in Open, Distance, and Flexible Learning

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1 in Open, Distance, and Flexible Learning Tian Belawati The 29 th AAOU Annual Conference Kuala Lumpur, 30 November 2 December 2015

2 SDG and Education 2030 Incheon Declaration, Education 2030 To ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

3 Incheon Declaration 9. We commit to quality education and to improving learning outcomes. 10. We commit to promoting quality lifelong learning opportunities for all the provision of flexible learning pathways, as well as the recognition, validation and accreditation of the knowledge, skills and competencies acquired through non-formal and informal education, is important.. Information and communication technologies (ICTs) must be harnessed to strengthen education systems, knowledge dissemination, information access, quality and effective learning, and more effective service provision.

4 WHY? 67 million children are out of school (ASEAN: 3 million) 74 million adolescents are out of school (ASEAN: 2.7 million) 500 million adults are still illiterate (ASEAN: 27.3 million) We need an extra 8.4 million primary & lower secondary education teachers by 2030 (ASEAN: >1.5 million teachers)

5 WHY? Need re-education of the existing in-service 46 million teachers with relevant competencies for the 21 st century learningteaching environments and students. The number of students enrolled in HE is forecast to over 414 million in 2030 need million new places for HE are needed before 2025

6 Solution? We need an educational system that: can go beyond mortar and bricks, flexible to accommodate anyone to study anywhere, anytime beyond walls to duplicate teachers and professors for massive education ODFL for access: Proven & undeniable

7 Evidence In the US in 2013, 7.1 million students taker at least one online course In Europet, at least 2 million students are enrolled in distance teaching universities alone, much more in dual mode institutions. In Asia, there are at least 70 HE institutions providing services to almost 8 million students In ASEAN, there are at least 8 open universities providing services to almost 1 million students

8 QUALITY IS THE NEW FOCUS 2014 Bali Message (ICDE UNESCO Policy Forum) 2015 Education 2030 ( World Education Forum) 2015 Paris Message (UNESCO-ICDE Policy Forum) 2015 Pretoria Message (ICDE UNESCO Policy Forum) Key Points: Access to, and success in, open, online and flexible learning are key solutions to the pressing development challenges and needs of 21st century societies Urge governments and stakeholders in regions and nations to address existing challenges related to the adoption of Online, Open and Flexible learning and take concrete and urgent action

9 WHAT IS QUALITY? an attribute to distinguish a product/process displaying good attributes from one displaying bad related to the management processes used in the provision of education and their deployment with the purpose of improving performance from key stakeholder perspectives... Quality e-learning system [is] one in which the learner has a reasonable opportunity for success in reaching their learning goals. (Ossiannilsson et.al., 2015)

10 WHAT IS QUALITY ASSURANCE? a systematic management and assessment procedures in order to monitor performance against objectives, and to ensure achievement of quality outputs and quality improvements (Harman in Belawati & Zuhairi, 2007). methods that successfully help learners develop the knowledge and skills they will require (Bates, 2015) Putting the learner at the heart of the system (Tait, 2015)

11 STUDENT SUCCESS ICDE study on Student Success in ODEL (Tait et.al, 2015) Acknowledges that student success rates in ODEL is lower than in f2f Proposes a framework of practice to: Mitigate dropout at course, program, and qualification levels Ensure assessing the issues affecting student success jointly by the whole institutions units: curriculum producers, student support, student admissions and learning advisors, tutors and instructor cohorts am Data on student success must be distributed and acted on in order to underpin interventions

12 FRAMEWORK OF PRACTICE Emphasizes the importance of: Pre-study advice and guidance Interventions at key points Individualized and personalized support systems Comprehensive and integrated information and logistics systems Whole institutional strategies for managing student success

13 GLOBAL OVERVIEW OF ODFL QUALITY ICDE study on Quality Models in ODEL Around the Globe (Ossiannilsson et.al., 2015) - based on 40 existing Quality Standards/Guidelines many existing schemes and models for quality assurance of open, distance, flexible and online education, including e- learning many common elements and area differences are in the grouping of criteria and the granularity of the detail performance indicators

14 GLOBAL OVERVIEW OF ODFL QUALITY Most common structure of QA: Presents criteria for performance in aspects of institutional management, curriculum design, student support and other elements of educational provision The most general categorization of activities Management (Institutional strategy, visions, and resourcing) Products (processes of curriculum and module development) Services (student, staff support, information resources etc.)

