report on the national conference on distance and online learning

REPORT ON THE NATIONAL

CONFERENCE ON DISTANCE AND

ONLINE LEARNING

SYMBIOSIS CENTRE FOR DISTANCE LEARNING

Symbiosis Bhavan, 1065 B Gokhale Cross Road,

Model Colony, Pune-411016

Report on National Conference

On

Distance and Online Learning

Prepared by

Symbiosis Centre for Distance Learning

(FOR PRIVATE CIRCULATION ONLY)

2014

From the Director’s Desk

Dr. Swati Mujumdar

It gives me immense pleasure, in placing before you, the report of the National Conference on

Distance and Online Learning organized by SCDL on 19th September 2014. The primary

objective of this conference was to create a platform for policy makers, distance education

providers, educationists and other stake holders to come together to discuss challenges and

opportunities in Distance and Online Learning, share best practices, address existing policy

gaps and formulate policy recommendations for further consideration.

The conference had luminaries from the field of higher education and Distance Learning

beginning with Padamshree Prof. Madhava Menon (Chairman, Distance Education Reform

Committee, MHRD; Founder Vice-Chancellor NLIU, Bangalore and National University of

Juridical Sciences, Kolkata); Dr. D. N. Reddy (Member UGC, Chairman, Recruitment &

Assessment Centre DRDO) Prof. Dr. Arun Nigavekar (Raja Ramanna Fellow, Former

Chairman UGC, Founder Director NAAC, Sr. Advisor & Trustee Science & Technology Park

University of Pune) Mr. Pradeep Kaul ( Sr. Consultant, NMEICT, Coordinator, DTH, MHRD);

Dr. Binod Bhadri( DEA, MHRD); Prof. K.B Powar (Chancellor, DY Patil Vidyapeeth, Pune);

Prof. Uday Salunkhe (Group Director Welingkar Institute Mumbai); Prof. Mariamma

Varghese,(former Vice-Chancellor SNDT Women’s University Mumbai; Mr. Vivek

Sawant(Director MKCL); Mr. Kshitij Chopra (CEO Pleo Labs); Dr. Prakash Deshpande

(formerly Director, DEC, Director Education, British High Commission); Dr. Naji Almahdi

(Director National Institute of Vocational Education, Government of UAE).

The conference was attended by around 100 distinguished delegates from across the country

comprising policy makers including registrars, directors of distance education institutes, senior

professors etc.

The conference had the following themes:

• Government Policies for ODL – Future Path

• Role of ODL in Building GER

• Paradigm Shift from Conventional Education to Online Learning: Opportunities and

Benefits of Online Learning

• Issues and Challenges with Present System: Path towards Online Learning

• Emerging Trends in ODL

• International Best Practice

Each plenary session was followed by a Question-Answer session and the conference ended

with a discussion on policy recommendations.

The report culminates the inputs received from the learned speakers of the conference and the

distinguished delegates. It is divided into ten chapters, the first one being the Preamble and the

last one being the feedback summary. The remaining chapters comprise the issues and

challenges with regard to Open and Distance Learning raised by the speakers and the delegates

during the plenary sessions, Q & A sessions and in the feedback forms from the delegates

which were in the under noted areas:

• Territorial Jurisdiction

• Quality

• Evaluation

• Faculty

• Regulatory Mechanism

• Delivery Issues

• Student Support System

Each chapter at the outset highlights the issues and challenges faced by the ODL institutions

with regard to the topic under discussion and ends with conclusion and recommendations on

the matter under discussion.

I owe a debt of gratitude to the Hon’ble Speakers of the national conference for sparing their

precious time and for sharing their insights and their valuable experiences in the field of ODL

with the delegates.

I would be failing in my duty if I do not acknowledge the contribution of the distinguished

delegates who participated in the deliberations of the conference, readily expressed their views

on the subject during the Question & Answer sessions and also shared their valuable inputs in

the feedback forms given to them at the beginning of the conference. Last but not the least, I

wish to place on record my heartfelt thanks to the President of the Symbiosis Education Society

Padama bhushan Dr. S. B. Mujumdar Sir for gracing the occasion with his benign presence.

Dr. Swati Mujumdar

Director


Pune

Foreword by the Dean Academics

Dr. Madhu Madan

Online and Distance Learning is the need of the hour in a ‘young’ country such as ours to make

available higher education to the aspiring youth and adult learners and to reach out to the

unreached in the remotest corners of this vast nation. It is one of the best modes of increasing

the GER in higher education, to the targeted 30 percent by 2020. ODL institutions are, in a

sense, great contributors to this national cause, making available higher education to the

physically, socially, financially and locationally disadvantaged youth. In this transformation,

technology is a game changer, bringing about a paradigm shift in the teaching-learning and

evaluation pedagogies.

A national conference on distance and online learning was organised by Symbiosis Centre for

Distance Learning on 19th September, 2014 at its campus in Pune, with the objective to bring

together all stake holders on a common platform to deliberate on the issues and challenges

faced by the ODL institutions, suggest measures to overcome them, share best practices and to

formulate policy recommendations for consideration.

The conference, conceived by the Director, SCDL, Dr. Swati Mujumdar, was attended by

around 100 delegates who included policymakers and directors of ODL institutions from across

the country. It was indeed a feast for the intellect with a galaxy of speakers and eminent

personalities sharing their thoughts and experiences on Online and Distance Learning starting

with no less an authority on ODL than Padmashree Prof. Madhava Menon, Chairman and

Reforms Committee on Distance Learning. The conference had the benefit of considered views

of experts such as Dr. D N Reddy, Member UGC, Prof. Dr. Arun Nigavekar, Former Chairman

UGC and Founder Director NAAC, Mr. Pradeep Kaul, Senior Consultant, NMEICT and

Coordinator, DTH, MHRD, Dr. Binod Bhadri DEA, MHRD, Prof. K.B Powar, Chancellor,

D.Y Patil Vidyapeeth, Pune, Prof. Dr. Uday Salunkhe, Group Director, Wellingkar Institute,

Mumbai, Prof. Mariamma A. Varghese, Former Vice-Chancellor, SNDT Women’s University,

Mumbai, Mr. Vivek Sawant, Director, MKCL, Pune, Dr. Prakash Deshpande, formerly

Director, DEC, Director Education, British High Commission, Dr. Naji Almahdi, Director,

National Institute of Vocational Education, Govt. of UAE and Mr. Kshitij Chopra CEO, Pleo

Labs.

Grateful thanks to all the speakers and participants for making the sessions so interactive and

enlightening. Our special thanks to Padma Bhushan Dr. Mujumdar Sir, the founding father of

Symbiosis for gracing the occasion and providing a perspective to the gathering on the issues

and challenges confronting the education providers in online and distance learning initiatives.

Dr. Madhu Madan

Dean Academics and Head - Evaluation

Symbiosis Centre for Distance Learning,

Pune.

Eminent Speakers

Padmashree Prof. Madhava Menon

Chairman, Distance Education Reform Committee, MHRD, Founder Vice-

Chancellor

NLIU, Bangalore and National University of Juridical Sciences, Kolkata

Topic: Government Policy for ODL - Way ahead

Dr. DN Reddy

Member UGC, Chairman Recruitment & Assessment Centre

DRDO

Topic: Government Policy for ODL - Way ahead

Prof. Dr. Arun Nigavekar

Raja Ramanna Fellow, Former Chairman UGC, Founder Director NAAC,

Sr. Advisor & Trustee Science & Technology Park Univ. of Pune

Topic: Role of ODL in Building GER

Mr. Pradeep Kaul

Senior Consultant, NMEICT & Coordinator, DTH, MHRD

Topic: Paradigm Shift from Conventional Education to Online Learning:

Opportunities and Benefits of Online Learning

Dr. Binod Bhadri

DEA, MHRD

Topic: Paradigm Shift from Conventional Education to Online Learning:

Opportunities and Benefits of Online Learning

Prof. K.B Powar

Chancellor, D.Y Patil Vidyapeeth, Pune

Topic: Issues and Challenges with Present System: Path towards Online

Learning

Prof. Dr. Uday Salunkhe

Group Director, Wellingkar Institute, Mumbai

Topic: Issues and Challenges with Present System: Path towards Online

Learning

Prof. Mariamma A. Varghese

Former Vice-Chancellor,

SNDT Women’s University, Mumbai

Topic: Evaluation Methodology – Pedagogical Aspects for ODL and Online

Learning

Mr. Vivek Sawant

Director, MKCL, Pune


Learning

Dr. Swati Mujumdar

Director, SCDL, Pune


Learning

Mr. Kshitij Chopra

CEO, Pleo Labs

Topic: Creating Repository of Online Courses: Open Courseware, LMS

Dr. Prakash Deshpande

Formerly Director, DEC, Director Education, British High Commission

Topic: Emerging Trends in ODL

Dr. Naji Almahdi,

Director, National Institute of Vocational Education, Govt. of UAE

Topic: International Best Practices

Inauguration and Felicitation of Guests

Glimpses of the Event

Thoughts expressed by Eminent Personalities

Padmashree Prof. Madhava Menon

Chairman, Distance Education

Reform Committee, MHRD,

Founder Vice-Chancellor

NLIU, Bangalore and National

University of Juridical Sciences,

Kolkata

Topic: Government Policy for ODL

- Way ahead

Padmashree Madhava Menon orated that we are in a sort of a policy paralysis in the higher

education sector. The policies in higher education cannot continue to be the same as they were

five years ago because the world is changing, he said. Dr. Menon strongly believed that the

policies that would be introduced would necessarily reflect not only the demand side but also

the supply side in such a manner that they would be practicable, viable and there would be

participation.

He further informed that the PPP model has been recommended for higher education by the

12th plan to provide qualitative expansion in higher education. The Hon’ble Supreme Court had

elaborated that private players can make profits so long as they do not indulge in profiteering.

