[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595353-105":59,"doc-detail-595353-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","australian-universities-review-why-open-learning-sharon-fraser-and-elizabeth-deane","Australian Universities' Review - Why Open Learning? - Sharon Fraser and Elizabeth Deane","","The paper examines open learning as universities respond to social and political accountability, rising demand for value for money, and the need to deliver education that is both accessible and flexible. It addresses employer expectations for graduates with generic, transferable skills and the growing diversity of tertiary learners, including mature-age students. It explains open learning as an access-focused process and student-centred philosophy, while evaluating benefits, risks, and possible institutional abuses.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-universities-review-why-open-learning-sharon-fraser-and-elizabeth-deane/595353/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-universities-review-why-open-learning-sharon-fraser-and-elizabeth-deane/595353.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define open learning?","Question",{"text":112,"@type":113},"Open learning is defined as both a process focusing on access to educational opportunities and a philosophy that makes learning more client and student centred.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What flexible elements does open learning support?",{"text":117,"@type":113},"Open learning can provide flexibility in entry and exit times, mode of learning and attendance, available resources, learning pace, learner interaction, learner support, and methods of assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges and risks does the paper associate with open learning adoption?",{"text":121,"@type":113},"Universities adopting more open and flexible practices must be prepared for hazards and potential abuses, especially in an accountability-driven environment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595353,1792231887,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nWhy Open Learning?  \nSHARON FRASER AND ELIZABETH DEANE  \nUniversity of Western Sydney  \nAbstract  \nIn the present climate of social and political accountability, education is facing an ever increasing demand for value for money. Value, in the quality of the education being offered and in the ease of access to this education. Employers are demanding graduates with generic and transferable skills, who have the ability togo on learning after graduation. New types of learners, with wide differences in background, learning styles, fields of interest and study habits, are enrolling in tertiary institutions. These modern students, a large proportion of whom are mature age, have a greater need for flexibility in the provision of their education. Academics, and the institutions that employ them, have to be prepared to meet these challenges. Open learning could provide the answer, it is both a process focusing on access to educational opportunities, and a philosophy of education which makes learning more student centred. However, adopting such a philosophy, requires commitment, motivation and flexibility at all levels of the university. This paper discusses the characteristics and benefits of open learning, the hazards and potential abuses that will be faced when institutions adopt its more open and flexible practices.  \nIntroduction  \nUniversities are facing increasing pressures to become self sufficient and cost effective. Students are being expected to pay for their tertiary education, and hence they demand more from their learning experience. Increasingly, accountability is the catch cry. Such demands may well see not only the adoption, but also the abuse of open learning by institutes of higher education. This paper is a discussion of open learning, its characteristics, the advantages it offers and the potential for its abuse.  \nOpen Learning-a philosophy of education The term ‘open learning’ means all things to all men, so any preface to a discussion of the potential value of open learning in a tertiary institution must start with a clarification of what is meant by the term. In Australia, and overseas, the term open learning is often confused, and used synonymously, with the term ‘distance education’. This may, in part, be due to the fact that in Australia, thereis a long and established tradition of distance learning (also known as correspondence education, external  \nstudy or off-campus study), though the philosophy of open learning is a much less familiar concept. It may also be due to the high profile of the British Open University and other distance teaching institutions that have adopted some open practices and/or use names containing the adjective ‘open’ (Holmberg, 1989) . In this article we prefer to use the definition used by Paine (1989, xi), which is to look at:  \n. . .open learning as both a process which focuses on access to educational opportunities and a philosophy which makes learning more client and student centred. It is learning which allows the learner to choose how to learn, when to learn, where to learn and what to learn asfar as possible within the resource constraints of any education and training provision.  \nThis means that not only is access to education made more equitable, allowing anyone the opportunity to start on the path to a qualification via higher education, but also that the learning experience itself is more flexible. Flexibility can be provided in-  \n• the course/subject entry and exit times,  \n• the mode of learning,  \n• the mode of attendance,  \n• the resources made available for learning,  \n• the pace of learning,  \n• the interaction between learners,  \n• the support provided for learners, and  \n• the methods of assessment.  \nConsequently, the term ‘flexible learning’ is often used in place of ‘open learning’(Lewis, 1993) and the educational aim of ‘student-centred’ learning is also included under the umbrella term of ‘open learn","cbCailKbOEWZIHnX","https://ap.wps.com/l/cbCailKbOEWZIHnX","pdf",232454,"English","# Abstract\n# Introduction\n# Open Learning: a philosophy of education\n## Defining open learning\n## Flexibility in learning provision\n# Higher education: pressures for change","[{\"question\":\"How does the paper define open learning?\",\"answer\":\"Open learning is defined as both a process focusing on access to educational opportunities and a philosophy that makes learning more client and student centred.\"},{\"question\":\"What flexible elements does open learning support?\",\"answer\":\"Open learning can provide flexibility in entry and exit times, mode of learning and attendance, available resources, learning pace, learner interaction, learner support, and methods of assessment.\"},{\"question\":\"What challenges and risks does the paper associate with open learning adoption?\",\"answer\":\"Universities adopting more open and flexible practices must be prepared for hazards and potential abuses, especially in an accountability-driven environment.\"}]","Australian Universities' Review - Why Open Learning? - Sharon Fraser and Elizabeth Deane | PDF",1792080972,18]