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Interpreting the denotation and connotation of Chinese open universities (OUs) is relevant to the transformation of current radio and television universities (RTVUs) into open universities. This article starts by discussing similarities and differences between OUs and RTVUs as well as open education and distance education. It first focuses on the logical starting point of OUs, the aims of OUs, medium of instructional delivery and operation mechanisms for learning. It then contrasts six pairs of ‘hot words’ in relation to OUs - System or Consortium, Philosophy or Mission, Subject or Programme of study, Diploma or Degree, Bank or UnionPay, and First-class or Distinctive - with the intention of facilitating better understanding of the rationale for OUs.
Keywords: open university; radio and television university; open education; distance education; transformation; reflection
From Place to Virtual Space: Reconfiguring Student Support for
Distance and E-Learning in the Digital Age
Alan Tait
This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography - which has defined the structures for student support services in second generation distance education - has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.
Keywords:e-learning; distance education; learning analytics; learning design; online learning; student dropout; student support
Constructing China’s Lifelong Learning Lijiaoqiao:
An International Perspective
Zhang Weiyuan
It is the focus and aim of global educational development and reform to establish Lijiaoqiao, or qualifications frameworks, for lifelong learning which bridge education in different sectors and at different levels and enable general public to access lifelong learning. This is a sophisticated project with challenges and opportunities. Drawing on international success and failure in this field over the past two decades, this article conducts a systematic analysis of the establishment of China’s qualifications framework for lifelong learning in terms of demand, methodology and means. It also discusses difficulties arising from academic credit bank construction in China. It is argued that China needs to develop its national qualifications framework, define the standards of each level of qualification with level descriptors, promote and implement outcome-based education, put in place a national quality assurance mechanism and assessment system, prescribe its national standards and evaluation methods for recognition of prior experience, and most importantly, set up quality assurance mechanisms and evaluation institutions supported by government and recognized by educational and training sectors. Without these six strands of work, China may not be able to promote the implementation of academic credit banks, and qualifications and credits earned via academic credit banks may not live up to the required levels and standards, hence not recognized by formal educational institutions and society. Should this happen, it would be impossible to bridge education in different sectors and at different levels, with negative impacts on the establishment and implementation of China’s lifelong learning Lijiaoqiao.
Keywords:lifelong learning Lijiaoqiao; qualifications framework; quality assurance; academic credit bank
Behavioral Analysis of the Involvement of Chinese Universities and
Teachers in MOOCs: A Case Study of Tsinghua University
Xu Shunping
MOOCs have experienced rapid development in the past five years and many famous Chinese universities have also jumped on the bandwagon. This begs the question: what has made so many famous universities and teachers embark on MOOCs? While research to date has identified some of the reasons and motives behind MOOCs, other issues remain unsolved. Drawing on the case of Tsinghua University, this article uses the game theory model to analyze the construction of MOOC platform and teachers’ application for MOOC provision. It also uses the incentive theory model to analyze behavioral consistency in terms of course quality from the perspectives of both university and teachers. Findings from this study lead to some useful conclusions.
Keywords:MOOCs; platform construction; application for MOOC provision; behavioral consistency; course quality; net expected payoff
Benefit Analysis and Estimation for Academic Credit Banks
Li Fengliang and Zhang Feinan
This article analyzes the potential benefits that academic credit banks may bring to individuals, institutions, industries and the whole society. Conclusions reached are as follows. First, academic credit banks can greatly enhance learner mobility and agency, learning accessibility, flexibility and effectiveness; they can minimize entry requirements, dropout rate, useless learning, and educational mismatch. In short, private cost will be reduced while private returns will be increased. Second, with the credit bank system in place, increase in student numbers will lead to improvement of educational institutions’ economies both of scale and scope. Meanwhile, there will be an increase in both competition and cooperation between institutions, hence improving the overall educational quality and enabling the educational network to cater for the whole society. Third, academic credit banks will be able to lower the cost of human resources management for enterprises and enhance human resources management efficiency. Fourth, academic credit banks will be able to contribute to human capital provision, education equity, development of a learning society, national innovation capabilities and social returns to education. It is suggested that stakeholders should pay sufficient attention to the establishment of the credit bank system, in particular in terms of government investment at the initial stage. Government departments need to design an overall system and pilot studies to be implemented.
