Quality teacher education through open and distance learning at IGNOU: trends and challenges

Abstract

Teacher education through Open and Distance Learning (ODL) mode is a collaborative effort to support the quality teaching and learning with integration of Information and Communication Technologies (ICTs) in present word. It is a challenge to explore effective and efficient utilization of technologies to ensure meaningful learning of distance learners. Research and development in the field of ODL system is a means to improve pedagogical practices with meaningful integration of ICTs. In the present world technology has emerged as a powerful means of learning in face-to-face mode and ODL system as well. Utilisation of technology is not just limited to classroom teaching learning process. It has extended beyond the four walls of classroom to facilitate and promote student learning of learners in the ODL system. This technology mediated interventions has multiplier effort for providing better access, quality and equality in terms of providing services to all. IGNOU is emerged as a leader in the field of ODL system in our country in terms of bringing innovations in designing and developing technology enabled learning environment for training & orientation of teachers through ODL mode. In ODL system of IGNOU, the key is to promote collaborative learning, leading to a move towards autonomous learning. IGNOU pays an important role in the field of teacher education at national level through ODL system. IGNOU contributed training of 25510 (B. Ed) and 983 (M. Ed) teachers in the year 2015. B. Ed and M. Ed Programmes of IGNOU attracted large number of students in the country in the field of teacher education. Despite of all initiatives, it’s true that we have a long way to go in terms of effective and efficient implementation of technology mediated interventions with an appropriate Learning Management System (LMS) for our distance learners. This demands capacity building of teacher educators, teachers, student teacher, academic administrators and leaders to adapt to new technology in view of diversities of all kind of our distance learners. Commitment of people associated with the collaboration for effective implementation of programmers through ODL mode is important. The present paper is an attempt to explain the potentials of ODL system of IGNOU in the field of teacher education in our country. Attempt has been made to analyze the trends in enrolment of students (2001-2015) admitted in B. Ed and M. Ed Programmes of IGNOU and challenges in terms of maintaining the quality of implementation of the programmes in ODL system and addressing to the issues of equity and quality at national lrvel. It would be a source of rich experience to bring evaluation in teacher education programmes offered through in ODL mode in our country to further revamp it, keeping in view of needs and expectations of distance learners of our country. The paper covers aspects such as; i) issues in hand; ii) context of the study; iii) enrolment trend in terms of gender, area, category; iv) major challenges; and v) implication. It would provide a base/foundation for taking further research in the field of ODL system in teacher education and how best integration of technology in general and web based technology in particular be made meaningfully for all functionaries in the field of teacher education in our country.