Building ecosystems for online and blended learning: advancing equity and excellence in higher education in the Asia-Pacific

As COVID-19 upends lives and livelihoods worldwide, the rapid growth of online learning is challenging the relevance of traditional higher education systems. Although efforts to promote and enhance the use of ICT in higher education in the Asia-Pacific have rapidly increased, progress is far from sufficient. This brief highlights important questions for national policy makers in the Asia-Pacific to enhance online and blended learning for quality higher education. Blended learning – the deliberate combination of online learning with face-to-face classroom-based learning – requires eight key dimensions: 1. institutional vision and philosophy; 2. curriculum; 3. professional development; 4. learning support; 5. infrastructure and support; 6. policy and institutional structure; 7. partnerships; and 8. research and evaluation.

随着新冠疫情在全球范围内对人们的生活和生计带来巨大冲击，在线学习的快速正在对传统高等教育系统的相关性提出挑战。在亚太地区，尽管信息通信技术（Information Communication Technology，简称ICT）在高等教育领域迅速得到更多的运用，但是相关的进展仍远远不能令人满意。本简报主要关注与亚太地区国家政策制定者通过加强在线和混合式学习来实现优质高等教育相关的一些重要问题。混合式学习是有计划地将在线学习与面对面课堂学习结合起来，其具体实施需要考虑下述八个关键维度：1 学校愿景与理念；2 课程设置；3 教师专业发展；4 学习支持；5 基础设施支持；6 政策和院校的机构设置；7 伙伴关系；以及 8 研究与评估。高等教育机构的领导者可以根据已有经验，对本校在这八个维度的准备情况以及在四个发展阶段所处的位置进行自我评估。这四个发展阶段包括：准备阶段、应用阶段、融合阶段以及转型阶段。

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Building ecosystems for online and blended learning: advancing equity and excellence in higher education in the Asia-Pacific
Bangkok: UNESCO Bangkok, 2021, 7p.