The Association of Southeast Asian Institutions of Higher Learning ...

The Association of Southeast Asian Institutions of Higher LearningInnovative Applications in Distance and E-learningto Meet Vision 2020 ChallengesDr. Michael W. ChurtonProfessorUniversity of South FloridaDecember 13, 20021

The Association of Southeast Asian Institutions of Higher LearningInnovative Applications in Distance and E-learningto Meet Vision 2020 ChallengesKey Words: E-learning, Higher Learning, and Higher Learning InnovationsAbstractAs the global marketplace promotes the utilization of information and communication technologies foreducational opportunities, international linkages, overseas campuses, collaborative partnerships withmultiple universities and other transnational relations, instructional quality and integrity remain keys toeffectiveness and sustainability. For reasons of infrastructure, cultural diversity, educationalregulations, languages, and real costs, the challenges for meeting the outcomes of Vision 2020 inproviding a quality and comprehensive education can be quite difficult. As developed andtransitioning countries consider the adoption and/or expansion of ICT and distance learning, a concernfor quality control and the necessary support to ensure programmatic integrity requires concertedattention. The needs of higher education institutions are also experiencing the need to consider ICT anddistance learning. It becomes the responsibility of university professors and administrators to identifyand apply appropriate curricula design, development, support, and evaluation measures to ensure thattheir academic and research programs experience an effective transition to a distance-learningenvironment.2

The Association of Southeast Asian Institutions of Higher LearningInnovative Applications in Distance and E-learningto Meet Vision 2020 ChallengesDr. Michael W. ChurtonProfessorProf. Pornchai Matangkasombut , President, Mahidol University and President of the Association ofSoutheast Asian Institutions of Higher Learning , ASAIHL Organizing Committee, Dr. Ninnat ,University Colleagues, ladies and gentleman. I am honored for having the privilege to share mythoughts and research with you today.I must, however, first underscore the point that I am a foreigner, an “orang puteh” but alsosomeone who has lived in Southeast Asia for many years and has developed a mutual respect for yourcultural traditions, religions, and for your people. In this paper, I do not represent my university or mycountry but only myself in the opinions and statements that I will make. These opinions however arepredicated on the experiences, research, and knowledge that I have learned and accumulated over thepast 30 years. I have spent nearly three years of my very formative academic years teaching in thenorthern state of Kelantan in Malaysia and I have maintained close relations with many of my formerstudents who are now among the middle class of Malaysia. I have conducted research and providedseminars for the past twenty years in Malaysia, Indonesia, Vietnam, Philippines, and PDR LAO. I wasa United States Fulbright scholar in Borneo during the year 2000 and for five weeks led a group of 12university researchers throughout the interior of Borneo in the state of Sarawak and Sabah, EastMalaysia. I am continuing my research focusing on indigenous people of Southeast Asia in particular,the people of Borneo in Sarawak and Kalimantan and also in Peninsula Malaysia, and howglobalization impacts their culture, languages and ADAT- their traditions, customs and laws. Ofparticular interest is the fact that although ICT has perhaps created some of the negative outcomes,especially among the less affluent in this region, it is my opinion that ICT can also be the digital bridgein preserving indigenous people’s customs and culture for future generations.I have conducted seminars and workshops on Distance and E-learning in PDR LAO, Vietnam,Philippines, and Indonesia and also conducted seminars on teaching children with disabilities, which ismy academic expertise. Most recently I have spent several weeks at Sukhothai Thammathirat OpenUniversity assisting the Faculty of Science And Technology in transiting to an e-learning model.However, today’s discussion centers on the scope of Vision 2020—and how can ICT can assistuniversities in conducting their duties and responsibilities in research, teaching, and professionalservice. I am not so interested in the process of Vision 2020 but rather the anticipated outcomes to be3

