Distance Education Technologies in Asia

Baggaley, Jon; Belawati, Tian

doi:10.4135/9788132106616

Cited by 13 publications

(7 citation statements)

References 0 publications

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“…Intra-country digital divides are also rooted in socio-economic issues, such as: differences between rural and urban areas, differences within urban areas and age groups, language barriers, caste differences, lack of access to electricity and lack of access to ICT infrastructure. Similar factors have been identified in earlier evaluative studies of online education in the Asia Pacific (Baggaley and Belawati, 2007;Farrell and Wachholz, 2003;Latchem et al, 2008;Martin and Bray, 2009). …”

Section: Discussionsupporting

confidence: 75%

Open Praxis, volumen 5 issue 1

Gil‐Jaurena¹

2013

Open Praxis

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Section: Discussionsupporting

confidence: 75%

Open Praxis, volumen 5 issue 1

Gil‐Jaurena¹

2013

Open Praxis

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“…Quality in pedagogical dimensions such as program and course development, teaching and learning, evaluation, and learner support appears to be of great concern to many Asian DE providers and learners, as evidenced in previous studies, including Baggaley and Belawati (2010), and Jung (2011a). The best practices shown in this book have emphasized the importance of detailed QA guidelines for the development and delivery of programs, courses, and materials.…”

Section: Focusing On Pedagogy Learner Support and Managementmentioning

confidence: 80%

“…This finding highlights the importance for DE providers to ensure that dependable technology infrastructure is in place. At the same time, it is important to remember that much of Asia is still constrained with limited infrastructure and skills, high costs, and slow internet speeds, and thus the combined use of analogue and digital technologies is highly recommended for Asian DE (Baggaley and Belawati 2010). Internal QA Mechanism and Institutional Credibility also appeared to be influential environmental aspects in assessing the quality of DE.…”

Section: Asian Learners' Perception Of Quality In Distance Educationmentioning

confidence: 99%

Quality Assurance in Distance Education and E-Learning: Challenges and Solutions from Asia

Jung¹,

Wong²,

Belawati³

2013

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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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“…Korea and China, two of the continent's more developed nations, have reported that the implementation of Internet-based learning has been fraught with problems [10]: such as lack of proper course monitoring; lack of adequate feedback to students; poor instructional design; poor training for instructors; lack of necessary technology; lack of Internet accessibility; lack of online resources; high costs; and lack of credibility for online degrees, in general [5].…”

Section: Why M-learning?mentioning

confidence: 99%