Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada





open pedagogy, open educational practices, renewable assignments, perceptions of learning


A transformation in teaching and learning happens when students move from being consumers to creators of knowledge. While there is a growing body of research available on the use of open education resources by faculty and students, there is comparatively little research available with regards to open pedagogy (OP) in higher education. The few studies that have explored the perceptions of OP have focused on one specific OP practice in a small context (one or two course sections). The present review study surveyed the perceptions of faculty and students at a Canadian university across several courses and a range of types of OP. Quantitative and qualitative analyses revealed students and faculty alike were positive about the benefits and impacts of engaging in OP, but each expressed challenges with needing greater time for OP. Additionally, while students experienced challenges with process, faculty experienced challenges with supports. Recommendations are provided for ways faculty can support students when engaging in OP and ways institutions can support faculty who engage in OP. Ultimately, knowing more about the experiences and perspectives of students and faculty could help inform the development of best practices for faculty who wish to use OP with students.


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How to Cite

Ashman, M. (2023). Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada. The Open/Technology in Education, Society, and Scholarship Association Journal, 3(2), 1–29. https://doi.org/10.18357/otessaj.2023.3.2.40



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