lifelong learning and distance higher education - Asia Pacific Region

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• Assessing quality of students’ learningEven though more and more DE institutions are incorporating assessment of learningin their QA mechanisms, internal QA efforts in DE institutions have been focusingmostly on course and material development. There is a need to extend the internalquality audit to other areas such as learning outcomes and experience of learners.One can start by aligning four elements of DE: learning objectives, teaching andlearning methods and technology use, learning outcome assessment, and learningexperiences. DE institutions need to routinely assess the quality of distance learningbased on the evidence of student achievement.• Paying attention to performance indicatorsAs seen in the survey, some DE institutions have developed performance indicatorsso that they can monitor their performance against organisational objectives and keyprinciples of their plan. In the context of globalisation, international comparativeindicators are becoming indispensable (Fielden & Abercromby, 2001). Distanceeducation is not outside of this trend. DE institutions should pay more attention tothe importance of performance indicators in meeting the needs of an internationalsociety.• Engaging in international activities related to QA issuesQA in distance education is not an institutional or a national issue anymore becausedistance education reaches beyond local and regional boundaries and new formsof DE provision are increasing. Distance education in a globalised context requiresnew QA mechanisms because the existing ones do not address the challengesof recent DE markets. There have been international debates on QA issues indistance education. As a result, several international guidelines, conventions andbest practices have been developed and reported (see Note 2). However, we stillneed to ask whether these international efforts are sufficient to meet the need forcommonly accepted conventions and standards of quality distance education. Thekey to successful quality assurance activities in the future lies in distance educationinstitutions’ commitment to international debates and international decision-makingprocesses related to QA issues.92
RELEVANT INTERNET SITESThe Commonwealth of Learning, Start-up guides and training resourceswww.col.org/resources/startupguides/This site provides an overview of open and distance learning and a series of traininghandbooks on planning and implementing open and distance learning.The Commonwealth of Learning, Perspectives on distance education: Qualityassurance in higher education – selected case studieswww.col.org/10th/about/images/QA.docThis document, edited by Alan Tait, introduces seven case studies of quality assurancepractices in distance education institutions. Many elements of quality assurancesystems are discussed in the case studies.The Distance Education Clearinghousewww.uwex.edu/disted/This portal site brings together distance education information from different resources.Terminologies and concepts, research papers, policies and guidelines, related Web linksand news updates are listed.The International Review of Research in Open and Distance Learning (IRRODL)www.irrodl.org/IRRODL, published by Athabasca University in Canada, is a free online journalaiming to disseminate scholarly knowledge in open and distance learning theories andpractices to distance educators worldwide.OECD/US Forum, Trends and models in international quality assurance andaccreditation in higher education in relation to trade in education serviceswww.oecd.org/dataoecd/51/29/2088479.pdfThis document, based on the discussions during the OECD/US forum on trade ineducation services, introduces four possible models for quality assurance arrangementsthat can contribute to transnational higher education services.UNESCO/OECD Guidelines for quality provision in cross-border higher educationhttp://www.unesco.org/education/amg/guidelinesThis document is a draft of UNESCO/OECD guidelines on quality provision in crossborderhigher education, resulting from three previous drafting meetings.UNESCO, Higher Education Open and Distance Learning (ODL) Knowledge Basehttp://portal.unesco.org/education/en/ev.php-URL_ID=22306&URL_DO=DO_TOPIC&URL_SECTION=201.htmlThis site links to the cross-regional ODL Knowledge Base project which is set upto support decision-makers and practitioners in more effective policy planning,development and management of ODL in higher education.UNESCO, The Virtual University and e-Learningwww.unesco.org/iiep/virtualuniversity/This site contains the information of virtual university and e-learning cases worldwide.There are three sections in the Web site: Web publication, forum, and relevant links.World Bank, The Global Distance Education Net (Global DistEdNet)www1.worldbank.org/disted/This is a knowledge base in open and distance education to help distance educatorsobtain information from research and practices.93
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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
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
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Page 75 and 76: important resource for undeveloped
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Page 85 and 86: CHAPTER 7QUALITY ASSURANCE SURVEYOF
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Page 89 and 90: Examples of elaborated QA policies:
Page 91 and 92: plans and produces its conventional
Page 93 and 94: SHTVU (China)• Teaching• Teachi
Page 95 and 96: offers its programmes to Turkish ci
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Page 103 and 104: assurance of ODL. This DST will be
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Page 109 and 110: RELEVANT INTERNET SITESHigher Educa
Page 111 and 112: CHAPTER 9THE FINNISH VIRTUAL UNIVER
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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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Page 129 and 130: indicators currently being used for
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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
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Page 143 and 144: conditions for success. Conditions
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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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lifelong learning and distance higher education - Asia Pacific Region

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