There is a big shift in the policy of financing higher education in the 12th plan.

He expressed concern over the mushrooming ODL institutions across the country which had

spoilt the environment and necessitated an independent regulator. Dr Menon opined that

technical education could very well be imparted through the distance mode and that the ODL

system should not be considered inferior to the conventional system. It was important for the

lead players to be proactive in setting benchmarks, evolving a self-regulatory mechanism to

ensure that corrupt practices are curbed and minimum standards are maintained, he stressed.

According to Dr. Menon, the issue of prohibition of PhD in open universities needed to be

reviewed. Prohibition of ODL in deemed universities also required looking into, he said. It

was essential for the issue of territorial jurisdiction to be resolved. In today’s technology driven

world such restrictions are meaningless, Dr. Menon felt. ODL degrees may also be to be treated

at par with the conventional education, was his view.

Dr. Menon concluded with a word of advice. He emphasised that self-regulation is the best

regulation and that it opined should be the major agenda of this conclave.

Dr D.N. Reddy

Member UGC, Chairman Recruitment and

Assessment Centre

DRDO

Topic: Government Policy for ODL - Way

ahead

Prof D. N. Reddy, in his opening remarks stated that the UGC is the regulatory body for ODL

as on date in accordance with the MHRD order dated 25th February 2014. The new regulatory

mechanisms will be applicable from the academic year 2015-16 for institutional recognition

and program wise recognition, he pointed out.

He emphasised that some of the issues pertaining to ODL institutions included equivalence of

degrees/diplomas, quality, appropriate use of technology, strengthening institutional capability

and improving perception of ODL, among others.

He highlighted that education in the 21st century is undergoing metamorphic changes.

Increased connectivity would result in increased interaction and information sharing, resulting

in innovation and creation of new ideas. New thinking in education would include simulations,

game theory, animations / multimedia, collaborative / peer-to-peer learning, ubiquitous

learning, personalised learning and blended learning. There is an increasing focus on

accountability and quality, he averred. The ICT provides a variety of technological solutions

to enhance learning. Institutes of higher learning should prepare for change, Prof. Reddy

stressed. Virtual labs, virtual class rooms and virtual universities would be replacing traditional

institutes, making higher education affordable and increasing its access, he remarked.


Raja Ramanna Fellow, Former

Chairman UGC, Founder Director

NAAC,

Sr. Advisor & Trustee Science &

Technology Park Univ. of Pune

Topic: Role of ODL in Building GER

Prof. Nigavekar categorically stated that open and distance learning was a ‘need’ that was

proven even before the online and distance learning came into existence. He gave a historical

perspective to open and distance learning and clarified that it had a place in the higher

educational sector, even in the 70s and 80s. However, in those days, he pointed out, education

was delivered only through the print medium. Prof Nigavekar emphasised that the state

universities and colleges have played a major role in the existence and growth of the open and

distance learning.

Prof Nigavekar opined that the education sector in India is going through a ‘revolution’. This

‘revolution’ started during the 10th plan when a document was brought out by the UGC which

stated that ODL should be treated at par with the conventional mode of education. It was to be

converted into an Act but could not reach its logical end.

Prof Nigavekar reiterated that the entity of ODL would always remain intact because the

number of youth to be educated in India is very large.

He opined that there are two or three layers of entities that will need education: the first

category is in the rural areas where skilled workers who have been denied education exist. The

second category consists of those individuals who are in the semi-rural and taluka regions and

who have been educated up to Class 7. These individuals are desirous of being contributors to

the knowledge-linked economic change of the nation, said Prof. Nigavekar.

Prof Nigavekar was of the view that the ODL sector may not be able to meet the educational

needs of this segment because of two reasons, which he said were (i) connectivity (ii)

affordability of technology-related platforms. A determined effort would have to be made in a

structured manner to overcome this challenge and to reach out to this segment, he stressed.

Finally, Prof Nigavekar expressed the view that higher education should be a concurrent

subject to ensure that uniform standards of education are maintained throughout the country.

Mr. Pradeep Kaul

Senior Consultant, NMEICT &

Coordinator, DTH, MHRD

Topic: Paradigm Shift from

Conventional Education to Online

Learning: Opportunities and Benefits

of Online Learning

In his very informative presentation, Mr. Pradeep Kaul shared with the participants, the strides

made by the Government of India through its NMEICT scheme, in the areas of e-content

development, improving connectivity between universities and colleges, and making available

ultra-low-cost access devices such as the Aakash tablet. He further informed the gathering that

on 23th February 2012 the GOI launched 89 virtual labs. OER-IPR Online instructional material

is provided under "open" licences that give students and faculty, and all members of the general

public the permission to copy, reuse, revise, adapt and redistribute the materials, provided users

meet specific conditions.

Dr Kaul emphasised that the total e-content production, as on July 2014 was 8075. The

consortium for educational communication has in its phase I completed e-content preparation

for 29 UG non-engineering subjects and 58 in phase II. Seventy-seven PG subjects have been

taken up for e-content development by UGC. Four hundred and three universities have been

provided 1Gbs of bandwidth. NPTEL has, by 2013 made available 90,480 video hours. More

than 70 percent of the users are from India, he revealed.

The mission going forward is making available textbooks, reference books, research journals,

learning material, reference material, research papers, and educational software, for use by

Indian learners, free of cost, in digitised form. N- LIST has made available 4,35,634 e-books

and 6,328 e-journals. Finally, through the DTH satellite, ubiquitous interactive satellite-based

quality higher-education content delivery has been made possible to the masses free of cost,

disclosed Dr. Kaul.

Dr. Binod Bhadri

DEA, MHRD

Topic: Paradigm Shift from

Conventional Education to Online

Learning: Opportunities and

Benefits of Online Learning

Dr. Binod Bhadri expressed his concern over the deficiencies in the present mode of delivery

used by ODL institutions. He was of the opinion that the ‘anyone, anytime, anywhere’ scenario

is missing as there is minimal use of ICT-based delivery by ODL institutions. He had

apprehensions about the maintenance of standards and quality by the ODL institutions,

particularly with regard to the self-learning material.

He opined that ODL through ICT is most cost and time effective. It enhances accessibility,

affordability and quality in ODL through teaching (virtual classes), online lab activities,

advanced evaluation methodology, timely availability of course material like SLM’s, etc.

Further, he felt that there was need for continuous updating of course content/curricula, in tune

with the industry requirements.

Prof. K.B Powar


Topic: Issues and Challenges with

Present System: Path towards Online

Learning

Dr. K.B.Powar enumerated that equity, access, quality, governance, relevance and resources

are some of the concerns which have been engaging the stake holders of higher education. He

emphasised that online learning can be provided through a blended mode using synchronous

and asynchronous models of delivery. In India, online learning is in its infancy, he opined.

Dr. Powar sounded a note of caution with regard to online education. He said, it requires heavy

investment in technological infrastructure (hardware and software), connectivity and

networking, maintenance, courseware development and human resources. Besides, technology

requires constant updating. Hidden costs may be higher than calculated, he cautioned. There

has to be change in social attitudes and the acceptance of online learning credentials by industry

and business, Dr. Powar stated and added that MOOCs are largely taken by qualified

professionals and completion rates increase with age.


Group Director, Prin. L.N. Wellingkar

Institute of Management Development

and Research

Topic: Issues and Challenges with

present system: Path towards Online

Learning

Dr. Uday Salunkhe dwelt on the challenges faced by the higher education system to be. He

listed reach, inclusion, quality and excellence, talent-skill gap, governance, technology,

affordability, leadership, sustainability, globalisation, innovation and entrepreneurship among

them. He opined that the education system is vulnerable on account of redundancy, not

producing future-ready students, waste, inefficiency and limited access.

He described the 21st century economy as a collaborative economy wherein educational

technology start-ups and alternative education providers, higher-education experts, colleges

and universities, business leaders and education policy makers need to work in conjunction

with each other. MOOCS are becoming popular in the education sector. This is evident from

the fact that there are verifiable MOOCs certificates, customised corporate MOOC courses.

MOOCs are offering placement-support; corporates are leveraging the MOOC platform to

promote their products and services, Dr. Salunke asserted.

The future is exciting, since blended and online learning is humanising interaction,

personalising learning and making possible lifelong learning. This is happening because

students are willing to adopt alternative learning pathways and there is a rise of alternative

education providers who are willing to collaborate seamlessly, said Dr. Salunke in his

concluding remarks.

Prof Mariamma A. Varghese

Former VC, SNDT Women’s University

Topic: Evaluation Methodology-

Pedagogical Aspects of Online and

Distance Education.

Prof Dr. Varghese was of the view that in ODL, the centre of gravity shifts from teacher and

institution-based learning to student-centred learning where the focus and control of learning

activity moves away from the formal institution to various other learning environments,

including the home and work place.

She said, “Innovative application of pedagogy for online and distance education holds out

much promise for improving the quality, flexibility, effectiveness, access and equity in higher

education”.

Dr.Varghese felt that evaluation tools include electronic observations to document the

frequency, types and content of online communication and monitoring communication to

understand the extent to which topics are discussed and the impact of interactivity and changes

in learner behaviour.

Dr.Varghese concluded by saying that pedagogically, the role of the instructor is to intervene,

to motivate discussion and keep it on track. She was of the view that successful outcomes of

high levels of student engagement do not just happen by accident. Knowledge construction

only occurs as a result of careful planning, clear, well-defined and well-crafted questions,

discussion topics and an appropriate learning experience.

Mr. Vivek Sawant

MD, MKCL

Topic: Evaluation Methodologies

Pedagogical Aspects for ODL and

Online Learning.

Mr. Vivek Sawant provided some practical insights through a detailed presentation on

evaluation methodologies. He used the images of real-life exam centres and explained the

various standards that are needed to be followed for hardware components.

