Insung Jung International Christian University, Tokyo, Japan ICT and quality assurance to support...

Insung JungInternational Christian University, Tokyo, Japan

ICT and quality assurance to support ubiquitous access to distance education:

Promises, realities, and recent breakthroughs

A keynote speech Fifth EDEN Research Workshop

Organized by EDEN in collaboration with CNED & UNESCO20-22 OCTOBER, 2008

Paris, France

International Christian UniversityTokyo, Japan

Liberal Arts College

About 3,000 students from 40 countries

158 full-time faculty

Accredited by MOE (Japan) and the American Academy for Liberal Education (AALE, USA)

Blended learning

My experiences Korea National Open University Ewha Woman’s University, Multimedia Education Institution Distance Education/E-learning field/ICT use – UNESCO, WB, APEC consultant Research –policy, quality assurance, evaluation, instructional design, Asian distance

education Teaching – instructional design, distance education, e-learning research, media literacy http://epiaget.com (homepage)

Latchem, C. & Jung, I.S. (2009). Distance and blended learning: Opening up Asian education and training. New York & London: Routledge (Distance Education Series).

Today’s Presentation

ICT integration in Distance Education - Background changes- Promises- Realities

Recent breakthroughs

Conclusion

1. Technology development

2. Psychological changes

3. Social, behavioral changes

4. Changes in learning paradigm

Why ICT integration in DE?

ICT Integration

E-learning

ICT Integration

E-learning



Source - http://www.weboma.com/internetic-world-in-the-year-2015/



Source - http://www.internetworldstats.com/stats.htm


Internet users (Least developed countries)


Countries Internet Users Dec/2000

Angola 30,000 100,000 233%

Benin 16,000 150,000 900%

Afghanistan 1,000 580,000 57,900%

Cambodia 6,000 70,000 1,066%

Internet UsersLatest Data

Internet UsersLatest Data

Source - http://www.internetworldstats.com/stats.htm



Source - http://www.itu.int/ITU-D/ict/statistics/ict/index.html

2. Psychological changes


•Computers aren’t new technology anymore.

•The Internet is better than TV

•Reality is no longer real - more than one identity

•Multitasking, a way of life

•Typing is preferred to handwriting

•Web, indispensable

•Zero tolerance for delays

•Consumer and creator are blurring

•Network-enabled mobile phones become necessity

Sources - Oblinger, 2002; Jung, 2003

3. Social, behavioral changes


Teens -- Over 90% Use the Internet for new information -- Over 70% use instant messaging to keep in touch - Over 50% contact strangers on the net - Over 40% post own information online to be contacted - Over 30% experienced cyberbullying

Overall - 25% of retail stock trades on the Internet - Over 90% Internet users, online shopping (Korea, UK, Germany, Japan, US) - 87% of print journalists connected to the Internet -

-Sources - Lenhart, Simon & Graziano, 2001; Jung, 2003; 2007 Pew/Internet research; 2008 Nielsen

4. Changes in learning paradigm


Formal Schooling

Formal Schooling

Lifelong Learning Society

Lifelong Learning Society

Fact/Information/Answers

Fact/Information/Answers

Knowledge/Wisdom/Solutions

Knowledge/Wisdom/Solutions

Teacher-centered Teacher-centered

Learner-centered Learner-centered

ICT adoption ; E-learning developmentICT adoption ; E-learning development

Singapore: Thinking School, Learning NationKorea: EdutopiaGermany: Lifelong education for everyone

3) Ubiquitous access3) Ubiquitous access

2) Quality improvement2) Quality improvement

1) Pedagogical innovation1) Pedagogical innovation

4) High market value 4) High market value

Promises

1) Pedagogical innovation1) Pedagogical innovation

From teacher-centered to learner-centered “A truly learner-centered approach to education will be realized.” “The teacher will facilitate learning. ”

Social constructivistic learning environment “Learning would be engaged in authentic tasks or real world problem solving situations.” “New knowledge will be constructed collaboratively.”

Global learning community building“Learning communities will be formed to create knowledge.”

Full of multimedia resources

(Bates, 1995; 2005; Harasim, 1993; Khan, 1997; Zemsky & Massy, 2004)

Improved teaching quality “Application of learner-centered instructional design; best teaching practices” “Better adaptation to individual needs.” “Better management of learning processes.”

