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Organizational culture acts as the mortar that connects the bricks. Every institution has its own unique culture which has been adopted and shared by all employees over the years. As establishment stories, ways of doing business, and communication styles change, culture also adopts itself to these in a way that is specific to that organization. Since there is no single understanding of culture covering all types of institutions, research has focused on classifying the concept of organizational culture according to types and concentrated on situational studies. As in for-profit businesses, culture is also significant in organizations that prioritize social goals. In this research, an academic organization within the realm of public institutions is discussed. The purpose of the article is to reveal the functioning of the elements that make up the organizational culture of the Open Education Faculty in the institution and the types of culture that are seen as dominant in the organization. In the case study, semi-structured interviews were conducted with the managers who have taken important roles in the history of the institution, and the documents containing information about the faculty culture were analyzed. The results of the qualitative content analysis revealed that Anadolu University Open Education Faculty has a strong and established culture, and this contributes to the work done and institutional development. Considering the dominant cultural styles in the institution; it is noteworthy that it started as an effective, collaborative, dynamic and work-based culture. With the institutional growth being experienced over time, the faculty culture has evolved towards a more protective, bureaucratic, and analytical one due to the difficulties in the organizational environment and the risks in the decisions taken. However, considering the scope, structural features, and stakeholder diversity of open education at home and abroad, the faculty still maintains a dynamic, collaborative and developmental cultural style with its ability to coordinate between units, its flexibility to respond to environmental changes, and its efforts to take innovative steps.

This study seeks to examine University students' perspectives on the use of interactive presentation technologies (namely Classpoint) in order to foster an interactive learning environment and enhance motivation during remote learning. The sample consisted of 66 students who were currently enrolled in undergraduate and graduate programmes at Arab Open University. In order to accomplish the objective of the study, a questionnaire consisting of a 20-item Likert scale was devised to assess the efficacy of employing Classpoint in terms of presentations, classroom engagement, and motivation for remote learning as seen by the students. Furthermore, 14 students were subjected to semi-structured interviews. This study employs a combination of qualitative and quantitative methodologies. The findings indicated that the utilisation of Classpoint resulted in heightened classroom engagement and enhanced students' enthusiasm for remote education. The findings also indicated a strong inclination among students to utilise Classpoint for establishing an engaging learning atmosphere during remote education. Furthermore, there were statistically significant variations in the average scores based on the students' educational level, favouring those enrolled in the master's programme. However, no statistically significant difference was observed based on the students' gender. Moreover, the findings indicated that there were no statistically significant disparities in student motivation for remote learning based on educational level and gender. Additionally, the qualitative analysis revealed a substantial enhancement in student motivation because of using Classpoint.

The global talent gap is a consequence of skills mismatch among job seekers. Although micro-credentials appeared to be a potential solution to narrow the talent gap, it is unclear how they can be effectively implemented in a structured academic pathway. The purpose of this study is to explore the potential of a proposed micro-credential model for formal education via the Accreditation of Prior Experiential Learning Micro-credentials (APEL.M), to support the talent gap challenges faced by companies in Malaysia. The study used a qualitative case study method with data collected mainly from a focus group discussion among relevant faculty heads, administrators, and senior management team members. The findings indicated that despite potential challenges and issues towards implementing the new micro-credential model, the proposed model is significant for policymakers, higher education providers, and industry stakeholders interested in addressing the talent gap and creating alternative pathways to formal academic qualifications.

The aim of this study is to determine the metaphorical ideas held by learners/graduates who engage in online student communities within the Anadolu University Open and Distance Education System, specifically with the concept of "online student communities". The study utilized a qualitative research methodology, specifically employing the phenomenology design, which is a well-established qualitative research strategy. The research sample consists of 637 students/graduates who are associated with student groups of the Anadolu University Open Education System. The acquired data underwent scrutiny through the content analysis method. The study revealed that participants evaluated online communities by taking into account multiple features instead of relying on a single notion. Hence, the metaphors used by individuals in virtual student communities were categorized into seven main groupings. The aforementioned areas include the exchange and generation of information, social connections, hobbies, advantages and life experiences, communication and engagement, technology, and monotony or boredom. After examining the participant responses on metaphors related to online student communities and their motivations, it became clear that the participants had positive views on acquiring information, building social connections, facilitating communication and interaction with other students and alumni, as well as personal enjoyment and benefits.

The study investigated the impact on student engagement and achievement of a "formative thresholded" continuous assessment strategy in which students had to meet a modest threshold, but their continuous assessment marks did not contribute to their final grade. Students were free to choose their own blend of tutor-marked and computer-marked assignments provided they met the threshold in a minimum number of assignments. For students reaching this threshold, the final grade was determined solely by an end-of-year examination. This assessment strategy was compared with one in which summative assignments contributed to the final grade alongside the final examination. The methodology took the form of data analysis of assessment records from more than 3500 anonymized students over a period of 7 years. Evidence was found for improved student engagement under the formative thresholded assessment strategy, with students choosing to complete many more computer-marked assignments, balanced by slightly fewer tutor-marked assignments. There was no change in overall retention. Many students made use of the capability to repeat different versions of the computer-marked questions. There was some evidence of students gaming the system (repeating questions until they obtained a version they had seen before), though most students did not do this at all and only a small number did so regularly. Students appeared to make better use of model answers, provided in response to three incorrect tries at a question, than of hints provided after each try. It was noted that the formative thresholded assessment strategy has potential for wider use.

