At many institutions, budget cuts, hiring freezes, and the push to increase class sizes leads to many core courses shifting to an asynchronous online model. Faculty facing this teaching shift may feel intimidated to attempt open educational practices within this asynchronous modality. Presenters will share and compare survey data across different cohorts of students, comparing student engagement and perception of an open pedagogical assignment between those enrolled in a face-to-face course and an asynchronous, online course. Specific attention will be given to student interaction with project materials, and tutorials on openness; providing insights into perceptions of asynchronous instructional materials and an open pedagogy project. Presenters will explore challenges and opportunities involved in adapting an open pedagogy assignment to an asynchronous course and share insights into what they would have done differently to foster student success and engagement.
Attendees of this session will be able to:- Understand the significance of open pedagogical approaches in fostering student engagement and ownership of learning.
- Reflect on the importance of instructor flexibility in adapting open pedagogical strategies to meet the diverse needs of learners in asynchronous settings.
- Identify potential challenges and opportunities associated with adapting open pedagogical approaches to asynchronous course formats, and develop proactive strategies to address them.
