Peer-to-peer Learning in Open Education: the Open KU-KUREKA project at Korea University
Hikyoung Lee, Minja Kim & Jung Sook Sung, Korea University, South Korea
Conference Theme: Impact
Summary: This paper explores how peer-to-peer learning is applied to an open education project, Open KU, at Korea University in Korea.
Abstract: This paper explores how peer-to-peer learning is applied to an open education project, Open KU, at Korea University located in South Korea. As the open education movement evolves, the user/learner engagement has become a burgeoning concept influencing open education activities encompassing acquisition, distribution, and utilization of contents. Examples of such successful cases in user participatory projects are OpenStudy and P2PU. In order to reflect this paradigm shift in open education, Korea University has launched Open KU with the mission of being a knowledge sharing and building platform of educational contents, in winter, 2011. It is an evolved form of the Korea University OCW launched in 2008. Open KU serves as a home to Korea University produced lectures (OCWs), open educational resources (OERs), and KUREKA (coined from Korea University + eureka). Open KU encompasses all types of producers including faculty and students, and educational resources such as recorded off-line lectures and related documents, mini-lectures, special seminars, etc. KUREKA—a peer-to-peer learning project—was initiated under the recognition that students are also knowledge generators. Peer learning has been shown to stimulate the motivation to learn and provide low anxiety interaction. KUREKA was designed to consist of three parts—student-generated mini courses for both academic and non-academic subjects, learning strategies, and contents generated by international collaborative projects. KUREKA enables students to upload and study using contents their peers have generated and provides this service on web, mobile, and PC platforms. Although Open KU is nascent, three results are expected to be drawn as the project proceeds. First, KUREKA is expected to impact students’ learning since students reconstruct their knowledge in order to share it with others. In the Open KU project dimension, KUREKA is anticipated to activate open education in general by engaging students. Contents provided through the Open KU website can be updated frequently, generate interest among new users, and can encourage proactive participation in open education among faculty. As KUREKA grows, it is likely to, naturally, create a culture of sharing and a sense of community. Open education is not about teachers vs. learners, producers vs. receivers, but about participation, providing resources, and complementing one another to provide a holistic learning experience for everyone.