Indira Gandhi National Open University Research Articles

Marginalization, Technology Access and Study Approaches of Undergraduate Distance Learners during Covid-19 Pandemic in India

The Covid-19 pandemic, for the past years, had led to disruption of classroom activities and adoption of online teaching-learning in almost all parts of the globe, including India. Sudden switch over from the classroom blackboard to the laptop screen may have influenced study approaches of students especially when there were challenges for access to technology and non-readiness for online learning among the Indian students. Since different social and economic factors bring differences in students’ learning, an online survey was conducted with 296 randomly selected undergraduate distance learning (DL) students of Indira Gandhi National Open University (IGNOU) to examine how technology access during the pandemic has influenced study approach of Indian DL students belonging to different marginalized and non-marginalized groups. The research results showed that marginalized students had lower access to technology than their non-marginalized counterparts, although no gender differences were found in access to technology in both the groups. Lower access to technology was found associated with more surface approach to study in the DL students in general and the marginalized students in particular. The marginalized females were found at risk in terms of both, access to technology and approaches to study. The findings, as discussed, are intended to further enrich our understanding of the role of technology vis-à-vis study approach of distance learning students during the pandemic, and formulate appropriate teaching-learning strategies for the future.

Effects of Online Yoga Training on Self-Perceived Stress of the Students of Certificate Programme in Yoga (CPY) of IGNOU

Yoga and meditation have become widely accepted as nonpharmacologic modalities for stress and anxiety reduction as well as general health. Indira Gandhi National Open University (IGNOU) School of Health Sciences (SOHS) launched a six months-long Certificate Programme in Yoga (CPY) in July 2019 for students who have cleared their 12th class. The objective of this study was to find out the effects of online yoga training on self-perceived stress among the students of the CPY programme enrolled during the academic year 2021. This was a study with both pre- and post-tests and was carried out on the students of the CPY programme between March and December 2021. A total of 69 and 81 students participated from the January 2021 and July 2021 batches, respectively. The Perceived Stress Scale (PSS) was used as a tool to measure the level of stress. A structured close-ended questionnaire was sent by Google Forms to ascertain self-perceived stress. The total mean value of the PSS score after online yoga training decreased from 18 + 5.9 SD in the pretest to 13.7 + 6.5 SD in the post-test of students from the January 2021 batch, and from 17.4 + 5.8 SD in the pre-test to 13.1 + 5.6 SD in the post-test of students from the July 2021 batch. The difference of mean value of pre-test and post-test of both the batches of students after online yoga training were significant (p value < 0.0001). The online yoga training was effective in reduction of perceived stress score among the students of the Certificate Programme in Yoga (CPY).

Using Grounded Theory Approach for Examining the Problems Faced by Teachers Enrolled in a Distance Education Programme

This study investigated the problems faced by teachers enrolling in a distance teacher education programme offered by India’s Indira Gandhi National Open University (IGNOU). Instead of review of literature, the study began with the examination of learners’ complaints about various aspects of the programme. Analysis of data extracted from the complaints led to the hypothesis that the inability of the programme’s learner support to address nonacademic problems was affecting the capacity for distance learning. Interventions provided for strengthening the learner support, lessened complaints and confirmed the hypothesis. Thus using the grounded theory approach this study extracted from data, the impact of a weak learner support on distance learning. The study cautions that learner support remains crucial even when distance learners are professionals like teachers; a robust instructional design does not guarantee learner satisfaction if learner support remains weak; and alterations in learner support need to be tried out before incorporating them in programmes with high enrolment.

Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine

COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.

A Learning Design for Deep Learning for a Distance Teacher Education Programme

Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.

Social work education in India: old and new

ABSTRACT The article discusses on background of social work and social work education as it began in India. It provides details on the curriculum of the discipline and discussions regarding its diversity and specialisations. It, further, highlights the process of indigenization, indigenous knowledge, Indianisation and the various debates related to it. The article also traces, in brief, the developmental history of the social work curricula in India, the University Grants Commission (UGC) review committees and the Model Curriculum. There is a brief description of the Self Learning Material (SLM) developed by the School of Social Work, Indira Gandhi National Open University (IGNOU), New Delhi. Towards the end, we have discussed the major findings related to the gaps in social work education in India. This article will be very useful for social work teachers, researchers and practitioners as it will help in building a theoretical understanding of social work education, in general and in context of India, in particular.

