Singapore, 23 May 2003

Australia Sharpens Focus On Distance

Are online mega-universities the future or are local courses with internet support a better option? asks Geoff Maslen in Melbourne
by Geoff Maslen
The Times Higher Education Supplement
May 16, 2003

(Excerpts from the article published in The Times Higher Education Supplement of Australia)

A survey conducted for the federal education department found that in 2001 more than 200 fully online courses were available from 23 of Australia's 40 universities. Nearly a third were delivered only via the web. A report of the survey says subjects such as management and commerce, education, health and information technology are more likely to have fully online units. This may be because most web-based courses have been devised for postgraduates, many of whom are "earner-learners".

"Subjects requiring practical and laboratory work, such as creative arts or the physical sciences, are less likely to provide online education," the report states. "Possibly because these do not lend themselves as easily or because students do not have ready access to the necessary technology."

All universities in Australia use the web to some extent for teaching and learning, the report says. More than half of all units offered have content available on the web, although fully online units represent only a small percentage of the total. The move to e-learning has been helped by Australians' near-universal access to computers and the internet. More than 95 per cent of university students make regular use of the internet and 84 per cent have a computer at home.

In Australia, as well as boosting the number of online units for local students, universities are marketing online courses overseas. Figures compiled by international recruiting agency IDP Education Australia show that of the 160,000 foreigners enrolled last semester, nearly 11,000 were studying for Australian degrees in their home countries through online or standard distance education programmes. As with foreign students on campus in Australia, the major source markets are Singapore, Hong Kong and Malaysia, although more than 700 Canadians also study online.

An IDP spokesman says there is growing interest in e-learning in India as well. But many Asian countries, with their expanding populations and need to join the global knowledge economy, have also begun moving to online programmes. Singapore allocated S$ 1 billion (Pounds 353 million) to a lifelong learning endowment fund in 2001 to provide an annual income of S$ 40 million for innovative projects. The first of these is national IT literacy scheme.

PurpleTrain.com, an e-learning subsidiary of Informatics Holdings, a training and education provider listed on the Singapore stock exchange, now offers 300 online courses. They range from certificates and diplomas to bachelor and masters degrees, and attract 40,000 users across Asia, including Malaysia, Hong Kong, China and Vietnam - countries from which Australia draws a majority of its foreign students.

Academics at RMIT University say one scenario that has excited and terrified Australian education planners more than any other is the development of the global online mega-university. In a paper at a conference on transnational online education, Christopher Ziguras and Fazal Risvi say that fully online delivery means a worldwide distance-education market where geographical access limitations are overcome and prospective students can choose between courses provided by different nations.

"This scenario has sent universities scurrying to create their own versions of such institutions through consortia such as Universitas 21 and the Global Universities Alliance," Ziguras and Risvi say. "Such institutions would draw on the collective strengths of their members to create online programmes."

But the academics note that online global delivery has failed to capture the imagination of students in the way it has excited senior administrators. They say that while global online courses are technologically feasible and offer huge investment returns to some providers, educational and cultural factors are hampering their growth.

"In the development of transnational distance education in Southeast Asia, Australian institutions have learned the value of local presence, local partners and local teaching staff. There has so far been limited demand for stand-alone offshore distance education (whereas) internet-supported face-to-face programmes are continuing to grow at a rapid rate."



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