ABSTRACT
The Open University Business School (OUBS) has continually sought to integrate emergent online technologies within its curriculum as part of the Open University’s core mission to be open to people, places, methods and ideas. Over the past 20 years, this has evolved from an emergent strategy stemming from individual academic interest in incorporating such technologies as a ‘bolt on’ to a traditional blended classroom and distance learning environment (Salmon, 2005) to a more deliberate learning design (OULDI, 2012), where the pedagogical approach embraces the digital environment and uses it to best fit student learning needs (particularly younger students) and to aid student retention.
