A number of years ago I wrote an entry about the Asian Journal of Distance Education. Last week I decided to re-visit the journal and see what had been published that was related to K-12 distance, online and blended learning over the years. Here is what I found…
Development of Equal Opportunities to Education using ICT : Overview of the Nationwide Project ‘Modern Distance Education for Schools in the Rural Areas of China’
Li CHEN, & Meiling CHEN
Beijing Normal University, China
ABSTRACT: The Ministry of Education in China is concerned to extend the reach of educational opportunities to the whole country, and that all students have equal access to high quality education. To extend opportunities to the rural areas of China, it is necessary to use distance education and technology, since these may be able to provide access at reasonable cost through sharing high quality education resources developed and used in the major cities. Since 2003, the Chinese government has promoted a project ‘Modern Distance Education for Schools in the Rural Areas of China’, which aims to reduce the gap in education quality between the urban areas and the rural areas – by sharing digital resources through ICT. This Paper gives an overview of the project : its background, the main tasks, achievements, challenges, and trends. We include a literature review, interview findings, and a field case study. Together with discussion of the challenges and the trends, some suggestions are then given for further consideration. This Paper shares some valuable information on how distance education can be used as an effective way to enhance the educational balance in China.
Distance Education in Turkey
Canakkale Onsekiz Mart University, Turkey
ABSTRACT: Turkey is in both Europe and Asia, and has Anadolu University with 760,859 students (in 1998, according to the World Bank) which is the largest mega-university in the world, founded in 1982. Anadolu University currently has three distance-education faculties ;- the Open Education Faculty (OEF), the Faculty of Economics, and the Faculty of Business Administration. Other forms of distance education through the Ministry of National Education include the Open High School (OHS), the Open Primary School, and the Open Vocational and Technical Education School. Today, Anadolu University has, including the distance education system, 12 faculties, 9 vocational schools, a state conservatory and 12 research institutes.Although Turkey has the technological capability for more interactive two-way communications, all distance education including learner support services are through the older one-way technologies. Various social and political constraints remain to be negotiated.
Radio, Television and the Internet providing the Right to Education in India
Sriram ARULCHELVAN, & D. VISWANATHAN
Anna University, India
ABSTRACT: Radio, television and the Internet (RTI) comprise an important strategic application in India for educational development. RTI provides the means for the right to education using learning materials through the popular mass media. Initially only radio was used for imparting education – broadcasting programs for students at schools, colleges, and at universities. Then TV joined hands and carried the mission further when it started transmission with an increasing number of channels. The use of computers along with the Internet has completely changed the world in the field of information and education. These different forms of communication have varied and interrelated functions to perform towards improving the quality of teaching-and-learning and spreading education to all parts of the country. They have also made it possible to deliver education all over the globe, and India now exports these courses using basic but popular mass media. RTI is helping to eliminate various educational disparities between rural and urban populations, between regular mode and distance mode education, and between different languages used for education. However, in India, there remains much scope for further development, expansion and more effective utilization of RTI. At present there is fairly good coverage of RTI connectivity, considering the size of the country. Expansion and greater utilization of existing RTI facilities could provide further opportunities towards sustaining education among students who are educationally and technologically disadvantaged in many parts of India, and in many countries all over the world.