EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY?

ASEM COOPERATION AND MOBILITY IN DIGITAL WORLD
BOOSTING EXCHANGE: BALANCING MOBILITY BETWEEN ASIA AND EUROPE THROUGH DIGITAL FORMATS?
ASEM’S DIVERSITY: FOSTERING INTERCULTURAL CONNECTIVITY AND UNDERSTANDING IN A DIGITAL WAY
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE
ITS QUALITY?
INDUSTRY 4.0: NEW CHALLENGES FOR SKILLS AND COMPETENCES OF YOUNG STUDENTS AND GRADUATES
21-06-2020 EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 1
PRESENTER NAME : DR. CHANDRANI SINGH,PUNE INDIA

INDEX
 ASEM AND ASEF – The regulatory bodies for bridging the gaps between Asia and Europe
 Introduction
 Current scenario in Asia and Europe – Educational Cooperation and Mobility
 Current scenario in Asia – Educational Cooperation and Mobility
 Current scenario in Europe – Educational Cooperation and Mobility
 Current scenario in Europe (Non EU)– Educational Cooperation and Mobility
 Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
 Parameterized study of current scenario in ASIA and EUROPE with respect to educational cooperation through virtual learning and blended formats
 The Tertiary education statistics and fund mobilization –Europe and Asia
 Network infrastructure, internet usage, ICT Penetration in Asia and Europe for facilitating E-Learning/Virtual learning
 Interconnectivity between Europe and Asia
 Scenario of e-learning , quality assurance and market opportunities
 Penetration of e-learning in Europe
 Penetration of mobile phone internet and e-learning in Asia
 Educational cooperation through virtual learning and blended formats – Case based analysis- Asia and Europe
 A Quality Assurance Framework ensuring learning using Blended Pedagogical Approaches
 Design of a Quality Assurance Framework for Educational Cooperation through virtual learning
 SEOUL Declaration – Enhancing People to People Connectivity through Virtual Learning and Blended Formats
 Conclusion
 Question and Answer

ASEM AND ASEF – THE REGULATORY BODIES FOR BRIDGING THE GAPS BETWEEN ASIA AND EUROPE
ASIA EUROPE FOUNDATION
Economic and Financial -
Promoting growth and
employment, enhancing
cooperation on global financial
issues, dialogue in priority
industrial sectors, fostering
connectivity between the two
regions, etc.
Political - Important issues and
challenges affecting both
continents, including the fight
against terrorism, common
responses to international security
threats, global environmental
issues, management of migratory
flows, human rights, welfare of
women and children, etc
Social Cultural and Educational -
A wide range of enhanced contacts
and dialogue between the two
regions on topics such as education,
social protection and employment,
and co-operation on the protection
of cultural heritage.
Joint Research, Technical and Vocational
Program, Quality Assurance
Value Sharing, Senior Citizens Learning
Initiatives
Student Exchange Programs,
Innovation and Entrepreneurship
Bringing Business and Industry Leaders in
Education ,Youth Employability
SEOUL
DECLARATION
PEOPLE TO
PEOPLE
CONNECTIVITY
1Strengthen Asia-
Europe ties
2Create shared
experiences for
learning and dialogue
3 Enhance mutual
understanding
4 Explore
opportunities for
cooperation
BRINGING ASIA EUROPE TOGETHER
ASEF Culture Education
Political and Economic
Sustainable
Development and
Public Health
Communication
Finance and
Administration
THREE PILLARS OF ASEM

INTRODUCTION
Involvement intervention and initiatives of international bodies together with evolution in learning models has helped in generating the
following action points :
 Make education equitable and accessible for all i.e. for even the marginalized and vulnerable
 Developed countries to promote education in developing countries
 Cross border blended learning initiatives to promote inclusive education and ensure people to people connectivity

Current scenario of Asia and Europe – Educational Cooperation and Mobility
CHALLENGES INTRACONTINENTAL
 Diversity, Gender Issues, Lack of Infrastructure, Cost of Internet, Cyber Security Awareness
 Low representation of Minority groups, Criminalization of Freedom of Expression
 Internet Politics, Governmental Intervention, Role of Media
 Multiple Stakeholders, Limitation of Network and Collaboration
 Cooperation and Collaboration of Internet organizations
 Lack of standardization and identification of Internet core values
 Lack of transparency and accountability
 Diﬀerences in the socio-economic circumstances
 Differences in traditions and beliefs, philosophies and practices
 Fusion of Western and Asian thinking and practices
CHALLENGES INTERCONTINENTAL
 Language barriers, different academic calendars ,diversity in teaching methods ,intercultural discrepancies ,absence of learning agreement and outcomes.
 Crucial selection of Universities to initiate joint study programmes with respect to Diversity and Expertise with the compliance of all national legal frameworks and
accreditation procedures and the tuition fee policies of each partner institution;.
 To ensure and maintain full support of all Universities involved.
 To restrict the size of the consortium to coordinate activities efficiently
 To ensure that charter of the Universities involved accord dual degree
 To maintain adequacy in academic and administrative resources.
 Creation of joint curriculum and degree courses.
 The concept of sustainable funding for joint degree programmes with massive changes brought to the financial structures.