achieved. As we struggle with the many obstacles and barriers that are constructed either in a realsense such as economics, political disagreements, or competence, or in a virtual sense with the constantand continual increase of technology--- We must always remember that more ICT, at times, is simplymore ICT and does not necessarily improve existing conditions and at times may well negativelyimpact those conditions you are trying to improve.E-learning, e-knowledge, e-economy- and e-government have placed all of us in a situationwhere we either critically address the outcomes of such ventures or meekly join the e-bandwagon andfollow the technologists to wherever they may lead us. Do you ever feel at your university that thetechnologists are directing the manner in which you, the professoriate, teach your classes or conductyour research? If you do, then you are not alone- Technology seems to be controlling most agendasacross universities from around the world. Our decision is how best to use ICT to assist in meeting ourresearch and instructional responsibilities. This may seem like I am sending a message that I am not infavor of ICT or e-learning. That would be false- I am in favor of any tool that will assist me indeveloping and or enhancing my teaching capabilities and my ability to conduct research and advanceknowledge to serve people who are denied access to education and human services.Therefore, my thoughts for today’s paper are how ICT can assist you the professor, researcher,or university administer in developing and or enhancing your ability to provide qualitative instructionalexperiences, research, and professional service at your university or in collaboration with colleaguesand students from other programs. In a short period of time, I intend to present some ideas andcomments that perhaps will assist your university in considering or at the very least to initiate dialogconcerning the use of ICT in fulfilling the outcomes of Vision 2020. I intend to present some ideasand comments that perhaps will assist universities across Southeast Asia in considering the use of ICTin fulfilling your mission and role for higher education among your citizens and meeting Vision 2020challenges.As the needs of higher education demand the development of creative and innovative educationalprograms, the application of appropriate and effective distance and e-learning methodologies provideopportunities to revisit Vision 2020 challenges. Regional as well as international trends arecontributing to the challenges of Vision 2020. The population of the world and Southeast Asia isincreasing at an exponential rate to exceed 7.2 billion people by the year 2015. Asia countries ofChina, India, and Indonesia are three of the largest countries in the world and their populationcontinues to escalate. Over ninety percent of global population increase will occur in developing ortransitioning countries (World fact Book, 2001). This places significant demands on countries’infrastructure, economy, and the ability to meet educational as well as human resource demands.With improved health care and medical sciences in Southeast Asia, people are living longer anddemanding improved educational services and a need for life-long learning. Human resource4

development is the primary personnel need for Southeast Asia. Many countries in this region areconsidering the use of ICT and e-learning to meet this increasing need for education especially at thetertiary level. It then becomes a responsibility of higher education and policy makers to identify andapply appropriate curricula design, development, academic support, and evaluation measures to ensurethat learners and their instructors experience an effective transition to a distance learning environment.As developed and transitioning countries consider the design and/or expansion of open and distancelearning, a concern for quality control and the necessary support systems to ensure programmaticintegrity requires concerted attention.Human resource development, access to higher education program, research and collaborativeassociations with higher education colleagues and programs from other regional and global programsare real needs in this region. The use of innovative e-learning applications can assist universities inSoutheast Asia to more comprehensively address the higher education needs of their students,professors, and country while addressing the challenges of Vision 2020.Historically, open and distance learning has meant providing access to instructional content inwhich learners and their instructor (s) are assisted to overcome the communication barriers of location,time, and most recently pace of learning (Churton, 2000; Juge, Hartman, Sorg, & Truman, 1997). Atits most basic level, distance learning occurs when an instructor and student(s) are separated byphysical distance. This distance does not have to be significant-it can be as close as within the samecampus setting or as far away as several time zone (Churton & Rejniak, 2001). Due to thedevelopment in education and the emergence of technological diversity and pedagogical designs, theelement of communicating in real time is now a reality. Tam (1998) suggested that distance learninghas transcended various chronological landmarks and transformations in nomenclature, format, style,delivery applications, and numbers served. This rapid and diverse expansion of open and distancelearning has led some to question the qualitative implications of such programs and have called forstandards or benchmarks to demonstrate programmatic quality and integrity (Churton, 2001)Given the recent international events of September 11, 2001 in New York and Washington DC;Bali in October of 2002, and the continual Israel and Palestinian crisis, increased focus must be appliedto education to support the tenets of knowledge, peace, security, freedom and the hope that all ourchildren will be raised in a secure and healthy environment. All countries, including the United Statesneed to examine and re-examine their beliefs and values and determine how they view the world andthe people with whom they live. Education will certainly be a key instrument for all countries toensure that its citizens are a learned society, one that understands and celebrates diversity amongpeople including religions. Educational access, paradoxically, is perhaps the greatest and most difficultchallenge for countries to comprehensively address. Serious revisions to traditional mindsets, policies,5

