1、International Policy Issues in Higher Education: Implications for Open and Distance Learning 2003.11.3Keynote SpeechTraining Workshop for Policy-Makers on Open and Distance Learning for Higher Education Knowledge Base and Expert SystemUNESCO Shanghi, ChinaInsung JungInternational Christian Universit
2、y, JapanIsjungicu.ac.jpAgenda1. Policy Issues in Higher Education2. Trends and Issues3. Policy Implications for ODLRecent Policy Issues in Higher EducationTechnology integrationDistance educationGender issuesQualityLifelong educationFlexibilityRelevance DecentralizationAccountabilityUNESCO, World Ba
3、nk, COL, Journals in HE, Chronicle of HE International collaborationOpen accessPeace education ResearchFor-profit HERecent Policy Issues in Higher EducationTechnology integrationDistance educationQualityLifelong educationFlexibilityIssues related to ODLInternational collaborationOpen accessFor-profi
4、t HE Relevance AccountabilityTechnologyDistance ModeOpen AccessLifelong Learning SocietyOrganization FlexibilityFor-profit HEQualityRelevanceAccountabilityRecent Policy Issues in Higher EducationIssues related to ODLInternational Collaboration VisionBefore we begin“What is Open and Distance Learning
5、 No one definition- Many approaches to defining the term- Many types of ODL“What is Open and Distance Learning?” separation of teacher and learner institutional accreditation use of mixed-media courseware two-way communication possibility of face-to-face meetings for tutorials use of industrializ
6、ed processesTypes of ODLSame time Different timeSame placeClassroom teaching, face-to-face tutorials and seminars, workshops and residential schools Learning resource centers/Computer labs, which learners visit at their leisure. Different placeAudio/video/web-based conferences; television with one-w
7、ay video, two-way audio; radio with listener response capability; and telephone tutorials; real time online chattingHome study, computer conferencing, tutorial support by e-mail and fax communication; online learning (e-learning)Trends/Issues TechnologyTechnology development A Variety of Technology
8、ApproachesConvergence of ODL and Campus-based learning- growth of online education within traditional institutions- single-mode DE institutions adopting ICT - new virtual universities emerged- digital divide1. Technology developmentICT development plan in most countries Internet users (Worldwide)199
9、8 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:/ 1. Technology development Capacity in ICT is forecast to continue to grow rapidly. The technical capacity has far exceeded the capacit
10、y 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)1.
11、 Technology developmentInformation Age MindsetComputers arent technologyThe Internet is better than TVReality is no longer realDoing is more important than knowingMultitasking is a way of lifeTyping is preferred to handwritingStaying connected is essentialZero tolerance for delaysConsumer and creato
12、r are blurringMobile phones become necessity ( Oblinger, 2002)2. A Variety of Technology Approaches Integrated Multimedia Online Only- single-mode online universities Online + Offline Hybrid(Blended approach)- Online OnlyMarket:ages 18 - 21Academic subjectsConventional Univ.Market:Working AdultsICT
13、as core technologyPractical fields of studyVirtual Univ.ICT as supplementaryEdutopiato Educationat any timeand placeExample : Koreas 16 online universities (2003)Open Access1) Seoul Digital University (4yr.)http:/sdu.ac.kr- founded by a consortium of 21 conventional universities in 2001- 4 divisions
14、 13 majors (police administration, e-banking, cyber-trading, animation, Japan studies, China studies) - 1,600 students with 12 full-time; 48 part-time faculty2) Hanyang Cyber-University(4yr.)http:/hanyangcyber.ac.kr-founded by Hanyang University in 2002-5 depts. (e-business; information management;
15、computer science; educational contents; digital design)-1,000 students with 5 full-time; 22 part-time facultyBased on 2002 data with 16 online universities(2003 e-learning White Paper, Korea Ministry of Commerce, Industry 36% females (2002) - 7,320 (M); 4,196 (F) 81% working adults 37% were in their
16、 20s , 39% in 30s, 18% in 40s, 4% in 50s 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 48% in 2002)- individual professor level (56% in 2001; 80% in 2002)- independent division at institutional level (13% in 2001; 4
17、7% 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 level2001-2002 study on e-Learning implementationOnline Graduate Schools within Conventional U
18、niversities-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
19、private companies-Adopt cost-effective business model 2001-2002 study on e-Learning implementationWhy? 3. Convergence of ODL and Campus-based learningQuality ImprovementBrand ImageRevenue GenerationExtend/Expand ServicesICT developmentTrends/IssuesOrganization&ManagementA Variety of Management Model
20、sA Variety of Organizational Structures- growth of private sector providers & broker organizations- concern with commercialization WorldLecture Hall models- provides accumulated courses Superstore models- provides a variety of programs Niche market models- provides specialized programs1. A Variety of Management Models
