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Open education as a theoretical construct

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Bašić, Slavica. (2006). Open education as a theoretical construct. Pedagogijska istraživanja, 3(1). pp. 21-32. ISSN 1334-7888

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Abstract

The analysis of studies dealing with the theme of „open education” has shown great variability and diffusion of conceptions, and numerous attempts to define what „open education” was. It was not possible to define this concept from the semantically identified field of validity. Therefore, the basic features were analyzed and „openness” extracted as the qualitatively distinct feature of open education, the attempts of conceptualization of „openness” were presented, and, finally, the intentional values of open education were analyzed. On the basis of such a multidimensional analysis, the author has established a certain theoretical frame, the field of validity for the concept of “open education” and indicators of openness which can serve as the starting point in the empirical studies of innovative (open) teaching as well as in the critical considerations of the concept. If it is also heuristically fruitful, remains to be seen through new analyses and studies in this field.

Item Type: Article
Uncontrolled Keywords: open education; openness; dimensions of openness; open curriculum; goals of open education
Subjects: Pedagogija
Departments: Department of Pedagogy
Date Deposited: 19 Jul 2017 12:20
Last Modified: 19 Jul 2017 12:20
URI: http://darhiv.ffzg.unizg.hr/id/eprint/6119

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