Open universities and on-line learning in Asia ---- Issues and approaches

1
Open universities and on-line learning in
Asia---- Issues and approaches

• LI Yawan Secretary General Asian Association
  for Open Universities

2
Open universities in Asia

• There are more than
• 70 dedicated single
• mode open universities
• in Asia, among which
• 38 are AAOU full
• members.

3
Mission of Asian Open Universities

• Examining the open universities in Asia, we have
  notified that all of the open universities in
  Asia have the same objectives and missions when
  they started their programs within their
  countries
• To offer more access through multi-media
  methodology to those who can not enter into
  regular higher education institutions for diploma
  or degree courses.

4
Achievements for Asian open universities

• Increased number of enrolment for higher
  education institutions
• Created opportunities for adult learners
• Enabled learning to be more flexible and
  convenient
• Promoted regional economic development and social
  stability
• Improved overall quality of human beings to meet
  challenges
• Open universities witnessed very successful
  practice in Asia.

5
Case study in China

• The CRTVUs system a national dedicated distance
  education network in China with 1 CCRTVU and 44
  PRTVUs.
• CRTVUs has ranked itself in the forefront of the
  mage-universities with its largest number of
  enrolment.
• Target students primary secondary teachers,
  rural people, military officers and soldiers,
  disabled and minority groups

6
Case study in India

• A network of 10 open universities with one
  national open university and some state-owned
  open universities
• Indira Gandhi National Open University
• It is now the National Resource Center for Open
  and Distance Learning and an Apex body to
  coordinate and monitor distance education system
  throughout the country.

7
Case study in Singapore

• Open and Distance Learning Programs (ODLP) in
  Singapore are generally targeted at working
  adults who wished to upgrade themselves.
• ODLP are offered by various foreign universities
  through local private professional institutions,
  business organizations and education-related
  agencies.
• The Ministry of Education provides seed funding
  for the Open University Degree Program
  administered by the Singapore Institute of
  Management.
• Other than these traditional approaches to ODL,
  the polytechnics have embarked on the use of the
  Internet to deliver certain courses, both to
  students and working adults. 
• http//gdenet.idln.or.id/country/ar_singapore/CR_S
  ingapore.htm

8
Case study in Thailand

• Sukhothai Thammathirat Open University (1978)
• Since its establishment in 1978, STOU has made a
  significant contribution to the expansion of
  educational opportunities in Thailand. Over two
  million people have studied with the university,
  and the number of bachelors degree graduates has
  recently passed the 300,000 mark. (Prof. Pratya
  Vesarach)

9
Case study in Indonesia

• Universitas Terbuka established in 1984.
• UT is open to those interested in pursuing
  further education at tertiary level with 4
  faculties.
• With the support of UNDP/UNESCO, a network was
  established in 1993, which is called Indonesian
  Distance Education
• (IDLN).

10
Case study in Korea

• Korea National Open University (1972)
• It has playing the leading role in Korean
  educational innovation through a variety of
  learning media and distinctive educational
  methods.
• KNOU has produced over 300,000 accomplishing
  graduates, and currently approximately 200,000
  students are enrolled.

11
Case study in Sri Lanka

• The Open University of Sri Lanka became fully
  operative in 1980. It has the same legal and
  academic status as any other national university
  in Sri Lanka. It is the only recognized
  university in Sri Lanka where students are able
  to pursue further education by distance education
  techniques in keeping with the philosophy of Open
  and Distance Learning.

12
Case study in Iran

• Payame Noor University was founded in 1987.
• The nature and scale of its operation make PNU
  the most flexible and cost-effective higher
  education institution in Iran. It is also the
  largest state university in terms of student
  number and coverage. 
• In 2006, the University enrolled about 431,840
  students in 59-degree programs at 257 study
  centers and units. 

13
Case study in Vietnam

• Hanoi Open University was established in 1993.
• Hanoi Open University comprises 8 training
  faculties with highly-qualified and experienced
  professors, doctors, masters and scientific
  staff.
• The annual number of students approximates to
  40.000, around 21 out of which are full-time,
  11 part-time, and 68   distance learners.
•  

14
New opportunities for ODL in Asia

• Development of distance education through
  e-learning
• Governments increasing concern for mass
  education and life-long learning
• Impact of knowledge-economy on education reform
  and innovation
• Universities actions in capacity building in the
  transition of educational paradigm to meet social
  demands

15
Innovative practice in China

• 67 e-colleges formed in conventional universities
  
• Strategy focuses on Reviving the
  country---through science and education and
  enlarging the scale of enrolment for higher
  education institutions.
• National resource center and public learning
  support system is under construction

16
Enrolment Rate for HE, SHS, and JHS in China from
1990 to 2005
17
Graduates Ratio of CRTVUs in the Total Number of
National HEIs
12.01
18
Transmitting system of satellite and
computer-based network
19
Observation in India

• The Indian educational system again observed a
  paradigm shift in the late 90s when the Govt of
  India allowed access to Internet and private ISPs
  joined the bandwagon. (Ramesh Sharma)
• 96 institutions is offering distance education
  ----Dr. Siran Mukerji and Purnedu Tripathi
• India has grasped the opportunity of the 3
  industry revolution and rank itself in the second
  strongest country of information technology the
  world over.