Current scenario of Asia and Europe – Educational Cooperation and Mobility
ASIA
INITIATIVES INTRACONTINENTAL Credit T
 University Mobility Asia Pacific Credit Transfer Scheme
 The Launch of University Mobility Asia Pacific Student Connection Online (USCO)
 ASEAN International Mobility for Students (AIMS) with 11 countries.
 Launch of Internationalisation Award and Study Visits by SEAMEO Regional Centre for Higher Education and
Development.
 Launch of CAMPUS Asia Program as student exchange program between Universities of Japan, Korea and China.
EUROPE
INITIATIVES INTRACONTINENTAL
 Erasmus and Erasmus Mundus (1.3 billion euros fund support for 10 years )programs on EU Cooperation and Mobility Programs in Higher Education facilitating intra
Europe higher studies opportunity i.e. Students and Professors contribution to academic services outside their country. The second program accords scholarships to
both students and Professors with scholarships i.e.EU students ,International students and faculty fraternity.
 Initiatives such as Bologna Process to create European Higher Education Area with focus on International Cooperation and Academic Exchange.
JOINT INITIATIVES
 Launch of ASEMUNDUS with the aim of networking, promoting and implementing joint initiatives in terms
projects, study ,funding options between higher education institutions from Asia and the European Union.
Participating countries being Indonesia, South Korea and Thailand, along with Japan and China etc.
 National Agencies of Austria, Belgium, Cyprus, Estonia, Hungary, Latvia, the Netherlands and Poland,
launched ASEMUNDUS in connect ith Germany.
 Currently, 7.7 % of all Erasmus Mundus courses have an Asian partner or associate partner in their consortium.
 DAAD’s contribution for Structural and Long term Educational Cooperation attributing to Research and
Development and Mobility
 Implementation of Linking Organisation through University Synergy (LOTUS) aiming at cooperation through
 mobility of students for undergraduate, post graduate and doctorate programs ,academic and administrative
staff mobility with regard to training teaching and research.

Current scenario in Asia – Educational Cooperation and Mobility
FACT SHEET
 Outbound Students of Asian origin going abroad - 2.3 million
 Inbound Students/International Students - 928977(a million)
 Asian Students expected to circulate intra regionally - 1.4 million
 Internationally mobile students from Asia account for
 an estimate of the world total today - 55 %
 7 Asian countries to reach top 25 economies by - 2050
 China and India are far and away the most dominant senders of students
 Launch of Asian Universities Alliance - 15
 China to expand Higher Education market
 International recruitments to be done by China,japan,South Korea
Taiwan and Malaysia - 2020-2025
 One belt and One road Initiative to promote student mobility across 60 European and Asian
nations
 India’s contribution to People to People Connectivity amongst ASEAN partners via Student
Exchange, Think-Tanks and Hackathon
Chulalongkorn
University
The Hong Kong
University of
Science and
Technology
Indian Institute of
Technology
Bombay
King Saud
University
National University
of Singapore
Nazarbayev
University
Peking University
Seoul National
University
Tsinghua University
United Arab
Emirates University
Universities
Indonesia
University of
Colombo
University of
Malaya
The University of
Tokyo
University of
Yangon
KAZAKSTHAN – Outbound students to attain a percentage of 20 pc by 2020 .
SRILANKA – Equitable access to Education(vocational and skill development program and employment rate to
be increased from 57 pc in 2015 to 62 pc by 2021.
Middle East
United Arab Emirates (UAE) - Heavy investment in Education and Innovation thereby achieving a world-class
education system and competitive knowledge economy (Vision 2021). Promote itself as a regional and global
education hub, particularly for higher education.
Saudi Arabia – Investment in education and training programs to develop a skilled, knowledge-based local
workforce. Completed 50 technical colleges, 50 girls’ higher technical institutes and 180 industrial secondary
institutes. Creation of training placements for about 500,000 students, including 250,000 girls.
2000 scientists in the next four years.
Iran – Vision 2025 puts Education in priority and Vision 2040 prioritizes Education in
Science,Technology,Engineering and Management.
Kuwait - To diversify to Education for economic growth while Qatar National Vision 2030 is driving for
Knowledgebase Economy
UNIVERSITY ALLIANCE PARTNERS
•Access
•Quality
•Learning
Outcome
•Benchmar
king
•Networking
•Joint Projects
•Cultural Heritage
•Creative Sectors
•ERASMUS
•Multilingua
lism
•GIAN
•Mobility
INDIA EUROPEAN
UNION
Issue
Resolution
Promotion
CHINA
• 500000
JAPAN
• 300000
MALAYSIA
• 250000
TAIWAN
•150000
SOUTH KOREA
• 200000
THAILAND
•THOUSANDS
INDONESIA
•THOUSANDS
P
L
A
N
2
0
2
0
INDIA|ASEAN|25 YEARS | SOCIAL CULTURAL COOPERATION | PEOPLE TO PEOPLE
CONNECTIVITY

Current scenario in Europe – Educational Cooperation and Mobility
EU COUNTRIES
EUROPE (BY COUNTRY)THE NON EU 2020 PLAN
NON EU COUNTRIES
Switzerland Initiatives(High Economy) Norway Initiatives ( High Economy)
• International mobility in education with implementation of NF
• International cooperation in vocational and professional education and
• training (IC-VPET) and continuing education initiatives.
• Active Participant in the framework of OECD,UNESCO EUROPEAN COUNCIL.
Luxembourg Initiative High Economy)
• Ensure that 66% of the working population between the ages of 30 and 34
receive university education and earn university degrees between 2014
• and 2020.
• Implementation of DIKU(formerly Norwegian Centre for International Cooperation In Education) quality
enhancement and innovation, international cooperation and digital learning.
• Launch of NORPART (Norwegian Partnership Programme for Global Academic Cooperation) supports academic
partnerships and student mobility with an emphasis on Master level between higher education institutions in
Norway and selected developing countries
• 2018 Declaration of Year of Vocational Education
• The Indo-Norwegian Cooperation Programme in Higher Education and Research (INCP) is enhancing higher
education links between India and Norway.

