Student Perceptions of Open Education Practice: Navigating Privacy, Identity, and Collaboration with Participatory Technologies

Recent research in open education has increasingly focused on the potential of open educational practices (OEP) to foster equitable, accessible, and transformative learning experiences. This study explores students’ perceptions of openness in education, particularly within a fully online graduate program that integrates OEP. The research examines how learners navigate participatory technologies in an open pedagogy context, their shared practices and values, and the impact of open platforms on their learning experiences. Utilizing a virtual ethnographic case study approach, the findings reveal that while students appreciate the collaborative and empowering aspects of OEP, they also face challenges related to navigation, digital identity, and privacy. The study underscores the importance of critically examining the implementation of open platforms and the need for ongoing support to enhance digital literacy and effective use of open educational tools.