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How OpenLearn supports a business model for OER

Law, Patrina and Perryman, Leigh-Anne (2017). How OpenLearn supports a business model for OER. Distance Education, 38(1) pp. 5–22.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/01587919.2017.1299558
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Abstract

In 2013, the Open University (OU) in the UK launched a large-scale survey of users of its OpenLearn platform for open educational resources. The survey results revealed that OpenLearn is functioning as a showcase and a taster for the OU, thereby offering informal learners a bridge to formal education. In 2014 and 2015, the OpenLearn survey was repeated. This paper reports a comparison of the results of the surveys, highlighting considerable changes in learner characteristics, priorities and motivations over a 3-year period. The data also reveal a substantial increase in the number of learners identifying study performance-related benefits resulting from OpenLearn use and, in addition, that educators reveal increasingly positive changes in their approach to teaching. This paper outlines some of the ways in which the OU is responding to the data and discusses how further development of the platform could better meet institutional and learner needs.

Item Type: Article
Copyright Holders: 2017 Open and Distance Learning Association of Australia, Inc
ISSN: 1475-0198
Project Funding Details:
Funded Project NameProject IDFunding Body
OU OER Research Hub (H-12-016-PM)2012-7836The William and Flora Hewlett Foundation
Keywords: OER; OpenLearn; open educational resources; business model
Academic Unit/School: Learning Teaching and Innovation (LTI) > Open Media and Informal Learning (OMIL)
Learning Teaching and Innovation (LTI)
Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 48995
Depositing User: Leigh-Anne Perryman
Date Deposited: 11 Apr 2017 16:02
Last Modified: 13 Apr 2017 04:14
URI: http://oro.open.ac.uk/id/eprint/48995
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