Open Learning

The AOU's open learning and teaching model is based on high quality learning materials, which, for the undergraduate programmes taught in English, are licensed from the UK Open University. The model is essentially a form of blended learning as it involves both self study by students and a compulsory face-to-face tuition component comprising 25% of student study hours. Students are allocated to an individual subject tutor in the ratio 25:1. Learning is facilitated through a university wide electronic learning management system (Arab Campus) based on the open source software Moodle.

All Branches are equipped with multimedia and computing laboratories to support students who do not have access to a personal computer.

Assessment of students is via both continuous assessment (mid-term assessments and Tutor marked assignments – TMAs) and formal end of semester examinations. Each component comprises 50% of the overall assessment score.

Tutors are expected to provide comprehensive teaching comments on student TMAs, to assist you in developing your understanding of the subject content and also to develop written communication skills.

What is Distance Education and What is Open Learning?
There is no specific definition for open and distance learning. Distance education describes a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and temporal separation between educators and learners. There are also a number of approaches and elastic concepts that define the term. Following are the main features and characteristics of distance learning:

Physical and Time Separation of Teacher and Student
Nevertheless, this might be compensated by the appointment of a Tutor who is responsible for answering the student’s academic questions, monitoring his/her progress, and overseeing other issues pertaining to his/her studies and social needs.

E-infrastructure
This refers to the extensive use of technical media, including printed materials, radio and television broadcasts, video and audio cassettes and CD-ROMS, computer-based learning and telecommunications. The traditional classroom in now converted into a multimedia lab.

Interaction
This includes the provision of a two-way e-communication which allows learners and tutors to interact in addition to any commonly used means of communication as: E-mail, teleconferencing, telephone contact, etc.

The learner is the focus of the educational process and is regarded as an active participant in an interactive process.
Possibility of face-to-face meetings for tutorials, learner–learner interaction, library study and laboratory or practice sessions
Free-will Decision on the Part of the Learner

The learner himself or herself has made his/her own decision with regard to:

Free and Easy Access to Education
This means lack or absence of tough formal entry requirements, prerequisite credentials and an entrance examination.

Flexible Learning
The term flexible learning is very much synonymous with the “learner-centred” philosophy. In that, it recognises the diversity in learning styles and learners’ needs while fostering lifelong learning habits and skills in learners and staff.

Home Study and Independent Study
Both indicate “stand-alone”, “self-study” materials. Nevertheless, tutor–learner contact, including video and audio cassettes, electronic mail and television and radio broadcasts are all used.

External Studies
The term applies to instruction that takes place somewhere beyond the borders of a university campus, or a formal classroom. It includes a variety of course delivery options like audio, video or computer conferences or home study.

Continuing and Life-long Education
The term may range from a simple one course to a series of courses that the individual signs up for with a view to enhancing his career and professional life and to learning about new techniques adopted worldwide. It is a comprehensive term which encompasses traditional schooling and vocational learning, but still, goes beyond learning as it aims at self-development or self-actualization.

Removal of Unnecessary Barriers to Access
Central to the process of distance and opening learning is the principle of removing all unnecessary barriers to access to educational opportunities. Barriers would include geographical isolation, discrimination on the basis of race, gender, age, or physical disability, the inability to take time off work for a course, lack of ‘appropriate’ qualifications, and lack of funds. Any attempt to open learning would need to acknowledge the existence of such barriers and ensure their removal.

Recognition of Prior Learning Experiences and Current Competencies
As mentioned above, one of the key access barriers to courses in many educational institutions is the lack of ‘appropriate’ qualifications. Hence, related to the principle of opening access to learning opportunities is need for recognition of relevant prior learning experiences of learners and of the current competencies that they possess. They might include short courses that did not lead to formal qualifications, parts of courses completed (even if the full course was not finished), and relevant experiences in the workplace.

In this context, educational institutions should recognize credits earned at institutions other than their own and consider them as part of the total number of credit hours needed for the award of the degree.

Learner Support
The process of opening educational opportunities cannot be effective unless educational providers ensure that it is accompanied by adequate support to learners. This involves the provision of counselling, advice, and continuing support throughout the learning process, through face-to-face contact and other forms of communication (including telephones, the post, and computer links).

Cost-Effectiveness
This does not imply cheap or inexpensive education. To the contrary, it means striking an optimal balance between cost, student numbers, and educational quality; a balance which ill be entirely different for different educational contexts. In many ways, the concept of cost-effectiveness represents the balancing act that constitutes open learning.

Teaching vs. Learning
The educational system is now focused on learning rather than teaching. This concept stands in contrast with the classical view of teaching as telling or delivering curricula. Eventually, teachers will assume the role of advisors, managers and facilitators of learning rather than providers of information.

"Closed" Learning vs. "Open Flexible" Learning
The Open University, as its name indicates, is a university open to any interested person over 18 independently of his or her qualifications.

Full Degree vs. Qualifying
Distance education attracts two kinds of students:

On the one hand, students are interested in a complete curriculum to obtain a new degree, a new diploma. Those students generally are engaged in the professional life and they are working already: distance education is for them the only way to begin - to pursue- a high level full degree curriculum. So, distance education appears a "second chance education".
On the other hand, some students do want to acquire some new knowledge, a new qualifying skill relating to their professional practice. They are only interested either in one matter or in one technical ability that they need for updating their competencies or enhancing their professional practice. They do not care much for obtaining a diploma after a full degree curriculum. To be better qualified seems to be their main, their only goal.