Melissa Ashman has published an article about faculty and student perceptions of open pedagogy in the OTESSA (Open/Technology in Education, Society, and Scholarship Association) Journal. A unique aspect of the study was that it assessed the perceptions of open pedagogy of faculty and students across several courses and a range of types of open pedagogy, all within the context of one Canadian post-secondary institution.
The study results indicated students and faculty had positive perceptions of open pedagogy, though they did experience some challenges.
Ashman, M. (2023). Faculty and Student Perceptions of Open Pedagogy: A Case Study From British Columbia, Canada. The Open/Technology in Education, Society, and Scholarship Association Journal, 3(2), 1–29. https://doi.org/10.18357/otessaj.2023.3.2.40
