The Open University in the Netherlands introduced a new educational model in 2014-2016 to address issues with their original model that provided too much flexibility. Under the original model, 70% of bachelor students dropped out in their first course, students averaged only 7 credits per year, and the university had little contact with or monitoring of students. The new model introduced intake counseling, fixed course schedules, active monitoring of student progress, more assignments and feedback, and more social/academic integration through virtual classrooms and discussions. Research found the new model increased the percentage of course certificates earned and credits completed per year. While student satisfaction remained high, some students disliked the reduced flexibility.

1. The transformation of the educational model
of the Open Universiteit
There is such a thing as too much flexibility

2. Start of the Open Universiteit
• Started in 1984
• Democratization
• Adult education
• Second chance
• Second way

3. The Open Universiteit 1984-2014
• Open to all students over
18 and older
• Freedom of pace
• Freedom of time
• Freedom of place
• Modular course system

4. Our initial philosophy
• Students are independent
learners.
• Course materials have to be
self contained.
• We provide courses and
support but it is not our
responsibility to get the
students to study .
• If the students need us, they
have to take the initiative.

6. Performance counts
• 70% of the bachelor students drop out in the first course
• More than 50% drop out in the rest of the courses
• Students study on average 7 EC a year
• In 2016 14.000 students, 4000 new students, 300 bachelor
degrees and 350 master degrees

7. Towards a new educational model
• 2010-2013: Several experiments to increase study success and
student retention
• 2013: Taskforce developed a new educational model
• 2014: Introduction of the model in the master programs
• 2016: Introduction of the model in the bachelor programs

8. Analysis of the old model
• Too much freedom can lead to drop out
• The Open Universiteit does not know its students:
– No registration of study intention
– No monitoring of students progress
• The teachers and tutors are out of the picture
• Study is a lonely affair
• Students just get lost in the system

9. Theoretical Background of the new model

10. New model: Active online education
Intake Counseling
Study plan
Information
Organization Academic year
Fixed course schedule
Active monitoring
Didactic approach Online learning
Active learning
More assignments and feedback
Social and Academic
Integration
More contact with lecturers and other students
Virtual classrooms
Blogs, discussions

11. Research 2014-2017
• Student Administration
• Questionnaires
– After each course
– Every six months
• Focus groups with tutors and staff
• Interviews with students

12. % of course certificates
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2015
2013

13. Credits per year cohort September 2016
0
5
10
15
20
25
30
sep-16
Reference group

14. Student satisfaction
3.6 3.7 3.8 3.9 4 4.1 4.2 4.3 4.4 4.5
Management and IT
Culture
Management
Education
Pyshology
Law
Total
2017 2014

15. Combining study with other activities
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Old model New model
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very dissatisfied

16. Satisfaction with tutors and teachers
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Old model New model
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very dissatisfied

17. What do students think about the new model?
• Students are still very satisfied
• 60% of the students like the new structure
• 15-20% hate the new structure and complain about loss of
flexibility
• Students like the increased interaction with teachers and tutors
• Students are more critical about the added value of tutoring and
support meetings
• Students who want to accelerate feel hindered by the system

18. What does the staff think about the new model?
• Initial resistance
• After three years
– They like it that they have more contact with the students
– They like the fact that the drop out in the courses is reduced
– The work load has increased
– They need more good practices of active online teaching

19. Conclusions and recommendations
• Higher percentage of certificates in most courses
• More credits per year in most programs
• Student satisfaction is still high
• Scope for improvement
– Quality of guidance and support meetings
– Parallel courses
– Provisions for students who want to accelerate and those that
do not thrive in the new system.
– We have to develop best practices for active online learning
.

20. Flexibility sounds like an entirely desirable attribute but it
has limits. Buildings and earthquakes are a useful analogy.
A building constructed too flexibly and one built too rigidly
can both collapse in a major earthquake. Engineers aim for
structures that have the toughness and resilience to cope
with the range of stresses they are likely to encounter. (Sir
John Daniel, 2016)