Current scenario in Europe (Non EU)– Educational Cooperation and Mobility
ICELAND INITIATIVES(HIGH ECONOMY)
• European Erasmus and Nordic Nordplus for Educational Cooperation an Mobility.
• Availability of 570 Erasmus programmes agreement with majorly Nordic and Eastern Universities in EU state.
• Participation in two Erasmus Mundus joint master programmes with European universities ,creation of joint masters programmes with Nordic Universities, so called
Nordic masters.
• Excellence in Research by increased international cooperation and formulation of an effective knowledge triangle by establishing strong links between Education,
Research and Business.
TURKEY INITIATIVES(MIDDLE ECONOMY)
• Involvement of Turkey in Bologna process from 2001 with good performance in Higher Education Area.
• In 2013, Turkey has gained impetus on international mobility in higher education.
• “Study in Turkey” web-site (www.studyinturkey.gov.tr) was designed to increase the number of foreign students in Turkey.
• Improving the efficiency of the implementation of the Union Programmes, Bologna Process, Education and Training 2020 Work Programme
UKRAINE , BOSNIA AND HERZEGOVINA ,KOSOVO,SERBIA,RUSSIA,MOLDOVA INITIATIVES(MIDDLE/LO ECONOMY)
THE NON EU 2020 PLAN
Development of
Higher Education
in Bosnia and
Herzegovina for
the period 2016-
2026
Establishment of
(HEA), (CIP; ENIC
BiH) by the FHLE
in Bosnia and
Herzegovina.
Bosnia
Herzego
vina Kosovo Strategic
Plan for Higher
Education
Higher Education
Article 2
emphasizes on
student and staff
mobility
Kosovo
Education
Development
Strategy of 2014-
2020
Implementation
of Education
2020 strategy by
Rep of Moldova
Moldova Participation of Russian
Federation impacting
internationalization of
Education. ,with high
degree of autonomy
Strengthening long-
term intensive inter-
university cooperation
and networking
Russia
40% of students finish
ing the 4-year
vocational secondary
education and 95% who
finishing general
secondary education to
enter the 3rd cycle
50% of students
enrolment –Bachelors
to Masters programme
and 10% of Masters to
PhD programme
Serbia
2016 Tempus &
Erasmus+ Structure
Projects outcomes
ensuring
internationalization
and mobility
ATHENA Fostering
Sustainable and
Autonomous Higher
Education Systems in
the Eastern
Neighbouring Area
Ukraine

Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
FACT SHEET
 The project Move2Learn Learn2Move for young Europeans to discover and learn about Europe
 Erasmus+ a program operational from past 30 years has helped 9 million people to study, train,
teach, or volunteer in another country
 Erasmus programme involves 230 000 HEI students
 Erasmus+ now has a budget of EUR 14 billion, 33 pc earmarked for Higher Education
 Till today only 3.7% of young people have the chance to take part in this type of
mobility(Erasmus+).
 Formulation of European Education Area for education, innovation and research as an outcome of
Sorbonne Process, the Sorbonne – Bologna Process, the Bologna – Praha Process for several cross
border initiatives.
 European University Association (EUA) a pan-regional university association representing over
800 universities in the European Higher Education Area
• supports policy development and
• carrying out European led projects for higher education reform and development
 Creation of a School of European and Transnational Governance for seamless cooperation.
 Europe currently attracts 45% of all international students and European Commission’s Study in
Europe project implemented for increased mobilization.
 EU student card roll out by 2019 , ensuring student mobility across borders by 2025 and
tracking student performance through it.
 Support of European Commission for ESAA (Erasmus + Student and Alumni Alliance) comprising
of Alumni Association (EMA), Erasmus Student Network (ESN), garagErasmus (gE) and OCEANS
Network
 Key targets is a considerable increase in the number of young people completing third-level
education (at least 40% of 30-34 year-olds by 2020 as per ET Strategic Framework).
 Renewed EU agenda for higher education’ (COM(2017) 0247). focuses on four priority areas, of
which one is widely accessible inclusive education with focus on Innovation and Technology
 Role of European Parliament to foster close cooperation between member states
EUROPEAN EDUCATION AREA SHARED AGENDA
Making learning mobility a reality for all
Recognition of qualifications, both at the level of schools and higher
education
Modernising the development of curricula
Boosting language learning, Preserving cultural heritage
Fostering a sense of a European identity and culture
Creating world-class European universities that can work
seamlessly together across borders
Improving education, training and lifelong learning driving innovation
in education in the digital era and giving more support to teachers
Erasmus+
Erasmus Erasmus Mundus Tempus
Bilateral
programmes
School Education
(Comenius)
vocational
Education and
Training
(Leonardo da
Vinci)
Adult Education
(Grundtvig)
Youth (Youth in
Action)
European (Jean
Monnet)
Sports

Current scenario in Europe(Focus EU) – Educational Cooperation and Mobility
THE TERTIARY EDUCATION STATISTICS AND FUND MOBILIZATION –EUROPE AND ASIA
Investments in education
and vocational training
have reached EUR 14.6
billion
The Commission’s Regional Strategy Paper for EU-
Asia Cooperation (2007-2013) allocated €44 million
for cooperation in Education and Science.

