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Journal articles on the topic 'Open education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Baymakhanova, G., S. Baymakhan, and D. Summers. "Open educational resources in education: efficiency, targeting, perspective." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (June 30, 2020): 46–53. http://dx.doi.org/10.31489/2020ped2/46-53.

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2

Perminova, V. A., A. I. Sikaliuk, and S. V. Lytvyn. "OPEN EDUCATIONAL ENVIRONMENT AS AN INTEGRAL PART OF INNOVATIVE EDUCATION." SCIENTIFIC BULLETIN OF POLISSIA 2, no. 1(9) (2017): 86–90. http://dx.doi.org/10.25140/2410-9576-2017-2-1(9)-86-90.

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3

Kerfeld, Cheryl A., and Liza Gross. "Open Education, Open Minds." PLoS Biology 8, no. 10 (October 5, 2010): e1000508. http://dx.doi.org/10.1371/journal.pbio.1000508.

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4

Singh, Dr Surya Bhan. "Open and Distance Education in Uttarakhand : Democratization of Higher Education." International Journal of Scientific Research 3, no. 8 (June 1, 2012): 389–90. http://dx.doi.org/10.15373/22778179/august2014/119.

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5

Belgiu, Mariana, Josef Strobl, and Gudrun Wallentin. "Open Geospatial Education." ISPRS International Journal of Geo-Information 4, no. 2 (April 24, 2015): 697–710. http://dx.doi.org/10.3390/ijgi4020697.

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6

van der Zee, Tim, and Justin Reich. "Open Education Science." AERA Open 4, no. 3 (July 2018): 233285841878746. http://dx.doi.org/10.1177/2332858418787466.

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7

Viduka, Dejan, Boris Ličina, and Vladimir Kraguljac. "Open model of education using Open Source principles." Trendovi u poslovanju 9, no. 1 (2021): 40–48. http://dx.doi.org/10.5937/trendpos2101041v.

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The information society is a force that has changed the way we live, work, learn, inform and have fun today. The open model of education has experienced explosive growth in the last decade thanks to the increasing availability of modern technologies. The Open Access Initiative can now be seen in many areas of education and science where it contributes to faster and better acquisition and dissemination of knowledge. This paper discusses the possibilities of using a new open model based on the principles of Open Source. The scientific contribution represents opportunities for application and improvement for all actors in the process, while creating significant financial savings and impact on the digital divide. This is reflected in the use of legal software that is free, the use of old computer configurations and open access to scientific and university publications. In this way, schools, teachers and students have the opportunity to participate in teaching, work or play, regardless of their financial status.

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8

Peters, Michael A. "Open Education and the Open Science Economy." Teachers College Record: The Voice of Scholarship in Education 111, no. 14 (November 2009): 203–25. http://dx.doi.org/10.1177/016146810911101412.

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9

peters, michael a. "Open Education and the Open Science Economy." Yearbook of the National Society for the Study of Education 108, no. 2 (September 2009): 203–25. http://dx.doi.org/10.1111/j.1744-7984.2009.01169.x.

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10

Nokhrin, Evgeniy Vladimirovich. "OPEN EDUCATION IMPLEMENATION ISSUES." Pedagogical Education in Russia, no. 4 (2017): 6–10. http://dx.doi.org/10.26170/po17-04-01.

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11

MIYAGAWA, Shigeru. "OpenCourseWare and Open Education." Journal of JSEE 60, no. 4 (2012): 4_5–4_6. http://dx.doi.org/10.4307/jsee.60.4_5.

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12

Core, Ginette. "Open options for education." Nursing Standard 4, no. 42 (July 11, 1990): 42. http://dx.doi.org/10.7748/ns.4.42.42.s53.

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13

Tripkovic, Milan. "Education and open society." Zbornik Matice srpske za drustvene nauke, no. 112-113 (2002): 277–86. http://dx.doi.org/10.2298/zmsdn0213277t.

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Reflecting the relation between the "open society" (K. Popper) and education, in this paper the author claims that openness of a society correlates positively with the domination of "acquired" social position over "ascribed" social positions and with education as the main channel of vertical social mobility. Pointing out that no society has reached the ideal of equal start chances for everybody, i.e. that social competition can be described in the best was as a "competition of the unequal", the author claims that good education is a strategic goal of every "good society" (J. K. Galbraith), which means that investments in education is the best proof that in a society long-term goals are more important that short-term ones. Education does not have exclusively economic meaning, but a political and social role as well. As a barrier to extremism, good education makes democracy possible, even inevitable. Furthermore, education makes views of the people wider, helping them to enjoy its social-cultural heritage and values, both inside a society and on a global world level. In spite of its individual and social importance, it can be said that education today does not have an adequate state support for its development. This policy is not a correct one, because education and open society, if they are not synonyms, surely are closely and deeply linked and mutually dependent: there is no real education without open society, and there is no really open society without good education.

