1. International Policy Issues in Higher Education: Implications for Open and Distance Learning 2003.11.3 Keynote Speech Training Workshop for Policy-Makers on Open and Distance Learning for Higher Education Knowledge Base and Expert System UNESCO Shanghi, China Insung Jung International Christian University, Japan Isjung@icu.ac.jp

2. Agenda 1. Policy Issues in Higher Education 2. Trends and Issues 3. Policy Implications for ODL

3. Recent Policy Issues in Higher Education Technology integration Distance education Gender issues Quality Lifelong education Flexibility Relevance Decentralization Accountability UNESCO, World Bank, COL, Journals in HE, Chronicle of HE International collaboration Open access Peace education Research For-profit HE

4. Recent Policy Issues in Higher Education Technology integration Distance education Quality Lifelong education Flexibility Issues related to ODL International collaboration Open access For-profit HE Relevance Accountability

5. Technology Distance Mode Open Access Lifelong Learning Society Organization Flexibility For-profit HE Quality Relevance Accountability Recent Policy Issues in Higher Education Issues related to ODL International Collaboration Vision

6. Before we begin… “What is Open and Distance Learning?” - No one definition - Many approaches to defining the term - Many types of ODL

7. “What is Open and Distance Learning?” separation of teacher and learner separation of teacher and learner institutional accreditation institutional accreditation use of mixed-media courseware use of mixed-media courseware two-way communication two-way communication possibility of face-to-face meetings for tutorials possibility of face-to-face meetings for tutorials use of industrialized processes use of industrialized processes

8. Types of ODL Same timeDifferent time Same place Classroom teaching, face-to-face tutorials and seminars, workshops and residential schools Learning resource centers/Computer labs, which learners visit at their leisure. Different place Audio/video/web-based conferences; television with one-way video, two- way audio; radio with listener response capability; and telephone tutorials; real time online chatting Home study, computer conferencing, tutorial support by e- mail and fax communication; online learning (e-learning)

9. Trends/Issues Technology Technology development A Variety of Technology Approaches Convergence of ODL and Campus-based learning -- growth of online education within traditional institutions -- single-mode DE institutions adopting ICT -- new virtual universities emerged -- digital divide

10. 1. Technology development ICT development plan in most countries Internet users (Worldwide) 1998 March 1.61 % (66.68 million) 1999 March 3.89 % (159 million) 2000 March 5.1 % (309.7 million) 2001 March 7.55 % (458.11 million) 2002 May 9.57 % (580.78 million) http://www.nua.com/surveys/how_many_online/index.html

11. 1. Technology development Capacity in ICT is forecast to continue to grow rapidly. The technical capacity has far exceeded the capacity of other sectors. ICT growth is not equal between different countries, and between different groups within countries. There are forces for developing countries to move into knowledge-based business dependent on ICT. ICT has brought about radical changes to previously stable sectors. (Bates, 2001)

12. 1. Technology development Information Age Mindset Computers aren’t technology The Internet is better than TV Reality is no longer real Doing is more important than knowing Multitasking is a way of life Typing is preferred to handwriting Staying connected is essential Zero tolerance for delays Consumer and creator are blurring Mobile phones become necessity (Oblinger, 2002)

13. 2. A Variety of Technology Approaches  Integrated Multimedia  Online Only - single-mode online universities  Online + Offline Hybrid (Blended approach)

14. - Online Only Market: ages 18 - 21 Academic subjects Conventional Univ. Market: Working Adults ICT as core technology Practical fields of study Virtual Univ. ICT as supplementary Edutopia to Education at any time and place Example : Korea’s 16 online universities (2003) Open Access

15. 1)Seoul Digital University (4yr.) http://sdu.ac.kr -founded by a consortium of 21 conventional universities in 2001 -4 divisions 13 majors (police administration, e-banking, cyber-trading, animation, Japan studies, China studies…) -1,600 students with 12 full-time; 48 part-time faculty

16. 2) Hanyang Cyber-University(4yr.) http://hanyangcyber.ac.kr -founded by Hanyang University in 2002 -5 depts. (e-business; information management; computer science; educational contents; digital design) -1,000 students with 5 full-time; 22 part-time faculty

