Open And Distance Learning System Research Articles

Weaknesses in Emergency Remote Teaching in Higher Education Within the Context of the ODL Learning Component in Turkey

In critical situations caused by crises such as a pandemic, emergency remote teaching (ERT) practices might not be effective because they depend mostly on on-the-spot decision-making. On the other hand, open and distance learning (ODL) has its own dynamics and is a well-planned system. In order to put quality ODL plans into practice in crisis situations, contingency plans, created before any crises, are required. Past crises ought to be examined in order to cope with future crises effectively. This study aims to identify weaknesses in ERT practices in higher education within the context of the learning component of ODL system by focusing on COVID-19 and using it as an example of a past crisis. Exploratory case study was the method used. The study group consisted of 14 faculty and 14 learners from 14 higher education institutions. Qualitative data were collected via semi-structured interviews and documents. The data were analyzed using descriptive and content analysis. Research findings revealed that ERT has many weaknesses in several themes within the context of the learning component of the ODL system; these include teaching method, course structuring, and e-learning materials, among others. In light of the findings, it can be concluded that many factors influence challenges in ERT. Accordingly, to be able to move from ERT to ODL in the next crisis, these weaknesses need to transform into solutions in advance.

The Effectiveness of Open and Distance Learning (ODL) in Raising Student Learning Interest During The COVID-19 Pandemic

The COVID-19 pandemic has forced governments to declare a Movement Control Order that affects all sectors, including education. Students must remain in hostels or at home since they are not allowed to return to campus. Hence, university officials resort to the Open and Distance Learning (ODL) method to keep their operations running. Numerous collaborative digital platforms (e.g. Microsoft Teams and Google Meets), social networks (e.g. WhatsApp, Telegram, and Facebook), and even the telephone have emerged to aid in the learning and assessment processes. Locally, tertiary institutions have encountered various obstacles in getting their ODL systems up and running so that students can resume their studies. One of the challenges is adapting to and becoming comfortable with the various online platforms available. The inconsistency with which these platforms are used to try out and select the best one harms the learning and teaching process. This study investigates the efficacy of the ODL approach in increasing students' interest in the Electronics 1 (ELE232) course. The survey method and descriptive qualitative research are used in this study. 37 students from the J4EE1113A1 and J4EE1113B1 groups at the Faculty of Electrical Engineering, UiTM Cawangan Johor Kampus Pasir Gudang, who completed the Electronics 1 course in the 20204 semester, took part in this study. The data was collected using Google Forms, and the analysis followed Mile and Hubermen's interactive model, which had four stages: gathering data, creating data, presenting data, and drawing conclusions. According to the findings, 62% of students believe that ODL improves their ELE232 learning.

21ST CENTURY LEARNERS OF HIGHER EDUCATION (ODL & CONVENTIONAL SYSTEM) IN RELATION TO THEIR LEVEL OF ASPIRATIONS: A CRITICAL STUDY

In the field of education motivation to learn is important for learners in all types of system in general and ODL (Open and Distance Learning) system is particular. In ODL system learners should take ownership of the learning process, should link what they are being taught and toward which they are directing their efforts. These can be characterized as their aspirations of learners. ODL institutions should know the aspirations of learners and have a mechanism to assess the level of aspiration of learners. It’s important to match between learner’s aspirations and behaviors. It is important for learners aspiring to careers, choice of courses, and enthusiasm for doing the kinds of things necessary to achieve their aspirations. Understanding learners’ aspirations is important to develop a learning culture of learners in any system of education. This type of a culture helps the learners to be a self learner, they need to consider their aspirations and make clearer and connect their plan of action with their goals. The ultimate aim is to improve the overall learning environment and supports to the success of learners. Knowing and understanding more about learner’s aspirations; valuing and implementing on such important information is crucial for any educational institution to improve learner’s outcomes and the quality of the educational process.

