Empowering lifelong learning through open universities in Taiwan and Indonesia

Purpose The purpose of this paper is to reveal how support services for open and distance students are designed, developed and implemented to ensure successful learning to take place, with specific references to the Open University of Sri Lanka (OUSL) and Universitas Terbuka (UT) Indonesia. Success in distance learning is one major challenge for open universities to respond to expectations of students and stakeholders. This study focuses on the strategies of student support services in OUSL and UT, investigating related factors including instructional design and development, learning engagement and motivation, policy and strategy in reducing dropouts, use of OER/MOOCs, and quality assurance. Design/methodology/approach A qualitative study was employed involving analyses of documents; interviews and focus group discussion with senior administrators, academic staff, students; and on-site observation in locations of teaching and learning. Findings This research is exploratory in nature. Findings of the study are expected to improve our understanding of student support in distance learning, in which analysis is based on good practices, challenges and rooms for improvement of both OUSL and UT. Practical implications Findings of this study reveal practices and lessons learnt that may be useful as reference to open universities, taking into considerations the fact that each open university has been established to address specific challenges in its own unique circumstances. Originality/value This research may be adopted as baseline framework for analysis of student support for open universities. Further in-depth study is needed to understand how various aspects of student support contribute to success in open and distance learning.

In higher education, particularly within open and distance learning environments such as Universitas Terbuka, integrating digital marketing tools such as e-commerce, social media, and marketplaces is pivotal. These tools play a crucial role in enhancing brand awareness and engaging students. This study explores the strategic application of digital marketing in overcoming barriers traditionally associated with distance learning. A case study methodology was employed to provide an in-depth analysis of digital marketing practices at Universitas Terbuka, using thematic analysis to interpret data gathered from various digital marketing channels. The research identifies three primary facets of digital marketing implementation: search engine optimization, social media engagement, and video marketing. Key challenges include inadequate internet access, limited availability of technological devices, deficits in content creation skills, misalignment of human resources qualifications, and prohibitive advertising costs. This study offers insights into the effective use of digital marketing to improve accessibility and educational delivery in open universities.

A comparative study of student support services of Allama Iqbal Open University and the Open University of Sri lanka

PurposeThe purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).Design/methodology/approachThe mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.FindingsThe findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.Originality/valueThe policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.

PurposeQuality assurance (QA) in open and distance learning (ODL) has always become universal concerns of stakeholders. The quality of ODL has been confronted with challenges in terms of the diversity of inputs, processes, the complex supply chain management of ODL and recent paradigm shift into online learning. Assuring the quality of ODL are daunting tasks at individual, institution and system levels. Completed before the beginning of the COVID-19 outbreak, this study aims to better understand the implementation of QA system in three Asian open universities (OUs), namely University of the Philippines Open University (UPOU), Universitas Terbuka (UT), Indonesia and Allama Iqbal Open University (AIOU), Pakistan.Design/methodology/approachA qualitative method was employed involving analysis of documents of the three Asian OUs and focus group discussions and interviews with management and staff. Data collected were then analyzed to draw conclusions and possible recommendations.FindingsFindings of this study presented good practices, challenges and rooms for improvement of the QA system in the three Asian OUs. Focusing on students and stakeholders in their QA effort, this study has revealed that quality begins with inner self and is multidimensional. QA is principally viewed as continuous improvement, as mechanism and assessment and as effort at exceeding expectations of students and stakeholders. The recent challenge for QA is to embrace a delicate process of ODL transformation into online digital system. The recent COVID-19 outbreak has further implications and challenged QA implementation in ODL in higher education into the next level of complexity.Practical implicationsThis study revealed the diversities in how OUs met the societal needs of their respective stakeholders and addressed the challenges ahead for QA in ODL.Originality/valueThese findings were expected to enhance the understanding of the theory and practice of QA in ODL and to contribute to quality improvement of ODL programs.

Universitas Terbuka (UT)-or Open University- has been organizing Pendidikan Tinggi Jarak Jauh (PTJJ)-Distance Learning for Higher Education- since 1984. Along with the changing era, PTJJ has integrated the use of online technology with the aim that UT students can conduct the learning process through online media. The present study aims to measure the level of readiness of UT students in online learning after they received the EKBM (Edukasi Kegiatan Belajar Mandiri) lecture and how this readiness affects the results of UT students learning outcomes. The researchers applied a quantitative method in this study. The data were collected through a survey. The respondents were 350 UT students from various majors such as Public Administration, Accounting, Sharia Accounting, Sharia Economics, Communication Study, Librarianship, Management, and Primary Education. The findings showed that Sharia Economics students have a high readiness score while the Management students have a low readiness score. Unexpectedly, these Sharia Economics students have low learning outcomes. Meanwhile, Management students have high learning outcomes. It seemed that the students’ high readiness score in online learning outcomes could not guarantee the students learning outcomes.

In this paper, technology-based learning has been described as adopted in the open-university system in India. Since open and distance education (DE) in India is offered at secondary, senior secondary, and higher levels, a current state for them has been spelt out. Since the main objective of this paper is to highlight various means of technology-based learning in the open-university system only, focus has been put on national and state open universities. This paper gives an overview of different technology-based learning components as are being used in various Indian open universities. Since Indira Gandhi National Open University (IGNOU) is the apex body in the field of distance education in India, it has been explained in greater detail, followed by what is adopted by state open universities because they follow the IGNOU model in most of their learning operations.