17. Based on 2002 data with 16 online universities (2003 e-learning White Paper, Korea Ministry of Commerce, Industry & Energy)  More students prefer certificate-related and computer-based curriculum to law, administration, and other social science.  64% males; 36% females (2002) -- 7,320 (M); 4,196 (F)  81% working adults  37% were in their 20’s, 39% in 30 ’ s, 18% in 40 ’ s, 4% in 50 ’ s  84 % high school graduates; 6% 2 yr. College diploma; 7 % 4 yr. Univ. degree or above  More than 90% used ASDL (74% in 2001)  Tuition & Fees: US$50 - 70 per credit (US$100 – 150 per credit in conventional university)

18. Popular programs offered include: e-business, hotel management, business information, e-accounting, e-banking, cyber-trading, police administration development of internet contents, multimedia design, game development, game software, computer media, digital design, entertainment Educational contents, cyber-education, integrated education, lifelong education Law, Language education, media and advertisement, real estate

19. - Blended Approach Conventional universities - offer online courses or satellite TV courses - have a cost recovery or a for-profit unit Traditional ODL institutions - offer online programs - include online components Conventional universities - offer online courses or satellite TV courses - have a cost recovery or a for-profit unit Traditional ODL institutions - offer online programs - include online components More interactive environment Improved flexibility Expand services to new groups

20. - Blended Approach Example: Open University UK Printed/AV/Online materials Face-to-face tutoring Online tutoring 165,000 students Franchise arrangement Accreditation arrangement Open Access

21. - Integrated Multimedia Example: Universiti Tun Abdul Razak (UNITAR) -Malaysia’s first virtual university owned by a bumiputera public-listed company on the Main Board of the Kuala Lumpur Stock Exchange (KLSE). -Opened in 1998 with 162 students -10,000 students in 18 programs (undergraduate and graduate) in 2003 (11 study centers/1 in Cambodia) -the pervasive use of e-learning technology like the Internet, web-based or CD-based courseware and facilitator-based tutorials or academic meetings

22. 3. Convergence of ODL and Campus-based learning Example:University of the South Pacific Vast physical distance Ethnic, cultural & language diversity Weak ICT infrastructure USP: a regional higher education institution owned and operated by 12 island states in Oceania

23. Example:University of the South Pacific Face-to-face teaching: the dominant mode Print-based DE Audio and Video- taped materials USPNet 2000: a satellite-based communication system 3. Convergence of ODL and Campus-based learning

24. Examples Online Graduate Programs in Japanese Universities 1) Internet School of Tohoku University 2) Shinsu University Graduate school programs (Engineering, Educational Informatics, Science and Technology ….) Japan: online courses - 60 credit hours maxim

25. Korean University Alliance for Cyber Education (formed in April, 2001) to share experiences and resources, to develop quality assurance criteria, to suggest appropriate government policies, to promote marketing http://www.kuace.org Online Programs in Korean Universities

26. 151 universities or colleges among 376 - sharing online courses (22% in 2001; 48% in 2002) - individual professor level (56% in 2001; 80% in 2002) - independent division at institutional level (13% in 2001; 47% in 2002) - Most online courses at undergraduate level (only 18% at graduate level) - About 45% totally online, 55% mixed or enhanced (based on 238 undergraduate courses) - 71.6% adopted LMS at institutional level 2001-2002 study on e-Learning implementation

27. Online Graduate Schools within Conventional Universities -6 universities offer totally online graduate programs in MBA, Educational Technology, Cosmetics, Silver Industry, Educational Administration and Hotel Management. -Focus on adults : corporate employees, teachers… -One or two full-time faculty members and many online tutors -Collaborate with private companies -Adopt cost-effective business model 2001-2002 study on e-Learning implementation

28. Why? 3. Convergence of ODL and Campus-based learning Quality Improvement Brand Image Revenue Generation Extend/Expand Services ICT development

29. Trends/Issues Organizatio n & Managemen t A Variety of Management Models A Variety of Organizational Structures -- growth of private sector providers & broker organizations -- concern with commercialization

30.  WorldLecture Hall models - provides accumulated courses  Superstore models - provides a variety of programs  Niche market models - provides specialized programs 1. A Variety of Management Models

31. - Superstore models Open University, UK http://www.open.ac.uk/ A comprehensive list of study fields Accounting; Art History; Business; Chemistry; Economics; Education; English; German; History; Literature; Manufacturing; Mathematics; Music; Philosophy and others -- more than 50 fields of study

