


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 3, No. 4, 2020 

www.scholink.org/ojs/index.php/grhe 

13 
 

Original Paper 

Comparative Study of Teaching and Learning Centers in 

Universities by Country 

Jeong-Kwun Nam
1
 

1
 Center for Teaching and Learning, Tong-Myong University, Busan, Korea  

 

Received: September 24, 2020    Accepted: October 6, 2020    Online Published: October 19, 2020 

doi:10.22158/grhe.v3n4p13                 URL: http://dx.doi.org/10.22158/grhe.v3n4p13 

 

Abstract 

The purpose of this study is to compare the roles and functions of teaching and learning centers in 

universities operated in three Asian countries and to find effective management strategies. To this end, 

periodic or non-periodical literature analysis and interviews with the staffs, were conducted together 

with the domestic and overseas research. As a result of the study, Korea is in the center of learner 

support, while Singapore is in the center of teaching support, and the Philippines has only a few 

programs for learners and teachers. This phenomenon means that the operation of the university’s 

teaching and learning center focuses on strengthening the teaching and learning capacity to support 

teachers and learners. In addition, the establishment of teaching and learning centers in each country 

is composed of institutions affiliated with the College of Education as separate independent institutions, 

supporting teams or individuals. In terms of financial aspects, Human and financial distinctions were 

significantly different. 

Keywords 

Teaching and Learning Center, teaching, learning, functions between teaching and learning centers, 

types and features of inter-country operation programs of teaching and learning centers 

 

1. Introduction 

The rapid development of technology and the Internet have changed the way of life as well as everyday 

life. In addition to the existing pedagogy-centered learning method, the learner-centered education 

paradigm shifts the use of information and communication technology, resulting in the diversity of 

learning, rapid information collection, web-based learning and computer- based learning is widely used. 

This means that teachers and learners in college education require the ability of digital literacy for 

digital lessons from the traditional analog teaching. Therefore, in the university education in each 

country, the need to support and promote the learning of the students along with the improvement of 



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the instructional ability of the teachers is increasing. For this purpose, the Center for Teaching and 

Learning (CTL) and media have been developed and operated. 

1.1 Preliminary Study on Educational Environment in Study Countries 

Singapore is one of the fastest growing economies in Asia, with a population of 5.6 million, of 719 

square kilometers. This growth is due to the fact that it has a strong and sophisticated education system 

with a lot of capital, with centralization, integration, consistency and flexibility of education. The result 

is an international benchmarking that combines Western and Oriental educational philosophy. 

Singapore education focuses on innovation, creativity and research with practical and relevant policies. 

The Singapore Education vision has an action plan to design education to fit the learner’s capabilities 

and interests and to provide years of changes in educational structure and options for learners. Recently, 

the paradigm of education is mainly focused on mechanical learning, innovation based on innovation 

and effective teaching strategies, interaction learning, empirical discovery, differentiated teaching 

methods, and lifelong learning instead of repeating classes (Singapore, OECD 2010). 

The Philippines is located on the southeast coast of the Asian continent. It is 300,000 square kilometers 

in size and has a population of almost 103 million, making it the 12th largest country in the world. The 

official languages are Filipino and English. Three-quarters of all people speak English, and the level of 

education is high. Elementary and middle school courses are compulsory and literacy rate is about 10%. 

Education has developed and many people study in the United States and exchange is active, but the 

gap between rich and poor is severe. More than half of the population lives in cities, and many of the 

immigrants that go abroad include highly skilled workers (Philippines 2018). 

Korea is a peninsula with an area of 99,000 square kilometers and a population of 51.11 million, 

ranking 27th in the world. Half of the population lives in Seoul and the metropolitan areas, and the 

GDP is $ 1.5297, the 11th largest economy in the world, but it is a divided nation separated by the 

liberal democracy in South Korea and the Democratic People’s Republic in North Korea. Due to the 

geographical conditions connecting the continents and the ocean, they have taken cultural heritage from 

the continent early and developed their own cultures and brought them to Japan and East Asia. Since 

2000, the University has been evaluating the voluntary efforts of universities and has been conducting 

reforms and evaluations of universities financially supporting excellent universities in order to create a 

climate for studying universities and research universities. In particular, Korea’s excellent Information 

and Communication Technology (ICT) is able to use the world’s fastest high-speed Internet due to the 

installation of high-speed information and communication network. It has an ICT environment to share 

information. 

1.2 Preliminary Study on CTL in Study Countries 

The first teaching and learning center in North America teaching and learning center began in 1962 at 

the University of Michigan’s Center for Research on Learning and Teaching. Since then, it has been 

called variously as “faculty development centers”, “teaching and learning centers”, “centers for 

teaching and learning”, “centers for teaching excellence”, “academic support centers”, etc., and 



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generally “Teaching and Learning Centers” (TLC). CTL is an independent academic unit within the 

university, providing professional improvement of faculty, career preparation for graduate students, 

academic support for students, and other services (Wikipedia, 2019). In Korea, it is used as “Center for 

Teaching and Learning” so I will refer to it as CTL in this paper. 

