University Open Education Research Articles

Examining Occupation Fields of Programs According to Artificial Intelligence: Anadolu University Open Education System Case

Anadolu University's Open Education System (OES) accommodates over one million students and has incorporated an AI-based Virtual Assistant for non-academic support since 2022. While OES offers abundant information about its programs on its website, there is a notable absence of support services providing job recommendations related to students' chosen programs. This gap in student support extends to the post-graduation phase, with the Virtual Assistant lacking a concept for guiding students in finding employment opportunities. Recognizing the need for comprehensive assistance, this study sought to leverage AI capabilities to offer job recommendations by extracting information from the objectives of 63 OES programs. The initial inquiry involved requesting AI-generated job recommendations based on the stated objectives of these programs. Subsequently, the Virtual Assistant was tasked with providing insights into the occupation fields associated with OES programs. Analysis of the AI's responses, along with the classification of occupations according to the International Standards of Classifications of Occupations (ISCO) and the International Standard Classification of Education (ISCED), forms the core of this study. Contrary to trends observed in most European countries, the predominant number of graduates in Türkiye emerges from business and management fields. However, the correlation between graduation rates and subsequent job placements appears suboptimal within the labor force and employment landscape. The study advocates for the integration of AI in offering job recommendations, incorporating graduation and employment rates. This approach enables students to seek guidance on suitable programs aligned with their skills, fostering a more informed decision-making process. The study underscores the potential for higher education institutes to share employment and labor force data.

A proposal for the incorporation of AI in producing images for educational content at UNAM

After many years of development, artificial intelligence (AI) is beginning to permeate with greater intensity in our daily activities, including the educational field. This paper presents a proposal for the use of Generative AI (GAI) for the creation of images that accompany the educational content developed by teachers at the National Autonomous University of Mexico (UNAM) in collaboration with the Coordination of Open University and Digital Education (CUAED). This proposal seeks to bring teachers closer to using these new tools through a comprehensive approach that does not only focus on using the tool.

Finnish open university education and students’ transitions into and within higher education

There is a growing number of higher education (HE) students who do not follow the conventional sequential progression from the beginning to the end of their studies. Instead, they may use alternative admission routes, take gap years, delay their studies and transfer from one discipline or institution to another. In particular, students from under-represented social groups tend to follow less linear trajectories. In this article, we are interested in the institutional policies and practices that enable multiple ways for students to navigate into and within HE. As a theoretical lens, we apply Gale and Parker’s typology of student transition and the conceptualisation of transition as ‘becoming,’ which entails rejecting the notion of linearity and normativity. Our empirical case is Finnish open university education (OUE). Using student interviews (N=16) and reflexive thematic analysis, we identified three institutional characteristics: openness of access, flexible mode of studies, and alternative access route to degree studies. These characterisics enabled highly individualised learning trajectories and opportunity to enter, withdraw and return to OUE throughout life. However, the OUE gateway was selective, which limited its potential to reduce social inequality in student transitions. The study advances the policy discussion and development of inclusive universities.

Second University Programs for Personal and Professional Development: Reflections from Anadolu University Open Education System

In a world that is constantly changing, transforming, and growing, people's personal and professional development needs to be supported on an ongoing basis. The continuous updating of knowledge and the need for different qualifications have brought continuing education or lifelong learning to the agenda. In this context, Anadolu University Open Education System Second University Programs, an important indicator of openness in education, have been launched to meet these needs. This study aims to explore the reflections of the Second University programs of Anadolu University's open education system on the personal and professional development of learners. The data were collected from open and distance learners in Anadolu University Open Education System through an open-ended question. Content analysis was used to analyze the data. The results show that those enrolled in Second University programs benefit personally and professionally.

Fifty years of open education policy and practice in Australia

This article considers selected Australian and international theories, policies, and practices of open and distance education, since ODLAA (formerly the Australian and South Pacific External Studies Association) was formed in 1973, through to the current post-pandemic period. It considers the shifting conceptualization of open education as Australian institutions responded to social and political challenges, particularly the Dawkins Reforms. Open education is discussed as a concept that emerged during the formation of the United Kingdom’s Open University and which spread with the establishment of other open universities internationally, but not in Australia. It is argued that, alongside the rise of open university education, there were important developments in distance education theory. The article reviews the work of Börje Holmberg, Michael Moore, and Otto Peters and their influence on the policies and practices of distance education. More recent scholars’ theoretical interpretations and adaptations are discussed alongside changes in Australian higher education policy and their effects on open and distance learning.

