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題名 中國大陸、香港和臺灣遠距高等教育的比較研究—規範、品質保證及其對教學的影響
A Comparative Study of Distance Higher Education in Mainland China, Hong Kong, and Taiwan—Regulation, Quality Assurance and Their Impact on Teaching
作者 陳瑩
Chen, Ying
貢獻者 侯永琪<br>熊衛雁
Hou, Yung-Chi<br>Xiong, Wei-Yan
陳瑩
Chen, Ying
關鍵詞 遠距高等教育
規範
品質保證
教學
Distance higher education
Regulation
Quality assurance
Teaching
日期 2023
上傳時間 2-Aug-2023 13:51:51 (UTC+8)
摘要 在高等教育擴張的時代背景下，相伴出現了高等教育全球化、國際化等重大趨勢，應運而生了多元的教學模式，遠距教學便是其中之一。為了更好的了解遠距教學在亞洲的發展情況，本研究在中國大陸、香港和台灣分別選取了一所開展遠距教學的高等學校進行比較研究，從“全球-國家-地方”三個層級對其遠距教學進行研究。研究的焦點是政府的政策法規、品質保證以及它們對教學的影響。本研究採用的是質性研究方法，主要通過對政策文件分析、半結構訪談的方式獲取研究數據，並藉助NVivo等質性研究工具對研究數據進行整理、分析。本研究發現：
中國大陸、香港、台灣三地由於歷史文化背景不同，造成了遠距教學的發展軌跡也不盡相同。然而，三地政府都頒布了一系列政策、法規來建立、扶持遠距教學在該地區的健康發展。在這當中，政府角色在遠距教學的發展中分為兩種，一種是以政府為主導的自上而下之模式，例如中國大陸和香港地區；另一種是以市場為主導的自下而上之模式，例如台灣。
在品質保證方面，三地對於內部品質保證和外部品質保證的側重不同。首先，在抽樣學校中，中國大陸的福建師範大學和香港的都會大學都將遠距教學單位獨立設置為一個與其他教學單位平級的學院，而台灣的中正大學則是將遠距教學單位附屬與行政部門之下。這樣的機構設置可以看出學校在發展策略上對遠距教學的重視程度。其次，本研究發現在政策循環框架之下，三所大學的內部品質保證都還停留在評鑒的環節，缺少整改的部分，尚未形成一個良性循環。最後，三地均未構建出針對遠距教學的資歷架構。這對於遠距教育最終形成品牌化、國際化都是一大挑戰。
彈性、靈活的教學方式是遠距教學的一大優勢。多元和先進的教學技術應該被廣泛運用在遠距教學之中，以確保其教學品質不受時間、空間的限制。如何在政策法規和市場需求之間尋求平衡，並持續提供優質的教學，將會成為未來遠距教學的一大重點。
Distance higher education is one of the teaching models that have emerged as a result of the globalization and internationalization of higher education in the context of its expansion. To better understand the development of distance higher education in Asia, this study selected one higher education institution from each of Mainland China, Hong Kong, and Taiwan to conduct a comparative study on distance higher education at three levels: global, national, and local. The study uses NVivo and other qualitative research tools to organize and analyze the research data. The study adopts a qualitative research approach, primarily through the analysis of policy documents and semi-structured interviews to obtain research data. The research findings are shown as follows.

Due to the different historical and cultural backgrounds of Mainland China, Hong Kong, and Taiwan, the development trajectories of distance higher education are not the same. However, the governments of the three places have promulgated a series of policies and regulations to establish and support the healthy development of distance higher education in the regions. One is a government-oriented top-down model, such as Mainland China and Hong Kong, while the other is a market-oriented bottom-up model, such as Taiwan.

In terms of quality assurance, the three places have different emphases on internal quality assurance and external quality assurance. First, among the sampled universities, Fujian Normal University in China and Metropolitan University in Hong Kong have set up their distance learning units as separate faculty on a par with other teaching units, while National Chung Cheng University in Taiwan has its distance education unit attached to the administrative department. This institutional set-up shows how much importance the university places on distance higher education in its development strategy. Second, this study found that under the framework of the policy cycle, the internal quality assurance of the three universities is still in the evaluation section, lacking part of rectification, and has not formed a virtuous cycle. Lastly, none of the three universities has constructed a qualification framework for distance higher education. This is a major challenge to the eventual branding and internationalization of distance higher education.

