Search Results

The issue of quality in open and distance learning (ODL) remains a major concern. Inadequate quality assurance (QA) measures, policies and systems render the credibility of ODL provision questionable. As quality is a matter of continuous relevance, the Commonwealth of Learning (COL) commissioned a study to investigate the state of QA in open higher education institutions in the Commonwealth. This report offers some key insights and findings on how QA is currently being practised in open universities in the Commonwealth, from the perspectives of policy makers, leaders and practitioners in open and distance education institutions. The lessons show that whilst the importance of QA is accepted as a strategic value by all, the standards of practice, criteria and measures differ considerably. There is also a growing concern over QA in new forms of teaching and learning, including e-learning, open educational resources and massive open online courses.

Edited excerpt from publisher's website. Show less

[This] article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90 per cent of lifelong learning, are insufficiently represented in the literature of open and distance learning and development. To ensure that these forms of provision take their rightful place alongside the mainstream systems of formal education, it is posited that far more research and evaluation is needed in order to demonstrate their potential and evidence quality in their outputs, outcomes and impacts.

Published abstract. Show less

Non-formal education (NFE) is an extremely wide field, encompassing themes with an enormous and ever-increasing need, including adult literacy, basic education for out-of-school children, life skills, work skills, gender equity and community development. Quality assurance (QA) systems applied in educational contexts are generally concerned with inputs, for example how much money is spent, what staffing, resources and support are provided, what kinds of teaching and learning are involved, and so on. There is an assumption that the higher the standards of the inputs, the higher the quality of the outputs. In this toolkit, a different approach is proposed, that is the evaluation of the programs' outcomes, outputs and impacts. The toolkit: examines the differences between informal and self-directed learning, NFE and formal education; provides examples of NFE programs using a variety of face-to-face, distance education and technology-based teaching and learning methods; examines the approaches to QA that are required in NFE; considers the outputs, outcomes and impacts that can be achieved in NFE programs; and proposes the adoption of a rigorous but simple-to-use QA framework which is based on outputs, outcomes and impacts.

Excerpts from publication. Show less

This book draws on the expertise and experience of 15 experts who examine the potential of technical and vocational education and training (TVET) to bring education to those who might otherwise be unable to access it. It discusses ways in which information and communication technology-based (ICT-based) methodologies can contribute to the transformation and expansion of TVET programmes and courses. Drawing on nine case studies, it provides insight into, and lessons learned from, different applications of ICTs in TVET around the globe. It examines issues of cost and approaches to planning for successful and sustainable applications of ICTs and offers recommendations for the international organisations, governments, policy makers, managers and staff responsible for TVET.

Edited excerpt from publication.

The chapters are as follows: The demands and challenges / Colin Latchem; ICTs, blended learning and TVET transformation / Colin Latchem; Germany: BIBB / Michael Hartel; Australia: OTEN / Robyn Harriden; Sri Lanka: TVET and ICTs / Janaka Jayalath; New Zealand: open polytechnic / Caroline Seelig and Mark Nichols; Jamaica: UTech / Jeanette M. Bartley-Bryan; Finland: VET and Omnia / Leena Vainio, Elina Oksanen-Ylikoski and Teemu Ylikoski; INVEST Africa / Shafika Isaacs; Cambodia: the TVET Academy / Pascal Mabille; Canada: e-Apprenticeships / Paul Little; Considerations in costing ODL and ICTs in TVET / Sarah Hoosen and Neil Butcher; Planning for the use of ICTs at the national and institutional levels / Colin Latchem; Conclusions and recommendations / Colin Latchem. Show less

Open and distance learning (ODL) is enjoying phenomenal growth in Asian higher education, new forms of provision are being developed, new institutions are being established and there is a surge in online export and import. However, there is still need to ensure that increasing access does not result in lowering standards and to prove that ODL is at least as good as conventional education and, in many cases, more innovative, effective and efficient. The paper examines the various quality assurance approaches employed in Asian university ODL, and the values, assumptions and advantages and disadvantages of these. It concludes by suggesting what is needed to encourage and achieve a culture of quality in the field.