Evaluación de las asignaturas optativas en modalidad a distancia desde la mirada del estudiantado de la licenciatura de Médico Cirujano

The educational model of the Open University and Distance Education System (SUAyED) is based on the generation of learning ecologies that consider environments, situations and contexts of activity different from the traditional ones, which offer opportunities to learn. The principles of this model are flexibility, adaptability, innovation, interaction and interactivity, distributed teaching, co-responsibility, continuous evaluation, humanism and sustainability, which are considered in the design of optional subjects in the distance modality (MOLIMOD). The technical and design aspects were evaluated through a questionnaire with a Likert-type scale, applied to students from the first to the fourth year of the Medical Doctor degree (MDD) who took any of these subjects. The results guide us to a positive perception from the students. The systematic evaluation allows constant improvement and shows that the students are satisfied with the design and implementation of MOLIMOD. Keywords: Medical education; evaluation; distance modality; optional subjects; didactic design.

El docente de las asignaturas optativas en modalidad a distancia

Distance education at the Faculty of Medicine (FM) is a modality that contributes to fulfilling the professional profile of the surgeon. Currently, there are 26 subjects called elective subjects online in the distance modality (MOLIMOD), attended by 46 advisors. The teacher evaluation is characterized by assessing the satisfaction of the students in the achievement of their learning, the performance of the teachers, their abilities, the use of psycho-pedagogical resources and learning strategies. The MOLIMOD advisors were evaluated from 2015 to 2022 through a questionnaire on the Moodle platform applied at the end of the course. The questionnaire was confidential and consisted of six dimensions. The teachers who are part of the Open University and Distance Education System of the Faculty of Medicine (SUAyED-FM) make up a varied academic body, ranging from 25 to 92 years of age, with training in various disciplines. The results allow us to support the argument that there is coherence between the definition of the teaching profile established by the SUAyED and the performance of its functions in the distance modality. Keywords: Medical education; teacher evaluation; distance modality; optional subjects.

Presencia de las TIC en la práctica docente en el SUAYED-FFYL de la UNAM Un estudio comparativo, de Ileana Rojas y Zaira Navarrete

The book reviewed here Presence of ICT in teaching practice at SUAYED-FFyL, is the result of a Research Project developed within the framework of the Support Program for Research and Technological Innovation Projects (PAPIIT) of the General Directorate of Academic Personnel Affairs (DGAPA) of the National Autonomous University of Mexico (UNAM).The book responds to a diagnostic investigation, through which the authors present the features that characterize the teaching practice of the professors of the Open University and Distance Education System (SUAYED) of the Faculty of Philosophy and Letters of the UNAM, oriented Starting from a central question: are there substantive differences both in the training and in the teaching practice supported by Information and Communication Technologies (ICT) among the professors of the bachelor's degrees that are part of the SUAYED of Philosophy and Letters? (...)

Does university attendance impact students' political tolerance and open-mindedness: the atypical case of Israel?

PurposeA major justification for the state subsidy of university education at public institutions (and, in some countries, of private universities too) is the economic and social benefits accruing to society as whole from a significantly university-educated workforce and citizenship. Based upon a broad range of research findings, a particular societal benefit emanating from higher education relates to good citizenship: that it leads to more open mindedness and tolerant political attitudes. We examined these issues using a representative sample of students from Israeli universities to clarify the extent to which these outcomes would be paralleled in the Israeli setting, where the university experience differs markedly from that found typically in the West.Design/methodology/approachThe research is based on a comparison of political tolerance levels between first- and final-year students enrolled in regular undergraduate study programs (of four days a week or more). However since a change in tolerance is likely to be contingent also on the amount of time that the student spends on campus during the study year, we introduce, as a control group, students enrolled in compressed study programs (of three days a week or less) and compare changes in their tolerance levels with tolerance changes of students enrolled in regular programs. Research questionnaires were distributed to undergraduate students at three universities from the three major districts in Israel–north, south and center. The achieved sample size was 329 students.FindingsUsing Difference-in-Differences techniques, we looked for any changes in students' general political tolerance, over the course of their studies. Surprisingly, we found no such effect on political tolerance attitudes. Israeli students are older and often married and though nominally full-time students, they often hold down a full-time job. Thus they come and go to attend lectures but do not otherwise spend much time on campus. Given the somewhat perfunctory nature of the university experience for most Israeli students, it does not to lead to more open-minded and tolerant political attitudes.Practical implicationsSome broader, practical applications of the research, beyond the Israeli case, are presented, particularly related to distance learning and to the impact of COVID-19. Attention is given to more recent “Cancel culture” developments on university campuses.Originality/valueThe results have wider implications, to other university setting in other countries. Changes in political attitudes may occur in university settings where campus life is well developed, with opportunities for student interaction, formally in extra-curricular events or through social mixing outside the lecture hall. Where the university experience is more minimally confined to attendance at lectures these desirable outcomes may not be forth coming. These findings are relevant to other university frameworks where campus attendance is marginal, such as in open university education and, even more explicitly, in purely internet-based higher education study.