Network infrastructure, internet usage, ICT penetration in Asia and Europe for facilitating E-Learning/Virtual learning
21-06-2020
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 12
 75% (2.1 billion) of all internet users in the world (2.8 billion) live in the top 20 countries
 25% remaining live in other 178 countries accounting for less than 1 pc
 China, the country with most users (642 million in 2014), represents nearly 22% of total,
and has more users than the next three countries combined (United States, India, and
Japan)
 India is the one with the lowest penetration: 19% and the highest yearly growth rate.
CHALLENGES
 Asia being diverse and having limitations is constrained by rapid technological changes and
accelerated internet governance system.
 A big digital divide segregates people into to classes :- with access and information and
without access and information.
 Issue surrounds open standards, cost, awareness and collaboration and quality of
internet service.
 LDC’s in Asia suffer from lack of knowledge, technical support and barriers in adoption of
standardization in internet governance
 Nine in ten people now have access to electricity in Asia and the Pacific.
 Broadband internet subscriptions increased ,but 58% of the region’s population
remains unconnected to the internet
 Internet Adoption Barriers : Infrastructure, Relevance, lo income and Gender Gap
INFERENCE
 To identify the potential of continuous pedagogical innovation through technology innovations
FACT SHEET PENETRATION OF INTERNET USAGE IN ASIA
LEAST
DEELOPED
COUNTRIES

Network infrastructure and internet usage, ICT penetration in Asia and Europe for facilitating E-Learning/Virtual learning
ICT IN NATIONAL EDUCATION CURRICULA
 It is seen that 75 pc of the broadband subscription is done by East and North East Asia(a).
 Lead role for fixed broadband subscription is done by China, followed by decreasing trend of Japan and increasing of Russian Federation, decreasing of Republic of Korea and rest of the ESCAP countries(b).
21-06-2020
EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS: HOW TO ASSURE ITS QUALITY? 13
PENETRATION OF BROADBAND AND ICT IN ASIA
a
b
FACTSHEET - ICT
 Digital Bangladesh by 2021
 Singapore-FutureSchools by 2016
 Indonesia's KBS 2025
 Malaysia-MEDO and Asia e-University by 2013
 SriLanka using Mobitel and MODES since 2011 and COLOMBO Univ launch of 7 online courses
by 2014
 Nepal's initiative of digitizing schools by 2014
 Vitenam's initiative to promote digitization using Viettel
 Laos initiative with China for ICT based Education 2012
 Pakistan's initiative for Universal Tele-centres 2013
 Cambodia's 5 year project to institute ICT in schools by 2014
 Myanmar's initiative (MIDO and MNO Telenor) 100 tech based centre's
 Mongolia launched 2012 E-Mongolia National Program
 Iran Launch o f National Internet Project
 Afghanistan – E-uality Alliances through ANGel
 Palestine - ICT Framework and infrastructure for Education finalized in 2015

Network infrastructure and internet usage in Asia and Europe for facilitating E-Learning/Virtual learning
INTERNET USAGE FREUENCY AMONG INDIVIDUALS IN EU
COUNTRIES
PENETRATION OF INTERNET USAGE IN EUROPE
NORDIC COUNTRY STATUS
BROADBAND AND DIGITAL
SINGLE MARKET
EU policies for broadband
by 2013 basic broadband
to all Europeans
2020, coverage of all
Europeans with fast
broadband (> 30 Mbps)
2020, take-up of 50 % or
more of European
households to ultra-fast
broadband (> 100 Mbps).
Major players in Europe
are for E-Learning are as
follows: Germany ,UK,
France, Russia, Spain and
Italy

INTERCONNECTIVITY BETEEN EUROPE AND ASIA
GÉANT
 The pan-European research and education network
 Interconnects Europe’s National Research and Education
Networks (NRENs).
 50 million users at 10,000 institutions, 500 GBPS
 Research in areas such as energy, the environment, space and
medicine
 North America
 Latin America
 Caribbean
 North Africa
 Middle East
 Southern and Eastern Africa
 Central Asia and the Asia-Pacific Region
 Western and Central Africa.
THE GEANT AND TIEN PROJECT
TIEN The Trans-Eurasia Information Network (TEIN) provides
dedicated high-capacity Internet connectivity for research
and education communities across Asia-Pacific.
 With over 50 million users, TEIN is the world's largest
research and education network; it currently interconnects
universities and research centres
 China
 India,
 Indonesia,
 Japan,
 Korea
 Malaysia
 Nepal
 Pakistan
 Philippines
 Singapore
 Sri Lanka,
 Thailand,
 Vietnam,
 Australia,
 Bangladesh
 Cambodia.

SCENARIO OF E-LEARNING,UALITY ASSURANCE AND MARKET OPPORTUNITIES
 E-Learning expenditure projected to grow at 23.0% p.a. to $255.5bn
from 2012P-2017P which comprises:
 K-12 CAGR of 33.0% Higher Education CAGR of 25.0% Corporate
market CAGR of 8.0
 E-Learning Market size was estimated at over USD 150 billion in 2016 and is predicted to
grow at over 7% CAGR from 2017 to 2024. and 331 billion by 2025
 Promising players of Asia Pacific include China, India and Japan.
Teaching
Learning
Student
Assessment
Learner Support
Services
Staff
Development
Financial
,Physical
Resources
Quality
Assurance
CHINA
ACCREDIATION

PENETRATION OF E-LEARNING IN EUROPE
E-Learning in the
European Union
is a product of the
Leonardo da Vinci
project
EC’s initiative -Digitization of Schools
SELFIE((Self-reflection on Effective Learning by Fostering the use of Innovative Educational Technologies) is a tool designed to help
schools embed digital technologies into teaching, learning and student assessment. It highlights
strengths(what’s working well)
weaknesses (hat is going wrong)
opportunities(where improvement is needed) and
threats(what the priorities should be) - An initiative to strengthen the virtual leaning environment.

