ICT for higher education: an overview of case studies from the Asia and Pacific region

© Ron Ashore

The demand for higher education has accelerated worldwide. Between 1999 and 2008, the number of students enrolled in higher education institutions (HEIs) increased by 65 million, with much of the growth being seen in East Asia and the Pacific. In fact, the global demand for higher education is predicted to expand from less than 100 million students in 2000 to over 250 million in 2025. This is likely to include the rising numbers of adults who seek to enrol in courses to upgrade their skills and qualifications. The OECD has estimated that participation rates of 40-50 percent in higher education are essential for strong economic growth. Despite the impressive statistics, most regions around the world have yet to reach this target. Governments and educational institutions are looking for innovative ways to increase access to higher education and improve the quality of their programmes and courses in a bid to improve their competitiveness.

The prevalence of information and communication technology (ICT) and the impact it has made in all aspects of our lives are compelling reasons for HEIs to try to capitalize on 21^st century tools and technologies to address 21^st century issues and challenges. This has motivated some HEIs in taking the lead to reshape the landscape of their educational systems as well as teaching and learning practises. Over time, the number of universities embracing new technologies to conduct the business of education is expected to soar. However, many HEIs may require guidance and assistance in their change process to minimize their teething problems, reduce costs, utilize appropriate technology and tools, and engage staff with proper knowledge and skills.

UNESCO Bangkok coordinated a research study to document the use of ICT for higher education in the Asia and Pacific region in 2009 with the support of the Japanese Funds-in-Trust. Targeted at Ministry of Education officials and specialists responsible for higher education, administrators and faculty members of HEIs, and higher education and ICT providers, the objective of the study was to increase understanding of how ICT can be used to:

• design and develop curricular contents;
• deliver higher education programmes and courses;
• enhance the learning process; and
• increase the efficiency of the administration and management of educational systems.

Seven case studies from Australia, Hong Kong-Special Administrative Region of China, India, People’s Republic of China, Republic of Korea and Singapore were commissioned to focus on three main areas: open and distance learning; blended learning; and administration and management.

Open and distance learning (ODL) has opened the door to higher education for many students. The burgeoning number of ODL students can be attributed in part to the increasing use of ICT in HEIs, as testified by the educational institutions featured in this report: (i) Symbiosis Centre for Distance Learning in India has more than 200,000 students from all over India and over 40 countries, with 150 employees and over 400 visiting faculty members; (ii) Shanghai Television University, an open university in China, serves more than 100,000 teachers and students; and (iii) Korean National Open University is a mega-university for ODL with more than 180,000 students. The flexible teaching and learning system is well suited for students who are unable to attend regular classes, and facilitates self-paced learning.

Even traditional universities are offering distance learning and integrating blended learning to complement their face-to-face classroom settings as described in the case studies from Queensland University of Technology, one of Australia's largest public universities hosting 40,000 students and 4,000 staff, and Nanyang Technological University in Singapore, a tertiary institution with about 30,000 undergraduate and graduate students.

In all the cases discussed in this publication, ICT is used not only for the delivery of lectures and materials, but also for administration and management purposes. It is clear that administrative functions such as student registration, grades, course schedules and even staffing evaluation, have benefitted from the use of ICT. The chapters on the Hong Kong University and the Indian Institute of Management, Calcutta, focused specifically on administration and management issues, albeit under highly different conditions and perspectives. They provide an interesting contrast but also reveal several areas of similarity regardless of their starting points or resources available.

By all accounts, the outcomes of utilizing technology for higher education have been very encouraging. The collective wisdom of countless professors and experts collaborating online, not bound by time and space, has contributed to the production of high quality teaching and learning resources. Innovative tools and technology, coupled with animated, interactive contents and activities have increased students’ attention and interests.

Notwithstanding the positive feedback, some issues and challenges have emerged that should be considered by other institutions when designing and implementing their own ICT for higher education plans, such as:

• Lack of support from management;
• Unclear division of function and power;
• Uncoordinated planning and implementation;
• Question of ownership;
• Shortage of trained staff to cope with the diversity of responsibilities and tasks;
• Resistance from staff and reluctance to be re-trained; and
• Insufficient funds for developing, purchasing and implementing ICT.

Some of these issues can be avoided through proper preparation and holistic planning. Recruitment of qualified staff and re-training of the whole range of professionals are high priorities to ensure the smooth implementation of any ICT-based systems. Another compelling factor for the successful development and adoption of ICT in any educational institution is its readiness for e-learning. Korea’s ICT infrastructure and standing is the envy of many countries in the region. The Internet, mainly through broadband connections, has reached more than 80 percent of Korean households in 2010. Likewise, Singapore is able to implement sophisticated systems based on its fully established infrastructure and facilities. Australia and China are also well positioned to do the same, but it appears that the level of development is largely dependent on the commitment and resources of individual institutions. India is still working to improve its readiness as a country on the whole. More resource-rich HEIs in India have institutionalized the use of ICT into their systems, but even they have several barriers to overcome before they can achieve their objective to deliver high quality e-education seamlessly.

It must be remembered that integration of ICT into higher education cannot be accomplished overnight. It takes years of planning and preparation, refining and retuning the systems. The other thing to keep in mind is the rapid change and development in technology. It is not uncommon to find innovative tools and practices once very much in vogue quickly losing grounds to newer inventions. Any investment made in the now “outdated” technology could therefore be lost – a situation to be avoided at all costs especially in view of limited resources.

This certainly creates a dilemma. On the one hand, development of ICT for learning is a long-term project; on the other, the ICT sector advances too fast to permit ponderous consideration and decision making. Clearly, this requires holistic and careful planning, supported by up-to-date information and expert advice that will consider factors such as pedagogy, quality learning, affordability, existing infrastructure and resources, staff capacity and course content development. Above all, it is critical to have a vision with clear objectives and strategies based on candid understanding of the institution’s strengths, weaknesses and core competencies.

The omnipresence of ICT has dictated the necessity for all educational institutions to adapt to the changing times. The demand for access to higher education can be, and has been, boosted by technology. The chapters in this publication discuss the issues in greater details. The experiences shared in the seven case studies provide an insight into how each institution addressed its own needs under different conditions. HEIs who are embarking on their own journey to incorporate ICT into their educational systems will find nuggets of valuable information in these chapters.

The publication will be available on UNESCO Bangkok’s website by January 2012. For more information, please contact ict.bgk@unesco.org