The quality and reputation of open, distance and e-learning: what are the challenges?

Abstract

Distance education institutions, students and staff have often had to overcome negative perceptions about the overall quality of their programmes and qualifications. In this paper, we identify four of the major challenges cited as undermining the credibility and effectiveness of open, distance and e-learning (ODeL): the quality of teaching, learning and quality assurance processes; outcomes; access; and the perceptions of students, staff and employers. We conclude with reflections on current and future developments in ODeL, including the impact of massive open online courses (MOOCs): how far do they have the potential to address the challenges identified? We argue that some of these have been, or can be, resolved in many contexts, and are now the same as those faced by all teaching and learning programmes. We should shift the main focus of distance teaching and learning programmes from inputs such as media adopted, to outcomes, in terms of students successfully achieving their intended goals in education, employment and future livelihoods. This will impact on employers' and others' perceptions of ODeL. Examples are drawn from all sectors and are, therefore, necessarily selective, and, unless specified, are relevant to all modes of ODeL. IntroductionDistance education students in all sectors have had a difficult time. Not only are they often studying part-time with all the pressures of additional family responsibilities or work, but also, for many years, their qualifications were not considered of any real value by their peers and potential employers. Results gained by distance education were considered secondrate; at University level, for example, learners might be thought to be inherently inferior because they were not 'good enough' to get into a 'proper' university, as evidenced by their lack of, or low, previous educational qualifications. The Open University UK (OU UK), for example, accepts undergraduate students with no qualifications at all; other Universities, such as the University of South Africa (Unisa) and Indira Gandhi National Open University accept students with lower entry qualifications than those required for conventional universities. In addition, results obtained were regarded as extremely dubious by many people who were suspicious about the quality of teaching and overall quality assurance processes (especially in assessment practices).

Quality Frameworks and Learning Design for Open Education

“…We have to define Open Education first: While the concept of Open Education is broad and diverse (Gaskell & Mills, 2014), we believe that our following definition targets the core meaning of the term Open Education:…”

“…Globalisation and the Internet have previously challenged and continue to challenge all societies especially in regards to learning and education (education and training in schools, universities, at work, and online; Gaskell & Mills, 2014). On the other hand, globalization and the Internet also offer new opportunities for innovative (formal, non-formal, and informal) learning (Organisation for Economic Co-operation and Development [OECD], 2016).…”

Moving Technology-Enhanced-Learning Forward: Bridging Divides through Leadership

“…E-learning is viewed as a key to providing wider access to higher education (Daniel, Kanwar, & Uvalić-Trumbić, 2009), but its quality and reputation are still questioned and will, at least partly, be affected by how campus-based institutions manage to integrate e-learning (Gaskell & Mills, 2014). As a subset of e-learning, TEL has the potential to be successfully assimilated into engineering education as many staff and students have an interest in technology and are likely to have knowledge of both its benefits and drawbacks.…”

The quality of open online education: Towards a reference framework for MOOCs

“…During the last years Massive Open Online Courses (MOOCs) became very popular: Since the year 2008, when the first MOOC was provided, the number of MOOCs is constantly increasing [4] [10]. The year 2012 was considered as the "Year of the MOOCs" leading to an increasing debate about their quality as an educational tool [1].…”