Qayyum, A. and Zawacki-Richter, O. (eds.) Open and Distance Education in Australia, Europe and the Americas: National Perspectives in a Digital Age Singapore: Springer, US$24+

Why this book?

This book is the first of two volumes aimed at describing how open and distance education (ODE) is evolving to reflect the needs and circumstance of the national higher education systems in various countries. A second goal is to compare how DE is organized and structured in various countries.

What does the book cover?

This first volume covers Australia, Europe and the Americas; the second book (still to come) covers Asia, Africa and the Middle East (including Russia and Turkey).

Who wrote it?

This is a well-edited book, with individual chapters written by experts within each country, following a roughly consistent structure in terms of topics. There is a main chapter for each country, with a useful second opinion from another country expert in terms of a commentary on the main chapter, as follows:

• Introduction (ODE in a Digital Age): Qayyum and Zawacki-Richter
• Australia: Colin Latchem (commentary by Som Naidu)
• Brazil: Fred Litto (commentary by Maria Renata da Cruz Duran and Adnan Qayyum)
• Canada: Tony Bates (commentary by Terry Anderson)
• Germany: Ulrich Bernath and Joachim Stöter (commentary by Burkhard Lehmann)
• United Kingdom: Anne Gaskell (commentary by Alan Tait)
• United States of America: Michael Beaudoin (commentary by Gary Miller)
• Conclusions: Qayyum and Zawacki-Richter

What’s in it?

There is some variation between the chapters, reflecting some of the differences between different countries, but most chapters have the following structure:

• Context: most chapters start with a section that provides the wider context in which ODE operates within a country, either in terms of history or a brief description of the current higher education system as a whole. This sometimes includes how DE is funded (or not funded) by governments.
• Enrolments and growth: each chapter attempts (heroically in some cases) to estimate just how many distance education students there are within the country and the rate of growth. What is noticeable here is how much variation there is in the accuracy or reliability of these estimates between different countries, partly because of the blurring of definitions between online and blended learning, but partly because in some countries, no-one seems to be counting.
• Quality assurance/quality control: this describes both the regulatory framework for HE within each country and how that is applied to ODE.
• Descriptions of specific ODE institutions: these sections describe those specialized institutions that play a major role in ODE within their respective countries.
• OER and MOOCs. Most chapters discuss the use of open educational resources and MOOCs in their country.
• The relationship between public and private provision of ODE. This is very useful as the relationship varies considerably between different countries.
• The future of ODE within each country: this section looks at both challenges and opportunities.

In addition, Qayyum and Zawicki-Richter provide an excellent concluding chapter, that compares the different countries in terms of:

• size and growth of ODE: ODE enrolments constitute between at least 10-20% of all HE enrolments in Australia, Brazil, Canada and the USA. In the UK and Germany, though, the proportions are likely to be less than 10%;
• providers of DE: one reason reliable data collection has been difficult is because of the growth in different types of institutions providing DE: specialized ODE providers have in general increased their numbers; more campus-based institutions have become providers of ODE; and private institutions offering ODE have grown. However, this varies considerably from country to country. In the UK, for instance, ODE enrolments have been dropping at the UKOU, but possibly increasing from campus-based providers. In the USA, enrolments from the for-profit ODE providers have been dropping but increasing in the private and public on-campus institutions. What is clear is the impact on ODE enrolments of government policies regarding funding and tuition fees;
• online vs other forms of DE: again, this differs between countries (and probably even more so in the countries to be covered in the next book). In Australia, Canada, the USA and the UK, ODE is nearly synonymous with online learning; Brazil has ‘leapfrogged’ to mobile learning;
• the role of government: too complex to summarise here: read the chapter!
• the function of ODE: ODE appears to play three major functions in HE systems: increasing access; providing greater flexibility to those with access; and ‘abetting in the larger digital transformation of HE’;
• trends and future challenges: ODE on a macro level is being affected by two factors: the global growth in demand for HE; and the digital revolution. Surprisingly, though, it is less affected by globalization: ‘ODE seems to function mainly, though not wholly, within the nation state’ – except for MOOCs. This chapter has a very good discussion of these issues, particularly the differences between education as a public or private good, and ODE’s role in each.

My comments

The book sets out clearly the extent and importance of ODE in higher education. A careful reading will also indicate the importance of government and institutional policies in supporting or restricting ODE.

This and the second book in this series therefore should be required reading in any post-graduate education program. It should also be required reading by policy analysts in Ministries of Advanced (or Higher) Education. I would also recommend it to Boards of Governors and Provosts/VP Academic in any post-secondary institution. 

I look forward with impatience to reading the second volume, which for me will be even more valuable as I know so little about ODE in many of the countries covered in the second book.

If I have any negative comments, it is about what is not in the book. I think it is a pity that there is no chapter on France, Mexico or Argentina, all of which are very large countries with substantial and uniquely different distance education provision. And of course it is solely about formal post-secondary education. Other books are needed to cover international distance education in the k-12 and corporate sectors.

Also, this book will easily become outdated, given the rapid developments in ODE around the world. It took over two years from the time I was approached to write the chapter and the book’s publication. In this period, the first national survey of online learning in Canadian post-secondary education was published, the results of which had to be hastily accommodated in the last proofs of the book.

Furthermore, the book is an open publication, and is free to download, licensed as open access under a Creative Commons Attribution 4.0 International License. However, it is not expensive to buy a hard copy, and I hope if you have an an interest in open and distance education you will make this a standard book on your shelves – after you have read it!

(Note: in an earlier version of this post I incorrectly stated that it could not be downloaded for free. My apologies).