lifelong learning and distance higher education - Asia Pacific Region

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counselors in providing support to students, timely delivery of multimedia packages tostudy centres, regular tutorials and counseling sessions, timely feedback on assignments,timely response to student queries, feedback to students on their performance andprogress and facilitation of peer group interaction.OUUK provides detailed QA criteria for services to students in regional centres.All the regional centres need to carry out an annual review of key activities: coursechoice, enrolment and fees, careers guidance, outreach and promotion, preparation,induction and learning skills development, student progress and retention, special needs,examinations and assessment, and exceptions and complaints. The findings of thesereviews are shared between regions. Other activities, managed centrally or regionally, arereviewed on an ad hoc basis from time to time. Examples include: support for studentswith disabilities, the promotion of equal opportunities, marketing and collaborativeprovision (OUUK, 2004).QA for new challengesIt appears that the quality assurance of the cross-border operations and e-learningpractices is still in the initial stages of development in most of the mega universities.However, the institutions seem to recognise the need for special attention to QA systemsfor those new challenges.QA for cross-border activitiesFrom the survey data, one can conclude that there has been no need for most of the megauniversities to develop a comprehensive QA system for both imported and exportingdistance education programmes. Only two mega universities reported the existence of theQA system for cross-border programmes.Guidelines for exporting programmes: IGNOU, being an exporter of its DE programmes,has set QA guidelines for exporting programmes. First, the credibility of partnerinstitutions is reviewed in collaboration with Indian High Commissions and Embassiesabroad. Second, IGNOU approves local tutors and counselors appointed by the partnerinstitutions based on their curriculum vitae. Those approved tutors and counselorsreceive training sessions on student support services from IGNOU faculty. Finally, theexamination scripts are marked centrally by IGNOU to provide reliability of studentassessment.A comprehensive QA framework for export and import: OU specifies the arrangementsfor managing curriculum partnerships and collaborative provision in its Guide to Qualityand Standards. As indicated in the Guide, the “Curriculum Partnerships Committee isresponsible for all regulatory and procedural matters relating to curriculum partnershipsand for their approval subject to approval by Curriculum and Awards Board at laterstage”. Operational Toolkit Series and Operational Fact Sheets are developed bythe Curriculum Partnerships Advisory Service and provide advice, guidance andother information on curriculum partnership arrangements to all units of OU. Thesearrangements include both export and import.Other examples: Some other institutions such as AIOU, Anadolu and KNOU offerDE programmes for own citizens living in different countries. For example, AIOUcollaborates with the Commonwealth of Learning and national open universities of India,Bangladesh and Sri Lanka to offer COL Executive MBA/MPA programme. Anadolu88
offers its programmes to Turkish citizens living in Europe and the programmes areproduced under the similar QA guidelines with domestic programmes. KNOU allowsethnic Korean overseas to enroll in its DE programmes and provides its DE materials toethnic Korean residents in China.QA for e-learningA separated QA system for e-learning has not been developed in most of the institutionsinvestigated. Instead, most cases adopt the same QA criteria as they use in QA forconventional DE to assess and manage the quality of e-learning programmes or courses.KNOU, however, has developed more detailed criteria to monitor the quality ofits e-learning courses and services. Besides its conventional DE courses, KNOUhas offered 60 online courses on the Web. Three QA measures are taken during thedevelopment and delivery of e-learning courses. First, before developing any e-learning course, a review team, consisting of content experts and design experts, willevaluate the appropriateness of e-learning development and objectives, accuracy ofthe contents, and structure of the contents. Second, the review team, once a certaincourse is accepted as an e-learning course, will assess its pedagogical strategies,multimedia components, user interface and course management functions. Third, twoformal evaluation sessions will be administered during the development process. Thee-learning site under development will be open to the pubic and the review team tobe monitored. Comments from the public (including students) and the experts will becollected and used to improve the e-learning course.Whereas KNOU has developed totally online courses, AIOU has adopted a QA processin developing multimedia contents for its courses. Even though some universities suchas OUUK, CCRTVU, and SHTVU are actively incorporating e-learning components intheir DE programmes, no specific QA measures for e-learning components have beenprovided. Anadolu University offers an e-MBA programme and is working on the detailsof a QA system for e-learning.Links to national QA frameworkInternal QA systems of most of the institutions surveyed have been linked to the nationalQA framework either for DE or for HE in general.Developing national QA framework for DETurkey and India have a separate committee or agency for assuring and managing thequality of DE.Anadolu reports that its QA system complies with the standards and requirements of thenational QA body for distance education, that is, the Informatics National Committee(www.ii.metu.edu.tr/EMK/enfyoneng.htm). This committee is a sub-committee of theHigher Education Council which oversees the quality of higher education in Turkey.IGNOU follows the standards and guidelines for quality assurance determined bythe national QA agency for DE, that is, the Distance Education Council (DEC: www.ignou.ac.in/dec). The faculty of IGNOU has worked very closely with this Council indeveloping the standards and guidelines in DE.89
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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
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 and 92: plans and produces its conventional
Page 93: SHTVU (China)• Teaching• Teachi
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
Page 143 and 144: 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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