Open and Distance Education in Asia, Africa and the Middle East: National Perspectives in a Digital Age

139 Pages·2019·2.14 MB·English

by  Olaf Zawacki-Richter

SPRINGER BRIEFS IN
OPEN AND DISTANCE EDUCATION
Olaf Zawacki-Richter
Adnan Qayyum Editors
Open and Distance
Education in Asia,
Africa and the
Middle East
National Perspectives
in a Digital Age
SpringerBriefs in Education
Open and Distance Education
Series editors
Insung Jung, International Christian University, Mitaka, Tokyo, Japan
Olaf Zawacki-Richter, University of Oldenburg, Oldenburg, Niedersachsen,
Germany
More information about this series at http://www.springer.com/series/15238
Olaf Zawacki-Richter Adnan Qayyum
(cid:129)
Editors
Open and Distance Education
in Asia, Africa
and the Middle East
National Perspectives in a Digital Age
Editors
OlafZawacki-Richter Adnan Qayyum
Institute of Education PennsylvaniaState University
University of Oldenburg State College, PA,USA
Oldenburg,Niedersachsen, Germany
ISSN 2211-1921 ISSN 2211-193X (electronic)
SpringerBriefs inEducation
ISSN 2509-4335 ISSN 2509-4343 (electronic)
SpringerBriefs inOpen andDistance Education
ISBN978-981-13-5786-2 ISBN978-981-13-5787-9 (eBook)
https://doi.org/10.1007/978-981-13-5787-9
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ThisbookisdedicatedtothememoryofColin
Latchem. Colin contributed the Australia
chapter in the first volume of these books.
He was an important advocate of non-formal,
open and distance education. His thoughtful
contributions to the field will be missed.
Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Olaf Zawacki-Richter and Adnan Qayyum
2 China . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Wei Li and Na Chen
3 China—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Jingjing Zhang
4 India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Santosh Panda and Suresh Garg
5 India—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Ramesh Chander Sharma
6 Russia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Olaf Zawacki-Richter, Sergey B. Kulikov, Diana Püplichhuysen
and Daria Khanolainen
7 Russia—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Galia I. Kirilova
8 South Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Paul Prinsloo
9 South Africa—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Jenny Glennie and Tony Mays
10 South Korea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Cheolil Lim, Jihyun Lee and Hyoseon Choi
11 South Korea—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Insung Jung
vii
viii Contents
12 Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Yasar Kondakci, Svenja Bedenlier and Cengiz Hakan Aydin
13 Turkey—Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Soner Yildirim and Müge Adnan
14 The State of Open and Distance Education. . . . . . . . . . . . . . . . . . . 125
Adnan Qayyum and Olaf Zawacki-Richter
Chapter 1
Introduction
OlafZawacki-RichterandAdnanQayyum
Introduction
Since the mid 1990s, the digital transformation has changed the face of open and
distanceeducationaswehadknownit.Alreadyin1999,AlanTaitobservedthat“the
secretgardenofopenanddistancelearninghasbecomepublic,andmanyinstitutions
aremovingfromsingleconventionalmodeactivitytodualmodeactivity”(p.141)
andKearsley(1998)evenclaimedthat“distanceeducationhasbecomemainstream”
(p.1).Indeed,duringthelast20yearsdistanceeducationhasmovedfromthefringes
into the center of mainstream education provision (see Xiao, 2018, for a recent
analysis).Thisisspeciallythecaseinthehighereducationsectorwheretodayinsome
countries—supportedbyenormousstatefundingprogramslikeinGermany—almost
allhighereducationinstitutionsareofferingsomesortofonlineeducation,ranging
from web-enhanced face to face teaching practices to fully online programs on an
internationalscale—althoughtheyoftendonotlabelthisdistanceeducationanduse
termssuchasonline,flexibleorblendedlearning.
The process of the digital transformation—the “digital turn” (Westera,
2013)—affectsallsegmentsofsocietyandeconomicsectors.Differentnationsand
educationalsystemsarerespondingdifferentlytothemacroprocessofdigitalization.
Somenationalsystemsaremoreadvancedandaheadontheroadbymakingthedig-
italizationofteachingandlearningastrategicgoalfordevelopmentandinnovation
alreadyoveradecadeago(e.g.SouthKorea)whileinothercountriesdistanceedu-
cationwasrecognizedasavalidatedandaccreditedformofeducationprovisiononly
B
O.Zawacki-Richter( )
CarlvonOssietzkyUniversityofOldenburg,Oldenburg,Germany
e-mail:[email protected]
A.Qayyum
PennsylvaniaStateUniversity,StateCollege,USA
e-mail:[email protected]
©TheAuthor(s)2019 1
O.Zawacki-RichterandA.Qayyum(eds.),OpenandDistanceEducationinAsia,
AfricaandtheMiddleEast,SpringerBriefsinOpenandDistanceEducation,
https://doi.org/10.1007/978-981-13-5787-9_1
2 O.Zawacki-RichterandA.Qayyum
intherecentpast,nowwitnessingenormousgrowthratesofenrollmentsinonline
distanceeducationwithprivateinstitutionsmassivelysteppingintothismarket(e.g.
Brazil).
Thetransformationofteachingandlearninginadigitalagepresentsadramatic
challengeofinnovationandchangeforthemajorityof‘conventional’universities.
Highereducationinstitutionsthroughouttheworldhaveundergonechangestoinno-
vateteachingandlearningprocessesbyimplementinginfrastructuresforeducational
technologyanddevelopingorganizationalsupportstructuresforstudentsandfaculty.
Distanceteachinginstitutionshavealwaysbeenspearheadingtheapplicationof
new and emerging media, because in distance education media have always been
used to bridge the gap students and the teaching institutions and among learners.
Starting in the mid 1990s, the Internet and new information and communication
technologiespavedthewayforovercomingthenotionofdistanceeducationasan
isolated form of learning. However, also traditional distance teaching universities
are still struggling to make the transition from correspondence to online distance
education(e.g.inSouthAfrica).
In order to avoid that we reinvent the wheel in this very dynamic process of
digital transformation, it is important that we learn from past experiences of open
and distance education systems, covering over a century of theory, research and
practiceinthefield(e.g.intheUK,Germany,SouthAfricaandRussia).
Thepresentbookisthesecondvolumeinwhichwesetouttoexplore,compareand
contrastopenanddistanceeducationsystemsinvariouscountries.Thefirstvolume
“Open and Distance Education in Australia, Europe and the Americas” covered
nationalsystemsinAustralia,Brazil,Canada,Germany,theUKandtheUSA.The
goal is to describe different approaches and models of the relationship between
distanceeducationandhighereducationineachcountrybyaddressingthefollowing
questions:
1. Whatisthefunctionandpositionofdistanceeducationwithinthenationalhigher
educationsystem?
2. WhicharethemajorDEteachingandresearchinstitutions?
3. Whatisthehistoryandpastofdistanceeducationincludingonlineeducation?
4. What is the relationship between DE and more established and older campus-
based,residentialinstitutions?
5. What is the relationship between public and private sector online and distance
education?
6. What are the regulatory frameworks for DE? What are important policies for
onlineanddistanceeducation?
7. Whatareestimatedstudentenrollmentsforonlineanddistanceeducation pro-
grams?
8. What are probably important future developments and issues for online and
distanceeducation?