An evaluation of faculty development programme on the design and development of self-learning materials for open distance learning

PurposeThis paper seeks to ascertain the effectiveness of a two-week-long faculty development programme (FDP), organized by Indira Gandhi National Open University (IGNOU), for teachers of the open and distance learning (ODL) system, with the aim of upgrading their knowledge and skills for developing print self-learning materials (SLMs). The specific aim of this study is to ascertain whether the objectives of the FDP have been achieved, to examine the effectiveness of the training programme and to suggest measures for improvement in future FDPs regarding the design and development of print SLMs.Design/methodology/approachThe study was conducted using a descriptive survey research method, through semi-structured questionnaires and adopted purposive sampling. The first survey was conducted immediately after the completion of the programme, in order to collect feedback from the trainees, while the second survey was conducted after six months of the FDP, using the follow-up approach, so that more reliable and authentic results could be obtained.FindingsThe outcomes of the study revealed that the training had been effective in imparting appropriate knowledge and skills to the trainees, with respect to designing print SLMs. However, certain gaps were also identified and have been reported in this paper. Key suggestions have been made to address the shortcomings and improve forthcoming FDPs.Research limitations/implicationsThe present research focused on a specific training programme regarding the design and development of SLMs. Therefore, only the teachers and academics who participated in this specialized training activity were considered for the collection of feedback.Practical implicationsThe recommendations of this work may be useful for the trainers, FDP coordinators, training institutions and ODL policymakers for planning and designing effective staff development activities for teachers and academics working in ODL institutions. These would be especially useful in the design of FDPs, aimed at orienting teachers who are involved in curriculum planning, design and development of learning resources.Originality/valueThis study is an original research based on the empirical primary data obtained by the researchers. As the largest open university in the world, IGNOU has been playing a key role in staff development for and in ODL in developing countries. This evaluative study of a specialized FDP in the area of SLM design and development is a significant work that may be valuable for planning the staff development strategies and building a training evaluation mechanism.

An evaluative study of egyankosh (Institutional repository) of Indira Gandhi National Open University (IGNOU)

An evaluative study of egyankosh (Institutional repository) of Indira Gandhi National Open University (IGNOU)

Open and distance learning in social work programme: a study of MSW learners of India

PurposeThe paper reports the feedback collected from students of the Master of Social Work (MSW) Programme of the School of Social Work (SOSW), Indira Gandhi National Open University (IGNOU), through open and distance learning (ODL), in India. The paper discusses findings related to learner profile, student support services, assignments, academic counselling, fieldwork, audio/video/teleconferencing facilities, Internet access and challenges faced by the learners. The findings will be useful for researchers and practitioners, will help in improving the overall quality of the programme, in designing the delivery mechanism as per the needs of MSW learners and in preparing them to be trained professionals to work in social development sector in India.Design/methodology/approachFor data collection, a questionnaire was prepared and sent to all the students of the MSW programme along with assignment, across India. Responses from 290 students were voluntarily received.FindingsThe research findings are that MSW (ODL) students are older, mostly married with the average male learners age being 35 years and that of female learners being 30 years, there are more female learners than male learners, majority of the learners are Hindu from general category, tend to be employed, mostly full-time and some part-time, with work experience. They are from urban, semi-urban, rural and tribal areas with Internet access. Most of the students preferred to read printed self-learning materials than digitally available on eGyanKosh or IGNOUmobile app especially in rural areas though with increasing access to Internet, students are gradually opting for online materials while filling up the admission form. Majority of students found the quality and standard of study materials to be very good. Though maximum respondents gave positive feedback about the student support services and their learning experiences, some of the learners faced challenges like unco-operative staff members, administrative delays, non-allotment of academic counsellor/fieldwork supervisor, irregularity, late reception of study materials, lack of staff members at study centre, far distance of regional centre/study centre from residence, etc.Research limitations/implicationsThe findings will help in designing and delivering the MSW programme in a more effective way. Based on the feedback received, the next revision of the programme will take into consideration the concerns of the learner. The limitation of the study is that not all learners responded to all the questions. Not all potential MSW learners filled the questionnaire and submitted it at the school. And those who responded had left some questions unanswered. Those who did not submit response may differ in their responses from what is received.Originality/valueIt is an original work and will be valuable in understanding the distance learner of MSW programme in India, programme delivery and challenges.