PENETRATION OF MOBILE PHONE INTERNET AND E-LEARNING IN ASIA
The national broadband
education networks
Large-scale technology
deployments
Content digitization
efforts
Teacher shortages
Booming enrollment in
online higher education
E-LEARNING CATALYST
Global
growth
rate of E-
Learning
is 7.6%
Asia at
17.3%
Eastern
Europe
at 16.9%
Africa at
15.2%
Latin
America
at 14.6%
China,
Indonesia
and India
are the
drivers
Reach
to 2/3rd of
the
population
by 2020

Educational cooperation through virtual learning and blended formats – Case based analysis – Asia and Europe
Blended Formats a valuable approach for inclusive education and marginalized students – SDG4
Case Study Malaysia
BLENDED FORMATS IN ASIA
Blended learning
seen as key to
improving HIGHER
EDUCATION
access
FACT SHEET
 Formulation of Malaysian Blueprint for Higher Education(2015-2025)
 Malaysia is the first country in the world to initiate a nationally coordinated online
learning initiative have 7,60000 students,1,08,000 overseas students and 880
courses
 In line with Shift Nine of the Malaysia Education Blueprint 2015-2025 (Higher
Education) on “Globalised Online Learning”.
 Gross higher education enrolment rate :48%
 Public higher education institutions :20
 Challenges include: time consumption , more training ,change in attitudes, study
preferences, engagement pattern changes
 Private institutions :70
 Colleges :410
 Community college :91
 Students in private and public higher education institutions : 1.2 million
 Internet penetration : 67 pc(Third in Asia)
 Key drivers : Access ,Equity, Governance, Quality and Efficiency
 Performance Metric: Student retention , progress and achievement
Aim
 Democratising Access, technology-driven innovations and personalised learning
 experiences
 To increase higher education enrolment to 70% of the relevant population by
2025
 70 pc Programs to use blended pedagogy
 To eradicate under representation of disadvantaged students
 Fostering acceptance and understanding diversity
Blended Learning - Perception of HE’s across Malaysia
 Promotes equality by making available courses and material
 Provides greater flexibility for students who have commitments atop their
studies
 Sunway University in Malaysia, implements blended learning in a range of
forms across university degrees and benefits accrued are as follows:
 helps students access subject information and resources
 enhances understanding and impacts positively on students’
engagement,
 retention and academic achievements.
Blended readiness of Malaysia
 Technological Access amongst students -Good
 Online Skills and Relationships amongst students bore an acceptable level
of readiness
 Motivation ( with online distractions and distractions at home) -Good
 Motivation( with context to participation) Good
 Online Audio/Video usage- Good
 Internet Discussions ability - Good
 Students Success Measures - Instructor Access, Admin and Technical
Support, Participative Learning, Early Experience with Online Technology,
Course Application satisfactory
 Technology, Peripheral access, Management and Receptive Skills - Good
 Blended Learning Awareness -Good(amongst trainee teachers)

Educational cooperation through virtual learning and blended formats – Case based analysis-Asia and Europe
Case Study contd..
Cooperation between the Kebangsaan University, Malaysia and the University of Duisburg-Essen, Germany(A blend of UKM Engineering Innovation and German teaching
tradition in Engineering Sciences) Highlights
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES IN ASIA)
 Project kick off and funding by German Academic Exchange(DAAD) in the year 2000 resulting in partnership by end of 2000.
 Objective to explore opportunities for collaboration with international institutions to expedite international recognition and standing
 Kebangsaan University, Malaysia and the University of Duisburg-Essen, Germany have same size ,age and structure of Engineering faculty.
Challenges faced
 funding requirements
 differences in the educational and cultural aspect
 Language ,academic structure, operation and style
 socio-economic and political systems
between Malaysia and Germany
Outcome
 Student and staff educational and professional mobility (20 in number) as a result of the double degree and exchange
programmes
 Openness,adaptibility,global citizenship status
 Joint Phd programs(PromISE) and establishment of Research Clusters
 UKM and UDE collaboration under European Community Intercultural Communication under Asia-Link
European-ASEAN Credit Transfer System (EACTS) Other University partners being Universitas Indonesia and University of Parma,Italy
 1998 – 2006: Development of international degree courses at UDE
 2001– today: Development of double degree programmes at UDE and UKM
 2001– 2006: Institutionalisation through the establishment of the Mercator Office
and the Multimedia Lab at UKM to establish joint teaching and research
 2010 - Establishment of the UKM International Office at UDE
 2010 –Double degree PhD programmes at UDE and UKM
 2012: Founding of Mercator Science and Education in Malaysia funding the joint study
programmes and partnership between universities and industries
 2018 – All programs under Engineering Faculty of UKM in association with UDE are recognized jointly thus promoting educational cooperation
Quality Assurance and
Management
 Accreditation of Courses
by Malaysian Quality
Agency and ASIIN
 Internal procedures with
intervention of all
stakeholders
 SWOT Analysis performed
through one day
workshop
 Evaluation and
assessment by external
assessors with reporting
and auditing conducted
with generation of
positive results
University of Duisburg-Essen,
Germany
Worldwide partnerships - 130
countries
Kebangsaan University, Malaysia
Worldwide partnerships - 30
countries

Educational cooperation through virtual learning and blended formats – Case based analysis- Asia and Europe
Case Study contd….
UKM’s Blended Initiative i-Folio
UDE’s JACK - An automatic exercise , testing system and feedback system
Visualizations of data structures Detailed result statistics
automatically generated by JACK in the teacher's view
A COURSE DISCUSSION PLATFORM OF iFolio
Collaborative Learning in Intelligent Distributed
Environments – COLLIDE
 Computer-aided collaborative learning
 Cooperative modelling tools for science based
and technical lectures,
 Distributed computer-integrated learning
environments/classrooms
 Intelligent learning support systems
Quality assurance guidelines for Blended learning/ E-learning by Ministry
of Education Malaysia
 Ensure quality assurance policies integrated within the administrative
and operational system of e-Learning.
 Consider using resource mechanism in the process of planning and
quality improvement
 Coordination to be ensured across all functional units to achieve quality
 Measurement of relevant KPI’s to ensure effectiveness and efficacy and
reporting of Outcomes
 Evaluation and Feedback to be integrated to LMS/BLENDED LEARNING
PLATFORM
 UKM abides by the
Assurance guidelines
Quality Assurance of Blended Learning/E-
learning policy guidelines by European
Commission
Elements of Quality within Institutional policies
for e-learning should include
 institutional support ,course development
 teaching and learning, course structure
 student support, faculty support with training
 technological infrastructures and infostructure
 student assessment (learner authentication,
work authorship and examination security)
and certification
 electronic security measures
 UDE abides by the Assurance measures

