Please use this identifier to cite or link to this item:
Type of publication: Straipsnis Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or / and Scopus (S1)
Field of Science: Edukologija / Education (S007)
Author(s): Volungevičienė, Airina;Teresevičienė, Margarita;Ehlers, Ulf-Daniel
Title: When is open and online learning relevant for curriculum change in higher education? Digital and network society perspective
Is part of: Electronic journal of e-Learning. Sonning Common: Academic Publishing Limited, 2020, Vol. 18, iss. 1
Extent: p. 88-101
Date: 2020
Keywords: Digital and network society (DNS);Open online learning (OOL);Higher education (HE) curriculum
Abstract: Digital and network society learning happens in new, timeless and borderless spaces. Such society members are always connected and online, sharing and co-creating knowledge, and their learning needs serve as the biggest driving forces for higher education curriculum change. Open online learning methodology seems to be the best-suited way to implement this change, in order to meet the needs of digital and network society. This research aims to investigate why and when open online learning is relevant for digital and network society and how open online learning supports curriculum change in higher education to meet the learning needs of digital and network society members. Theoretical research findings are discussed to: a) define the characteristics of digital and networked society, b) identify emerging ways of learning of a digital and networked society, and explain why open online learning is best suited for their needs, c) discuss the gap between the new ways of learning and higher education curricula and how open online learning is relevant for its change. Empirical research is based on global experts’ semi-structured interviews. The results of the research demonstrate that open online learning should serve as a solution for curriculum change in higher education to respond to digital and network society learning needs. Higher education curricula should change to ensure better flexibility, recognition of nonformal learning in formal curricula, better collaboration and exchange of people with diverse cultural and social experiences. Assessment and recognition of prior learning in the formal curricula of universities could be one of realistic scenarios for faster adaptation and introduction of more diversified learning paths. [...]
Affiliation(s): Edukologijos tyrimų institutas
Vytauto Didžiojo universitetas
Švietimo akademija
Appears in Collections:1. Straipsniai / Articles
Universiteto mokslo publikacijos / University Research Publications

Files in This Item:
marc.xml8.25 kBXMLView/Open

MARC21 XML metadata

Show full item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats

Google ScholarTM



Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.