Examination of the Hexad User Types and their Relationships with Gender, Game Mode, and Gamification Experience in the Context of Open and Distance Learning

Gamification, which is defined as the use of game design elements in non-game contexts, is put forward as a solution to low motivation and is suggested for the creation of a sustainable learning ecology in open and distance learning (ODL). The overall purpose of the present study was to examine the distribution of the Hexad gamification user types and the correlations of gamification experience, game mode, and gender with the user types’ scores within the context of an ODL system. The researchers adapted quantitative cross-sectional survey design to seek answers in this study. The Hexad user types of distance learners were determined based on the online “Gamification User Types Hexad Scale.” Findings revealed that the most common user types in the ODL environment were Philanthropists, Achievers, and Free Spirits, followed by Socializers and Players with a lower mean, while the least common user type was Disruptors. Women tended to score higher than men on the Disruptor user type. Achievers, Socializers, Philanthropists, and Players preferred multiplayer game modes, while the game mode had little influence on Free Spirits and Disruptors. Regarding the gamification experience, Players and Free Spirits seemed to have more experience of gamified applications. This study provides insights to learning designers in developing gamified ODL systems to engage the different Hexad user types.

Açık ve Uzaktan Öğrenme Sisteminde Kadın Öğrenen Anlatıları: Feminist Bakış Açısıyla Eleştirel Bir Değerlendirme

Open and Distance Learning (ODL) is an educational tool with a transformational social role in eliminating gender inequality as well as educational inequalities. In line with this idea, the aim of this study is to examine the opportunities offered by an ODL system to female learners and its contributions in closing the gap arising from gender inequality in education through the lens of feminist pedagogy. To this end, a qualitative research paradigm was adopted, and a narrative research design was conducted to analyze the stories of women in an ODL system. The findings of the study reveal that women in the study still encounter some barriers and constraints on access to education and school completion because they are women. ODL, with its flexible and autonomous learning environment, is thought to play a key role for the women in the study to cling to hope and to ensure social justice in the society

Distance Learning in Prisons: Perspectives on Expanding Educational Access to Marginalized Inmate-Prisoners

This study explored the issue of relevance of Open and Distance Learning (ODL) in expanding educational access to prisoners. In so doing, one key research question “how relevant is the ODL system in expanding educational access to Tanzanian prisoners?” was addressed. Through a discourse analysis approach, data were collected from the analysis of relevant documents. Documents such as policies, theses, journal articles, relevant websites, books, reports, and newspapers which were thought to be relevant to the study were analysed. With the guidance of the checklist, all relevant information which could assist in addressing the research question was recorded and then, the raw data were properly documented to form transcripts. The raw data from the transcripts were then thematically analysed to form themes and sub-themes which then became the headings/parts of this paper. The findings suggest that prison education is a relevant approach for prisoner rehabilitation. However, considering that prisons are complex environments (total institutions), it is difficulty to conduct education through conventional or/and evening class approaches, hence, ODL is considered a more appropriate approach to expand prisoners’ access to education. This paper calls for both Single Mode and Dual Mode Open and Distance learning institutions – in collaboration with the Tanzania Prisons Service (TPS) – to develop relevant ODL courses for prisoners to serve the purpose.

Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

The need to bridge the instructional gap that exists between teachers and their learners in open and distance learning (ODL) has been widely acknowledged in literature. Scholars have advocated for instructional delivery channels that will facilitate interaction and engagement in the system. Online facilitation remains a crucial component of ODL as it allows seamless interaction between lecturers and students anytime, anywhere. However, this mode of instructional delivery could be hindered by some teacher-related factors, as facilitators have strategic roles to play in content development and delivery. This study was, therefore, carried out to investigate the impact of perceived usefulness and perceived ease of use on facilitators’ acceptance of online facilitation in the ODL system of education. The study adopted mixed method research design. A total of 55 facilitators participated in the study and web-based survey was used to collect quantitative and qualitative data from the respondents. The result revealed that the level of acceptance of online facilitation among lecturers was high, with the weighted average of 4.3. The level of lecturers’ perceived ease of use and perceived usefulness were also high with weighted averages of 3.9 and 4.3 respectively. There was a significant impact of perceived ease of use on lecturers’ level of acceptance of online facilitation as a veritable channel for instructional delivery. Based on these findings, it was therefore recommended that stakeholders in open and distance learning should provide relevant instructional and infrastructural resources to promote effective integration of synchronous and asynchronous online facilitation to engender active participation of students in the teaching-learning process. Keywords: Perceived ease of use, perceived usefulness, instructional gap, online interaction, instructional delivery, online learning DOI: 10.7176/JEP/11-36-12 Publication date: December 31 st 2020

Strategy of using ICT in ODL to disseminate higher education in tribal communities: a case of MP, India

