Developing Theoretical Relativistic Framework for Research in Open and Flexible Learning： A New Trend in Educational Research

The purpose of research study was to develop a theoretical relativistic framework for research in open and flexible learning environment because it is a new dimension in the field of education. Developing a theoretical relativistic framework for any research study is first and prime step in walking on the track to reach the distinction set by the researcher. Open and flexible learning is a new trend in education, enriched with ICT-use as a basic demand of the 21st century generation in all parts of the globe. So, it requires a theoretical framework for its initiation, implementation, development and evaluation which is relatively developed and advanced from the existing framework. In any research study the literature review is carried out in order to develop, build or construct a theoretical framework. The researcher of the study has observed while attending the international conference on ODL （AAOU, 2013） that most of the studies require theoretical underpinning for ICT-use in education. The researcher assume that being a new trend in education to use ICT for teaching learning purpose; it requires conceptual clarity and theoretical background of the user and researcher, because, without theory the practice is wastage of money, time and energy and it becomes ineffective and requires relatively new conceptual development. So, the problem stated by the researcher for the study was： Developing theoretical relativistic framework for research in open and flexible learning： A new trend in educational research. The objective of the study was integrating the interrelated concepts to build a pnemonological network for identifying the constructs in ICT-rich open and flexible learning environment. The study was significant because it provided theoretical background for conducting research in ICT-use for teaching and learning through open and flexible systems; whether blended or online learning and training. The methodology used by the researcher was qualitative and interpretive because there were reviewing of literature and meta-analysis for building the framework. The data were analyzed and interpreted by the researcher for the findings and drawing conclusions. On the basis of conclusions the researcher has made suggestions and recommendations for conducting research in open and flexible learning environment by using this theoretical relativistic framework. The framework was named as Virtual Learning Environment Framework （VLEF）.

Quality Models for Open, Flexible, and Online Learning

This article is based on research conducted for the European CommissionEducation & Training 2020 working group on digital and online learning(ET2020 WG-DOL) specifically regarding policy challenges, such as thefollowing: 1) Targeted policy guidance on innovative and open learningenvironments under outcome;2) Proposal for a quality assurance modelfor open and innovative learning environments, its impact on specificassessment frameworks and its implication for EU recognition and transparencyinstruments. The article aims to define quality in open, flexible,and online learning, particularly in open education, open educationalresources (OER), and massive open online courses (MOOC). Hence,quality domains, characteristics, and criteria are outlined and discussed,as well as how they contribute to quality and personal learning so thatlearners can orchestrate and take responsibility for their own learningpathways. An additional goal is to identify the major stakeholders directlyinvolved in open online education and to describe their visions, communalities,and conflicts regarding quality in open, flexible, and online learning.The article also focuses on quality in periods of crisis, such as duringthe pandemic in 2020. Finally, the article discusses the rationale and needfor a model of quality in open, flexible, and online learning based on threemajor criteria for quality: excellence, impact, and implementation fromthe learner’s perspective.

Conceptual framework for knowledge-based learning environments

The traditional concept of ”one-size-fits-all” educational and training programmes is no more fully adequate to meet the increasing demand worldwide. E-learning, as an alternative approach to traditional face-to-face education, is creating immense challenges for educational institutions to develop new approaches for the production and delivery of cost effective and efficient e-contents. Although, there have been many developments in web-based programmes, they have not fully attained their potential due to a variety of factors. These include: 1) lack of exchangeability between learning materials, 2) delivery mechanisms incompatible with the pedagogical design, 3) low student interaction and insensitive learning processes, 4) absence of intelligent online programme advice and guidance, 5) inflexibility in meeting diverse needs, and 6) institutionally centred ineffective implementation strategies. This paper addresses the critical elements for successful delivery of e-learning environments and then focuses on proposing a framework for the development of an integrated knowledge-based learning environment which has the potential to producer cost effective and personalised training programmes.