scholarly journals Making it happen with distance education: Critical concerns for student support services in Open and Distance Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 009-016
Author(s):  
Miriam Chitura ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Open And Distance Learning

Programme Evaluation under Open and Distance Learning: An Evaluation of MCA Programme offered by IGNOU

2017 ◽  
Vol 9 (3) ◽  
pp. 27
Author(s):  
Anil Kumar Misra
Keyword(s):  
Distance Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Programme Evaluation ◽  
Decision Makers ◽  
Learning Material ◽  
Project Report ◽  
Open And Distance Learning ◽  
Self Learning

Programme evaluation is very essential in open and distance learning to know the strengths and weaknesses of a particular programme. It is carried out to guide decision makers, Programme Coordinators and other stake holders with an overall objective to improve the student support services offered to learners. The present study undertakes to evaluate the MCA programme offered by IGNOU with the existing programme structure since 2005. Sincere efforts will be made to critically evaluate the objectives of MCA programme, various parameters of Self Learning Material supplied to the learners, counseling sessions (Theory/Practical) organized, various aspects of assignments, preparation of project report, Term End Examination etc. The findings of the above study will provide an insight to the higher authorities for making appropriate changes in the programme structure to suit the present day requirements.

scholarly journals STUDENT SUPPORT SERVICES WITH SPECIAL REFERENCE TO NETAJI SUBHAS OPEN UNIVERSITY

2009 ◽  
Vol 4 (2) ◽  
pp. 69-76 ◽  
Author(s):  
Anirban Ghosh
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
State Government ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Learning System ◽  
Open University ◽  
Open And Distance Learning ◽  
The University

There is no alternative to lifelong learning to maintain the sustainability and protect our future generation. The Open and Distance Learning (ODL) gives the opportunity of lifelong learning. Netaji Subhas Open University (NSOU) is one of 14 State Open Universities in India and it was established by the West Bengal State government in the year 1997. The challenge was to provide education at every door step within the state with equity and quality. Within a very short span of 11 years, the University has become a people's University with more than 140,000 learners on its roll. The University is playing a pivotal role in capacity building and it gives a person a chance to earn the degree which (s)he could not get it earlier due to socio-economic reasons. The success of the University has come through effective implementation of support services. The strength of an open and distance learning institute depends on its services which are provided to the learners. On one hand, the learners of this system are adult; on the other hand, they belong to disadvantaged groups like dropouts, scheduled cast, scheduled tribe, women, minorities, house wives etc. Again, they are separated from teacher as well as from the Institutes under open and distance learning system, so they desperately need support before, during and even after their study. The term ‘Student Support Services’ is not associated with the conventional system of education. We commonly use this term in ODL system of education. The Student Support Services in ODL not only include these nonacademic services but also the academic services as provided by the Institute and faculty. NSOU uses both Information and Communication Technology (ICT) and non-ICT related Student Support Services. In this paper I have highlighted how NSOU has achieved the status of Mega University with the help of its Student Support Services.

scholarly journals Assessing the Administrative Support Needs (Library and Technical) of Allied Health Students Enrolled in a Distance Education Program

2006 ◽  
Author(s):  
Amanda Carroll-Barefield
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Support Services ◽  
Research University ◽  
Allied Health ◽  
Administrative Support ◽  
Student Support Services ◽  
Student Support ◽  
Distance Education Program ◽  
Allied Health Students

As more emphasis is placed on offering education to the distance student and monies are spent to provide these services, institutions must ensure they reap the rewards of the investment. One avenue to ensure success in distance education is the implementation of strong student support services. This is a task that will take the teamwork of educators, administrators, instructional technologists/designers, and support personnel. For institutions transitioning to a distance format, measures must be taken to ensure that the learner, no matter what the method of delivery, has access to equivalent student support services. One approach to measuring this aspect is the determination of student satisfaction with the support services offered to distance students. A study was conducted at a public health sciences research university in the Southeast to determine whether the administrative student support services (library and technical) offered at the institution met the educational needs of allied health students enrolled in a distance education program. Results from student questionnaires were analyzed to determine the satisfaction level of distance students with administrative (library and technical) student support services. Overall responses showed that allied health students enrolled in a distance education program were satisfied with the existing student support services (library and technical) offered by the institution. Narrative responses from the participants reinforced a common theme that although the students were satisfied with the services, more emphasis needed to be placed on library and technical support services that are available to distance education students during the program orientation.

