Research indicates that planners of a program modeled after England's Open University must attend to individual differences much greater than those encountered in typical on-campus settings. (Author/PG)

A discussion of the need to find an appropriate structure for decision making within the University, and the need for changes in the structure of higher and adult education generally. (Author)

A description of the Open University as a multimedia system for teaching at a distance with consideration of possibilities of transplanting both the concept and the actuality of the university as an institution to the Third World. (HB)

An analysis of the instructional systems approach used at nonresidential colleges in the United States and Great Britain. (HB)

Argues that while universities may lose their traditional walls by the year 2000, they will survive. Due to economic and social pressures, however, they may become increasingly stratified with sharp differentiations in status among schools and students. (PGD)

The open university is taken to task for promulgating a passive curriculum and for obscuring the dynamic structuring of knowledge by teachers and learners that ought to be at the heart of university scholarship. The "package tour" approach to knowledge that characterizes introductory courses is blamed, in part. (MSE)

Current practice of telephone instruction across Britain's Open University undergraduate program is reviewed, based on regional data collected. Factors affecting the development of telephone tutoring and issues in its appropriateness are reviewed. (MSE)

Describes different styles and approaches toward broadcasting which could be used within the Open University Continuing Education Division. Three types of courses using television are discussed: advice courses, how to courses, and why (basis of knowledge) courses. Three references are included. (Author/BK)

Describes the establishment of the Bangladesh Open University (BOU), a university offering tertiary level qualifications and non-formal and secondary-school equivalency programs. Examines academic programs, program development, target population, delivery media (print, radio, audio, human contact), credibility, and sustainability. Argues that BOU…

The relationships between the components of self-regulated learning are investigated, as well as relationships between those components and variables such as educational experience and students' learning styles. A Study Advisory Packet was evaluated. (Author/MLW)

A shift from second-generation open and distance-education technology to third-generation computer-mediated education is often presented unquestioningly as a progression, a move to interactive and student-centered learning, which "must" be an improvement. The reality of the change presents the teacher with new challenges and makes…

Examined the effectiveness of transition-stage interventions (information, reminders, encouragement, a brochure about independent learning strategies, and a list of peer names and addresses) at the Indonesian Open Learning University (Universitas Terbuka) and found no increase in student persistence. Concludes that this might stem from a systemic…

Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course…

This article considers the various uses of e-portfolios in an educational context and looks at the particular characteristics of the electronic version of portfolios. It then focuses on the application of the e-portfolio as an assessment method. A case is made for the use of the e-portfolio as an appropriate end of course assessment process where…

This research is part of a larger study of the factors affecting part-time adult learners. It covers a literature review dealing with three areas of factors that might affect adult learners: (i) social and environmental, (ii) traumatic and (iii) intrinsic factors. This produced 36 factors and was followed by a qualitative study to validate and…