Rethinking professional learning in higher education: a study on how the use of Open Educational Resources triggers the adoption of Open Educational Practice

Abstract

This study explores how the practices of higher education educators evolve towards open educational practice (OEP) as they use open educational resources (OER) as a form of social media. Drawing on the theories of self-regulated learning (SRL) and cultural-historical activity theory (CHAT), the study provides a novel way of analysing learning and development at work by focusing on related tensions. The interview data were, firstly, analysed by a thematic categorisation of 6 sub-categories of self-regulated learning and secondly, by using the method of discursive manifestations of contradictions. The findings evidence that educators find that their OEP does not fit easily within the current educational system. They have to balance conventional forms of education at scale with new and emerging open forms of education. This creates tensions indicating that educators need support in evolving their educational practice towards OEP and to reflect on what this change means for their practice