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Administrative Leadership in Open and Distance Learning Programs

Book · January 2018

DOI: 10.4018/978-1-5225-2645-2

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Aras Bozkurt

Anadolu University

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Anadolu University

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Editorial Advisory BoardCengiz Hakan Aydın, Anadolu University, TurkeyCelal Murat Kandemir, Eskişehir Osmangazi Üniversitesi, TurkeyGülsün Kurubacak, Anadolu University, TurkeyM. Recep Okur, Anadolu University, TurkeyEbba Ossiannilsson, The Swedish Association for Distance Education, SwedenAli Ekrem Özkul, Anadolu University, TurkeyRamesh Sharma, Wawasan Open University, MalaysiaChih-Tsing Tu, Northern Arizona University, USAT. Volkan Yüzer, Anadolu University, Turkey

List of ReviewersMurat Ertan Doğan, Alanya HEP University, TurkeyEdgar Oliver Cardoso Espinosa, National Polytechnic Institute, MexicoTülay Görü Doğan, Alanya HEP University, TurkeyAbdulkadir Karadeniz, Anadolu University, TurkeySotco Komba, Sokoine University of Agriculture, TanzaniaIgor Krevskiy, Penza State University, RussiaVardan Mkrttchian, HHH University, ArmeniaNilgün Özdamar Keskin, Anadolu University, Turkeyİrfan Süral, Eskişehir Osmangazi Üniversitesi, TurkeyHasan Uçar, Bilecik Şeyh Edebali University, Turkey

Table of Contents

Foreword.............................................................................................................. xv

Preface................................................................................................................xvii

Acknowledgment................................................................................................. xx

Chapter 1Leadership:.In.a.Time.When.Learners.Take.Ownership.of.Their.Learning...........1

Ebba Ossiannilsson, The Swedish Association for Distance Education, Sweden

Chapter 2Leadership.in.Open.and.Distance.Learning.Institutions.Within.the.Scope.of.21st.Century.Skills................................................................................................34

Hakan Kilinc, Anadolu University, TurkeyHakan Altinpulluk, Anadolu University, Turkey

Chapter 3The.Virtual.CSU:.A.Leadership.Model.for.Universities.Transitioning.to.Online,.Open,.and.Distance.Delivery...................................................................63

Stephen Marshall, Victoria University of Wellington, New ZealandJonathan Flutey, Victoria University of Wellington, New Zealand

Chapter 4Open.and.Distance.Learning.Administration:.The.Organizational.Models,.Cultures,.and.Structure.and.the.Barriers.and.Trends.in.ODL.Administration.....84

Gürhan Durak, Balıkesir University, Turkey

Chapter 5Administrative.Factors.in.Design.and.Delivery.of.Open.and.Distance.Learning.Course.Materials:.Within.the.Scope.of.Universal.Design.for.Instruction...........................................................................................................117

Hakan Altinpulluk, Anadolu University, TurkeyHakan Kilinc, Anadolu University, Turkey

Chapter 6Quality.Assurance.and.Accreditation.in.Open.and.Distance.Learning..............146

Vimbi Petrus Mahlangu, University of South Africa, South Africa

Chapter 7A.Critical.Investigation.of.Quality.Assurance.in.Open.Distance.E-Learning....170

Victor Justice Pitsoe, University of South Africa, South AfricaMoeketsi Letseka, University of South Africa, South Africa

Chapter 8National.Strategies.for.OER.and.MOOCs.From.2010.to.2020:.Canada,.Japan,.South.Korea,.Turkey,.UK,.and.USA...................................................................188

Nilgün Özdamar Keskin, Anadolu University, TurkeyApostolos Koutropoulos, University of Massachusetts – Boston, USAInge de Waard, Open University, UKDavid Metcalf, University of Central Florida, USAMichael Gallagher, University of Edinburgh, UKYayoi Anzai, Kyushu University, JapanKöksal Buyuk, Anadolu University, Turkey

