Quality Assurance in Open and Distance Learning

Learning Institutions

Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

Quality Assurance in Open and Distance Learning

10.4018/978-1-7998-3438-0.ch002 ◽

2021 ◽

pp. 22-35

Author(s):

Amir Manzoor

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Distance Learning ◽

Economies Of Scale ◽

Management Practices ◽

Case Analysis ◽

Learning Institutions

Research Anthology on Preparing School Administrators to Lead Quality Education Programs ◽

Quality Assurance and Accreditation in Open and Distance Learning

10.4018/978-1-7998-3438-0.ch049 ◽

2021 ◽

pp. 1079-1097

Author(s):

Vimbi Petrus Mahlangu

Keyword(s):

Quality Assurance ◽

Distance Learning ◽

Total Quality Management ◽

Public Management ◽

New Public Management ◽

Total Quality ◽

New Public ◽

The World ◽

Open And Distance Learning

The purpose of this chapter is to argue that all open and distance learning (ODL) institutions should carry out quality assurance and accreditation processes in order for students and funders to have confidence in them. It also explains in detail what quality assurance and accreditation entails in ODL. This chapter follows a qualitative approach in understanding quality assurance and accreditation in ODL. Data were collected via literature review. During recent decades, the discourse and practices of systematic quality assurance and quality control have spread around the world, resulting to a great extent in market-based models related to the ideology and policy of neo-liberalism and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital. Quality assurance and accreditation in ODL aims to maintain and raise the quality of education and to guarantee the improvement of its standards.

Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4176 ◽

2018 ◽

Author(s):

Nguyen Huu Cuong ◽

Le My Phong

Keyword(s):

Higher Education ◽

Distance Education ◽

Quality Assurance ◽

Distance Learning ◽

Online Education ◽

Education Programs ◽

Future Directions ◽

The World ◽

E Learning ◽

Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

The use of information and communication technology in supervising open and distance learning PhD students

Ukrainian Journal of Educational Studies and Information Technology ◽

10.32919/uesit.2019.03.04 ◽

2019 ◽

Vol 7 (3) ◽

pp. 32-41

Author(s):

Promise Zvavahera ◽

Fine Masimba

Keyword(s):

Higher Education ◽

Distance Learning ◽

Information And Communication Technologies ◽

Information And Communication Technology ◽

Communication Technology ◽

Tertiary Education ◽

Communication Technologies ◽

Information And Communication ◽

Open And Distance Learning

Even though open and distance learning (ODL) using Information and Communication Technologies can be applied across disciplines and at various levels, this paper focuses on the supervision of PhD students studying through the Open and Distance Learning mode of education using Information and Communication Technologies (ICTs). Taking into account the fact that higher education institutions are always striving to increase the quality of supervision and throughput of doctoral programmes, the study highlights how Information and Communication Technologies (ICTs) can mitigate these challenges. The study was carried out in 10 Zimbabwean universities to evaluate the levels of preparedness of universities, supervisors and PhD students in using information and communication technology during their studies. Purposive sampling was used focusing on PhD students studying through ODL, local universities offering PhD programmes experienced, PhD supervisors, the Zimbabwe Council for Higher Education officials and officials from the Ministry of Higher and Tertiary Education, Science and Technology Development. Students, universities and supervisors were not fully prepared to do their work using ICTs due to various reasons. Some of the reasons given were that some universities did not have the required infrastructure and facilities in place. Some of the supervisors and students lacked basic computer skills and this affected the quality of supervision and slowness in giving feedback. The lack of internet availability and poor connectivity were also cited as challenges especially with the prevailing load shedding. The study recommends universities to invest in ICTs infrastructure since higher education transcends geographical boundaries.

The THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

Jurnal Pendidikan Terbuka Dan Jarak Jauh ◽

10.33830/ptjj.v20i2.122.2019 ◽

2020 ◽

Vol 20 (2) ◽

pp. 74-89 ◽

Cited By ~ 2

Author(s):

