Abstract
Self-Instructional Materials (SIMs) in distance and open learning (ODL), particularly in case of literature modules in certain open universities in India do not seem to provide the longer texts of works penned by both canonical as well as non-canonical authors; short poetry and critical pieces are just some of the exceptions. Often the emphasis is on the critical material available on the author, coupled with notes and commentaries. As any understanding of a text is important to gain a deeper understanding of the socio-economic and the cultural milieu in which the work was conceived, while “reading between the lines” can be of additional help, often this absence raises questions as regards the efficiency of the SIMs used in the literature classroom. On the other hand, regular courses in the nation emphasize the reading of the text per se. This paper would like to analyze the learning outcomes of around fifty students in the ODL mode and around the same number of students in a literature class in “regular” mode using the theories of learning and behavioral conditioning in psychology and analyze this issue of availability and non-availability of texts in a classroom, particularly in a literature course from the vantage point of student responses and subsequent evaluation in exams.
Highlights
Considerable difference exists in pedagogical formats when it comes to the enunciation of the teaching methodology in Open and Distance Learning (ODL) modes of learning and regular/non-ODL modes; yet the former is a viable means of supporting the attainment of [higher] educational, social and economic parameters (Mnyanyi and Mbwette 1; Mohanachandran and Ramalu 198; in Musingafi et al 59)
While the ODL mode does not believe in “artificial” differentiation when it comes to the choosing of learners and believes that a genuine inclination towards knowledge is what one needs to enroll in such courses of study (Note 1), “regular” courses are wide apart from such a philosophy of learning and set bench mark in form of cut off percentile, entrance exams and the like
There is an alternative means to this curriculum of study that is christened by Open and Distance Learning (ODL)
Summary
Considerable difference exists in pedagogical formats when it comes to the enunciation of the teaching methodology in ODL (open and distance learning) modes of learning and regular/non-ODL modes; yet the former is a viable means of supporting the attainment of [higher] educational, social and economic parameters (Mnyanyi and Mbwette 1; Mohanachandran and Ramalu 198; in Musingafi et al 59). The thrust is often on the critical commentary and a summary of the entire text coupled with some smattering of “probable” questions here and there This emphasis on “probable questions” often gives the students the necessary impetus to enroll in a course and get the desired marks for the job market and the ODL mode is seen by many (if not by all) to be a viable means to earning of a degree and thereby getting promotion in places wherein they already are employed for years at a stretch. Inter alia, look at other determining factors in a class in both these modes of study such as peer interaction, the use of ICT (if any), assignments given and the like and the effect that they may have on learning outcomes
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