Singapore’s teaching and learning center began with the establishment of the Center for Development 

of Teaching and Learning (CDTL) at the National University of Singapore (NUS). In 1984, it started as 

an educational technology center. In 1996, it changed its name to CDTL. In 1999, it was changed to the 

Center for Instructional Technology, which led to the development of class technology. In addition, in 

2008, three management teams have been appointed to oversee program development, research and 

public relations activities, and are now considered to be the core departments of NUS, which achieve 

university goals. CDTL is committed to becoming a world-class teaching and learning center. We share 

best practices with the use of technology to create real learning experiences, improve the quality of 

education by providing professional program development and consulting services to the educational 

community, and build strong partnerships between departments. 

The most prominent Center for Teaching and Learning in the Philippines is known as the Philippine 

Normal Training Department (PNTD) which was established between 1905 and 1906. From 1906 to 

1941, Filipino students gained educational experience by assisting American teachers. From 1999 

onward, the Center for Teaching and Learning has been operating as the core department of the 

University of Education of the Philippine Normal University (PNU). As a result, the Center for 

Teaching and Learning in the Philippines maintains the best university mission to promote professional 

teacher development by creating meaningful teaching and learning environments and providing 

community experiences to future teachers through practical teaching and research activities. 

The teaching and learning center in Korea is operated by most universities to support teaching and 

learning activities. However, as a result of examining and analyzing cases of excellent teaching and 

learning centers in foreign and domestic universities, the programs operated by the teaching and 

learning center have become a one-size-fits-all (Yeom & Kim, 2008). There were several problems 

encountered by the CTLs such as lack of awareness of the university members, lack of policy support 

from the university authorities, lack of professionalism of the staff in charge, lack of program publicity, 

lack of budget, lack of awareness about the necessity of the program (Min & Lee, 2005; Min, 2012). 

Therefore, the teaching and learning center program in Korea should be centered on “students” and 

“learning”, and it should provide community oriented programs and education-oriented education 

policy plans in addition to individual and university-specific programs (Min, 2012). In the early years 

of establishment, the research and development center for teaching and learning centers of Korean 

universities mainly focused on the introduction and operation of teaching and learning centers or the 

development direction in connection with university education (Roh, 2007; Yeom & Kim, 2008; Lee, 

2003). In recent years, however, the focus has shifted to the study of perceptions and needs of teaching 

and learning centers and the quality management of education centering on operating programs (Min, 



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2012; Min & Lee, 2005). The reason for this is that there is a shift in the perception that basic functions 

of the teaching and learning center can be fulfilled in terms of manpower and activities as well as the 

basic purpose of establishing the teaching and learning center (Roh, 2007). The role of the teaching and 

learning center in Korean and foreign universities has been divided into three areas: the development of 

instructional expertise of the professors, the support of learners’ learning, and the integration of 

learning activities in the established system (Roh, 2007). 

Therefore, the role of the teaching and learning center is to move away from the program operation of 

the university itself and to establish an online community such as MOOC (2018) or KOCW (2018) 

currently being implemented in Korea to realize the social contribution of education and to research 

and develop various service functions and it is necessary to carry out the social responsibility of the 

teaching and learning center together with the improvement of the quality of education. 

 

2. Methodology 

2.1 Setting the Research Purpose 

The purpose of this study is to review and redefine the roles and functions of the teaching and learning 

center in college education. In order to do this, this paper aims to find effective management methods 

by comparing the teaching and learning centers of universities in Singapore, the Philippines, and Korea. 

Based on the teaching and learning center environment in three Asian countries, the research purpose 

set in this study is to compare the following areas:  

   1) functions of the teaching and learning center;  

   2) types and characteristics of inter-country operation programs of teaching and learning centers; 

   3) national and international organizations; and  

   4) major programs. 

2.2 Research Procedure and Analysis 

In order to achieve the purpose of the research, a formative research methodology which is attracting 

attention as a new research methodology was utilized. This is because it is a conclusion-oriented 

research methodology that pursues generalization while considering the conditions and environments to 

which theories and models are applied (Chung, 1997). Therefore, we collected and analyzed formal 

data through case studies related to domestic and foreign research. For the purpose of collective data 

collection methods, interviewing data collection methods such as one-on-one interview, small group 

interview and large group interview were used (Lim, 1994). In addition, periodic or non-periodical 

literature published by the teaching and learning centers in three countries was analyzed. In the 

literature, the teaching and learning center operation plan, teaching and learning center performance 

report, teaching and learning satisfaction survey, teaching and learning demand survey and response 

strategy research, annual regular reports, manuals and guidelines were used. 

