Open, Blended and Flexible Learning- Impact on Quality of Higher Education By Mouhamad Mpezamihigo, PhD Vice Chancellor, Kampala International University www.kiu.ac.ug Paper presented at the 2016 Malaysian Qualifications Agency & IQA International Seminar on Quality Assurance of Higher Education and Round Table meeting, Kuala Lumpur, 17-18 October 2016
Appreciation MQA IQA Secretariat Kampala International University The Organizing team and the Government of Malaysia for the hospitality and hosting
Geographical Scope Founded fifteen years ago in August 2001 • • KIU is a chartered university, a member of the Inter-University Council of East Africa, Association of African Universities and Common Wealth Universities • Main Campus is located in Kansanga, a rapidly growing suburb of Kampala City Western campus (School of Health Sciences) is • located in Western Uganda, Bushenyi district in Ishaka town • Kenyan Campus located in Nairobi Kenya, and Dar es Salaam Campus located in Gongolamboto Tanzania The main administration Block • Runs two study centres located in Tororo and Lira in Uganda
Key Highlights • The Leading Private University in Uganda and The Private University of Choice A conducive learning environment • with adequate facilities • Exchange programs enable students complete their studies in foreign and industrialized countries • Offers a flexible admission schedule with three intakes per Free Wi-Fi Access to Students on year; January, April and August Campus
Key Highlights • Conducts two graduations a year to avoid prolonged waiting after final exams Adoption of E-Learning as a • strategy to reach more students and deliver to a wider geographic scope KIU connects University education • to society needs though our Community outreach programs We build Medical careers at our Leading • We apply the use of I.T in all Private Hospital academic and administrative functions of the University
Academic Structures • Three Colleges which include the following: – College of Economics and Management – College of Humanities and Social Sciences, College of Education – Open and Distance Learning Three Schools: • – School of Law: – School of Engineering and Applied Sciences – School of Computing and Information Technology • Other academic units include the The IBML library is the largest in Uganda following: with a 5000 sitting capacity – Directorate of Higher Degrees and Research, – Institute of Social Research and – Centre for Research, Innovation and Extension
Quality in Higher Education- The Driving forces An increase in Private Higher Education provision in the last 3 decades Elite to Mass Education- Increase in Gross enrollment ( varies with region ) Resource base Versus resource needs- ( global financial constraints ) Stakeholder expectations (individual, Institution, Employer, Nation, Society, Global) Technology adoption in higher education
The Perspectives Access and equity Relevance and quality of graduates, outcomes, and value to society- globalized environment Efficiency and Effectiveness Sustainable financing of Higher Education National and International (including Higher Education cross border accreditation and regulation) ( Mpezamihigo, M. (2011).
T echnology Adoption in Higher Education Change and innovation management Cross institutional Collaboration Focus on measuring learning (student centred) Open education resources (public domain access) Blended learning (face to face and online mixture) Redesigning the learning space
Open, blended and Flexible Learning- defined
Illustration by Ann Griffins, University College London, Medical School, 2013
What is blended learning? An integrated approach to teaching and learning • that includes multiple modes of instruction and student practice "to combine or mix modes (e.g., live virtual • classroom, self-paced instruction, collaborative learning, streaming video, audio, videotape, CD- ROM, Web-based training, film) with face-to-face instructor- led training.and text)…” "to combine various pedagogical approaches • (e.g., constructivism, behaviorism, cognitivism) (Driscoll, 2002 and as adopted from A. Griffin, 2013)
Aims of Blended and flexible learning To provide the most efficient and effective instruction experience by combining delivery mode. To combine the best of classroom teaching and learning with the best of online teaching and learning ( A. Griffins, 2013 ) Blended Learning is a combination of multiple learning components and learning events to enable effective learning.
Considerations for blended learning What curricula is to be delivered? How will students learn? ( system? ) What basic skills and competencies do the learners need? ( IT, reading, writing and research competencies? ) How will the blended learning take care of the practical aspects) ( Labs, field experiences? )
Practical Considerations IT infrastructure, facilities and technical support Training of students and staff Student Assessments Regulation and Accreditation Plagiarism and Copy right issues Available MOOCs and other Open Access materials Implications for interaction with other levels of lower education training (Primary, Secondary or other tertiary Role of government and official bodies Potential for development cooperation IT gadgets, devices in the hands of learners Institutional and Government Policies
The Teaching and learning in HE Adaptive systems: field trips, lab sessions, simulations, models Expositions : lectures, study guides, slides, podcasts, videos Formative assessment : feedback from peers, digital systems Readings : books, papers, websites, pdfs Collaborations : projects, workshops, role play simulations, wikis Peer group discussion : seminars, discussion forums Formative assessment : tutor feedback offline, feedback online Tutored discussion : tutorials, small groups, discussion forums Summative assessment : exams, essays, designs, performance Is open and blended learning fit for the purpose?
Stakeholder Expectations Stakeholders Student, guardian/parent, government, employer, public/society Student Perspective Value for money, quality and relevant education conveniently received within the expected time period
Challenges of open, distance learning in the Ugandan Context Infrastructure for Higher Education The Cost of Higher Education The Relevance of the Curriculum Inadequate Expertise in Distance Education Poor Attitudes towards Distance Learning ( Ref: G.N. Basaza, N.B. Milman and C.R. Wright, 2010: “The Challenges of Implementing Distance Education in Uganda: A Case Study) ”
Issues of Quality Assurance in Open, blended and flexible learning Tools for: a) Institutional policy development and implementation b) Content development c) Content delivery d) Assessment and evaluation e) Research, innovation and product and business development projects Multi-site, Multi-campus/university or f) Multi-delivery- collaborative or joint qualifications
Way Forward How can the IQA collaborate with the National Agencies and other partners to benefit from systems performance and improvements in the open, blended and flexible learning? Sharing of best practices and online databases
THANK YOU FOR YOUR KIND ATTENTION
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