Mr. Sawant opined that unlike the traditional exam system, teaching, learning and evaluation,

converge in ODL. There are five assessment methods and as of now, 14 objective question

types being used for assessment. The assessment is a dynamic system, which gives feedback

to the student, averred Mr. Sawant.

Mr. Sawant pointed out that in online testing, the student has to be given a challenge on a

continuous basis for him or her to build competence. He phrased it as the principle of continuity

of challenge. He also underlined that the student should take up the challenge of differential

skill testing and move on to accepting bigger challenges for integral skill testing.

Dr. Swati Mujumdar

Director, Symbiosis Centre for Distance

Learning

Topic: Innovative Evaluation

Methodology

Dr.Swati Mujumdar drew the attention of the house to the drawbacks of the conventional

evaluation system, which she enumerated as follows: delays in evaluation due to large volume

of exam papers, delays in result declaration, high administrative and evaluation costs, complex

operations, student grievances, large dropout rate in exam booking versus actual attempts,

increase in time taken for program completion.

Further, she spelt out the sub-systems of the computerised system which were: exam fee

payment system, exam booking system, question bank management system, administration

system and exam engine a reporting tool.

Dr.Mujumdar highlighted the key features of computerised examination systems, which

included online fee payment and immediate receipt of exam fees, the ability to book an exam

as per choice of date, time and location, system-generated hall tickets with students’ photos

and details, randomly generated exam paper comprising MCQs and subjective questions,

computerised evaluation of subjective questions, automatic consolidation of results, and the

availability of various customised reports.

The advantages of the computerised examination system were emphasised as - ease of

operations, wide variety of questions with different difficulty levels, randomly generated

question papers which are different for different students, reduction in mal-practices, ease of

introducing new questions or retiring old ones, students located in all corners being able to

attempt the computerised exam, conducting thousands of examinations without increasing

costs, low administrative overheads, transparency in all exam operations and results, faster,

accurate result consolidation and declaration of results, lower absenteeism for exams and

higher attempt ratio, no delays in any exam operations, reduction in evaluation expenses, faster

completion of exams and programs and reduction in student grievances.

The challenges of a computerised examination system were spelt out to include developing

good-quality questions based on recall, application and comprehension levels of learning

suitable for the computerised system, developing question banks of a large number of questions

which is required for the exam engine while generating a question paper and training faculty

to develop questions for the computerised testing system.

Dr.Mujumdar opined that the benefits of computerised testing to the institute were that the

institute had been able to streamline all exam operations, it had been able to improve efficiency

of various operations, create complete transparency in all areas and had been able to scale up

its ability to conduct a very large number of exams. Further, the institute had also been able to

leverage ICT to increase the spread of exam centres geographically, and had made efficient use

of technology in all aspects of the conduct of exams. Above all, the institute has been able to

improve overall student satisfaction.

The institute conducted a sample survey of over 5,000 students through a structured

questionnaire to judge the perception and usability of the computerised examination system.

The findings of the survey were shared with the participants.

Kshitij Chopra

CEO, PLEO labs

Topic: The emerging Universe of open

online education (OOE) .Creating

Repository of Online Courses Open

Courseware & LMS

Mr. Kshitij Chopra was of the view that some of the trends driving adoption of open and online

distance education are the availability of open education resources, rise of social networks, and

higher bandwidth smartphone adoption. The benefits of OOE to individual learners are

convenience and cost savings, predictability and consistency of quality, better fit to social

media habits, rapid, automated formative feedback and flexibility in pattern of learning,

transparency and control over the learning pathway, lifelong skills building, said Mr. Chopra.

The opportunities for impact creation by this sector are- focussed skills building that directly

meets industry demands, circumventing shortages in the pool of qualified teachers and

infrastructure, spreading the reach/reputation of national institutions beyond borders, use of

blended OOE to drive better learning standards in tier II institutes and beyond, according to

Mr. Chopra. He also emphasised on the growing popularity of MOOCS.

Dr. Prakash Deshpande

Formerly Director, DEC, Director

Education, British High Commission.

Topic: Emerging Trends in ODL.

Dr Deshpande remarked that the Indian DOES is a sapling that needs to be nurtured and

developed. He gave a historical perspective of the ODL sector in India, highlighting the major

landmarks. He opined that there was a need to conduct commissioned research to understand

the target audience of the ODL institutions in India. Dr. Deshpande emphasised that there was

need for ODL institutions to introduce competency-based skills-oriented modular programmes,

to develop and strengthen awareness of DOE opportunities, to ensure that the formats of the

self-learning material should suit the nature and the learning style of the Indian audiences.

Dr. Naji AlMahd

Chief of the National Institute for

Vocational Education UAE.

Topic: Challenges and Opportunities

for Online Distance Learning in the

UAE.

Mr. Naji Al Mahd shed light on the challenges faced by the ODL institutions including ensuring

the authenticity and integrity of student work, difficulty in assessing practical skills of learners,

huge investment requirements to upgrade infrastructure and resources, resistance from the

teachers to adopt new technologies, extraneous cognitive load on learners to adopt new

technologies, employers’ reluctance to accept online qualifications, concern over quality and

standards of online distance education, to name a few.

He however, emphasised there was increased confidence in the integrity of Online Distance

Learning (ODL) in the UAE, with the recognition and accreditation of e-learning and distance

learning programs. Other factors that contributed to the growth of ODL in the UAE included

growing enrolments in higher education, surpassing the capacity, increased emphasis on

lifelong learning to meet the rapidly changing skills need in a globalised scenario, increasing

cost of traditional education, rapid development in information technology and the availability

of state-of-the-art infrastructure, and flexibility available to the distance learner that fits in with

his or her work schedules.

Dr Naji concluded by stating that “education is not about input but it is about impact”. The

impact is on the life of the student, his family and on the economy as a whole; and that has to

be borne in mind by all educational institutions, whatever be their mode of delivery of

pedagogy!

INDEX

SR. NO CHAPTER PAGE NUMBER

I Preamble 1

II Territorial Jurisdiction 4

III Quality 8

IV Evaluation 12

V Faculty 16

VI Regulatory Mechanism for ODL 18

VII Delivery Mechanisms 23

VIII Student Support 27

IX Conclusions & Recommendations 29

X Feedback Summary 35

References 42

Feedback Form 43

Symbiosis Centre for Distance Learning 1

CHAPTER I

PREAMBLE

Overview

A National Conference on Distance and Online Learning was organised by SCDL on 19th September

2014 with the primary objective of creating a platform for all stakeholders to discuss the challenges and

opportunities in distance and online learning, share best practices, examine prevailing policy gaps and

suggest policy recommendations for further consideration of the Government.

Role of SCDL

SCDL took the initiative of acting as a facilitator in bringing various stakeholders on a common

platform to deliberate on various aspects related to ODL so as to come out with a set of policy

recommendations. SCDL made all the necessary administrative arrangements for the conference. The

conference was funded by SCDL. No registration fee was charged to the participants.

SCDL had also set up a conference website, to facilitate the dissemination of information with regard to

the conference.

Background

The education that India needs is one which equalises the opportunities for the poor and the

disadvantaged, generates employment opportunities and gives livelihood to millions of people. The

Government of India’s 12th Five Year Plan has placed a significant emphasis on both education and ICT

as an instrument of achieving rapid and inclusive growth. New technologies can help spread education

from the world’s best sources to all people irrespective of age, sex, creed, religion, socio-economic

status, etc., thus crossing all geographical and social barriers. Satellite and fibre-optic communications,

computers, mobile, wireless and the Web have dramatically enhanced educational delivery. Technology

has allowed faster delivery and continuous updating of content in order to enhance quality, reach and

access. Open and distance learning has been greatly impacted by these technological advancements and

is evolving into online learning. The virtual campus is emerging as the new model. The terminology,

ODL, commonly denoting, ‘Open and Distance Learning’, may now be seen as evolving into ’Online

Distance Learning’. Further, the challenges faced by the conventional model of education such as

accessibility, equity, limited infrastructure, scarcity of good faculty and resources, limited intake

capacity, inadequate funding, sustainability, etc., can be addressed through ODL.

For online learning to emerge as a tool for mass education there is a need to address the existing policy

gaps, explore new and innovative methods to leverage technology, evolve quality standards, and

formulate policies and an implementation plan that will help us to tap into the potential of online

learning.

The conference was focused on unleashing the potential of online learning to emerge as an alternative

model of education by leveraging technological advancements and sharing international and national

best practices.


Themes for the Conference

The scope of the conference included deliberation on issues such as increasing the GER, scarcity of

good teachers, limitations of the present system, challenges and opportunities presented by online

learning in our country, addressing existing policy gaps and assessing current regulatory frameworks,

other than discussions on efficacy and outcomes of online learning, and exploring new and innovative

methods of delivery, including MOOCs and OERs, technological advancements that can transform our

education system, etc. To cover the various facets of ODL, the conference had three main themes. Given

below are the details of the themes and the Speakers.

