Needs Analysis*

on the establishment of

Higher Education Open and Distance Learning Knowledge Base

for Decision Makers in Arab States

Ahmed M. Darwish

Professor of Computer Engineering

Cairo University
Giza, 12613 EGYPT
Tel. (2012) 224 7381
Tel./Fax. (202) 760 7583
Email darwish@ieee.org
URL http://www.amdarwish.com

Preamble

The United Nations Educational, Scientific and Cultural Organization/Regional Office for
Science and Technology for the Arab States – UNESCO Cairo Office

Recognizing the importance of strengthening and promoting the Use of New Information
and Communication Technologies (ICT) in Higher Education,

has requested Dr. Ahmed M. Darwish to prepare a Needs Analysis for the creation of a
knowledge base to shed light on the steps needed to establish a decision making process for
Open and Distance Learning in Higher Education.

The enclosed paper is an outline of the full Needs Analysis to be delivered on November 30th
2001.

* This Needs Analysis was prepared based on a request by UNESCO. The request was directed to
Dr. Darwish in person, thus Cairo University should not be held liable for any of this draft content
nor the full report that will follow. This initial paper contains the author's personal observations and
recommendations. The full paper will also include observations and recommendations by
interviewed key persons in the field. Observations are facts to the best of the author's knowledge and
recommendations are a humble and honest contribution to seek a successful implementation of the
target product, and NOT intended as criticism to any organization and should NOT be viewed as
such. The author should not be held liable for any of the statements in this outline paper nor the
upcoming full paper.

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 Needs Analysis
on the establishment of

Higher Education Open and Distance Learning Knowledge Base

for Decision Makers in Arab States
Table of Content

1. Introduction......................................................................................................................3
2. Knowledge Base vs. Center for Distance Education Studies...........................................3
2.1 Knwoledge Base for Open and Distance Education..............................................4
2.2 Egyptian/Arab Center for Open and Distance Education Studies (E/ACODES)..4
3. The Search for Answers....................................................................................................4
4. Schedule...........................................................................................................................5
Appendix Terms of Reference for the Study.........................................................................6

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 Needs Analysis
on the establishment of

Higher Education Open and Distance Learning Knowledge Base

for Decision Makers in Arab States

Ahmed M. Darwish

Professor of Computer Engineering

Cairo University
Giza, 12613 EGYPT
Tel. (2012) 224 7381
Tel./Fax. (202) 760 7583
Email darwish@ieee.org
URL http://www.amdarwish.com

1. Introduction

Information and Communications Technologies (ICT) are viewed as key enabling

technologies for the development of several sectors. Higher education can clearly benefit
from the advancement and affordable availability of such technologies in the introduction of
new delivery methods, namely open and distance education.

Distance education describes teaching-learning relationships where the actors are

geographically separated and communication between them is through technical media such
as audio and video teleconferences, audio and video recordings, personal computer,
correspondence texts, and multimedia systems. The principal technology of current research
interest is the World Wide Web.

The objective of this paper is to outline the scope and content of a study that will investigate
and analyze the needs for the establishment of a Knowledge base for Open and Distance
Education.

Aside from this introductory section the remainder of this paper is composed of 3 more
sections. In section 2, we give inspect the issue of the scope of the knowledge base. We
follow that in section 3 with a look at whether questions or answers are the issue! We finally
conclude in section 4 with the schedule for the final delivery of the study.

2. Knowledge Base vs. Center for Distance Education Studies

The approach to identify/answer the seven elements/questions posed in the terms of

reference (see appendix) is to investigate the whole spectrum starting from a simple
knowledge base collected and updated by voluntary submission to the creation of a
professional entity (center) that provides documented procedures and mechanisms for data

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collection and update for activities in the region. In the following we touch on both of these
ends briefly (for space limitation).

1.1 Knowledge Base for Open and Distance Education

With increasing numbers of individuals and institutions of higher education becoming

involved in the application of distance education methods, a knowledge base for open and
distance education can be an invaluable tool/resource, especially for educators who are new
at developing and delivering training and educational programs at a distance and for
administrators setting up systems for this kind of education.

Target users are teachers in schools, colleges, and universities; trainers in corporate, military,
and professional fields; adult educators; researchers; and other specialists in education,
training, and communications.

