Open Higher Education in the 21st Century



Series: Education in a Competitive and Globalizing World

BISAC: EDU015000

Target Audience: We may outline the impact strategy of this book through the fact that the teachers, students and researchers across different disciplines, but working for the sake of open higher education, will be able to use this as a reference book.

This book contains 14 original chapters on the changing face of higher education in the 21st century. This book explores some of the latest possibilities and developments in the 21st century higher education through different context specific discussions on the contours of ODL, use of Mobile Learning, game based learning, integration of Artificial Intelligence in education and so forth which are indeed some of the latest developments. Fresh and experienced readers will greatly benefit from the chapters in this book as they deal with open education, sustainable education, skill-based education, technology enabled learning, techno pedagogy, inter institutional studies on the prospects of lifelong learning, community and ODL institutions, quality assurance in ODL institutions, education for empowerment and so on which have emerged as the most dominant concepts in recent times. However, more than anything else, this book will help readers consider the relevance of open higher education in a wider context.

Table of Contents


Chapter 1. Expanding Higher Education for Sustainable Development in Asia: Are the Open Universities Up to the Task?
(Sir John Daniel – Former Vice-Chancellor, UK Open University (1990-2001))

Chapter 2. Pursuing the Elusive Triangle of Access, Equity, and Quality Learning: Distance Learning Models in the Higher Education of Southeast Asia
(Erik Jon Byker – International Studies Office, Kingston University, London, UK)

Chapter 3. Distance Education Futures: What Are the Factors That Will Affect How Distance Education Develops in the Future?
(Ormond Simpson – Visiting Fellow, Centre for Distance Education, University of London International Programmes &Senior Lecturer in Institutional Research UK Open University)

Chapter 4. An Evaluation of the Components of ODL Processes, Smart Technologies and Technological Singularity
(Serap Ugur and Gulsun Kurubacak – Open Education Faculty, Anadolu University, Turkey)

Chapter 5. Learning with Educational Digital RPG Games for Online and Distance Education: Implications for Southeast Asia
(Alfredo Eurico Rodrigues Matta, Ramesh C. Sharma and Francisca de Paula Santos da Silva – Universidade do Estado da bahia (UNEB), Salvador, Bahia, Brazil et al.)

Chapter 6. Life Long Learning through ODL: An Inter-institutional Study with Special Reference to Kkhosu, India and Knou, Korea
(Ritimoni Bordoloi – Department of Education, Krishna Kanta Handiqui State Open University, Guwahati, Assam, India)

Chapter 7. Skill Based Higher Education: Prospects and Challenges in the Context of India
(Moumita Das and Prabir K. Biswas – National Centre for Innovation in Distance Education, IGNOU, New Delhi, et al.)

Chapter 8. ODL in Malaysia: Current Perspectives and Challenges
(Phalachandra Bhandigadi, Ooi Li Hsien and Chew Bee Leng – School of Education, Humanities and Social Sciences, Wawasan Open University, Penang, Malaysia, et al.)

Chapter 9. Open and Distance Learning (ODL) in the Philippines: Development, Policies and Challenges
(Cecilia Junio-Sabio – Dean, Academic Affairs, Asian Institute for Distance Education, Makati City, Philippines)

Chapter 10. Exploring Learners’ Behavioural Intention towards Mobile Learning: A Case of Certificate Program of Bangladesh Open University
(Kazi Sharmin Pamela and Md. Mizanoor Rahman – Open School, Bangladesh Open University, Gazipur, Bangladesh)

Chapter 11. Community and ODL Institutions: Experiences from Tanzania
(Kezia H. Mkwizu and Harrieth G. Mtae – Postdoctoral Scholar, Directorate of Research Publications and Innovations, The Open University of Tanzania, Tanzania, et al.)

Chapter 12. Access and Participation Factors in Online Distance Nursing Education Programme during a Major Pandemic: The Student-Nurse in View
(Simon-Peter Kafui Aheto – University of Ghana, Legon, Accra, Ghana)

Chapter 13. Open and Distance Education in Brazil: A Scenario of Contrasts
(Luciano Sathler – Brazilian Association for Distance Education, Sao Paulo, SP, Brazil)

Chapter 14. Open Higher Education in Assam: Prospects and Challenges
(Shrutidhara Mahanta – Directorate of Open and Distance Learning, Dibrugarh University, Dibrugarh, Assam, India)



“It has been decades since the first open university was started back in 1946 in Africa. In the intervening decades, perhaps this sector has already gone through the peak of inflated expectations, the trough of disillusionment, the slope of enlightenment, and arrived at the plateau of productivity (in terms of the hype cycle). As several of the contributors to this collection have noted, COVID-19 drove many more to open higher education, so as not to lose the time under lockdown. With a burgeoning world population, the needs for higher education are greater than ever, and this broadens the ambit of such universities. In the U.S., there are some endeavors for open educational resources (OERs), in which online learning objects are shared without cost. There are some stand-alone courses and some course series on MOOC platforms. A perusal of the List of Open Universities identifies only one public open university in the U.S. (Open SUNY), and two private ones. Perhaps many of the needs in the U.S. are met with excellent community colleges and various institutes. Or perhaps Americans reach out for opportunities as provided by other open institutions of higher education… Read more >>>” – Shalin Hai-Jew, Instructional Designer/Researcher, Kansas State University. Published in C2C Digital Magazine (Fall 2021 / Winter 2022).

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