and educational customs need to be considered in order to provide affordable and qualitative access forall people and not only for these who can afford it.Globalization has contributed, either positively or negatively, to an ever-increasing need forquality educational programs and human resource development. Simply defined, globalization refersto the unrestricted or at best the flow or discharge of information, which impacts all aspects of societyincluding cultural beliefs and values, economics, and social and educational systems. Digitalcommunications such as television and radio programs produce not only worldwide news andinformation but also entertainment programming, ranging from classical events to the absurd. Thedriving force of globalization is rooted in the e-economy and e-business on a worldwide basis, whichin turns demands or forces increased educational and employment needs for the workforce.Globalization can force uncontrollable change in a society’s economic and at times social framework.There are over 300 million indigenous people in the world. Asia accounts for over 150 million.Globalization clearly impacts the culture and language of indigenous groups. To what degree and towhat extent is unknown among many of these groups. For many indigenous people, their existence istied to their ability to maintain the integrity and continuation of cultural patterns, oral histories,traditions and especially their language. Despite their diversity, they face similar problems. Under thedomination of colonialism, the spread of non-indigenous religions and the relentless pace ofdevelopment and modernization; indigenous groups have seen their traditional cultures eroded andtheir landholdings confiscated or signed away as part of the economic coercion to which they weresubjected. This legacy has helped to make indigenous peoples some of the most disadvantaged groupson earth die to a great extent to the outcomes of globalization.While some countries develop intricate and mass telecommunication and digital communicationapplications other countries remain removed from the digital access. As a result, an ever-wideningcrevasse of knowledge and services continue to separate countries, cultures, and people from oneanother. Governments are conflicted and at times, confounded by their inability to provide improvedservices and opportunities for their people. Without access to the technologies and knowledgeconsumed by more developed countries, decisions to import transnational programs and services bydeveloping countries are being pressured by an ever-growing demand for education by the generalpopulation. Institutions for higher education are not excluded from this process and may serve toprovide the leadership to ensure those cultural values, traditions, and customs are maintained and noteliminated by participating. The pursuit of knowledge requires that institutions of higher educationutilize distance and e-learning applications in providing serves to their students, communities andcountry. Real knowledge has been increased by ICT or at least the access to knowledge has beenprovided by ICT and we the professoriate need to ensure that it has been human integrity and valuesthat has used ICT to increase knowledge and not ICT itself. The pedagogical and research values of6

