Policy and Practice in Asian Distance Education

Policy and Practice in Asian Distance Education Edited by Tian Belatati and Jon Baggaley Sage Publications, New Delhi, 2010; Pages: 260; Price: ?650 ISBN: 978-81-321-0562-6 (HB) Politically and economically, the introduction of Open and Distance Learning (ODL) in the Asian countries stems from very different needs. The desire to meet democratic ideals of education for all without compromising on quality is probably the strongest reason for its popularity in the Asian countries. Informative and interestingly presented, the book is the outcome of a project which is trail-blazing as a collaborative PANdora research and development initiative between 24 ODL institutions of 13 Asian countries that covered three years. Nine themes, which range from accessibility, acceptance and effects of Distance Learning Technologies (DLT) to e-assessment methods and models for student evaluation and a repository of Re-usable Learning Objects, were selected for the research studies. The book is in five sections or modules comprised of 23 chapters. Its modular design allows for individual chapters to be modified or updated or used as stand-alone content according to the need of the reader. It is perhaps one of the first comprehensive books on distance education in Asia. It would be a valuable addition to any institutional library or research center for its policy makers and researchers. It is also available/ accessible through the PANdora network’s open resources website for use in its English version or for translation into other languages. Describing the remarkable venture in simple and readable style, the articles are practical and down-to-earth in locating their debate in Asian contexts. All the writers are conscious of the socio-cultural and economic environment in Asian countries and adopt a realistic approach to technology use with a clear understanding of the danger of the ‘digital divide’. Given the concerns of Asian countries for large-scale educational provision and relatively lesser access to the latest technologies (both physically and psychologically) realistic practical experiences, such as the ones shared in this book, bear great significance. What a reader in India would expect, however, in the light of the fact that the country has 14 open universities and more than 200 distance teaching institutions, is that some more case studies from India had been included. The first chapter is an excellent and succinct account of the conceptual development of distance education as an institution distinct from face-to-face offerings. (Correspondence education does not seem to have been taken into account in the description though it is referred to in later chapters.) Later articles also show evidence as to how different Asian institutions have modified the concepts to suit local needs and contexts. Having started with the use of mass produced standardized materials, ODL today has moved towards individualized and interactive learning strategies by the deployment of technology. The concise introductory chapter covers discussion of two-way communication, guided didactic conversation, organized learner support services that provide the human touch, and the need to reduce transactional distance by use of technology. The important difference of shift in priorities of educational institutions of post-industrial society from creating a skilled labor force to improving the quality of human lives is brought out well. Education focuses more on ‘selfrealization’ and fulfillment of personal needs now says the author (p. 6) . Table 1 . 1 on p. 8, shows the world’s 20 largest mega universities (Source Wikipedia-July 2010) but does not distinguish between single mode and dual mode institutions (e.g., open universities and conventional universities) such as Delhi University or Osmania University – a difference that has great relevance in most Indian contexts where the reasons and purposes for the launch of distance programs in each is entirely different.