Counselling in Times of the Coronavirus and Beyond

An effective classification and coding system has been designed, developed, and implemented in one of the world’s mega universities, named IGNOU (Indira Gandhi National Open University). This system classifies and categorises the various courses of each programme depending upon the nature and description of the courses involved. A suitable and acceptable numbering convention system has been structured for the academic programmes and courses involved. The codes assigned are found to be quite versatile and helps to quickly identify the course level, discipline, and revision version, etc. Also colour codes have been provided in the coding system presented since colours are found to be the unique and commercial medium that appeals to all visually and sensitizes mind quickly and differently. The classification and coding system presented takes care of any ambiguity that may arise while providing data and information, and communicating with internal and external agencies/stakeholders that include learners, teaching, and administrative university staff. The system presented would also be quite helpful for (a) Study material printing division of the university in sorting effectively and quickly supplying the study material to the learners, and, (b) Examination division of the university in quickly and efficiently scheduling the examination datasheets without and overlapping. The classification coding system acts as an effective quality management information tool to make an informed decision to resolve the various day-today challenges in managing and monitoring the university academic programmes and courses. Further, the presented system would facilitate to improve the overall working efficiency of the university education system and help to provide quality education system to its learners. Keywords: Open and distance education; Coding

An Effective Classification and Coding System for Managing and Monitoring the University Academic Programmes and Courses

An effective classification and coding system has been designed, developed, and implemented in one of the world’s mega universities, named IGNOU (Indira Gandhi National Open University). This system classifies and categorises the various courses of each programme depending upon the nature and description of the courses involved. A suitable and acceptable numbering convention system has been structured for the academic programmes and courses involved. The codes assigned are found to be quite versatile and helps to quickly identify the course level, discipline, and revision version, etc. Also colour codes have been provided in the coding system presented since colours are found to be the unique and commercial medium that appeals to all visually and sensitizes mind quickly and differently. The classification and coding system presented takes care of any ambiguity that may arise while providing data and information, and communicating with internal and external agencies/stakeholders that include learners, teaching, and administrative university staff. The system presented would also be quite helpful for (a) Study material printing division of the university in sorting effectively and quickly supplying the study material to the learners, and, (b) Examination division of the university in quickly and efficiently scheduling the examination datasheets without and overlapping. The classification coding system acts as an effective quality management information tool to make an informed decision to resolve the various day-today challenges in managing and monitoring the university academic programmes and courses. Further, the presented system would facilitate to improve the overall working efficiency of the university education system and help to provide quality education system to its learners.

Field work supervision through open and distance learning: an Indian perspective

Purpose The purpose of this paper is to highlight the method of field work supervision in BSW and MSW programmes offered through open and distance learning (ODL) at the Indira Gandhi National Open University (IGNOU). The key argument of the paper will focus on the fact that despite various challenges, field work supervision through ODL provides lot of scope and flexibility to students, generating a cadre of trained social work professionals. Design/methodology/approach The paper adopts a case study approach in presenting the various methods employed for field work supervision by the University. This section will highlight the achievements in terms of developing indigenous theory course and the best practices adopted by IGNOU to train social work professionals through adequate and timely supervision in the ODL mode. Findings Field work supervision in the ODL mode poses many challenges, especially when compared to that in the conventional universities. Some of these include irregular meeting of supervisor and student, inability of students to meet supervisor due to several reasons like remote location, poor economic background, lack of leave for working professionals, etc. Research limitations/implications There is a need for developing a mechanism to regularly orient field work supervisors in supervising students in the ODL mode. It is recommended that regular field work practicum workshops be conducted for supervisors and students. Viva for field work could be made mandatory at different regional centres. Field work supervision could be enhanced through the use of technology, namely, Skype, e-mail, WhatsApp, etc. Originality/value The paper describes the various nuances of field work supervision through ODL system. It is an original work and is of great value in understanding the challenges and difficulties encountered by learners and academic counsellors throughout the process of supervision. The paper highlights important recommendations by the stakeholders themselves in mitigating the challenges faced during field work supervision through ODL.