Improved learning effectiveness “Communication will be improved.” “Students will be more actively engaged in learning.” “Higher level skills will be acquired.” Improved support “24/7, individualized support.” “Added values - ICT skill improvement, collaboration, efficiency….”

2) Quality improvement2) Quality improvement

Ubiquitous access “People would be able to learn anywhere, any time.”

Expanded learning opportunities “There will be a boom in adult education.” “Lifelong society will be realized.” Bridging the Gap “Quality education will be delivered to remote areas, underdeveloped regions” “ICT can lessen the gender gap in education.” “E-learning will bring about educational equity.”

3) Ubiquitous access3) Ubiquitous access

Improved cost-efficiency “It is a cost-efficient approach to education.” “Economies of scale will be achieved.”

Revenue-generating; profit-making potentials “E-learning market opportunity will grow drastically.” “It would generate revenue for an organization.” “There is a global market for e-learning.”

4) High market value 4) High market value

Achievements

Mega Universities From 10 (1996) to over 20 Mega Universities

Cross-border DE Australia, UK, USA, and Canada (Exporting Countries) -

China, India, Malaysia and Singapore (Importing Countries in Asia)

Indira Gandhi National Open University - Abu Dhabi, Dubai, Sharjah, Doha, Kuwait and Sultanate of Oman, Maldives, Mauritius and Seychelles, Vietnam, Myanmar and Singapore

Daniel, 2003; Jung & Latchem, 2007

Realities – Access

Rise of Virtual Universities Jones International University, University of Phoenix Online U21Global, Cardean University, Global University Alliance Open University of Catalonia Finnish Virtual University Virtual University of Pakistan Syrian Virtual University, Arab Open University Mexico’s ITESM Virtual University by Tecnológico de Monterrey

Master’s degrees and doctorate programs Mexico, other Latin countries, USA and Canada from 29,887 in 1999 to 85,000 in 2008

Korea’s 17 Virtual Universities since 2001 Undergraduate, totally online from 6,220 in 2001 to 23,550 in 2006


Studies in the Context of the E-learning Initiative: Virtual Models of European Universities http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf

E-learning in Conventional Universities 68 e-colleges in China ； Over 80 % universities in USA Europe (UK, Spain, Finland, France, Germany and more),

Asia (Korea, Taiwan, Hong Kong, Malaysia, Japan…)

Consortia Sweden Net University; Le Campus Numérique Thailand Cyber University

For-Profit DE Providers Global - Thomson Learning (U21Global), Apollo

International (India & China) Local - Kenichi Omae Graduate School of Business in

Japan; Online cram school industries


Overall,

1) Most e-education has taken place within national borders.

2) Digital Divide- within country; between countries- Gender gap; Generation gap

3) Lack of Regulatory Mechanism - Quality issues; Mutual Recognition issues


Achieved

Resource sharingHigh level of mutual support among studentsGreater dialogue when shared perspectives

Sense of community and lower attrition rates when support interactivity, reflection, and sharing when careful instructional design appliedLearning by doing; e-moderating

Achieved

Resource sharingHigh level of mutual support among studentsGreater dialogue when shared perspectives

Sense of community and lower attrition rates when support interactivity, reflection, and sharing when careful instructional design appliedLearning by doing; e-moderating

Realities - Pedagogy

Bakardjieva and Harasim, 1999; Bonk, 2002; Harnishfeger, 2003; Jung, 2008; Salomon, 2002; Shank, 2001; many others

Examples

1. Innovative teachers - Microsoft Innovative Teachers Network http://www.innovativeteachers.com/

- UNESCO ICT in Education Awards http://www.unescobkk.org/index.php?id=6359

2. Case-based, project-based, resource-based- Case-based e-learning group Univ of Georgia http://projects.coe.uga.edu/cbel/

3. Competency-based/story-based e-learning program - Kumamoto University in Japan http://www.gsis.kumamoto-u.ac.jp/

4. Simulations/virtual lab experiments- Virtual Tel-Aviv University http://virtual2002.tau.ac.il/NewLoginFrames.asp?TopLang=1&lang=1

Examples

1. Innovative teachers - Microsoft Innovative Teachers Network http://www.innovativeteachers.com/

- UNESCO ICT in Education Awards http://www.unescobkk.org/index.php?id=6359

2. Case-based, project-based, resource-based- Case-based e-learning group Univ of Georgia http://projects.coe.uga.edu/cbel/

