Recent trends of research in open and distance education in India

Manjulika Srivastava,Dev Kant Rao,Bijayalaxmi Mishra,Navita Abrol,Vandana Varma,Bharat Bhushan

doi:10.1108/aaouj-06-2020-0044

Manjulika Srivastava, Dev Kant Rao + Show 4 more

Open Access

https://doi.org/10.1108/aaouj-06-2020-0044

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Abstract

PurposeThe purpose of this paper was to analyse the research trends on the Indian Open and Distance Education (ODE) system as reflected in the articles published in the prominent journals of distance education across the world.Design/methodology/approachA study was undertaken to review the research articles on ODE in India published in 11 prominent peer-reviewed journals of distance education during the period 2010–2019. Content analysis was done to find out areas of research undertaken in the ODE of India based on a validated classification of research areas; types of research studies conducted; and authorship and publication patterns.FindingsOut of a total of 2,571 articles published in 11 selected journals, only 191 (7.42%) pertained to ODE in India. The majority of these 191 articles (68.42%) were published in Indian journals. The Indian and Asian journals together accounted for 93.55% of total articles. Globally, the share of articles on the Indian ODE system was significantly low ranging between 4.27 and a maximum of 10.77%, which was much below expectations from a country having the maximum number of ODE learners in the world. Results further revealed that 63% of the contributors to research on ODE in India were affiliated to Indira Gandhi National Open University.Research limitations/implicationsThe limitation of this study was only analysing the research articles published in journals of distance education and other types of articles, namely, book reviews, editorials, field notes and workshop reports were excluded from the analysis.Practical implicationsThe study is intended to help researchers, policymakers, and open and distance education institutions to draw a roadmap for the promotion and conduct of system-based research, which would be vital for strengthening the system.Social implicationsThe quantum of research is not proportionate to the number of faculty members working in the ODE system of India and the large number of learners that it serves, which is a matter of concern. For any system to grow its periodic systemic review is essential. The research outcomes need to be ploughed back into the system for its betterment.Originality/valueThe study is original. There is no such study undertaken till date. This study will be extremely useful to researchers, as the gaps in distance education research which are yet to be addressed, have been identified by the authors.

Highlights

The seed of distance education, sown in the middle of the 19th century, blossomed a century later, for the reason that many countries had adopted it post-Second World War
Social implications – The quantum of research is not proportionate to the number of faculty members working in the Open and Distance Education (ODE) system of India and the large number of learners that it serves, which is a matter of concern
Findings and analysis Journal-wise representation of research on ODE in India An analysis of articles published in the selected 11 journals of distance education, revealed that out of total 2,571 articles published during the period 2010–2019, only 191 or a meagre 7.42 pertained to ODE in India (Table 1)

Summary

Introduction

The seed of distance education, sown in the middle of the 19th century, blossomed a century later, for the reason that many countries had adopted it post-Second World War. The Open University system ushered in “radical deviations from the traditions of University Education” by introducing large scale industrialization of education (Peters, 1983) By this time, a century’s worth research had gone into the growth and development of the Distance Education system. These research studies had their base in the knowledge and theory already developed in other disciplines such as Education, Philosophy, Psychology, Sociology, History and Economics. Such efforts that lead to emergence of new knowledge, can be ascribed to the beginnings of a new discipline, that of distance education (Holmberg, 1986)

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