Guest Profile
Liu Dailin, a professor, joined the Radio and Television University (RTVU) in 1979 as a faculty member of the School of Foreign Languages. She was part of the inaugural team for English courses at RTVU and became the course leader for the English TV courses in 1985. The courses she lectured on received third prize in a national competition for excellent audiovisual teaching materials for higher education in 1990, and second prize from the State Education Commission in 1996. She played a key role in writing the textbooks for three cycles of RTVU English courses, published by the Central Radio and TV University Press in 1988, 1994, and 2003. In 1999, she was named "Excellent Course Leader of the National RTVUs". As a vital member, she helped plan, introduce, and adapt the large-scale British English teaching series "Look Ahead", and hosted the Chinese version of the series. "Look Ahead" won the first prize (Excellent Topic Award) in the second National Excellent Educational Audiovisual Product Awards in 1998.
Q: Will you please talk about how the university has developed?
A: The RTVU started classes in February 1979, and I came here in January 1979.
When the RTVU was first established, we utilised what was then a relatively advanced media format—television—with support from a special department within China Central Television (CCTV) that recorded programmes for us. However, there were significant limitations with the recording equipment. For instance, we lacked foreign language subtitle generators, which presented challenges for teaching English. To address this, English teachers had to manually write subtitles using water-based markers, which were then displayed in front of the television.
From the perspective of our students, many of whom were studying full-time or part-time, live broadcasts were typically scheduled during the day. Missing these broadcasts meant missing the opportunity for review. Consequently, there were scenes where students had to gather in large classrooms, with dozens of people sitting around a small television set to study. The students' eager attitude towards learning during that time remains unforgettable to this day.
With the advancement of technology in the mid-1980s, devices like video recorders and tape recorders became widely available. This development meant that students no longer had to devote all their time to full-time learning; instead, they could use their spare time for educational purposes. In the evenings, students could visit tutorial centres or workstations to watch recorded television lessons. Following this, the transition from analog to digital communication technology brought about the availability of CDs. As personal computers became more common, students increasingly took up independent learning during their spare time.
A significant shift occurred at the end of the last century and the beginning of this century when the university launched its open education pilot. The development of the Internet led to considerable changes in teaching and communication methods. Shifting from a one-way transmission to interactive two-way communication, it enabled interactions between teachers and students, between students and teaching resources, and among the students themselves. This transformation greatly altered the learning modes.
The evolution from real-time to non-real-time interactions, followed by the advent of the Internet era, signifies a significant qualitative leap. Currently, discussions on using AI to enhance teaching illustrate a once-unimaginable breakthrough. With the appropriate application of AI technology, students in distance education can genuinely learn independently, whenever and wherever suits them, tailored to their individual needs and pace. The development of open and distance education is deeply connected to advances in educational technology, which plays a vital role in supporting distance learning.
Q: Looking back on the university's development journey, what has impressed you the most?
A: The development of the Open University of China (OUC) has progressed in tandem with the country's reforms and opening-up policies. Reflecting on our 45-year teaching journey, it's clear that the OUC's open and distance education programmes have introduced many innovative concepts, some of which were ahead of their time. Why do I say this? Because the RTVUs were among the first to practice open education on a national scale. Firstly, in terms of distance education, we emphasise students' autonomy in learning and the development of learning skills. Even in today's era of intelligence and smart teaching, the ability to learn remains a crucial skill. It has been our consistent initiative to cultivate students' learning abilities. Secondly, we have always been committed to providing students with comprehensive support services. In the practice of distance education, it's important to train not only teachers but also learners. This approach was fully and truly implemented during the pilot phase of open education at the start of this century. Training for learners is critically important and is a hallmark of distance education.
The RTVU pioneered the inclusion of formative assessments in their evaluation system, enhancing the learning process by guiding students and ensuring robust implementation. This reminds me of the national College English reform in 2004, led by Zhang Yaoxue, who was then the director of the Department of Higher Education at the Ministry of Education (MOE) and concurrently the president of the China Central Radio and Television University (CCRTVU). He noted that some ideas driving the reform of College English teaching were inspired by the teaching model of the RTVUs. I was deeply moved upon hearing this. Web-based independent learning and formative assessment were two critical components of the College English reform at that time. The MOE’s leaders not only recognised our innovative teaching model but also extended it to universities nationwide.
The concept of lifelong learning and education was introduced to China through RTVUs and has since been implemented nationwide. The university has consistently aligned the development of degree education with continuing education. This approach has established a solid theoretical and practical foundation for the creation of the Seniors University of China (SUC).
The examples above demonstrate that the RTVU's commitment to open and distance education is both a highly advanced concept and a significant endeavour. I am proud and honoured to have been personally involved in this great undertaking from the very beginning.
Q: What are your expectations and suggestions for the new generation of teachers?
A: We have just mentioned that the university represents many new concepts and new teaching modes. It is a new type of educational undertaking, and since it is "new," it requires consistent exploration, practice, reflection, and innovation in its development process. We are different from regular higher education in terms of communication methods and learning modes. This requires our teachers not only to be proficient in their own disciplines and experts in their fields but also to understand the laws of distance open education and keep up with modern information technology. This places higher demands on our teachers and also provides various development opportunities and platforms to showcase their talents in the field of distance education.
I have personally benefited from the university's development. Since its inception, the university has focused on recruiting top-tier teachers from leading institutions to provide high-quality courses for students. Concurrently, significant effort has been devoted to nurturing our own faculty team. I have had the honour of leading the writing and compilation of textbooks and television courses, which have received accolades from both the university and the MOE. Additionally, I have twice led or contributed to educational reform projects, securing the second prize in national teaching achievements.
I am deeply grateful to both the RTVU and OUC for their significant contributions to my professional development. It was the RTVU that nurtured my growth, transforming me from an ordinary teacher into one capable of handling more responsibilities and instilling a strong sense of social responsibility. The remarkable achievements of the RTVU are the result of the tireless efforts of several generations. I hope that young teachers will embrace the legacy of their predecessors, adopting a diligent and meticulous approach to their work, collaborating effectively, daring to explore new ideas, and always being ready to dedicate themselves. I urge them to keep the educational mission of open and distance learning at the forefront, to always prioritise student service, to make sensible use of our teaching media, to prepare high-quality educational resources, and to provide comprehensive teaching support services. Additionally, they should focus on their personal development to realise their own potential.
Q: What good wishes do you have for the university?
A: On the occasion of the 45th anniversary, I hope that the OUC will remain true to its founding mission, continue to promote equal access to education for all, and keep breaking new ground in innovation for a more established and improved lifelong education system in China. I hope the OUC will become a world-class open university as soon as possible, achieving new heights in open and distance education!