32. - Superstore models Central TV and Radio University, China A comprehensive list of study fields Chinese Language & Literature and Law Department, Economics & Management Department,, Chemical, Science and Technology Department, Agricultural and Medical Department, Teacher's Education Department, Foreign Languages and Foundational Courses Department ….(more than 55 disciplines) 44 provincial Radio and TV Universities (PRTVUs) http://www.crtvu.edu.cn/

33. - Niche market models Netg Focusing on IT skill development courses http://www.netg.com 1,850 IT and desktop e-Learning courses 1,300 business and professional development e- Learning courses 1,000 IT and desktop online books from Safari 250 instructor and student manuals for ILT training English, German, French, Spanish, Dutch, Italian, Portuguese, Hungarian, Korean, UK English, Japanese, Turkish and Chinese

34. - Niche market models WonKwang Digital University Online university focused on game development Bachelor’s degree Dept. of Game Planning Dept. of Game Graphics Dept. of Game Software Dept. of Digital Management http://wdu.ac.kr/

35. - Niche market models Sao Paulo State University & others Degree program to 7,000 teachers in Sao Paulo State - Face-to-face and ICT-based distance activities combined - Videoconferences, satellite TV, online activities on LearningSpace - Content focus on Pedagogy

36. - WorldLecture Hall models WorldLecture Hall Publishes links to pages created by faculty worldwide who are using the Web to deliver course materials in any language Some courses are delivered entirely over the Internet. Others are designed for students in residence. Many fall somewhere in between. http://www.utexas.edu/world/lecture/

37. 2. A Variety of Organizational Structures  Philanthropic (MIT Open Courseware)  Not-for-Profit Corporation (Michigan Virtual University)  For-Profit Corporation (Jones International Univ. )  Public Consortium (California Virtual Univ. )

38. - Not-for-Profit Corporation/Organization http://www.mivu.org Learners from companies in Michigan State -Thousands of mini-courses -Online courses offered by universities and colleges in Michigan State -Thousands of mini-courses -Online courses offered by universities and colleges in Michigan State to provide high-quality, convenient, and cost-effective education and training to Michigan's current and future workforce.

39. - Not-for-Profit Corporation/Organization EuroPACE2000 A trans-European network of universities, research institutions, private enterprises, regional and professional organizations and public authorities Among its aims, -provide access to European educational expertise -Contribute to the realization of a Virtual University for Europe offering a variety of courses http://www.europace.org/

40. - For-Profit Corporation Launched in 1995; Accredited in 1999 Launched in 1995; Accredited in 1999 Masters ’ programs in Business Administration, Education, Masters ’ programs in Business Administration, Education, and Art in Business Communication and Art in Business Communication Bachelors ’ programs in Business Administration, Science Bachelors ’ programs in Business Administration, Science in Information Technology and Arts in Business Communication in Information Technology and Arts in Business Communication Corporate programs Corporate programs Certificate programs Certificate programs Students from more than 70 countries Students from more than 70 countries (Spanish programs available) (Spanish programs available) Jones International University http://jonesinternational.edu

41. - For-Profit Corporation Universitas 21 e-University http://www.u21global.com A joint venture of Universitas 21 (consortium of 16 select internationally recognized universities) and Thomson LearningUniversitas 21 Thomson Learning Established a new e-University with online programs such as online MBA - McGill University - The University of British Columbia - The University of Virginia - The University of Birmingham - The University of Edinburgh - The University of Glasgow - The University of Nottingham - Lund University Sweden - Albert-Ludwigs-Universit ä t FreiburgMcGill UniversityThe University of British ColumbiaThe University of VirginiaThe University of BirminghamThe University of EdinburghThe University of GlasgowThe University of NottinghamLund University SwedenAlbert-Ludwigs-Universit ä t Freiburg - Fudan University - Peking University - The University of Hong Kong - The National University of Singapore - The University of Melbourne - The University of New South Wales - The University of Queensland - The University of AucklandFudan UniversityPeking UniversityThe University of Hong KongThe National University of SingaporeThe University of MelbourneThe University of New South WalesThe University of QueenslandThe University of Auckland

