The pedagogical enhancement of open education: An examination of problem-based learning
Seth Gurell, Brigham Young University ; Yu-Chun Kuo, Andrew Walker, Utah State University
IRRODL Volume 11, Number 3, ISSN 1492-3831 Publisher: Athabasca University Press
Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.
Gurell, S., Kuo, Y.C. & Walker, A. (2010). The pedagogical enhancement of open education: An examination of problem-based learning. The International Review of Research in Open and Distributed Learning, 11(3), 95-105. Athabasca University Press.
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Listening to the Teachers: Using Weekly Online Teacher Logs for ROPD to Identify Teachers’ Persistent Challenges When Implementing a Blended Learning Curriculum
Jeremy Riel & Kimberly A. Lawless, University of Illinois at Chicago, United States; Scott W. Brown, University of Connecticut, United States
Journal of Online Learning Research Vol. 2, No. 2 (Aug 01, 2016) pp. 169–200
Chryssoula Themelis, Lancaster University
Open Praxis Vol. 6, No. 3 (Jul 28, 2014) pp. 245–256
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