Rajiv S. Jhangiani's research while affiliated with Kwantlen Polytechnic University and other places

Publications (9)

Article
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During the past twenty years Open Educational Resources (OER) and Open Educational Practices (OEP) have increased educational access and affordability worldwide. The OER-OEP synergy reflects one of the most promising strategies for increasing access to education globally. Despite significant progress, emerging research suggests the need for a more...
Article
Full-text available
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice...
Article
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p class="3">Since the launch of the BC Open Textbook Project in 2012, the adoption of open textbooks has steadily grown within public post-secondary institutions in British Columbia, Canada. An analysis of adoption records over a five-year period reveals that open textbooks have been adopted across all types of institutions, including research univ...
Article
Full-text available
The increase in the cost of college textbooks together with the proliferation of digital content and devices has inspired the development of open textbooks, open educational resources that are free, openly licensed, and often peer-reviewed. Although several published studies have investigated the impact of open textbook adoption on educational outc...
Article
The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. fr...
Article
p class="3">Unrelenting increases in the price of college textbooks have prompted the development and adoption of open textbooks, educational resources that are openly licensed and available to students free of cost. Although several studies have investigated U.S. students’ perceptions and use of open textbooks, there are no published studies of th...
Chapter
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In this contribution, three open textbook authors outline the motivations and mechanics of three successful yet different approaches to writing open textbooks. These approaches include textbook creation and adaptation projects, individual and collaborative efforts, and traditional timeline and compressed " sprint " models. Following these cases, th...
Research
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Report abstract: "This research examines the use of Open Educational Resources (OER) by post-secondary faculty in British Columbia, including their motivations and perceptions, as well as what factors help to enable or act as challenges for OER use and adaptation. Although the findings provide a snapshot of the BC post- secondary system as a whole,...