Educational cooperation through virtual learning and blended formats – Case based analysis-Asia and Europe
Case Study : Educational Cooperation between STT Open University Thailand and 35 other Universities around the world comprise of attaining these main objectives :
FACTSHEET
• Exchange of students, staff (teaching and administrative)
• Joint Development of Academic Programs to be offered at STOU
• Short courses development and delivery at STOU
• Shared doctoral programs
• Academic development of both the Universities
• Curriculum development and exchange of publications course materials ,scientific material etc
• Joint Research and Consultancy Programs
• Collaborate in undertaking programs, projects, and other related activities
• Organize workshops, seminars and conferences
ASIA AND THE PACIFIC
Deakin University
- Memorandum of Understanding
Macquarie Universtity
- Agreement of Academic Cooperation
University of New England
- Memorandum of Understanding for Academic Cooperation
Bangladesh
University of Liberal Arts Bangladesh
-Memorandum of Understanding
China
Graduate School of Chinese Academy of Agricultural Sciences
-Memorandum of Understanding
Yunnan Open University
- Activities with Yunnan Open University (Former YNRTVU)
Hong Kong
The Open University of Hong Kong
Indonesia
Universitas Terbuka
Japan
Open University of Japan
Laos
National University of Laos
- Agreement on Academic Collaboration in Distance Learning
Savan Institute of Management
Korea
Korea National Open University
- Agreement of Academic Cooperation
- Activities with Korea National Open University
Local Government Officials Development Institute (LOGODI)
STOU’s collaboration with Open University Malaysia
includes study visits, Joint
Research, the ASEAN Journal on Open and
development and other activities.as Distance
Learning, cooperative course

Educational cooperation through virtual learning and blended formats – Case based analysis –Asia and Europe
EDUCATIONAL COOPERATION
Case Study : UTRETCHT UNIVERSITY NETHERLANDS BLENDED APPROACH PARTNER UNIVERSITIES
Under Education Innovation Program UTRETCHT’s initiatives are as follows:
Optimally digital with Educate-it
 A special programme named Educate-it to innovate education, improve it and make it blended.
 With the help of IT tools, lecturers lift their teaching to a new level.
Experimenting with new forms of education
 Blended education with a Light board in the Teaching and Learning Lab
Funding for Education Innovation
 Educatieve Middelen Pool
 Teaching Fellowship Programme
 Utrecht Education Incentive Fund
Educational Cooperation
Initiative - UTRETCH Summer School
Highlights
 In 2017, the Utrecht Summer School attracted over 4000 students from over 120 different countries.
 European credits according to the European Credit Transfer System (ECTS) are awarded for most of the
courses
Quality Assurance Policy@ UTRETCHT
 In alignment with the Accreditation Organisation of the Netherlands and Flanders
Caselet : Nottingham Trent University Online
NTU STUDENT SURVEY AND RESULT ON BLENDED FORMATS
 the flexibility of being able to complete assignments in any place/at any time;
 the convenience of not having to come to campus as often;
 the benefits of the online component when job responsibilities and other commitments make it
difficult to attend face-to-face classes
Quality Assurance Policy@ NTU
 AACSB and EQUIS accreditation 1 % of the business schools
EDUCATIONAL COOPERATION AND BLENDED FORMATS(CASE STUDIES EUROPE- Online Universities)
Freie Universität
Berlin
World Health
Organization
Dutch University
Institute for Art
History
Washington
University in St.
Louis
National Institute
for Public Health
and the
Environment
Utrecht Medical
Centre Utrecht
Università Cattolica
del Sacro Cuore
CITO
Universidad
Nacional de Costa
Rica
Rome Summer
School
University of Tartu
International
Summer University
China Europe
International
Summer School
Royal Netherlands
Institute in Rome
ONLINE COURSES

A Quality Assurance Framework ensuring learning using Blended Pedagogical Approaches
QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNING
HIGHLIGHTS
A Quality assurance Framework designed for the providers of blended learning where learners are considered to be physically separated from:
 other learners/peers
 mentors and assessors
 the provider institution
 learning resources and support services
Blended Learning Programmes mostly combine the following :
 Online learning resources developed for online delivery
 A virtual learning environment
 Virtual Learning tools such as forums , joint discussion groups ,virtual classrooms,e-portfolio,learning management system, LCMS
 E-Performance Management System to support formative and summative assessment
 Face-to-face mentoring
 Online Feedback
EXPECTATIONS
 To have their internal quality control and assurance mechanism
 Monitor the effectiveness and efficacy of blended system
BROAD ASPECTS FOR QUALITY CONSIDERATION
 Design, development and updating of relevant learning resources
 Online environment for student support and guidance
 Availability and accessibility of learning infra and infostructures, experienced human and learning resources
 A learner centric environment with a proper learner progress tracking mechanism
CHALLENGES ENCOUNTERED FOR CROSS BORDER INITIATIVES
 National capacity for quality assurance and accreditation does not cover cross-border initiatives
 National systems and bodies for the recognition of qualifications may have limited knowledge
 The professions depend on trustworthy, high-quality qualifications
 Need for recognition of foreign qualifications

