A policy framework for distance education support services: a model (original) (raw)
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Education, especially higher education, is considered vital for maintaining national and individual competitiveness in the global knowledge economy. Following the introduction of its “Free Education Policy” as early as 1947, Sri Lanka is now the best performer in basic education in the South Asian region, with a remarkable record in terms of high literacy rates and the achievement of universal primary education. However, access to tertiary education is a bottleneck, due to an acute shortage of university places. In an attempt to address this problem, the government of Sri Lanka has invested heavily in information and communications technologies (ICTs) for distance education. Although this has resulted in some improvement, the authors of this article identify several barriers which are still impeding successful participation for the majority of Sri Lankans wanting to study at tertiary level. These impediments include the lack of infrastructure/resources, low English language proficiency, weak digital literacy, poor quality of materials and insufficient provision of student support. In the hope that future implementations of ICT-enabled education programmes can avoid repeating the mistakes identified by their research in this Sri Lankan case, the authors conclude their paper with a list of suggested policy options.
2012
Sri Lanka's participation rates in higher education are low and have risen only slightly in the last few decades; the number of places for higher education in the state university system only caters for around 3% of the university entrant age cohort. The literature reveals that the highly competitive global knowledge economy increasingly favours workers with high levels of education who are also lifelong learners. This lack of access to higher education for a sizable proportion of the labour force is identified as a severe impediment to Sri Lanka’s competitiveness in the global knowledge economy. The literature also suggests that Information and Communication Technologies are increasingly relied upon in many contexts in order to deliver flexible learning, to cater especially for the needs of lifelong learners in today’s higher educational landscape. The government of Sri Lanka invested heavily in ICTs for distance education during the period 2003-2009 in a bid to increase access to higher education; but there has been little research into the impact of this. To address this lack, this study investigated the impact of ICTs on distance education in Sri Lanka with respect to increasing access to higher education. In order to achieve this aim, the research focused on Sri Lanka’s effort from three perspectives: policy perspective, implementation perspective and user perspective. A multiple case study research using an ethnographic approach was conducted to observe Orange Valley University’s and Yellow Fields University’s (pseudonymous) implementation of distance education programmes using questionnaires, qualitative interviewing and document analysis. In total, data for the analysis was collected from 129 questionnaires, 33 individual interviews and 2 group interviews. The research revealed that ICTs have indeed increased opportunities for higher education; but mainly for people of affluent families from the Western Province. Issues identified were categorized under the themes: quality assurance, location, language, digital literacies and access to resources. Recommendations were offered to tackle the identified issues in accordance with the study findings. The study also revealed the strong presence of a multifaceted digital divide in the country. In conclusion, this research has shown that although ICT-enabled distance education has the potential to increase access to higher education the present implementation of the system in Sri Lanka has been less than successful.
Review of E-Learning as a Platform for Distance Learning in Sri Lanka
Education QuarterlyReviews, 2020
E-learning is the best platform for distance learning as it is a cost-efficient technology. Distance learning through an E-Learning platform offers enormous opportunity for Sri Lanka, because it can open doors to everybody without hassle. Distance learning with E-Learning focuses on delivering education to students without a traditional classroom. Educational institutes in Sri Lanka may use distance learning with students who are unable to follow regular courses. E-Learning runs with web technologies which make interactions for both teachers and students easy. It also makes it easy to exchange relevant educational tools and interactive exercises.
Blended Learning in Distance Education: Sri Lankan Perspective
The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online components to distance education in Sri Lanka was guided by the expectation of cost reduction and the implementation was financed under the Distance Education Modernization Project. This paper presents one case study of a larger multiple-case-study research project that employed an ethnographic research approach in investigating the impact of ICT on distance education in Sri Lanka. Documents, questionnaires and qualitative interviews were used for data collection. The lack of access to computers and the Internet, the lack of infrastructure, low levels of computer literacy, the lack of local language content, and the lack of formal student support services at the University were found to be major barriers to implementing compulsory online activities at the University.