Elite education and problems of forming professional elites

The real world is experiencing serious transformational changes associated with the crisis of the globalist (monopolar and multicultural) project and the growth of post-industrial trends. Under these conditions, the role of many professional elite communities is also changing, as well as the emphasis of their assessments and roles in the global social process. Since elites are in every field of professional activity, it is needed to study the phenomenon of the elite from the viewpoint of the community of certain selected groups responsible for forming a response to the challenge of their era. The goal of the present work is to show the role of elite (open and high-quality) university education in the formation of professional qualities of contemporary elite communities. The authors used various methods ranged from dialectics and hermeneutics to comparative studies and semiotics. This set of research methods allowed penetrating the depth of the qualitative parameters of elite communities, as well as giving them a comprehensive assessment. In this regard, a special role is given to the principles of personalism, which reveal the depth of the elite personality and the meaning of their creative process. It is this task, i.e. uncovering the meaning of the work of outstanding personalities that is a new word in the development of modern elitology as the science of elite (as a form) and elitism (as content). The results of the present work concern justification of the need for elite education in the implementation of meritocratic projects and gradual abandoning of the dominance of oligarchic interference in its technological processes. The novelty of this situation lies in the fact that universities have to strengthen their qualitative potential in a transition period from late industrialism to early post-industrialism, which makes its impact on the whole process.

The Open University and Prison Education in the UK – the first 50 years

The Open University and Prison Education in the UK – the first 50 years

DEVELOPMENT OF VIRTUAL REALITY (VR) AS A PRACTICAL DEVICE FOR TELEVISION BROADCASTING MANAGEMENT

The Open University Education Technology study program is in desperate need of a type of media that is able to provide maximum learning services to students. Therefore, a learning material product is needed to support these needs. Development research is needed for VR and AR-based learning materials to be realized. This research is a development research. The development model used refers to the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation). The choice of ADDIE model in this development research is based on several reasons, namely, this model is a procedural model, namely a model that is descriptive, showing clear and careful steps to produce the product. Study of competencies produce a competency map of the results of the study based on the principles of development of the field of study and the demands of educational technology expertise, especially Television Broadcasting Management. The results of the study of module materials found the existence of competency sequences that are not appropriate judging from the process or stages of Management. The results of this study showed that it is necessary to rearrange the competencies of Courses TPEN 4312 and the Television Broadcasting Management Module should be revised. Reconstructing the Practice Handbook as a handle for students to perform practical tasks and Develop more suitable practical tools based on the results of practical tasks.
 
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Developing and using open electronic educational resources in educational activities

The article looks into the effective use of open electronic educational resources. The concept of open electronic educational resources is exposed, their structure and key elements are presented, issues of implementation in educational practice are considered. Requirements for open electronic educational resources are defined, tools for designing and platforms for their support and dissemination are identified. The analysis of the existing open electronic educational resources and the experience of their use is conducted. The principles of open electronic resources design based on crowdsourcing are revealed. The stages of creating e-learning resources that meet open Creative Commons licenses on the examples of pre-service teachers’ training are explored. The essence of Creative Commons licenses is reflected. The theoretical and methodological principles of the use of open electronic educational resources in the educational activity of pre-service teachers are considered. There is a direct link between open educational resources and university education.

Development of a Scale for Measuring the Learner Autonomy of Distance Education Students

Abstract The purpose of this study was to develop a valid and reliable psychometric scale to measure the perceived autonomy of postgraduate students in the Hellenic Open University and similar distance education environments. Two dimensions of autonomy, namely personal and educational, were revealed from the literature review and the preliminary study. For the evaluation of each dimension, two subscales were developed. Following two pilot studies, the initial item pool led to the development of a 25-items questionnaire, which was then administered to a sample of 239 postgraduate students. The exploratory factor analysis revealed two factors for the personal autonomy subscale, with 7 items in total, and two factors for the educational autonomy subscale, with 9 items in total. The Cronbach’s alpha coefficient ranged between. 623 and .717. A statistically significant gender difference was found only for the personal autonomy subscale and, more specifically, for the factor ‘managing difficulties’, where female respondents received a lower score than males.