This essay addresses the transformation of Korean higher education (HE) that has occurred since COVID-19, with a focus on the digitization of teaching and learning. Digitization has impacted both remote and traditional universities and colleges. While remote higher education institutions (HEIs) have been quick responding to the changed situation, traditional universities and colleges have also been searching for various instructional methods in their online as well as traditional classrooms, experimenting for the best methods for learners. National policies have also supported this digital transformation of HEIs which has had results of the engagement of more adult learners in HE gaining credits, certificates, and academic degrees online. While new ways of being 'learner-centered' have been intensively explored in these processes, some concerns such as the competency gap of institutions and instructors, and the deepening digital divide among learners have emerged, which needs attention from policymakers, researchers and practitioners in HE.

This study explores users' perceptions of the Virtual Assistant application facilitated by the Anadolu University Open Education System. It assesses the application's effectiveness and user satisfaction by analyzing opinions regarding its importance and the experience it delivers. The research delineates its population as learners engaging with the Virtual Assistant within the Anadolu University Open Education Framework. Employing a sequential explanatory design within mixed-method research methodologies, the investigation commenced with an online Virtual Assistant Satisfaction Survey involving 374 participants as the sample-subsequent focus group discussions with 18 users aimed to delve deeper into satisfaction levels vis-à-vis user expectations. Findings indicate a moderate level of satisfaction among users with the Virtual Assistant application, reflecting a congruence with anticipated outcomes. Moreover, the analysis across various dimensions revealed a comprehensive satisfaction in alignment with user expectations, particularly highlighting approval for the application's adherence to the Open Education website's design language. Conversely, dissatisfaction was noted concerning the specificity and utility of the information provided. The study identifies a disparity in satisfaction levels, with high marks in design aspects and lower evaluations in usability. Recommendations are extended towards enhancing the Virtual Assistant and similar tools through user-centric development and encouraging further research predicated on the insights garnered from this study.

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students.

This pilot study aims to assess the acceptability of Open University's training platform called Gamified Intelligent Cyber Aptitude and Skills Training course (GICAST), as a means of improving cybersecurity knowledge, attitudes, and behaviours in undergraduate students using both quantitative and qualitative methods. A mixed-methods, pre-post experimental design was employed. 43 self-selected participants were recruited via an online register and posters at the university (excluding IT related courses). Participants completed the Human Aspects of Information Security Questionnaire (HAIS-Q) and Fear of Missing Out (FoMO) Scale. They then completed all games and quizzes in the GICAST course before repeating the HAIS-Q and FoMO scales as well as several open-ended questions. Pre-training HAIS-Q Knowledge, Attitude and Behaviour all improved from 'reasonable' pre-training levels to become 'very high' following training with large effect sizes estimated. FoMO improved to a lesser degree but also predicted the degree of HAIS-Q improvement suggesting it is relevant to the impact of this training course. Qualitatively, five key themes were generated: enjoyment, engagement, usability of GICAST, content relevance, and perceived educational efficacy. Overall, sentiment towards training was very positive as an enjoyable engaging and usable course. GICAST was found to be a feasible course for a wide range of students at a UK university: overall the training improved cyber-security awareness on a well validated measure with outcomes comparable to information-security-trained employees of a secure workplace. Despite a diversity of views about content, the course appears to be well suited to the non-IT undergraduate sector and may suit wide uptake to enhance students' employability in a wide range of cybersecurity relevant contexts.

This paper charts a forward-looking roadmap for open universities, drawing upon their historical evolution and current practices. It advocates a shift toward a universally accessible, personalized education system. At the heart of this proposed advancement lies the customization of learning paths and experiences, where individualized advising and mentorship, and a variety of learning content, resources, and environments are essential. The study underscores the importance of integrating advanced technologies such as artificial intelligence and blockchain into the open and distance education system. Within the discourse, the paper delineates three primary areas for open universities to address: system transformation, expansion of openness, and integration of digital innovation. The concluding part of the paper offers possible strategic recommendations for policymakers and researchers of open universities. The essence of these recommendations is advocating for a universally personalized educational paradigm while making a strong case for addressing the digital divide, fostering strong partnerships at both global and community levels, and supporting the use of the latest technology to its fullest potential. By navigating this transformative journey, open universities are not just participating in the evolution of educational models but also poised to lead a revolution in the broader landscape of higher education.

This paper presents the first experiences of the use of an online open-source repository with programming exercises. The repository is independent of any specific teaching approach. Students can search for and select an exercise that trains the programming concepts that they want to train and that only uses the programming concepts they already know, then submit their solutions, and get automatic feedback from the system. We analyzed quantitatively how students used the system by inspecting the logged actions of the students using the system. We also did a qualitative analysis by interviews, to find out how the students appreciated the use of the repository and to get feedback for improvements. We focused on how students select exercises as finding the exercise that fulfils the training needs of a student is the innovative part of our repository.

Distance education institutions worldwide are adopting online learning to take advantage of its benefits. However, online learning is often seen as a mode of delivery that will work for any distance education institution in any context. The increased relevance of online learning during and after the COVID-19 pandemic has further exaggerated the adoption of online learning, which requires ongoing research on the actual use of online learning, and this study responds to this need. Therefore, this study aimed to determine how online learning is used in an open distance learning (ODL) context. A case study on the implementation of online learning was conducted at an ODL university in South Africa. Data were collected through open-ended questionnaires, interviews, and non-participant online observation. Participants were purposefully selected academics from various colleges in the university. Findings reveal that awareness of educational choices in the online environment appeared to be neglected. Based on the findings, the study presents a framework for online learning in ODL. It is built on the concept of awareness, and we argue that the integration of online learning should be carefully curated and planned with intentional institutional, lecturer, and student awareness. The principles of the theories of transactional distance, the community of inquiry, social constructivism and heutagogy should guide the operationalisation of each type of awareness presented in the framework.

