The design of an empirical cross-boundary collaborative open learning framework

Chrissi Nerantzi


This paper reports on the design and development of an empirical cross-boundary, collaborative open learning framework for cross-institutional academic development. The framework is one of the key outputs of a phenomenographic study into the lived experience of open learners in two open cross-institutional courses. Data was collected through individual interviews from 22 study participants from two courses that made up a collective case study. These courses were offered by UK higher education institutions in collaboration with informal partners nationally and internationally and were selected as these had different collaborative learning features built-in that could be explored. Course participants in these two courses include academic staff who teach or support learning and further open learners. The empirical design framework is proposed to support the development and implementation of cross-boundary collaborative open learning approaches within cross-institutional academic development and may also be useful in further learning and teaching settings in higher education.


Open education, academic development, collaborative open learning, boundary crossing, design framework, phenomenography

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