3. Competency-based/story-based e-learning program - Kumamoto University in Japan http://www.gsis.kumamoto-u.ac.jp/

4. Simulations/virtual lab experiments- Virtual Tel-Aviv University http://virtual2002.tau.ac.il/NewLoginFrames.asp?TopLang=1&lang=1


Nachmias, Ram, & Mioduser, 2006; Suzuki, 2006


Underperformed/failed

• Time-honored instructional model prevails • Still teacher-centered – Focus on information dissemination• Text-based, online versions of lectures, textbooks and notes• 70% providing BBS, but not integrated, closed, meaningless..• Personal learning style, not accommodated• Limited interaction due to lack of interaction design skills, faculty overload, cultural/personal factors

Latchem & Jung, 2009

Contrasting findings

Favorable responses – “motivating and interesting”Negative responses –

“impersonal, isolating and frustrating”Improved learning gains –

“full of resources, sharing ideas”Not substantial changes –

“instructional models are same”

Contrasting findings

Favorable responses – “motivating and interesting”Negative responses –

“impersonal, isolating and frustrating”Improved learning gains –

“full of resources, sharing ideas”Not substantial changes –

“instructional models are same”

Realities – Quality improvement


Some politicians and media complain of ‘declining educational standards’ and attribute these to the new ideologies and methods.

In an era of globalization and competition for strategic gains and resources, even the longest-established and most successful institutions must safeguard their positions through continuous improvement.

DE providers and advocates of ICT integration need to sell the story of their successes.

QA Concerns Emerged

Realities – Quality improvement

Jung & Latchem, 2007

Realities – High market value

Success stories

1) University of Pheonix Online Campus2) University of Maryland University College3) Canada’s Athabasca Univ. Online MBA4) Online testing services (SAT; TOEFL)5) Online cram schools (Megastudy, Korea)6) Some MBA programs

--- Owe more to past market success/brand image than to ICT integration

Zemsky & Massy, 2004; Latchem & Jung, 2009


Underperformed/failed

1) Fathom and NYU online gone2) UK e-University failed3) Not enough students in most programs

--- Some generating revenue; but not making profit

Garrett, 2004; Zemsky & Massy, 2004


Underperformed/failed• Over-estimate the market potential and under-estimate the

educational and logistical challenges• Ignore the realities of ICT infrastructure, access and costs• Over-estimate learner readiness for e-learning• Embark on large-scale online learning programs and projects

without initial try-outs• Be insensitive or slow in responding to customers’ expectations• Not obtain accreditation• Not meet the quality expectations of learners, particularly in regard

to learner support• Not provide incentives for continuous private sector involvement in

the partnerships


Over a decade experience -

Learned from successes and failures -

Now….

Cataloguing lessons learned (cases, empirical research)

Starting small and strategically

Diversifying partnerships

Blended approaches

M-learning

Quality assurance and accreditation



1. Cataloguing lessons learned (cases, empirical research – cultural, contextual considerations)

Commonwealth of Learning http://col.org

Commonwealth Educational Media Centre for Asia http://www.cemca.org

EuroPACE http://www.europace.org

UNESCO Bangkok ICT in Education http://www.unescobkk.org

UNESCO Asia Pacific Knowledge Base on ODL http://asiapacific-odl.oum.edu.my e-ASEM Network for ICT and lifelong learning http://asem.knou.ac.kr


1. Cataloguing lessons learned (Online journals)

Asian Journal of Distance Education http://www.asianjde.org/European Journal of OD & E-learning

http://www.eurodl.org Indian Journal of Open Learning http://www.ignou.ac.in/IJOL/Link%201a.htmInternational Journal of Education and Development Using Information and

Communication Technology (IJEDICT, http://ijedict.dec.uwi.edu//index.php

The International Review of Research in Open and Distance Learning http://www.irrodl.org/index.php/irrodl

The Turkish Online Journal of Distance Education http://tojde.anadolu.edu.tr/

2. Starting small and strategically

ICT/e-Learning as a strategic and reform tool- “Authentic learning” Student Olympic Magazine (Schools in UK, Hong Kong & China) http://clc.esf.edu.hk/GroupHomepage.asp?