Government Policy for

ODL - Way ahead

Padamshree Prof. Madhava Menon

Chairman, Distance Education Reform Committee, MHRD,

Founder Vice-Chancellor

NLIU, Bangalore and National University of Juridical

Sciences, Kolkata

Dr. DN Reddy

Member UGC , Chairman Recruitment & Assessment Centre

DRDO

Role of ODL in Building

GER


Raja Ramanna Fellow, Former Chairman UGC, Founder

Director NAAC,

Sr. Advisor & Trustee Science & Technology Park Univ. of

Pune

Paradigm Shift from

Conventional Education to

Online Learning:

Opportunities and Benefits

of Online Learning

Mr. Pradeep Kaul

Senior Consultant, NMEICT & Coordinator, DTH, MHRD

Dr. Binod Bhadri

DEA, MHRD

Issues and Challenges with

Present System: Path

towards Online Learning

Prof. K.B Powar



Group Director, Welingkar Institute, Mumbai

Evaluation Methodology –

Pedagogical Aspects for

ODL and Online Learning

Prof. Mariamma A. Varghese

Former Vice-Chancellor,

SNDT Women’s University, Mumbai

Mr. Vivek Sawant

Director, MKCL, Pune

Dr. Swati Mujumdar

Director, SCDL, Pune

Q /A Session


Creating Repository of

Online Courses: Open

Courseware, LMS

Mr. Kshitij Chopra

CEO, Pleo Labs

Emerging Trends in ODL Dr. Prakash Deshpande

Formerly Director, DEC, Director Education, British High

Commission

International Best Practices

Dr. Naji Almahdi,

Director, National Institute of Vocational Education, Govt. of

UAE

Q /A Session

Discussion on Policy Recommendations

The issues and concerns with regard to ODL raised by the speakers and the delegates during the plenary

sessions, the Q&A sessions and in the feedback forms from the delegates were in the following areas:

• Territorial Jurisdiction

• Quality

• Evaluation

• Faculty

• Regulatory Mechanism

• Delivery issues

• Student Support System

Each of these issues has been dealt with in the subsequent chapters along with the recommendations

suggested.


CHAPTER II

TERRITORIAL JURISDICTION

____________________________________________________________________________

Role of ODL on impacting the GER

There has been a phenomenal growth of higher education in India since independence. There were only

20 universities and 500 colleges at the time of independence. These numbers have increased by 24 times

in the case of universities, 52 times in the case of colleges, and 49 times in terms of student enrolment in

the formal system of higher education.

Although the Indian higher education system has grown in size, it is unable to accommodate the

increasing number of aspirants to higher education. National efforts to democratise education and the

growing need among the masses for education as means of livelihood have for long been exerting

considerable pressure for expansion of the higher education system in our country. But the resources do

not permit scaling up of the infrastructure and human resources to make available conventional higher

educational facilities to aspiring learners.

In order to accommodate the increasing aspirants of higher education and to provide a skilled workforce

to the world market, it has become imperative to increase the GER to at least 30% by the year 2020. It

means an approximate addition of 10,510 technical institutions, 15,530 colleges and 521 universities.

This would require about Rs. 9, 50,000 crore.

Availability of such a huge amount is the real challenge before the higher education sector today.

Therefore, there is an urgent need to look for an alternative to the conventional system. Such a perceived

need has given rise to the growth and acceptability of distance education in India, which is less

expensive and flexible enough to cater to the needs of educationally deprived groups. Different studies

conducted for analyses of costs incurred show that the distance education system can offer educational

programmes of an acceptable quality at a cost, which is about one-fifth of the cost incurred in the

conventional education system.

The Open Distance Learning (ODL) system, also known as the Distance Education (DE) system, has

evolved as one of the effective modes of education and training. The development of the ODL system,

from the stage of print material oriented correspondence education to the stage of self-instructional

packages with an integrated multi-media approach, and incorporation of interactive communication

technologies, leading towards building of virtual learning institutions is significant. The application of

new interactive communication technologies in providing flexible and cost-effective programmes

through the distance mode is now widely recognised and appreciated. Modern satellite and

communication technologies, the Internet and other electronic media are expanding at an unprecedented

rate. With its gradual and effective adoption to distant places and people, communication technology is

continuously changing the face and pace of the open and distance education system in the country. The

growth and access to ICT is bound to bring revolutionary changes in higher education, particularly, in

the quality of content and student support services along with enhanced scope and reach of the open and

distance learning system across the country. With the advent of technology and the worldwide use of the

Internet has given rise to online or e-learning opportunities available with flexible timing. Digital

technologies for learning with self-paced learning modules, multimedia case studies, simulations, video

tutorials, and communications and assessment tools, have increased the array of learning opportunities

for students and teachers alike.


Virtual classrooms, libraries and laboratories can be created for providing learning and other support

services to distance learners. On-demand examination can provide students complete flexibility in the

system of examination. The ICT can be used extensively in organising capacity-building programs for

ODL teachers and enhancing the ODL system for the growth of skilled manpower.

The major objectives of the distance education system are:

• To provide a system of learner-centered self-paced learning;

• To provide a flexible, diversified and open system of education;

• To develop wider access to higher education for persons of all ages, particularly for working

persons and for economically or otherwise disadvantaged persons including those residing in

remote areas;

• To provide an opportunity for lifelong learning and upgrade of skills and qualifications; and

• To develop education as a lifelong activity so that the individual can upgrade his or her

knowledge in an existing discipline or can acquire knowledge in new areas.

The major characteristics of the distance-education system are its high productivity, greater flexibility,

and above all, its capacity to respond to varying demands.

Present Scenario

The UGC notified its policy on territorial jurisdiction to be followed by all universities/institutions

including open and distance learning institutions vide its Public Notice No. F.27-1/2012 (CPP-II), dated

27th June 2013.

Found below are some excerpts of the abovementioned notice:

State /Central / Private/Deemed Universities

• The Central/State Govt. Universities can conduct courses through distance mode in accordance

with the provisions of their respective Act and after the approval of the UGC.

• A University established or incorporated by or under a State Act shall operate only within the

territorial jurisdiction allotted to it under its Act and in no case beyond the territory of the state of

its location.

• No university, whether central, state, private or deemed, can offer its programmes through

franchising arrangement with private coaching institutions even for the purpose of conducting

courses through distance mode.


Private Institutes

• Territorial Jurisdiction in case of Private Institutions (other than Universities) will be

headquarters. In case any such institution desires to offer programmes beyond its headquarters

then it should establish its new institutions as per norms. (vide F.No.DEC/Notification/40.5/2012

dated 01.112012)

Study Centers and Exam Centers

In the present model of ODL in India, Study centers are established to provide necessary administrative

and academic support to distance learners. The number of Study centers may vary depending on the

student enrollment from a given region. In the immediate scenario, an ODL institution may be required

to have multiple Study centers to be opened across the country in the interest of the distance learners to

provide Student Support Services. Similarly there is a need to open Exam centers in as many locations

as possible for the convenience of the distance learners.

It may be noted that a clear line of distinction needs to be drawn between off-campuses of the

Universities and Study Centers of ODL institutions. There may be one or two off-campuses of a

University in a given region; besides, the infrastructure and requirement of staff in these off-campuses is

huge which is not so in case of study centers/exam centers of ODL institutions. Hence the territorial

jurisdiction limitations applicable to the off-campuses of the Universities should not be made applicable

to the Study Centers of ODL institutions while framing regulations for the near future.

Conclusion and Recommendations

From the above discussion the following points become very clear:

• It is recommended that the infrastructure requirement and quality parameters for keeping a check

on study centres/ exam centres could be prescribed from time to time; however, imposing

territorial jurisdiction norms in case of study centres or exam centres would be counterproductive

and would defeat the very purpose that ODL institutions are expected to achieve of being

enablers in reaching out to the unreached and making education available to all. Having said

that, in the foreseeable future, with rapid development of technology, the teaching-learning

model is likely to make the concept of study centres redundant and online learning will

replace the need for physical spaces for academic and student-support services.

Irrelevance of the concept of territorial jurisdiction of the institutions offering Higher Education

through ODL system

• Open and distance education is the need of the hour to increase the GER in a young country such

as India since it provides equity and access to education at a cost which is about one-fifth the

cost incurred in the conventional education system.


• It is the only answer to reach the unreached and physically, economically, socially and

locationally disadvantaged people.

• Technology has been a “game changer” bringing about a paradigm shift in the teaching-learning

process, in the mode of delivery of the teaching pedagogy and evaluation methodologies.

• In a scenario of smart phones, tablets, access to international educational qualifications,

availability of online programs and courses (e.g. MOOC), the territorial jurisdiction for distance

learning institutions has lost its relevance.

• Since technology has made anywhere any time education possible, “geography” has become

“history” in the world of open and distance learning, therefore raising the issue of territorial

jurisdiction for distance learning institutions would defeat the very purpose that these institutions

are expected to fulfill in achieving the objective of the government and the nation of increasing

the GER, reaching the unreached and providing higher education to the masses at their doorstep

in a cost-effective manner.

We can, therefore, conclude by saying that technology has opened up new vistas of education,

giving a totally new dimension to the Learning Management System (LMS) and the delivery

mechanism of the pedagogy of ODL institutions. A scenario of ‘anywhere, anytime education’

has been created, giving the student an opportunity to learn almost entirely at his own pace

and time, enabling him to be a lifelong learner with full flexibility for credit banking, multiple

point entry and exit, the freedom to take examinations on demand, and have the privilege of

Web-based certification. Virtual classes, online faculty interactions, e-learning, pre-recorded

lectures and e-books are giving a new depth to the teaching-learning process. With MOOCs,

open education resources, video conferencing, and remote labs on the horizon, the best

educational avenues and paraphernalia are being made available to the student at his

‘fingertips’. In such a scenario, talking of study centres and territorial jurisdiction seems

totally out of place and almost an antiquated concept.

The need of the hour is, therefore, to have a change in mindset. To give ODL institutions and

their Learning Management System a fresh look that they rightly deserve. It is, therefore,

recommended that the UGC re-looks at its policy on territorial jurisdiction, taking into

consideration the various aspects highlighted above.


CHAPTER III

QUALITY

____________________________________________________________________________

Implications of Quality in Distance learning

The institutions of higher education need to have a very clear understanding of what they are seeking to

achieve through their academic programmes. Furthermore, whatever they do needs to be of high quality.

The general concept of quality in higher education is also applicable to the open and distance-education

mode.

Quality in Distance learning implies:

• Taking cognisance of the interests and aspirations of all the beneficiaries namely students,

teachers, staff, parents, funding agencies, employers and society in general.

• Relevance to needs and generation of knowledge are important benchmarks in this regard.

• Quality of the learning material, both, print and digital.