20
New development in Thailand

• Thailand Cyber University (1999)
• Develop UnitNet IT infrastructiure, to connect
  every institution
• Supporting the production of courseware
• Developing the Learning management system
• Developing the e-library, e-community and
  learning resource sharing center.
• STOU is also currently developing an integrated
  e-learning system, presenting further
  possibilities for interactive activities as well
  as offering on-demand access to the universitys
  educational radio and television programs.

21
E-learning in Malaysia

• Open University Malaysia (2000)
• University Tun Abdul Razak (1997)
• The cyber corridor in Malaysia is an encouraging
  development.
• Asia-Pacific knowledge base was built up in
  Malaysia.

22
E-learning in Singapore

• Singapore has a very well-established computer
  and communications network covering all
  institutions and households.
• The polytechnics in Singapore have embarked on
  the use of the Internet to deliver some of their
  courses. These courses are aimed at supplementing
  conventional lectures for full-time students and
  providing continuing education and life-long
  learning for working adults. 

23
E-learning in Korea

• Since 1997, KNOU has been performing e-learning
  projects as a member of KVC consortium.
• Seoul Digital University (2000)
• There are 17 Cyber colleges and universities at
  the moment.
• Korea has taken a strong approach to e-learning
  and have surpassed Canadas lead on high speed
  broadband implementation.
• Approximately 76.9 of Koreans have owned PC,
  among which 82.3 can use internet and 57 are
  with broadband equipment. (Data from 2002)

24
E-learning in Sri Lanka

• Distance Learning is underway with the assistance
  from the International Development Association
  (IDA) of the World Bank. US three million has
  been invested in the special training project in
  ICT. The Government of Sri Lanka contributed US
  one million.
• In the OUSL, the students may register to virtual
  classroom, and e-forum to receive e-learning.

25
E-learning in Japan

• GLAD (Gateway to Learning for Ability
  Development)
• NICER (National Information Center for
  Educational Resources)
• NIME is planning to prioritize its RD into
  e-Learning . They aim to support e-Learning
  courses at universities and other institutions by
  centralizing all Japanese higher education
  e-Learning services, thereby enhancing
  convenience to students.

26
What else?

• Distance education is still a new phenomenon in
  the newly transitioned economies like Mongolia,
  Cambodia, Lao PDR and Vietnam. (Dr. Naveed A.
  Malik, et al)
• Due to reverse economic and social conditions of
  developed countries, countries like Bangladesh
  could not yet establish a reliable e-learning
  system or institution. (Md Shahid Uddin Asbar)

27
Issues in Asian Open Universities

• Imbalanced infrastructure and educational
  resources
• Lack of well-designed overall planning and uneven
  development for e-learning
• Lack in high qualified staff members for
  e-learning support and guidance
• Less attention for effective application of new
  technologies and resources
• Lack in joint research on some common issues

28
Measures to be taken

• Enhance cross-culture exchanges and collaboration
  through seminars, workshops, annual conferences
  and staff exchange schemes
• Establish knowledge base to share good resources
  and practice
• Increase awareness of student-focus approach
  within academic circles
• Encourage innovation and reform in educational
  management and teaching methodology
• Forge benchmarking and criteria for qualify ODL
• Encourage bi-lateral and multi-lateral
  cooperation in e-learning resources and
  application

29
Meeting challenges

• Establishing well-functioned mechanism to
  fulfill education goal
• Reinforcing traditional ways of organizing
  education by innovative methods and practice
• Connecting with different learning community
  through e-learning
• Making on-line learning curriculum to cater for
  economic and market needs
• Developing long-term strategies for life-long
  learning

30
Perspective of Asian Open Universities

• All of the OU in Asia will play a more important
  role in their respective countries when life-long
  learning from slogan to reality
• Closer relationship will form within certain
  areas when knowledge-based resource centers are
  built up
• Asian Open Universities are catching up with the
  mainstream of international ODL in due time.