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Open learning model architecture in higher education
Ilona Lukoševičiutė-Noreikienė;
Ilona Lukoševičiutė-Noreikienė;
Open learning model architecture in higher education
This article includes a theoretical analysis of the theories of the process of teaching/learning that form the basis both for the concept of the open teaching/learning process and the dimensions for the recognition of the open teaching/learning process, as well as for the criteria of the research of these dimensions. The most important characteristics of the open teaching/learning process are defined: learner independence, cooperative learning and flexibility of the teaching/learning content and environment. The created open learning matrix enables to design quality open learning studies in higher education.
SUBMITTED: MAY 2019, REVISION SUBMITTED: JULY 2019, 2nd REVISION SUBMITTED: SEPTEMBER 2019, ACCEPTED: OCTOBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 15 MAY 2020
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
Library of Congress Subject Headings: lcsh:LB5-3640 lcsh:Theory and practice of education
Dewey Decimal Classification: ddc:370
Selbst gesteuertes Lernen, Lernmethode, university level of education, Lerntheorie, Learning process, Curriculum, Teaching, Didactics, Unterricht, Didaktik, Learning techniques, Bildung und Erziehung, Hochschulbildung, Selbstbestimmtes Lernen, Pädagogische Psychologie, Offenes Lernen, Lernumgebung, Lernprozess, Learning theory, Erziehung, Schul- und Bildungswesen, offenes Lernen, Bildungswesen tertiärer Bereich, learning process, Selbstorganisation, Lernen, Cooperative learning, Education, Kooperatives Lernen, learning environment, open teaching/learning, Learning, Higher education, Hochschulforschung und Hochschuldidaktik, learner self-directedness, Learning method, kooperatives Lernen, open teaching; learner self-directedness/autonomy, university teaching, Selbstbestimmung, Self-directed learning, University Education, Self-determination, cooperative learning, self-organization, University level of education, learner self-directedness/autonomy, open learning, 10600, Open learning, Hochschullehre
Selbst gesteuertes Lernen, Lernmethode, university level of education, Lerntheorie, Learning process, Curriculum, Teaching, Didactics, Unterricht, Didaktik, Learning techniques, Bildung und Erziehung, Hochschulbildung, Selbstbestimmtes Lernen, Pädagogische Psychologie, Offenes Lernen, Lernumgebung, Lernprozess, Learning theory, Erziehung, Schul- und Bildungswesen, offenes Lernen, Bildungswesen tertiärer Bereich, learning process, Selbstorganisation, Lernen, Cooperative learning, Education, Kooperatives Lernen, learning environment, open teaching/learning, Learning, Higher education, Hochschulforschung und Hochschuldidaktik, learner self-directedness, Learning method, kooperatives Lernen, open teaching; learner self-directedness/autonomy, university teaching, Selbstbestimmung, Self-directed learning, University Education, Self-determination, cooperative learning, self-organization, University level of education, learner self-directedness/autonomy, open learning, 10600, Open learning, Hochschullehre
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
Library of Congress Subject Headings: lcsh:LB5-3640 lcsh:Theory and practice of education
Dewey Decimal Classification: ddc:370
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average views 311 downloads 45 citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average - 311views45downloads
citations
Citations provided by BIP!
This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
Citations provided by BIP!popularityPopularity provided by BIP!
This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.
Popularity provided by BIP!influenceInfluence provided by BIP!
This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).
Influence provided by BIP!impulseImpulse provided by BIP!
This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.
Impulse provided by BIP!viewsViews provided by UsageCounts
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Average
Average
Average
311
45
This article includes a theoretical analysis of the theories of the process of teaching/learning that form the basis both for the concept of the open teaching/learning process and the dimensions for the recognition of the open teaching/learning process, as well as for the criteria of the research of these dimensions. The most important characteristics of the open teaching/learning process are defined: learner independence, cooperative learning and flexibility of the teaching/learning content and environment. The created open learning matrix enables to design quality open learning studies in higher education.
SUBMITTED: MAY 2019, REVISION SUBMITTED: JULY 2019, 2nd REVISION SUBMITTED: SEPTEMBER 2019, ACCEPTED: OCTOBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 15 MAY 2020