Insung Jung

Distance and blended learning in Asia

Foreword Preface 1. Technology, e-readiness and e-learning readiness 2. Open schooling, SchoolNets and ICT integration in classrooms 3. Higher education 4. Lifelong learning, workplace training, professional development and non-formal adult and community education 5. New providers and new markets 6. ICT integration in and beyond the school 7. Instructional design, learner support and assessment in e-learning 8. Leadership for educational change and innovation 9. Quality assurance and accreditation 10. Staff training and development 11. Research, publication and translating research into practice 12. Conclusions

Assuring Quality in Asian Open and Distance Learning

Open and distance learning (ODL) is enjoying phenomenal growth in Asian higher education, new forms of provision are being developed, new institutions are being established and there is a surge in online export and import. However, there is still need to ensure that increasing access does not result in lowering standards and to prove that ODL is at least as good as conventional education and, in many cases, more innovative, effective and efficient. The paper examines the various quality assurance approaches employed in Asian university ODL, and the values, assumptions and advantages and disadvantages of these. It concludes by suggesting what is needed to encourage and achieve a culture of quality in the field.

Quality assurance in distance education and e-learning : challenges and solutions from Asia

Foreword Preface I: A SYSTEMS OR BALANCED APPROACH TO QUALITY ASSURANCE Sinagpores SIM University - Cheong Hee Kiat Thailands Sukhothai Thammathirat Open University - Pranee Sungkatavat and Theppasak Boonyarataphan Open University of Hong Kong - Robert Edward Butcher South Koreas Hanyang Cyber University - Yeonwook Im II: ENSURING THE QUALITY OF MANAGEMENT PROCESSES Indonesias Universitas Terbuka - Sri Y P K Hardini et al Chinas Peking University School of Distance Learning for Medical Education - Chen L et al Mongolian E-Knowledge - Sanjaa Baigaltugs South Koreas AutoEver - Hae-Deok Song and Cheolil Lim III: FOCUSING ON INSTRUCTIONAL DESIGN AND PEDAGOGY Japans Kumamoto University Online Graduate School - Katsuaki Suzuki Open University of China - Li Yawan, Yang Tingting and Niu Ben Indias Indira Gandhi National Open University - Pema Eden Samdup and Rose Nembiakkim University of the Philippines Open University - Patricia B Arinto IV: ASSURING QUALITY OF LEARNING SUPPORT AND ASSESSMENT Malaysias Wawasan Open University - Tat Meng Wong and Teik Kooi Liew Virtual University of Pakistan - Naveed A Malik V: OUTCOMES AND PERFORMANCE MEASUREMENT Open University of Sri Lanka - Uma Coomaraswamy Open University Malaysia - Anuwar Ali and Mansor Fadzil Concluding Remarks: Future Policy Directions - Insung Jung Index

YouTube acceptance by university educators and students: a cross-cultural perspective

Despite the huge popularity of YouTube, there has been little research into the factors affecting educational applications of this social medium. This study attempts to predict and compare factors influencing YouTube acceptance among university students and educators in two very different cultures, Japan and the USA, applying the Unified Theory of Acceptance and Use of Technology (UTAUT). Five hundred and sixty-nine students and 56 educators from Japanese and American universities were surveyed to assess the influence of UTAUT-related factors on YouTube acceptance in these two countries. The paper reports on the findings, proposes further studies and offers some suggestions for the use of YouTube in education.

Scaffolding strategies for wiki-based collaboration: Action research in a multicultural Japanese language program

Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki-based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki-based collaborative learning can be culture laden and in conflict with traditional teaching and learning. [ABSTRACT FROM AUTHOR]

Liberal Arts Education and Colleges in East Asia

Part I Setting the Scene.- Chapter 1 Introduction.- Chapter 2 Development of Liberal Arts Education and Colleges: Historical and global perspectives.- Chapter 3 The East-West Axis? Liberal Arts Education in East Asian universities.- Part II Examining Liberal Arts Colleges and Programs in East Asia.- Chapter 4 Going global and adapting to local context: Handong Global University in South Korea.- Chapter 5 Liberal Arts for a New Japan: The case of the International Christian University.- Chapter 6 Making the Global Local: Twenty years at Miyazaki International College, Japan.- Chapter 7 Adapting the Western model of Liberal Arts Education in China: The cases of Fudan University and Lingnan University.- Chapter 8 Liberal Arts Education in Postwar Taiwan: A case study on General Education Reform at National Taiwan University.- Part III Learning from outside East Asia.- Chapter 9 Global education with high impact and deep learning in the United States: The Liberal Arts at Pomona College.- Chapter 10 Liberal Arts and Sciences Education for the 21st Knowledge Economy: A case study of Amsterdam University College, The Netherlands.- Part IV Exploring Sustainable Models in East Asian Context.- Chapter 11 Revisiting key values, roles and challenges of Liberal Arts Education in East Asia.- Chapter 12 Cultivating Intercultural Communicative Competence in Liberal Arts Institutions.- Chapter 13 Applications of digital technologies in Liberal Arts Institutions in East Asia.- Chapter 14 Internationalization and Faculty well-being in Liberal Arts Colleges: An often neglected issue in East Asia.- Chapter 15 Conclusions: Summary, remaining issues and recommendations.

Learning from MOOCs: a qualitative case study from the learners’ perspectives

This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll’s model of school learning as a theoretical framework, the study employed an autoethnography method to collect empirical data in three different MOOCs. Data analysis from regularly recorded journals revealed commonalities and differences in learner experiences. Based on the results, a refined version of Carroll’s model was produced to provide a foundation for future research and development into MOOCs.

Insung’s Voice: Great People, Boundless Opportunities, and Meaningful Changes

Looking back on my journey in educational technology and thinking about women and men who have influenced me, I feel fortunate that I received the right help at the right time. Without that, I would not be where I am today. My story below illustrates the changes that have taken place in my life and the most important people who have provided me with great support and endless opportunities for meaningful changes.

Conclusions: Summary, Remaining Issues and Recommendations

In this final chapter, we first consider certain implications that emerge from the chapters in this book and discuss them in three themes: (1) the foundations of liberal arts education , (2) the current practices in liberal arts education in East Asia , and (3) issues common to liberal arts colleges and programs in East Asia. We then discuss the remaining issues that need to be addressed for the development of liberal arts education in the East Asian context and conclude with a set of recommendations for East Asian liberal arts institutions.