Leveraging technology to break the iron triangle of access, cost, and quality is a legacy of open universities (OUs), becoming a source of inspiration for higher education in general. Today, OUs face increasing competition from conventional universities, no longer enjoying the first-mover advantages as they did in the earlier years. Can artificial intelligence (AI) enable OUs to stay competitive in the 21st century as other technologies did in the past? This paper first reviews literature on the affordances or (potential) uses of AI for open and distance education and then examines the implications of these affordances for OUs in terms of quality, cost, and access. It concludes by arguing for a systems approach to exploring how OUs can remain open as to people and places as well as to methods and ideas by making creative and innovative uses of AI.

This study aims to explore university students' perception regarding an e-assessment system in terms of preference, assessment management, and the quality assurance process. A cross-sectional online survey was employed among 384 students of Nepal Open University (NOU). Structural equation modeling (SEM) was used in the research. Findings indicate that the perception of students regarding preference, e-assessment management, and the quality assurance process was found to be significantly high. In particular, the perception of preference regarding digital assessment was higher than assessment management and the quality assurance process. Gender, ethnicity, and place for taking classes, have an effect on implementation. This study concludes that three attributions of preference for digital assessment, management, and quality assurance are affected by one another.

This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students' behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students' motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout.

The objective of this paper is to contribute to our understanding of 'crisis' in higher education through the analysis of a unique series of events involving a decisive change in the relationship between a university and the state. A descriptive case study approach is used to investigate the crisis in governance at Athabasca University, an open university located in Alberta, Canada. Factors leading to the crisis included the university leadership's decision to move forward with plans to become a near-virtual organization, concerns by local town that a loss of university employees in the region would be an economic catastrophe, and political opportunism on the part of the elected provincial leaders who decided to address the problems raised by the town and shift the mandate of the university. Drawing on institutional theory and the concept of institutional logics, the paper analyses the episodic nature of the crisis and explores both the nature of the conflict and its resolution.

This paper reports findings from a research study at The Open University, UK into the quality of distance learners' online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is?uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners' experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.

Background Study: Asynchronous online discussions are vital venues for collaborative knowledge construction. However, the lack of appropriate instruction designs poses challenges in promoting deep and substantive engagement with the core subject matter. This paper explores how to enhance adult students' knowledge construction in the context of asynchronous online discussions at an open university in Taiwan. Objectives: This study explores instructional designs aimed at promoting online knowledge construction among adult students and overcoming barriers to this process. Methods: This study used a convergent parallel mixed methods design to collect concurrently both quantitative data from the students' online discussion postings for content analysis and qualitative data from the focus group and individual interviews, the online open-ended questionnaire, and the instructor's observation logs for thematic analysis. Then the results were merged in the interpretation stage. Results and Conclusion: The research highlights the significance of instructional designs in influencing students' level of knowledge construction during online discussions. The findings suggest that instructional designs that provide teacher-led interim summaries, pose Socratic questions, and incorporate problem-solving projects can promote higher-level knowledge construction. However, time constraints, cultural influences, and unfamiliarity with peers negatively affected higher-order knowledge construction. To address these challenges, culturally responsive and technologically inclusive instructional designs that take into account the specific challenges faced by adult learners are proposed to enhance learning outcomes through active participation. Limitation: The study's limited sample size warrants further research with a larger and more diverse cohort to validate the effectiveness of the proposed instructional designs. Another limitation is the lack of a robust theoretical base for the instructional strategies presented by the current action-research study. Further examination and broader exploration in online education are needed to prop up proposed pedagogical approaches.

Previous studies in higher education have found that a considerable number of students do not access feedback. Here, we use assessment system data on nearly 300,000 assignment submissions to statistically analyze demographic and timing factors leading to lower likelihood of feedback collection. The most significant factors were student performance, gender, course level, assignment number, and timeliness relative to the next assessment date. Deprivation was not found to be significant once other factors were accounted for. The insights gained from this study suggest dedicated time for reviewing feedback in course design and consideration of demographics in engagement interventions are needed.

The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.]

Increasingly, Artificial Intelligence (AI) is having an impact on distance-based higher education, where it is revealing multiple ethical issues. However, to date, there has been limited research addressing the perspectives of key stakeholders about these developments. The study presented in this paper sought to address this gap by investigating the perspectives of three key groups of stakeholders in distance-based higher education: students, teachers, and institutions. Empirical data collected in two workshops and a survey helped identify what concerns these stakeholders had about the ethics of AI in distance-based higher education. A theoretical framework for the ethics of AI in education was used to analyse that data and helped identify what was missing. In this exploratory study, there was no attempt to prioritise issues as more, or less, important. Instead, the value of the study reported in this paper derives from: (1) the breadth and detail of the issues that have been identified; and (2) their categorisation in a unifying framework. Together these provide a foundation for future research and may also usefully inform future institutional implementation and practice.