Chapter 9Integrating.Motivational.Strategies.Into.Massive.Open.Online.Courses.(MOOCs):.The.Application.and.Administration.of.the.Motivation.Design.Model..................................................................................................................213

Hasan Uçar, Bilecik Seyh Edebali University, TurkeyAlper Tolga Kumtepe, Anadolu University, Turkey

Chapter 10Reflections.on.Distance.Higher.Education.in.Africa:.Challenges.and.Opportunities......................................................................................................236

Luka Mathayo Mkonongwa, Dar es Salaam University College of Education, Tanzania

Sotco Claudius Komba, Sokoine University of Agriculture, Tanzania

Chapter 11Administrative-Related.Evaluation.for.Distance.Education.Institutions.in.Turkey.................................................................................................................263

Uğur Demiray, Anadolu University, TurkeyGülay Ekren, Sinop University, Turkey

Chapter 12Using.Gamification.in.Open.and.Distance.Learning:.Management.of.Learning.and.Human.Resources.........................................................................289

Serap Uğur, Anadolu University, TurkeyYusuf Levent Şahin, Anadolu University, Turkey

Compilation of References............................................................................... 319

About the Contributors.................................................................................... 367

Index................................................................................................................... 375

Foreword

Open and Distance Learning (ODL) has evolved in the past century to newer forms and modes in the present century including e-learning, online learning, open and distance e-learning (ODeL), blended learning, among others. There are tremendous technological developments relating to social technologies and networks, open source technologies and platforms, open education resources (OERs) and MOOCs, and open pedagogies. In this changing context, the diversified out-of-class institutional delivery and transactional strategies available through dual-mode universities, single-mode open universities, distance learning consortia in business and industry, e-universities, networked universities, etc. need to reformulate their mission and vision, planning and budgeting, pedagogies and technologies, and marketing and placement (Panda, 2003, 2009). Two important factors hold the key to effective planning and management: 1) research on the system and operation of these new forms of learning delivery and transaction, and 2) visionary leadership to navigate through the evolving and chaotic changes through innovation, sustainability, productivity, and strategic niche.

The present volume, Administrative Leadership in Open and Distance Learning Programs, by Buyuk, Kocdar, and Bozkurt, exactly focuses on these two important concerns of research and administrative leadership. The 12 chapters of the volume focus appropriately on the theme and concerns of the book, and cover a wide range of appropriate themes, ranging from staff development in 21st century skills, through policy, leadership, institutional management, technologies including OERs and MOOCs, to innovation and critical thinking, and accreditation and quality assurance. The authors are celebrated ODL scholars who bring in practical experiences from a variety of sub-systems of ODL to the discourse on the central theme of research and administrative leadership. An appropriate and effective administrative culture is essential to effectiveness in ODL, and democratic and practical leadership contributes to innovations and reforms (Latchem & Hanna, 2001).

The crux of this volume is that if innovations in ODL are based on research, and if the administrative leadership can combine this with the personal and team reflections of the staff, ODL can contribute with much more qualitative and productive

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Foreword

engagements in education and training. This volume is a significant novel contribution to the scanty literature on Leadership in ODL; and the editors have been successful in roping in innovative practitioners to put up the practicality of the operation of ODL sub-systems appropriately coupled with research evidences. The book should be handy and it is recommended to administrators and leaders, researchers, and practitioners of ODL and campus-based education alike.

Professor Santosh PandaIndira Gandhi National Open University, India

REFERENCES

Latchem, C., & Hanna, D. (2001). Leadership for 21st century learning: Global perspectives from educational innovators. London: Kogan Page.

Panda, S. (Ed.). (2003). Planning and management in distance education. London: Routledge.

Panda, S. (2009). Strategic planning in distance education. In T. Evans, M. Haughey, & D. Murphy (Eds.), International handbook of distance education. London: Emerald.

