Quality Assurance in Asian Open and Distance Learning: Policies and Implementation

Abstract

Open universities have emerged as an innovative pillar in the expansion of access to higher education participation, with single-mode distance education providers broadening access in many countries through economies of scale supported by large enrolments. These models raise questions about the quality of education provided. This paper reports on a comparative case study of quality assurance (QA) programs in distance education at three open universities in Southeast Asia. Focusing on QA development and implementation in learner support services, the study explored QA policies, supporting management practices and structures, and the influence of internal and external environmental factors, as identified through thematic analysis of data from semi-structured interviews and policy documents. The results showed many similarities in QA for learner support at the three institutions. Their learner support services were determined to be responsive to government and external quality agencies, external cultural and language factors, and student feedback.Editorial Note: Anak Bangsa Open University (ABOU) is a pseudonym used for another university, and there is no ABOU as such. All references are to actual documents and processes of the said university, but readers may not find the documents cited under ABOU in the references.

Evolution of quality assurance practices in enhancing the quality of open and distance education in a developing nation: a case study

“…While there are a large number of studies (Hoecht, 2006;Ryan, 2015;Kahveci et al, 2012) that have focused on the practices of QA in the traditional education system, some studies have looked into the same from ODL (Perraton, 2012;Darojat et al, 2015;Kihwelo, 2013;Scull et al, 2011;Stella and Gnanam, 2004). However, while some studies have concentrated on the nature and importance of ODL, some other studies (Darojat et al, 2015;Kihwelo, 2013;Scull et al, 2011;Stella and Gnanam, 2004) have shown the use of QA in the context of ODL. In this respect, while previous studies (Stella and Gnanam, 2004) are mostly based on developed countries, only a few studies (Darojat et al, 2015;Belawati and Zuhairi, 2007) have examined the use of QA in ODL from a developing country's perspective.…”

“…However, while some studies have concentrated on the nature and importance of ODL, some other studies (Darojat et al, 2015;Kihwelo, 2013;Scull et al, 2011;Stella and Gnanam, 2004) have shown the use of QA in the context of ODL. In this respect, while previous studies (Stella and Gnanam, 2004) are mostly based on developed countries, only a few studies (Darojat et al, 2015;Belawati and Zuhairi, 2007) have examined the use of QA in ODL from a developing country's perspective. Available evidence indicates that the acceptance of ODL differs from country to country.…”

“…While there are a large number of studies (Hoecht, 2006; Ryan, 2015; Kahveci et al. , 2012) that have focused on the practices of QA in the traditional education system, some studies have looked into the same from ODL (Perraton, 2012; Darojat et al. , 2015; Kihwelo, 2013; Scull et al ., 2011; Stella and Gnanam, 2004).…”

“…, 2015; Kihwelo, 2013; Scull et al ., 2011; Stella and Gnanam, 2004). However, while some studies have concentrated on the nature and importance of ODL, some other studies (Darojat et al. , 2015; Kihwelo, 2013; Scull et al ., 2011; Stella and Gnanam, 2004) have shown the use of QA in the context of ODL.…”

“…, 2015; Kihwelo, 2013; Scull et al ., 2011; Stella and Gnanam, 2004) have shown the use of QA in the context of ODL. In this respect, while previous studies (Stella and Gnanam, 2004) are mostly based on developed countries, only a few studies (Darojat et al. , 2015; Belawati and Zuhairi, 2007) have examined the use of QA in ODL from a developing country's perspective.…”