The  THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

Zuhairi, Aminudin

doi:10.33830/ptjj.v20i2.122.2019

Cited by 10 publications

(15 citation statements)

References 10 publications

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“…Based on the philosophies of openness, access, equality and quality, open universities are open to improvement of their teaching and learning methods and ways of meeting the needs of lifelong learners (Zuhairi, 2019). As a lifelong learning institution for the global Chinese, NOU has challenges to address in responding to the competition from other higher education institutions in Taiwan to continue to recruit students with special needs that other (Ossiannilsson, 2019).…”

Section: Challenges For Improvement Of Nou and Ut As Institutionsmentioning

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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Section: Challenges For Improvement Of Nou and Ut As Institutionsmentioning

confidence: 99%

Empowering lifelong learning through open universities in Taiwan and Indonesia

Zuhairi

Hsueh

Chiang

2020

AAOUJ

Self Cite

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“…On the other hand, most of the UT faculty members agreed with the three statements and possessed a more positive attitude regarding EDCM than the faculty members of BOU. These findings are well supported by the work of Zuhairi (2020). According to Zuhairi (2020), UT had already taken several initiatives for transforming itself into a modern cyber ODL university.…”

Section: Discussionmentioning

confidence: 54%

“…These findings are well supported by the work of Zuhairi (2020). According to Zuhairi (2020), UT had already taken several initiatives for transforming itself into a modern cyber ODL university. For instance, it introduced MOOCs, digital library, fully online programmes and Open Educational Resources (OER) for the learners.…”

Section: Discussionmentioning

confidence: 54%

“…The findings related to research questions 3 and 4 rejected the null hypotheses in both cases and explored a significant difference in terms of attitude towards EDCM between both groups, that is, faculty members and students of BOU and UT. These findings were expected because both universities had different learning culture, infrastructure, educational programmes, vision, mission, objectives and also different strategic approaches (Akhter and Alam, 2016;Hossain and Islam, 2015;Uddin and Hossain, 2019;Zuhairi, 2020).…”

Section: Discussionmentioning

confidence: 98%

“…Both BOU and UT are prominent open and distance learning (ODL) universities, and the primary purpose of these universities is to produce skilled human resources AAOUJ (Akhter and Alam, 2016;Zuhairi, 2020). In line with this, both universities try to ensure quality education to the mass through the latest technologies (Hossain and Islam, 2015;Uddin and Hossain, 2019;Zuhairi, 2020). Thereby, both universities have taken initiatives to introduce online programmes and different MOOCs for their learners (Hossain and Islam, 2015;Uddin and Hossain, 2019;Zuhairi, 2020).…”

Section: H2mentioning

confidence: 99%

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Attitude towards entrepreneurship development courses of MOOCs

Ahmed

Sultana

Jayanti

et al. 2021

AAOUJ

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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.

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Quality Assurance in Online, Open, and Distance Education

Jung

2022

Handbook of Open, Distance and Digital Education

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Over the past few decades, online, open, and distance education (ODE) has enjoyed phenomenal growth across different regions, and with the spread of the COVID-19 virus, its use has adopted more quickly and widely at all levels of education in both developed and developing countries. There has also been a surge in trans-institutional online courses and programs. Despite this surge in widespread practice of ODE, an image problem that perceives ODE as a second-rate education, indicated by Daniel (Quality assurance and accreditation in distance education and e-learning: Models, policies, and research. Routledge, New York, 2011) a decade ago, still exists, meaning that there is a need for even stronger measures to ensure that ODE is as good as in-person education and that quality assurance (QA) systems are in place as it enters the mainstream of education.Applying QA to ODE processes and outcomes is a relatively new phenomenon. Drawing upon previous literature on quality and QA in ODE, including institutional case studies, this chapter examines various definitions of quality and QA in ODE practice, difficulties, and challenges presented by QA in ODE and the role of stakeholders in QA in ODE. It then discusses how different ODE institutions judge and assure the quality of their courses, programs, and services and what values and assumptions underpin such QA approaches. It finally draws conclusions about what still needs to be considered and actioned.

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The THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

Cited by 10 publications

References 10 publications

Empowering lifelong learning through open universities in Taiwan and Indonesia

Empowering lifelong learning through open universities in Taiwan and Indonesia

Attitude towards entrepreneurship development courses of MOOCs

Quality Assurance in Online, Open, and Distance Education

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