Pixel International Conferences

The environment, place, type and curriculum of higher education programmes are the essential factors encouraging the re-examination of the established quality assessment criteria for higher education programmes. Open learning concepts require a change in attitudes regarding the quality of higher education and the concept of teaching and learning. The article analyzes the transformation experienced by the learner during the period of high quality studies from traditional studies to the open learning culture. How can quality learning transformation be measured? What course assessment problems occur in terms of open learning concept?.
The aim: to test the assessment methodology of open learning opportunities responding to the quality of higher education provided. The expected tasks are as follows: to identify the distinctive characteristics of the open learning course at university, to select an appropriate concept of quality for the open learning idea, to determine assessment criteria and indicators as well as to try out the assessment methodology.
Methods: analysis of scientific literature, case study, survey throughout the course. A case of one mixed course has been investigated. The research is centered on the learner and from his perspective it has been attempted to take a look at the course as new emerging study opportunities. The target group is 360 fifth year medical students of Lithuanian University of Health Sciences.

Findings and conclusions

1. The essential characteristics of the open learning course at university have been determined: flexible learning environment in terms of curriculum, time, space, speed, medium and approach, which guarantees the learning conditions favourable to both independent and cooperative learning with other students and teachers. Emphasis is placed not only on conveying subject-specific  knowledge, but also on learning to open up opportunities by creating a learning-friendly environment and providing the necessary support. In the course of studying the learners establish learning goals, take responsibility for their own learning and manage their own learning process.
2. The quality concept in the context of open learning has been defined. Quality is defined as suitability, client need satisfaction and/or exceeding their expectations as well as transformation of learning concept.
3. The following criteria have been selected for open learning course assessment: the compliance of the course suitability and goals with the open learning concept; opportunities for open learning i.e.,possibilities to set goals and choose the ways to their achievement; necessary learning support; discovery of new learning value; transformation of learning.
4. One mixed course case has been analysed and assessed.

Keywords: Open learning, Independent learner, Learning culture, Goals of studying and studies;

References:

[1] Bartalomé A. (2008). Web 2.0 and New Learning Paradigms. eLearning Papers.
[2] Middlehurst R. (2001). Quality Assurance Implicatons of New Forms of Higher Education. Part 1: A Typology. ENQA Occasional Papers 3.
[3] Fischer, Gerhard (2013): From Renaissance Scholars to Renaissance Communities: Learning and Education in the 21st Century. In: Proceedings of the 2013 International Conference on Collaboration Technologies and Systems (CTS).