15 GLOBAL OVERVIEW OF ODFL QUALITY Purposes of Existing Quality Standards Models Accreditation: a form of mandatory certification or licensing of institutionss/programs Certification/Label: recognition from the body originating the quality model (non-mandatory bodies) Benchmarking: comparison of institutional performance with that of others Advisory: documents review offering structured guidance

16 OVERVIEW OF ODFL QUALITY in ASIA Most governments had systems in place for accreditation and QA of HE addressing DE and online provision (Tynan, 2011) QA systems emphasize the creation of a quality culture & continuous improvement (Jung, Wong, & Belawati, 2013) Involving all staff in the creation of shared definition of quality and development of QA system creating ownership Focus on pedagogy, learner support and management Gradually move towards performance/outcome-based approach Importance of institutional leaderships

17 UNIVERSITAS TERBUKA in the years of serving the nation

18 UNIVERSITAS TERBUKA Established in 1984, single mode university, the only tertiary institution using exclusively distance education mode of delivery. Mission: to provide Accessible, Affordable, Flexible quality higher education

19 Universitas Terbuka Open Policy Open admission No age limit No Entrance Test Policies on: Implementation Policies on: Open registration No Dropout system Multi Entry - Exit 1.2 million enrolled students 550 active students registered students in % of national HE participation rate Admission by : Study Program OR Loosed Courses Registration : by course package OR individual course regularly OR irregularly from the beginning OR by credit transfer

20 LEARNING SUPPORT SYSTEM Digital Library : e-books, e-journals, thesis, OERs/SUAKA, dissertation, research reports, Virtual Reading Room >1000 Learning Material Packages >4000 virtual classes/online/ mobile tutorial per semester Face-to-face Tutorials in 446 cities

21 UNIVERSITAS TERBUKA Operational Scale of Final Examination per semester # of City In Indonesia # of Exam Rooms # of Students # of City Abroad # of Students # of Student- Course Exam Processed , , ,136,259 # of Exam Supervisors/Proctors 40,421

22 INTERNAL QA SYSTEM - history Establishment of a QA Centre (known as Pusat Jaminan Kualitas or PUSMINTAS) Development 107QA Policies & 117 Manuals 110 QA Policies & 71 Manuals Establishment of a QA Committee & Searching for QA framework AAOU s draft of QA Framework (9 components) New AAOU QA Framework + National QA indicators + ICDE Quality Checklist

23 QA 2012 Draft of AAOU QA FRAMEWORK: 9 COMPONENTS 107 Statement of Best Practices SIMINTAS UT 2002: 9 COMPONENTS 107 Statement of Best Practices AAOU QA FRAMEWORK 2010: 10 COMPONENTS 132 Statement of Best Practices ICDE Review checklist ISO standards National Accreditation Board for HE HE-Quality Assurance Standards SIMINTAS UT 2012: 10 Components 110 Quality Policies

24 10 QA Areas/Components 1. Policy and planning (7 Policies statement of best practices) 2. Human resources (8 Policies) 3. Internal Management (15 Policies) 4. Learners and Learner Profiles (8 Policies) 5. Program Design and Development (12 Policies) 6. Course Design and Development (11 Policies) 7. Learning supports (10 Policies) 8. Infrastructure, Media and Learning Resources (4 Policies) 9. Student Assessment (22 Policies) 10. Research and Community Services (13 Policies)

25 Exp. Program Design and Development QA Policies Programs are developed on the basis of needs of learners either through market research, or consultation with industry and profession. Programs reflect institutional mission and objectives. Access requirements for the program are as open as possible with flexible entry and exit points.

26 QA Implementation Scheme 110 QA Policies QA Manuals Business Processes Working Units Matrices of QA Responsibilities Working Procedures - Indicators of Quality Coordinated and monitored by the QA Center

27 MATRIX OF BUSINESS PROCESS

28 EXTERNAL ASSESSMENT, CERTIFICATION & ACCREDITATION In Indonesia, QA in higher education is enforced through both self-evaluation monitored directly by the Ministry of National Education and accreditation processes by an independent accreditation agency (BAN-PT). UT has decided to invite other external assessors: the International Council for Open and Distance Education (ICDE) and the International Standardization Organization (ISO)

29 CONCLUSION DE sectors has BETTER developed QA processes than face-to-face institutions (Ossiannilsson et.al., 2015) Face-to-face teaching is NOT better than distance or online learning (Daniel, 2015)

30 CONCLUSION Jung and Latchem (2102), make sure that we: take a systemic approach to quality assurance; see QA as a process of continuous improvement; place the focus on outcomes as the leading measure of quality; move the institution from external controls to an internal culture of quality.

31 CONCLUSION Simply because: Poor quality has very high costs so investment in quality is worthwhile. QUALITY IS THE KEY TO OUR EXISTENCE

32

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