Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Open and Distance Education in Asia: Status and Strengths
Kam-Cheong Li Secretary-General, AAOU &
Director, University Research Centre, OUHK
NCODeL 5 – 6 November 2015
Contents
2
Strengths and opportunities
Papers to AAOU conference 2014
Profile of AAOU member institutions
Some facts about Asia
Some facts about Asia
3
Population projections
4 Source: Gerland et al. (2014). World population stabilization unlikely this century. Science, 346, 234-237.
2012
2025
2050
Online population (2015)
5 Source: Telecommunication Development Bureau, International Telecommunication Union. ICT Facts & Figures. May 2015.
Top 10 Asia Internet countries (June, 2015)
6 Source: http://www.internetworldstats.com/stats3.htm
Population and Internet penetration
ASIA Population
Internet Penetration
( 2015 Est.) (% Population)
Timor-Leste 1,231,116 1.1 %
Myanmar 56,320,206 2.1 %
Turkmenistan 5,231,422 12.2 %
Afganistan 32,564,342 12.3 %
Laos 6,911,544 14.3 %
Pakistan 199,085,847 14.6 %
Nepal 31,551,305 15.4 %
Tajikistan 8,191,958 17.5 %
Sri Lanka 22,053,488 25.8 %
Bangladesh 168,957,745 26.4 %
Mongolia 2,992,908 27.0 %
India 1,251,695,584 28.3 %
Indonesia 255,993,674 28.5 %
Cambodia 15,708,756 31.8 %
Bhutan 741,919 34.4 %
Thailand 67,976,405 34.9 %
Kyrgystan 5,664,939 38.7 % 7
ASIA Population
Internet Penetration
( 2015 Est.) (% Population)
Philippines 109,615,913 43.0 %
Uzbekistan 29,199,942 43.6 %
Vietnam 94,348,835 48.3 %
Georgia 4,931,226 48.9 %
Maldives 393,253 49.3 %
China 1,361,512,535 49.5 %
Kazakhstan 18,157,122 54.9 %
Azerbaijan 9,593,038 61.0 %
Malaysia 30,513,848 67.5 %
Armenia 3,056,871 69.6 %
Macao 592,731 69.8 %
Brunei Darussalam
429,646 74.2 %
Hong Kong 7,141,106 80.5 %
Singapore 5,674,472 82.0 %
Taiwan 23,415,126 84.0 %
Japan 126,919,659 90.6 %
Korea, South 49,115,196 92.3 % Source: http://www.internetworldstats.com/stats3.htm
8
97.94
96.35
96.32
95.74
91.48
90.23
90.23
89.88
89.65
88.64
83.18
82.37
81.54
75.59
72.35
58.21
0 10 20 30 40 50 60 70 80 90 100
Philippines
Syrian Arab Republic
Myanmar
Vanuatu
Cambodia
Yemen
Lao People's Democratic Republic
Nepal
India
Bhutan
Bangladesh
Timor-Leste
Iraq
Pakistan
Papua New Guinea
Afghanistan
Source: Source: UNIESCO, Institute for Statistics
Youth literacy rate (below 98%)
Profile of AAOU Member Institutions
9
Asian Association of Open Universities
Founded in 1987, the Asian Association of Open Universities (AAOU) is a non-profit organization of higher learning institutions that are primarily concerned with open and distance education. It strives to • widen the educational opportunities available to all people in Asia and • improve the quality of the institutions in terms of their educational
management, teaching and research. Objectives: • promotes education by distance teaching systems, as well as
professional and ethical standards; • develops potentialities of open and distance education; • cooperates with official bodies and others directly or indirectly
interested in education at a distance; and • facilitates cooperation with other similar regional and international
bodies.
10
11
AAOU member institutions
Full member Associate member
Only member institutions in Asia.
Year of establishment
Before 1950
1950s
1960s
1970s
1980s
1990s
2000s
12
1 3 5 9 12 14 12
Only member institutions in Asia.
India
China Hong Kong Mongolia
China x 2 Malaysia Philippines Thailand
China x 5 Korea Pakistan Sri Lanka Thailand
India x 4 Hong Kong x 2 Indonesia Iran Japan Philippines Taiwan Turkey
India x 4 Malaysia x 2 Vietnam x 2 Bangladesh Myanmar Nepal Palestine Philippines Taiwan
India x 4 Malaysia x 4 Korea Pakistan Singapore The Arab World
Regions of the institutions established in each period of time
Year of establishment
Before 1950
1950s
1960s
1970s
1980s
1990s
2000s
13
1 3 5 9 12 14 12
Only member institutions in Asia.
