Open Universiteit

Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/8466
Title: Kansen en uitdagingen voor open online onderwijs en implicaties voor de organisatorische inrichting van Nederlandse hoger onderwijs instellingen
Other Titles: Presentatie op het symposium: De uitdagingen van open online onderwijs op ORD 2017
Authors: Schophuizen, Martine
Kreijns, Karel
Stoyanov, Slavi
Kalz, Marco
Keywords: SOONER
Group concept mapping
Higher education
Organizational research
Educational innovation
MOOCs
Open online education
Issue Date: Jun-2017
Publisher: ORD 2017
Citation: Schophuizen, M., Kreijns, K., Stoyanov, S., & Kalz, M. (2017, 28-30 June). Kansen en uitdagingen voor open online onderwijs en implicaties voor de organisatorische inrichting van Nederlandse hoger onderwijs instellingen. In M. Schophuizen (Chair), De uitdagingen van open online onderwijs/MOOCs. Symposium conducted at the Onderwijsresearchdagen (ORD2017), Antwerpen, Belgium.
Abstract: The global attention for open online education (OOE) caused a situation in which higher education institutions (HEIs) reconsider the way they deliver education to the population. With a funding policy, the Dutch Government aims to stimulate OOE in HEIs. The goal is to create more expedient, accessible and personalized learning experiences, that contribute to an improvement of quality of education and study success. However, many projects are failing to embed OOE within the institution. In this study, we elicited the challenges and opportunities of OOE projects within an organizational context of Dutch HEIs by using group concept mapping. Multidimensional scaling and hierarchical clustering resulted in a cluster map and a pattern match graph for interpreting the experts' ideas and opinions, clarifying and structuring the collective understanding. Core themes that represent the challenges and opportunities with regard to OOE identified in this study were: 1. Online teaching, 2. Supporting mechanisms, 3. Assessment, 4. External target groups, 5. Educational flexibility, 6. Quality of education, 7. Institutional reputation, and 8. Educational efficiency. The results indicated a skills gap among edu- cators and a lack of central support for the development of OOE. Organizational efforts to implement OOE should take educational flexibility and online teaching into account and support mechanisms for OOE should be provided.
URI: http://hdl.handle.net/1820/8466
Appears in Collections:2. TELI Presentations at conferences and events

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