The COVID-19 pandemic forced Higher Education Institutes (HEIs) to adopt alternative approaches to the delivery of their learning activities, including examinations. Many HEIs choose Remote Electronic Examinations (REEs) as a one-way solution due to physical presence restriction measures imposed by governments around the world. The present study aimed to record and analyze students' perceptions of the implementation of remote electronic examinations by the Hellenic Open University (HOU). A number of 5412 students participated voluntarily and filled out a questionnaire. Both qualitative and quantitative analyses were employed. Results revealed that students were satisfied in general with the examination process. Regarding integrity assurance issues, students were also satisfied. Furthermore, they expressed their desire to be examined remotely again. Avoiding traveling and saving money were the main benefits of remote electronic examinations. Regarding the examination topics and the duration of the examination sessions, some issues were reported. Finally, students suggested the provision of more time length.

Learning management systems (LMSs) are common in higher education institutions and form the backbone of open distance and e-learning (ODeL) institutions. Migrating to any new form of technology is known to be a challenging endeavour and LMSs are no exception. This study uses the Unified Theory of Acceptance and Use of Technology (UTAUT) model to analyse open-ended responses to a questionnaire sent to lecturers at an ODeL institution during the migration from one LMS to another. In the study, 83 responses are analysed, and six major themes are discussed. The results indicate that timely and specific support is critical in a technological migration process, and communication around the migration is vital to the morale of lecturers involved. We noted many instances of anxiety due to increased workload factors. We recommend that institutions migrating from one LMS to another conduct pilot studies and focus on clear and effective communication while not underestimating the resources needed for successful migration processes. [Note: The publication year (2024) shown on the PDF is incorrect. The correct publication year is 2023.]

Indonesian workers in Taiwan have been taking synchronous online courses to enhance their education for several years. Still, the most crucial part of a synchronous course, the interaction quality, in the past, in general, was highly disturbed by the workers' busy daily work and had room to improve. Therefore, improving online interaction quality is a critical issue in workers' online courses. This study assigns an asynchronous learning strategy to supplement synchronous learning to enhance student interaction. Ten Indonesian workers as part of the Translation V course students of Indonesia Open University in Taiwan were involved. Action research was conducted to explore the effects of the asynchronous enhanced synchronous learning strategy on the students' interactions and perceptions. All the interaction threads were analyzed and described by social networking analysis, content analysis, and students' perceptions from their reflections. The results reveal that the students' interaction increased in the synchronous learning with informal assignment instructions directed by the tutor in the action research cycle II as an action to increase interaction in cycle I, which tended to be independent learning instructions. The study suggests implementing blended learning in synchronous online tutoring programs and providing asynchronous learning strategies to enhance online students' interaction.

COVID-19 marked the next year with unprecedented death tolls, millions of infected people, and the closure of almost all activities, including education. The UN 2020 report highlights that this pandemic has caused the largest disruption of education in history with a near-universal impact on learners and teachers around the world. A total lockdown was enforced in Mauritius from 19th March 2020. On the eve, the Open University of Mauritius academic staff got prepared to adopt online teaching without any time to train its 400 part-time tutors and time to think about tutor and learner coping challenges. Guidelines to conduct classes and access classes online were shared to teachers and learners respectively. The next day, the tutors were performing tasks in which most of them were not competent in. Along with teaching, they were pushed to learn different skills and methods to teach online and acquaint themselves with new tools. Yet, they did it and the syllabus coverage was not disrupted. This research was carried out with some of those part-time teachers, selected using purposive sampling from one particular programme. It adopts the narrative inquiry to gauge the driving forces that enabled teachers to teach under such circumstances, to be resilient, and to emerge as front-liners in education. The main findings indicate that it was a steep learning curve and daunting task leading to a sense of inadequacy as they successfully emerged to reach out to students and make a difference for them.

Evaluating courses' impact on diverse stakeholders can be immensely valuable as a means of identifying ways in which curriculum can better support learners' personal and professional development and achieve wider societal aims. Yet, few empirical evaluation studies exist exploring the impact of microcredentials. This article reports a study intended to address that knowledge gap by examining the impact of microcredential courses provided by The Open University UK -- one of the largest universities in Europe. A survey and narrative interviews were used to explore courses' impact on learners' knowledge, attitudes, behaviours and practices six months after the course ended. Analysis of the data, and the application of Wenger, Trayner and de Laat's (2011) Value Creation Framework, suggests that microcredential courses do have impact, in multiple ways, even for those learners not completing their course. Areas of impact include the development of learners' knowledge and skills, changed thinking about the subject studied, and impact at work and/or on everyday life. For some learners, study of a microcredential course also enables a career change or provides the confidence to go on to further study.

The Open University is a university that has been around for a long time, so that it is able to develop a learning process that demands the development of science and technology, both online and offline independently. Therefore, this study aims to describe and analyze the process and results of the development of a virtual science laboratory to support UT's role as a pioneer of cyber-university in Indonesia. This research is a development-research that uses the ADDIE model. The instruments used were validation sheets filled in by 64 validators, practicality sheets and effectiveness sheets filled out by 237 respondents. The data analysis used to answer the research objectives was descriptive and inferential statistical tests using the IBM SPSS 23.00 program. The results showed that product development in the form of textbooks based on the virtual laboratory of science met the valid, practical and effective criteria for use in the process learning. The results of this study have implications for stakeholders and teachers to be able to implement this media in a more appropriate and interesting learning process and can be a source of inspiration for conducting current research.

Nursing has employed distance education for decades. In the 21st century, distance programs have often been delivered online. This became even more prevalent since the COVID-19 pandemic. Despite the preponderance of online nursing courses, the delivery of courses virtually does not necessarily mean that these offerings are intentionally developed online education. We discuss a secondary analysis of data examining the formation of online nursing programs at Athabasca University. This historical inquiry used interpretive description of the pedagogy, both learning strategies and the theories that substantiate the strategies, using thematic analysis. Participants discussed their theoretical substantiation of online education. We posit that online nursing education involves a purposeful pedagogy including theoretical bases and would benefit from a strong sense of mission behind the course delivery. Findings from this study may apply to online programs, irrespective of profession or discipline.

