Dilan De Silva Chartered Quantity Surveyor
- Introduction
Disruptive innovation fundamentally transforms a sector by replacing expensive, complicated, and inaccessible products or services with much less expensive, simpler, and more convenient alternatives.” (Staker, P.1)
Let’s take a few examples of
disruptive innovations; Within just a decade, an expensive helicopter, a pilot
and a camera were replaced with an
inexpensive drone, a single software reduced the requirements for many drafters
to one, the computer creates an inexpensive, simple and convenient work
environment when compared with the
pre-computer era work environment.
Online learning is also a disruptive
innovation which provides an inexpensive, flexible and convenient learning
environment compared to the traditional face to face learning.
Online learning has been started as
a solution to provide learning facilities to students who have no alternative
for learning and also to provide high-quality courses for the schools located
in rural areas where experienced and well-qualified teachers are hard to find.
(Staker, P.1).
- The History of Online education
in Sri Lanka
Until early 2000,
distance education in Sri Lanka was primarily limited to a blended program
which consisted of a print-based system with few face-to-face lectures
conducted mainly by the Open University.
In 2002, University of Colombo School of
Computing established the National
e-Learning Centre (NeLC) funded by the
Swedish International Development Agency (SIDA) to provide “Open, Flexible and Distributed
e-Learning Environment to provide effective, efficient, scalable and economical
learning opportunities to stakeholder communities in Universities, Schools, the
Public Sector and Society at large”. Currently, it has made available more
than 40 free online courses and is branded as ‘Vidupiyasa’ (www.e-learning.lk).
Later in 2003, the Distance Education
Modernization Project (DEMP) aided by the Asian Development Bank commenced
resulting in a positive movement in the resources available for online
education. The DEMP has established the National Online Distance Education
Service (NODES) to facilitate the universities and other private and public
sector post-secondary educational institutions to deliver the online
educational program. The Access Centers” established under the DEMP, the
Nanasala” established under the E-Sri Lanka” initiative by the Government
Initiative Information and Communication Technology Agency(ICTA) and
“Sarvodaya” centers, played a virtual role in providing access to the
online component of various educational programs.
Among many other
government initiatives, ‘One Laptop Per Child (OLPC)’ initiative launched by
the Ministry of Education in 2011,
and eBIT, the online version of the Bachelor of Information Technology degree
offered by the University of Colombo introduced in 2003 are remarkable.
The online learning era of Sri Lanka
has started as a novel tendency during the Coronavirus outbreak in 2020. It started becoming popular among
learners from grade 1 to postgraduate level, as a solution to continue the
education since the traditional face to face learning has stopped as the
schools and universities were closed as a result of the actions taken by the
government to manage the Coronavirus outbreak.
Even though many other developed
countries use online learning to deliver various courses including
post-graduate-level courses, in Sri Lanka, its usage is minimum. Online courses
were conducted by very few government and private institutions. Currently,
there are many online courses delivered by various public and private
institutions, however, this will grow up further in the online learning era.
- Why Online Education is Popular
Online education is more popular
over traditional education mainly due to its flexibility and convenience. It’s
not a necessity for the students to attend lectures according to a specific
timetable and they can watch recorded lectures later which is very convenient
specially for knowledge seekers who are also working. Since learners only
require a good internet connection and a device like a computer to attend
lectures, it saves the travelling time while overcoming the geographical
barriers of learning.
On the other hand, course fee of
online learning may lesser when compared with face to face learning, as the
number of attendees in the former is theoretically unlimited, many costs
associated with face to face learning such as building rent, utility and
insurance cost are also eliminated. According to Loxley, Ho et al. (2003) as
cited in Liyanagunawardena, T.R et at (2014), the average unit cost of the Open
University of Sri Lanka (Conducts Distance learning) is circa 20% of the cost
of the conventional university system.
Moreover, the multi-modal approach
using a diverse range of teaching and learning activities will make online
learning more effective and interesting. Also, it creates a conducive
environment for the learners to interact with peers and the lecturer.
- Government Intervention to
Regulate Tertiary Education and/or Vocational Education Institutes
There is a strong government
intervention to regulate tertiary education and vocational education through
the Act No 20 of 1990(Tertiary and Vocational Education Act).
According to Article 14 of the Act,
any institute which provides tertiary education and/or vocational education
courses shall be registered under the Act (with Tertiary and Vocational
Education Commission). Applications for the registration shall be submitted to
the Director-General and the Tertiary and Vocational Education Commission shall
approve such application if they are satisfied with the report submitted by the
Director-General on the institute’s ability to adequately provide tertiary
education and/or vocational education.
Also, the Article 15 of the Act
states that, no person or establishment shall conduct any tertiary education
and vocational education course or tertiary education course or vocational
education course being a specified course without being registered under this
act”
- Current Registration Process
Conducted by TVEC
The current registration process
accommodates only the face to face education providers and not the online
education providers. The criteria for registration include the information
regarding the institute’s permanent location, infrastructure such as classrooms
(minimum 0.5m2 per student), sanitary facilities (Toilet requirement is 25: 1),
safety and fire protection measures which are only required for face to face
education providers. However, other criteria such as institute’s information,
recordkeeping information, details of courses and academic staff information
are common for both online and face to face education providers.
