An investigation into social learning activities by practitioners in open educational practices

Bieke Schreurs; Antoine Van den Beemt; Fleur Prinsen; Gabi Witthaus; Gráinne Conole; Maarten De Laat

doi:10.19173/irrodl.v15i4.1905

An investigation into social learning activities by practitioners in open educational practices

Bieke Schreurs, Antoine Van den Beemt, Fleur Prinsen, Gabi Witthaus, Gráinne Conole, Maarten De Laat

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP.

Original language	English
Pages (from-to)	1-20
Number of pages	20
Journal	The International Review of Research in Open and Distance Learning (IRRODL)
Volume	15
Issue number	4
DOIs	https://doi.org/10.19173/irrodl.v15i4.1905
Publication status	Published - Sept 2014

Keywords

Open educational practices
networked learning
communities of practice

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AU - Prinsen, Fleur

AU - Witthaus, Gabi

AU - Conole, Gráinne

AU - De Laat, Maarten

PY - 2014/9

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N2 - By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP.

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An investigation into social learning activities by practitioners in open educational practices

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Keywords

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