Flexibility in teaching is one of the major advantages of distance higher education. Diverse and advanced teaching technologies should be widely used in distance higher education to ensure that the quality of teaching and learning is not limited by time and space. How to find a balance between policy regulations and market demands, and how to provide quality teaching sustainably, will become a major focus of distance higher education in the future.
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描述 博士
國立政治大學
教育學系
108152519
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108152519
資料類型 thesis
dc.contributor.advisor 侯永琪<br>熊衛雁zh_TW
dc.contributor.advisor Hou, Yung-Chi<br>Xiong, Wei-Yanen_US
dc.contributor.author (Authors) 陳瑩zh_TW
dc.contributor.author (Authors) Chen, Yingen_US
dc.creator (作者) 陳瑩zh_TW
dc.creator (作者) Chen, Yingen_US
dc.date (日期) 2023en_US
dc.date.accessioned 2-Aug-2023 13:51:51 (UTC+8)-
dc.date.available 2-Aug-2023 13:51:51 (UTC+8)-
dc.date.issued (上傳時間) 2-Aug-2023 13:51:51 (UTC+8)-
dc.identifier (Other Identifiers) G0108152519en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/146520-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育學系zh_TW
dc.description (描述) 108152519zh_TW
dc.description.abstract (摘要) 在高等教育擴張的時代背景下，相伴出現了高等教育全球化、國際化等重大趨勢，應運而生了多元的教學模式，遠距教學便是其中之一。為了更好的了解遠距教學在亞洲的發展情況，本研究在中國大陸、香港和台灣分別選取了一所開展遠距教學的高等學校進行比較研究，從“全球-國家-地方”三個層級對其遠距教學進行研究。研究的焦點是政府的政策法規、品質保證以及它們對教學的影響。本研究採用的是質性研究方法，主要通過對政策文件分析、半結構訪談的方式獲取研究數據，並藉助NVivo等質性研究工具對研究數據進行整理、分析。本研究發現：
中國大陸、香港、台灣三地由於歷史文化背景不同，造成了遠距教學的發展軌跡也不盡相同。然而，三地政府都頒布了一系列政策、法規來建立、扶持遠距教學在該地區的健康發展。在這當中，政府角色在遠距教學的發展中分為兩種，一種是以政府為主導的自上而下之模式，例如中國大陸和香港地區；另一種是以市場為主導的自下而上之模式，例如台灣。
在品質保證方面，三地對於內部品質保證和外部品質保證的側重不同。首先，在抽樣學校中，中國大陸的福建師範大學和香港的都會大學都將遠距教學單位獨立設置為一個與其他教學單位平級的學院，而台灣的中正大學則是將遠距教學單位附屬與行政部門之下。這樣的機構設置可以看出學校在發展策略上對遠距教學的重視程度。其次，本研究發現在政策循環框架之下，三所大學的內部品質保證都還停留在評鑒的環節，缺少整改的部分，尚未形成一個良性循環。最後，三地均未構建出針對遠距教學的資歷架構。這對於遠距教育最終形成品牌化、國際化都是一大挑戰。
彈性、靈活的教學方式是遠距教學的一大優勢。多元和先進的教學技術應該被廣泛運用在遠距教學之中，以確保其教學品質不受時間、空間的限制。如何在政策法規和市場需求之間尋求平衡，並持續提供優質的教學，將會成為未來遠距教學的一大重點。		zh_TW
dc.description.abstract (摘要) Distance higher education is one of the teaching models that have emerged as a result of the globalization and internationalization of higher education in the context of its expansion. To better understand the development of distance higher education in Asia, this study selected one higher education institution from each of Mainland China, Hong Kong, and Taiwan to conduct a comparative study on distance higher education at three levels: global, national, and local. The study uses NVivo and other qualitative research tools to organize and analyze the research data. The study adopts a qualitative research approach, primarily through the analysis of policy documents and semi-structured interviews to obtain research data. The research findings are shown as follows.

Due to the different historical and cultural backgrounds of Mainland China, Hong Kong, and Taiwan, the development trajectories of distance higher education are not the same. However, the governments of the three places have promulgated a series of policies and regulations to establish and support the healthy development of distance higher education in the regions. One is a government-oriented top-down model, such as Mainland China and Hong Kong, while the other is a market-oriented bottom-up model, such as Taiwan.

