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dc.contributor.authorZhang, Xiangling
dc.contributor.authorTlili, Ahmed
dc.contributor.authorHuang, Ronghuai
dc.contributor.authorChang, Ting-Wen
dc.contributor.authorBurgos, Daniel (1)
dc.contributor.authorYang, Junfeng
dc.contributor.authorZhang, Jiacai
dc.date2020
dc.date.accessioned2021-05-28T09:22:57Z
dc.date.available2021-05-28T09:22:57Z
dc.identifier.issn2071-1050
dc.identifier.urihttps://reunir.unir.net/handle/123456789/11429
dc.description.abstractOpen Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.es_ES
dc.language.isoenges_ES
dc.publisherSustainability (Switzerland)es_ES
dc.relation.ispartofseries;vol. 12, nº 21
dc.relation.urihttps://www.mdpi.com/2071-1050/12/21/9129es_ES
dc.rightsopenAccesses_ES
dc.subjectopen educational resourceses_ES
dc.subjectopen educational practiceses_ES
dc.subjectopen educationes_ES
dc.subjectlearning motivationes_ES
dc.subjectfamily educationes_ES
dc.subjectScopuses_ES
dc.titleA Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptionses_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.3390/su12219129


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