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14

Murphy, Karen L. "Turkey's open education policy." Educational Technology Research and Development 37, no. 2 (June 1989): 122–23. http://dx.doi.org/10.1007/bf02298296.

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15

Gaskell, Anne. "Open education: international perspectives in higher education." Open Learning: The Journal of Open, Distance and e-Learning 34, no. 3 (February 4, 2019): 290–93. http://dx.doi.org/10.1080/02680513.2019.1577728.

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16

Li, Zhuoya, and Qiulan Zhao. "Blockchain Technology in Open University Distance Open Education." Journal of Physics: Conference Series 1992, no. 4 (August 1, 2021): 042043. http://dx.doi.org/10.1088/1742-6596/1992/4/042043.

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17

McNay, Ian. "Open market for the Open University?" Open Learning: The Journal of Open, Distance and e-Learning 1, no. 1 (February 1986): 23–27. http://dx.doi.org/10.1080/0268051860010106.

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18

Bialystok, Lauren. "How Open Should Open‐Mindedness Be?" Educational Theory 69, no. 4 (August 2019): 529–37. http://dx.doi.org/10.1111/edth.12384.

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19

Tlanusta Garrett, Michael, Monica L. Bellon-Harn, Edil Torres-Rivera, J. T. Garrett, and Lisen C. Roberts. "Open Hands. Open Hearts." Intervention in School and Clinic 38, no. 4 (March 2003): 225–35. http://dx.doi.org/10.1177/105345120303800405.

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20

Ashman, Melissa. "Report Review – ICDE OERAC: Open Science, Open Educational Resources, and Open Innovation." International Review of Research in Open and Distributed Learning 23, no. 3 (September 1, 2022): 284–87. http://dx.doi.org/10.19173/irrodl.v23i3.6639.

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21

Bradshaw, Peter, Sarah Younie, and Sarah Jones. "Open education resources and higher education academic practice." Campus-Wide Information Systems 30, no. 3 (June 21, 2013): 186–93. http://dx.doi.org/10.1108/10650741311330366.

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22

Voigt, Maximilian. "Open Education and Open Source for Sustainable Economic Activity." Ökologisches Wirtschaften - Fachzeitschrift 36, O1 (February 11, 2021): 25–27. http://dx.doi.org/10.14512/oewo360125.

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Open education and open-source are essential foundations for enabling civic engagement with technologies and sustainable use. Makerspaces can lead the way for structural change through local learning and economic development.

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23

Pokrzycka, Lidia. "Open Educational Resources in Practice Open Education Global Conference." Kognitywistyka i Media w Edukacji 28, no. 2 (December 31, 2018): 179–80. http://dx.doi.org/10.15804/kimwe2018215.

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24

Kumar, Rajive, and Narendra Kumar. "Massive Open Online Courses (MOOCs) in Indian Higher Education System." Contemporary Social Sciences 27, no. 1 (January 1, 2018): 155–58. http://dx.doi.org/10.29070/27/57225.

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25

Ali, Dr Umar Mohammed. "DEMERITS SIDE OF OPEN DEFECATION ON SCHOOL EDUCATION IN NIGERIA." Frontline Social Sciences and History Journal 02, no. 02 (February 1, 2022): 28–33. http://dx.doi.org/10.37547/social-fsshj-02-02-04.

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pen Defecation (OD) is the practice of defecating outside (in an open environment). It is a practice of defecating not in a designated toilet. It occurs in fileds, bushes, forests, ditches, streets, canals, or other open spaces. In Nigeria, the practice is common, and usual to find faeces even in cities, and school premises. This had caused Nigeria to ranked as the country with the largest turnout of OD in Africa, and second globally after India. OD is been practiced at schools because of reasons, such as; lack of toilets, lack of water, poor awareness, culture,and behavior. There are many effects of OD to education in Nigeria. Parable, OD enable diseases (example, diarrhea, trachoma, polio, typhoid, gastroenteritis, botulism etc) transmissions and in turn impede children's physical ability and cognitive development; it can also prevent children from attending schools (443 million school days are lost every year due to water-related illnesses); it causes drop out especially among girls; hours and days are spent by girls or boys seeking for places to defecate. Moreover, girls that are menstruating have the habits of abandoning schools because of poor sanitation. Children or students might be exposed to wild animals or violence on their way to surf for place to defecate. OD at schools can be control by taking measures: construction and maintenance of enough toilets hardware for males and females, creation of awareness among students and parents, and making laws to provide sanitation at schools.