This study aims to determine the self-efficacy of teaching for elementary school teachers who are also students of Universitas Terbuka, the Open University in Indonesia. This study’s design is by providing modelling the way learning model for students who take elementary mathematics learning courses. The research sample was students from Universitas Terbuka in Batubara learning center and Madina learning center, North Sumatera. The results showed a significant difference in teaching self-efficacy between students who took part in the tutorial using modelling the way learning method and using conventional methods. It can be concluded that the use of modelling the way learning methods in tutorial activities can lead to self-efficacy teaching students when teaching in their respective classes.

This paper attempts to compare the availability, quality, similarities and differences of student support services in Allama Iqbal Open University (AIOU) and United Kingdom Open University (UKOU) and also to identify and enlist the deficiencies that AIOU students are facing in the student support services. The study found out that student support services of AIOU are quantitatively developing rapidly on the lines of UKOU. Though the regional campuses of both the institutions have almost the same status in the provision of student support service yet the UKOU students have better services in the guidance and counseling, modern communication facilities and career guidance. Moreover, there also exists Open University student association in UKOU. The conclusions led to the recommendation that AIOU regional campuses may be made independent like UKOU, counseling and guidance cell might be established at every regional campus, modern communication facilities like toll free, auto answer may be provided at AIOU regional campuses.

The Open University of Sri Lanka (OUSL) is highly concerned about the student satisfaction. One major reason for the concern is that dissatisfaction leads to dropping out of students. Undoubtedly, high rates of dropouts mean high wastage of resources. Therefore, these institutions are concerned about student satisfaction and a common approach to ensure satisfaction is to provide Student Support Services (SSS). The expectation of the institutions is to increase student satisfaction so that success rates would increase. A strategy adopted by the OUSL similar to many other Open Universities is to operate a network of centers in order to facilitate the provision of SSS. At the same time, the centers themselves face problems in the provision of SSS and these in turn can affect student satisfaction. The main aim of this study is to compare the problems faced by the OUSL network of centres in the provision of SSS in 2007 and 2017. The study also aimed to identify the SSS currently provided by the OUSL network of centres, the current problems faced by them in the provision of SSS and to make suggestions to minimize the problems. In 2007, there existed only 4 regional centres and 17 study centres in the centre network while now the number of regional centres has gone up to 8 and the number of study centres has increased up to 27. The instruments used to collect data were a questionnaire and an interview schedule. The analysis of data was done qualitatively. The findings revealed that although some of the problems that existed 10 years ago were solved some still existed may be to a lesser degree. Additionally a few fresh problems currently faced by the centres of the OUSL centre network were also identified. Suggestions were given to minimize the problems. Article visualizations:

Open and distance education has been playing an important role in China’s development of higher education and lifelong learning. In 2012, the Chinese government approved six large-scale radio and television universities (RTVUs) to become open universities (OUs), including the Open University of China (OUC), Beijing Open University (BJOU), Shanghai Open University (SHOU), Guangdong Open University (GDOU), Jiangsu Open University (JSOU), and Yunnan Open University (YNOU). The purpose of this study is to provide a descriptive analysis of the transition from RVTUs to OUs, and the current state and challenges of open universities in China after five years’ reform. Five topics are explored in this paper, including: the new positioning of open universities in China’s vast and differentiated higher education system; award bearing and non-award bearing program offerings; implementation of the online teaching and learning modes; the use of Open Education Resources (OER) and online mini-courses; and the development and use of a credit bank system. A summary of these topics follows a discussion of four issues of open university reform, including key performance indicators (KPIs) for open universities, cohesion and resource sharing between the national and provincial open universities, quality assurance for award bearing programs, and planning to transform China’s existing 39 provincial RTVUs into OUs. It is expected that the results of this study would contribute to knowledge about institutional differentiation in the world’s largest higher education system, and on the merits of open and distance education in the human resource development in China. This paper may also provide insight for other countries that are engaged in institutional differentiation of higher education systems punctuated by the essential role of open universities in such planning and implementation.

Learning and teaching

Although branding is now widespread among Indonesian universities, the application of branding principles in the higher education sector is comparatively recent and may be controversial for internal audiences who question its suitability and efficiency. Universities need to communicate these characteristics effectively and consistently to all of the relevant stakeholders. This study explains the influence or impact of brand awareness and brand association on the interest in continuing their studies of high school students from three areas in Indonesia, especially Universitas Terbuka (UT). This survey used 812 respondents in random clusters from three senior high school regions from three regions of Indonesia, namely Bandung representing the western area, Makassar (middle area), and Jayapura (east area). The quantitative research approach was taken as the method of this research, through pilot testing, validity, and reliability testing with the hypothesis that there is a positive relationship between brand awareness, brand association, and interest in continuing open and distance learning studies in Indonesia. The results showed that the respondents' responses indicated that the brand awareness at Universitas Terbuka as a whole is quite good, especially for brand unaware and top of mind. Both simultaneously and partially, brand awareness and brand association significantly affect interest in continuing studies at Universitas Terbuka.

Distance learning is supposed to provide not only independent learning activities but also two-way interaction and collaborative learning based on inquiry model to control students' learning. E-learning is one of the platform to implement two-way interaction and inquiry model. Universitas Terbuka (UT) is the first open distance education university in Indonesia. This paper will study and visualize participation in discussion and interaction on the virtual learning environment (VLE) UT using Social Network Analysis (SNA). This paper also used a questionnaire to detect knowledge sharing behavior (KSB) in the Collaborative Learning Environment (CLE) based on Social Presence, Perceived Online Attachment Motivation, Perceived Online Relationship Commitment, and Altruism indicators. For the perception of students and evaluation about e-learning UT, we use Yilmaz's Transactional Distance. The results of the measurement network in forum discussion can detect that the tutors are most important, and who are mostly reply to other student's posts or which students' post are mostly commented by others. Personal/Informal network shows that students tend to interact only with students on same location registered region office.

Learning and teaching.