GroupID=37650

Start with one department/program - Kumamoto Univ. Japan – Graduate Program Instructional Systems

Need-based programs only – MBA; Education; Health-related; ICT


3. Diversifying partnerships

Singapore Institute of Management (SIM) and UKOUCommonwealth Executive Master of Business Administration and Public Administration --- AIOU, BOU, INGOU, OUSL and Wawasan Open University in Malaysia Saudi Arabia’s National Centre for E-Learning and Distance Education -- Open University of MalaysiaArab Open University (AOU) and UKOUSchools in Nepal & New Zealand: LearnZ

--- strategic; one-to-one; one-to-few; regional partnerships


4. Blended approaches

Blending online and F2F education - Indira Gandhi National Open University Virtual Campus- Open University of Malaysia MEd program- Anadolu Univ. English Language Teaching Program- Blended Tutoring

Blending old and new technologies- Print & Broadcast programs and M-learning- Conventional DE programs and synchronous technologies (Skype, e.g.) or Web 2.0 technologies (Blogs, wikis)


5. M-learning

Asia - one billion of the world’s 2.7 billion mobile users Cambodia - the first country to have more mobile phone than fixed line subscribers ; has the world’s highest ratio of telephone users using wireless

University of the Philippines Open University Shanghai Jiaotong University, ChinaKanebo Cosmetics, JapanCity University of Hong Kong

--- Bypassing online learning


6. Quality assurance and accreditation

Cast study and Surveys – QA in DE/E-learning institutions in the AP region (2004 - 2007) 2009 – quality from learner perspective

Discussions / Research evolving From Quality vs Access to Access through QualityQuality culture spreadQA system development – early stage

- QA/accreditation guidelines for DE/ICT use- QA approaches emerging


QA and Accreditation Guidelines for DE

India,Distance Education Council“Handbook of ODL”

US, Commission of Institutions of Higher Education “Best Practices for Electronically Offered Degree and Certificate Programs”

UK, Quality Assurance Agency for Higher Education“Distance Learning Guidelines”

Quality, QA & Accreditation

QA and Accreditation Guidelines for DE

European Association for Quality Assurance in Higher Education “Standards and Guidelines for Quality Assurance in the European Higher Education Area”

EADL’s Quality Standards and Code of Conduct

UNESCO/Asia Pacific Quality Network (APQN) “Open and Distance Learning Knowledge Base”“Regulating the Quality of Cross-Border Education”

National Association of Distance Education Organizations of South Africa (NADEOSA) “Quality Criteria for Distance Education in South Africa”


Five Approaches(not mutually exclusive)

1. conforming to the standards applied to conventional education

2. fitness for purpose3. meeting customers’ needs4. continuous improvement5. compliance with international standards

and requirements


1. QA as conforming to the standards applied to conventional education

Same criteria and standards are applied in judging the quality of ODL and conventional institutions’ management, teaching, resources and outcomes

China, Thailand, Taiwan, Japan and Hong Kong

2. QA as fitness for purpose

Quality is measured by how well institutions, programs or services fulfill their intended purposes.

- India, Korea and Turkey

3. QA as Meeting Customers’ Needs

The institutional mission statements, policies and procedures focus on the learners’ characteristics, needs and circumstances.

- ISO9001 (UT, OUM, some Korean Cyber Univ.)

4. QA as continuous improvement

The emphasis shifts to input, implementation, output and back to input.

- UT, OUUK

5. QA as Compliance with international standards and requirements

give students greater confidence in the courses and awards and enable their studies to be recognized

- Athabasca and USQ from USA- UT (ICDE)- UNISA (USA)

Conclusions

Three guiding stars for integrating ICT and QA system

in ODEL to supporting ubiquitous access

#1. QA as an essential tool

QA as an essential tool for educational development and ubiquitous access to ODEL

There should be no distinction between QA in ODEL and conventional education, but there should be specific guidelines, criteria and methods for judging the various modes of delivery. The national level QA for ODEL/ICT use should be as strong as (not softer than) that of higher education.

There should be a ‘culture of quality’ that is shared willingly by all managers and staff, links internal and external accountability, builds capacities in QA and involves open, transparent management and communication.

#2. Promoting research

Research is essential for improving understanding and practice, assuring and improving quality, informing and influencing policy-making and ensuring that ODEL is recognized as scholarly activity in its own right.

#3. Changes in practice

ODEL environments need to be conceived such that the technology does not simply provide an information repository but serves as a platform for student-centered, teacher-facilitated and collaborative knowledge building.

The instructional design (ID) needs to fully exploit the potential of ICT. There is also need for ID models for constructivistic learning environment design.

Thank you!

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