Going the Distance: Distance education in 2010 and beyond

Abstract

An Observatory on Borderless Higher Education report on distance higher education was published this past February to classify types of distance education delivery from around the world. Over 700 distance education institutions were identified by purpose using data collected by the International Association of Universities (WHED 2007). While the unique characteristics among types of institutions identified has led to define current key concepts related to distance education delivery, the report has helped map and interpret worldwide trends in distance education. This includes viewing distance education as another form of cross-border higher education as well as recognising that distance education has increased the proportion of female authors and material coming from or about developing countries. Another resulting effect of distance education, however, is an emerging proliferation of quality assurance agencies and accreditation of which are particularly concerned in the increasing role of cross-border higher education delivery. A second part of the report involved a case study analysis undertaken between 2006-07 to investigate distance education delivery in Australia, Canada, New Zealand and the United States. The results found that there were differences in educational policies at all levels (international, national, institutional) and that infrastructure was overwhelmingly the largest challenge to overcome. The ODLAA 2009 keynote presentation aims to discuss that while distance education offers new opportunities to utilise new technology to enhance pedagogy, institutions must weigh issues of financial accountability and sustainability in order to develop sound and respectable distance education programmes that will 'go the distance'. Secondary data collected on projected enrolment patterns in the Asia/Pacific and Internet usage will also be used to identify emerging regional issues and challenges in higher education from 2010 and beyond.