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26

Kerres, Michael. "Offene Bildungsressourcen und Open Education." Forschung und Open Educational Resources – Eine Momentaufnahme für Europa 34, Research and OER (February 18, 2019): 1–18. http://dx.doi.org/10.21240/mpaed/34/2019.02.17.x.

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Der Beitrag problematisiert die aktuelle Diskussion über open educational resources und fragt nach ihrem Beitrag zur weiteren Öffnung von Bildung («open education»). Angenommen wird dabei regelmässig, dass verschiedene Initiativen zu einer Öffnung im Kontext von Bildung in einer Kaskade wirken und sich zu einer Openness-Bewegung zusammenführen lassen. Der Beitrag stellt die Gegenthese vor, dass die verschiedenen Initiativen sich auf unterschiedliche Problemhorizonte beziehen und nur schwer unter eine Klammer zu bringen sind. Denn das Ziel eines breiteren Zugangs zu Bildung lässt sich sowohl mit offenen wie auch geschlossenen Bildungsressourcen erreichen, die wiederum in offenen wie auch geschlossenen informationellen Ökosystemen betrieben werden können. Es erscheint damit zielführend, die Relation der verschiedenen Initiativen von Öffnung als mehrdimensionales Gefüge von eher lose gekoppelten Initiativen zu betrachten, um aufzuzeigen, wie bestimmte Initiativen zu anderen beitragen (oder nicht). Die Konstruktion einer Openness-Bewegung wird dagegen in ihrer normativen Setzung hinterfragt, da sie mit Schliessungstendenzen einhergeht, die das Gegenteil von Öffnung und Offenheit bewirkt.

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27

Deimann, Markus. "Open Education andBildungas Kindred Spirits." E-Learning and Digital Media 10, no. 2 (January 2013): 190–99. http://dx.doi.org/10.2304/elea.2013.10.2.190.

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28

Jack, Barbara A. "Open learning in nurse education." Nursing Standard 7, no. 41 (June 30, 1993): 30–31. http://dx.doi.org/10.7748/ns.7.41.30.s37.

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29

Hubina, Oksana. "CONCEPTUAL PRINCIPLES OF OPEN EDUCATION." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 90–94. http://dx.doi.org/10.36550/2415-7988-2020-1-190-90-94.

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The paper analyzes the essential characteristics of open education, as the global educational system and determines its tendencies in present conditions; discovers the reasons that influenced upon the process of development of open education. The notion «open education» is treated by foreign scientists differently. For example T. Iiyosh, D. Wiley consider open education as a learning system based on open educational resources and open technologies that provide learning with flexibility and opportunities for open exchange of teaching practices, as well as include new approaches to assessment, accreditation and collaborative learning. The study of the concept of «open education» as a learning system that encompasses resources, tools and methods is presented in the work of G. Siemens. G. Tleuzhanova and A. Khamzina consider this phenomenon as a synergetic system capable of self-development and further interaction with the environment. Therefore it was defined that open education flourished in the results of definite changes of society such as the process of integration, democratization and informatisation of society. Open education with its following characteristics as accessibility, parallelity, modulation, internationalization and coordination and with the usage of new technologies of education gives the opportunity to every person to get the education without data of place of his residence, age, nationality, physical condition. The analyze of scientific literature let us to determine the leading tasks of open education: provide the listeners with the means of access to educational materials; organize the management of educational process which gives the opportunity to inform society about educational questions and raise the effective managing of educational system; raise the level of education and educational services; provide the continual renewing of educational means and technologies for the listeners of open education.

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30

Risquez, Angelica, and Claire McAvinia. "The VLE versus Open Education." Irish Journal of Technology Enhanced Learning 3, no. 2 (May 21, 2018): 86. http://dx.doi.org/10.22554/ijtel.v3i2.47.

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In this paper we consider the position of the VLE in the context of the open education movement. This paper gathers data from the #VLEIreland survey in order to explore further whether open education was a concern of the academics involved, and if so, how it shaped their use of the local VLE. We will explore the nature of open education and open educational resources (OER), and whether there are interactions between these resources and the VLE. Open educational resources are materials shared online for educators to use and adapt, including full courses, modules, textbooks, and assets such as video clips, images or teaching methods. Data from our staff survey indicates a range of responses to the sharing and use of OERs and a spectrum of understanding (or lack of understanding) of copyright issues. We explore these findings and discuss their implications for OER in the future, and suggest that the ideals of “openness” are challenged by institutional VLEs and other mechanisms for resource sharing in higher education.

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31

Risse, Sarah, André Krügel, and Daniel Backhaus. "Open Education in der Methodenausbildung." Psychologische Rundschau 73, no. 3 (July 2022): 206–8. http://dx.doi.org/10.1026/0033-3042/a000602.

