lifelong learning and distance higher education - Asia Pacific Region

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THE CONTRIBUTORSDing, XingfuProfessor and Doctor, Director of Institute for Distance Education,Capital Normal University, Beijing, China.E-mail: xingfuding@yahoo.com.cn, dxfdxf@mail.cnu.edu.cn.Gu, XiaoqingAssociate Professor and Doctor, East China Normal University, Shanghai, China.E-mail: guxq@dec.ecnu.edu.cnZhu, ZhitingProfessor and Doctor, Educational Information Center, East China Normal University,Shanghai, China.E-mail: ztzhu@dec.ecnu.edu.cn, ztzhu@hotmail.com77
CHAPTER 7QUALITY ASSURANCE SURVEYOF MEGA UNIVERSITIESInsung JungCHAPTER SUMMARYMega universities (i.e. those with over 100,000 students) are among the most importantproviders of distance education worldwide and are increasingly using ICT-based learning.Until recently they placed more emphasis on widening access than assuring quality, butnow they recognise quality assurance as a key issue that needs to be addressed not onlywithin individual universities but also jointly and in the global context. At the same timeQA frameworks are at an early and therefore crucial stage of development. This chapterreports on a recent survey to examine and compare QA practices in mega universitiesand draws certain important lessons for the mega universities in the future developmentof effective QA policies. Where lifelong learning is referred to, this is understood asa process that people undertake to acquire knowledge, skills, and values needed forpersonal and occupational development throughout their lifetimes; often linked to adultlearning.BACKGROUNDOver the past few decades, there has been a noticeable growth in distance education(DE) around the world. More than 10 mega universities have been developed to meetthe increasing educational needs of adults and lifelong learners. 1 A mega university isdefined as “a distance teaching institution with over 100,000 active students in degreelevelcourses” (Daniel, 1996: 29). Some mega universities such as Anadolu University inTurkey and China Central Radio and TV University in China have over 500,000 activestudents. Considering the high level of student enrolment, the mega univerisities arebecoming “very important for the future of higher education (HE) all over the world”(Daniel, 1998), including HE as part of lifelong learning.In parallel with the development of mega universities, cross-border DE has grown. Forexample, universities in Australia, UK, USA, and Canada have actively exported theirDE programmes to other parts of the world. China, Hong Kong (China), India, Malaysiaand Singapore in the Asia-Pacific region have been among major importers of those79
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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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Page 35 and 36: eported that group activity had red
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Page 39 and 40: targets systematically for the use
Page 41 and 42: Rausch, A.S. (2003). A case study o
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Page 47 and 48: In distance flexible- and blended-e
Page 49 and 50: STATE-FUNDED DUAL-MODE SYSTEMS ATUN
Page 51 and 52: Table 4.2: Fundable elements in dis
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Page 55 and 56: How a system is funded depends in p
Page 57 and 58: Litto, Fredric M. (2004). Digital l
Page 59 and 60: CHAPTER 5LIFELONG LEARNING IN THE A
Page 61 and 62: education, which was initiated by C
Page 63 and 64: So the virtual classroom acted as a
Page 65 and 66: In June 2002, when the course came
Page 67 and 68: RELEVANT INTERNET SITESFORCIIR proj
Page 69 and 70: 11. The approximate rate for 1€ w
Page 71 and 72: The term modern distance education
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Page 75 and 76: important resource for undeveloped
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Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
Page 83: MoE (2004b) The Notice on Running N
Page 87 and 88: (Paris, France, 28-29 June 2004) in
Page 89 and 90: Examples of elaborated QA policies:
Page 91 and 92: plans and produces its conventional
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Page 95 and 96: offers its programmes to Turkish ci
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Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
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Page 103 and 104: assurance of ODL. This DST will be
Page 105 and 106: Educational Planning has been respo
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Page 109 and 110: RELEVANT INTERNET SITESHigher Educa
Page 111 and 112: CHAPTER 9THE FINNISH VIRTUAL UNIVER
Page 113 and 114: foreign providers. In Finland, the
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Page 119 and 120: part of quality management. The aim
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Page 125 and 126: CHAPTER 10PROMOTING CROSS-BORDERREC
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• Make sure that incoming student
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CHAPTER 11CHARTING THE EVOLUTIONOF
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Another common characteristic was t
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the current capacity of the educati
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conditions for success. Conditions
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Cultural and ethical issues in inte
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the cost and maintenance of learnin
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Research can be a useful tool for c
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REFERENCESBates, A. (1995). Technol
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Twigg, C. (2001). Quality Assurance
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y, for example, entering into partn
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and even greater steps, and the dec
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