There may be many kinds of e-learning material presented to learners. However, learners may not have the consciousness or not want to spend time to examine to select the most appropriate one. Recommendation systems seem to be a feasible solution for an efficient learning process both for learners and the service provider. In this study, we propose a learning material-based e-learning recommendation system that considers the learners' learning material preferences and uses the collaborative filtering method for the recommendation system. To obtain realistic results, actual data gained from Anadolum eCampus, the learning management system of Anadolu University Open Education System, were used. In addition, this study aimed to select the most successful algorithm by applying three Collaborative Filtering (CF) algorithms (kNN, k-means and SVD-based CF) in the experiments to keep the efficiency high. As a result, k-means and SVD-based CF algorithms were more successful than kNN-based CF algorithms. In addition, the SVD-based CF algorithm was the most successful regarding speed performance. In conclusion, this system can be used in e-learning settings to recommend learning materials to learners according to their preferences.

The primary objective of this research is to ascertain the manner in which higher education institutions offering open and distance education incorporate the concept of openness into their vision, mission, core values, and tactics. This study employs a descriptive research design to ascertain the current state of affairs. The research methodology employed in this study involves document analysis. The study used a purposive sampling technique for the selection of participants. The key factors for purposive sampling are the existence of purpose, vision, core values, and strategic plans for the year 2018 and beyond, as well as the geographical diversity of the universities, as shown on their respective websites. In this study, we conducted an examination of the vision, mission, core values, and strategic plans presented on the websites of 13 colleges. The data collected from these sources was subsequently analyzed using the content analysis method. The present study aimed to analyze and elucidate the notions of vision, mission, and core values as depicted on university websites, utilizing frequency values. Furthermore, it has been ascertained that the notion of openness in the strategic plans of the institutions was delineated through 10 distinct themes, each encompassing several claims. The identified themes encompass various aspects of openness within the educational context. These themes include "openness in pedagogy and open admission policies," "openness in stakeholders," "openness in technology," "openness in management-governance," "openness in sustainability," "openness in social contribution," "openness in research," "openness in global competition," "openness in ethical issues," and "openness in future predictions."

Dropout is a global and complex phenomenon affecting all universities. This study aimed at investigating the intrinsic and extrinsic factors causing dropout at the Open University of Mauritius (OU). Secondary data about 1885 learners were collected for five intakes and three levels of study -- foundation, undergraduate and Master courses. The dropout rates were 46.08%, 39.14% and 17.31% respectively, showing that those with previous tertiary education were less likely to drop out of studies. Analysis of data from 96 completed questionnaires revealed that female learners were more persistent in their studies while mature students were less likely to drop out from university. Personal and career-related issues were the major causes leading to attrition at OU. Sub causes included wrong choice in programmes, inadequate tutorial support and lack of employer's support. Corrective actions suggested include providing counselling sessions before registration and during studies, implementing strategies to help students develop time management skills, developing courses in line with industry requirements and improving tutor's support. The low attrition rate at OU is probably because most of its learners are working adults who are able to shoulder learning with greater responsibility. This is also because OU has maximised on technology to reach out to learners, hence mitigating isolation.

In higher education, international research collaboration functions as a visible mechanism of cooperation and competition, serving as a proxy for quality and academic excellence. Open universities use revolutionary education models but are not often associated with quality or academic excellence. To investigate the impact of international research collaboration by active researchers affiliated with open institutions, a bibliometrics analysis was conducted of three open universities and nine traditional, comparative universities between 2000 and 2022. The results indicate that research outputs that are open access, sponsored and funded, and developed with international coauthors have positive and statistically significant effects on citation counts. Moreover, international research collaboration significantly affects all universities, not just open institutions. The results conclude that researchers affiliated with open universities are only 4.3% less cited than their comparative peers, which is attributed to publication factors, research disciplines and subject areas, and journal characteristics. Findings are discussed and imply a strategic shift in the institutional functions and outputs of open universities as collaborative conduits of knowledge production and dissemination.

The learning management system (LMS) is claimed to be a crucial strategy for creating successful e-learning and teaching methods, enhancing students' learning satisfaction and achieving academic outcomes. Although the Indonesia Open University has implemented e-learning innovation through LMS in higher education, it has not gained popularity. Hence, the present research aimed to investigate the updated DeLone and McLean information system (IS) success model on the effectiveness of LMS implementation, focusing on system quality, information quality, service quality, perceived usefulness and user satisfaction. A total of 386 respondents from undergraduate and postgraduate programs were selected through stratified random sampling. Subsequently, research data were collected through online survey questionnaires administered to students enrolled at the Indonesia Open University. Structural equation modeling with "AMOS version 24" software was deployed to analyze data and test hypothesis. Findings revealed that the updated DeLone and McLean IS success model had a positive and significant influence on the effectiveness of LMS. Therefore, the top-level management of the Indonesia Open University and decision-makers in the Indonesian government could provide a better LMS practice environment infrastructure utilizing the updated DeLone and McLean IS success model.