42. - Public Consortium African Virtual University http://www.avu.orghttp://www.avu.org -based in Nairobi, Kenya with over 34 Learning Centers in 17 African countries - University of Namibia; University of Zimbabwe; BITC Institute, Nairobi, Kenya; Kyambogo University, Uganda…… L’Université virtuelle en Pays de Loire http://www.uvpl.org -A partnership of 4 higher education institutions from North West of France ITESM Universidad Virtual: Virtual University of the Monterrey Institute of Technology System http://www.ruv.itesm.mx/ - Mexico’s virtual university http://www.ruv.itesm.mx/ - partnerships with several universities/organizations in USA, Canada, Australia …

43. - Philanthropic http://ocw.mit.edu/index.html MIT Open Courseware a free and open educational resource for faculty, students, and self-learners around the world Publishes MIT course materials Is not a degree-granting or certificate-granting activity Does not provide access to MIT faculty 500 courses available (2003.11)

44. Trends/Issues Quality National accreditation & accountability Quality in support services Relevance to work -- openness vs quality -- costs vs quality

45. 1.The accreditation process in a country plays an important role in ensuring the quality of ODL program. 2. Accredited degree programs are usually evaluated by a governing authority as meeting the necessary requirements of a higher education. 3.Successful higher education institutions which provide ODL programs show accountability by earning national accreditation. 1. National Accreditation & Accountability

46. 1.One of the accredited online universities in USA 2.Show the public that it has maintained the rigorous academic standards as an institution of higher education 3. accredited by the Higher Learning Commission (HLC); a member of North Central Association 1. National Accreditation & Accountability Example: University of Phoenix Online http://www.uopxonline.com/

47. 1.Accreditation system different 2.Accredited with the establishment by Law of Lifelong Education Detailed criteria for evaluation developed Other higher education institutions accredited by Higher Education Law (cf. Open University, UK) 3.Annually monitored and evaluated by a government agency and results open to the public 1. National Accreditation & Accountability Example: Korea’s online universities

48. 1. National Accreditation & Accountability 1. Contents Accreditation by Non-profit Agency (Committee on Educational Contents Quality Assurance) http://www.contentsmedia.com/contents_check/index.htm 2. Quality Evaluation by Korea Research Institute for Vocational Education and Training (on behalf of Ministry of Labor) to allocate Employee Insurance Fund http://www.krivet.re.krhttp://www.krivet.re.kr (e-learning center) 3. Associations - Korean Association for Cyber-Education (2000) - E-Learning Industry Association (Ministry of Commerce, Industry and Energy, 2002) - Federation of E-Learning Corporate (Ministry of Labor, 2003) - Association of Distance Teacher Training Centers (Ministry of Education and HRD) 1. Contents Accreditation by Non-profit Agency (Committee on Educational Contents Quality Assurance) http://www.contentsmedia.com/contents_check/index.htm 2. Quality Evaluation by Korea Research Institute for Vocational Education and Training (on behalf of Ministry of Labor) to allocate Employee Insurance Fund http://www.krivet.re.krhttp://www.krivet.re.kr (e-learning center) 3. Associations - Korean Association for Cyber-Education (2000) - E-Learning Industry Association (Ministry of Commerce, Industry and Energy, 2002) - Federation of E-Learning Corporate (Ministry of Labor, 2003) - Association of Distance Teacher Training Centers (Ministry of Education and HRD)

49. The poorer quality program vs the better quality program (Moore, 1997) Providing technology with concomitant support for training and course design High quality presentation of information AND a high quality of personal experience in interactive learning Adopting DE’s own technique – division of labor, a team of specialists Good learner support Identify own areas of specialization and excellence 2. Quality in Support Services

50. Examples 1)University of Phoenix online – 1: 8 – 12 interaction 2)Open University UK – extensive online tutoring 3)CCRTV - 44 PTVUs, more than 690 branch schools at prefecture and city level, more than 1,600 study centers at county level 4)Indonesia Universitas Terbuka – e-learning components such as online tutorials, online counseling, online supplementary materials since 2002

51. 1.Most of the learners in DE institutions are working adults 2.Survey shows -- practical courses an/or certification-related programs preferred 3.Competence test; competency-based learning (Western Governors’ University) 4.Credit for life and work experience -Norway – the County of Vocational Training Board 3. Relevance to work

