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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 14/01/2020, available online: https://www.tandfonline.com/doi/full/10.1080/02680513.2020.1713737

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Openness and innovation in online higher education: A historical review of the two discourses

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Openness and innovation in online higher education : A historical review of the two discourses. / Lee, Kyungmee.

In: Open Learning: The Journal of Open and Distance Learning , 14.01.2020.

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Lee, Kyungmee. / Openness and innovation in online higher education : A historical review of the two discourses. In: Open Learning: The Journal of Open and Distance Learning . 2020.

Bibtex

@article{91b354adbd034d3980d33549e6408078,
title = "Openness and innovation in online higher education: A historical review of the two discourses",
abstract = "This article tackles a critical question of “to what extent can online higher education (HE) be open and innovative at the same time?” To provide a more comprehensive answer to the question, the author takes up a notion of discourse and situates the analysis in a specific online HE setting: Athabasca University (AU). In this article, the author first unpacks how the openness and innovation discourses originally emerged in AU throughout its early years and how the original conceptualization of the two and their relationships have shifted in the more recent years. The results demonstrate that there has been an increasing level of discontinuity between the conceptualization of openness and innovation as independent principles and the operationalization of the two as competing principles in course design practices in AU. Being fully open to diverse student groups and being technologically innovative by integrating a state-of-the-art technology cannot be achieved in a single online course. In addition, being pedagogically innovative by increasing interactivity among students while maintaining the same level of flexibility provided by the independent study model seems very challenging. This article also discusses the institutional conditions that make teaching-oriented innovation more difficult to be achieved.",
keywords = "Distance education, open university, learning designer, discourse analysis, text analysis, Foucault",
author = "Kyungmee Lee",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 14/01/2020, available online: https://www.tandfonline.com/doi/full/10.1080/02680513.2020.1713737",
year = "2020",
month = jan,
day = "14",
doi = "10.1080/02680513.2020.1713737",
language = "English",
journal = "Open Learning: The Journal of Open and Distance Learning ",
issn = "0268-0513",
publisher = "Taylor and Francis Ltd.",

}

RIS

TY - JOUR

T1 - Openness and innovation in online higher education

T2 - A historical review of the two discourses

AU - Lee, Kyungmee

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Open Learning on 14/01/2020, available online: https://www.tandfonline.com/doi/full/10.1080/02680513.2020.1713737

PY - 2020/1/14

Y1 - 2020/1/14

N2 - This article tackles a critical question of “to what extent can online higher education (HE) be open and innovative at the same time?” To provide a more comprehensive answer to the question, the author takes up a notion of discourse and situates the analysis in a specific online HE setting: Athabasca University (AU). In this article, the author first unpacks how the openness and innovation discourses originally emerged in AU throughout its early years and how the original conceptualization of the two and their relationships have shifted in the more recent years. The results demonstrate that there has been an increasing level of discontinuity between the conceptualization of openness and innovation as independent principles and the operationalization of the two as competing principles in course design practices in AU. Being fully open to diverse student groups and being technologically innovative by integrating a state-of-the-art technology cannot be achieved in a single online course. In addition, being pedagogically innovative by increasing interactivity among students while maintaining the same level of flexibility provided by the independent study model seems very challenging. This article also discusses the institutional conditions that make teaching-oriented innovation more difficult to be achieved.

AB - This article tackles a critical question of “to what extent can online higher education (HE) be open and innovative at the same time?” To provide a more comprehensive answer to the question, the author takes up a notion of discourse and situates the analysis in a specific online HE setting: Athabasca University (AU). In this article, the author first unpacks how the openness and innovation discourses originally emerged in AU throughout its early years and how the original conceptualization of the two and their relationships have shifted in the more recent years. The results demonstrate that there has been an increasing level of discontinuity between the conceptualization of openness and innovation as independent principles and the operationalization of the two as competing principles in course design practices in AU. Being fully open to diverse student groups and being technologically innovative by integrating a state-of-the-art technology cannot be achieved in a single online course. In addition, being pedagogically innovative by increasing interactivity among students while maintaining the same level of flexibility provided by the independent study model seems very challenging. This article also discusses the institutional conditions that make teaching-oriented innovation more difficult to be achieved.

KW - Distance education

KW - open university

KW - learning designer

KW - discourse analysis

KW - text analysis

KW - Foucault

U2 - 10.1080/02680513.2020.1713737

DO - 10.1080/02680513.2020.1713737

M3 - Journal article

JO - Open Learning: The Journal of Open and Distance Learning

JF - Open Learning: The Journal of Open and Distance Learning

SN - 0268-0513

ER -