Purpose: This purpose of this paper is to explore the future of open universities (OUs), particularly in developing Asia, focusing on the potential risks associated with technological solutionism, or the popular belief that educational problems can be readily solved through technological means. This exploration is pertinent as the initial advantages that OUs once held have significantly diminished and competing higher education institutions worldwide are converging on a digital future. Design/methodology/approach: The qualitative method of empathy-based stories (MEBS) was employed as the primary research method for drawing data from sampled OU teachers. The obtained data were parsed via textual analysis and the lens of critical discourses on technology and higher education. Findings: The study shows that, in the future envisioned by the sampled OU teachers, students' lack of privileged access to frontier technologies is no barrier to learning success. It also emphasises that learning outcomes have causality beyond technological determinism, and that educational problems, which OUs may deem as requiring technological solutions, are often non-technological in nature and require no technological fixes. Originality/value: Critiques of techno-solutionism, such as the present study, are virtually absent in the context of OUs in developing Asia. For this very reason, this study is vital and serves as a guardrail while these OUs seek to reformulate their respective value propositions in the time of global digital convergence.

Active learning in mathematics can lead to deeper understanding than passively listening to a lecture, yet recent studies indicate that didactic teaching dominates online tutorials. This study investigated student participation in three types of activity: solving mathematical problems via polling, on-screen activities on a shared whiteboard and text-chat, during online undergraduate mathematics tutorials. Data were collected from tutorial observations, student and tutor surveys, semi-structured student interviews and a tutor focus group. Results showed high student participation in all types of activity. Students also perceived them as enjoyable and aiding their learning, though with some differences between the types of activity such as those done by text-chat being slightly less well received. Perceived benefits to students' learning included the ability to attempt similar activities, with suggested benefits such as correcting misconceptions receiving a more mixed response. By demonstrating the successful use of mathematical activities in synchronous online tuition, these results provide motivation for tutors to facilitate essential active learning online.

Purpose: This study leverages social network analysis (SNA) to visualise the way students interacted with online resources and uses the data obtained from SNA as features for supervised machine learning algorithms to predict whether a student will successfully complete a course. Design/methodology/approach: The exploration and visualisation of the data were first carried out to gain a better understanding of the students, the course(s) each student was enrolled in and each course's virtual learning resources. Following this, the construction of the social network graphs was performed to depict how each student behaved online before the degree centralities were computed for each of the nodes in a social network graph. Data pre-processing to assign labels based on the final result a student obtained in a course was then performed before we trained and tested models to predict which students did or did not graduate. Findings: The study's findings demonstrate that the constructed predictive model has good performance, as shown by the accuracy, precision, recall and f-measure metrics. The outcomes also showed that students' use of online resources is a crucial element that influences how well they perform in their academics. Originality/value: The similarity index is as low as 9%.

Purpose: The purpose of this paper is to articulate how the user experience (UX) approach was initiated and integrated into the centre's scope of operations with the objective of improving the e-learning layout on the D2L learning management system (LMS). One of the most effective ways to collect user feedback has historically been to evaluate user interfaces using strategies from user testing. The integration of a UX approach by the Centre for ODL Experiences (COLE) at Wawasan Open University has led to a more user-oriented design of FlexLearn by conducting user testing on students as the target users of the platform and gathering course leaders' (CLs) feedback after the presentation of the new template. Design/methodology/approach: Since the process of design and development is a looping process, the first user testing methods employed were observation and interviews, which were conducted over the course of numerous sessions. The data collection used a mixed-methods approach, combining quantitative demographic and background data with qualitative feedback from open-ended questions and real-time interview responses. A standardized questionnaire gathered demographic information, while questions for feedback forms and interviews were adjusted based on specific tasks to explore usability and user interactions comprehensively. Findings: The findings revealed overall positive feedback, with some concerns highlighted by the students who claimed to have trouble navigating the courses during the initial prototype. In addition to the qualitative data from the user testing session, a quantitative method based on an online questionnaire was also utilised for the CLs after the presentation of the final layout. Positive responses were received from the CLs, and constructive suggestions were considered for FlexLearn 3.0. Research limitations/implications: This paper is among the first that articulates the process of initiating and integrating user-centred design in an effort to improve the user experience of online and ODL platforms and LMSs. It will contribute to a dialogue on investigating and prioritising learners' ODL experiences to ensure education equity across all levels or categories of students, which aligns with the United Nations Sustainable Development Goals. Practical implications: The integration of UX and user testing allows us to better identify what users like, their concerns and their needs. We gain important input on how easy or difficult it is to use the system, move around it and how much they enjoy using it. This feedback helps us make changes to the design so that the final product is more in line with what users want. It also allows us to discover problems before they become major, saving time and effort later on. Finally, integrating user input improves the LMS, delivering a more fun and successful learning experience for everyone. Social implications: User-friendly systems arise as institutions prioritise user-centred design, breaking down barriers for various learners. This develops an innovative culture, improving present learning experiences and setting a precedent for future generations. The emphasis on user demands helps to create a more accessible, adaptive and egalitarian educational landscape by connecting education with current technological trends. As education becomes more inclusive, the broader community benefits, emphasising the beneficial social impact of LMS user testing. Originality/value: By articulating the process of integrating user testing on an LMS/e-learning prototype, helps us understand what users like, where they face problems and what needs improvement. By involving users in testing, we get valuable feedback on how easy it is to use the system, navigate around and overall, how much they enjoy using it. Case studies like this also offer universities concrete examples of real-world challenges and successes.

