in such countries as China, Romania, Italy, and United States have applied OEP during the pandemic [15]
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