Call for Papers Special Issue Vol. 16, No. 3, 2020 on



  • Fabio Nascimbeni (Universidad Internacional de La Rioja, Madrid - Spain),
  • Ulf-Daniel Ehlers (Baden-Wurttenberg Cooperative State University, Karlsruhe - Germany)

Important dates
Initial manuscripts due August, 9th, 2020
Full Issue published October 2020

The publication will follow an 'online first' approach. As soon as a paper is accepted, it will be published online. The full issue will be published as all the submitted papers are reviewed.

The recently approved UNESCO Recommendation on Open Educational Resources (OER) states that “the judicious  application  of  OER,  in  combination  with  appropriate  pedagogical  methodologies, well-designed learning objects and the diversity of learning activities, can provide a broader range of innovative pedagogical options to engage both educators and learners to become more active  participants  in  educational  processes  and  creators  of  content  as  members  of  diverse  and inclusive Knowledge Societies” (UNESCO 2019).

This statement focuses on one of the emerging aspects of the Open Education movement, that is the relation between the use of OER, the adoption of innovative pedagogical models and the engagement of educators and learners in both formal and non-formal learning settings, as expressed in the concept of Open Educational Practice (OEP). However, open teaching has not yet found its way into mainstream higher education, and needs to be supported by further research. What does open teaching mean? Is it simply teaching with the affordances of openly licensed resources, or can it also be something else? What are the implications in terms of learner engagement, innovation in practice, caring pedagogies and social justice? And finally, can we identify successful cases of open teaching that deserve to be shared and provide strategies that can be remixed and replicated?

The adoption and impact of OER and more recently of OEP, which can be defined as “range of practices involved in the creation, use, and management of open educational resources with the aim of improving quality and fostering innovation in education” (Ehlers 2011, see also Koseoglu & Bozkurt, 2018), have been both debated from a conceptual point of view and investigated through cases analysis (Cronin & MacLaren, 2018, Nascimbeni at al. 2018). However, research on the relation between incorporation of OER in teaching and its contribution to innovative and experimental pedagogical approaches, as well as on the impact of openness on teaching and learning innovation, institutional development, motivation and other key aspects is still at an early stage. 

To contribute to closing this gap, the Journal of e-Learning and Knowledge Society invites authors to submit research into open teaching and learning approaches, including the use of OER in teaching settings as well as open pedagogy, open assessment or the educational use of open data within Higher Education and lifelong learning settings.

The issue will be organized around two types of contributions:

  • Conceptual/ theoretical inputs and reviews on open teaching approaches
  • Qualitative, quantitative or mixed studies exploring open teaching practices in context

Papers might include, but are not limited to, the following themes:

  • Effects of Open Educational Practices (OEP) on teaching and learning;
  • Acceptance of OEP within institutions, by educators and learners; 
  • Case-based explorations of OEP and use of OER in teaching and learning in higher education;
  • The contribution of OEP and OER to innovation in teaching and learning;
  • Technological, pedagogical, legal, ethical and economic issues in open teaching and learning;
  • Open teaching and learning within modes such as blended and distance education;
  • Practical experimentation with OER in teaching and learning settings;
  • Open Assessment practices;
  • Planning ahead: e-learning and Open Educational Practices after the pandemic. 


Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127-143.

Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible and Distance Learning, 15 (2), [1–10].

Koseoglu, S. & Bozkurt, A. (2018). An exploratory literature review on open educational practices, Distance Education, 39:4, 441-461.

Nascimbeni, F., Burgos, D., Campbell, L & Tabacco, A. (2018). Mapping Open Educational Practices within universities: a case study. Distance Education, 39:4.

UNESCO (2019). Recommendation on Open Educational Resources. Available at

Language: all contributions/papers must be written in English
Datasets: To achieve a better review process and to allow the reproducibility we encourage authors to upload the dataset(s) used in the paper and to describe the analysis methodology, software, routines, libraries, etc...

Author Guidelines: Strictly follow the standards

In particular:

- Anonymize the paper;

Follow the Author Guidelines on how to write. a paper and on the paper format;

- Be sure your paper fits the topics of the Call for Papers;

- Upload the Copyright Transfer Statement;

- Upload the Conflict of Interests Statement

The paper will be pre-reviewed by an Editor to check if ALL of these items are met.

If the paper does not meet ALL of the previous items, it will be rejected by the editor, and the authors invited to re-submit the paper.