Open Pedagogy: A Systematic Review of Empirical Findings


  • Virginia Clinton-Lisell University of North Dakota



open pedagogy, open education, systematic review


Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.

Author Biography

Virginia Clinton-Lisell, University of North Dakota

Virginia Clinton-Lisell, PhD, is an Assistant Professor in Educational Foundations and Research at the University of North Dakota. She holds a masters’ degree in Teaching English to Speakers of Other Languages from New York University and a doctorate in Educational Psychology from the University of Minnesota. Dr. Clinton-Lisell’s research focuses on the psychology of language, open educational resources, and student attitudes towards active learning. She is the editor of Active Learning in Higher Education. Email:



How to Cite

Clinton-Lisell, V. (2021). Open Pedagogy: A Systematic Review of Empirical Findings. Journal of Learning for Development, 8(2), 255–268.



Research Articles
Received 2021-04-12
Accepted 2021-06-14
Published 2021-07-19