The study reports about an open education practice in undergraduate education, by analysing the openness of a course in which the teacher was not a ‘self-declared’ open educator. It explores data from involved educators, students and entrepreneurs, who participated in a project-based learning pathway carried out online. Data collection included observation of the process by an external researcher, final questionnaires and interviews to participants. Conclusions argue that open education practices (OEPs) can also be found in courses which have not been designed purposely as ‘open’, and that further work is needed to understand students’ perceptions in open practices.
Openpedagogypractices:acasestudyinundergraduateeducation
A. Cavicchi
2020-01-01
Abstract
The study reports about an open education practice in undergraduate education, by analysing the openness of a course in which the teacher was not a ‘self-declared’ open educator. It explores data from involved educators, students and entrepreneurs, who participated in a project-based learning pathway carried out online. Data collection included observation of the process by an external researcher, final questionnaires and interviews to participants. Conclusions argue that open education practices (OEPs) can also be found in courses which have not been designed purposely as ‘open’, and that further work is needed to understand students’ perceptions in open practices.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
