Working together to Fulfill the

Potential of Distance

Education in Higher Education Presentation to theNADEOSA Conference

25 August 2003Jennifer GlennieDirectorSAIDE

This presentation

outlines a research process undertaken for the CHE remind us of the vision of and goals for higher education system

highlights key research findings identifies ways we should work

together

Aims of the Research

develop a shared understanding of the changing nature of distance education and its role in higher education

develop guidelines for role differentiation in the distance education sector

recommend defensible and durable conditions and criteria relating to distance education provision

Aims of the Research

propose ways in which distance education might be funded

recommend mechanisms to harness the best expertise in the country to develop high quality learning resources for widespread use in the higher education sector.

CHE Distance Education Project

Task Team Workshop to develop recommendations for consideration by the CHE

Various processes to distil the information gathered and to develop policy options

Conditions and criteria under which distance education

programmes/courses may be offered and quality assured

How distance education should be

funded

Mechanisms to optimize the sharing of learning

resources in higher education

Underpinned by an understanding of the changing nature and role of distance education in South African higher education

Key outputrecommendations on

Financial analysis of Case Studies

Stakeholder input on funding

International examples of funding mechanisms for distance education

Stakeholder Presentations on changing roles and appropriate regulation

International examples of regulation

Case Studies of 10 distance education programmes/ courses

Proposed role and criteria for HEQC w.r.t. distance education

Participation in HEQC processes on audit and accreditation criteria

Local and international quality criteria in distance education

Workshop with providers to develop appropriate strategies for sharing learning resources

Local and international examples on sharing learning resources

I n p u t s

Vision for Higher Education

Provides equity of access and a fair chance of success

is well-planned and co-ordinated meets national development needs encourages critical discourse,

creative thinking, cultural tolerance

advances knowledge and scholarship, in particular to address diverse demands of our country and continent

upholds rigorous standards of academic quality

National Higher Education Plan

transformation objectives achieved

coherence of provision effective use of resources improvement of quality

Particular Roles for Distance Education

Improving participation rates Increasing access to marginalised

groups affordability easier entry requirements remote areas

Accessing new markets Providing for initial and ongoing

career and professional development

Expanding access to post graduate programmes especially with use of ICTs

Increasing cost-effectiveness Improving quality

Participation

Nearly one third of fte students in higher education declared d.e. students

In teacher education, more distance education fte students than face-to-face

In economics and management sciences at universities, nearly as many d.e. ftes as face-to-face

Cost Effectiveness – findings from case studies

In large-scale (>500) programmes/courses, student fees cover costs even where there is substantial support provided

Large scale correspondence style courses without compulsory assignments are enormously profitable

Small scale programmes (<100) cost considerably more than the student fees

Changing Nature of Distance Education

Lower funding and prohibition have obfuscated the debate

Convergence – not yet

Blurring of distinctions – considerable evidence

Notion of continuum holds with most provision still close to each of the poles – distance education predominantly paper-based

Changing Nature of Distance Education (cont)

Growing number of programmes using mix of methods for distance students

Several institutions making increasing use of ICTs for on-campus students

Potential for “slipping” into distance education

Some case studies showed key role for formative assessment

Small towns were reached by traditionally face-to face institutions

Some Worrying Features

Little time spent on course

materials development

Critical crossfield

outcomes/appropriate exit level

outcome achieved

Decrease in assignments in some

quarters

none at all

not compulsory

recorded but not marked

Some Worrying Features cont

Extremely wide range of

throughout rates: 5.4% to 85%

Unco-ordinated and unregulated

expansion into Africa

Effect of the ‘Teach Out’

strategy at some institutions

An uncritical ‘type’ about the

use of new ICTs

Mechanisms for Steering the System

No prohibitions, rather rely on quality assurance funding programme and qualification

mix in order to achieve

transformation objectives coherence of provision effective use of resource improvement of quality

Ensuring Quality in Distance Education

The necessity for clear and

decisive strategies

Proposals for a mix of strategies

The Necessity for Strategies to Ensure Quality Provision

Stakeholders all agree that quality is a key concern and should be the key regulating mechanisms

Policy papers from 1994 onwards express doubts on quality at dde quality at traditionally face-to face

NPHE requested HEQC to pay particular attention to the quality of d.e provision

Ministry impatient, as evidenced by prohibition, caps, etc

Strategies for Ensuring the Quality of Distance Education Provision

1. Infuse distance education concerns into the HEQC criteria for institutional audit and programme accreditation as well as orienting HEQC panellists to particular demands of distance education

2. Through engagement with stakeholders, update the set of quality criteria for DE provision, and include a set of minimum standard?

Strategies for Ensuring the Quality of Distance Education Provision

3. As part of the HEQC process

for new programme

accreditation, develop a process

for assessing institutional

readiness to offer distance education e-learning programmes for export

Strategies for Ensuring the Quality of Distance Education Provision

4. As part of the HEQC’s reviews of existing programmes, review teacher education programmes large scale programmes/courses economic and management

science programmes/courses

5. Work with student organizations to assist students in being discerning about services offered

Funding for distance education -way forward?

Equal reward for graduates Upper postgraduate-100% unit

price Rest at level that gives roughly

same amount as at present: 50-55% unit price BUT

Able to apply for increase in subsidy for large enrolment programmes, say >500 against a plan and budget

Advantages

Rewarded for doing well what distance education does best

Slowly move in real way to equal funding

Provides a mechanism to steer the system towards areas of national need- e.g. NPDE

Programme and Qualification Mix

Align with institutional mission and capacity

Meet regional needs Not surprising, all but ddei, do

not believe that ddei should have the monopoly

Specify particular role for dde and protect that?

How Can We Work Together?

Quality guidelines Minimum standards Students expectations Sharing good practice Sharing learning resources Sharing infrastructure