India
China Hong Kong Mongolia
China x 2 Malaysia Philippines Thailand
China x 5 Korea Pakistan Sri Lanka Thailand
India x 4 Hong Kong x 2 Indonesia Iran Japan Philippines Taiwan Turkey
India x 4 Malaysia x 2 Vietnam x 2 Bangladesh Myanmar Nepal Palestine Philippines Taiwan
India x 4 Malaysia x 4 Korea Pakistan Singapore The Arab World
Development stages of ODL institutions in each region
Regions of the institutions established in each period of time
Types of institutions
14
public 78%
private 22%
Only member institutions in Asia.
N = 37
15
Numbers of students
above 1 million 0.1 – 1 million 10,000 – 0.1 million below 10,000
N = 30
Levels of programmes
16
Region Postgraduate Undergraduate Diploma No. of
institution
Bangladesh 45% 45% 10% 1
China 0% 38% 62% 6
Hong Kong 31% 49% 20% 2
India 57% 25% 18% 10
Indonesia 22% 71% 7% 1
Iran 42% 58% 0% 1
Japan 92% 8% 0% 1
Malaysia 38% 48% 14% 7
Mongolia 50% 50% 0% 1
Myanmar 0% 95% 5% 1
Nepal 71% 17% 11% 1
Pakistan 76% 23% 1% 2
Palestine 0% 95% 5% 1
Philippines 53% 38% 10% 2
Singapore 14% 86% 0% 1
Sri Lanka 44% 44% 11% 1
Taiwan 0% 100% 0% 1
Thailand 59% 41% 0% 1
The Arab World 0% 100% 0% 1
Vietnam 28% 65% 7% 2 Certificates and short courses are not included.
17
Region Postgraduate Undergraduate Diploma No. of
institution
Bangladesh 45% 45% 10% 1
China 0% 38% 62% 6
Hong Kong 31% 49% 20% 2
India 57% 25% 18% 10
Indonesia 22% 71% 7% 1
Iran 42% 58% 0% 1
Japan 92% 8% 0% 1
Malaysia 38% 48% 14% 7
Mongolia 50% 50% 0% 1
Myanmar 0% 95% 5% 1
Nepal 71% 17% 11% 1
Pakistan 76% 23% 1% 2
Palestine 0% 95% 5% 1
Philippines 53% 38% 10% 2
Singapore 14% 86% 0% 1
Sri Lanka 44% 44% 11% 1
Taiwan 0% 100% 0% 1
Thailand 59% 41% 0% 1
The Arab World 0% 100% 0% 1
Vietnam 28% 65% 7% 2
More provision on postgraduate programmes
Certificates and short courses are not included.
Levels of programmes
18
Region Postgraduate Undergraduate Diploma No. of
institution
Bangladesh 45% 45% 10% 1
China 0% 38% 62% 6
Hong Kong 31% 49% 20% 2
India 57% 25% 18% 10
Indonesia 22% 71% 7% 1
Iran 42% 58% 0% 1
Japan 92% 8% 0% 1
Malaysia 38% 48% 14% 7
Mongolia 50% 50% 0% 1
Myanmar 0% 95% 5% 1
Nepal 71% 17% 11% 1
Pakistan 76% 23% 1% 2
Palestine 0% 95% 5% 1
Philippines 53% 38% 10% 2
Singapore 14% 86% 0% 1
Sri Lanka 44% 44% 11% 1
Taiwan 0% 100% 0% 1
Thailand 59% 41% 0% 1
The Arab World 0% 100% 0% 1
Vietnam 28% 65% 7% 2
More provision on undergraduate programmes
Certificates and short courses are not included.