Keywords: academic credit bank; individual benefit; educational efficiency; social benefit
Keywords: open university; radio and television university; open education; distance education; transformation; reflection
From Place to Virtual Space: Reconfiguring Student Support for
Distance and E-Learning in the Digital Age
Alan Tait
This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography - which has defined the structures for student support services in second generation distance education - has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.
Keywords:e-learning; distance education; learning analytics; learning design; online learning; student dropout; student support
Constructing China’s Lifelong Learning Lijiaoqiao:
An International Perspective
Zhang Weiyuan
It is the focus and aim of global educational development and reform to establish Lijiaoqiao, or qualifications frameworks, for lifelong learning which bridge education in different sectors and at different levels and enable general public to access lifelong learning. This is a sophisticated project with challenges and opportunities. Drawing on international success and failure in this field over the past two decades, this article conducts a systematic analysis of the establishment of China’s qualifications framework for lifelong learning in terms of demand, methodology and means. It also discusses difficulties arising from academic credit bank construction in China. It is argued that China needs to develop its national qualifications framework, define the standards of each level of qualification with level descriptors, promote and implement outcome-based education, put in place a national quality assurance mechanism and assessment system, prescribe its national standards and evaluation methods for recognition of prior experience, and most importantly, set up quality assurance mechanisms and evaluation institutions supported by government and recognized by educational and training sectors. Without these six strands of work, China may not be able to promote the implementation of academic credit banks, and qualifications and credits earned via academic credit banks may not live up to the required levels and standards, hence not recognized by formal educational institutions and society. Should this happen, it would be impossible to bridge education in different sectors and at different levels, with negative impacts on the establishment and implementation of China’s lifelong learning Lijiaoqiao.
Keywords:lifelong learning Lijiaoqiao; qualifications framework; quality assurance; academic credit bank
Behavioral Analysis of the Involvement of Chinese Universities and
Teachers in MOOCs: A Case Study of Tsinghua University
Xu Shunping
MOOCs have experienced rapid development in the past five years and many famous Chinese universities have also jumped on the bandwagon. This begs the question: what has made so many famous universities and teachers embark on MOOCs? While research to date has identified some of the reasons and motives behind MOOCs, other issues remain unsolved. Drawing on the case of Tsinghua University, this article uses the game theory model to analyze the construction of MOOC platform and teachers’ application for MOOC provision. It also uses the incentive theory model to analyze behavioral consistency in terms of course quality from the perspectives of both university and teachers. Findings from this study lead to some useful conclusions.
Keywords:MOOCs; platform construction; application for MOOC provision; behavioral consistency; course quality; net expected payoff
Benefit Analysis and Estimation for Academic Credit Banks
Li Fengliang and Zhang Feinan
This article analyzes the potential benefits that academic credit banks may bring to individuals, institutions, industries and the whole society. Conclusions reached are as follows. First, academic credit banks can greatly enhance learner mobility and agency, learning accessibility, flexibility and effectiveness; they can minimize entry requirements, dropout rate, useless learning, and educational mismatch. In short, private cost will be reduced while private returns will be increased. Second, with the credit bank system in place, increase in student numbers will lead to improvement of educational institutions’ economies both of scale and scope. Meanwhile, there will be an increase in both competition and cooperation between institutions, hence improving the overall educational quality and enabling the educational network to cater for the whole society. Third, academic credit banks will be able to lower the cost of human resources management for enterprises and enhance human resources management efficiency. Fourth, academic credit banks will be able to contribute to human capital provision, education equity, development of a learning society, national innovation capabilities and social returns to education. It is suggested that stakeholders should pay sufficient attention to the establishment of the credit bank system, in particular in terms of government investment at the initial stage. Government departments need to design an overall system and pilot studies to be implemented.
Keywords: academic credit bank; individual benefit; educational efficiency; social benefit