Theoretical and Methodological Approaches for Investigating Open Educational Practices

Michael Paskevicius; Valerie Irvine

doi:10.18357/otessaj.2021.1.2.11

Auteurs-es

Michael Paskevicius University of Victoria https://orcid.org/0000-0001-7391-0783
Valerie Irvine University of Victoria https://orcid.org/0000-0002-8067-1300

DOI :

https://doi.org/10.18357/otessaj.2021.1.2.11

Mots-clés :

pratique pédagogique ouverte, pédagogie ouverte, méthodes de recherche

Résumé

À ce jour, le phénomène associé à l'éducation ouverte en relation avec les pratiques d'enseignement et d'apprentissage reste sous-théorisé dans la littérature, ce qui représente à la fois un défi et une opportunité pour de futures recherches (Bulfin et al., 2013; Howard et Maton, 2011; Knox, 2013; Veletsianos, 2015). Ceci représente une opportunité de développer de nouvelles théories ainsi que de connecter le phénomène aux théories existantes en éducation, en sciences de l'apprentissage et en pédagogie. Une grande partie de la littérature s'est concentrée sur des études de cas, des stratégies de mise en œuvre et des approches générales de changement institutionnel qui ne s'appuient pas sur des théories spécifiques ni n’en développent. Une part importante des travaux empiriques examinés ne fait aucune mention de bases théoriques autre que celle de l'ouverture comme cadre conceptuel pour considérer l'éducation ouverte. De plus, les études critiques qui examinent les implications pédagogiques et éducatives de l'utilisation de ressources éducatives ouvertes (REL) et de l'engagement dans des pratiques éducatives ouvertes sont encore moins courantes (Knox, 2013). Dans cet article, nous partageons les résultats d'une revue de la littérature qui examine les approches méthodologiques et théoriques utilisées dans les recherches sur les pratiques éducatives ouvertes, ceci dans le but d'engager les participants dans une revue critique des approches théoriques et méthodologiques pour faire avancer la recherche dans cet espace en émergence.

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