With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country’s particular circumstances. There are, however, obvious commonalities that underpin these different quality assurance efforts. <br /><br />
But Asian institutions are addressing these challenges in their unique ways. For example, the Sukothai Thamathirat Open University, Thailand has integrated external and internal QA processes to develop cultures of quality. The Open University of Hong Kong and Wawasan Open University have adopted rigorous approval and review processes for course development by creating standard operating procedures. Hanyang Cyber University, Korea, uses ICT systems for monitoring suspicious behavior from a particular IP address and for conducting online faculty orientation. The Universitas Terbuka, Indonesia, and Peking University, China, have opted for ISO certifications. Korea's AutoEver uses a variety of e-learning tools to customize and personalize the teaching-learning process. The Virtual University of Pakistan builds quality into student assessment whereas Japan'
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