Published abstract reprinted by permission of the copyright owner. Show less

In volume 13, no. 3, Desmond Keegan discussed the two basic models of distance education - synchronous and group-based, and asynchronous and individual-based - and referred to ‘the Chinese Examination System’ as an example of individual-based distance education without pre-prepared materials. Colin Latchem, an Australian consultant in educational development and open learning and Lu Xinzheng, a researcher at the Officer of Higher Education Examinations for Self-taught Learners (HEESTL) in The People’s Republic of China (PRC), provide details of this major open learning initiative which has attracted little attention outside the PRC but attracts many millions of students within that country. HEESTL operates on the assumption that the students have the capacity for autonomous learning, the motivation to work towards the sub-degree and degree level national Unified Higher Education Examinations, and the ability to seek out whatever additional tuition or support they may need within their own communities. It relies upon state and provincial governments, nominated universities and colleges and other public and private providers to support these students. The paper suggests that in its assumptions and mode of operation, HEESTL inherits and builds upon the age-old Chinese tradition of imperial examination and self-teaching. It examines the origin of HEESTL and its management, operations, and educational and socio-economic benefits, and discusses some of the improvements needed for HEESTL to further assist the PRC in achieving its Ninth Five-year Plan for Nationwide Educational Development.

Published abstract reprinted by permission of the copyright owner. Show less

The mission of the Commonwealth of Learning (COL) to provide staff development in open and distance education within the Commonwealth countries is noted. The paper then draws upon selected findings from the COL Training Impact Study (a study of 114 training events provided by COL over a 10-year period) [report indexed at TD/TNC 80.443] and discusses the respondents’ views on the needs and forms of provision that can be employed in providing staff training in open and distance education.

Published abstract reprinted by permission of the copyright owner. Show less

Quality assurance (QA) in open and distance learning (ODL) can be a contentious issue. There is little research-based literature to guide policy-makers, managers and practitioners in applying QA in education and training to ensure the right balance is found between accountability and autonomy, as well as assuring quality for the time and costs involved. This book explains what is involved in QA and accreditation in education. It describes and analyses applications of these practices in open, distance, dual-mode and conventional universities throughout Europe, North America, Africa, and the Asia-Pacific, looking at open schooling, e-learning in conventional schools, non-formal adult and community education, and corporate and small-to-medium enterprises. The contents are: Quality assurance and accreditation in higher education / Denise Chalmers and Shannon Johnston; Quality assurance and accreditation in open and distance learning / Colin Latchem and Insung Jung; International and regional quality assurance and accreditation / Colin Latchem and Anuwar Ali; Quality assurance in Asian open and distance learning / Insung Jung; Quality assurance for distance education in sub-Saharan Africa / Sarah Hoosen and Neil Butcher; Quality assurance and accreditation in the United States and Canada / Nancy K. Parker; Quality assurance and accreditation for distance education in the United Kingdom / Denise Kirkpatrick; Quality assurance policies and guidelines in European distance and e-learning / Ulf-Daniel Ehlers; Quality assurance policies and guidelines for distance education in Australia and New Zealand / Yoni Ryan and Mark Brown; Quality assurance in open universities / Asha Kanwar and Kate Clarke; Quality assurance in a mega-university: Universitas Terbuka / Tian Belawati, Aminudin Zuhairi and I. G. A. K. Wardani; Quality assurance in a consortium: Open Universities Australia, Teresa De Fazio, John Ketonen and Michael Crock; Quality assurance in regional dual-mode universities: the University of the South Pacific and the University of the West Indies / Rajesh Chandra, Dianne Thurab-Nkhosi and Stewart Marshall; Conducting an external institutional quality review: the Palestinian Al-Quds Open University / Kathleen Matheos; Lowering the cost and increasing the effectiveness of quality assurance: COL RIM / Geoff Plimmer, Alison Schmidt, Willie Clarke-Okah, Caroline Donovan and Winsome Russell; Quality assurance in open schooling: National Institute of Open Schooling, India and Open Junior Secondary School, Indonesia / Sanjaya Mishra, Sitanshu S. Jena and Arief S. Sadiman; Assuring quality in school digital ecosystems / Michael Gaffney; So few lessons learned?: quality assurance in the global telecentre movement / Richard Fuchs; Quality assurance in e-learning for European small-to-medium enterprises / Torstein Rekkedal; Quality assurance for e-learning in the South Korean corporate sector / Cheolil Lim; Competencies and quality assurance in distance and e-learning / Insung Jung and Colin Latchem; Learners' perceptions and opinions of quality assurance / Insung Jung; Concluding remarks: quality matters / Insung Jung and Colin Latchem. Show less