PurposeThe purpose of this paper is to make an assessment of the challenges in disseminating higher education to the learners in tribal communities, and problems solving capacity of Open and Distance Learning (ODL) by strategically making use of Information and Communication Technology (ICT) taking a case of Madhya Pradesh (MP), which is the most tribal dominated state of India. The paper offers valuable insight in to the usage of ICT as a strategy for the ODL system presenting an account of how it can be utilized effectively to disseminate higher education in tribal communities.Design/methodology/approachExploratory and descriptive techniques were utilized in this paper adopting the research strategy of case study in terms of the strategic potentialities of ICT in disseminating higher education in tribal communities by ODL using it as a strategy for their empowerment and development.FindingsThe findings of the paper reveal that dissemination of higher education in tribal areas is a challenging task especially due to their socioeconomic conditions and ethno cultural settings in addition to numerous infrastructural and access related issues. In view of the need of integrating education with the Indigenous perspectives, ICT can be used as an effective strategy by ODL for disseminating higher education amongst learners in those communities by reaching out to them.Practical implicationsThis paper concludes that ICT can help ODL immensely in developing countries such as India strategically in reaching the tribal learners surpassing financial and geographical constraints with a learner centric approach increasing the capacity, quality and cost effectiveness of education system bringing the concept of strategy to center stage, at a time when ICT has fundamentally changed the strategies of different sectors including education with the unprecedented growth in its use.Originality/valueThis paper concludes that ICT has fundamentally changed the strategies of different sectors including higher education with the unprecedented growth in its use. It also concludes that Indian higher educational sector faced with multitude of challenges is not insulated from the effect of ICT, and its emancipatory and transformative potentials in higher education can play a major substantive role by extending support to meet the increasing higher educational needs of the tribal communities by sufficiently embedding it so that their greater contributions to the Sustainable Development Goals (SDGs) can be ensured.

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.

Promoting student support in Open and Distance learning using Information and Communication Technologies

The study investigated the use of ICTs in students support in Open and Distance learning (ODL) at Makerere University. The study adopted a survey design with 327 ODL students, and the data from participants were collected using self-administered questionnaires and individual interviews. The results showed that, Makerere University has enhanced student support through the introduction of the learning management systems, web-based application, registration and accessing results to ensure student’s satisfaction and retention in ODL system. However limited electronic support is extended to ODL students through e-mails, mobile phones, social media applications, radio and television. The study concludes with recommendations to policy makers at Makerere University. Although, this study has been based in Uganda, the findings may be of relevance to institutions in other developing countries.

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.

Policy Recommendations from Employers for Enhancing Skills through ODL

This paper aims at seeking recommendations for the Open and Distance Learning (ODL) policy from the industry to ensure learners graduating from ODL system are employable and are at par with those who have graduated from conventional system. Survey from total 97 employers spread over 7 industry sectors indicated that policy intervention is required to enhance skill development through ODL. This will enable ODL system and its learners to overcome major challenges related to credibility and recognition. These recommendations stressed on enhancing the quality of ODL education and skill development through collaboration between academia and industry and use of technology. It is highly advocated that government agencies should ensure that quality parameters like recognition, accreditation, industry relevant curricula, be implemented and fulfilled by ODL institutions as well. Apart from the core subject knowledge, employers also stressed upon the need to foster employability skills such as problem solving, critical thinking etc. in the curriculum. Both the quality of ODL programmes and its linking with skill development will enable ODL system to bridge the gap between demand and supply of skilled manpower. The herculean task of skilling millions of people in India can be achieved through collaboration and use of technology. Collaboration is the key factor to bring about synergy between academia and industry. It will enable the learners’ job ready and give productive output at their work places, there by contributing to the economic development of the country. Alliance will also provide learners a smooth transition from learning to earning.

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.

Mobile learning: readiness and perceptions of teachers of Open Universities of Commonwealth Asia

Integration of ‘Mobile Learning’ (m-learning) in Open and Distance Learning (ODL) system can play a crucial role in reducing the ‘Digital Divide’ and strengthening ‘Democratization of Education’ by providing quality educational opportunities and access to information quickly at affordable cost in Commonwealth Asian countries. Successful implementation of m-learning will be determined by readiness and positive perception of the teachers towards it. This study examined the m-learning readiness and perception of the teachers of eighteen Open Universities spread across five Commonwealth Asian countries (Bangladesh, India, Malaysia, Pakistan and Sri Lanka). The analysis of responses obtained from 102 teachers indicates that they have device and skill readiness to impart m-learning. The study also revealed the presence of positive perception for m-learning among them. They affirmed that m-learning has the potential to engage the learner to a greater extent. It enhances the collaboration and didactic conversation, thereby reducing the feeling of isolation for learners in ODL system. However teachers were still not sure, if m-learning can replace e-learning through conventional devices.