DESIGN OF A QUALITY ASSURANCE FRAMEWORK FOR EDUCATIONAL COOPERATION THROUGH VIRTUAL LEARNING AND BLENDED FORMATS
Formation of an International and Regional
Quality Assurance Framework for cross
border initiatives
Quality assurance standards for
Higher Education across borders in
amalgamation to standards set for
blended learning and establish a
generic model
Allocate responsibilities to
regulatory bodies like
ENQA,EQAR,UNIQUe and AQAF etc.
for working out evaluations and
recommendations for improvement
and best practices
Establishment of a dialogue
structure between Universities,
National Governments and QA
agencies to align themselves to the
common objectives of assuring
quality of correspondence in e-
learning
National Governments Quality Assurance
Frameworks for Quality Assurance in
Blended Learning
Constitute Legislative and
Regulatory Frameworks for Quality
Assurance in Blended Learning
Constitute national metrics for
inter-institutional comparison and
set up National and Regional
Qualifications Framework (virtual
mode)
Evaluate Flexible E-Educational
Formats and Electronic Credit
Transfer System Courses for
blended modes
Evaluate quality of pedagogical
innovation and technological
upgrades as in virtual/blended
learning
Institutional Quality Governance for Blended
Learning (Internal Quality Assurance)
Organizational-Strategy and Plan
Formulation, Availability of robust
Information Management System ,
and Public Information Repository
Program/Course level –Feasibility
and Structural Coherence, Learning
resources ,Teaching Staff
Learner level – Admission ,Learning,
Teaching ,Research,Assessment,
Recognition, Progression and
Certification
Monitoring and Review and Cyclical
External Quality Assurance
E
N
H
A
N
C
E
U
A
L
I
T
Y
S
U
P
P
O
R
T
M
O
B
I
L
I
T
Y
KEYWORDS
Accessibility Flexibility
Interactiveness and
Personalisation
Ensure adequate provision
of information to candidates
for informed decision
making
Ensure readability and
transparency of degree for
increased
internationalization
Ensure recognition of
qualification is fair,
transparent , coherent and
reliable

QUALITY ASSURANCE STANDARDS AND PROCESSES
Guidelines
 Adoption of best practices and in line with the international best practices
 Participation of stakeholders to develop the standards
 Publicizing of standards with due regard to cultural diversity
 To analyse the Self Assessment Report with site visits by peer team and providing feedback
 Fair transparent evaluation by trained assessors
 Policy documents ,evaluation process and methodology, feedback, cyclical validity
 Code of conduct for reviewers
APPOINTMENT OF EXTERNAL QA AGENCY
Guidelines
 Ensuring frame of mission and common goals
 Ensure having legal basis and is recognized and trusted
 Autonomy and responsibility in decision making
 Ensuring good governance and accountability
 Aligned with innovation and latest developments
 Collaboration with national and international stakeholders
 Reliable system for auditing ,controlling and assessing
 Publicizing of policies, procedures, criteria , standards and assessment
INSTITUTIONAL QUALITY GOVERNANCE FOR BLENDED LEARNING (INTERNAL QUALITY ASSURANCE)
 As reported in previous slides
ASSURANCE !! ACCREDITATION !! RECOGNITION !! HARMONIZATION!! MOBILIZATION !! GLOBAL CITIZENSHIP
National Governments Quality Assurance Frameworks for Quality Assurance in Blended Learning
NATIONAL QUALIFICATIONS FRAMEWORK
 Ensure progression in training and learning with
recognition of earlier qualifications
 Ensure student mobility by internationalization of
recognitions
 Align learning outcomes for students in correlation to
their competencies
 Ensure transparency,consistency,flexibiliy of learning
pathways and progression
 Ensure participation of relevant stakeholders for
recognition of levels, descriptors and credit systems
 Ensure support by national policies and implementation
by authorized agencies complemented by an authorization
centre
POLICY DOCUMENTS
 NQF PLANS
 POLICY GUIDELINES
 IMPLEMENTATION REPORTS
 CONSULTATION REPORTS
 QUALITY ASSURANCE REPORTS
 REGISTRY OF ACCREDITED PROGRAMS

QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNING- INSTITUTIONAL GOVERNANCE
BLENDED LEARNING QUALITY STRATEGY AND PLAN FORMULATION-ORGANIZATIONAL PERSPECTIVE
 Blended learning policies and procedures should align to Institutional goals and strategies and should have a clear governance structure.
 Adoption by any unit should also be aligned with overall Institutional requirements and should have an appropriate departmental plan.
 Investment on infrastructure and other resources should be taken into consideration and should be in alignment with market scenario
 Formulation of policies and strategies with regard to recruitment,admissions,grievance redressal,fees regulations and additional registrations
 Quality policies for course feasibility, content creation ,development and maintenance , session management , designing and implementation of collaborative
environment.
 Formulation of Assessment and Evaluation policy for virtual learning and formulation of a Board of Assessors experienced in this setup
 Formulation of faculty and student induction, training and appraisal policy
 Formulation of guidelines for creation and maintenance of student recordkeeping system.
 Formulation of team to design the blended environment constituting of technical professionals,academicians,experts and specialists and support staff.
 Formulation of guidelines for technical infrastructure scalability and reliability including support tools as : blogs, forums, online video conferencing platforms, internet
voice communication, virtual practical training
 Formulation of security policies engulfing data protection , protection of enrolled mentor and mentees, identification and authentication of remote learners(using
encryption, protection and backup)
 Draft of an appropriate procurement plan and upgradation policy for cloud services,hardare and software.
 Draft of appropriate contingency plan and accreditation plan by regulatory bodies ,IPR and software licensing
 Formulation of anti-plagiarism policy , technology usage policy(teaching and support),upgradation and migration
 Formulation of due diligence and risk management for transnational initiatives as recognition by statutory bodies,permission for foreign providers
 Synchronous delivery policies in case of gender considerations and other jurisdictional requirements
 Drafts for implementing ne business models as blended learning which includes financial,taxation,recognition of qualification, employment laws ,validity of software
licenses ,regulation policies for foreign nationals etc
EXPECTATIONS PUBLICIZED AND PUBLISHED
 Learning resources and learning environments specification document for validation and review and all relevant policy documents
 Assessment creation,conduction,monitoring,receipt,evaluation and feedback specification document.
 Specification document for international students with regard to previous eligibility, credit transfers, program recognition,employment rules etc
 Agreement documents in case of collaborations,legal rights and responsibility distribution, instruction manual of platform usage for all stakeholders