Information and communication technologies (ICTs) are assuming a crucial role in the delivery of information, knowledge and education around the world. This monograph examines developments in the establishment and use of community- and information technology-based telecentres in support of education and socio-economic development. It contains 14 case studies, a number of chapters summarising the key issues, a range of information and advice on the organisation and running of telecentres, and an appendix of print and online resources. The opening chapter provides a global overview of the multipurpose community telecentre movement and discusses the key issues of ownership, management, operational models and sustainability. This is followed by a number of case studies of telecentres from countries in Europe, North and South America, Africa, Asia, and Australia. The last section is based on the experiences, insights and findings of some of the world's leading experts in telecentres in regard to evaluation, teleworking, training telecentre managers and staff, and selecting and using technology. The chapters are: Telecentres - experiences, lessons and trends / Sonja Oestmann and Andrew C. Dymond; The Western Australia Telecentre Network / Gail Short; The Queensland Open Learning Network, Australia / Anne Gooley; The Remote Community Service Telecentres of Newfoundland and Labrador, Canada / Keith Sheppard; The Hungarian telecottage movement / Bill Murray; The WREN telecottage, Warwickshire, UK / David Evans; The Gaseleka telecentre, Northern Province, South Africa / Peter Benjamin; The Kitimat Community Skills Centre in British Columbia, Canada / Norbert Hartig; The AMIC@s in the Municipality of Asuncion, Paraguay / Sergio Aranda and Mary Fontaine; The Nakaseke Multipurpose Community Telecentre in Uganda / Meddie Mayanja; The pilot telecentres project in Mozambique / Polly Gaster; The DaimlerChrysler Distance Learning Support Centre in Maseru, Lesotho / Leslie Howard; Ghana's Community Learning Centres / Jonnie Akakpo and Mary Fontaine; Telelearning and telelearning centres in India / Santosh Panda and Sohanvir Chaudhary; The Acacia Programme: developing evaluation and learning systems for African telecentres / Heather E. Hudson; Telecentre evaluation: issues and strategies / Heather E. Hudson; Teleworking and telecentres / Imogen Bertin; Training telecentre managers, staff and users / Bill Murray, Cathy Murray and Simon Brooks; Telecentre technology / Mike Jensen and David Walker. Show less

This book addresses the key leadership concepts and change strategies that face contemporary educators and trainers. Globally, education is changing in response to a more demand-driven market and increasing expectations of greater accessibility, flexibility, quality, relevance and efficiency. In addition, new information and communications technologies are transforming the delivery and content of education and training. This environment requires transformational leadership, both at the organisational and the operational level, to change work cultures and to create systems that are responsive and sustainable. The contributions in this book bring together the experience of 18 educational leaders and innovators from around the world. The following issues are critically examined: global developments and trends in open and flexible education and training; the changes, challenges and choices confronting all educators and trainers; the development of an entrepreneurial culture; and the processes of organisational change and of successful leadership. The chapters are: Open and flexible learning: an environmental scan / Colin Latchem and Donald E. Hanna (p. 1-14); Changes, challenges and choices / Colin Latchem and Donald E. Hanna (p. 15-26); Developing an entrepreneurial culture / Colin Latchem and Donald E. Hanna (p. 27-40); Processes of organizational change / Colin Latchem and Donald E. Hanna (p. 41-52); Leadership in open and flexible learning / Colin Latchem and Donald E. Hanna (p. 53-62); The University of South Australia: providing leadership in flexible learning / Denise Bradley (p. 63-71); The University of the South Pacific: leading change in a multinational, multimodal university / Rajesh Chandra (p. 73-81); Alverno College: transforming the institution to an ability-based curriculum and flexible learning / Joel Read (p. 83-91); Leading and managing innovation in UK university contexts / Roger Lewis (p. 93-100); The University of Twente: leading and managing change via a Web-based course-management system / Betty Collis (p. 101-109); Washington State University: a US rural land-grant university responds to its changing environment / Muriel Oaks (p. 111-119); Western Governors University: a competency-based virtual university / Robert C. Albrecht (p. 121-129); The American Distance Education Consortium: from rural provision to virtual organization / Janet Poley (p. 131-138); The UK Open University: managing success and leading change in a mega-university / John Daniel (p. 139-146); Indira Gandhi National Open University and the Distance Education Council: institution and system building in India / Abdul Khan (p. 147-156); Athabasca University: change management in a non-traditional university setting / Dominique Abrioux (p. 157-165); University of Wisconsin-Extension: exercising leadership in complex organizations / Donald E. Hanna (p. 167-175); Partnerships for change / Dato' Gajaraj Dhanarajan (p. 177-185); Leading change in the expanded K-12 classroom / Brian Talbott (p. 187-195); Leadership in institution building: the National Open School of India / Marmar Mukhopadhyay (p. 197-205); Treading a fine line: consultancy in open and distance learning / Bernadette Robinson (p. 207-215); The International Extension College: leadership beyond the mainstream / Barbara Spronk (p. 217-224); Jones International University: converging marketplace entrepreneurship and education / Glenn R. Jones (p. 225-233); Lessons for the future / Colin Latchem and Donald E. Hanna (p. 235-240). Show less