Perception towards quality and effectiveness of social work education through open and distance learning

Purpose The purpose of this paper is to highlight the perception of the students towards the quality and effectiveness of social work education offered by Indira Gandhi National Open University (IGNOU) through open and distance learning (ODL). Design/methodology/approach The sample size consisted of 150 students, 15 academic counsellors engaged in either teaching or development sectors, or faculty members of School of Social Work of IGNOU. The methods of data collection included interviews and content analysis. Interview schedule for students, interview guide for academic counsellors and interview guide for faculty members were used. Findings The study centres were allotted as per student’s choice. Students were satisfied with the counsellors because of their support, availability, contact, accessibility and assisting the students to clearing their doubts. The study found that the student’s attendance in counselling sessions was found to be negligible, even a large number of respondents were not aware of the ODL system. The study also shows that students face lots of problem with regard to their field work supervision and other components of field work as were also neglected. Practical implications The findings of the study are extremely relevant for formulating necessary guidelines for improving the social work education through ODL mode. The study recommends revision of course materials translated in Hindi language, holding of individual and group conferences regularly as well as proper evaluation of field work reports. Originality/value This is first such study conducted in India to examine the effectiveness of social work education through ODL.

IGNOU’s Educational Intervention for the Imprisoned

The Indira Gandhi National Open University (IGNOU), since the past decades, has been making conscious efforts to reach out to the unreached with its diverse, need-based and affordable, Open and Distance learning (ODL) programmes and has been experimenting with various innovative ideas and methods to cater to the diverse needs of its prospective learners. The University, realizing its mandate to reach out to the unreached, ventured into educational intervention behind bars in its attempt to empower this marginalised section of the population. This intervention caters to the learning needs of both literate and semi-literate prisoners and is aimed at reformation of under trials as well as convicted prisoners; all expenditure under this initiative being borne by the University. IGNOU’s approach, of imparting education to the imprisoned, falls in line with its vision and mission and with the objectives of democratizing higher education; which is the need of time.This paper details the operationalization aspects and status of this initiative of IGNOU. The paper tries to identify the driving forces behind this noble initiative of the University while discussing on the impact of educational intervention of the imprisoned. The paper while discussing on the special/unique skills needed by educators who act as counsellors for jail inmates, stresses on the need for training of such academic counsellors. As rightly said by Skorton and Altschuler, 2013; “Education, offers a humane and effective alternative to the discipline and punish approach, that all too often breeds only hopelessness and recidivism”.

Tutor-Marked Assignments: Evaluation of Monitoring in India

This article examines the practical aspects of assignment evaluation performed by distance education tutors at Indira Gandhi National Open University (IGNOU). The optimal aspects of assignment evaluation are examined in this article. Of interest is the degree of discrepancy as observed in the experimental group vis-à-vis the ideal concepts. The study takes into consideration, all possible divisions in the experimental group, specifically age, gender and programmes of study. Our findings revealed that a properly structured and periodically repeated training programme can reduce the extent of non-teaching comments among distance education tutors. First publication : http://www.asianjde.org/2007v5.3.Sharma.Abstract.html

An Evaluative Study of Awareness Programme on Dairy Farming (APDF) in Indira Gandhi National Open University (IGNOU)

An Evaluative Study of Awareness Programme on Dairy Farming (APDF) in Indira Gandhi National Open University (IGNOU)

Social work education through open and distance learning in India: opportunities and challenges

ABSTRACTThe paper has traced the history of social work education through open and distance learning in India. In addition, it has critically discussed the opportunities and challenges of social work education offered through open and distance learning mode particularly offered by Indira Gandhi National Open University (IGNOU).1 The study highlights the contributions of IGNOU in the area of social work education through open and distance learning as well as the extent of developing literature in social work and has further suggested various ways of enhancing the overall quality of social work education. The findings reveal that social work education offered by IGNOU has become a popular but it also raises various deficiencies in field-work education, supervision, quality of materials, and quality of instruction.