 

 



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In order to ensure the validity and appropriateness of the research, in-depth interviews were conducted 

with 10 persons in charge of running programs at university teaching and learning centers in three 

countries in August 2017. The interviewer consisted of 4 males and 6 females, and was operating a 

program at the teaching and learning center. The subjects were interviewed at the university teaching 

and learning center in all three countries. The contents of the interviews were all recorded with the 

consent of the interviewees, and semi-structured questionnaires were used to ask questions based on the 

basic interview questions produced by the researcher, and to add other questions that might be helpful 

during the interview. The questions used in the interview were developed based on the items used in 

the study of Lim (2001), and the data obtained through the interviews were applied. The opinions of the 

participants who participated in the interviews were categorized according to the purpose of the 

research. Through this, it was possible to grasp the validity of the research and to find out how to 

operate and improve the effective teaching and learning center in the university. 

 

3. Results and Discussions 

In this study, the operation of the teaching and learning center was identified by comparing and 

analyzing differences in the roles and functions of teaching and learning centers in three Asian 

countries. The results are as follows: 

3.1 Analysis Results 

This study compares the current state of operation of three teaching and learning centers in three Asian 

countries, namely Singapore, Philippine, and South Korea. In Singapore, the Center for Educational 

Technology changed its name to the Center for Development of Teaching and Learning. In the case of 

the Philippines, the Philippine Normal Training Department has been changed to Center for Teaching 

and Learning. In the case of Korea, the name is used to expand the organization from the Center for 

Teaching and Leaning to the Educational Innovation Institute. 

3.2 Comparison of Functions between Teaching and Learning Centers 

Singapore is using media to share its innovation and best practices with faculty participating in 

teaching and learning and to create practical learning experiences and focuses on the practice of 

evidence-based and effective teaching and learning that supports the university’s vision. As a training 

center, the Philippines operates as a development center, observation center, pilot center, and research 

and creation center. In Korea, teaching support programs and educational quality management are the 

main functions of teaching support, learning support, e-learning support, and support departments. 

 

 

 

 

 



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- Our university’s teaching and learning center is mainly composed of practical contents to realize the 

vision of the university (Singapore).  

- In the Philippines, the teaching and learning center will be centered on small centers for financial 

reasons and will gradually grow into an independent institution (Philippines).  

- We have the most learner-centered programs, faculty support, e-learning, or media support program 

departments. Recently, we have created a department to strengthen education quality management 

(Korea). 

3.3 Comparison of Types and Features of Inter-Country Operation Programs of Teaching and 

Learning Centers 

Programs operated by teaching and learning centers in various countries include Singapore’s 

professional development programs, faculty support programs, subsidy programs, workshops and 

seminars, counseling, teaching grants, publishing and research, and teaching awards. In the case of the 

Philippines, on-the-job training and specialization of research methodologies are being conducted with 

an emphasis on training and research methodology. On the other hand, Korea is focused on teaching, 

learning, media and e-learning, and quality management. Recently, programs on quality management 

have been increasing. 

Therefore, the program of teaching-learning center in each country is mainly operated by teaching 

support or many quantitative center, and it is thought that the role of program is set according to 

national educational needs and environment. 

- Recently I realized that the role of teaching professors is important in college. Therefore, most of the 

programs for teaching and learning center operation are mainly for supporting teachers and enhancing 

competency through pre-education (Singapore).  

- As the role of the teaching and learning center places more emphasis on the practice than the theory, 

programs in areas that can be utilized in actual society are mainly operated (the Philippines).  

- Recently, in order to prepare for various evaluations of college, I focused on performance in terms of 

quality management if I focused on quantitative management based on existing teaching, learning, and 

media (Korea). 

3.4 Comparison of Inter-National Organization of Teaching and Learning Centers 

In the case of the teaching and learning center organization in each country, Singapore is composed of 

academic development team and management support team. Philippines is an affiliated organization of 

the college of education. Korea consists of a center director, faculty support, learning support, 

e-learning support and performance management support. Therefore, while Singapore and Korea are 

independent organizations and are composed mainly of teams and support functions, the Philippines is 

a part of the education college and is composed of teaching professors and staff members. 

 

 



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- I think university evaluation is the most important factor nowadays. Therefore, in the past, 

center-based management has expanded the organization and upgraded its position and status as an 

educational innovation center to strengthen the organization of teaching and learning centers (Korea). 