Santosh Panda, a Graduate in Economics and PhD in Education, is a Professor of Distance Education at the Staff Training and Research Institute, Indira Gandhi National Open University (IGNOU). He has a Certificate in Educational Television from BBC, UK; and a Certificate in Online Teaching from University of Maryland, USA. He started teaching career in a dual-mode university in 1984, and his past professional and administrative experiences include: Director, Association of Indian Universities (1994-1997); Director, Staff Training & Research Institute, IGNOU (1997-2000; 2005-2008); Founding Director, Inter-University Consortium on for ICT, IGNOU (2004-2007); Director of Distance & Flexible Learning, University of South Pacific, Fiji (2010); Chairperson, National Council for Teacher Education (a statutory regulator of Government of India), New Delhi, India (2013-16). He has been a Senior Fulbright Scholar at University of New Mexico, USA; and Visiting Professor at University of London, Manchester Metropolitan University, and Beijing Normal University. Dr Panda has provided consultancy to many organizations including: ADB, British Council, Commonwealth of Learning, Ford Foundation, IDRC, SADC, UNESCO, UNDP, World Bank, and Governments of China, Lesotho, Nepal, and Nigeria; and has presented keynotes, conference papers, pre-conference events, and conducted workshops in 25 countries; and conducted about 400 workshops in India and 30 overseas. He sits on the Editorial Board of 15 refereed international journals; has published and presented internationally: 19 books, 48 papers in refereed journals, 44 book chapters, 34 conference papers, 12 keynotes, 19 research reports. His latest books include: Planning & Management in Distance Education (London: Routledge, 2003) and Economics of Distance & Online Learning (New York: Routledge, 2008).

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Preface

Since the emergence of ODL to date, paradigm shifts were observed which radically impacted the way distance educators design and deliver learning. ODL has always adopted a pragmatist approach to provide effective and efficient learning opportunities by benefiting from developments in the field of education and technology. As a response of these efforts, ODL was widely adopted by learners and then became part of the mainstream education. In such a time when transformation become inevitable, management, administration and leadership issues also adopted themselves according to the changes happening in ODL sphere.

A perfect strategy to adopt the changes happening is to map and identify changes and act accordingly. In this regard, this book intends to fill in this gap by addressing management, administration, and leadership issues in open and distance learning. The chapters in this book addresses the topics as followings.

The book includes 12 chapters covering various aspects of administrative leadership in open and distance learning programs.

Chapter 1, “Leadership: In a Time When Learners Take Ownership of their Learning,” explores the topics of open online learning, learning spaces, personal learning and learners’ orchestration of their own learning, leadership and the digital transformation and quality related concerns raised by the global digital transformation.

Chapter 2, “Leadership in Open and Distance Learning Institutions Within the Scope of 21st Century Skills,” discusses leadership in open and distance learning institutions within the scope of 21st century skills. In this study, the importance of having 21st century skills in order to maintain the functioning of open and distance learning institutions in a healthy manner and the necessity of possessing leadership are emphasized.

Chapter 3, “The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery,” focuses on the virtual CSU is a model of distributed leadership and team-based consultancy and support which has been implemented at Victoria University of Wellington over the last four years as part of an overall plan transitioning to greater use of online, open and distance provision of higher education.

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Preface

Chapter 4, “Open and Distance Learning Administration: The Organizational Models, Cultures, and Structure and the Barriers and Trends in ODL Administration,” aims at providing a perspective regarding the concept of open and distance learning administration. In this respect, it includes basic terms and definitions regarding the topic, open and distance learning administration units and roles, management functions in open and distance learning institutions, and barriers and trends related to management in open and distance education.

Chapter 5, “Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials: Within the Scope of Universal Design for Instruction,” argues that principles of the Universal Design for Instruction can be applied to open and distance education systems as an approach. In the chapter, universal design concepts and use of universal design in management processes of open and distance education systems are discussed.

Chapter 6, “Quality Assurance and Accreditation in Open and Distance Learning,” focuses on the necessity of quality assurance and accreditation processes in open and distance learning institutions.