Implementing Practical Based Courses Under Open and Distance Learning System: A Study of The Perception of Learners and Counsellors

Implementing practical based courses under Open and Distance Learning (ODL) system is a very difficult and challenging task as the teaching of practical based courses involves intensive practical work. For removing the difficulties and challenges in implementing the practical based courses under ODL system, there is a need to study the existing status and problems found in the way of implementing practical based courses under ODL system. The learners and counsellors of practical based courses under ODL system are the practical stake holders of ODL system who can judiciously perceive and identify the existing status and problems in implementing practical based courses under ODL system. But, from the literature of research in the field of ODL system, it is found that hardly study has been carried out to study the perception of learners and counsellors in implementing practical based courses under ODL system. Therefore, the present study has attempted to study the perception of learners and counsellors in implementing practical based courses under ODL system. The study intended to achieve two objectives: (i) to study the perception of the learners in implementing practical based courses under open and distance learning system, and (ii) to study the perception of the counsellors in implementing practical based courses under open and distance learning system. The study is considered under descriptive survey type research. Twenty learners who were pursuing the Bachelor of Science (B. Sc.) course and twenty counsellors who were counselling B.Sc. learners in two selected study centers of Indira Gandhi National Open University(IGNOU) Regional Center, Bhubaneswar ( i.e. IGNOU Study Center, B.J.B. College, Bhubaneswar and IGNOU Study Center, Khalikote College, Berhampur) were taken as participants for the study. Purposive sampling method was followed for selecting the participants for the study. Data were collected personally from the participants in a natural and comfortable setting. Two tools (i.e. Perception scale for studying the perception of the learners in implementing practical based courses under open and distance learning system; and Perception scale for studying the perception of the counsellors in implementing practical based courses under open and distance learning system) were used for collection of data from the participants of the study. A mix of qualitative and quantitative methods/approaches of data analysis was used for analyzing the data of the study. The results of the study mainly highlighted the perception of the learners and counsellors regarding existing status and problems in implementing practical based courses under ODL system and their suggestions in implementing practical based courses under open and distance learning system.

Continuous Professional Development of Teachers Through Open and Distance Learning: Perception and Concerns

Faculty development is the key thrust area at all levels of education. “A good teacher is teacher until he is a learner.” This famous saying is giving the impression that continuous development of knowledge, skills and personality are essential for a successful teacher. School of Education (SOE), Indira Gandhi National Open University (IGNOU) has made an effort to provide training for continuous professional development to Teachers of Kendriya Vidhyalaya Sangathan (KVS) and developed six-months Certificate Programme for Professional Development of Primary Teachers (CPPDPT).The present study was carried out on learners of CPPDPT Programme i.e. teachers of KVS regarding their readiness, perception about continuous professional development through open and distance learning (ODL), who are enrolled in CPPDPT.A self made rating scale was administered on 198 teachers (i.e. participants in CPPDPT Programme) at five (05) programme study centers under Three (03) regions i.e. Regional Center Delhi-2, Regional Center, Noida and Regional Center, Ranchi. Interview of 18 Academic Counsellors (ACs) and 05 Programme Study Center In-charges (PICs) was also conducted. Quantitative as well as Qualitative data was collected and analyzed.Results have indicated that there is positivity in perception towards continuous professional development but there are genuine concerns about operational issues through ODL mode.

An Innovator in Blended Learning mode of Education

Prof. Manoj Kulshrestha, Ph.D from Indian Institute of Technology (IIT), Delhi, New Delhi is Professor of Civil Engineering in School of Engineering & Technology (SOET) at Indira Gandhi National Open University (IGNOU), New Delhi, where he teaches Construction Project Management. Additionally, he is Director of National Centre for Innovation in Distance Education (NCIDE).