LEARNER’S SATISFACTION: A CASE STUDY ON IGNOU’S ENGINEERING DIPLOMA PROGRAM

Open and Distance Learning (ODL) system is different from conventional education system. ODL system imparts education through multiple media and techniques to equalize the class room education. Unlike the conventional system, the distant learners (students, adults, employed persons, etc.) may face some problems during their course of study. In this paper authors discuss various problems faced by the ODL learners and propose some good practices to enhance the learner’s satisfaction level. The paper further describes the importance of Engineering programmes offered through ODL for working technicians (ITI certificate holders) and working technical supervisors (Engineering Diploma holders). It also talks about the career opportunities and promotion aspects after the completion of their respective programmes.

Mobile Learning: Challenges for Teachers of Indian Open Universities

“Mobile Learning” (m-Learning) has emerged as a trend in the field of Open and Distance Learning (ODL). It is removing the time and geographical barriers for learning by placing learning opportunities at the fingertips of learners. ODL institutes in India are also adopting mlearning in different forms; however, it is not fully implemented due to various reasons. This paper aims to explore possible challenges faced by teachers of Open Universities of India in implementation of m-learning. In this context the teachers of Indian Open Universities were surveyed to identify and rate the intensity of various challenges in the successful implementation of m-learning in the ODL system. The findings from respondents (n = 72) revealed that out of thirteen (13) challenges presented to them, the three most important challenges were: (a) lack of support for instructional design for m-learning; (b) lack of institutional policy for m-learning and (c) lack of infrastructure/technological support. These barriers were extrinsic in nature as they were institution dependent. The least important challenges were found to be: (a) intrusion on personal time due to 24 x 7 access; (b) reluctance to adopt technology and (c) difficulty of use. These barriers were intrinsic in nature as they were person-driven. Challenges of m-learning were found to be the same irrespective of gender. Institutions need to provide adequate institutional support in terms of policy, infrastructure and instructional design for the successful implementation of m-learning.

Sensitising the Disadvantaged Groups through Participatory Approaches: IGNOU’s Experiences in Madhya Pradesh (India)

Madhya Pradesh is home to sizeable proportion of Socio Economically Disadvantaged population of India. Human Development Index of the state is 0.375 which depicts poor socioeconomic conditions. Infant Mortality Rates in some of the areas of the state have been compared to the Sub-Saharan countries as per the World Bank Report titled “India: Achievement and Challenges in Reducing Poverty” It depicts a challenging situation and calls for massive Educational Upliftment of the people working in rural and tribal areas. Government of India has sincerely prioritized these issues through successive five year plans, however the situation on the ground leaves a lot to be desired. Millennium Development Goals (MDGs) have placed renewed emphasis on the capacity building of these communities. India Gandhi National Open University (IGNOU) which is the biggest role player of Open and Distance Learning (ODL) in India has a mandate to bring such disadvantaged groups in to fold of Higher Education. However it has been a challenging job from several points of views as most of the target groups requiring immediate attention are too vulnerable, poorly capacitated to adopt new practices and nearly cut off from the urban centred educational facilities. The areas inhabiting such communities have low penetration of Newspapers, TV or Radios and ODL systems with their paradigmatically different ways of teaching learning are yet to take roots in these areas. It has been a big challenge for IGNOU to reach out to such Disadvantaged Communities, sensitize them through suitable Confidence Building Measures and involve them in the ODL Programmes to strengthen their livelihoods. Despite various initiatives taken up by ministry and other institutions, there is a vacuum of information among the disadvantaged communities. It is now well realised and understood that capacity building systems for such target groups need to be radically different from “Business as Usual Approach”. Authors of this paper have the experience of working for the Promotion, Monitoring and Supervision of ODL programmes in these areas. During 2012-13 a series of “Out of Box Approaches” were initiated by the authors for sensitising these communities. Results have been overwhelming with sizeable participation of people from disadvantaged communities. This paper highlights such new participatory approaches to sensitise the communities and results of such interventions. The paper has been divided in to Four Parts. Part-I describes the socio economic conditions of these areas and the constraints by the people in accessing information. Part-II describes the Confidence Building Measures like “Khula Manch” [Open Interactive Sessions with Community] initiated by the IGNOU Regional Centre Bhopal (Madhya Pradesh) and the response of the communities for such interventions. Part-III describes the initiatives taken by the Regional Centre to sensitise Slum Dwellers in Bhopal. This section also highlights Academic Support Services extended to Slum Dwellers in Slum Areas and the results of such interventions. Part –IV describes the experiences of joint initiatives with “Village Panchayats” in rural areas of District –Khandwa in Madhya Pradesh and lastly Part-V describes overall Conclusions and Recommendations. DOI: 10.5901/mjss.2015.v6n5p538