• Quality in the nature of delivery of services to learners. A variety of methods and systems are

used to deliver instruction in distance education and the effectiveness and quality of these

innovative means of delivery become crucial while assuring quality in open learning through the

distance-education mode.

• Designing programs and courses that maximise the potential of both face-to-face and online

components. The success of the distance-mode institutions is usually judged from the quality of

programs on offer. Therefore, a program as a unit of assessment is more reasonable and

pragmatic for the distance mode. Its planning, development, delivery process, choice of media

mix and student-support services are important parameters to take into consideration for outcome

benchmarks.

• Managing instructional variability, multiple roles and responsibilities, as facilitators, and creating

a seamless learning experience for distance learners.

• Integrating online with traditional face-to-face classroom activities in a planned, pedagogical

manner in both synchronous and asynchronous modes, which may include virtual classes, online

faculty interaction sessions, facilities to learn through e-learning, recorded sessions, pre-recorded

lectures, personal contact programs, OERs, etc.

• Ensuring learner outcomes in three major domains – cognitive, psychomotor and affective.

• Besides learner outcomes, the evidence on the other aspects related to distance education

namely, access, dropout rate, cost effectiveness, and efficiency in delivery need to be considered.


• Qualified faculty, having technological and other skill sets for designing and development of

program and their instructional material, delivery of course content in an effective manner,

academic counselling, mentoring the distance learner and evaluation of learners.

• Proper student-support services.

• Evaluation would include utilisation of an online assessment system, developing good-quality

questions based on recall, application and comprehension levels of learning suitable for the

computerised system, developing question banks containing a large number of questions, which

is required for the exam engine, while generating a question paper, and training faculty for the

evaluation process.

• Quality in terms of technology, including good bandwidth, high-speed and cost-effective

technology with uninterrupted Internet services.

• State-of-the-art facilities and keeping abreast with technological advancements and innovations

in mode of delivery of instruction.

• Access to international learning resource development services.

• Availability of an international workforce.

• Good quality of e-books and a digital library.

In view of the above, there cannot be any one definition on quality in open and distance learning. One

needs to consider several aspects in this regard while making a judgment on quality.

Issues and Challenges

It is observed that distance-education programs do not enjoy credibility enjoyed by the programs run

through the conventional mode and the quality of these programs is questioned by all stakeholders,

including the end user of the ODL products, that is, the employer.

This is because of the following reasons:

• There is no independent body for accreditation of distance learning institutions.

• The skillsets for the faculty of distance learning are not clearly defined.

• The presence of multiple regulatory agencies with overlapping jurisdictions has led to lack of

coordinated management.

• The lifecycle of available technologies is getting shorter. This necessitates constant upgrade of technologies in the ODL system, which requires capital investments that could pose a challenge

to DE institutions.

• There is a need to have internal quality assurance structures in place in every ODL institution.


• Student-support services pose a major challenge in situations where ODL programs are offered

in multi-cultural and multi-lingual settings.

• A robust evaluation system, which measures the learning outcomes effectively, should be one of

the priority areas of every ODL institution.


• Increased confidence in the integrity of Online Distance Learning (ODL) needs to be built with the recognition and accreditation of distance-learning programs by an independent academic

accreditation body.

• There is a need to define the qualifications and skillsets for faculty engaged in distance-learning

activity and towards an outcome-based assessment.

• Proper measures should be taken for training and capacity building of its faculty and

administrative staff at regular intervals.

• ODL institutions need to keep pace with development in information technology and the

yawning skill gaps.

• ODL institutions should provide flexibility in the teaching-learning and evaluation processes that

fits them into the work schedules of lifelong learners.

• There is need for two-way synchronous learning using audio and video conferencing, an online

replica of a classroom.

• State-of-the-art infrastructure, learning management system, digital library, student-support

services, broadband connectivity, etc., need to be made available.


• Good quality of e-books and a digital library should be given due emphasis by ODL institutions.

• Academic programmes should be designed in such a manner that they provide learners with a

sufficient range of transferable skills to enable them to play a more important role when they

enter employment.

• The nomenclature of the degrees/diplomas proposed to be awarded through such programs

should be approved by the regulatory authorities.


• Easily accessible high-quality self-learning material along with an ICT backbone could enhance

access and e-governance in the ODL system and enable interactive learning and dissemination of

knowledge through all modes. (i.e. print, audio-visual and Internet-based multimedia) The

regulatory authority could collaborate with the National Mission on Education through ICT to

avail of the Web-based high-quality educational resources being developed by it. It should also

endeavour to develop a sharable pool of self-learning material.

• ODL institutions could get their SLMs examined and certified by external experts before a

program is launched to ensure quality.

• Quality in the evaluation system should be maintained through developing good-quality

assessment tools; there could be a pooling of resources by ODL institutions to achieve the same.

• Every ODL institution should have a built-in system of obtaining feedback from students on all

aspects of its operations from the design of the program, its delivery mechanisms, and teaching,

learning and evaluation processes, and ensure that it uses the inputs so obtained to improve

quality by bridging gaps, if any.

.

• Every ODL institution should establish an Internal Quality Assurance Cell (IQAC) to ensure the

quality of its programs through an internal self-regulatory and monitoring mechanism.

• Training programs for faculty to develop questions for the computerised testing system can be

organised by the regulator.

• ODL institutions should integrate online with traditional face-to-face classroom activities in a

planned, pedagogical manner in both synchronous and asynchronous modes, which may include

virtual classes, online faculty interaction sessions, facilities to learn through e-learnings, recorded

sessions, pre-recorded lectures and personal contact programs, OERs, etc.

• Finally, there is a need for change in the mind-set of all stakeholders, particularly, regulators and

service providers, as well as service recipients. Quality on a continuing basis comes only through

its demand from the service recipients.

To conclude, we can say that there is no substitute for excellence in education since it involves

building the human capital of the nation, which is at the root of any kind of development.

Therefore, the significance and role of ODL institutions in nation-building through imparting

good quality in education cannot be underestimated. However, the quality parameters for ODL

institutions need to be understood at the first instance and the steps highlighted above are

required to be taken to ensure that those quality parameters are being met in full measure.


CHAPTER IV

EVALUATION

Teaching, learning and evaluation are at the crux of education of all types and levels; all other factors

are enablers for the pedagogical aspects to be effective to achieve learning outcomes. Evaluation

activities can determine educational needs, help improve curriculum content and assess the extent to

which a program has achieved the desired outcome. Evaluation methodology determines whether the

quality benchmarks have been attained. In the ODL system, on account of the geographical spread of

students, conducting a paper-pencil examinations, of the like conducted by conventional universities has

an obviously restricting impact on the ODL system and its objectives.


Operations related issues

It has been observed that most ODL institutions conduct examinations through the paper-pencil mode,

which leads to the following challenges in the operational aspects of their examinations and evaluation:

• Delays in evaluation due to a large volume of exam papers

• Delays in result declaration

• High administrative and evaluation costs

• Complex operations, being in multiple locations

• Student grievances

• High dropout rate

• Increase in time taken for program completion

• Maintenance of confidentiality of the examination system

• Requirement for huge skilled manpower

Academic related issues

• Assessments not being outcome based, which impacts the credibility and value of the degrees

and diplomas awarded by ODL institutions.

• Non-recognition of the Ph.D. program through distance mode.

• Developing good-quality questions based on recall, application and comprehension levels of

learning.

• Lack of training of faculty to develop comprehensive assessment tools relevant to the learning

outcome of the program.

• Equivalence of the degrees and diplomas awarded through the distance mode vis-a-vis the

conventional mode.



Outcome Based Assessments

• Assessment should be outcome based (formative as well as summative). Formative assessment

should be through tutor-marked assignments, projects, seminars, hands-on experience, practicals

linked to the objectives and desired competencies/skills or expected learning outcomes.

• Tools of assessment should be prepared by empanelled experts and widely publicised.

• All tools of assessment should be moderated before being administered to ensure reliability,

validity and standards as per the level of the program.

• Preparation of ideal responses for assignments as well as summative assessments should be

supplied to evaluators.

PhD through ODL

• ODL institutions wishing to conduct PhD programs should ensure that they have an adequate

number of eligible guides, as per the norms of the regulator. These guides should be permanent

members of the faculty of such institutions in that particular broad area of study.

• Prior sanction of the regulator could be obtained by giving the necessary details with regard to

the faculty, digital library, etc., and the institutions could get their ordinances related to programs

in place.

• An ODL institution desirous of introducing a PhD program could have a Research and

Recognition Committee having eminent experts in the field of research to examine and approve

research proposals.

Operational Aspects of Evaluation

• Examinations should be held at any centre identified and approved by the ODL institution.

• Use of a common exam form for all courses and programmes.

• Accurate compilation/tabulation of grades/marks by the exam unit for each learner, course-wise

needs to be maintained.

• Measures should be taken for fair conduct of examinations, such as deputing of observers,

sending of flying squads, etc.


• Time schedules should be adhered to particularly in the declaration of results.

• Accuracy/authentication of certification should be ensured.

• Item Bank Repository with a variety of attributes, namely, difficulty level, type, marks,

associated learning unit, should be maintained by ODL institutions.

• Item banks should be reviewed and revised on a periodic basis.

• ODL institutions should explore the possibility of conducting examination using ICT.

