Relationships between students’ accounts of learning outcomes (border crossings, outcomes and impacts) and the most common learning experiences (open educational practices and non-open educational practices), stronger relationships shaded (i.e. those with more than five common coded fragments)
| Themes (learning experiences) | ||||||
|---|---|---|---|---|---|---|
| Themes (learning outcomes) | Number of text fragments | AND all CRP themes | AND modelling CRP theme | AND practicing CRP theme | AND exclusionary dynamics | AND learning process |
| Border crossings | Total: 50 | |||||
| Smooth | 13 | 4 | 0 | 4 | 1 | 5 |
| Managed | 16 | 4 | 4 | 4 | 0 | 5 |
| Resistant | 13 | 5 | 1 | 1 | 1 | 3 |
| Self-managed | 8 | 1 | 0 | 2 | 1 | 1 |
| Scope of impact | Total: 100 | |||||
| Academic | 33 | 8 | 5 | 8 | 0 | 7 |
| Professional | 27 | 8 | 3 | 5 | 0 | 6 |
| Personal | 28 | 2 | 2 | 3 | 0 | 7 |
| Societal | 12 | 0 | 0 | 3 | 0 | 2 |
| Level of impact | Total: 113 | |||||
| Creates accounts of Indigenous knowledge | 13 | 2 | 1 | 2 | 2 | 1 |
| Increasing awareness | 28 | 2 | 2 | 2 | 1 | 3 |
| Actions | 14 | 2 | 1 | 6 | 0 | 1 |
| Setting intentions | 23 | 8 | 3 | 5 | 0 | 5 |
| Tensions between systems | 35 | 4 | 3 | 6 | 6 | 4 |
| Themes (learning experiences) | ||||||
|---|---|---|---|---|---|---|
| Themes (learning outcomes) | Number of text fragments | AND all CRP themes | AND modelling CRP theme | AND practicing CRP theme | AND exclusionary dynamics | AND learning process |
| Smooth | 13 | 4 | 0 | 4 | 1 | |
| Managed | 16 | 4 | 4 | 4 | 0 | |
| Resistant | 13 | 1 | 1 | 1 | 3 | |
| Self-managed | 8 | 1 | 0 | 2 | 1 | 1 |
| Academic | 33 | 0 | 7 | |||
| Professional | 27 | 3 | 0 | |||
| Personal | 28 | 2 | 2 | 3 | 0 | |
| Societal | 12 | 0 | 0 | 3 | 0 | 2 |
| Creates accounts of Indigenous knowledge | 13 | 2 | 1 | 2 | 2 | 1 |
| Increasing awareness | 28 | 2 | 2 | 2 | 1 | 3 |
| Actions | 14 | 2 | 1 | 0 | 1 | |
| Setting intentions | 23 | 3 | 0 | |||
| Tensions between systems | 35 | 4 | 3 | 4 | ||
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