52. Policy Implications for ODL 1.Technology policy with a clear purpose 2.Policy to lesson digital divide 3.Accreditation policy 4.Policy for training and leadership 5.Policy for promoting ODL 6.Policy for intellectual property 1.Technology policy with a clear purpose 2.Policy to lesson digital divide 3.Accreditation policy 4.Policy for training and leadership 5.Policy for promoting ODL 6.Policy for intellectual property

53. Policy Implications for ODL 1. Technology policy with a clear purpose Develop a strategic vision and goals for ICT 1) National/Regional level 2) Higher Education level 3) Institutional level - identity what the ICT will be used for expanding or extending services? improving quality? improving cost-benefits? going global? - identify what technology applications will be used - plan for finding and sustaining funding for the ICT ** the balance between investment in advanced technologies (e.g. online learning) and investment in traditional school or older technologies

54. Policy Implications for ODL 1. Technology policy with a clear purpose Korea’s e-Campus vision 2003 – 2007 ** A comprehensive plan for ICT use in Universities ** Early 1990’s ICT plan for K-12 Singapore’s eCitizen and Masterplan for IT use in Education (focus on K-12) Canada’s Office of Learning Technologies to promote innovative lifelong learning opportunities via technologies University of British Columbia’s e-Strategy plan -- policy is lacking in tertiary education ---

55. Policy Implications for ODL 1. Technology policy with a clear purpose ICT-based ODL Even the poorest countries cannot afford not to expose to the potential of virtual education. - create a model for virtual higher education - begin with one prestigious/national university in the country - build a targeted infrastructure - develop partnerships with institutions in other countries or private sectors

56. Policy Implications for ODL 2. Policy to lesson digital divide ODL with integration of ICT can contribute to solving educational equity problem but at the same time can create new digital divide problem. - make an effort to find facts - allocate funds to support the policy - collaboration important (private sector involvement, international collaboration, various models of partnerships…)

57. Policy Implications for ODL 2. Policy to lesson digital divide Resources Digital Divide Network http://www.digitaldividenetwork.org http://www.digitaldividenetwork.org World Economic Forum’s Global Digital Divide Initiative http://www.weforum.org/site/homepublic.nsf/Content/Global+Digital+Divide+Initiative#ed education projects; entrepreneurship projects; policy and strategy projects; resource mobilization projects International Organizations

58. Policy Implications for ODL 3. Accreditation policy Accreditation agency - existing organization ; nationwide testing? - a separate organization for ODL or online education? - voluntary cooperative commissions? Other considerations - protecting local providers in a global market? - protecting local students? - what are the roles of accrediting agencies? - internationalization of quality assurance?

59. Policy Implications for ODL 3. Accreditation policy Develop detailed accreditation guidelines for ODL institutions - curriculum and instruction - evaluation and assessment - student support services - facilities and finance - academics and research Build a monitoring and evaluation system within institution - systematic monitoring and evaluation for quality assurance - research function and fund

60. Policy Implications for ODL 4. Policy for training and leadership Quality ODL programs require staff skilled in a variety of tasks. - ODL academic staff training - ODL non-academic staff training among training areas…. - Instructional design training - Facilitating skill training - cost-effectiveness

61. Policy Implications for ODL 4. Policy for training and leadership A variety of leadership models different model depending on context - shared leadership - action-oriented leadership - partnership leadership Leadership training - to share vision - to develop action strategies - to build partnerships

62. Policy Implications for ODL 5. Policy for promoting ODL Pricing policy - e-rates for educational use of ICT in higher education Policies for supporting partnerships and alliances - encouraging private sector involvement - public-public partnerships - partnerships with foreign countries

63. Policy Implications for ODL 5. Policy for promoting ODL  Policies for funding and aid - ODL student aid - grant funding for ODL institutions - public funding of ODL activities such as toll- free telephone services for ODL students

64. Policy Implications for ODL 6. Policy for intellectual property  Review existing policies  Review international guidelines/regulations  Need new policis for ownership/intellectual property  - educational use of online materials  - online courses  - collectively created knowledge on the web

65. Policy Implications for ODL The issue for us is not one of direction but of readiness and scale. (Bates, 2001) Timing? Goals? Priorities? Within the context of a systematic planning The issue for us is not one of direction but of readiness and scale. (Bates, 2001) Timing? Goals? Priorities? Within the context of a systematic planning

66. Questions?Comments?

67. Thank you!