The key features of the computerised exams are as follows:

• Online fee payment and immediate receipt of exam fees

• Ability to book an exam date, time and location, as per the convenience of the learner

• System-generated hall tickets with the student’s photo and details

• Randomly generated exam paper comprising MCQ and subjective questions

• Enablement of computerised evaluation of objective questions

• Automatic consolidation of results

• Making it possible for the administrator to manage system, users, question banks and obtain

various customised reports

• Availability of booking windows for examinations sufficiently in advance

The Advantages of a computerised exam are as follows:

• Ease of operations

• Wide variety of questions with different difficulty levels

• Randomly generated question papers which are different for different students

• Reduction in malpractices

• Ease of introducing new questions or replacing old ones

• Students located in all corners are able to attempt the computerised exam

• Conducting thousands of examinations without increasing costs

• Low administrative overheads

• Transparency in all exam operations and results

• Faster, accurate result consolidation and declaration of results

• Lower absenteeism for exams and a higher attempt ratio

• No delays in any exam operations

• Reduction in evaluation expenses

• Possibility for a student to reappear for an exam, immediately, in case of an unsuccessful

attempt

• Higher ratio of program completion within its validity period


Survey on efficacy of Computerised Examinations

SCDL conducted a survey of over 5,000 students through a structured questionnaire to judge the

perception and usability of the computerised examination system.

The results of this student feedback are given below in diagrammatic representations.

To conclude, we can say, that since evaluation plays a very crucial role in the teaching-learning

process, every ODL institution must ensure that the system of evaluation and the methodologies

used are not only robust but also outcome based and student friendly enabling the unreached

distance learner, who may be disadvantaged or a lifelong learner, to achieve his/her goal of

learning and upgrade of his/her competency and skills at his/her own pace and convenience, and

contributing, not only to the student at an individual level, but to the nation, as a whole, in its

march towards building the GER ratio and creating skilled manpower.


CHAPTER V

FACULTY

The Role of the Faculty in the ODL Space

There has been a paradigm shift in the teaching-learning process and the role of a teacher in the ODL

space. Pedagogy has been redefined. This is because of the following reasons:

.

• In the Internet and information age, distance learners are tech-savvy and relatively well

informed.

• The teaching is learner-centric rather the teacher-centric.

• Students include adult lifelong learners.

• Learning is synchronous and asynchronous.

• Learning takes place through simulations, game theory, animations, and peer to peer, and is

collaborative, cooperative, participatory, personalised and blended in nature.

• There is flexibility in learning and a learner learns at his/her own pace and time.

• The mode of delivery of instruction includes printed self-learning materials, recorded lectures,

virtual classes, archived lessons, personal contact programs, online faculty interaction, OERs,

etc.

• The content, which the teacher is expected to deliver, has to be precise, illustrative, focused and

motivating.

• Teaching is scheduled but learning is on demand.

• Assessment includes MCQs, quizzes, subjective questions, projects, assignments, etc.

• The teacher, thus, plays the role of a facilitator as well as a mentor.


The role of a teacher in an ODL institution as described above is clearly very different from that of a

teacher in a conventional university in the following ways:

• The skillsets expected of him/her would include knowledge of technology apart from the

knowledge of the subject of his/her specialisation.


• Knowledge cannot be regarded as a ‘static cannon’ but the latest references need to be given to

the students, some of whom may be adult lifelong learners who seek upgrade of their knowledge

and skills.

• The faculty’s mind-set and attitude towards pedagogy have to be forward looking. Outdated

educational practices and pedagogical attitudes that knowledge comprises ‘facts’ which need to

be communicated to and retained by students does not work for faculty teaching distance

learners.

• The number of faculty required in a conventional university system would not be applicable in a

distance education institution, where technology is a ‘game changer’. Archived lectures and pre-

recorded lectures replace the repetition of a lecture from class to class by a teacher in a

conventional university.


• The qualifications and skillsets required by a faculty teaching in a distance learning institution

should be clearly defined.

• The number of faculty required in an ODL institution should be based on norms, which take into

account the requirements of an ODL institution rather than the faculty norms of a conventional

university.

• There could be training and orientation programs conducted by the Government to train faculty

in the skillset required by an ODL institution.

• There could be more programs in teacher education to train teachers to teach through the distance mode, aimed at qualifying them to teach in an ODL institution.

To conclude, we may say that, for an ODL institution on the ‘Supply side’, technology has brought

about a paradigm shift in the learning system, and the mode of delivery of instruction. On the

‘Demand side’, the learner is a motivated, tech-savvy self-learner, having access to social

networking sites, MOOCs, OERs, etc., desirous of learning at his own pace and time; who may be

an adult and lifelong learner, perhaps seeking upgrade of his knowledge and skills. In such a

scenario, the role of the faculty in an ODL institution is that of a facilitator, who is expected to put

through the content of best quality in a ‘capsule form’, guiding the learner through necessary

links pertaining to reference material, availability of the relevant OER, etc., and requiring, not

only a special kind of skillset and qualifications to carry out the task, effectively, but also the right

kind of forward-looking attitude towards the whole ‘game’ of knowledge creation, and its

dissemination, to a widely dispersed and self-motivated target group.


CHAPTER VI

REGULATORY MECHANISM FOR ODL

Historical perspective of ODL

• In 1961 the GOI set up an Expert Committee under the chairmanship of Dr. D.S. Kothari, to look into the suitability of correspondence courses to expand educational opportunities.

• On the recommendation of the Kothari Committee, in 1962, ODL was started by Delhi

University through its school of correspondence courses and continuing education.

• In 1968, correspondence courses were started by Punjab University and the University of

Rajasthan.

• During the Seventies, 19 more universities started institutions/directorates of correspondence courses.

• The Eighties saw the beginning of single-mode open universities. Dr. B.R. Ambedkar

Open University, Hyderabad, was established in 1982, by the State of Andhra Pradesh,

which was followed by the setting up of Indira Gandhi National Open University by the

Government of India, in 1985, by an Act of Parliament. The establishment of IGNOU is

considered to be a landmark development in the field of distance education in the country.

• As on 1st March 2010, in addition to IGNOU, 13 State Open Universities (SOUs) and

about 200 distance education institutions have been offering programs in diverse

disciplines. The number of dual-mode universities offering programmes through the

distance mode (DEIs) has risen to more than 140. This is due to the fact that the growth in

infrastructure for face-to-face instruction is unable to match the educational demands of the

ever-increasing number of aspiring students. At present, nearly 25 percent students of

higher education in the country are enrolled in the ODL system.

• With the advent of technology and the worldwide use of the Internet online or e-learning

has become increasingly available with flexible timing.

• In the initial phase of ODL (i.e. correspondence course), no regulatory framework outside

the university system was envisaged. Self-paced learning modules, multimedia case

studies, simulations, video tutorials, and communications and assessment tools, have

increased the array of learning opportunities for students and their teachers.

Regulation of ODL System

• In the initial phase of ODL (i.e. correspondence courses), no regulatory framework outside

the university system was envisaged. Statutory bodies like the Academic Council and

Executive Council devised institutional arrangements and delivery mechanisms for

programs.

• Later on, when the number of institutions offering correspondence courses started

increasing, the University Grants Commission, in 1978-79, with a view to maintaining

high standards, prescribed certain guidelines for starting correspondence courses

(Source: UGC Annual Report, 1978-79) which included the following:


• Originally, correspondence courses, at the undergraduate level, should be introduced by

only one university in a state, except when a university proposes to introduce

correspondence courses in a new faculty at the undergraduate level.

• Correspondence courses should be started only by universities, which have well-

established teaching departments. The academic responsibility for the contents of

correspondence courses and its standards in any given subject must be assumed by the

relevant subject department of the university.

• It should be compulsory for every student enrolled in correspondence courses to return a

certain number of response sheets, say 20 every year, suitably spread over various subjects.

• High priority should be given to setting up of study centres where there is concentration of

the students.

• The provision of contact programmes should be an essential feature of correspondence

courses.

• In 1985, the UGC, in exercise of the powers conferred by clause (f) of sub-section (1) of

section 26 of the University Grants Commission Act, 1956, came out with the detailed

regulations for maintenance of standards of instruction for the grant of the first degree

through the non-formal/distance education system. These regulations applied to all first

degrees in the faculties of Arts, Humanities, Fine Arts, Music, Social Sciences, Commerce

and the Sciences.

• Till the enactment of the Indira Gandhi National Open University (IGNOU) Act 1985, the

UGC was the sole regulator of the university system of education, as a whole, including the

distance-education system.

• With the enactment of the IGNOU Act, IGNOU, besides being a university of open and

distance learning, was also entrusted with the responsibility of laying norms and

maintaining standards of the distance-education system.

• In 1991 a proper statutory authority, which went by the name of Distance Education

Council, was established, to perform the regulatory functions provided under Section – 5

(2) of the IGNOU Act.

• The Government of India established the All India Council for Technical Education

(AICTE), by an Act of Parliament in 1987, for Technical Education, with a view to making

proper planning and coordinated development of the technical education system throughout

the country, the promotion of qualitative improvements of such education in relation to

planned quantitative growth, and the regulation and proper maintenance of norms and

standards in the technical education system.


• So far as Technical Education through the conventional mode is concerned, it has been

established that AICTE is the sole regulator and the universities. Although not purported to

be under the regulation of the AICTE, it shall have to conform to the norms and standards

set by the AICTE. However, with respect to technical education through ODL, it is not

clear who the regulator is – AICTE or DEC, or both. Due to lack of clarity on the part of

regulators, the institutions, and even the learners, confusion prevails on the ground.

Everyone is responding to the situation as per his/her own convenience, leading to utter

chaos and virtually no regulation of the ODL system.

• Regulation of Teacher Education: Keeping the unique requirements of the teacher

education programmes, the NCTE, as a matter of policy, did not approve ODL courses.

However, with regard to the acute shortage of professionally qualified teachers in certain

states/areas and non-availability of an adequate number of teacher education institutions, it

has allowed IGNOU and a few other universities to offer Teacher Education programmes

for a limited period to meet the immediate challenge. To maintain acceptable standards in

offering teacher education through the distance mode, the NCTE-DEC have jointly

developed norms for the Bachelor of Education and Master of Education programs.

Recently, the DEC has developed a handbook on how to develop self-learning material that

has been widely circulated to all ODL institutions.