ICT lie in understanding the premise that the professoriate controls the technology and not thetechnology controlling the professoriate. Unfortunately we have seen too many instances where thelatter has been proven to be the norm. As with indigenous people, universities in Southeast Asia maywell need to embrace ICT in order to maintain their historical, cultural, and educational integrity. Thequestion therefore is how do we meet the higher education needs of citizens in SEA including theeducational needs of primary and secondary students, who are the future of higher educationinstitutions without losing our identities?Within a context of rapid technological change and shifting market conditions, higher educationinstitutions are challenged in providing increased educational opportunities without increased budgets.Higher Education institutions, including members of ASAIHL are answering this challenge byutilizing ICT in fulfilling their educational missions and goals (Bates, 2000). At its most basic level,distance learning takes place when a teacher and student(s) are separated by physical distance and thetechnology (e.g. voice, video, data, and print), used to bridge the instructional and research demands(Churton, 1999) Educational programs that address significant numbers of citizens beyond traditionalprimary and secondary programs encompass in many respects, an inordinate amount of financial strainon limited economies and infrastructure for many developed and developing nations (Lenn & Miller,1999). Often, to meet financial shortcomings, governments relax accepted standards and practices,allowing less than adequate educational primary, secondary, and tertiary as well as vocationalprograms to flourish (Churton, 2000). Traditional single mode universities have considered if notdeveloped various forms of distance learning programs to assist in meeting increased demand forhigher learning. In addition, transnational educational programs have invaded international boundariesto assist if not replace government attempts to provide educational access.The mad dash to embrace e- learning, e-knowledge, and e-market development seems to obscurethe impact or influence of transnationalization on education. Our roles as university professors arechanging just as rapidity. Can we appropriately use e-learning to assist in the institutional process? Cane-learning provide a foundation for university professors to collaborate on research across the region?Can we increase communications and dialog using ICT among our institutions? Can professionalservice to ASAIHL and other NGOs, associations, and programs be initiated, enhanced and facilitatedthrough the use of ICT and distance learning. These questions, I believe are legitimate for all facultiesto consider and debate. Perhaps some data and information contained in the remainder of this papermay shed some light on your discussions. First, however, I would like to offer a brief regionalperspective on ICT for the Southeast Asia region.7

Considerations for Southeast AsiaUniversities and their faculties across Southeast Asia are faced with the monumental task ofmeeting increased higher education demand in teaching, research and professional service withdeclining resources and providing these services to an ever increasing student population. Even atcurrent rates of population growth, few transitioning or developing countries can or have the capacityto provide enough classroom space for all people at all levels of education. Southeast Asia's search fora cost effective and efficient and pedagogically sound way to provide access to education at all levelswill further increase the demand for the use of ICT and distance and e-learning models (Jegede &Shive, 2001). As a result, countries in Southeast Asia will need to resolve a number of Vision 2020challenges and consider that:• Two-thirds of the world’s population live in countries bordering the Pacific Rim.• Over 800 million people were added to the region in 2000.• Over 75% of the your population live in rural areas-this seems to be a critical education barrierand one that ICT may provide assistance.• Over 1 billion children under the age of 15 years require improved primary and secondaryservices.• 400 million children between the ages of 17 and 24 years of age require tertiary, vocationaleducation, and skill development.• Given the impact of globalization, over 500 million adults, over 24 years of age are in need ofre-education.It has been estimated that over 900 million people in the world are poor, i.e., those people who earn$1 USD a day or less. They live mostly in the Asia-Pacific region. Nearly one of three Asians is poor,although it appears that the incidence of poverty (proportion of people below the poverty line) isslightly declining. Others question this claim and argue that the term poor should cover all those whocannot cope with survival, security, and enabling needs. Shortfalls in economic welfare; gaps in accessto quality education and health care; deficiencies in the provision of physical infrastructure; andpolitical barriers that stifle personal initiative and self-development. The less affluent are unable toparticipate in governance, which is necessary for a healthy democracy and peaceful development.Moreover, despite the vast advances that are being made in the areas of science and technology,medicine, capital mobility, etc., income disparities are ever widening, both within countries and withinnations.Countries in Southeast Asia common features include large and rapidly expanding populations.Many citizens continue to live in rural and remote areas and have a significant demand for education,8

