The evolution of open learning: A review of the transition from pre-e-learning to the era of e-learning

Abstract

This paper offers a summary of the developments that open learning has gone through, from the stages before e-learning emerged to when it carved out a niche position. It first analyzes how open learning moved through five stages, and identifies the characteristics and dominant technology at each stage. The five stages cover the period from correspondence learning in the 19th century to the present era of interactive online learning. It then examines how the term “open learning” has been defined in published work and how the definitions have evolved. From these definitions of open learning, seven semantic components were identified. The frequencies with which each of these components were adopted in the definitions in three periods since 1990 were then analyzed, revealing the changes in the meanings of open learning. In an extended discussion, this paper sums up the evolution of open learning and highlights some of the factors that have driven the changes. It also predicts how education will evolve with e-learning.

Was humpty dumpty right?: Towards a functional definition of e-learning

“…The three most common principal subjects in the 39 reviewed papers were: exercises to define and describe e-learning as a concept (Adam et al, 2013;Al Zahrani & Kumar, 2015;Cardona-Román & Sánchez-Torres, 2011;Crescente & Lee, 2011;Denham et al, 2012;Grant, 2019;Hartley & Andújar, 2022;Ismuratova et al, 2017;Kergel & Heidkamp-Kergel, 2021;Khoury et al, 2011;Kumar Basak et al, 2018;Li, 2018;Mirmoghtadaie et al, 2019;Moore et al, 2011;Nagy, 2016;Rodrigues et al, 2019;Vagarinho, 2020;Vagarinho, 2018)); descriptions of the concept or implementation of specific e-learning programmes (Al-rahmi et al, 2015;Arzayeva et al, 2015;Kobewka et al, 2014;Launay-Vacher & Rieutord, 2014;Lewis et al, 2014;Martínez-Gómez et al, 2022); and, the use of artificial intelligence, machine learning, or semantic web technology to suggest and provide learning objects based on a learner's requirements (Ahmed et al, 2018;Kavitha & Lohani, 2019;Moubayed et al, 2018;Sengupta et al, 2021).…”