Role of Distance Education Council

In order to promote, coordinate and regulate the standards of education offered through open and

distance learning system in the country, the Indira Gandhi National Open University established

Distance Education Council as a Statutory Body in 1991.

The main functions of the DEC, provided under Statute 28 Clause 4(a), are:

• To develop a network of open universities/distance education institutions in the country in

consultation with the state governments, universities, and other concerned agencies.

• To take such steps, as are necessary, to ensure the coordinated development of the open

university/distance education system in the country.

• To advise state governments, universities, and other concerned agencies, on their

proposals, to set up open universities, or to introduce distance education programs.

• To appoint Review Committees from time to time to study and assess the performance of

open universities/distance education institutions participating in the network of any respect

relevant to the functioning of the network.

• To prescribe a broad framework for courses and programs, including their pattern and

structure.

• To evolve norms, procedures and practices in respect of admission, evaluation, completion

of course requirements, transfer of credits, etc., of students admitted to the programs of the

open-university distance education network and for the awarding of certificates, diplomas

and degrees to them.

• To evolve guidelines for the organisation of student-support services for the open

university/distance-education programs.


• To appoint committees to advise and assist the DEC in the performance of any of its

functions or exercise of any of its powers.

• The Handbook on the Recognition Process was developed, published and posted on the

DEC website for the benefit of applicant institutions.

• Recently, the Distance Education Council has been dissolved and the Distance Education

Bureau constituted instead under the UGC.


• Universities have been challenging the authority of the DEC, a statutory body of IGNOU, a

university itself, to regulate other universities created under an Act of Parliament.

• The number of institutions engaged in the ODL system has been increasing at a rapid pace. The

regulatory system in place is unable to cope with the increasing demand from the system for

efficient and effective regulation. Neither the UGC nor the AICTE has the wherewithal to

enforce its norms.

• There is duplicity of effort in granting recognition to technical courses, as they fall within the

purview of the AICTE, which allows only MBA and MCA programs to be run through the ODL

mode.

• The efforts of the erstwhile DEC, to regulate ODL through a tripartite committee consisting of

UGC, DEC and AICTE failed to take off.

• The demarcation of the roles of the UGC, AICTE and DEB, in regulating ODL institutions, has

not been specified.

• Confusion also prevails in respect of ODL courses supposed to be regulated by other

professional bodies, be it the Medical Council of India, the Dental Council of India, the Nursing

Council of India, the National Council of Teacher Education, etc.


• There is widespread feeling, both among higher education authorities and distance education

providers that, the system is in urgent need of management and regulatory reform, if it has to

fulfill the increasing demand of learners for access and quality.

• A system of self-disclosure of the details which are spelt out by the regulator should be followed

by an ODL institution. It could include information about its program details, course delivery,

particulars of its faculty and support staff, and information pertaining to learner centres, its

enrolments, registrations, re-registrations, working hours, feedback mechanisms, and exam-

related data, other than learning outcomes of students, new programmes launched, and details of

collaborative arrangements with other institutions, and details of degrees awarded.

• Proper quality standards can be laid down by the regulator.


• As the syllabi and the examinations are common for the conventional and the ODL systems in

dual-mode institutions, and the syllabi of open universities should be in consonance with the

model curriculum of UGC/AICTE, etc., the degree imparted through the ODL system should be

treated at par with the conventional system, both for education as well as employment purposes.

However, for the purpose of record, the degree/certificate of the ODL learner should mention

Through Distance Mode’ or ’Through Online Mode’, as the case may be, on its face.

To conclude, we may say that in light of the major role that ODL institutions are expected to play

in the higher education sector in making education available to the unreached, at a cost which is

almost one-fifth the cost incurred in the conventional education system, it is imperative to put in

place a proper system of monitoring and control, to ensure credibility of the ODL sector and the

equivalence of the degrees and diplomas awarded by it to those of the conventional system. This

would be in the interest of all stakeholders, including ODL institutions, students and the end

users, that is, the industry.


CHAPTER VII

DELIVERY MECHANISMS

Overview

Correspondence course institutions, in the early phase, used only printed material for delivery of

programs, which was not in a self-instructional format. Subsequently, the course material was designed

into a self-learning format. Delivery of instruction can be done through synchronous and asynchronous

modes. It can be done through printed self-learning material, e-learning material, virtual classes, pre-

recorded lectures, online faculty interaction, etc. Interactive communication technologies such as AV,

Web-based, satellites, etc., have opened up new possibilities to augment the delivery of student-support

services through the distance mode.

Role and Impact of ICT on ODL Mode of Education and its Delivery Mechanisms

• In the information and Internet age, technology is bringing about a paradigm shift in the

teaching-learning process being adopted by ODL institutions.

• The forces driving the transformation include tech-savvy students, social networking, lifelong

learning need, and the need for asynchronous learning.

• Multimedia in the form of audio/video conferencing, virtual classrooms and pre-recorded

lectures along with mobile learning for teaching-learning has augmented the chances of the ODL

system to be a preferred one.

• It has increased the faculty-student ratio and reduced the cost of education.

• It is making remote labs and resource utilisation possible.

• Technology-enabled learning has facilitated quality assurance, learner-centred pedagogy, life-

long learning and joint study programmes, and cross-cultural communication and international

networks.

� Collaborative/peer-to-peer learning/ubiquitous learning, personalised learning and blended

learning have been made possible.

Self-Learning Material

� With the emergence of technology, multiple platforms are available to distance learners to access

information, such as computers, laptops, tabs, etc. Evidence of this can be seen in the popularity

of MOOCs and OERs. It has been observed that Indians are among the largest users of MOOCs,

which shows that there is a paradigm shift in the students’ learning preferences. Education

delivery models have evolved significantly over the years, and with innovations in technology

happening almost every other day, delivery models also require to adapt to them constantly.


� The SLM’s content could, therefore, be made available to a distance learner in multiple media,

apart from the print form, such as, audio and video programmes, digital media, and online-

interactive modules.


� Self-Learning Material (SLM), which is self-explanatory, self-contained, self-directed,

illustrative, easily comprehensible, self-motivating, self-evaluating, and presented in manageable

modules, such as units and blocks, needs to be developed and offered. Printed SLMs should not

be made mandatory.

� Teaching- Learning material in an e-learning mode needs to be put in place.

� Virtual studios have to be created.

� E-books, lecture DVDs and e-learning content has to be created.

� Delivery mechanisms such as blogs, video conferencing facilities, Web conferencing, etc., need

to be put in place.

� Video conferencing, Web conferencing, Edu sat, streaming media, and Web-based systems need

to be adopted.

� Learner-support mechanisms need to be developed.

� Appropriate software infrastructure needs to be created.

� Technology requires constant updating.

� Robust hardware infrastructure has to be put in place.

� Assessment methodologies have to be redefined.

� Adequate legal policies and procedures have to be addressed.

� Online education requires heavy investment in technological infrastructure (hardware and

software), connectivity and networking, maintenance, courseware development and skilled

human resources.

� Creating a realistic, participatory learning environment in virtual-based learning could pose a

problem, which needs to be looked into. A formal campus-based educational setup is a culture

which is very difficult to cultivate in a virtual mode.

� Virtual classrooms do not have the feeling of physical nearness among those doing a course of

study, which needs to be addressed.


� Education through the ODL mode lacks competitiveness among students, which inspires good

students to become better and better ones to become the best. This perception needs to be

changed.

� Getting practical work done has not been a completely resolved problem in a virtual

environment.

� Creating innovative research centres promoting e-learning solutions must be encouraged.

� An environment of strategic partnerships and collaboration with key industries and similar

institutions must be promoted.

� MOOCs, OERs, personal blogs and discussion forums are not being leveraged.

Steps taken by the Government in facilitating e-learning

� Education and Research Network (ERNET) was the first initiative by the Government of

India on ICT for Education and the Research Community. It bought the Internet to India. It set

up a high-speed network with a back-bone bandwidth of 2.43 Gbits/sec connecting 45

institutions.

� CDAC completed the proof of the concept phase of GARUDA Teraflop Grid.

� NPTEL standardised e-Content - Its YouTube viewership is a little more than 200 million!

� National Knowledge Network is a 10 Gbps high-speed communication backbone that facilitates

access and exchange of knowledge in a cost-effective manner. It interconnects all national

research and educational institutions, leading national labs, universities, IITs, etc. It has

connected more than 5,000 nodes across the country.

� E-Sakshat is an MHRD project to support e-content creation and the establishment of remote

labs.


• The SLM should have clearly stated objectives, intended learning outcomes, study guidance and

advice for learners as to how to optimally use the SLM and suggestive related reference material

to enhance the learning experience. Linkage within the text with other media should be

maintained for easy referencing and progress.

• The SLM should provide adequate mechanism for learners to provide feedback on their

understanding of the subject.

• The SLM should be revised at such intervals of time as may be prescribed by the regulator.

However, insistence on a particular house style should not be the area of focus and should be

done away with.


• ODL institutions should be permitted to provide soft copies of SLMs to distance learners and

printed SLMs could be made available for those students who are not tech-savvy or are digitally

disadvantaged. Making available soft copies would be an eco-friendly measure for saving paper,

as well as cost to distant learners, and at the same time, enabling ODL institutions to make

frequent upgrades of their programs and content without worrying about costs.

• An ODL institution should manage teaching-learning activities through online support for

interactive learning with learner feedback, to facilitate the use of Open Educational Resources

(OER), Massive Open Online Courses (MOOC), for formative and summative evaluations,

certification, and other student support.

.

• Norms for the manner in which ODL institutions should deliver their instructions should be

independent of those that are applied for conventional universities. Insistence on face–to-face

teaching-learning seems redundant.

• Use of technology to conduct examinations through online exams reduces the need for the

subjective element in the examination.

