Open and Distance Learning Education Its Scope and Constraints in Indian Scenario

Kundu, Santi

doi:10.9790/0837-19440105

Cited by 6 publications

(4 citation statements)

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“…The authors added that the internal challenges comprised by management challenge, learning challenge and program-related challenge where external challenge covered by job related challenge and domestic challenge and finally the program related challenge consisted of tutor related challenge and institutional challenge. Besides, the ODL learners face the challenge of cost of the program, lack of equipment and infrastructural facility and lack technical advancement (Zirnkle, 2001); lack of knowledge to operate ICT system (Mossberger et al, 2003); lack of timely feedback to learners' performance and lack of access to library (Kamau, 2007); nature of study materials, lack of contact with teacher and lack of interaction among the learners (Attri, 2012), lack of proper infrastructure and huge curriculum area (Kundu, 2014); lack of support from the employer and lack of proper study materials (Musingafi et al, 2015); internet connection saturation and lack of repository (Palvia et al, 2018) cited in Ray et al (2021). On the other hand, the challenges of science education comprised the examination pattern, syllabus and textbooks, science teacher education program (pre-service and in-service training), availability of resources and schooling pro-cedure (Jessani, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

Challenges of Open and Distance Learning in Departing Education for Learners of Science Group: A Study on Bangladesh Open University

Dhar,

Sattar,

Ahmed

2023

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This study's goal was to pinpoint the difficulties that SSC and HSC science education at Bangladesh Open University (BOU) faces. Therefore, 12 Regional Centers (RCs) of this university were used to conduct this study. For the purpose of conducting this study, 240 respondents who had been purposefully chosen were questioned using a semi-structured questionnaire. The respondents were learners in the science group of the SSC and HSC programs. Additionally, a checklist was used to conduct 12 Focus Group Discussions (FGDs) and 12 Key Informant Interviews (KII). The study discovered that there were numerous difficulties in the science education of the SSC and HSC programs through ODL at BOU, including learners' lack of interest and seriousness in science education, forced admission, difficult science group and subject matter, tutors' inefficiency, difficult and sparse tutorial sessions, a lack of activities that focused on practical application, a lack of proper guidance in study centers, a lack of logistical support for lab facilities, and the absence of both learners and tutors in tutorial sessions. In order to remove the obstacles of science through ODL in Bangladesh, this study would be helpful to policy makers, educators, and academicians.

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Section: Review Of Literaturementioning

confidence: 99%

Challenges of Open and Distance Learning in Departing Education for Learners of Science Group: A Study on Bangladesh Open University

Dhar,

Sattar,

Ahmed

2023

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“…Although extant studies on methodological trends in ODL as highlighted above reviewed the trend in ODL theses and research literature as published in ODL journals, it is not certain if ODL literature still maintains the same methodological trend as identified by Zawacki-Richter et al, (2009) considering the period the study was conducted with the advancements and developments that have taken place in ODL as a discipline. This is also in view of the fact that ODL education has continued to grow tremendously (Kundu, 2014). To ascertain the status of the methodological trend, ODL literature must be studied, and this is the gap this study seeks to narrow.…”

Section: Problem Statementmentioning

confidence: 99%

“…Research is a search for knowledge and a discovery of hidden truth, and through research, progress is made in a specific field (Gounder, 2012). Open and distance learning education (ODL) has grown tremendously around the world (Kundu, 2014); it is one of the most rapidly growing fields of education in recent times (Oladejo & Gesinde, 2014) and universities across the world are increasingly adopting it in order to increase access to university education (Chawinga & Zozie, 2016). Since the mid-1990s, the digital transformation has changed the face of open and distance education as we had known it (Zawacki-Richter & Qayyum, 2019).…”

Section: Introductionmentioning

confidence: 99%

Review of the State of Methodological Trends in Open and Distance Learning Literature 2009-2018

Ukwoma

Ngulube

2021

PEC

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Methodological trends are a key to the development of research in open and distance learning as a cognitive field. The purpose of this study was to review the methodological trends in the open and distance learning scholarly communication literature. It is important that research strategies are reviewed often to ensure the production of quality research output in a cognitive discipline. The study adopted qualitative content analysis to a sample of 1,393 articles published in five open and distance learning (ODL) journals from 2009 to 2018. The main findings of the study indicated that qualitative and quantitative methodologies were used more often than mixed methods research methodology, which was underrepresented. This implies that research in ODL relied heavily on positivist and interpretivist epistemologies, rather than pragmatist ones. Survey research approaches dominated in the research articles published in the ODL journals during the period under study. The main data analysis techniques were statistical and narrative techniques. Having ascertained that there is a gap in the use of mixed methods research in ODL, there is a need to set the future direction for open and distance learning research to focus on mixed methods research to minimise the weakness inherent in using only one method. Keywords: data analysis technique, methodological trends, open distance learning, research paradigm

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“…In India, the School of Correspondence Courses and Continuing Education was founded at the University of Delhi in 1962. Then the first Open University (Andhra Pradesh Open University, now known as BR Ambedker Open University) opened in 1982 and on 20 th September 1985, Indira Gandhi National Open University (IGNOU) came into existence (Kundu, 2014). Now there are one National (IGNOU) and 14 state open and distance learning universities.…”

Section: Th E Impact Of Learning Cities In the Formation Of The Smart City Modelmentioning

confidence: 99%

Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

Németh¹,

Issa²,

Diba³

et al. 2020

Andragoške studije

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This paper will elaborate upon the contextual aspects of community development in the scope of Learning City and Learning Community related practices of knowledge transfer and sharing in urban environments. Engaged colleagues will provide their critical approaches, reflections and proposals upon how we can understand and recognize adult and lifelong learning through communities trying to reach for peace, understanding , social inclusion and sensitive intercultural and intergenerational aspirations in times of difficulties and challenges affecting our vulnerable relationships. This paper will try to point out matters of equity, human discoveries of collection, sharing and saving values, tradition and dignities through Learning Communities in four different cultural environments from the British Isles, India, Palestine and Hungary. Their urban frames might not be necessarily called or considered as Learning Cities, but labels and notions are not the first priority. It is as simple as it sounds: No One Left Behind.

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Open and Distance Learning Education Its Scope and Constraints in Indian Scenario

Cited by 6 publications

References 1 publication

Challenges of Open and Distance Learning in Departing Education for Learners of Science Group: A Study on Bangladesh Open University

Challenges of Open and Distance Learning in Departing Education for Learners of Science Group: A Study on Bangladesh Open University

Review of the State of Methodological Trends in Open and Distance Learning Literature 2009-2018

Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

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