In terms of quality assurance, the three places have different emphases on internal quality assurance and external quality assurance. First, among the sampled universities, Fujian Normal University in China and Metropolitan University in Hong Kong have set up their distance learning units as separate faculty on a par with other teaching units, while National Chung Cheng University in Taiwan has its distance education unit attached to the administrative department. This institutional set-up shows how much importance the university places on distance higher education in its development strategy. Second, this study found that under the framework of the policy cycle, the internal quality assurance of the three universities is still in the evaluation section, lacking part of rectification, and has not formed a virtuous cycle. Lastly, none of the three universities has constructed a qualification framework for distance higher education. This is a major challenge to the eventual branding and internationalization of distance higher education.

Flexibility in teaching is one of the major advantages of distance higher education. Diverse and advanced teaching technologies should be widely used in distance higher education to ensure that the quality of teaching and learning is not limited by time and space. How to find a balance between policy regulations and market demands, and how to provide quality teaching sustainably, will become a major focus of distance higher education in the future.		en_US
dc.description.tableofcontents Chapter 1 Introduction 1
1.1 The Relationship Among Distance Higher Education (DHE), Globalization, and Higher Education Expansion 1
1.2 The Purposes and Research Questions of the Study 6
1.3 Terminology 7
1.4 Scope of the Study 8
1.5 Organization of the Dissertation 8

Chapter 2 Literature Review 10
2.1 The Development of DHE, the Massification of Higher Education, and Neoliberalism 10
2.2 An Overview of International Key Documents and Principles of DHE 27
2.3 Phases of DHE Policy Regulation in Mainland China, Hong Kong, and Taiwan 32
2.4 QA and Its Impact on DHE 39
2.5 The Development of DHE in Three Asian Contexts 49
2.6 Theoretical Framework 52
2.7 Summary 68

Chapter 3 Research Design 69
3.1 Research Design and Research Subjects 69
3.2 Research Methods 76
3.3 Data Analysis 82
3.4 Triangulation 83
3.5 Research Ethics 84
3.6 Summary 85

Chapter 4 Major Findings 86
4.1 The Impacts of Policy and Regulations on the HEIs Offer DHE Programs 86
4.2 The Strategy of IQA Mechanisms in Three Case Universities 95
4.3 Different External Review Approaches in the Three Regions 111
4.4 The impacts of EQA and IQA on teaching from the program perspective 121
4.5 Summary 124

Chapter 5 Discussion 126
5.1 What Kind of Governance Model for DHE would Benefit Students the Most Under the Glonacal Agency Heuristic? 126
5.2 How Could the IQA be Improved Inside the Policy Cycle Framework to Implement the Institutional Strategy? 130
5.3 How Can EQA Support Diverse Learning Pathway and Inclusiveness But Reduced Homogeneity? 133
5.4 How to Strike a Balance between state control, academic autonomy and responses to market demand within the Conversational Framework? 135
5.5 Summary 137

Chapter 6 Conclusion and Recommendations 139
6.1 Conclusion 139
6.2 Recommendations 142
6.3 Limitations of the Research 144

Reference 146
Appendix 174
Appendix Ⅰ Consent Form 174
Appendix Ⅱ Interview Outline 176		zh_TW
dc.format.extent 3277214 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108152519en_US
dc.subject (關鍵詞) 遠距高等教育zh_TW
dc.subject (關鍵詞) 規範zh_TW
dc.subject (關鍵詞) 品質保證zh_TW
dc.subject (關鍵詞) 教學zh_TW
dc.subject (關鍵詞) Distance higher educationen_US
dc.subject (關鍵詞) Regulationen_US
dc.subject (關鍵詞) Quality assuranceen_US
dc.subject (關鍵詞) Teachingen_US
dc.title (題名) 中國大陸、香港和臺灣遠距高等教育的比較研究—規範、品質保證及其對教學的影響zh_TW
dc.title (題名) A Comparative Study of Distance Higher Education in Mainland China, Hong Kong, and Taiwan—Regulation, Quality Assurance and Their Impact on Teachingen_US
dc.type (資料類型) thesisen_US
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