which is not being met to the degree necessary. Many countries lack the capacity and resources forconventional educational systems to meet the demand resulting in an inequitable representation ofpeople who have been marginalized by resources, location, and economic conditions. In addition, therapid advance of global digital transformation has impacted businesses and commerce suggesting thatalternative methods for addressing human, business, and social needs are now required.Given the pace with which open and distance learning has been embraced in Asia, the number ofmega universities in Asia will continue to increase. Although open education can be said to be arelatively new phenomenon within the Asian region, the exponential growth in the number ofinstitutions and students studying by open and distance learning has made Asia the new home for thistype of education. Asia has by far the largest number of students using open education methodologiesas compared to other regions of the world (Murphy & Yuen, 1997). As revealed by a recent study ofopen universities, five of the ten mega-universities (those with over 100,000 enrollments and above)are in the Asian region (Daniel, 1996). These Open Universities are located in China, India, Indonesia,Taiwan, Korea and Thailand, with Vietnam, Malaysia, and the Philippines adding more students on adaily basis as well as programs in Cambodia and Myanmar.The technological infrastructure being planned and implemented across ASAIHL countries andinstitutions will assist in the expansion of distance learning. Foe example, UNINET of Thailand havecreated a background destined to link , interactively, the institutions of higher learning in Thailand,thus providing the infrastructure for distance learning applications Wireless communication throughdigital applications will perhaps be the technology of choice for Southeast due to its diversegeographical topology, current infrastructure, and cost factors. In addition, the need not to support orenhance terrestrial based cable and telephony services since penetration of these services is currentlylow, further underscores the use of wireless communications. Digital telecommunications seems to bethe most cost and pedagogically effective direction for distance learning applications to consider. Thefocus once again is not on the technology but more importantly on the systematic design, development,and evaluation of the educational programs delivered through open and distance learning withemerging technologies. A Rationale for the increase use of ICT and distance learning activities inSoutheast Asia include:• Higher Education needs are expanding.• Educational resources are neutral or declining.• Adult education and retraining will be a necessity.• Job training will be wanted by both employers and employees.• Knowledge will become a global equalizer.9

According to the 1999 World Trade Organization’s Education Service Report (WTO, 1999), theglobal market for higher education and training was estimated at US $27 billion in 1995. The WorldBank estimated that in 1999, there were 48 million learners in the world, 17 million in Asia. Thiscompares to the projection that in the year 2025, there will be 159 million learners, 87 million in Asia.It seems likely that collaborative associations among governments , universities and the private sectorwill need to develop in order to meet this exponential increase.Institutional programs promoting education, including primary, secondary and tertiary programs,need to clearly define the programmatic and financial goals by which they will consider developmentor expansion of ICT and distance learning applications (Platt, 2001). Given similar needs andcharacteristics, the following examples provide a foundation from which to consider an appropriatedelivery: (1) the workforce is widely or remotely dispersed, making it expensive in time and money forinstructors to travel to the learners; (2) Some information and skills can be taught in a day or lessmaking travel less cost effective for either the learner or the instructor; (3) instruction using distancelearning strategies can be designed to allow learners at all levels to fit the instruction into theirlifestyles. Learners can read print, view video, or work on computer-based instruction and still meettheir other employment responsibilities; (4) instruction using distance learning strategies can bedesigned to allow learners to progress at their own learning rate; they can focus and reflect upon theinformation learned; (5) When the primary purpose is to provide information, a distance learningstrategy can be used to provide the same information simultaneously, and on a wide-area network; and(6) due to ever-increasing competition from other programs and countries, decisions to developdistance-learning programs stem from a need for cultural considerations and values.Evolution of ICT and Distance LearningICT and distance learning applications are used in a variety of settings and for a broad range ofpurposes. Universities use distance learning to increase the number of students who have been deniedaccess to higher education. Companies use distance learning to upgrade their workers' skills and keepthem abreast of rapidly advancing technologies. Individuals use distance learning for their ownprofessional development and to enhance their career opportunities. Governments use distancelearning to provide on-the-job training to teachers or other workers to enhance the quality oftraditional primary and secondary schooling and to deliver instruction to remote and rural areas thatmight not otherwise be served (Shutte, 1997). The use of ICT applications has revolutionized the typesand quality of distance learning alternatives ranging from print to digital applications.There is tremendous growth and diversity in distance learning industry creating a myriad ofnew alliances as traditional educational institutions join with businesses, governments, and10

