lifelong learning and distance higher education - Asia Pacific Region

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Table 7.2: Key QA AreasUNIVERSITYAIOU (Pakistan)Anadolu (Turkey)IGNOU (India)CCRTVU (China)KNOU (Korea)OU (UK)KEY QA AREAS• Courses and their effectiveness• Tutorial support system• Assessment system• Student problems• Methods of course production• Cost effectiveness of courses• Outcome of courses and programmes• Servicing/Operational departments• Administration• Academic and professional enhancements ofprogrammes and courses (specifics not given)• Needs and objectives of the programme• Content and level of the programme• Duration of the programme• Language of the course material• Presentation of the content• Transforming the content into distance format• Delivery of the programme• Assessment of students• Policy and planning• Course design and development• Learner support services• Learner assessment• Media and technology• Unified requirements• Learner support services• Tutorials• e-Learning• Textbook development• Broadcasting programme development• (The Guide to Quality and Standards coverseight fact sheets)• Institutional management of quality and standards• Framework for academic quality and standards• Internal review• Assessment and awards• Collaborative awards• Student support and guidance• Staff• Accountability to stakeholders86
SHTVU (China)• Teaching• Teaching affairs• Academic staff• Course design and development (texts and books,online courses)• Students (learning resources, online courses, digitallibraries, telephone, e-mail, BBS, i-classteaching platform)• Media for learning (Internet, VOD, Video, Audio,Telephone, etc.)• Study centresSTOU (Thailand) • No specific information givenUT (Indonesia)• Policy and planning• Human resource provision and development• Management and administration• Learners• Programme design and development• Course design and development• Learner support• Learner assessment• Media for learningQA criteriaDetailed QA criteria are provided for several of the mega universities surveyed. Forexample, IGNOU lists QA criteria for developing DE materials in self-instruction mode.All materials to be transformed in the self-instructional mode have to meet the criteria ofself explanatory, self contained, self directed, self-motivating, self-evaluating, and selflearning.The faculty members are requested to transform the content into distance modeand ensuring that the unit structure is followed: 1) introduction, 2) objectives, 3) contentexposition, 4) revision questions, 5) in-text questions, 6) summary, 7) terminal exercises,8) supplementary material, 9) assignments, 10) suggested readings/reference materials,11) learning activities and 12) key words.KNOU puts an emphasis both on content and instructional design of the materials. QAcriteria for the content include: appropriateness of objectives, specification of objectives,accuracy and recency of the content and clear organisation of the content. QA criteria forinstructional design include: appropriateness of teaching-learning strategies, effectivenessof utilising multimedia, appropriateness of screen interface, and convenience of coursemanagement. Other institutions have also devised similar detailed QA criteria for coursedevelopment.QA criteria during the delivery of DE programmes have been reported in a few casesincluding UT, OUUK and IGNOU. One example can be found at IGNOU. IGNOU hassuggested QA criteria such as timely dispatch of course materials, training of tutors and87
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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
Page 41 and 42: Rausch, A.S. (2003). A case study o
Page 43 and 44: correspondence teaching systems tha
Page 45 and 46: significant differences between syn
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
Page 53 and 54: sciences in 21 countries of the reg
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
Page 73 and 74: the National Networked Consortium f
Page 75 and 76: important resource for undeveloped
Page 77 and 78: standards have been proposed for th
Page 79 and 80: The development of e-learning withi
Page 81 and 82: RELEVANT INTERNET SITESCCRTVU Onlin
Page 83 and 84: MoE (2004b) The Notice on Running N
Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
Page 87 and 88: (Paris, France, 28-29 June 2004) in
Page 89 and 90: Examples of elaborated QA policies:
Page 91: plans and produces its conventional
Page 95 and 96: offers its programmes to Turkish ci
Page 97 and 98: mega universities apply a set of st
Page 99 and 100: RELEVANT INTERNET SITESThe Commonwe
Page 101 and 102: 2. QA initiatives or publications b
Page 103 and 104: assurance of ODL. This DST will be
Page 105 and 106: Educational Planning has been respo
Page 107 and 108: A system of weighting of the key qu
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
Page 115 and 116: to make the best use of new educati
Page 117 and 118: The foremost task for the Service U
Page 119 and 120: part of quality management. The aim
Page 121 and 122: online courses; an educational tech
Page 123 and 124: polytechnics, research institutions
Page 125 and 126: CHAPTER 10PROMOTING CROSS-BORDERREC
Page 127 and 128: The Bologna Declaration was followe
Page 129 and 130: indicators currently being used for
Page 131 and 132: the qualification resulting from th
Page 133 and 134: Table 9.1: Outline of the portfolio
Page 135 and 136: • Make sure that incoming student
Page 137 and 138: CHAPTER 11CHARTING THE EVOLUTIONOF
Page 139 and 140: Another common characteristic was t
Page 141 and 142: 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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