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Bowon Kim

Coordinator, Research Network 1

ASEM Education and Research Hub for Lifelong Learning

Professor, Korea National Open University

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Restructuring Higher Education

in the Digital Age

ASEM FORUM ON LIFELONG LEARNING 2015

9-12 March 2015, Bali, Indonesia

Contents

3

1. Instructional innovation through the digital

technology

3. Digital revolution and HE: the South Korean case

2. Higher education in the Asian perspective

4. Conclusion and some final thoughts

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Instructional Innovation

through the Digital Technology

Digital Technology

5

Digital

Networked

Mobile

Digital Technology

6

Digital

Possibility of compressing the

size of analogue signals

Expansion of the capacity to

store, manipulate, and

manage data

Easy mixture of different

types of signals

Facilitating the use of

multi-media

Digital Technology

7

Networked

Connection of people and

things

Acceleration of dynamic

communications among them

Digital Technology

8

Mobile

Ubiquitous data access, use,

and creation

Elevated freedom from the

limit of time and space

Digital Technology

9

Digital

Possibility of

compressing the

size of analogue

signals

Expansion of the

capacity to store,

manipulate, and

manage data

Mixture of different

types of signals

Emergence of

multi-media

Connection of

people and things

Acceleration of

dynamic

communications

among them

Ubiquitous data

access, use, and

creation

Elevated

freedom from the

limit of time and

space

Networked Mobile

Instructional Innovation

through the Digital Technology

10

Emergence of new ways

of learning & teaching

Massive production & consumption

of educational contents

Personalization or customization

of education into specific needs

Instructional Innovation

through the Digital Technology

11

Emergence of new ways of learning & teaching

employing different methods or

strategies for the educational

practices

in-class vs. out-of-class contexts

flipped classroom

blurred boundaries between online

and offline context, and hybrid forms

of communicational modes

Diverged Practices

Reversed Frames

Converged Modes

Instructional Innovation

through the Digital Technology

12

Massive production & consumption

of educational contents

Diverged Practices

Reversed Frames

Converged Modes

Instructional Innovation

through the Digital Technology

13

Personalization or customization

of education into specific needs

Online tutorial

and mentoring

Giving students

options

Customized

contents

Automatic

basic- skills

practice

Pretesting

students’ prior

knowledge

Immediate

feedback

Instructional Innovation

through the Digital Technology

14

Open access

Sharing high quality

educational contents

Synergetic network of

teachers, learners, and other

bodies of education

Digital

technology

opens up

“education

for all”

Realizing the ideal that people

can learn whatever, whenever,

& wherever they want

Digital Technology in Higher Education

15

Inside the

classroom

operating LMS

submitting papers

checking plagiarism

using digital devices

Outside the classroom

new providers

in HE

enhancing

collaboration

widening

globalization

open

educational

resources

Plagiarism Checker at KNOU

16

Student A Student B

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Higher Education

in the Asian Perspective

Higher Education in the Asian Perspective

18

As of now, MOOCs are the latest point of contact where the higher education and the digital technology meet.

However, it will take some time for MOOCs to be recognized and provided as staple goods in the higher education market.

Higher Education in the Asian Perspective

19Source: UNESCO Institute for Statistics, 2014

Higher Education in the Asian Perspective

Expansion: “expanding out, expanding up”• 106 million tertiary students in AP (2012),

153% increase since 2000

Diversification: types of institutions and funding sources • Private HE fastest growing sub-sector: more than 30%

enrolment in Asia

Technological Advances: ICT-enabled modalities

Internationalization: students, staff, programs and institutions

20

Source: UNESCO Asia and Pacific Regional Bureau for Education

Expansion of HE in China

21

Development of new entrants and total enrolment in higher education (1998-2010) in China (in million)

Source: MoE, People’s Republic of China

Expansion of HE in India

22

Source: Government of India (2012), Higher education in India: Twelfth Five Year Plan (2012–2017) and beyond

CARG: Compound Annual Growth Rate

Expansion of HE in Asia

23

Over the past four decades, global higher education

enrolment increased from 32.6 million in 1970 to

182.2 million students in 2011, 46% of which was in

the East and South Asia region in 2011 (UIS, 2013).

In China, Lao People’s Democratic Republic, Malaysia,

Nepal and Sri Lanka, the gross enrolment ratios for

Bachelor’s programmes have increased over 10 times

over the past four decades.

(excerpts from the above UIS 2014 report )

Consequences of Expanding Access

24

Financial pressure on higher education system

Growing private higher education

More cost to students and their families

Hiring of less-qualified instructional staff

Worsening student-instructor ratios

Erosion of library and laboratory facilities

Rising unemployment of the college graduates

(excerpts from the above UIS 2014 report )

Consequences of Expanding Access

25

the Case of South Korea

ExpandingHigher

Education

Technological Advances

The Korean Case: Technological Advances

26

Gross Enrolment Ratios for Bachelor’s

Programmes, between 1980 and 2011

27

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Digital Revolution and HE

The Case of South Korea

Gross Enrolment Ratios for Bachelor’s

Programmes, between 1980 and 2011

29

“Educational Fever” in Korea

30

“the belief in the transformational value of formal education.” vs. “the increased competition between the students”

The educational fever resulted from the complex interaction of traditional Confucian attitudes andnew egalitarian ideas introduced from the west.