Citations

... Este trabajo se enfoca en la producción de REA, abonando al desarrollo de capacidades de instituciones de Chile y México. Los REA tienen el potencial de ampliar el acceso a la educación y crear oportunidades de aprendizaje de una forma innovadora a lo largo de toda la vida (Ossiannilsson et al., 2020;Pincay Piza, 2020). Este término fue acuñado por la UNESCO en el año 2002 y, a partir de ese momento ha comenzado a ser promovido e impulsado en diferentes partes del mundo a través de los Estados Miembros, corporaciones, asociaciones, y universidades, entre otros, adquiriendo especial importancia como información o material de calidad (Sarango-Lapo et al., 2020). ...
... Open Educational Practices (OEP) offer the opportunity to explore unconventional educational approaches. OEP have been studied for 15 years (e.g., Cronin and Maclaren, 2018;Paskevicius and Irvine, 2019;Bali et al., 2020b;Huang et al., 2020;Clinton-Lisell, 2021;Werth and Williams, 2022), and research shows that five conditions are enabling: (i) Open Educational Resources (OER) as input and output; (ii) enabling technology to support a connected learning community where OEP can flourish; (iii) open teaching approaches that empower students to construct their own learning pathways; (iv) open collaboration to reach out to concerned communities for students to interact with stakeholders outside of academia; and (v) open assessment through peer evaluation, reflective practice, and evaluation by third parties (Huang et al., 2020). Six reasons to adopt OEP resonate with the five conditions and are foregrounded as follows: (i) sharing, that is, the freedom to create, share, and reuse knowledge; (2) transparency, that is, the capacity to trace the knowledge construction process and underlying values and transparency in the entire process from admission to certification; (iii) collaborative knowledge construction, that is, participate in the building of the collective intelligence; (iv) deconstructing power structures in the educational environment, that is, giving voice to everybody; (v) personalized learning, that is, learners have authority to determine their learning needs and learning path; and (vi) learner empowerment, that is, learners are involved as active full-fledged stakeholders in each step of the learning process from the choice of learning outcomes to the design of assessment (Werth and Williams, 2022). ...
... It can be concluded that the frequency of its use rests on the desire to strengthen the practical orientation of the educational system to emphasize the non-standard characteristics of its post-modern innovative nature by moving away from the traditional generally accepted https: //doi.org/10.15405/ejsbs.297 eISSN: 2301-2218 (Panke & Seufert, 2013;Editors et al., 2019;Makel et al., 2021), 'best practices' (Schuster & Zingheim, 2013), and 'effective practices' (Penalva, 2019) etc. Obviously, a period has begun for understanding this phenomenon, recognizing its status in the structure of the education system, as well as in relation to specific areas of education, for example, to language teaching and learning. ...
... Et en mai 2018, le Secrétaire d'État à l'éducation de base a pris un décret prévoyant que toute ressource pédagogique faisant l'objet d'une commande et d'un financement ministériels et destinée à l'éducation de base (de la maternelle à la fin du secondaire) soit placée sous licence libre, chacun étant autorisé à « y accéder, l'utiliser, l'adapter et la distribuer gratuitement ». Les défenseurs des REL ont réagi en demandant que cette reconnaissance de leur potentiel pédagogique s'accompagne d'un soutien politique plus pragmatique que dans le projet de financement antérieur, en s'appuyant cette fois sur le plaidoyer et l'engagement en faveur des REL au niveau institutionnel et individuel (c'est-à-dire une approche ascendante).L'analyse des rapports présentés par les initiatives du projet « Manuels scolaires ouverts » concernant l'adoption de manuels en libre accès fournit une typologie des schémas d'adoption, que nous décrivons ci-dessous(Barker et al., 2018) :1 Adoption discrète : le manuel ouvert est utilisé par les élèves, mais ne fait l'objet d'aucun examen ni d'aucune diffusion auprès de tiers (utilisation comme matériel complémentaire, par exemple). Adoption par le concepteur du cours : le concepteur prône l'utilisation des manuels ouverts et influence leur adoption dans le cadre d'un cours nouveau ou d'une révision de cours. ...
... Students in the current study felt the OER course materials were helpful, engaging, and supported their course work, which is consistent with other research evaluating the quality of OERs (Cooney, 2016;Clinton, 2018;Cozart et al., 2021). Importantly, there is evidence that learning outcomes for students in psychology courses with OERs are comparable to those with commercial materials (Clinton, 2018;Jhangiani et al., 2018;Nusbaum et al., 2020); therefore, the flexibility of OER do not appear to have deleterious effects on students learning psychology content. Waiting for textbooks to be revised is an impractical solution to the problem of inadequate pioneer representation, as it is projected to take a substantial amount of time for textbooks to reflect inclusive scientist representation (Wood et al., 2020). ...
... For the lowest ranks, it is remarkable that teachers consider strict or direct regulations, for instance, compulsory OER training (3.48) and imposed obligations, for instance, that results of research projects must be published as OER (3.52) as a high priority nor expect them to have a high impact. This especially concerns teachers' obligations to publish all created teaching materials as OER (2,77), which contradicts some literature requests to make educational material a public good (Jhangiani, 2017). On a more general level, this could indicate that instead of obligations and compulsory measures, incentives are perceived as promising to convince teachers to use OER. ...
... Student performance in classes with OER are found to be the same or better than those with traditional for-cost textbooks (Hilton 2020;Delgado, Delgado, and Hilton 2019;Fialkowski et al. 2020). Additionally, both student and teacher perceptions of OER are found to be positive (Delimont et al. 2016;Jhangiani and Jhangiani 2017). ...
... There are also studies that suggest students are more engaged with their learning when their instructors switch to teaching with OER Jaggars, Rivera, & Akani, 2019). Although the benefits to use OER are becoming clearer, instructors still face barriers that make it difficult to identify the process and the support required for a successful OER implementation (Jhangiani, et al., 2016). ...
... The findings of their study indicated that the faculty were willing to develop open textbooks for their courses because of cost saving and free accessibility. Similarly, the studies done by (Jhangiani & Jhangiani, 2017;Jhangiani, Pitt, Hendricks, Key, & Lalonde, 2016;Kimmons, 2015;Bliss, et al., 2013), results showed that most of the educators and students were comfortable using open textbooks over traditional textbook because it saved them costs and allowed them online accessibility. At the College of Education in Sultan Qaboos University in Oman, where this study is taking place, open textbooks and OER are still a new concept. ...