Abstract
The purpose of this paper is to present an example of good practice in comprehensive and theoretically and professionally grounded planning and implementation of further development of online learning at DOBA Business School. We decided for the OOFAT model as the starting point. Based on the gap between the achieved and target (desired) levels of subcategories of flexibility and openness of the OOFAT model and taking into account the trends in e-learning and institutional and legal formal constraints, we have prepared five sets of concrete activities to advance the online learning model by 2025. These are: mobile learning, learning analytics, multimedia and interactive learning materials, open education, including open educational resources, and recognition (accreditation). The revised model of online learning will represent a shift towards the third (semantic) generation of e-learning, which will place DOBA Business School close to the leading educational institutions in the field of technology-enhanced education at the global level.
Keywords
- Online learning
- OOFAT model
- Openness
- Flexibility
- Higher education
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Source: Adapted from Geder (2021).
Source: Orr et al. 2018, p. 9
Source: Amič Ravnik et al. 2019, p. 78.
Source: Amič Ravnik et al. 2019, p. 110; OOFAT Case Collection – Canada, Athabasca University (https://oofat.oerhub.net/OOFAT/collection-of-cases).
Notes
- 1.
- 2.
The UNIQUe (European Universities Quality in e-Learning) international quality certification for outstanding use of ICT in learning and teaching is awarded by the European Foundation for Quality in e-Learning (EFQUEL). The EOCCS (Online Course Certification System) certification for the quality of online business courses is awarded by the EFMD (European Foundation for Management Development). DOBA Business School received the UNIQUe certification in 2013 and the EOCCS certification twice, i.e. in 2018 and 2021.
- 3.
More on this in Bregar et al. 2020, 111–197.
- 4.
- 5.
In the first half of 2019, i.e. at the time that we studied the applicability of online learning models for the advancement of online learning at DBS (including the recently published OOFAT model), papers on these surveys had not yet been published.
- 6.
Information from the following evaluation reports was used:
DOBA Business School. (2019). Self-Evaluation Report on Educational and Research Activities for the 2018/2019 Academic Year and for 2018.
DOBA Business School. (2018). Self-Evaluation Report on Educational and Research Activities for the 2016/2017 Academic Year.
EFMD Global Network. (2018). EOCCS Certified, Online Course Certification System. Review Panel Report.
- 7.
The list of educational institutions that are classified in organizational flexibility models is available in the ICDE survey (Orr et al., pp. 50–52), and a full description of each of them can be found at https://oofat.oerhub.net/OOFAT/collection-of-cases/.
- 8.
- 9.
The ‘openness of assessment’ component was not included in the ICDE survey. For reasons of comparability, it has also been excluded from Fig. 4.
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Bregar, L., Dominko Baloh, J., Divjak, M. (2022). Advancement of Online Learning at DOBA Business School on the Basis of the OOFAT Model. In: Väljataga, T., Laanpere, M. (eds) Shaping the Digital Transformation of the Education Ecosystem in Europe. EDEN 2022. Communications in Computer and Information Science, vol 1639. Springer, Cham. https://doi.org/10.1007/978-3-031-20518-7_3
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