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  Scholarship of Teaching in Open Universities: Connotations,
  Significance and Methods
  Zhong Zhixian
  Informed by the demands for innovations in the educational model of the Open University of China (OUC), this article discusses the connotations, significance and methods of scholarship of teaching for OUC in an attempt to promote open and distance learning and enhance teaching quality. It is argued that scholarship of teaching should deal with the principles and methods of knowledge transmission, learning performance, and improvement of teaching practice from an academic perspective. Scholarship of teaching is believed to contribute to a comprehensive interpretation of the connotations of scholarship, the relationship between teaching and research, and the importance of teaching as well as to promote staff professional developments. Several factors influence scholarship of teaching, including research paradigm, research norm, and evaluation criteria.
  Keywords: Open University; scholarship of teaching; connotation; significance; method
  Open and Distance Education in the Post—RTVU Age: Issues and Concerns
  Xiao Junhong
  The establishment of the Open University of China (OUC) based on the Radio and Television Universities (RTVU) network is an important measure to realize the goals of actively promoting modern distance education and of running Chinese open universities well, as proposed in the Outline of the National Programme for Long— and Medium—term Educational Reforms and Developments (2010—2020). This article sets out to analyze problems which hinder the transition of the RTVUs network to OUC and recommends possible solutions in the light of the Strategic Plan for the Open University of China. First, the instructional model should be open to change in accordance with the principles of open and distance education. Second, learning resources should play the role of academic tutor. Third, teaching support should be sustainable. Fourth, educational technology chosen should be appropriate to the purpose. Fifth, the curriculum should cater for learners’ changing needs with students having a say in what to learn. Last but not the least, there should be diversity in course assessment method.
  Keywords: open and distance education; Radio and Television University; the Open University of China
  Prior Learning Assessment and Recognition: A Legal Perspective
  Yao Laiyan
  Prior Learning Assessment and Recognition (PLAR) is the process of identifying, assessing and recognizing skills and knowledge acquired through previous learning, work experience, life experience, and so on before the applicants’ admission to higher education programmes. These experiences can be converted into credits to exempt students from some parts of the study. PLAR is hence believed to contribute to life—long learning. PLAR originated in France and was later widely adopted in the USA and Canada. Today, it is being studied and implemented in many countries in the world, including China. The Open University of China is a pioneer in this field in China, conducting theoretical research and international cooperation. Judging from the practice of some other countries, PLAR is of practical relevance to China’s open and distance education but may encounter difficulties in its implementation. It is argued that the implementation of PLAR depends on legal awareness, respect for individuals, law legislation and enforcement. Therefore, there should be relevant laws, policies, regulations, procedures as well as transparency. It is concluded that there should be in—depth research into PLAR followed by legislation and large—scale experiments before its implementation in China and that this process should be government—led.
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