Tetiana Pylaieva, Viktoriia Yatsenko. Phenomenon of Open University in the Modern World.

(2016) Science and education, 12, 42-48. Odessa.

Tetiana Pylaieva,
PhD (Candidate of Pedagogical Sciences), assistant professor,
Department of Pedagogy and Foreign Philology of Simon Kuznets,
Kharkiv National University of Economics,
Nauki Av., 9-A, Kharkiv, Ukraine
Viktoriia Yatsenko,
PhD (Candidate of Pedagogical Sciences), seniour lecturer,
Department of Theory and Methodology of Preschool Education,
municipal institution «Kharkiv Humanitarian Pedagogical Academy» of Kharkiv Regional Council,
7, Rustaveli lane, Kharkiv, Ukraine



The article is aimed at reviewing open universities formation history and describing the contents and organizational framework of open universities’ activities. The article presents the evolution of distance learning universities from correspondent schools to modern distance universities. It has been revealed that the Open University of Great Britain has become a model for other open universities in the world. The article underlines the dominant role of governments in the process of open universities formation. Open universities have an astonishing experience of using innovative technologies to make higher education available to all people around the world. Students enter open universities with a wide range of study goals and previous educational and general experience. The means of distance education and the ways of the learning materials delivery to students are considered. Study materials may include a series of specially written module texts; study guides; DVDs, CDs; textbooks and special collections of articles; resource files; online learning materials and services including Virtual Learning Environment, and online computer forums and library facilities. Students’ support system consists of tutoring, educational centres and summer schools. The article also deals with the specificity of the tutor system and the main functions of the tutor’s professional activity. Tutors mark assignments, provide detailed written feedback, and offer support to students by telephone, email, or computer conferencing. The previously developed methods and approaches to students teaching at the distance were systematically transformed into an integral technology of the education system of world open universities. The Open Universities are characterized by high quality standards of education, namely the coordination of employees’ (teachers, tutors, administration) activities with the aim of helping students; possibilities of individual learning route choosing; actualization of students’ own resources in overcoming the difficulties in the educational process.


open university, means of distance education, learning materials, students’ support, tutoring.




1. Andreev, A. (1997). Vvedenie v distantsionnoe obuchenie [Introduction into distance learning]. Moscow: MESI [in Russian].
2. Belitskaya, E. V. Tyutorskaya sistema obucheniya v sovremennom obrazovanii Anglii (Tutor system in modern education in England). Extended abstract of candidate‟s thesis. Volgograd. [in Russian].
3. Ovsyannikov, V. & Gustyir, A. V. (2000). Vvedenie v distantsionnoe obrazovanie [Introduction into distance learning]. Moscow: Alfa [in Russian].
4. Pylayeva, T. V. Tendentsіi rozvitku vischoi distantsіinoi osvіty u Velikyi Britanіi (seredina XX – pochatok XXІ stolіttya) [Trends in higher distance education in Great Britain (middle of 20th – beginning of 21st century)]. Candidate‟s thesis. Yalta [in Ukrainian].
5. Pokholkov, Yu., Chuchalyn, A., Mohylnytskyy, S., Boev, B. (2004). Obespechenie i otsenka kachestva vysshego obrazovaniya [Ensuring and quality evaluation of higher education]. Vysshee obrazovanie v Rossii – Higher education in Russia, 2. Retrieved from: http://cyberleninka.ru/article/n/obespechenie-i-otsenkakachestva-vysshego-obrazovaniya [in Russian].
6. Ratner, F. L. (2008). Razrabotka elektronnykh obrazovatelnykh resursov: zarubezhnyi opyt [Development of electronic educational resources: the international experience]. Kazan: KGU [in Russian].
7. Shunevych, B. I. Rozvytok dystantsiinoho navchannia u vyshchii shkoli krain Yevropy ta Pivnichnoi Ameryky [Development of Distance Education at Higher Schools in European and Northern American Countries]. Doctor‟s thesis. Kyiv [in Ukranian].
8. Bissell, C. C. (2011). The Open University of the United Kingdom. Leadership in Science and Technology: A Reference Handbook, 2, 24-32 [in English].
9. Smith, K. Small, I. (1982). Student support: How much is enough? Learning at a Distance: A World Perspective, 189-195. Edmonton [in English].
10. Kaye Tony, Rumble Greville. (1991). Open Universities: A Comparative Approach. The planner‟s perspective. Prospects, 214-226 [in English].
11. Perry, W., Mugridge, I. (1997). The Open University Founding the Open universities. (pp. 121–126). New Delhi, Sterling Publishers [in English].
12. Daniel, J. S. (1996). The mega-universities and the knowledge media technology strategies for higher education. London: Kogan page [in English]. 




©2020 Університет Ушинського. Всі права захищені, мабуть.