Aminudin Zuhairi

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Distance Learning ◽

Iso 9001 ◽

Face To Face ◽

Assurance System ◽

Online Tutorials ◽

Iso 27001 ◽

Operational Aspects

Universitas Terbuka (UT) telah befungsi sejak 1984 untuk memperluas kesempatan belajar bagi seluruh warga negara Indonesia dari berbagai lapisan guna menempuh pendidikan tinggi berkualitas. Makalah ini menyajikan aspek operasional pendidikan terbuka dan jarak jauh beserta sistem penjaminan kualitas UT. Deskripsi dan analisis tentang UT disampaikan dalam hal sistem pembelajaran, asesmen pembelajaran, dan sistem pendukung layanan operasional. Beragam layanan pendukung pembelajaran diberikan sesuai kebutuhan mahasiswa meliputi pembelajaran jarak jauh dengan tutorial online, pembelajaran jarak jauh blended dengan tutorial tatap muka dan online, pembelajaran jarak jauh dengan semua matakuliah didukung tutorial tatap muka, dan pembelajaran fully online. Sistem penjaminan kualitas UT meliputi pengembangan budaya kerja berkualitas sebagai tanggung jawab bersama, fokus pada pencegahan, dan pengembangan mekanisme asesmen kualitas secara internal dan eksternal. UT telah mengadopsi Asian Association of Open Universities (AAOU) Quality Assurance Framework sejak tahun 2001. Asesmen dan review kualitas secara eksternal telah dilakukan melalui sertifikasi ISO 9001 dan ISO 27001, akreditasi Program Studi dan Institusi oleh Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT), dan review kualitas oleh International Council for Open and Distance Education (ICDE). Arah ke depan UT sebagaimana dinyatakan oleh Menteri Riset, Teknologi, dan Pendidikan Tinggi 2014-2015 adalah tantangan UT sebagai pelopor cyber university di Indonesia serta menyediakan matakuliah online bagi mahasiswa dari perguruan tinggi di Indonesia lain agar memiliki pengalaman pembelajaran online. Universitas Terbuka (UT) has been functioning since 1984 to widen opportunities for the citizens of Indonesia from all geographical, social and economic backgrounds to have access to quality higher education. This paper presents the UT operational aspects of open and distance learning and its quality assurance system. The description and analysis of UT is presented in terms of teaching and learning system, assessment of student learning, and operational support system. The UT modes of learning support to students are provided based on the students’ needs to include distance learning with online tutorials, blended distance learning with face-to-face and online tutorials, distance learning with all courses supported by face-to-face tutorials, and fully online learning courses. Quality assurance is discussed in terms of the development of quality work culture as shared responsibility, focus on prevention, and the establishment of mechanism for internal and external assessment. UT has adopted the Asian Association of Open Universities (AAOU) Quality Assurance Framework since 2001. External quality assessment includes certification for ISO 9001 and ISO 27001, Study Program and Institution accreditations by the National Board of Higher Education Accreditation (BAN-PT), and quality reviews by the International Council for Open and Distance Education (ICDE). Future directions of UT as stated by the former Minister of Research, Technology, and Higher Education was to be pioneer in cyber university and to provide online courses for students from other universities in Indonesia.

Covid-19 as an Accelerator for Training and Technology Adoption by Academics in Large-Scale Open and Distance Learning Institutions in Africa

10.25159/unisarxiv/000016.v1 ◽

2021 ◽

Author(s):

Mphoentle Puleng Modise ◽

Geesje Van den Berg

Keyword(s):

Higher Education ◽

Professional Development ◽

Distance Learning ◽

Technology Adoption ◽

Large Scale ◽

Higher Education Institutions ◽

Learning Institutions ◽

And Training ◽

The Way

The Covid-19 pandemic provoked a paradigm shift never imagined by higher education institutions in the world, but especially in developing countries. Drawing on findings from a PhD study, this article aims to highlight the way in which Covid-19 accelerated professional development and training and technology adoption by academics in higher education institutions and large-scale open and distance learning institutions in Africa. A total of 20 academics and relevant stakeholders from two of Africa’s largest open and distance learning institutions were interviewed, and their views are reported. The data were analysed using thematic analysis. The findings show an increase in training and professional development of academics during the pandemic. The study also reveals the way in which Covid-19 fostered the speed and ease with which technology was adopted and used by academics for teaching and learning. The results of this research study may contribute to research of various topics on technology adoption and academics’ professional development and training and future approaches post-Covid-19.

