Document Type

Article

Publication Date

7-30-2025

Publication Title

Journal of Open, Flexible and Distance Learning

Volume

29

Abstract

Open pedagogy, characterisedby students creating or co-creating artefacts that others may use, offers transformative opportunities for students to move beyond passive learning into active content creation. This qualitative study examines the experiences of 25 undergraduate students who engage with open pedagogy principles, including creation-centred learning, collaboration, audience engagement, and the integration of Open Educational Resources (OER) and Creative Commons (CC) licensing. Using surveys and interviews, we identified three key themes: the importance of real audiences, authentic connections over prescribed collaborations, and rethinking the role of Creative Commons. Findings suggest that open pedagogy enhances student engagement and provides meaningful, real-world applications for academic assignments, but additional emphasis on CC licensing education is needed. Implications for pedagogy and instructional design are discussed.

Issue

1

First Page

132

Last Page

150

DOI

10.61468/jofdl.v29i1.701

ISSN

1179-7673

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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