Levels of programmes
19
Region Postgraduate Undergraduate Diploma No. of
institution
Bangladesh 45% 45% 10% 1
China 0% 38% 62% 6
Hong Kong 31% 49% 20% 2
India 57% 25% 18% 10
Indonesia 22% 71% 7% 1
Iran 42% 58% 0% 1
Japan 92% 8% 0% 1
Malaysia 38% 48% 14% 7
Mongolia 50% 50% 0% 1
Myanmar 0% 95% 5% 1
Nepal 71% 17% 11% 1
Pakistan 76% 23% 1% 2
Palestine 0% 95% 5% 1
Philippines 53% 38% 10% 2
Singapore 14% 86% 0% 1
Sri Lanka 44% 44% 11% 1
Taiwan 0% 100% 0% 1
Thailand 59% 41% 0% 1
The Arab World 0% 100% 0% 1
Vietnam 28% 65% 7% 2
More provision on diploma programmes
Certificates and short courses are not included.
Levels of programmes
Mode of delivery
Past Present
Provision of printed materials via postal service/little interaction
Telecommunication (TV and radio broadcasting): limited interactions (e.g. tutorial, teleconferencing)
Internet-based learning using digital technologies: e.g. synchronous and asynchronous interactions
Mixed modes of Leaning and Teaching
Use of educational technology to enhance learning and teaching
Blended learning
Online learning
Full-time face-to-face learning
Mobile learning
Distance learning (mainly print-based)
Example: Open University of Hong Kong
Digitization of learning materials
Online version (HTML)
ePub format PDF format
Mobile App
Audio and videos
Print materials Digitized materials
Example: Open University of Hong Kong
AAOU Conference 2014
23
AAOU conference 2014
24
• The Conference explored research and practices in ODL and ODL institutions, as well as a wide range of other related topics.
• Conference theme: Advancing Open and Distance Learning: Research and Practices
• A total of 112 papers were presented, of which 96 papers are from AAOU member institutions.
Number of paper (by country)
25
0.5
0.5
1
1
2
2
2
2
2.5
3
4.5
5
5
6
9
12.5
20
33.5
United Kingdom
Taiwan
Nepal
Turkey
Australia
Fiji
Japan
Vietnam
Korea
Iran
Sri Lanka
India
Thailand
Pakistan
Philippines
Malaysia
Indonesia
China
0 5 10 15 20 25 30 35 40
26
1
2
3
5
6
7
7
8
9
9
11
12
12
20
0 2 4 6 8 10 12 14 16 18 20
Funding and infrastructure for research and…
Quality assurance
Nurturing an institutional research culture
Development and adoption of OER
Staff development
Studies on OCW and MOOCs
Planning and management
Blended learning
Development of instructional materials
Assessment and evaluation
Use of ICT in course delivery
Multi-mode education
Institutional advancement and innovations
Student learning support
Number of paper (by theme)
Example of ODL practices
27 Source: Yilmazel, O. & Ekin, E. (2014). Mobile applications at a mega university: Anadolu University campus app. AAOU Journal, 10(1), 13–21.
The use of mobile applications to aid on-campus and off-campus students at a mega university — Anadolu University. • with functionalities available to faculty members, staff and students,
e.g. choice of courses, library, campus map, book reader, cafeteria menu, news, calendar.
Yilmazel and Ekin (2014)
Example of ODL practices
28
Implementation of blended learning to teach university students presentation skills at the Open University of Hong Kong. • with features such as online video lectures on non-verbal
communication and interactive online writing tasks.
Source: Tso, A. W. B. (2014). Reflections on blended learning: A case study at the Open University of Hong Kong. AAOU Journal, 10(1), 77-86.
Tso (2014)
Strengths and Opportunities
29
Growing online population
How many more students can we access when online population continue to grow?
30
0%
10%
20%
30%
40%
50%
60%
Internet Penetration Rate (2015)
Source: http://www.internetworldstats.com/stats3.htm
Expertise in online education
While online learning has started to gain recognition by conventional face-to-face teaching universities, we already have substantial experiences in ODL.
31
How can we exploit our strengths and the opportunities of new educational technologies?
Trend of open access resources
How can we utilize the available open access resources to enhance teaching quality?
32
Free to use
Free to change
Free to share
Government support
Most ODL institutions in Asia were established and are funded by governments.
33
How can we cooperate with governmental bodies and cope with their policies in education?
Inter-institutional collaboration
How can we collaborate with other AAOU members to bring greater impact of our ODL provision?
34
Conclusion
35
To capitalize on our strengths
We may: • Make best use of online channels; • Utilize open access resources; • Collaborate with official bodies and other
institutions.
36
These align with the missions of AAOU.
Thank you.
Questions are welcome.
Thank you.
Questions are welcome.
37