- Importance of Registration of
Online Education Providers
The Act empowered the TVEC for the
registration of any institute which offers tertiary education and/or vocational
education courses, therefore, it shall apply for the institutes which provide
online education, whilst the act didn’t expressly address the mode of delivery
either face to face or online.
Therefore, the current registration process conducted by TVEC is doing
an injustice for the online education providers.
On the other hand, such a loophole
will be diminishing the TVEC’s achievement of its third objective; the maintenance
of academic and training standards in institutes providing tertiary education
and vocational education”, as no other mechanism is available to register,
monitor and control those online education providers. Kaye, 2002, as cited in
Liyanagunawardena, T.R et at (2014) states that distance education programs
conducted by state universities except the programs conducted by the Open
University are heavily criticized for their quality.
Therefore, it’s vital for the online
education providers to get registered in order to achieve the objectives of the
Act.
- Changes Required for the
Current Registration Process Conducted by TVEC
As mentioned earlier, some criteria
for registration are identical in both modes. However, criteria related to
physical facilities shall not apply for the online education providers. A new
set of criteria related to the technical and other online education specific
requirements shall be introduced.
Online
learning industry comprises many stakeholders including providers of learning
management systems (e.g. Talent LMS), online assessments providers, online
libraries (e.g. the Construction Information Service (CIS)), conference
facility providers (e.g. Zoom), the plagiarism detection services (e.g.
Turnitin) and various other online learning resources (e.g. Wiki) and tools
(e.g. Google Form). Therefore, the technical and other specific requirements
for the online education shall establish with due consideration to those
stakeholders. For example, the criteria should include the specification for a
Learning Management System (LMS) (as a substitute for the physical classroom)
and a backup plan in case of a technical failure (as a substitute for the
safety) among others.
The current registration process
shall be modified to cater to the above addressed technical requirements and
facilitate any new institutes to provide face to face and/or online education
courses. Also, it is important to note that, since the current TVEC registered
institutes have not been evaluated for their capability to deliver online
education courses during the registration process, TVEC should assess their
capabilities and permit them to deliver online education courses if they wish
to deliver such courses.
- Amendments Required to the
Tertiary and Vocational Education Act
Even though the TVEC should treat
the face to face and online teaching as two different methods as some capabilities
required to deliver those are different, and register them differently, the Act
has not differentiated them clearly. Therefore, any organisation which had been
registered under the TVEC may conduct online education programmes even without
any further registration whilst fully complying with the Act. However, the
Commission, can make rules, under the Article 4(g) or 4(i) of the Act and
request any such registered institute to get the approval from the Commission
to conduct any online education courses, until such time the Act amended to
distinguish the mode of delivery; face to face or online teaching.
- Urgent Requirement for an
Online Teaching Course
Teaching online is different from
face to face teaching. Lecturers may not
possess expert skills in online teaching. So, it should be a mandatory
requirement for all the online education providers to employ/hire a
professional who has expert knowledge and skills on online teaching. They can
guide the institutes/lecturers on online teaching; on the use of available
resources/tools to teach and assess the learners, how to keep motivating the
learners, etc. However, currently no such online teaching education courses are
available in Sri Lanka. Therefore, TVEC shall treat it as an urgent requirement
and coordinate with the relevant authorities and introduce at least an NVQ 4
level online teaching course. Until a sufficient number of qualified online
teaching personnel become available in the country, provisional registration
can be granted.
- Online Library
Even
though the current
TVEC registration process is not looking for a (physical) library, the quality
of the online education might be enhanced if an online library is available for
the learners. However, most online libraries/databases are based on foreign countries
(e.g. UK) and may not be affordable for small scale local institutes. So, it
will be beneficial for the learners if the TVEC can coordinate with the
government and establish an online library for the Sri Lankan online education
providers at an affordable price.
- Conclusion
To get the best benefit from the
online learning era, TVEC should promptly act on this matter and take necessary
immediate and long-term actions to register online training providers, in order
to get their contribution and also to expand the tertiary education and/or
vocational education in Sri Lanka.
- References
- Staker,
H. (2011). The Rise of K–12 Blended Learning. Innosight Institute.
- Liyanagunawardena,
T.R., Adams, A.., Rassool, N. and Williams, S.. (2014). Blended learning in
distance education: Sri Lankan perspective. International Journal of Education
and Development using Information and Communication Technology (IJEDICT),
10(1), pp.55–69. Available at: https://files.eric.ed.gov/fulltext/EJ1071196.pdf
[Accessed 2020 Aug. 29].
- 2013. Sri Lanka: Distance Education
Modernization Project. [online] Colombo: Asian Development Bank. Available
at:
<https://www.adb.org/sites/default/files/evaluation-document/36186/files/pvr-277.pdf>
[Accessed 31 August 2020].
- E-learning.lk. 2020. FOOE: Free And Open Online Education |
E-Learning.Lk. [online] Available at:
<http://www.e-learning.lk/node/96> [Accessed 31 August 2020].
- Mozelius
P., Hewagamage K.P., & Hansson H. (2011) Towards e-learning for all in Sri Lanka
– progress and problems in some selected Sri Lankan 21st century initiatives.,
In Proceedings of The Fourteenth Cambridge International Conference on Open,
Distance and e-Learning, Cambridge, England
- Tertiary
and Vocational Education Act No 20 of 1990(Sri Lanka)
Dilan De Silva
Chartered Quantity Surveyor
dilanqs@yahoo.com