international organizations. Transitioning countries now have new opportunities to access knowledgeand enhance their human and economic resources. Technology is a major contributor to the dramatictransformation of distance learning. While the use of emerging technology for distance learning isrelatively new, traditional technology such as radio and television have been used effectively for morethan fifty years while satellites and Internet applications have transformed most of the world into aborderless educational arena. (Wiche, 2001; Milheim, 1991). Although many developing countriesstill have limited access to these new technologies, major new investments by the World and AsianBanks and development foundations in telecommunications and information systems will dramaticallyimprove access to educational programs (Churton, 2000b). Briefly distance learning technologiesinclude:Print. Open University and correspondence study as practiced by universities,governments, and other organizations is the classic distance-learning format. This format reliesalmost exclusively on the medium of print (Bates, 2000). Printed textbooks and trainingmanuals have allowed generations of learners to add to their knowledge and skills whileremaining in their home communities and continuing to meet other responsibilities. In someform, print based technology continues to play a significant role in all distance learning. Costeffectiveness and literacy access are perhaps the two greatest advantages associated with printbased delivery with perhaps the exceptions of online course delivery.Telephone: The use of synchronous two-way audio communication assists in the teachinglearningprocess. Accessing the instructor or student (s) via telephone provides an opportunity to havereal time communication. Either as a single or group-based model, the telephone has provided arelatively low cost connection over geographical distances. The advent of digital systems has enabledthe world to access voice communications as well as limited text based communication at a relativelylow overall cost to the learner.Radio and Television: Asynchronous communication using radio and television frequencies isquite common throughout the world. In some instances synchronous communication using short wavetechnology allows teacher and learner to communicate in real time. There are numerous examples ofeffective distance learning applications using radio and education television in Laos, Vietnam,Myanmar, Philippines and many other locations.Personal Computers and the Internet. Although print-based instruction can allow learners toapply and assess their knowledge, it does not easily allow the practice and assessment of complexskills. Computers provide an excellent means to engage individual learners in active problem solvingin a realistic way. Well-designed training via computer is ideal for addressing some types of learningobjectives, but its development is time-consuming and costly. Computer instructional applications,11

world wide web, and course author ware/publications enable creative learning opportunities to bedesign combining text, graphics, interactive lessons, hyperlinks, and international resources. Where thecost of the technology is beyond the means of the learners, governments partnering with privateindustry or utilizing minimal technology may assist in reaching rural populations.Digital Telephony, Compressed Video, and Satellites. Instruction provided exclusively throughthe medium discussed above usually separates instructor and learner psychologically as well asgeographically. Recent developments in telephony and wireless technology make it possible forinstructors and learners separated by vast distances to have real time interaction with bridge lines,which can be used for audio conferences. Compressed video can be added to voice transmission viatelephone lines, allowing instructors and students to both hear and see each other. Satellites cantransmit high quality visual and auditory signals. Although satellites are used to transmit sound andpicture in one direction, feedback and questions from students can be designed through facsimile andaudio bridge returns. Digital convergence allows for a convergence of two-way video and audio usingsatellite transmissions.Although technology plays a key role in the delivery of distance learning, educators must remainfocused on instructional outcomes and not the technology. The key to effective distance learning isfocusing on the needs of learners, the requirements of the content, and the constraints faced by theteacher and learner, before selecting a delivery system. Typically, this systematic approach will resultin a mix of media, each serving a specific purpose. The decision to use technology in a teachinglearning environment is supported by the following:1. Learners will improve their knowledge and competency development2. Access to the teaching-learning model is enhanced3. Professors improve or increase their ability to reach students4. Research and professional services are facilitated and expanded.Demand for Quality AssuranceCountries and universities in Southeast Asia are now afforded expanding opportunities toaccess knowledge and information not only within their own countries but also from programs basedin the region and from other hemispheres. In addition, pedagogical implications for distance learningimpacting the teaching and learning process has demanded that alternative service delivery modelsbe considered to ensure learner outcomes. The challenges for open and distance learning have beento dispel the fact that learning through a distance-learning format is less effective or important astraditional campus-based programs. Issues of quality control and accreditation are raised. However,the demand for access to human resource development and educational opportunities has beenexpanded by the influence of several global trends, which not only conflicts with traditional12