Target contents are reports and statistical studies about the latest activities and research in a
variety of contexts, including but not limited to:
 Developing effective programs;
 Selecting media and using them appropriately;
 Designing for interaction;
 Research findings about student achievement and satisfaction;
 Changing roles of instructors and learners;
 Administrative and policy issues.

1.2 Egyptian/Arab Center for Open and Distance Education Studies (E/ACODES)

The center should aim to become a network of scholars, policy makers, implementers who have
common interest in studying, teaching, doing research and running programs in the field of
distance education. It is envisioned become a hub for the dissemination of distance education
information through electronic journals, database of statistical studies and other means as may
be crystallized from decision makers interviews.

The target is to identify the need for the establishment of such center and the institutional
bases for its sustainability.

3. The Search for Answers

This is a 4-step process as outlined below.

 The first step to an accurate needs analysis study is to identify the right people to
interview. On the list are H.E. the Minister of Higher Education, University Presidents
who have and intend to have and don't have current programs, members from the
Supreme Council of Universities, sample professors from different disciplines,
administrators/planers at private universities and last but least a category of decision
makers for secondary education.

 The second step will be to pose the right questions during the interview to prompt
those interviewed to grasp the real issues. The target is not the specific answers to these

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 issues, the target will be to see if an answer exists and thus, how important can a
Knowledge base come handy to help. Sample fruit for thought include:
- Critical Thinking and Cognitive Presence in Distance Education,
- Writing Web-Based Distance Education Courses for Adult Learners,
- Implications for Improving Access and Outcomes for Individuals with
Disabilities,
- Performance and Perceptions of Distance Learners in Cyberspace,
- Deterrents to Participation in Web-Based Continuing Professional Education,
- Perceptions and Effects of Image Transmissions during Internet-Based
Training,
- Methodology for Cost-Benefit Analysis of Web-Based Tele-Learning,
- Review of Online Graduate Degrees,
- Gaining Perspective for the Future of Distance Education from Early Leaders,
- Distributed Collaborative Science Learning Laboratories on the Internet,
- Application of Copyright Law to Distance Education,
- Factors Influencing Interaction in an Online Course,
- Epistemology, Ontology, and Phenomenology in a Virtual Educational World,
- Implementing Internet Web-Based Courses,
- Evaluation of Courses Delivered via the World Wide Web,
- Installation and Use of a Remote Electronic Bulletin Boards, and
- Culture relevance of programs offered.

 The third step would be to start envisioning the format of the knowledge base. This
includes:
- Methodology and interface of access and arrangement of content;
- Mechanisms to maintain and update information.

 The forth step would be to analyze the training needs of the target audience in the
field of decision-making for Open and Distance Learning at the tertiary level.

4. Schedule

The following table summarizes the schedule of tasks

Task Week 1 2 3 4 5 6 7 8
Preparing for interviews (questions and appointments)
Performing interviews
Analysis of interviews replies
Survey of similar experiences and activities
Drafting final paper
5.
6. Appendix Terms of Reference for the Study

Prepare a 10-page Needs Analysis on the establishment of a "Higher Education Open and
Distance Learning Knowledge Base for Decision Makers in Arab States". The content for
the Needs Analysis should be gathered in consultation with key Decision-Makers such as
Ministry administrators and University managers in the field of tertiary open and distance

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learning in EGYPT at different stages of integrating open and distance learning options at
the tertiary level in the country. The Needs Analysis should provide an identification of:
a. The target audience of Decision Makers of the Knowledge Base (profile, institutional
setting, etc.);
b. The representative tasks and challenges that the target audience is faced with in the
carrying out of his/her duties including a detailed analysis of recent challenges faced by
decision-makers in this field in terms of cost-effectiveness, promoting access,
improving quality of teaching/learning process as well as other or relevant issues;
c. Information including several representative concrete examples of the most pressing
immediate issues as well as a survey of other issues that the target audience would find
useful to better respond to b above;
d. Examples of information products or queries to be answered which would be useful
in responding to the above issues such as comparative costs of different technologies,
language of instruction, partnership with private sector, intellectual property concerns,
culture relevance of programmes offered … etc.
e. Preferences regarding the methodology and interface preferred for this resource by
the target audience including suggestions on what sort of material and what media
would be most effective for the target group;
f. Mechanisms to maintain updated information for this activity in the region
(propositions for strategic partnerships, including the examination of the role of the
Regional Committee for the Recognition of Diplomas);
g. Training needs of the target audience in the field of decision-making for Open and
Distance Learning at the tertiary level.

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