The Open/Technology in Education, Society, and Scholarship Association Journal <p><span style="font-weight: 400;">The <em>Open/Technology in Education, Society, and Scholarship Association</em> (OTESSA) <em>Journal</em> is a peer-reviewed journal that welcomes papers on all aspects of educational technology, including online learning, technology-mediated learning, social media, open education, digital and open scholarship, emerging technologies for learning or research, and other topics or interdisciplinary ways in which technology and society intersect.</span></p> en-US <p>Authors contributing to the OTESSA Journal agree to release their articles under the <a href="">Creative Commons Attribution 4.0 International</a> (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.</p> <p>Authors retain copyright of their work and grant the OTESSA Journal right of first publication.</p> <p>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.</p> (The OTESSA Journal Editorial Team) (OTESSA Journal) Mon, 26 Sep 2022 23:26:04 -0700 OJS 60 Outside-In: Entangled Openness as Subversion Influencing Emergent Change <p>Those of us in the open education field often talk about how open education expands access, supports knowledge sharing, and potentially enhances the quality of education. We also critique open education for sometimes reproducing inequalities despite promising to promote social justice. But what about the ways in which openness removes/destroys barriers within us? In what ways does openness empower us from the outside-in? When does openness influence critical change and when might it fail to do so? In this opinion piece, I will explore some of the things openness makes possible that are often not possible within the walls of institutions, and which can end up challenging and subverting injustice by focusing on some key principles within the practice of “Virtually Connecting,” and I will explore a notion of entangled openness whereby open practices require a complex interplay between open attitudes, social justice praxis, and digital literacies within a team.</p> Maha Bali Copyright (c) 2022 Maha Bali Mon, 26 Sep 2022 00:00:00 -0700 A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality <p>While there has been a lot of debate over the impact of online and remote learning on mental health and well-being, there has been no systematic syntheses or reviews of the research on this particular issue. In this paper, we review the research on the relationship between mental health/well-being and online or remote learning. Our review shows that little scholarship existed prior to 2020 with most studies conducted during the COVID-19 pandemic. We report four findings: (1) pandemic effects are not well-controlled in most studies; (2) studies present a very mixed picture, with variability around how mental health and well-being are measured and how/whether any causal inferences are made in relation to online and remote learning, (3) there are some indications that certain populations of students may struggle more in an online context, and (4) research that does not assume a direct relationship between mental health and online provides the best insight into both confounding factors and possible strategies to address mental health concerns. Our review shows that 75.5% of published research on this topic either commits the <em>correlation does not equal causation</em> error or asserts a causal relationship even when it fails to establish correlations. Based on this study, we suggest that researchers, policymakers, practitioners, and administrators exercise extreme caution around making generalizable assertions with respect to the impacts of online/remote learning and mental health. We encourage further research to better understand effects on specific learner sub-populations and on course—and institution—level strategies to support mental health.</p> Stephanie Moore, George Veletsianos, Michael K. Barbour Copyright (c) 2022 Stephanie Moore, George Veletsianos, Michael K. Barbour Mon, 26 Sep 2022 00:00:00 -0700