prompted several different organizations to develop principles, guidelines, or benchmarks to ensurequality distance assurance. Virtually all of the strategies include such topics as course development,faculty training, student services, learning resources, infrastructure, and outcomes assessment(WICHE, 2001). These benchmarks, which were developed initially for all types of distance learning,have been in existence in various forms for a number of years. The question that arises is whether theyare applicable to technologically based distance learning. In short, are the current benchmarksappropriate and necessary to ensure quality open and distance learning through technologically basedprograms?Accreditation and BenchmarksThe measurement of educational outcomes and experiences in distance learning is elusive. Withfew exceptions, little evidence indicates that student learning outcomes are emphasized more heavilyin the vast majority of distance learning settings than in the traditional institution environments.However, some of the more prominent providers are attempting to inject more of a student learningoutcomes focus into their overall delivery systems.• Establish reliable and valid performance measurements for distance learning;• Require providers to substantiate evidence of contact between faculty and students;• Require evidence of effective instructional techniques;• Promote systematic efforts for selecting and training faculty;• Assure the availability of learning resources;• Promote ongoing monitoring and enhancement of the technology infrastructure of institutions;• Focus attention on the development of courseware and the availability of information.A review of these guidelines suggests some common elements from which to consider for thequality control of distance learning programs. However, one must realize that all distance-learningprograms are not the same and therefore should not be relegated to the same set of standards. Earlier inthis paper a discussion of formats was presented that identifies traditional distance learning programsand distance learning program embracing the emerging technologies. Regardless of the format, severalcommonalities seem to exist which would begin to address quality concerns for open and distancelearning programs.Course Structure BenchmarksThe program provides students with clear, complete, and timely information on the curriculum,course and degree requirements, nature of faculty/student interaction, assumptions about technologicalcompetence and skills, technical equipment requirements, availability of academic support servicesand financial aid resources, and costs and payment policies. Each program of study results in learningoutcomes appropriate to the rigor of the degree or certificate awarded. An electronically offered degree14

or certificate program is coherent and complete. The program provides for appropriate real-time ordelayed interaction between faculty and students and among students. Qualified faculty provideappropriate oversight of the program electronically offered. Throughout the duration of thecourse/program, students have access to technical assistance, including detailed instructions regardingthe medium used, practice sessions prior to the beginning of the course, and convenient access totechnical support staff.Teaching/Learning BenchmarksStudent interaction with faculty and other students is an essential characteristic and isfacilitated through a variety of ways, including voice-mail and/or e-mail and real time throughsynchronous communication. Feedback to student assignments and questions is constructive andprovided in a timely manner. Students are instructed in the proper methods of effective research,including assessment of the validity of resources.Faculty Support BenchmarksTechnical assistance in course development is available to faculty. Faculty members areassisted in the transition from classroom teaching to online instruction and are assessed during theprocess. Instructor training and assistance, including peer mentoring, continues through the progressionof the online course. Faculty members are provided with written resources to deal with issues arisingfrom student use of technology. Quality assurance in many programs and institutions focuses heavilyon review of faculty credentials, selection procedures for new faculty, and faculty training. In addition,faculty are expected to understand the role of technology in a learning environment, be trained inonline teaching concepts, and use assessment techniques appropriately. The program provides facultysupport services specifically related to teaching via an electronic system. The program providestraining for faculty who teach via the use of technology.Student Support BenchmarksEnrolled students have reasonable and adequate access to the range of student servicesappropriate to support their learning. Students receive information about programs, includingadmission requirements, tuition and fees, books and supplies, technical and proctoring requirements,and student support services. Students are provided with hands-on training and information to aid themin securing material through electronic databases, interlibrary loans, or through the governmentarchives, news services, and other sources. Before starting an open and distance learning program,students are advised about the program to determine (1) if they possess the self-motivation andcommitment to learn at a distance and (2) if they have access to the minimal technology required bythe course design. Students are provided with supplemental course information that outlines courseobjectives, concepts, and ideas, and learning outcomes for each course are summarized in a clearlywritten, straightforward statement. Students have access to sufficient library resources that may include15

