ORCID Profile
0000-0003-2722-9684
Current Organisation
Deakin University
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Publisher: Elsevier BV
Date: 02-2020
Publisher: Informa UK Limited
Date: 16-07-2020
Publisher: Routledge
Date: 08-12-2022
Publisher: International Council for Open and Distance Education
Date: 2023
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-12-2019
DOI: 10.14742/AJET.5683
Abstract: Working from the perspective of open and online learning for widening participation in higher education, this article advances a new conceptual model to guide practitioners and researchers in maximising the enablers and minimising the constraints to foundation level online learning for equity students. The model is adapted from technology for social inclusion research addressing persistent inequalities in Internet use. First, the proposed model is introduced with definitions for the six dimensions (course purpose, technology, social support, autonomy, learning materials and skills) and research propositions for how the dimensions enable and constrain learning. A qualitative synthesis of empirically tested open and online programs (including massive open online courses) is used to clarify how the six critical dimensions interact to enable and constrain erse learners in distance and blended modes. Results support the model with new definitions for each dimension in light of unexpected findings: courses designed to enable particular groups breadth of learner supports technology lifying other dimensions and aspects of the model designed to empower disadvantaged learners. This model should assist course design research and practice at higher education institutions where open and online provision for erse and educationally disadvantaged learners is the current or approaching reality.
Publisher: Commonwealth of Learning
Date: 19-11-2018
Abstract: This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.
No related grants have been discovered for Sarah Lambert.