Distance education public policy and practice in the higher education: The Case of Malasya
Revista Brasileira de Aprendizagem Aberta e a Distância
O presente artigo apresenta uma análise geral da atual uso da Educação a Distância no ensino superior da Malásia. Algimas partes deste trabalho são baseadas numa pesquisa realizada para apoiar um projeto do governo da África do Sul, na sua pretensão de rever e reorganizar suas leis de regulamentação e financiamento para a Educação a Distância no ensino superior. Outras partes são baseadas na experiência dos autores no uso da Educaçào a Distância em suas instituições de trabalho, e em estudos de casos de políticas e práticas em outras instituições de ensino superior. A análise cobre instituições dos setores público e privado no ensino supeior, uma vez que na Malásia, tal distinção está rapidamente perdendo sentido porque o ensino superior está caminhando para uma auto-sustentação e independência de financiamento público.
Towards Open Distance Learning for Future: Practices and Challenges in Sri Lanka
2019
The greatest challenge in the 21st century for higher education is the recognition of relevance, which is the need to adapt to the immediate needs of the society by produce an employable or employability graduate. ODL has the potential to provide higher education while the personnel remain in employment to continue servicing the market. It is a form of education that combines the world of work with learning with mutual benefit. The Open University of Sri Lanka is now moving towards the 5th generation ODL technology supported by a combination of online-and blended teaching and learning techniques. Today it caters to a student population of about 40,000 learners who offer courses through the Faculties of Education, Engineering, Natural Sciences, Health Sciences, Humanities and Social Sciences and Management Studies. Together they offer about 67 study programs. The ODL as a mode of learning has the prime objective of facilitating learners who were mostly unreached education or employed...
International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014
The purpose of this paper is to explore the implementation of online learning in distance educational delivery at Yellow Fields University (pseudonymous) in Sri Lanka. The implementation of online distance education at the University included the use of blended learning. The policy initiative to introduce online components to distance education in Sri Lanka was guided by the expectation of cost reduction and the implementation was financed under the Distance Education Modernization Project.
sciencepub.net
Challenges which faced the early users of distance education are still with us today. If distance education is to play a greater role in improving the quality of education, it will require expanded technology; more linkages between schools, higher education, and the private sector; and more teachers who use technology well. Teachers must be involved in planning the systems, trained to use the tools they provide, and given the flexibility to revise their teaching. Federal and state regulations will need revision to ensure a more flexible and effective use of technology. Connections have been established across geographic, instructional, and institutional boundaries which provide opportunities for collaboration and resource sharing among many groups In the pooling of students and teachers, distance learning reconfigures the classroom which no longer is bounded by the physical space of the school, district, state or nation.
‘Distance Education System’ -- A Boon to Learners
Abstract In this fast growing world, it is very difficult to assume that anyone would be able to live without communication technologies (radios, televisions, telephones, and the latest forms of communication such as computers and cell phones). Educational systems are changing at great speed and the technology is changing rapidly. Older technology is replaced by new technological phenomena and the new ones are being adopted and these are affecting the educational systems. In many countries, many university systems have adopted distance education to solve their educational dilemmas. Although sometimes considered to be the poorer cousin of regular college programmes, distance learning comes as a blessing to students who want to study further while continuing with jobs or who might not be able to attend a full-time course for various reasons. The most frequent query from students is related to the confusion over the value of a distance learning programme. The answer to this totally depends on the student. Some students can make the most out of a distance learning programme, but there are also others who are not comfortable with this pattern. What higher education systems can do for their societies are to improve and to reinforce the present
General Operational Review of Distance Education. Discussion Paper, Education and Training Series
1987
In fiscal years 1963-1985, the World Bank had experience with 32 investments in distance education projects in developing nations, including Malaysia, the Ivory Coast, Thailand, the Philippines, Malawi, and China. (Distance education is an educational delivery system that uses a variety of media and a system of feedback to provide education to people who are unable to attend traditional schools.) Lessons learned indicate that investments in distance education are most effective when there is agreement between the bank and the borrower on the educational objectives of the distance education component. It was also learned that distance education has been used to advantage when: (1) it is sharply focused on improving the quality of teaching available; (2) it is used to teach nonformal "equivalency" education to students otherwise without teachers and classrooms; and (3) it is used to meet special needs and answer urgent needs for the formation of human capital. The text is supplemented by nine tables, and an appendix provides a list of key performance indicators. (8 references) (Author/EW)