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ERIC Number: ED394504
Record Type: RIE
Publication Date: 1996-Jan
Pages: 393
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Curriculum Conceptions of Open Learning: Theory, Intention and Student Experience in the Australian Open Learning Initiative.
Williams, Helen Margaret
This thesis seeks to clarify the meaning of the open learning concept by examining it in alternative ways--as an element of social theory, as an intended curriculum, and as a perceived student learning experience. The three curriculum conceptions of open learning are applied to the Australian Open Learning Iniative. Students' curriculum experiences are studied by means of a series of telephone interviews with a targeted sample of 44 students registered with Open Learning Australia in the first study period of 1993. The study identifies the learners' context as a significant but previously unacknowledged constraint on students' decisionmaking and learner control of curriculum. It notes the transfer of control over entering a program of study is not automatically conferred by an open admissions policy, but is, instead, dependent on providers meeting the information needs of students. Chapters include: (1) "Open Learning: A Coat of Many Colours"; (2) "A Conceptual Framework for the Analysis of Curriculum Control in Open Learning"; (3) "Philosophy and Method"; (4) "Theoretical Conceptions of Open Learning"; (5) "Intentions Shaping Curriculum Formation in the OLI (Open Learning Initiative)"; (6) "Learners' Experiences as Curriculum Decision Makers on Open Learning"; (7) "New Meaning for Open Learning"; and (8) "Making the Most of Open Learning." Appendixes include sources of personal communications, a letter to students, demographic profiles of student respondents and the interviewed sample, endnotes, and student interview themes. (Contains 479 references.) (Author)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia; Open Learning
Note: Ph.D. Thesis, Queensland University of Technology, Brisbane, Australia.