scholarly journals Converting Student Support Services to Online Delivery

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
David E. Brigham
Keyword(s):  
New York ◽  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Education Institution ◽  
Online Delivery ◽  
Peer Network ◽  
Distance Courses ◽  
Systems Framework

This case study describes how Regents College (soon to be Excelsior College), an accredited, private, distance education institution with administrative offices in Albany, New York addressed the structural, management, and resource issues that came into play when converting distance education programs from print-based and telephone delivery to online delivery. The study uses a systems framework to describe and analyze the circumstances and issues surrounding the creation of six student support services: electronic advising, an electronic peer network, an online database of distance courses, an online bookstore, a virtual library, and an alumni services website.

scholarly journals Open and distance learning in social work programme: a study of MSW learners of India

2020 ◽  
Vol 15 (3) ◽  
pp. 371-393
Author(s):  
Saumya Saumya ◽  
Tushar Singh
Keyword(s):  
Social Work ◽  
Support Services ◽  
Student Support Services ◽  
Internet Access ◽  
Student Support ◽  
Content Type ◽  
Staff Members ◽  
Study Materials ◽  
Study Centre ◽  
Open And Distance Learning

PurposeThe paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.Design/methodology/approachFor data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.FindingsThe research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.Research limitations/implicationsThe findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.Originality/valueIt is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.

New roles for student support services in distance learning

2004 ◽  
Vol 2004 (128) ◽  
pp. 55-64 ◽  
Author(s):  
Deborah L. Floyd ◽  
Deborah Casey-Powell
Keyword(s):  
Distance Learning ◽  
Support Services ◽  
Student Support Services ◽  
Student Support

Emerging Trends of Student Support Services in Indian Distance Education

2010 ◽  
pp. 245-258 ◽  
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Indian Subcontinent ◽  
Student Support ◽  
Future Trends ◽  
Emerging Trends ◽  
Education In India ◽  
Student Enrolment ◽  
The Impact

Even though the concept of distance education emerged in the West/Europe, it is evident that the impact of this concept in terms of emergence of distance education institutions, student enrolment, and utilization of a variety of media are quite predominant in the context of Indian subcontinent especially India. The chapter traces briefly the history and growth of distance education in India. Various facets of student support are discussed followed by how various modes of ICT are employed as a part of student support. This chapter also examines the best practices adopted and emerging trends of students support by open universities in India. It also examines the role ICT has played and the future trends the ICT would enable effective student support.

scholarly journals Postgraduate Distance Education in University of Cape Coast, Ghana: Students’ Perspectives

2020 ◽  
Vol 21 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Raphael Papa Kweku Andoh ◽  
Robert Appiah ◽  
Paul Mensah Agyei
Keyword(s):  
Distance Education ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
The Other ◽  
Education Students ◽  
Cape Coast ◽  
Other Hand ◽  
Study Centre ◽  
Students Satisfaction

The study explored perceptions of postgraduate distance education students of University of Cape Coast (UCC). Specifically, associations between UCC postgraduate distance students’ characteristics and satisfaction, as well as students’ perceptions of physical facilities, staff-students relationship, facilitator quality, and student support services were examined. Determinants of students’ satisfaction regarding physical facilities, staff-students relationship, facilitator quality, and student support services were also investigated. A census was used for the study, whereby a questionnaire was used to collect data from 125 students. It was revealed that satisfaction was not dependent on age, gender, or programme of study but was significantly related to study centre location and semester of study. The students were generally satisfied with physical facilities, staff-students relationship, and facilitator quality but were unimpressed with student support services. The three domains that students were impressed with were deemed to be determinants of their satisfaction. It was recommended that those aspects of the programme that received satisfactory responses should be maintained but improved on with time. Those aspects with unfavourable responses, on the other hand, were to be critically considered for immediate improvement.

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