The Construction of the Model for the Prediction of Teachers’ Professional Titles in Open University

The title system of colleges and universities is closely related to the vital interests of teachers, the construction of teaching staff and the development of higher education. However, in the implementation process, there are still many problems, such as the complexity of post classification, the subjective factors of evaluation and employment, and so on. Therefore, it is necessary to implement the central authorities to deepen the reform of personnel system, deepen the reform of the title system and the spirit of the requirements. The construction of open university teachers professional title evaluation model is to solve the problem of the construction of open universities, which can predict the development trend of talents, the formation of talent development planning guidance and institutional guarantee measures clearly, to better serve the professional growth of teachers, and to promote the reform and development of open university education further.

Suggested View for the Open University Center in New Valley Governorate

The current study aims at desiging a suggested model for Open university education center in New Valley by identifying the philosophy of Open university education in Egypt, the role of Open university education in developing the society of New Valley,and the reality of Open university education in New Valley. In order to achieve this aim: The study's problem is manifested in the following questions: What is the philosophy of Open university education in Egypt? What is the role of Open university education in developing the society of New Valley? What is the reality of Open university education in New Valley? What is the suggested model for Open university education center in New Valley? To answer the questions above, a descriptive analytical method in the study's procedures, and Four instruments were used: Philosophy of Open Education , The role of Open university education in developing New Valley , The reality of Open university education , Suggested View for the Open University Center in New Valley governorate. The outcomes of the study were developeng a proposed model for University Education Center Open New Valley governorate . which will contribute to Encouraging students to move and live in the locations of developmental projects and continuing their Open Education as long as there are learning media and modern technology. The study recommended : Supporting the suggested center by Assiut University council and providing it with the necessary resources.; The coordination between Assiut University and New Valley governorate to form a committee that specifies the needed specializations and programs. ; Preparing activities and programs to motivate students to join the suggested center. DOI: 10.5901/mjss.2014.v5n23p1113

Social Media and Social Capital: The Role of National Open University of Nigeria

Within the last half decade Social Networking Sites (SNSs) like Facebook, MySpace, YouTube, Twitter, Second Life, NigeriaDotCom, and host of others are widely used among students nowadays. Social Capital (SC) reflects those intangible resources embedded within interpersonal relationships or social institutions. In a mixed method approach, this study investigated and reported on the SNSs usage and its relevance on social capital as well as the role plays by the National Open University Nigerian (NOUN) system in catalyzing the latter. The qualitative and quantitative method employed interviews and questionnaires on 50 and 300 subjects respectively. The subjects from Open University centres in the Nigeria’s six (6) geo-political zones were selected. This is by snowball for the focus group interview and purposive randomization for the questionnaire. The results indicated the extent of SNS usage and its influence on social capital among the students of the Open University Education System in Nigeria. It also reported of significant influence of the Open University System on the use of Social Networking Sites among the NOUN students which as well leads to social capital. Key words : Social Capital, Social Networking Sites, Qualitative, Nigeria, NOUN

The Research on Open University Education System based on Cloud Computing Teaching Platform

The Research on Open University Education System based on Cloud Computing Teaching Platform

EVALUACIÓN DE UN SISTEMA INSTRUCCIONAL AUTORREGULATORIO PARA UN AMBIENTE EN LÍNEA: EL CASO DE PSICOLOGÍA EN MÉXICO

This article presents an experience that emerged in the Open University and Distance Education System at the National Autonomous University of Mexico (UNAM), related to a program initiated in Ecuador to provide some degrees through distance education, thus developing the concept of e-learning among universities in Mexico which offer higher education degrees in psychology. This process started in 2006. At that time there was a growth which, among other things, led to problems in the quantity of thematic content and an absence of vertical order between subjects, which reflected the lack of skill of self-regulated learning in diverse student population. One of the efforts was aimed at improving the organization of material as well as promoting learning strategies based on cognitive models of self-regulation. The results of this research are presented in this article.

Inclusion of adults with disability in Australia: outcomes, legislation and issues

This paper focuses on adults with disability and their inclusion in Australian society by examining various outcomes: community living, community participation and inclusive social roles such as open (competitive) employment, participation in university education, as well as use of generic community services like public transport. Australian disability services legislation provides clear support for inclusion, but implementation is inconsistent and segregated services remain common. Available outcomes data indicate that Australian disability service users are more to likely experience greater inclusion if they live in more normalised and less segregated settings. Australia has a history of segregated disability services and inaccessible community services that it is working to overcome. There is a growing but still a limited inclusion for adults in key adult roles such as open employment and university education. Significant progress has been made in areas as diverse as deinstitutionalisation and increased accessibility to public transport, but much remains to be done.