NEW TECHNOLOGIES AND SCIENCE TEACHERS EDUCATION WITHIN THE CONTEXT OF DISTANCE LEARNING: A Case Study for the University of Lagos

The Open and Distance Learning (ODL) education for science teachers is seen as a solution to the problems of equity and access to teacher education in Nigeria. It is used to provide cost-effective Science Teacher Education, and to train large numbers of teachers within a short period of time. The need for training science teachers through ODL systems is becoming more critical and necessary. The study explored the contribution of Science Teacher Education within the context of Open and Distance Learning in the following areas: time spent on electronics devices, skill development in the use of computer technologies and applications, Extent of use of IT in courses and course management system features. The study used a survey method. Stratified sampling technique was adopted. Two hundred and fifty (250) questionnaires were sent out and one hundred and seventy three (173) were returned. The result shows that that there is a significant positive correlation between science teachers education within the context of Open Distance Learning and time spent on electronics devices, skill development in the use of computer technologies and application, Extent of use of IT in courses and course management system features at R=0.688, 0.625, 0.165, 0.607, 0.500, with the p value of < 0.05 level of significance. This result implies that increase on each of these variables will further enhance Science Teacher Education.

Academic Counselling In Odl: Information System For Capacity Building Of Academic Counselors’ In Ignou

Indira Gandhi national Open University (IGNOU) is an apex body for open and distance learning (ODL) system in India. The university has nation-wide operation and pioneer in distance education. IGNOU has an hqrs, 67 Regional Centres and about 3400 Study Centres throughout India. The study centres are the academic contact point for distance learners and the university engages around 54,000 academic counsellors for giving learner support to the heterogeneous distance learners. In IGNOU, the academic counsellors are mostly drawn from the formal higher educational system and the exposure towards ODL system therefore, is minimal. However, the academic counsellors are the pivotal link between the ODL institution and isolated distance learners in IGNOU. Their role in handling face-to-face academic counseling sessions at the study centre is very important. The academic counsellors in IGNOU are drawn from the conventional system of higher education. Though, periodical training is given to them by IGNOU, it is a difficult task to train such a massive number of counsellors across the country. In fact the role of an academic counsellor is multifarious and requires both tutoring and counseling. For maintaining quality in academic counseling, the accumulation of multi-dimensional skills, attributes and information is essential on the part of the cunsellor in ODL. Among these, possessing information at various levels about ODL system is an enabling factor to effectively support isolated distance learner. Therefore, a comprehensive Information System is felt the need of the hour for the capacity building of the academic counsellors in supporting distance learners and for the quality assurance process. This work explores and builds a comprehensive information system for the academic counsellors in an ODL system, keeping IGNOU as the context.

Inculcation of Values for Best Practices in Student Support Services in Open and Distance Learning—The IGNOU Experience

Student support services are the cardinal features of the Open and Distance Learning (ODL) System. In India, the Indira Gandhi National Open University (IGNOU), 13 state open universities and over 200 Distance Education Institutes (DEIs) attached to conventional universities and private/autonomous institutes offering programmes through the distance mode ( MHRD, 2013 ) have all created adequate provisions for learner support services and the systems, rules, regulations and norms have been put in place. However, it is significant that a learner in the ODL system remains away from the teacher and the peer group. Thus, the learner feels isolated ( Das &amp; Ghosh, 2011a ) and needs the empathy of all the functionaries concerned. It has been our experience at IGNOU that more often than not the functionaries fail to realize the value of a learner and the learner fails to understand the value attributed to him by the ODL system. Without such realization the rules and regulations lose their significance. Hence, inculcation of values is of paramount importance in the functioning of the ODL system. In this article we have discussed about ‘inculcation of values’ among the ‘learners’ as well as the ‘functionaries’ for developing ‘best practices’ in learner support services in the ODL system. The inputs are based primarily on direct experiences of the authors.