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Alternative Modes of Teaching and Learning

Alternative modes of delivery

Open Learning - dissemination

Definition

The distinction betwen open learning as dissemination and open learning as development was first made by Boot and Hodgson (1987)

Boot, R.L. and Hodgson, V.E. (1987) Open Learning: Meaning and Experience in Hodgson, V.E., Mann, S.J. & Snell, R.S. (Eds) (1987) Beyond Distance Teaching - Towards Open Learning, Milton Keynes, UK: SRHE/Open University Press.

Many existing definitions of open learning encapsulate the features of distance teaching which have been described above, ie. as mass education through the widespread availability of self-instructional materials supported where necessary by tutoring, assessment, and counselling. The emphasis is usually on the process of creating open access to education. (Hodgson et al, 1987, p.164)

From this perspective open learning is an attempt to increase student access to education by removing some of the barriers of conventional educational provision, eg. restrictions of time, place, level of previous qualification etc. The teaching and learning process is seen as one that involves a one way flow of information (dissemination) from the teacher to the learner, usually implying an epistemology which views knowledge as something that is external to us, can be objectively known and can thus be transferred from one person to another as if it were a package or a thing.

Hodgson, V.E., Mann, S.J. & Snell, R.S. (Eds) (1987) Beyond Distance Teaching - Towards Open Learning, Milton Keynes, UK: SRHE/Open University Press.

Open learning is a philosophy of education which values more opportunity for learners to engage in various ways with the educational process, not just through face-to-face interaction. Open learning has been defined as a form of study which a student may enter without prior qualifications, where the student has the greatest flexibility in choice of :

• topics of study;
• period of studies;
• place and time of study; and
• modes of assessment.

Pearson, M. and L. Ford, Open & Flexible PhD Study and Research, Evaluations & Investigations Program. 1997, Australia: H.E. Div, DEETYA.

An approach to teaching and learning emphasizing the student's right to make decisions and that views the teacher as facilitator of learning rather than as transmitter of knowledge -- it may include such characteristics as vertical grouping, cross-age teaching, independent study, individualized rates of progression, open plan schools, and unstructured time and curriculum.

from ERIC Search Wizard 2.0
http://ericir.syr.edu/

Advantages

• Allows the student the choice of time, place and pace of their own learning
• Tends not to restrict access to learning opportunities based on previous level of educational attainment
• Equalises educational opportunity

Disadvantages

• Loss of tutorial support and group learning context
• Design of materials controlled by the education provider
• Cost of producing quality material is high

See Open learning -development for an account of this perspective

Resources and References