The Provision of Distance Education in Selected Higher Education Institutions of Japan: Benchmarking Lessons for Ethiopia

Abstract

The main objective of this study was to look for benchmarking lessons on provision of distance education from selected higher education institutions of Japan. The Open University of Japan, Nihon University and Waseda University were selected to draw benchmarking lessons on provision of distance education for Ethiopia. A purely qualitative research involving primary and secondary data was employed to identify best practices from the selected higher education institutions of Japan. Physical visit was made at the institutions and interview was conducted. Five professors (instructors) from the Open University of Japan were selected purposively and participated in the semi-structured interview. Key-informant interview was also conducted with distance education division oficials of Nihon and Waseda Universities. Secondary data was also collected and used as a source of data for the research. The findings of the study indicated that the presence of well organized study centers to facilitate the provision of quality distance education in the institutions. Study centers have multiple functions and are places for face-to-face tutorials, examinations, academic counseling, viewing/listening broadcast lectures. Besides, they are places where library services were provided. They have put in place system for course preparation and revision. They have set maximum years that a distance teaching material will be used, after that it will be re-written. In the provision of distance education, student assessment is one area that has an impact on quality. The institutions have devised mechanisms that help to assess their students objectively and appropriately. The sampled institutions don’t apply the “Tutor Marked Assignment” but rather they use tests, quizzes, project works and final examinations to assess student’s achievement. To foster communication and cooperation among students, institutions like Nihon University have organized the student group. The sampled institutions have also devised mechanisms to collect feedback from their respective students about courses and programs of distance education and this has helped them to take corrective measures on issues raised which in turn improves quality of distance education.