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32

McGirr, Oonagh. "An Open Education Extended Haiku." Scope: Contemporary Research Topics (Learning & Teaching), no. 9 (2020): 131–32. http://dx.doi.org/10.34074/scop.4009018.

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33

Komleva, Nina V., and Olga A. Khlopkova. "INTELLECTUALIZATION OF OPEN EDUCATION SERVICES." Open Education, no. 2(109 (January 1, 2015): 56–62. http://dx.doi.org/10.21686/1818-4243-2015-2(109-56-62.

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34

Tight, Malcolm. "Open learning for continuing education." Open Learning: The Journal of Open, Distance and e-Learning 3, no. 2 (June 1988): 23–26. http://dx.doi.org/10.1080/0268051880030205.

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35

Rhoades, Gary. "Higher Education: Open for Business." Journal of Higher Education 80, no. 1 (January 2009): 114–16. http://dx.doi.org/10.1080/00221546.2009.11772133.

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36

Naidu, Som. "The idea of open education." Distance Education 40, no. 1 (January 2, 2019): 1–4. http://dx.doi.org/10.1080/01587919.2018.1564622.

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37

Evans, Terry, and Daryl Nation. "Theorising open and distance education." Open Learning: The Journal of Open, Distance and e-Learning 7, no. 2 (June 1992): 3–13. http://dx.doi.org/10.1080/0268051920070202.

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38

Lewis, Roger. "Open learning in higher education." Open Learning: The Journal of Open, Distance and e-Learning 12, no. 3 (November 1997): 3–13. http://dx.doi.org/10.1080/0268051970120302.

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39

Fukazawa, Yoshiaki. "Open Education, MOOC and JMOOC." Journal of the Institute of Image Information and Television Engineers 69, no. 11 (2015): 905–8. http://dx.doi.org/10.3169/itej.69.905.

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40

Farrow, Robert. "Open education and critical pedagogy." Learning, Media and Technology 42, no. 2 (November 28, 2015): 130–46. http://dx.doi.org/10.1080/17439884.2016.1113991.

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41

Bartlotti, Leonard N. "Global Open Access Theological Education." Transformation: An International Journal of Holistic Mission Studies 18, no. 2 (April 2001): 65–67. http://dx.doi.org/10.1177/026537880101800201.

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42

Guzzo, Guilherme Brambatti, and Guilherme Duarte Garcia. "OPEN-MINDEDNESS IN SCIENCE EDUCATION." Think 14, no. 41 (2015): 99–103. http://dx.doi.org/10.1017/s1477175615000184.

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Critical thinking is widely regarded as one of the main objectives of education in general terms, and also of science education. The idea of thinking critically, that is, to evaluate adequately and eventually embrace a certain claim only if there are good reasons for it, however, seems to contradict some popular conceptions about other educational ideal: open-mindedness. The purpose of this essay is to discuss how critical thinking and open-mindedness are not exclusionary ideals, and how those ideas are important for science education.

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43

Swanwick, Keith. "Music Education: Closed or Open?" Journal of Aesthetic Education 33, no. 4 (1999): 127. http://dx.doi.org/10.2307/3333725.

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44

Marshall, Stephen. "Open education and systemic change." On the Horizon 20, no. 2 (May 11, 2012): 110–16. http://dx.doi.org/10.1108/10748121211235769.

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45

Tight, Malcolm. "Open learning and continuing education." New Directions for Adult and Continuing Education 1988, no. 40 (1988): 75–83. http://dx.doi.org/10.1002/ace.36719884010.

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46

Pitt, Rebecca (Beck), Katy Jordan, Beatriz de los Arcos, Robert Farrow, and Martin Weller. "Supporting open educational practices through open textbooks." Distance Education 41, no. 2 (April 2, 2020): 303–18. http://dx.doi.org/10.1080/01587919.2020.1757411.

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47

Wisher, Doris. "A Review of “Opening Up Education: The Collective Advancement of Education Through Open Technology, Open Content, and Open Knowledge”." Journal of Web Librarianship 5, no. 1 (February 28, 2011): 75–76. http://dx.doi.org/10.1080/19322909.2011.544568.

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48

Corbally, John E. "Open Forum." Educational Forum 65, no. 1 (March 31, 2001): 8–9. http://dx.doi.org/10.1080/00131720008984454.

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49

Crowley, Gretchen. "Open Forum." Educational Forum 64, no. 2 (June 30, 2000): 103. http://dx.doi.org/10.1080/00131720008984735.

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Bennett, Frederick. "Open Forum." Educational Forum 64, no. 3 (September 30, 2000): 198. http://dx.doi.org/10.1080/00131720008984753.

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