Why do students choose the option of the Open Syllabus in a conventional university?

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Published: Jan 14, 2025
DOI: https://doi.org/10.5195/dpj.2025.695
Keywords:
Open Syllabus self-education self-directed education responsive education autodidact

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Eugene Matusov
University of Delaware, United States

Abstract

The purpose of the presented mixed qualitative-quantitative research is to examine college students’ diverse reasons for choosing the Open Syllabus, which allows students in a conventional university to define their goals for education, curriculum, instruction, assessment, ways of learning, and so on—what traditionally constitutes “Self-Directed Education.” Most of those students articulated their interest in self-education, which consists of self-directed and responsive education.

Article Details

How to Cite
Matusov, E. (2025). Why do students choose the option of the Open Syllabus in a conventional university?. Dialogic Pedagogy: A Journal for Studies of Dialogic Education, 13(1). https://doi.org/10.5195/dpj.2025.695
Issue
Vol. 13 No. 1 (2025)
Section
Editorials
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Revised 7/16/2018. Revision Description: Removed outdated link. 

Author Biography

Eugene Matusov, University of Delaware, United States

Eugene Matusov is a Professor of Education at the University of Delaware. He studied developmental psychology with Soviet researchers working in the Vygotskian paradigm and worked as a schoolteacher before immigrating to the United States. He uses sociocultural and Bakhtinian dialogic approaches to education. His current research and practice focus is on Democratic Dialogic Education. His recent books include: Matusov, E. (2020), "Envisioning education in a post-work leisure-based society: A dialogic perspective." Matusov, E., Marjanovic-Shane, A., & Gradovski, M. (2019), "Dialogic pedagogy and polyphonic research art: Bakhtin by and for educators."

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