The educational fever has contributed to Korea’s rapid economic growth since 1960s and its shift to democratization.

Source: Education Fever: Society, Politics, and the Pursuit of Schooling in South

Korea, by Michael J. Seth.

“Educational Fever” in Korea: income gap

31

OECD countries’ income gap between high school graduates and tertiary education graduates

South Korea

UK

France

Finland

Canada

Norway

New Zealand

High School Graduates’ income: =100

Increasing Tuition for HE

32

Annual college tuition change

Unit: ten thousand won

Source: Sanghee Kim (A member of Korean National Assembly )

480513

547579

609648

692739 742 754

243 262282

309330

360394

427 438 444

0

100

200

300

400

500

600

700

800

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Private

Public

approximately US $ 7,000

Korea

National

Open

University Distance education

institutions

for credit

bank

Cyber

Universities

Growth of Onlinoe Education: Degree

Level n

33

Digital Revolution in Higher Education

0

10000

20000

30000

40000

50000

60000

70000

80000

90000

100000

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Bachelor's Degree

Associate Degree

Online Education Enrollment

for Credit Bank

34

unit: persons

11,48911,732

19,31521,442

24,92427,971

42,105

51,522

69,055

83,169

95,520 96,574

The Rise of Cyber Universities in Korea

35

The background- meeting of digital technology and higher education- the result of rising interest in lifelong learning

First cyber universities established in 2001 Tuition fee: around one third of traditional

universities As of 2014, 110,000 students studying at 18

cyber universities 100% online and private universities

Cyber Universities in Korea

36

Implications of Cyber Universities

37

Satisfying adult learners’ practical needs

Stimulating traditional universities to a new

direction

Promoting lifelong learners’ career development

Creating a new culture of “learning community”

Fulfilling the national policy on HRD

Suggestions for a New Model :

Co-evolution of HE and LL

38

Students

Young graduates

of high schools

Adults who already

has a BA or a

higher degree

Suggestions for a New Model :

Co-evolution of HE and LL

39

Teachers

ProfessorsVarious experts

including peer

adult learners

Suggestions for a New Model :

Co-evolution of HE and LL

40

Contents

Academic domain

knowledge

Professional &

practical knowledge

Suggestions for a New Model :

Co-evolution of HE and LL

41

Duration

of courses

Semester or

quarter systemFlexible periods

Suggestions for a New Model :

Co-evolution of HE and LL

42

Campus

Offline Online or blended

Suggestions for a New Model :

Co-evolution of HE and LL

43

Class

schedule

Fixed time tableNo or flexible

time table

Suggestions for a New Model :

Co-evolution of HE and LL

44

Accreditation

DegreeCredit, certificate,

diploma, or etc.

Crisis of Traditional Universities:

Decreasing School Aged Students

45

years

The entrance quota of universities &

high school graduates

0

10

20

30

40

50

60

70

2013 2018 2023 2025 2030

631,835

549,890

405,172

entrance quota

: 559,036

High School Graduates

Source: the Ministry of Education of Korea

Crisis of Traditional Universities:

Restructuring Higher Education

46

Owing to the decreasing high school graduates, Korean government plans to cut down the university entrance quota by 160,000 for the next nine years.

Traditional universities try to minimize the reduction and one of their strategies is to compete with open and cyber universities for recruiting adult students.

Improper Management of

Cyber Universities

47

Criticism against cyber universities:

Inflation of academic credit Employing unqualified professors Accounting scandals and fraud Insufficient student services Improper management of online assessment------------------------------------------------------------------ all of them private universities, somewhat

outside the government regulation

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Conclusion and Some Final Thoughts

Keywords

49

The Digital Technology

The Higher Education

The Asian Perspective

The Case of South Korea

Cyber Universities

Restructuring Universities

Conclusion and Some Final Thoughts

50

Digital technology has brought out significant changes in the higher education and promises more possibilities for enhancing it.

Convergence of HE and LL will be a new agenda in restructuring of the traditional system of HE, and the digital technology will accelerate the speed up.

Conclusion and Some Final Thoughts

51

However the use of technology should be made with the elaborate consideration of each country’s socio-cultural differences and particularities.

In the Asian perspective, digital technology could work as one of the important means of meeting the rising demands of higher education.

Conclusion and Some Final Thoughts

52

As negatively shown in the Korean case, the application and adaptation of them should be accompanied by the strong will to acquire the quality assurance.

The demographic characteristics should be one of the main factors, when planning to restructure the university system with regard to the digital technologies.

k

Beyond Expectation & Control

53

Self-organizing and

learning system

Chaotic trajectories

of evolution

Neither expectable

nor controllable

Understanding

HE

as a complex

adaptive system

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