Exploring Open Pedagogy Principles A Qualitative Study of Undergraduate Experiences
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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.
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