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Open Learning
Abstract
Definition The term " open learning " is used to describe learning situations in which learners have the flexibility to choose from a variety of options in relation to the time, place, instructional methods, modes of access, and other factors related to their learning processes. It should be understood from this perspective that a learning situation or process should be open to everyone, under any circumstances, at any place and at any time. In many situations, the term open learning is used interchangeably to refer to e-learning, flexible learning, and distance learning. The term " openness " refers to any teaching organization or institution that offers a variety of choices to learners by giving them the opportunity to study and learn in ways that are independent of time and place. Current approaches to distance learning and e-learning opportunities offer learners a wide range of learning possibilities that take into account learners' limitations and preferences. Learning in this perspective should be perceived as a lifelong process in which learners feel and exercise a wide range of flexibility – especially outside formal learning settings. Theoretical Background There is a significant volume of literature dealing with open and distance learning. Contributions to this area of discourse generally approach the concept from different perspectives. In order to provide a theoretical basis for the concept of open learning, some of its major characteristics will first be outlined. Some of the theoretical perspectives that emphasize the concept from different angles will then be considered. Open learning, distance learning, supported self-study, informal adult learning, home study, e-learning, lifelong learning, and flexible study concepts have been used to describe methods of learning in higher education for the past 40 years. From a learner's perspective, their openness is a common feature, which makes these approaches to educational delivery so attractive. The term " open " came into use as a result of the approaches used by the Open University in the United Kingdom. Indeed, the UK's Open University was the first to be named as open. Open University has since been an example for many other higher education institutions that want to offer open and distance learning courses. These universities or institutions may vary in terms of the extent to which they are " open. " In the field, the term " open education " has evolved into distance learning and later into open and distance learning as a result of developments and trends that require systems to place learners and their needs at the center of teaching and learning processes. Another concept that is used in open
... According to the Cambridge dictionary [1], Open Learning (OL) is a way of studying that allows people to learn where and when they want, and to receive and send their materials through electronic means. For Caliskan [2], the term Open Learning is used to describe learning situations in which learners have the flexibility to choose from a variety of options in relation to the time, place, instructional methods, modes of access, and other factors related to their learning processes. ...
... Although they are not exactly the same [3], the term Open Learning is closely related with other terms such as e-Learning, Online Learning, Technology-enhanced Learning, Flexible Learning, or Distance Learning [2]. All in all, universities are developing a large number of Open Learning projects based on Information and Communication Technologies (ICT), mainly e-Learning courses (as it has been agreed to call Electronic or Online Learning), to support their students within the teaching and learning process. ...
... Open Learning is a term used to describe flexible learning experiences in which the time, place, instructional methods, modes of access, and other factors related to their learning can be chosen by the learners [2]. Bates [3] considers that Open Learning is primarily a goal, or an educational policy whose essential characteristic is the removal of barriers to learning. ...
Universities are developing a large number of Open Learning projects that must be subjectto quality evaluation. However, these projects have some special characteristics that make theusual quality models not respond to all their requirements. A fundamental part in a quality modelis a visual representation of the results (a dashboard) that can facilitate decision making. In thispaper, we propose a complete model for evaluating the quality of Open Learning courses and thedesign of a dashboard to represent its results. The quality model is hierarchical, with four levelsof abstraction: components, elements, attributes and indicators. An interesting contribution is thedefinition of the standards in the form of fulfillment levels, that are easier to interpret and allow usinga color code to build a heat map that serves as a dashboard. It is a regular nonagon, divided intosectors and concentric rings, in which each color intensity represents the fulfillment level reachedby each abstraction level. The resulting diagram is a compact and visually powerful representation,which allows the identification of the strengths and weaknesses of the Open Learning course. A casestudy of an Ecuadorian university is also presented to complete the description and draw newconclusions.
... Distance Education refers to education that focuses on teaching methods and technology aimed at delivering lessons to learners that are not physically present in a conventional school setting, thereby giving access to learning when time or distance or both separate the source of information and the students [8]. Meanwhile, [9] describes Open learning as a form of learning that is flexible as it allows students to decide the learning options they prefer concerning time, place, and other learning methods. It means that Open Learning is learner-centred as it prioritises giving learners choices of the media of learning, area and pace of study, support channels, and the selection of entry and exit points. ...
This study investigated the effectiveness of internet accessibility on academic activities of open and distant learners of the National Open University of Nigeria, Lagos State. Technological Determinism Theory and Media Dependency Theory provided the framework for the study. A survey method was adopted, and a questionnaire comprising closed-ended and open-ended questions was used to collect data. It used a simple random sampling method in choosing the sample. One hundred twenty copies of the questionnaire were administered to the respondents during the study. Findings from the data analysed show that most students have access to the internet mainly on their mobile phones with self-sponsored mobile data. They face difficulties accessing the internet, which interferes with their academic activities. The study recommended that the National Open University of Nigeria should improve its network service to give the students seamless access to the school's online platforms and provide some offline options for the learners as alternatives to guard against any unexpected failure of the online options. The offline options will also carry along the older and less tech-savvy learners until they adapt to the online school system. The work concluded that poor internet accessibility significantly affects academic activities in open and distance learning. Consequently, access to the internet should be improved.
