The expanding and diverse area of open learning is described and difficulties of definition addressed. Rationales for its relationship with guidance based on the learning opportunities structure, the confluence of teaching and guidance, and the concurrence of goals between open learning and guidance, are identified. Models of guidance in relation to open learning are indicated, together with some of the issues these raise. A framework for the analysis of open learning and guidance is suggested, based on the policy objectives of providers (enablement, enfranchisement, cost-effectiveness) and on the components of learning (content, media, styles). The survey indicates a need for better evaluation strategies and a closer scrutiny of what is 'opened' for whom.
Tijdschrift beschrijving