3.5 Comparison of Major Programs between Countries 

In terms of educational services, Singapore has a strong emphasis on teaching professors’ lessons and 

utilization of professors’ research results. In the Philippines, the teaching and learning centers in each 

country are focused on improving instructional teaching strategies, developing faculty research 

capacity, Learning communities, and tutoring programs. Thus, while the Philippines and Singapore 

have teaching areas that focus on teaching strategies and improvement, Korea focuses on the areas of 

academic warning students or learning communities that are due to lack of education, I think that I am 

trying to strengthen the teaching and learning corresponding to the education. 

3.6 Others 

The national teaching and learning centers are limited due to their geographical and socio-economic 

conditions. In the case of the Philippines, due to the lack of human resources and educational 

infrastructure, it is difficult to provide teaching and learning support. However, Singapore is supported 

by the latest technology with advanced research base as well as human resources and financial support. 

Because of the geographical influence, Korea runs its programs by securing time to recharge during 

vacation. Therefore, it can be seen that there are significant physical, human and financial differences 

among the teaching and learning centers in each country. 

Therefore, in terms of function, the Philippines focuses on training and development, while Singapore 

has a practical learning experience approach for innovation and sharing. Korea focuses on the quality 

of education as well as the support function of teaching and learning. Therefore, it is thought that the 

function of the teaching and learning center is set according to the educational needs and environment 

of the country along with the unique characteristics of the centers providing the services. 

In conclusion, there were various differences in function, program, organization, and infrastructure of 

the university’s Center for Teaching and Learning (CTL) between countries. Therefore, Singapore 

needs to develop learning programs along with e-Learning support for a learner-centered, 

non-face-to-face environment, away from teaching. In the Philippines, as the educational paradigm 

changes, a separate independent Center for Teaching and Learning (CTL) must be established so that 

learning programs can be developed along with e-Learning support in a non-face-to-face environment 

for teaching-learning interaction. Korea must actively support the teaching support program along with 

the high-level application of the non-face-to-face environment program that has already been 

developed. 

 

 

 

 



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Table 1. Comparison of University’s Center for Teaching and Learning (CTL) between 

Countries 

Country Functions 
Operation 

programs 
Organization Major programs Others Conclusion 

Singapore 
Provide a practical 

learning experience 

Teaching  

support 

Independent 

research and 

management 

team 

Class improvement, 

research and 

utilization 

Sufficient 

Education 

infrastructure 

- Need to support 

e-learning in non-face-to

-face environments 

-Need to strengthen 

learning support 

Philippines 

 

Training 

 

Training and 

research 

methods 

University 

Affiliated 

institutions 

Improvement of 

instructional strategies 

and development of 

research capabilities 

Lack of 

Educational 

infrastructure 

 

-Need to support 

e-learning in 

non-face-to-face 

environments 

-Learning-oriented 

operation required 

-CTL needs to be an 

independent institution 

Korea 

 

Program operation 

and education 

quality management 

Teaching and 

Learning 

support 

Independent 

Support 

organization 

Learner-centered 

research and 

development 

Expansion of 

Education 

infrastructure 

-Need to apply a 

non-face-to-face 

environment program 

-Need to strength 

teaching support 

 

4. Conclusions and Recommendations 

In order to meet the demands of the teachers and students who are in demand of education, it is 

essential to install the CTLE (Centers for Teaching and Learning Excellence). The common functions 

and services of the teaching and learning center are tutoring, workshops, and professional development 

programs (Roberts, 2013). As a result, the roles and functions of the teaching and learning centers in 

university education have become more important as the education paradigm changes, and universities 

in each country are changing the name of teaching and learning center reflecting the latest trend of 

education. In the case of programs run by the teaching and learning center, Korea is learner-centered, 

while Singapore is supported mainly by teachers, and the Philippines operates only a small number of 

programs for learners and instructors. This phenomenon means that the operation of the teaching and 

learning center of the university is focused on strengthening the teaching and learning ability 

corresponding to the education area, and the background of the program is the role of the program 

according to the educational needs and environment of the country. In terms of organization of teaching 



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and learning centers in each country, it is composed of organizations affiliated with teachers’ colleges 

or separated into separate independent institutions and supported by teams or individuals. In the 

financial aspect, government support, student tuition fees, Because it operates in a variety of ways, it 

can be seen that the teaching and learning centers are showing a great deal of physical, human and 

financial differences due to the infra construction in the countries or universities they belong to. This is 

in line with the previous study (Truschel & David, 2009) that each learning center is unique because of 

the unique nature of the institution providing the program. 

Based on the results of previous researches, in order for the university’s teaching and learning center to 

fulfill its original functions and roles, it is necessary to recognize the importance of the education and 

development center in the university education for the members of the education policy. The 

educational environment should be supported by the full support of the state. In addition, a community 

forum or a council for teaching and learning to overcome physical, personnel, and financial differences 

in teaching and learning centers by country is established to share the information and best practices of 

universities to spread opportunity through experiential practice of university education. 

 

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