Open Learning – A flexible way of studying part-time at UCD.

Main idea

Open Learning is a part time flexible study option. It is one of UCD’s many pathway options to help prospective students transition into tertiary education, widen participation and promote access to higher education for under-represented groups by building a clearer picture of possibilities and pathways.

Outline

Open Learning is a part time flexible study option. It is one of UCD’s many pathway options to help prospective students transition into tertiary education and helps to widen participation. 

The overall mission of the Open Learning programme is to promote access to higher education for under-represented groups by building a clearer picture of possibilities and pathways. More specifically, the programme is committed to creating flexible opportunities to access higher education and expand Open Learning by leveraging existing structures to deliver part-time provision in the sector. 

There are no formal entry requirements and the programme is open to everyone. Students can take as few or as many modules as they want, with most modules available for either audit or credit. Audited modules are purely for interest or to get a taste of university classes and do not involve any form of assessment. Credited modules involve completing any of the assessments required for those modules, such as essays, presentations or end of semester exams. There are over 350 modules/courses to choose from. All modules are at undergraduate level, this means students join classes with full-time degree students while learning at their own pace. While there are no formal entry criteria, students are expected to meaningfully engage during their studies, attend lectures, manage their own learning, interact with the academic resources, present their ideas in class alongside peers, and take part in other teaching and learning activities, required by each programme.

The flexible approach of Open Learning suits a diverse range of learners from anyone who has some free time and is interested in learning about a particular subject to those who want to taste various subjects before committing to full-time study. 

It also suits people who 

• have previously withdrawn/deferred, but want to stay in a learning environment
• want an intergenerational university experience
• want to study at their own pace – due to life commitments 
• want to explore what higher education is like before pursuing a full degree 
• want to experience third level learning and life 
• want to taste various subjects before committing to full-time study Are looking for Continuing Professional Development (CPD) opportunities 
• want to develop existing knowledge 
• want to be part of a third level student community

Open Learner’s are fully registered students and have access to all of the facilities and supports available to all students. 

As well as being a way to sample university life on a part-time basis, Open Learning can also be used to earn an award (Certificate or Diploma). 30 credits (6 modules) – NFQ Level 7 Certificate in Open Learning. 60 credits (12 modules) – NFQ Level 7 Diploma in Open Learning. Students can accumulate these credits at their own pace and a Certificate in Open Learning may be used to apply to 15 specific degree Progression Pathways in UCD. The Open Learning pathways require a significant commitment to gain credits in 6 modules (which is the equivalent of half a year of full-time study). If students complete 30 credits (Certificate in Open Learning) and reach the necessary grades, they demonstrate to the university that they have reached the standard required for a particular degree.

Inspiration – there was a lack of provision for part time learners. The Open Learning Programme was proposed as a circular initiative that could leverage current teaching and learning where there were classes already in operation with spare capacity. So it was not a strain on resources. It was first piloted in 2012 with the school of Archeology. It has just grown from there and there are now more than 300 modules available through Open Learning and there are 13 progression pathways. It originally started with lots of mature students applying and now there are lots of under 23 year olds enrolled in Open Learning. Majority of students in the Open Learning Programme are taking credit modules with progression pathway options. 

Type of supports offered: 

There is a designated Programme Manager who oversees recruitment, admissions/registration, manages the relationships across the various schools and consults with the relevant schools to develop/plan progression pathways into particular degrees.

Goals

• To provide provision for part time learners 
• To give students an opportunity to try out university without making a huge academic or financial commitment so they can test the waters and see if it is for them. 
• To provide another entry route for students from under-represented groups. 
• To offer flexible options for learners who have time and who are curious or motivated to immerse themselves in specific modules or subjects

Target group

• Students experiencing obstacles based on ethnic-cultural differences
• Students experiencing socioeconomic obstacles
• Students with (mental) health problems
• Students experiencing educational difficulties
• Students experiencing geographical obstacles
• Students from other communities
• Students with caring responsibilities
• Students from non-academic backgrounds

Obstacles targetted:

• Disability
• Economic obstacles
• Educational difficulties
• Migrant background obstacle
• Social obstacles

Students involvement

The initiative was prompted by learners’ requests for part-time learning opportunities.  Current Open Learners are used in video testimonials to promote the programme

Inspiration and evidence

During the last recession, the part time programme was no longer viable. In the absence of an ‘other’ option we explored leveraging what we had already – spare seats in existing classrooms. 

The  impetus was informed by our commitment to foster an inclusive lifelong learning environment, offering part-time options to those learners who are not available or interested in studying full-time.  Policy literature on lifelong learning and part-time models were reviewed.  Part-time options in other Irish universities were interrogated.  We established that there is no precedent for our model, but no impediment either.