Optimizing Open and Distance Learning in Higher Education Institutions - Advances in Educational Technologies and Instructional Design ◽

Private Universities' Participation in Open and Distance Learning for Enhanced Access to Higher Education Among Underserved in India

10.4018/978-1-5225-2624-7.ch009 ◽

2018 ◽

pp. 213-227

Author(s):

Akhilesh Kumar Pandey ◽

Syed Mohammad Haider Rizvi

Keyword(s):

Higher Education ◽

Distance Learning ◽

Private Sector ◽

Professional Education ◽

Private Universities ◽

High Growth ◽

The Sustainable Development ◽

The Government

It is now well recognised and understood that the higher education is one of the important components in accomplishing the Sustainable Development Goals of United Nations for the countries. However this important sector continues to remain a matter of concern in India primarily because of supply demand gaps, poor quality of teaching-learning, disparities in access and constraints on research & innovation. The conventional mainstream systems of education are able to serve a very small segment of the society. Alongside, new demands of education are fast emerging from the working class and who are away from the centre of activities. The scarce financial allocations from the Government are not able to meet the demand of education. Such a scenario threatens the sustained high growth of the Indian economic engine. The advent of private sector and the opening of private universities and other institutions for higher and professional education has now emerged as important factors that are, now, running sizeable number of professional degree programmes particularly management and engineering and accounts for 59% of all the tertiary enrolments in India. Despite a lot of scepticism about the role of private sector, there has been a policy thrust for private sector's participation in higher education. This paper discusses the needs of private universities and their roles in making access of higher education in masses. The authors have tried to explore the roles of vast network of private universities in expansion of open and distance learning in accordance with the issues and challenges.

Open and Distance Learning Initiatives for Sustainable Development - Advances in Educational Technologies and Instructional Design ◽

An Appraisal of ODL Interventions in Terrorism Affected Kashmir Valley

10.4018/978-1-5225-2621-6.ch011 ◽

2018 ◽

pp. 212-230

Author(s):

Nurul Hasan ◽

Umesh Chandra Pandey

Keyword(s):

Higher Education ◽

Distance Learning ◽

Positive Impact ◽

Learning System ◽

Kashmir Valley ◽

Distance Learning System ◽

Unique Approach ◽

Unemployed Youth

The Open and Distance Learning system has been able to make a positive impact in the conflict-ridden communities of Kashmir valley in India. This part of the India has long been under the influence of armed militancy which drastically affected the access to higher education. The Open and Distance Learning systems started operating in this area with a modest beginning made by Directorate of Correspondence Courses but had a limited impact. IGNOU which is the largest provider of ODL Programmes in India started developing its network in Kashmir valley in 1999 with its unique approach based on collaboration and sharing of resources. The target groups dominantly composed of unemployed youth, school drop outs, working population, rural folks, women etc has traditionally been deprived of Higher education. This chapter describes the approach of IGNOU and its impact in such conflict-ridden societies which is worth replicating in similar socioeconomic setups across the developing world.

A Comparative Case Study

Industry and Higher Education ◽

10.5367/0000000054615522 ◽

2005 ◽

Vol 19 (4) ◽

pp. 287-297 ◽

Cited By ~ 1

Author(s):

Des Monk ◽

Julie Hitchen

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Distance Learning ◽

Comparative Case Study ◽

Institutional Practice ◽

Potential Benefits ◽

The Uk ◽

Strategic Thought

This article is concerned with the provision of open and distance learning by the higher education sectors in two countries, the UK and Finland. The central contention is that more strategic thought must be given to this issue if the potential benefits of such learning are to be maximized. The article considers in detail institutional practice in one UK university and compares it to practice in a Finnish institution to ascertain whether procedures and practices adopted in Finland might inform policies in UK universities. By way of conclusion, it is suggested that higher education institutions in both countries need to explore the importance of improved networking, develop better quality-assurance procedures and introduce changes in pedagogic practice.

Quality Improvement, Quality Assurance, and Benchmarking: Comparing two frameworks for managing quality processes in open and distance learning

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v6i1.221 ◽

2005 ◽

Vol 6 (1) ◽

Cited By ~ 18

Author(s):

Alistair Inglis

Keyword(s):

Higher Education ◽

Quality Assurance ◽

Quality Improvement ◽

Distance Learning ◽

Higher Education Institutions ◽

Quality Framework ◽

Institutional Contexts ◽

Similarities And Differences

<P>Managing quality processes become critically important for higher education institutions generally, but especially for institutions involved in open and distance learning. In Australia, managers of centers responsible for open and distance learning have identified two frameworks that potentially offer ways of conceiving of the application of quality processes: the Quality Framework published in Inglis, Ling, and Joosten (1999); and the Benchmarking Framework published in McKinnon, Walker, and Davis (2000). However, managers who have been considering applying one or other framework within their institutional contexts have had to face the issue of how they should choose between, or combine the use, of these frameworks. Part of their dilemma lies in distinguishing among the related functions of quality improvement, quality assurance, and benchmarking. This article compares the frameworks in terms of their scope, institutional application, structures, and method of application, and then considers what implications the similarities and differences between the frameworks have for their use.</P>