How Did They Study at a Distance? Experiences of IGNOU Graduates

2011 ◽  
pp. 217-229
Author(s):  
Manjulika Srivastava ◽  
Venugopal Reddy
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Empirical Research ◽  
Research Study ◽  
Study Habits ◽  
Distance Learners ◽  
Open University ◽  
Open And Distance Learning ◽  
Diverse Groups ◽  
National Open University

The question why some learners successfully study through distance mode and others do not is increasingly becoming important as open and distance learning (ODL) has come to occupy a prominent place in providing higher education to large segments of the population in India. With barely 1112 students studying through distance mode in 1962, the number has crossed 2.8 million in 2006. This article presents the findings of an empirical research study conducted to investigate the study habits of successful distance learners of the India Gandhi National Open University (IGNOU). Every year, nearly 70,000-80,000 pass out of IGNOU. What strategies were adopted by these diverse groups, what media they utilized, and what modes of support they prefered are some of the major issues addressed in this study.

Applications of E-Tutoring at Indira Gandhi National Open University

2010 ◽  
pp. 185-200
Author(s):  
Ramesh C. Sharma ◽  
Sanjaya Mishra
Keyword(s):  
Human Capital ◽  
Distance Learning ◽  
Social Responsibility ◽  
Education System ◽  
Educational Systems ◽  
Open University ◽  
Open And Distance Learning ◽  
The University ◽  
Tribal Areas ◽  
National Open University

The education system in India has witnessed various transformations: from ancient system of Gurukul (where the teacher and the taught used to attain educational objectives living in proximity) to online or virtual education where the teacher or students interact through Internet technologies only. There have been a lot of improvements in telecommunications and educational facilities. The country as a whole has noticed developments in many areas of social, economical, scientific and infrastructure sectors. Therefore educational systems need to be integrated with such sectors so that the investment in building human capital results in overall national growth. The open and distance learning (ODL) system is one such tool which can help in addressing local, regional and national needs. Indira Gandhi National Open University (IGNOU) with more than two million learners in 2009 and a country-wide reach with over 60 regional centres and over 2000 learner support centres catering to remote and tribal areas has been a leader towards the democratization of education with social responsibility. IGNOU offers a large number of vocational and employment-oriented courses in the area of health, agriculture, retail, tourism, hospitality, and so on. The university has the challenges of managing the convergence (of formal and ODL stream) and to serve large number of students spread across the breadth and length of the country. Three vital areas of education (i.e., inclusion, expansion and excellence) need to be addressed as priorities. Thus to address these, new mechanisms of e-tutoring have been introduced by IGNOU. This chapter discusses the applications of e-tutoring and its implications in the context of Indian National Open University.

scholarly journals Evaluation of Open and Distance Learners' Views on Employment

2021 ◽  
Vol 11 ◽  
Author(s):  
Hakan Kılınç ◽  
Hakan Altınpulluk ◽  
Mehmet Fırat
Keyword(s):  
Distance Learning ◽  
Career Planning ◽  
Youth Unemployment ◽  
Digital Transformation ◽  
Distance Learners ◽  
Open University ◽  
Face To Face ◽  
Open And Distance Learning ◽  
Working Adult ◽  
Business Sectors

The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach more people than face-to-face education by its nature and so it produces more graduates. This important feature of open and distance learning necessitates studies to reveal the employment status of graduates in different countries. Using the basic qualitative model, this study aims to examine open and distance learners' views on employment. Thus, the employment-related views of 92 open and distance learning graduates from Anadolu University in Turkey, Open University in UK, and Indira Gandhi National Open University in India were analyzed. The themes obtained through content analysis were peer views, expectations for employment, gaining prestige after graduation, career planning, increasing diversity in the business sectors of open education, and the need for experience for employment. The study is concluded with suggestions for both application and research.

scholarly journals A Neo-Institutionalist Approach to Understanding Drivers of Quality Assurance in ODL

2019 ◽  
Vol 20 (4) ◽  
Author(s):  
Asha Kanwar ◽  
Romeela Mohee ◽  
Alexis Carr ◽  
Kayla Ortlieb ◽  
Kaviraj Sukon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Best Practices ◽  
Open University ◽  
Drivers Of Change ◽  
Endogenous Factors ◽  
Growing Body ◽  
Open And Distance Learning ◽  
Culture Of Quality

In recent years, quality assurance (QA) in higher education has received increasing attention by academics, learners, institutions, and governments alike. Many open universities (OUs) have taken steps to re-define or re-orient their systems and practices to integrate quality. While there is a growing body of literature on QA best practices, there has been little investigation into the factors that influence institutions to improve or adopt QA and how these factors impact on the specific manifestations of institutional QA. This paper examines the challenges of QA implementation in OUs and, using a neo-institutionalist lens, it advances a framework for understanding drivers of institutional QA implementation. The framework is applied to the case of the Open University of Mauritius (OUM). Existing literature, institutional records, interviews and reports are analysed to assess how exogenous and endogenous factors have influenced QA implementation at OUM, with a focus on addressing the specificities of open and distance learning (ODL). A better understanding of the drivers of change for QA can help OUs plan the implementation of QA mechanisms in a more comprehensive way and to systematically develop a culture of quality that responds to the ideological and practical context of ODL.

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