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

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