Open Learning Course Application For Islamic Education Institutions (Perception Analysis of Pesantren Management in Kabupaten Kudus-Central Java).Information and Communication Technology (TIK) is speeding up. It also affects the development of the distribution of pure religious sciences. Islamic educational institutions such as pesantren are the spearheads in the distribution of religious knowledge that still survive with traditional learning models. This article aims to find out the perception of managers of Islamic educational institutions, especially pesantren about open learning based online. The method used is qualitative with observation and distribution questionnaire to get data. The result is that the majority of pesantren managers in Kabupaten Kudus, Central Java Indonesia still retains traditional learning models rather than trying to develop open learning courses because of the lack of reference and insight about open learning course. Socialization about open learning and the importance of the distribution of pure religious knowledge is needed for the development of open learning in the future.
Open Learning Course Application For Islamic Education Institutions (Perception Analysis of Pesantren Management in Kabupaten Kudus-Central Java).Information and Communication Technology (TIK) is speeding up. It also affects the development of the distribution of pure religious sciences. Islamic educational institutions such as pesantren are the spearheads in the distribution of religious knowledge that still survive with traditional learning models. This article aims to find out the perception of managers of Islamic educational institutions, especially pesantren about open learning based online. The method used is qualitative with observation and distribution questionnaire to get data. The result is that the majority of pesantren managers in Kabupaten Kudus, Central Java Indonesia still retains traditional learning models rather than trying to develop open learning courses because of the lack of reference and insight about open learning course. Socialization about open learning and the importance of the distribution of pure religious knowledge is needed for the development of open learning in the future.
The advantages of undertaking research in distance education are numerous. They include those which impact on national development, educational practice, professional practice in distance education, policy and management, and the constant review of research needs and methodology. Research in distance education has suffered from a number of problems which include lack of co-ordination and focus, and the involvement of comparatively few researchers. This is perhaps why there have been calls of late from some quarters such as the Australian Research Council to prioritise educational research agenda in Australia. Future development in distance education would require a coordinated effort in establishing research priorities in Australia to effectively drive distance education theory and practice. One of the criteria in setting research priorities should be that derived from distance educators and practitioners of distance education. This paper reports on the Australian data collated from an investigation carried out as part of a worldwide study of the opinions of distance educators and practitioners regarding: (1) the availability of research information; (2) the areas in which research efforts should be concentrated; and (3) the order of priority to be given to such research areas in distance education. Using a five-part questionnaire (with a Cronbach's Alpha reliability coefficient of.89), the results suggest the need for a concerted effort to embark on vigorous research in almost all areas of distance education. The distance educators and practitioners have also prioritised the areas of research and have ranked the difficulties they face doing research in distance education. The results are discussed and their implications for distance education practice and further research indicated.
This thesis seeks to clarify the meaning of the open learning concept by examining it in alternative ways--as an element of social theory, as an intended curriculum, and as a perceived student learning experience. The three curriculum conceptions of open learning are applied to the Australian Open Learning Iniative. Students' curriculum experiences are studied by means of a series of telephone interviews with a targeted sample of 44 students registered with Open Learning Australia in the first study period of 1993. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decisionmaking and learner control of curriculum. It notes the transfer of control over entering a program of study is not automatically conferred by an open admissions policy, but is, instead, dependent on providers meeting the information needs of students. Chapters include: (1) "Open Learning: A Coat of Many Colours"; (2) "A Conceptual Framework for the Analysis of Curriculum Control in Open Learning"; (3) "Philosophy and Method"; (4) "Theoretical Conceptions of Open Learning"; (5) "Intentions Shaping Curriculum Formation in the OLI (Open Learning Initiative)"; (6) "Learners' Experiences as Curriculum Decision Makers on Open Learning"; (7) "New Meaning for Open Learning"; and (8) "Making the Most of Open Learning." Appendixes include sources of personal communications, a letter to students, demographic profiles of student respondents and the interviewed sample, endnotes, and student interview themes. (Contains 479 references.) (Author)
In this article David Kember and David Murphy of Hong Kong Polytechnic revisit the concepts of open and distance learning and question two existing explanations of the relationship between the terms. The authors introduce the further term student centred learning, and juxtapose practice in a progressive primary school with that usually thought of as open and distance learning. They suggest that the primary school has more ‘open’ characteristics than much of Australian distance education, and offer their own synthesis with a ‘Student Centred Open Learning Diagram'.
The planning of an open learning environment and didactic media choice in teacher education
- J Sariola
Sariola, J. (1997). The planning of an open learning environment and didactic media choice in teacher
education. www.edu.helsinki.fi/media/mep6/sariola.pdf. Accessed 12 April, 2010.