ethink traditional academic values, their relationship to quality, and their role in accreditation. Thefollowing list of accreditations associations supports standards of best practices and other qualitycontrol benchmarks (GATE, 2001). Certainly these are not an exhausted list but would suggestbaselines from which to consider and or adopted similar or enhanced standards.ConclusionFor academic programs that have already initiated ICT to assist in the delivery of teaching research andprofessional services and for programs who are considering the implementation of ICT for thesepurposes, the following recommendations or considerations are offered:1.0: ICT and Distance learning initiatives are supported by a commitment to quality andeffectiveness in teaching, research, and professional service1. The providing organization makes a financial and administrative commitment to maintaindistance learning programs through completion and to support faculty and learner servicesneeded to ensure an effective learning environment.2. Administrative and support systems (registration, advising, assessment, etc.) are compatiblewith the learning delivery system to ensure a coherent learning environment.3. The organization’s curricular and administrative policies incorporate the needs of distancelearning as well as traditional learning activities.4. The provider makes a commitment to research and development of distance learning,maintaining a systematic evaluation of the content, processes, and support systems involved inits distance learning activities.5. The policies, management practices, learning design processes, and operational procedures fordistance learning are regularly evaluated to ensure effectiveness and currency.2.0: The use of ICT and distance learning application should support the research andinstructional needs of the professoriate and the instructional personnel of the institutions.1. Learning opportunities include a clear statement of intended learning outcomes, learningcontent that is appropriate to these outcomes, clear expectations of learner activities, andflexible opportunities for interaction, and assessment methods appropriate to the activities andtechnologies.2. Learning activities and modes of assessment are responsive to the learning needs of individuallearners.17

3. Learning outcomes address both content mastery and increased learning skills.4. The learning design is regularly evaluated for effectiveness, with findings used as a basis forimprovement.5. The providing organization has a learner support system to assist the learner in effectivelyusing the resources provided. This system includes technology and technical support, sitefacilitation, library and information services, advising, counseling, and problem-solvingassistance.6. Access to support services—such as scheduling, registration, and record keeping—isconvenient, efficient, and responsive to diverse learners as well as consistent with otherelements of the delivery system.5.0: The institution of higher learning has a plan and infrastructure for using technology thatsupports its learning goals and activities.1. The technology plan defines the technical requirements and compatibility needed to support thelearning activity.2. The technology plan addresses system security to ensure the integrity and validity ofinformation shared in the learning activities.3. The technology facilitates interactivity among all elements of a learning environment andplaces a high value on ease of use by learners.4. The technology selected for distance learning is fully accessible and understandable to learnersand has the power necessary to support its intended use.5. Providers communicate the purpose of the technologies used for learning and, through training,assist learners, faculty, and staff to understand its etiquette, acquire the knowledge and skills tomanipulate and interact with it, and understand the objectives and outcomes that thetechnologies are intended to support.6. The technology infrastructure meets the needs of both learners and learning facilitators forpresenting information, interacting within the learning community, and gaining access tolearning resources.18

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