lifelong learning and distance higher education - Asia Pacific Region

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REFERENCESDivis, J. (in process of publication). International recognition and quality assurance —two priorities of Bologna, paper for the official Bologna-process seminar onrecognition of higher education qualifications in Riga (December, 2004). TheHague: Nuffic.Klarus, R. (1998). Competenties erkennen (Recognising Competencies). ’s-Hertogenbosch: CINOP (PhD thesis).Nuffic. (2001). International Credential Evaluation (ICE) and Prior Learning Assessmentand Recognition (PLAR). Nuffic recommendations to the Kenniscentrum EVC(APL Knowledge Centre). The Hague: Nuffic.Nuffic. (2005). Portfolio for enrolment of refugee doctors in the Dutch medical scienceprogramme. The Hague: Nuffic.Van der Wende, M. (ed.). (1998). Virtual mobility: new technologies and theinternationalization of higher education. Nuffic Papers 10. The Hague: Nuffic.Notes1. The European Commission has established the network of National Academic RecognitionInformation Centres (NARICs) to identify and solve problems regarding mutual recognitionin the EU. The network of European National Information Centres on Recognition andMobility (ENICs) of the Council of Europe and UNESCO has a similar function with awider geographical reach. Nuffic has been designated by the Dutch Ministry to serve as theNetherlands NARIC and ENIC.2. More information about the Lisbon Recognition Convention can be found at:http://conventions.coe.int/Treaty/Commun/QueVoulezVous.asp?NT=165&CL=ENG3. More information about the European Directives can be found at:http://europa.eu.int/comm/internal_market/qualifications/index_en.htmTHE CONTRIBUTORSJindra DivisDirector of the Centre for International Recognition and Certification, the NetherlandsNARIC/ENIC (Nuffic)E-mail: divis@nuffic.nlAstrid ScholtenCo-ordinator Research at the Centre for International Recognition and Certification,the Netherlands NARIC/ENIC (Nuffic)E-mail: scholten@nuffic.nlAnne Marie MakResearcher at the Centre for International Recognition and Certification, the NetherlandsNARIC/ENIC (Nuffic)E-mail: ammak@nuffic.nl132
CHAPTER 11CHARTING THE EVOLUTIONOF LIFELONG LEARNING ANDDISTANCE HIGHER EDUCATION:THE ROLE OF RESEARCHTony BatesCHAPTER SUMMARYThis personal review of research into distance higher education indicates the largequantity and variable quality of research in this field. The article focuses on research thatidentifies indicators of success in distance higher education. In particular, the chapterexamines research on or developments in: the demographics and characteristics ofdistance learners; attrition/completion; market needs and the link between online learningand knowledge-based economies; different generations of distance higher education;different forms of learning through online instruction; distance learning technologies;and the organisation of research. Despite a shortage of good quality research, the chapterconcludes that there is a substantial body of knowledge validated by research thatdecision-makers ignore at their peril.THE GROWTH AND DEVELOPMENT OF RESEARCHINTO DISTANCE HIGHER EDUCATIONThis chapter focuses on the development of research in the area of distance highereducation. I take a broad definition of lifelong learning. For me, lifelong learning isany form of deliberately chosen learning activity by a person outside the conventionalcampus-based school or college system. Lifelong learning may be for pleasure, intrinsicinterest or for career development. However, this chapter focuses on just one of theseareas of lifelong learning, higher education provided by distance education.A significant body of research into distance higher education started to develop in the1970s and 1980s. As a result of the rapid expansion in distance education, exemplifiedby Britain’s Open University, a number of journals were established to publish researchin this area. One of the first was Teaching at a Distance, created in 1974 at the OpenUniversity. The journal changed into Open Learning, which is still published today.133
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PERSPECTIVES ONDISTANCE EDUCATIONLi
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The Commonwealth of Learning (COL)
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ACKNOWLEDGEMENTSIn addition to the
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These are some of the issues that a
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What are the trends and issues in l
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of policy implications relating to
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evince important differences that c
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inequitable regulations governing t
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associations and groups of countrie
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THE CONTRIBUTORChristopher McIntosh
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INTRODUCTIONIn his 1996 report to U
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Lastly, our analysis of the situati
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diploma or similar certificates of
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force of the undertaking. Here agai
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RELEVANT INTERNET SITESUNESCO Task
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Notes1. This phrasing has been used
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goals (Daniel, 1996). Lifelong lear
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eported that group activity had red
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NEW AREAS FOR DISTANCE EDUCATION:WO
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targets systematically for the use
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Rausch, A.S. (2003). A case study o
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correspondence teaching systems tha
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significant differences between syn
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In distance flexible- and blended-e
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STATE-FUNDED DUAL-MODE SYSTEMS ATUN
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Table 4.2: Fundable elements in dis
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sciences in 21 countries of the reg
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How a system is funded depends in p
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Litto, Fredric M. (2004). Digital l
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CHAPTER 5LIFELONG LEARNING IN THE A
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education, which was initiated by C
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So the virtual classroom acted as a
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In June 2002, when the course came
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RELEVANT INTERNET SITESFORCIIR proj
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11. The approximate rate for 1€ w
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The term modern distance education
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the National Networked Consortium f
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important resource for undeveloped
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standards have been proposed for th
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The development of e-learning withi
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RELEVANT INTERNET SITESCCRTVU Onlin
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MoE (2004b) The Notice on Running N
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Page 151 and 152: REFERENCESBates, A. (1995). Technol
Page 153 and 154: Twigg, C. (2001). Quality Assurance
Page 155 and 156: y, for example, entering into partn
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