Chapter 7, “A Critical İnvestigation of Quality Assurance in Open Distance E-Learning,” examines quality assurance in open and distance learning form a critical point of view and proposes a reengineering of quality assurance within alternative frameworks.

Chapter 8, “National Strategies for OER and MOOCs From 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA,” investigates national strategies on OER and MOOCs in Canada, Japan, South Korea, Turkey, UK, and the USA. In the chapter, concerns and priorities of these countries are also addressed.

Chapter 9, “Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model,” introduces Keller’s ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments.

Chapter 10, “Reflections on Distance Higher Education in Africa: Challenges and Opportunities,” discusses challenges and opportunities in the provision of distance higher education in Africa and makes suggestions for providing quality distance education.

Chapter 11, “Administrative-Related Evaluation for Distance Education Institutions in Turkey,” evaluates distance education institutions in Turkey in terms of administrative aspects, which aims to determine the existing distance learning programs and compulsory joint courses being provided in distance mode, to identify varying titles given to the institutions or units which provide compulsory joint courses or programs in higher education, to determine the LMSs used to provide distance

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Preface

education, to determine e-learning activities in distance education institutions and to identify the roles of administrative staff in distance education institutions.

Chapter 12, “Using Gamification in Open and Distance Learning: Management of Learning and Human Resources,” aims to investigate the potential use of gamification in management processes of open and distance learning.

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Acknowledgment

First and foremost, we would like to express our sincerest gratitude to our families and every single individual who contributed to our personal and professional development.

The authors of this book would like to share their deep gratitude to the Editorial Advisory Board (EAB) members. We also would like to thank to authors of this book for their contribution to the book and open and distance learning.

We would like to take this great opportunity to sincerely thank the reviewers of this book.

We sincerely thank the group at IGI Global in Hershey PA, USA, for their great help and excellent support on this project, and providing opportunity to publish this book. We also thank to Courtney Tychinski, who provided guidance and assistance throughout the process.

Koksal BuyukAnadolu University, Turkey

Serpil KocdarAnadolu University, Turkey

Aras BozkurtAnadolu University, Turkey

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About the Contributors

Koksal Buyuk has been the head of Anadolu University, Open Education Faculty, Learning Technologies Research and Development since July 2015. Büyük also serves as the head of Anadolu University, Strategic Research Center. Büyük holds a bachelor’s degree in business administration, a master and doctoral degree in management and organization. His research interests are: Governance, management, administration, strategic management, strategic performance, management of strategic performance, organizational culture, managements in non-governmental organizations, institutional achievement report, open and distance learning, distance education, management of distance education processes.

Serpil Kocdar works as an assistant professor at Open Education Faculty of Anadolu University, Turkey. She is a graduate of Economics and she has a master’s degree in Distance Education. She worked in corporate banking sector as a vice manager from 1997 to 2002. She received her Ph.D. in Distance Education from Anadolu University in 2011. She worked in the Assessment Department of Open Education Faculty from 2002 to 2014. Currently, she works for the Quality Office and R&D and Instructional Technologies Department. Her research interests are quality assurance and accreditation, evaluation, assessment, instructional design and new learning technologies in open and distance learning.

Aras Bozkurt received his MA and PhD degrees in Distance Education from Anadolu University. He is currently working as a specialist at Anadolu University, Open Education Faculty. Bozkurt has experience in teaching to adult learners and K12 students. He serves as a reviewer for several journals in distance education field and he is also an editorial board member for eLearn Magazine and Editorial Review Board for OLJ. His current research interests are topics related to digital books, interactive e-books, gamification, game-based learning, research trends in distance education, social networks, online interaction, online learning spaces, online learning communities, online community formation and online learning. He is also interested in critical theories such as connectivism, rhizomatic learning, heutagogy and emerging research paradigms such as social network analysis, sentiment analysis, and data mining.

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