The Practice of a Quality Assurance System in Open and Distance Learning: A case study at Universitas Terbuka Indonesia (The Indonesia Open University)

Belawati, Tian; Zuhairi, Amin

doi:10.19173/irrodl.v8i1.340

Cited by 62 publications

(52 citation statements)

References 7 publications

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“…Quality can be defined as the embodiment of the essential nature of a person, collective object, action, process, or organization. For most scholars [5][6][7][8][9][10][11][12], quality in education is a combination of exceptional high standards; perfection and consistency; fitness for purpose; value for money; transformation capabilities; and product of planning, monitoring, control, and coordination. In a nutshell, Harvey [9] captures notion of quality in five categories.…”

Section: Theorizing Quality Assurance In Vles and E-learningmentioning

confidence: 99%

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Pitsoe¹,

Letseka²

2016

Virtual Learning

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Quality assurance, as the fundamental pillar of higher education development, continues to remain an integral part of the e-learning process. Most importantly, it influences reforms in higher education institutions globally. This chapter departs on the assumptions that (1) quality assurance, as power relations construct, is not free from cultural hegemony and (2) quality assurance in virtual learning environments should be guided and informed by Paulo Freire's humanizing pedagogy. In this chapter, we shall argue that quality assurance is both a philosophical problem and a policy imperative that is critical for the internationalization and globalization of higher education, more specifically virtual learning environments. We will further argue that the emphasis placed on the importance of quality assurance in virtual learning practices has been blind-spotted by the fact that quality assurance can be viewed as agent of cultural hegemony and cultural reproduction of capitalist societies. While we agree with all the positive elements attributed to quality assurance in virtual learning, we argue that they should be characterized by humanizing pedagogy and the international dimension (exchange of knowledge and interactive networking) and cultural hybridity.

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Section: Theorizing Quality Assurance In Vles and E-learningmentioning

confidence: 99%

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Pitsoe¹,

Letseka²

2016

Virtual Learning

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“…The majority also reported on electricity failures, computer vision syndrome, finger joint pain, backaches, headaches, and dizziness due to occasional long periods of computer use to compensate for limited access (Hussain, 2007). At Indonesia's Open University, the University of Terbuka, 320,000 students reported similar limitations in online infrastructure and access (Belawati & Zuhairi, 2007). Distance education systems and students continue to rely heavily on post, courier services, and telephones (Belawati & Zuhairi, 2007).…”

Section: Is E-learning Working?mentioning

confidence: 99%

Technology-Enhanced Learning in Developing Nations: A review

Gulati

2008

IRRODL

227

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Learning 'using' technologies has become a global phenomenon. The Internet is often seen as a value-neutral tool that potentially allows individuals to overcome the constraints of traditional elitist spaces and gain unhindered access to learning. It is widely suggested that online technologies can help address issues of educational equity and social exclusion, and open up democratic and accessible educational opportunities. The national governments and nongovernmental agencies who fund educational endeavours in developing countries have advocated the use of new technologies to reduce the cost of reaching and educating large numbers of children and adults who are currently missing out on education. This paper presents an overview of the educational developments in open, distance, and technology-facilitated learning that aim to reach the educationally deprived populations of the world. It reveals the challenges encountered by children and adults in developing countries as they attempt to access available educational opportunities. The discussion questions whether, in face of these challenges, developing nations should continue to invest money, time, and effort into e-learning developments. Can technologyenhanced learning help address the poverty, literacy, social, and political problems in developing countries?

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“…Terbuka University in Indonesia is the only institution with an international quality certificate. In March 2006, UT was awarded certification for ISO 9001:2000 for the quality management process of course materials distribution from the Headquarters to Regional Offices (Belawati & Zuhairi, 2007). Anadolu University was granted the Ed excel accreditation for its associate degree programs, and quality procedures have been initiated for undergraduate programs.…”

Section: Resultsmentioning

confidence: 99%

Global Tendencies in Open and Distance Learning

Özgür¹,

Koçak²

2016

JEHD

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Today, the important facts such as the globalization, the changes in population movements, the transformation into an information society, the increasing competition in economics, the changes and progresses in information and communication technologies have an ongoing impact on all fields of life, including higher education. The areas that these factors affect in higher education range from the administration of higher education institutions to institutional structuring, from the diversity of services offered to financing structure, and from R&D activities to international cooperation. In this regard, in order to eliminate deficiencies, develop strategies and policies for the future of open and distance learning, it is of particular importance to have knowledge about the different approaches, applications and experiences of the universities from different countries which provide open and distance learning services. These will also allow institutions to find new stakeholders and to develop academic studies and programs. Better understanding the different approaches and experiences of the other higher education institutions will serve as guidance and assist in the remedy of the deficiencies and solution of the problems for open and distance education institutions. This study aims to describe and analyze the global tendencies in the administration, education and R&D processes of mega universities. For this purpose, by carrying out a research project, mega universities offering open and distance learning services in 6 countries (Australia, Indonesia, Malaysia, Pakistan, South Korea, People's Republic of China) were determined and analyzed as the sample of the study. The examined institutions reflect current tendencies in open and distance education, which are governed by the socioeconomic and socio cultural characteristics of their countries, and also offer some practices that set examples. We also compare our findings with the corresponding applications and preferences of the Anadolu University and suggest that some remarkable practices are worth to be considered as valuable perspectives.

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The Practice of a Quality Assurance System in Open and Distance Learning: A case study at Universitas Terbuka Indonesia (The Indonesia Open University)

Cited by 62 publications

References 7 publications

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Quality Assurance in Virtual Learning Environments for Open Distance Learning

Technology-Enhanced Learning in Developing Nations: A review

Global Tendencies in Open and Distance Learning

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