QUALITY ASSURANCE FRAMEWORK FOR BLENDED LEARNINGINSTITUTIONAL GOVERNANCE
-EXPECTATIONS PUBLICIZED AND PUBLISHED
 Provision of a robust Information Management System that will enable data collection from all possible databases.
 With respect to learning scenarios reports on learning outcomes based on performance, retention and dropout rates to be monitored for improvement of the programs
which are further publicized.
 The institution should publishes reliable, complete, and up-to-date information on technical support.
 Technical requirements and infrastructure to enable effective use of the system are clearly identified and published.
 The institution publishes information on completion rates, pass rates, and dropout rates.
 The IMS will enable to extract analytics from all recorded scenarios to understand the current trend along with quantitative and qualitative data justifying academic,
research and employment achievements.
COURSE/PROGRAM LEVEL PERSPECTIVE
 Program / Course feasibility study and its structural coherence to be justified and updated regularly
 Program development and delivery in coherence with the blended approach to meet intended learning outcomes and with valid recognition .
 Program development and delivery to consider technology and information professionals, Instructional designers, subject experts contribution
 Program/module ownership authentication, establishment of communication channels for learning, tutor/ student skill acquisition to handle blended courses
 Teaching, learning and assessment can be synchronous or asynchronous with requirement of Adaptable Performance Tracking System
 Instructional design approach for high impact resource development , with appropriate student support and feedback for future enhancement
 Technology specialist to design the learning platform for enhanced interactive learning experience and ensuring that ensure
that technology is in the service of delivery.
 Stakeholders of the program/course are bound by institutional and program level policies even with respect to hardware/softare etc.
 Incremental version testing and adoption under approved configuration management policy
 Learning material the digitized assets are to be peer reviewed with incorporation of feedback mechanism by internal/external mechanism for improved learning
outcomes
 Appropriate integration of media to the modules for learners achievement, segregation of course content into face to face and online in alignment to learning repository
 Following of protocols by all stakeholders
 Approval and validation of program/course by internal and external stakeholders
 Continuous training and learning for staff with respect to teaching instructional design , technology upgrades etc

QUALITY ASSURANCE FRAMEORK FOR BLENDED LEARNING – INSTITUTIONAL GOVERNANCE
 COURSE/PROGRAM LEVEL PERSPECTIVE CONTD..
 Ensuring on-going upgrades to the development of the platform in alignment with regulatory body requirements
 Time management and scheduling with respect to all activities as development, delivery, assessment and feedback.
LEARNER PERSPECTIVE
 Learner to be equipped with necessary skills to be an independent learner with clarity on staff availability
 Learner to be given the desired clarity on blended learning strategy to be followed and percentage of hand holding and autonomy rendered.
 The contact hours with the staff and the collaborative learning environment and the committed hours of the learner
 Participation and attendance mandate with respect to face to face and online learning and appropriate remote setup for the candidate
 Online academic calendar, schedules for course delivery, assessment calendar, assessment pattern, progress report, learners engagement statistics
 Intimation of availability of learner repository, eligibility specifications, classroom and activity schedules, course an feedback enablement and validity
 Equitable opportunity to all learners with respect to learning provisions, authentication and validation ,sharing, safety ,reliability and desired communication and
exchange protocols.
 Learners to be intimated of e-libraries and virtual labs
 Learners to be intimated of support in the form of instructional, technological and administrative elements based on individual profile ,specification and needs
OTHER FACTORS
LEARNING ENVIRONMENT DESIGN
 Accessibility – Course should be accessible by even disabled students through assistive technology ,should be mobile compliant and should have alternatives to auditory
and visual contents
 Course readability – Should facilitate all learners from various learning background attractive and the interface should be functional and attractive
 Navigation-Well organized easy to navigate with web pages being consistent throughout
 Availability of Prints and Downloads – Print and download versions of learning resources should be made available in proper formats and compression forms
 Copyrights, Citations and Legal requirements – Learning resources should be devoid of copyright, should have proper citations and should satisfy legal requirements
TECHNOLOGY SPECIFICATIONS, SERVER,SECURITY AND SUPPORT
 Adequate technical support should be provided for building and maintenance of blended learning infrastructure
 System recovery in case of failures with back up procedures, with desired operating and security standards and less turnaround time with analytics in access patterns
 Technical infrastructure should comply with e-learning and course objectives and outcomes and should be up-to-date with guaranteed profiling of learners from diverse
background.

SEOUL Declaration – Enhancing People to People Connectivity through Virtual Learning and Blended Formats
Encouraging Accessibility ,Flexibility Interactiveness,Personalisation and People to People Connectivity through Blended Learning

CONCLUSION AND REFERENCES
As per the observations and study the extent of Educational Cooperation between Asia and Europe till today stand at an approximation of nearing 30 - 35pc(optimistic
range)considering all countries across Europe and Asia though the future potential looks to be great for enhancing the economic growth in this belt .
 Intra-continental initiatives as in the European zone appears to be more promising and they are significantly ahead than the Asian belt and Asia is at a stage here there in
significant progress in the penetration of awareness even in LDC’s related to enhancing Educational Cooperation and Mobilization through pedagogical innovations and
technological advancements which is encouraging
 A Plan 2050 should see almost 80 pc of the countries towards a progressive economy backed by highly technical infrastructure and technological advancements
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