Higher Education in the Digital Age

Zorn, Annika; Haywood, Jeff; Glachant, Jean–Michel

doi:10.4337/9781788970167

Cited by 12 publications

(6 citation statements)

References 4 publications

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“…On one hand, the current study supportsAnhwere's (2013) argument that prefer distance education because of its flexibility as it allows them to undertake studies at their own pace and convenience and combine it with other social and paid work activities. On the other hand, this finding contradicts the argument ofZorn et al (2018) that the benefits of distance learning to learners is it offers flexibility for those who cannot attend regular face to face session due to work commitment, caring responsibilities or disability.…”

contrasting

confidence: 74%

Student-Workers’ Perception towards Distance Education in Ghana

Ampem Darko-Asumadu

2023

EAJESS

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Ghana’s distance education program is significantly flooded with varied perceptions. The constant variations in perceptions could stem from rapid physical and social changes within the education sector. The purpose of this study was to discover student-workers views about distance education in contemporary times. Informed by the pragmatism philosophy, the study employed the explanatory mixed methods to gather data from randomly selected student-workers and study center coordinators in the University of Cape Coast, Kwame Nkrumah University of Science and Technology and University of Ghana. The study found that student-workers still preferred distance education over the regular program in spite of its steady challenges. The perceived main reason for opting for distance education was their desire to obtain higher education while doing other necessary activities. The sex of student-workers played a significant role in their desire to obtain higher education in UCC but the same could not be said in KNUST and UG. The study concluded that younger student-workers pursuing distance education in UG desired higher education more than the elderly but this relationship was non-existing in UCC and KNUST. It was revealed, in all institutions, that single student-workers desired higher education more than the married. Generally, the socio-demographic characteristics of distance education student-workers in Ghana have changed significantly over the years. The study recommended that university authorities in collaboration with the management of distance education should make the conscious effort to sensitize males, elderly and married workers, to enroll onto the distance education programs to bridge social disparities in distance education.

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contrasting

confidence: 74%

Student-Workers’ Perception towards Distance Education in Ghana

Ampem Darko-Asumadu

2023

EAJESS

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“…The post-COVID-19 necessitates higher education institutions to transform into technology-based teaching and learning that benefit learners, in which courses may be offered on fully online, hybrid or augmented immersive residential modes (Govindarajan and Srivastava, 2020). The world has been moving online fast, calling for higher education in digital age to move online (Zorn et al, 2018), and the post-COVID-19 experience may expediate this online digital transformation of higher education even faster.…”

Section: Methodsmentioning

confidence: 99%

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Zuhairi

Raymundo

Mir

2020

AAOUJ

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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.

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“…As the world is moving online, higher education institutions in digital age are challenged to transform themselves into providing digitally based teaching and learning support (Zorn et al, 2018). For open universities, transformation into online learning has impact on the way students learn, academics teach and management develop policies to manage and support student learning.…”

Section: Empoweringmentioning

confidence: 99%

“…UT has proved to be effective in large-scale operations providing services to the citizens within the national boundaries and need to expand further to accommodate more citizens living globally. As illustrated by Bates (2019) and Zorn et al (2018), adapting swiftly to the new fashions of teaching and learning in digital age to reach larger number of students will be one of the major challenges for both institutions. Good practices in retaining students, student portfolio and students with special needs Diversity in backgrounds and choices for students in terms of programs, courses, and modes of learning support have implications on the ways and means NOU and UT address the needs of their students and stakeholders.…”

Section: Good Practices In Lifelong Learningmentioning

confidence: 99%

Empowering lifelong learning through open universities in Taiwan and Indonesia

Zuhairi

Hsueh

Chiang

2020

AAOUJ

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PurposeThis research attempts to reveal ways of addressing challenges in open universities related to empowering lifelong learning; establishing policies and strategies in dropouts, student portfolio and support services for students with special needs; and implementing online instructional design and strategies. Two institutions were investigated, namely National Open University (NOU) Taiwan and Universitas Terbuka (UT) Indonesia, both founded in the 1980s to serve lifelong learners with diverse backgrounds and needs. This study was aimed at understanding good practices and challenges for improvement for the two open universities in those areas being investigated.Design/methodology/approachThis research was qualitative using document analysis along with focus group discussions and interviews with administrators, academic staff, students and alumni to collect data for analysis.FindingsLifelong learning is the necessity of individual in societies for continuing professional development through enabling access to quality university education. Open universities have been tasked to cater for lifelong learners using non-traditional approaches, new technology and adapting to online learning and teaching in digital age. This research was exploratory, and the findings were expected to improve understanding of lifelong learning in open universities, particularly in NOU and UT.Practical implicationsFindings of this research are relevant to open universities to enhance its missions and define its possible new roles to serve lifelong learners.Originality/valueThis research reveals the roles of open universities in lifelong learning and enhances understanding of open universities that have a wide range of responsibilities in offering programs and courses to accommodate lifelong learners.

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Higher Education in the Digital Age

Cited by 12 publications

References 4 publications

Student-Workers’ Perception towards Distance Education in Ghana

Student-Workers’ Perception towards Distance Education in Ghana

Implementing quality assurance system for open and distance learning in three Asian open universities: Philippines, Indonesia and Pakistan

Empowering lifelong learning through open universities in Taiwan and Indonesia

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