A Review of the Role of National Policy and Institutional Mission in European Distance Teaching Universities with Respect to Widening Participation in Higher Education Study through Open Educational Resources

Autor/in	Lane, Andy
Titel	A Review of the Role of National Policy and Institutional Mission in European Distance Teaching Universities with Respect to Widening Participation in Higher Education Study through Open Educational Resources
Quelle	In: Distance Education, 33 (2012) 2, S.135-150 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2012.692067
Schlagwörter	Higher Education; Informal Education; Distance Education; Institutional Mission; Academic Achievement; Lifelong Learning; Educational Resources; Teaching Methods; Educational Policy; Open Education; Educational Opportunities; Role; Policy Analysis; Student Needs; Foreign Countries; Access to Education + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Informelle Bildung; Nichtformale Bildung; Distance study; Distance learning; Fernunterricht; Schulleistung; Life-long learning; Lebenslanges Lernen; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Offene Erziehung; Offener Unterricht; Bildungsangebot; Bildungschance; Rollen; Politikfeldanalyse; Ausland; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The open educational resources (OER) movement is relatively new with few higher education institutions (HEIs) publishing or using them, and even fewer using them to widen engagement or participation in HE study. Although distance teaching universities have been in the vanguard of widening opportunities for HE study, they vary in how far they are doing so. Some use this informal learning through studying OER as a bridge to formal learning; others see it as an end in itself, often as part of a wider set of lifelong learning activities. Initial experiences of some European distance teaching universities indicate that OER are fine for confident and experienced learners but most people will require other support mechanisms to achieve participation. More effort may be needed to design and present OER in ways that are suited to the learners to support their learning, including developing new ways to recognize achievements through open study. (Contains 1 table and 8 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10