In recent years, automated feedback (AF) has greatly increased its applicability as a mean to support development of English as a foreign language (EFL) learners' writing competence in the context of face-to-face education. This study examines contribution of AF to the development of writing competence of EFL learners in open and distance learning context. Anadolu University, Open Education Faculty learners received regular feedback on their writing tasks by an AF tool, Write & Improve. The contribution of AF to academic writing success was observed by statistically comparing the grades of the learners for their writing tasks at the beginning and at the end of the process and also by correlation analysis between AF frequency and achievement scores. In the second stage of the study, detailed data about learners' experiences were obtained by interviewing volunteer participants. The quantitative and qualitative findings of the study showed that AF significantly contributed to the development of writing competence of EFL learners at a distance. Interviews with learners revealed themes such as effective learning process, contribution to foreign language development, motivation increase, effective and fast feedback, user-friendly learning environment, support for individual learning, and contribution to distance learning as the strengths of AF. The interviews also included participants' suggestions on how to use these tools more effectively. Based on the findings, pedagogical implications are discussed regarding the incorporation of AF in distance EFL learning.

Cheating has been a long-standing issue in university assessments. However, the release of ChatGPT and other free-to-use generative AI tools has provided a new and distinct method for cheating. Students can run many assessment questions through the tool and generate a superficially compelling answer, which may or may not be accurate. We ran a dual-anonymous "quality assurance" marking exercise across four end-of-module assessments across a distance university computer science (CS) curriculum. Each marker received five ChatGPT-generated scripts alongside 10 student scripts. A total of 90 scripts were marked; every ChatGPT generated script for the undergraduate modules received at least a passing grade (>40%), with all of the introductory module CS1 scripts receiving a distinction (>85%). None of the ChatGPT-taught postgraduate scripts received a passing grade (>50%). We also present the results of interviewing the markers and of running our sample scripts through a GPT-2 detector and the TurnItIn AI detector, which both identified every ChatGPT-generated script but differed in the number of false positives. As such, we contribute a baseline understanding of how the public release of generative AI is likely to significantly impact quality assurance processes. Our analysis demonstrates that in most cases, across a range of question formats, topics, and study levels, ChatGPT is at least capable of producing adequate answers for undergraduate assessment.

The world's move to a global economy has an impact on the high rate of student academic failure. Higher education, as the affected party, is considered crucial in reducing student academic failure. This study aims to construct a prediction (predictive model) that can forecast students' time to graduation in developing countries such as Indonesia, as well as the essential factors (attributes) that can explain it. This research used a data mining method. The data set used in this study is from an Indonesian university and contains demographic and academic records of 132,734 students. Demographic data (age, gender, marital status, employment, region, and minimum wage) and academic (i.e., grade point average (GPA)) were utilized as predictors of students' time to graduation. The findings of this study show that (1) the prediction model using the random forest and neural networks algorithms has the highest classification accuracy (CA), and area under the curve (AUC) value in predicting students' time to graduation (CA: 76% and AUC: 79%) compared to other models such as logistic regression, Naïve Bayes, and k-nearest neighbor; and (2) the most critical variable in predicting students' time to graduation along with six other important variables is the student's GPA.

While open and distance education gains growing recognition over time, it also faces increasing drop-out rates. Consequently, the development of predictive models for early identification of students at-risk for drop-out could be critical to promote ongoing engagement. This study aims to gain insights into the dropout prediction problem in a sample of postgraduate special education students. Therefore, a nonlinear state-space model was employed. An Expectation-Maximization (EM) algorithm that iterates between state estimation (E-step) and parameter estimation (M-step) was retrieved from the existing literature. However, the variables were redefined according to available data. In the dataset a total number of n[subscript 1] = 1337 students were enrolled, attending n[subscript 2] = 7 different modules. Statistical analysis showed that the majority of the students dropped out during the second week. Moreover, an inversely proportional relationship was observed between the dropout rates and the number of weeks that the student has actively engaged in the module. Significant differences across modules were also observed. Results are discussed in terms of their application in the training and education of the collaborating teaching staff working in the HOU. Future work in the field should be expanded in order to investigate students' drop-out in more courses other than special education.

Purpose: The purpose of this paper is to propose the need for an integrated system for the production, authoring, addition and revision of webcast content and a multi-device apps mechanism with rights management for Internet transmission in the perspective of the OUJ course reuse. Design/methodology/approach: This paper designs systems that reuse the existing OUJ courses from the viewpoint of effective utilization, combine broadcasting lectures and online lectures of the OUJ courses and seamlessly link them as media-mix contents. In contrast to content development methodologies that assume embedded content production, this paper's methodology takes an approach to producing and authoring webcasting content, flexibly adding and revising the content and transmitting that content over the internet via multi-device apps, taking rights management into account. Findings: There is concern about the ELSI arising from the use of generative AI. It is directed at web content. This paper can contribute to resolving the ELSI surrounding the use of generative AI because it discusses a method of learning content development that clarifies the attribution of rights to content. Originality/value: The originality of this paper lies in the fact that it is oriented to reuse existing lectures of the OUJ courses and simplify the rights clearance for them, from the perspective of the learning ecosystem. The value of this paper is that it can also serve as a technical and legal response to the production, authoring and Internet transmission of open university courses in the era of generative AI.

Learning analytics promise significant benefit to online education providers through improved, better-targeted student services. Much has been written about the potential of analytics and how they might be technically implemented, and various ethical considerations are published highlighting the significant potential risk of gathering, manipulating and applying student data to education. Developing an ethical position provides institutions with an opportunity to critically appraise their assumptions and practice however how best to articulate one is far from clear. This case study outlines the development of an ethical framework at Open Polytechnic of New Zealand and demonstrates how international ethics guidelines for learning analytics have shaped practice and informed policy development. Four stages to developing an ethics position in education institutions were followed: 1) examining existing institutional policy, 2) categorising student data, 3) addressing ethics concerns in a structured way and 4) approving an ethics position and extending practice. The paper concludes with suggestions for those developing ethics positions for implementing learning analytics to help towards a successful outcome.

