Quality assurance in Asian distance education: Diverse approaches and common culture

Insung Jung,Chen Li,Tat Meng Wong,Sanjaa Baigaltugs,Tian Belawati

doi:10.19173/irrodl.v12i6.991

Abstract

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 />

Highlights

Daniel (2003) suggests that there is ample evidence of distance education (DE) in Asia making great strides with regard to access, equity, and cost-benefit
Review based on pre-determined quality assurance (QA) criteria: A set of QA standards and criteria determined by the government or the QA agency are applied to all institutions or programmes
The level of QA policy integration in an overall national QA in higher education policy framework varies across the 11 cases examined

Summary

Introduction

Daniel (2003) suggests that there is ample evidence of distance education (DE) in Asia making great strides with regard to access, equity, and cost-benefit. The Philippines specifies DE accreditation criteria in the CHED Memorandum Order No 27 (see http://www.ched.gov.ph/chedwww/index.php/eng/Information/CHEDMemorandum-Orders/2007-CHED-Memorandum-Orders) (Commission on Higher Education, 2005) This stipulated that only graduate-level programs with Level III accreditation could be offered at a distance, with the assumption being that undergraduate students need face-to-face contact with mentors and peers for optimal learning. Sri Lanka encourages the use of the Quality Assurance Toolkit for Distance Higher Education Institutions and Programmes (see http://www.col.org/PublicationDocuments/pub_HE_QA_Toolkit_web.pdf) in evaluating and improving QA systems and policies. In Hong Kong, Indonesia, India, Mongolia, and the Philippines, accreditation and/or institutional audits are conducted on a voluntary basis, and the outcomes of QA processes are not directly linked to government funding.

QA Methods and Procedures

Findings

Conclusion