The main aim of this field study is to review, analyse and
interpret the research literature on open education. The study
also attempts to define and illustrate the concept open education.
In addition the study has aimed to produce a set of resource
materials which illustrate open education, namely, what it is
and how it is manifested in schools.
From an initial empirical review and content analysis of
the research literature, it is apparent that certain common themes
emerge when defining the concept of open education. In an attempt
to ascertain, clarify and derive meaningful conclusions, eight
themes have been derived from the scan and content analysis of
the literature. The work of appropriate authors has been discussed
and analysed within this framework. The eight themes identified
from the literature defining the concept of open education are:-
(a) Aspects of implementation of 'openness' and open
schooling;
(b) Open space, open planning, the focus on spatiality
and openness in architecture;
(c) Philosophy of Open Education;
(d) Goals of Open Education;
(e) The Origins of Open Education in Australian Schools;
(f) Assumptions and Beliefs of Open Education;
(g) Characteristics and Criteria of Open Education;
(h) Descriptions, Anecdotal definitions and interviews
concerned with Open Education.
These themes are discussed individually with reference to the relevant
authors.
From the analysis and discussion of the relevant research
literature, it would appear that it is not only plausible but
possible to define the concept of open education. The defining
characteristics of open education are identified through:
- the degree of openness of a school program;
- the focus on spatiality and openness in architecture;
- the philosophical goals, assumptions and beliefs intrinsic
in the concept of open education;
- the observable characteristics and criteria manifested
by open education.
The concept open education cannot adequately be defined in
terms of a statement but in terms of observable sets of criteria
which are present at varying times and in varying degrees ranging
backward and forward along a continuum of degree of openness.
Open education can therefore be defined by assessing the extent to
which a specified set of criteria are present or absent. An aspect
of the curriculum may then be ranked with respect to those defining
characteristics of open education. Even though the content may
vary, the specified set of criteria remain intrinsic and inherent
in the concept.
| Identifer | oai:union.ndltd.org:ADTP/219012 |
| Date | January 1980 |
| Creators | Hine, Alison, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Alison Hine |
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