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dc.contributor.authorCronin, Catherine
dc.contributor.authorMacLaren, Iain
dc.date.accessioned2018-09-20T16:04:25Z
dc.date.available2018-09-20T16:04:25Z
dc.date.issued2018-04-20
dc.identifier.citationCronin, Catherine; MacLaren, Iain (2018). Conceptualising oep: a review of theoretical and empirical literature in open educational practices. Open Praxis 10 (2), 127-143
dc.identifier.issn2304-070X
dc.identifier.urihttp://hdl.handle.net/10379/10956
dc.description.abstractConceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.
dc.publisherUNED - Universidad Nacional de Educacion a Distancia
dc.relation.ispartofOpen Praxis
dc.subjectopen education
dc.subjectopen educational practices
dc.subjectoer
dc.subjectoep
dc.subjectoep theory
dc.subjectonline social networks
dc.subjectscholarship
dc.subjectchallenges
dc.subjectclassroom
dc.titleConceptualising oep: a review of theoretical and empirical literature in open educational practices
dc.typeArticle
dc.identifier.doi10.5944/openpraxis.10.2.825
dc.local.publishedsourcehttps://openpraxis.org/index.php/OpenPraxis/article/download/825/436
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