Open Learning (journal)

Open Learning (journal)
Title	Open Learning
Discipline	Distance education, Lifelong learning, Adult education
Publisher	Taylor & Francis
Country	United Kingdom
Frequency	Quarterly
History	1986–present

Open Learning (journal) is a peer‑reviewed academic journal covering research and practice in Distance education, Lifelong learning, Adult education, and related fields. The journal publishes empirical studies, theoretical articles, and critical reviews that address policy, practice, and innovation in open and flexible learning contexts. It serves researchers, practitioners, and policymakers affiliated with institutions such as Open University, University of London, University of Cambridge, University of Oxford, and international organizations including United Nations Educational, Scientific and Cultural Organization and Organisation for Economic Co-operation and Development.

History

Open Learning was established in the mid‑1980s amid debates involving Open University, British Open University, University of Edinburgh, University of Manchester, and transnational initiatives such as those led by UNESCO and Commonwealth of Nations. Early editorial leadership included scholars associated with University of Nottingham, University of Leicester, University of Glasgow, and practitioners from BBC education units and the National Extension College. The journal tracked developments from televised and print correspondence courses to later shifts driven by Internet, World Wide Web, Massive Open Online Course, and digital platforms championed by institutions like Massachusetts Institute of Technology and Stanford University. Over time it documented policy shifts influenced by reports from European Commission, Organisation for Economic Co-operation and Development, and national agencies such as Higher Education Funding Council for England.

Scope and Focus

Open Learning focuses on empirical and conceptual work on Distance education, Blended learning, e‑learning, Flexible learning, Open educational resources, and Continuing education. The journal publishes research involving institutions including Open University, University of Melbourne, University of British Columbia, University of Toronto, University of Cape Town, and collaborations with bodies such as World Bank, UNICEF, and Commonwealth of Learning. It welcomes contributions addressing learners in contexts from primary education systems in India and Kenya to workplace learning in corporations like IBM and Microsoft, and policy analyses referencing reports by European Commission and UNESCO.

Editorial Board and Peer Review

The editorial board historically comprises academics and practitioners from universities such as University of Glasgow, University of Leeds, University of Sydney, University of Hong Kong, University of São Paulo, and research centers like JISC and British Educational Research Association. Peer review follows double‑blind procedures common in outlets like British Journal of Educational Technology, Educational Researcher, and Studies in Higher Education, with reviewers drawn from networks associated with Association for Learning Technology, European Distance and E‑Learning Network, and national academies including Royal Society affiliates. Guest editors for themed issues have included scholars affiliated with Open University, University of California, Berkeley, Columbia University, and policy interlocutors from OECD.

Abstracting and Indexing

Open Learning is abstracted and indexed alongside titles such as British Journal of Educational Technology, Distance Education, and Educational Technology Research and Development in databases managed by vendors like Clarivate (Web of Science), Scopus, and services affiliated with ProQuest, EBSCO, and ERIC. Library catalogs at institutions including British Library, Library of Congress, National Library of Australia, Bibliothèque nationale de France, and university libraries at Open University and University of Oxford list the journal among serials for higher education and professional development collections.

Impact and Reception

The journal has been cited in policy documents from UNESCO, OECD, and national ministries of education in countries such as United Kingdom, Australia, Canada, and South Africa. Its articles have influenced practice at institutions like Open University, University of Pretoria, University of Cape Town, and corporate training programs at Siemens and Accenture. Open Learning is often compared with journals such as Distance Education, Journal of Computer Assisted Learning, and Learning, Media and Technology in bibliometric assessments conducted by research councils including Research Councils UK and ranking services from Scimago.

Publication and Access Model

Published by Taylor & Francis, Open Learning issues appear quarterly and follow standard publishing workflows used by comparable titles such as Studies in Continuing Education and Higher Education Quarterly. Access models have included subscription and individual purchase alongside hybrid open access options consistent with mandates from funders like Wellcome Trust, UK Research and Innovation, and the European Commission Horizon 2020 program. The journal participates in archiving arrangements with repositories such as Portico and institutional repositories at Open University and University of Oxford.

Notable Articles and Special Issues

Notable contributions have addressed topics including the rise of Massive Open Online Courses, equity and inclusion in open educational resources initiatives, and pedagogical design in blended learning. Special issues have been guest‑edited in collaboration with organizations like Commonwealth of Learning, Association for Learning Technology, European Distance and E‑Learning Network, and research centers at University of Leeds, University of Sydney, and University of Cape Town, featuring authors from Harvard University, Stanford University, University of California, Berkeley, University of Toronto, and University of Melbourne. Articles from the journal have been cited in landmark reports by UNESCO and policy briefs from OECD.

Category:Academic journals Category:Distance education