“Over the past 15 years the ICT revolution has driven global development […] Globally 3.2 billion people are using the Internet of which 2 billion are from developing countries” (ICT Facts and Figures, 2015). Distances are perceived less due to the extensiveness of the Internet. Open Education (OE) takes advantage of the ability of the World Wild Web to connect and involve learners in collaborating and sharing information, experience, knowledge, documents, etc.”. The development of the Internet and digital technologies have impacted on formal, informal and non-formal education (Stracke, 2014) and through the opening-up of education and the Open Educational Resources (OER) movement the amount of available learning opportunities is becoming enormous for learners so that they can get lost in their (formal, non-formal and informal) learning processes. Another current challenge is the uncertainty perceived by the learners that is also a common denominator for other actors involved in Open Education. “Open Education at large and its quality have become an issue of major importance for education and training institutions, policies and professionals [… and] quality evaluation and development models have not yet matured enough in order to provide guidance for open learning models to all stakeholders” (Stracke, 2014, p. 8). In the following we aim at giving an answer to the research problems outlined. Our target audience varies from novices to experts – researchers and other professionals in the field.
