The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Educating undergraduate students for openness
Hofhues, Sandra and Pensel, Sabrina

PublishedOctober 2016
ConferenceEnhancing European Higher Education “Opportunities and impact of new modes of teaching”, Online, Open and Flexible Higher Education Conference
Pages 674-685
EditorsUbachs, George and Konings, Lizzie
CountryGermany, Europe

Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016

Current challenges in the formal education system are related to the openness of (higher) education institutions for the public, for the opportunity of gaining open insight into research and teaching, and to the involvement of students in research more than ever. We will focus on the education for openness: Therefore, we will firstly present our lecture design at the University of Cologne, Germany, along with our online letters about research as an instructional design tool for raising students’ awareness for open science and education by encouraging them to exchange and share research experiences. Both involve undergraduate-students in a research-led learning process and encourage them to draft research designs and projects. The objectives are achieved, within the whole group of students, by tracing different questions, unfurling individual talents and increasing previous knowledge. After our short sketch of the setting, we will illustrate areas of conflict between studying, self-organization and openness on the basis of empirical data. Our findings externalize noticeable discrepancies between the strong focus on research on the one hand and measuring learning outcomes on the other hand, which led to student complaints. We will sum up how the disclosed conflicts are related to education for openness, and ask the research question: How could the developed research competencies be seen, while undergraduate-students should also be educated for openness?

Keywords education for openness · formative assessment · instructional design · research-led learning

Published atRome, Italy
RightsCopyright © 2016 European Association of Distance Teaching Universities and the authors. All rights reserved.
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 5 distinct readers


The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


Impact of Open Educational Resources on course DFWI rates in undergraduate online education
Shaw, Cassandra S.; Irwin, Kathleen C.; Blanton, Doris
The purpose of this study was to determine the relationship between the use of Open Educational Resources (OER) and course DFWI (Drop, Fail, Withdrawal, Incomplete) rates at the undergraduate level of an online ...
Match: undergraduate

Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students
Israel, Maria Joseph; Conrad, Dianne; McGreal, Rory
The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, ...
Match: undergraduate

Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course
Li, Yan; Zhang, Muhua; Bonk, Curtis J.; Zhang, Wenjun; et al.
The purpose of this study was to explore the process and effectiveness of Open Educational Resources (OER)-based flipped classroom practice in an undergraduate course named "Internet and Distance Education.'' The course ...
Match: undergraduate

Integrating an open textbook into undergraduate teacher education
Cavanaugh, Terence
As K12 schools move to open textbooks it becomes important that teacher preparation programs also begin to integrate this text format. This paper presented how an introductory educational technology undergraduate course ...
Match: undergraduate

Integrating MOOC and flipped classroom practice in a traditional undergraduate course: Students’ experience and perceptions
Li, Yan; Zhang, Muhua; Bonk, Curtis J.; Guo, Niki
The purpose of this experimental study was to redesign a traditional undergraduate course by integrating MOOC content and flipped classroom practice and to see its effectiveness through students’ experience and ...
Match: undergraduate

MOOC pedagogy: Gleaning good practice from existing MOOCs
Bali, Maha
The revolutionary potential of massive open online courses (MOOCs) has been met with much skepticism, particularly in terms of the quality of learning offered. Believing that a focus on learning is more important than a ...

Dropout prediction in MOOCs using learner activity features
Halawa, Sherif; Greene, Daniel; Mitchell, John; Ullmo, Pierre-Antoine; Koskinen, Tapio
Learners join a course with the motivation to persist for some or the entire course, but various factors, such as attrition or lack of satisfaction, can lead them to disengage or totally drop out. Educational ...
Match: formative assessment

Assessment approaches in massive open online courses: Possibilities, challenges and future directions
Xiong, Yao; Suen, Hoi K.
The development of massive open online courses (MOOCs) has launched an era of large-scale interactive participation in education. While massive open enrolment and the advances of learning technology are creating ...
Match: formative assessment

Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs
Floratos, Nikolaos; Guasch, Teresa; Espasa, Anna; Gil-Jaurena, Inés
Many publications and surveys refer to the high drop out rate in Massive Open Online Courses (MOOCs) which is around 90%, especially if we compare the number of students who register against those who finish. Working ...
Match: formative assessment

What's the "problem" with MOOCs?
Holton, Doug
Match: instructional design