The study focuses on assessing the proficiency levels of higher education students, specifically the physics achievement test (PHY 101) at the National Open University of Nigeria (NOUN). This test, like others, evaluates various aspects of knowledge and skills simultaneously. However, relying on traditional models for such tests can result in inaccurate interpretations of students' abilities. The research highlights the importance of exploring the multidimensional nature of the PHY 101 test to improve its accuracy in measuring student proficiency and enhance education and assessment quality at NOUN. Using an ex-post facto research design, the study analyzed 978 responses from NOUN's Directorate of Examination and Assessment. Through confirmatory and exploratory DETECT techniques, the study found strong evidence supporting the test's multidimensionality. Three distinct dimensions emerged: cognitive processing, reading ability, and problem-solving skills. A parsimonious multidimensional three-parameter logistic model was used to calibrate the test items, providing valuable insights into item difficulty, discrimination, and resistance to chance influences. While the study primarily focuses on the psychometric aspects of the PHY 101 test, it is important to consider its broader impact on the educational community. The research contributes to educational assessment by emphasizing the significance of recognizing and addressing the multidimensional nature of higher education tests. This approach can result in more accurate assessments of students' abilities, ultimately improving education quality and fairness. The findings confirm the multidimensional nature of the PHY 101 test and identify three distinct dimensions, aligning with the study's objective. These insights are relevant to educators and test developers, highlighting the need for a multidimensional approach to effectively assess and enhance student proficiency. For researchers interested in similar studies, it is recommended to explore the broader influence of multidimensional models in educational assessment. Investigating their impact on teaching methods, curriculum development, and student learning experiences can provide valuable insights. Longitudinal studies assessing the long-term effects of multidimensional assessment on student outcomes and success are also recommended.

The access to university and the continuation of education for people in refugee situation are investigated herein as from four initial questions: how did COVID-19 find society and this is cause displacement cases?; what is a refugee's situation in the process of the world interruption of face-to-face education?; what are the conditions for refugees to migrate to virtual education?; and what are the actions and responsibilities of international organizations (IOs) concerned with education? The qualitative research of descriptive and exploratory character, with a theoretical approach, made use of a literature survey and of IOs reports in the ambit of education to systematize and to analyze the orientations and their implications in distance learning initiatives for refugees. The importance of university actions and of refugees' participation is verified in decision-making in the context of government public policies, at different levels, bound to agreements and covenants. The emancipatory perspective of education, open to (im)migration, besides palliative policies, is made essential for their access and social integration in the digital educational governance complex.

Limited time, physical and financial opportunities in education has caused the expansion of the education system and emergence of new alternatives. One of these alternatives is open education that emphasizes the philosophy of sharing the information and materials used in learning and teaching freely and openly, and one is distance education that offers a formal form of education blended with information systems and the internet. Anadolu University Open Education System, not only in Turkey, in many countries around the world offers learners the opportunity to open and distance learning. In this sense, it has one of the largest student communities in the world. Therefore, evaluating the efficiency of a large and powerful organization like the Anadolu University Open Education System has gained importance. This study was carried out to determine the activities of associate degree programs in Anadolu University Open Education System in the fall and spring semesters of 2016-2017, 2017-2018, 2018-2019 academic years. Anadolu University Open Education System associate degree programs are ranked according to their effeciency values, by the Slack-Based Measure Analysis.

This paper reports on the use of feedback as part of a tuition strategy applied in a distance design course at The Open University in the United Kingdom. A blended feedback model (audio and summary text) was compared to the existing written-only feedback model in terms of student attainment, use, and perception. Comparison of feedback models confirms findings in the literature around the affective and interpersonal qualities of audio feedback, primarily in developing the relationship between student and tutor in a distance design education setting. The blended model demonstrated no major differences in student assessment outcome but differences in student activity and approach to feedback were observed, specifically that students engage in a series of extended and unexpected feedback opportunities beyond simple models of feedback normally assumed. It is proposed that a blended model, as part of a suite of approaches in a learning design, is more effective than either written or audio alone, allowing far richer student-tutor interactions and outcomes in distance settings.

The importance of making online and distance education successful has been dramatically prioritized due to the COVID-19 pandemic. Student retention is a key performance indicator in online higher education. Evidence suggests that within online distance education the key to retaining students is to encourage an engaging and supportive online community. Online asynchronous forums are one method that has been employed to promote such engagement. This study investigated the relationship between online forum activity and student retention amongst 21 tutor groups on an Open University Level 1 module. It found that the volume of tutor group forum activity had a significant association with student retention (p<0.05 two-tailed, Pearson r=0.53), with student contributions having a greater impact on retention (p<0.01 two-tailed, Pearson r=0.628) than tutor contributions. Although tutor contributions did not appear to impact student retention directly the number of tutor and student posts were highly correlated (p<0.001, two tailed, Pearson r=0.86). Results indicate that asynchronous forums can be an effective tool in promoting student retention in an online distance learning environment. Important factors that impact on student retention within the educational medium of asynchronous forums are evidenced. The implications of these findings for educators are discussed. [Note: The page range (103-118) shown on the PDF is incorrect. The correct page range for this article is p103-117.]