Success criteria

1. The flexibility it offers to learners in terms of subject variety and the number you can take. 
2. It is low stakes which means that it is a really low risk way for someone to find out if studying at university is the best option for them – reduces the stigma associated with dropping out. 
3. Revenue generator as some students who are not eligible for a fee waiver pay a fee per module, delivering it is not resource heavy. 
4. It adds value – Open Learning can be attractive to mature students and has attracted students from low socio economic backgrounds as they get a fee waiver.
5. It is open to all as there are no formal entry requirements and  it provides a viable and flexible entry pathway regardless of background

Effectiveness

• The effectiveness can be tracked by the number of Open Learning students that have returned and continue to return each year. 
• Another way that we will be able to track effectiveness is to look at the number of students that progressed into a specific progression pathway (like psychology)

Do you feel you can effectively provide the support that students require?

We strongly agree.

Would you recommend this to other institutions?

strongly agree

Evaluation

Y/N

• Every module has a feedback form that students complete. 
• Those who availed of the PATH 3 support and received a fee waiver were also sent a feedback form.

Communication

• There was a radio ad campaign, 
• Brochures were produced. 
• Communication went through the UCD social media platforms and there was a paid social media campaign. 
• Communication also sent out and disseminated through cultural partners as well as a guidance counsellor network and the UCD student advisor network.

Timing

Students can take modules each term indefinitely or they can take  modules to gain particular qualifications: 

• 5 credits can be used by mature students (23 years and older) to support their application via the Mature Years Entry Pathway’. They should contact the programme they are applying to for guidance on which module they should take.
• 30 credits (6 modules) can be used to obtain an NFQ Level 7 Certificate in Open Learning, which can then be used for entry to selected UCD undergraduate degree programmes.
• 60 credits (12 modules) can be used to obtain a Diploma in Open Learning.

It is a part-time flexible programme so it can run for a semester, or over an academic year on a part time basis. Students can take modules each semester ongoing if they are not on a particular progression pathway.

Day information

During regular ‘school’ hours.

Resources

• Designated Programme Manager and team to drive and manage the Open Learning Programme
• Modularisation system within the university makes it easier.
• The current Open Learning Programme works with over 30 schools, 13 progression routes have been mapped out with schools and programme offices. 
• The team has to manage admissions, fees, administration of assessments. 
• There are currently 180 students in Open Learning and 40 on a progression pathway. 
• So there is a need to have a specific coordinator along with specific support to drive this.

Extra information

During the last recession, the part time programme was no longer viable.  The university had to withdraw its part-time evening and weekend provision.  In its absence we proposed an alternative model where we would offer seats in modules where there was spare capacity and no modular pre-requisites.

Lifelong learning participation rates in Ireland are relatively low, while participation in full-time higher education is high.  This model leverages the resources offered in the full-time programme and uses them to generate part-time provision.

The initial scheme was piloted in one school, across two modules.  The process was evaluated and was favourable received.  The university established a senior committee of key stakeholders and advocates to progress the initiatives and the progress has been incremental and positive.

FLEMING, B. 2010. Mature student access to higher education in Ireland. 10707. PhD, University College Dublin.

FLEMING, B., PADDEN, L. & KELLY, A. M. 2022. Who Counts? University for All Data, Metrics, and Evidence 2020-2021. Dublin: UCD Access and Lifelong Learning.

FLEMING, B. 2010. Mature student access to higher education in Ireland. 10707. PhD, University College Dublin.

Transferability

We think it is easily transferable to other contexts or groups.

Yes it is easily transferable, UCD has a modularisation system which makes running an Open Learning Programme possible and students can enrol in modules in Autumn or in Spring or both. 

In terms of transferability it does depend on capacity – can an additional student cohort be included in existing programmes? This can work for large lectures but more planning may be needed for things like labs/workshops etc where there may be a cap on the numbers that can participate. 

Work also needs to be done with individual schools/programmes to map modules (credits) to pathway progression routes. 

Essentially you are plugging into existing systems so it could be something that is easily set up in another institution. 

Once it is integrated into the existing systems it should be very easy to run. 

Challenges to setting it up: 

There can be a challenge for colleagues, as they will have to think differently about their student cohort, there are no formal entry requirements when someone is applying to undertake modules in Open Learning. 

Operationally there have been some challenges in getting Open Learning integrated into the existing university systems  – this is why a designated staff member is needed to coordinate this. 

Making sure that there is a designated contact person for students in Open Learning is important to ensure that their progression and engagement is tracked to ensure student retention and success. 

Support is offered through a welcome and introduction, one to one consultation meetings, one to one appointments to discuss progression, through email communication and by offering drop in.