Abstract
<p>This paper describes an open educational resources (OER) architecture framework that would bring significant improvements in a well-structured and systematic way to the educational practices of distance education institutions of India. The OER architecture framework is articulated with six dimensions: pedagogical, technological, managerial, academic, financial, and ethical. These dimensions are structured with the component areas of relevance: IT infrastructure services, management support systems, open content development and maintenance, online teaching-learning, and learner assessment and evaluation of the OER architecture framework. An OER knowledge and information base, including a web portal, is proposed in the form of a series of knowledge repositories. This system would not only streamline the delivery of distance education but also would enhance the quality of distance learning through the development of high quality e-content, instructional processes, course/programme content development, IT infrastructure, and network systems. Thus the proposed OER architecture framework when implemented in the distance education system (DES) of India would improve the quality of distance education and also increase its accessibility in a well-organised and structured way.</p>
Highlights
The distance education system (DES) in India is one of the biggest educational systems in the world
While only a few of the open and distance learning institutions (ODLIs) have succeeded in providing distance education of reasonable quality, there are many others that cannot do so due to several problems and constraints
There has been little work done in the Indian DES to explore an appropriate organisational system and mechanism that can achieve the wider goal of providing quality distance education to its learners and of increasing access to distance education and training
Summary
The distance education system (DES) in India is one of the biggest educational systems in the world. The major challenges which have resulted in poor participation of the learners and teachers at various stages of the teaching-learning process in education institutions have been identified (UNESCO, 2010) as follows:. The broader challenge that has affected teaching, learning, research, and collaborative intellectual activities as related to the DES of India for years has been that of increasing access to quality distance education and training programmes. It is partly as a result of the lack of any clear educational structure and partly due to the imprecise meta-tagging process that accompanies the lack of proper infrastructure, education.
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