To conclude, we may say that, in an ODL system, technology has redefined the teaching-learning

process and the assessment methodologies, enabling the distance learners to learn at their own

pace and time. In a scenario where the student has the flexibility for credit banking, multiple-

point entry and exit, virtual classes, video conferencing, online faculty interaction, e-learning

material and pre-recorded lectures have been replacing face-to-face teaching. The need of the

hour is for ODL institutions to keep pace with technological developments, have a robust

hardware infrastructure, a good bandwidth, ensure uninterrupted internet connection and use

cost-effective technological solutions to take a step in the direction of making available the best-

quality higher education to the widely dispersed distance learners in a cost-effective manner.


CHAPTER VIII

STUDENT SUPPORT

The distance learners could be physically, socially, financially, locationally disadvantaged or they may

be lifelong adult learners with a need to upgrade their knowledge and skills, to keep abreast of diverse

demands of the global knowledge economy. It is, therefore, necessary for ODL institutes to provide

these self-learners, located across the globe, with as much support as possible, to make their journey in

the field of higher education smooth.


The distance learner needs support with regard to understanding:

• System of ODL

• Teaching-learning process

• Evaluation-related issues

• Administrative issues

• Placement issues


• Induction programs at the beginning of each academic year need to be conducted.

• Academic support can be provided through virtual classroom sessions, academic counselling,

vocational guidance, hands-on-experience, and library services, e-learning material, pre-recorded

lectures, e-books, personal contact programs, printed SLMs, etc.

• Organisation of counselling sessions should be done course-wise. Learners should be made aware

of the support services provided to them through program guides, brochures, letters, website,

emails, SMS on mobiles, online chats, virtual mode on telephone, etc.

• Examination- and evaluation-related queries should be addressed immediately and norms for the

timeframe within which the results need to be declared need to be spelt out.

• Non-academic queries of a student pertaining to various processes of the ODL institution with regard to the payment of fees, booking for exams, or booking for a virtual session, etc., need to be

addressed and communicated to the student.

• Pre-admission counselling for prospective learners should be done to provide information to

facilitate them in taking an informed decision on joining a specific ODL program and support

should be provided for admission-related matters.


• Arrangements should be made to ensure the delivery of study material to learners within a

reasonable timeframe from the date of admission.

• There should be a full-time and dedicated help desk equipped with a learner-information database

providing single-window services for all learner-related queries.

Thus, to conclude, we may say that student support is a very critical aspect that needs to be looked

into by the ODL institutions, considering the fact that distance learners are widely dispersed and

may need hand–holding, which ODL institutions must ensure by taking care of their needs in the

areas of understanding the ODL system, the teaching-learning process, evaluation-related issues

and placement needs.


CHAPTER IX

CONCLUSIONS AND RECOMMENDATIONS

____________________________________________________________________________

Territorial Jurisdiction

• Open and distance education is the need of the hour to increase the GER in a young country such

as India, since it provides equity and access to education at a cost which is about one-fifth the

cost incurred in the conventional education system.

• It is the only answer to reach the unreached and physically, economically, socially and

locationally disadvantaged people.

• Technology has been a “game changer” bringing about a paradigm shift in the teaching-learning

process, in the mode of delivery of the teaching pedagogy and evaluation methodologies.

• In a scenario of smart phones, tablets, access to international educational qualifications,

availability of online programs and courses (e.g. MOOC), and territorial jurisdiction for distance

learning institutions has lost its relevance.

• Since technology has made ‘anyone, anywhere anytime education’ possible “geography” has

become “history” in the world of open and distance learning; therefore raising the issue of

territorial jurisdiction for distance learning institutions would defeat the very purpose that these

institutions are expected to fulfil in achieving the objective of the government and the nation of

increasing the GER, reaching the unreached, and providing higher education to the masses at

their doorstep in a cost-effective manner.

• Thus, if all the components, namely, admission, Learning Management System (LMS),

counselling, submission of assignments and, evaluation and final examination of the ODL

program are offered completely online, then the question of restriction on territorial limits would

be irrelevant.

• It is, therefore, recommended that the UGC relooks at its policy on territorial jurisdiction taking

into consideration the various points highlighted above.

Quality

• Increased confidence in the integrity of Online Distance Learning (ODL) needs to be built with

the recognition and accreditation of distance learning programs by an independent academic

accreditation body.

• There is a need to define the qualifications and skillsets for faculty engaged in distance-learning activity towards an outcome-based assessment.

• Proper measures should be taken for training and capacity building of its faculty and

administrative staff at regular intervals.

• ODL institutions need to keep pace with the latest developments in information technology and

widening skill gaps.


• ODL institutions to provide flexibility in teaching-learning and evaluation processes that fit work

schedules of lifelong learners.

• There is a need for two-way synchronous learning using audio and video conferencing -- an

online replica of a classroom.

• State-of-the-art infrastructure learning management system, digital library, student-support

services, broadband connectivity, etc., needs to be made available.


• Good quality of e-books and a digital library should be given due emphasis by ODL institutions.

• Academic programs, should be designed in such a manner that they provide learners with a

sufficient range of transferable skills to enable them to play a more important role when they

enter employment. The nomenclature of the degrees/diplomas proposed to be awarded through

such programmes should be approved by the regulatory authorities. Easily accessible high-

quality self-learning material and the ICT backbone could enhance access and e-governance in

the ODL system and enable interactive learning and dissemination of knowledge through all

modes. (i.e. print, audio-visual and Internet-based multimedia) The regulatory authority could

collaborate with the National Mission on Education through ICT to avail of the Web-based high-

quality educational resources being developed by it. It should also endeavour to develop a

sharable pool of self-learning material.

• ODLs could get their SLMs examined and certified by external experts before a program is

launched to ensure quality.

• Quality in evaluation system should be maintained through developing good-quality

assessment tools; there could be a pooling of resources by the ODL institutions in order to

achieve the same.

• Every ODL institution should have a built-in system of obtaining feedback from the students on

all aspects of its operations, from the design of the program, its delivery mechanisms, and

teaching-learning to the evaluation process, and ensure that it uses the inputs so obtained to

improve its quality by bridging gaps, if any.

• Every ODL institution should establish an Internal Quality Assurance Cell (IQAC) to ensure the

quality of its programs through an internal self-regulatory and monitoring mechanism.

• Training programs for faculty for developing questions for the computerised testing system can

be organised by the regulator.

• ODL institutions should integrate online with traditional face-to-face classroom activities in a planned and pedagogical manner in both synchronous and asynchronous modes, which may

include virtual classes, online faculty interaction sessions, facilities to learn through e-learning,

recorded sessions, pre-recorded lectures and personal contact programs, OERs, etc.


• Finally, there is a need for a change in the mind-set of all stakeholders, particularly, regulators

and service providers as well as service recipients. Quality on a continuing basis comes only

through its demand from the service recipients

Evaluation

• Assessment should be both formative as well as summative. Formative assessment should be

through tutor-marked assignment projects, seminars, hands-on experience, and practicals linked

to the objectives and desired competencies/skills, or expected learning outcomes.

• Tools of assessment should be prepared by empanelled experts and widely publicised.

• All tools of assessment should be moderated before being administered to ensure reliability and

validity and standards as per the level of the program.

• Preparation of ideal responses for assignments as well as summative assessments should be supplied to evaluators.

• Examinations should be held at any centre identified by the ODL institution.

• Use of a common exam form for all courses and programm should be initiated.

• Accurate compilation/tabulation of grades/marks by the exam unit for each learner, course-wise

needs be maintained.

• Measures should be taken for fair conduct of examinations, such as deputing of observers,

sending of flying squads, etc.

• Time schedules should be adhered to, particularly in the declaration of results.

• Accuracy/authentication of certification should be ensured.

• An item bank repository, with a variety of attributes, namely, difficulty level, type, marks,

associated learning units, etc., should be maintained by ODL institutions.

• ODL should explore the possibility of conducting examination using ICT.

• ODL institutions wishing to conduct PhD programs should ensure that they have an adequate

number of eligible guides as per the norms of the regulator. These should be guides who are

permanent members of the faculty of such an institution in that particular broad area of study.

• Prior sanction of the regulator could be obtained by giving the necessary details with regard to

the faculty, digital library, etc., and could get their ordinances related to programs in place.


• An ODL institute desirous of introducing a PhD program could have a Research and Recognition

Committee with eminent experts in the field of research to examine and approve research

proposals.

Faculty

• The qualifications and skillset required by a faculty teaching in a distance learning institute

should be clearly defined.

• The number of faculty required in an ODL institution should be based on norms, which take into

account the requirements of an ODL institution, rather than the faculty norms of a conventional

university.

• There could be training and orientation programs conducted by the Government to train the

faculty in the skillsets required by an ODL institution.

• There could be more programs in teacher education to train teachers to teach through the distance

mode aimed at qualifying them to teach in an ODL institution.

Regulatory Mechanism

• There is a widespread feeling both among higher education authorities and distance education

providers that the system is in urgent need of management and regulatory reform, if it has to

fulfil the increasing demand of learners for access and quality.

• A system of self-disclosure of the details which are spelt out by the regulator should be followed

by an ODL institution. It could include information about its program details, course delivery,

particulars of its faculty and support staff, and information pertaining to learner centres, its

enrolments, registrations, re-registrations, working hours, feedback mechanisms, and exam-

related data, other than learning outcomes of students, new programmes launched, details of

collaborative arrangements with other institutions, and details of degrees awarded

• Proper quality standards can be laid down by the regulator.

• As the syllabi and the examinations are common for conventional as well as ODL systems in

dual-mode institutions, the degree imparted through the ODL system should be treated at par

with the conventional system, both for education as well as employment purposes. However, for

the purpose of record, the degree/certificate of the ODL learner should mention ’Through

Distance Mode’ or ’Through Online’, as the case may be, on its face.

Delivery Mechanism

• The SLM should have clearly stated objectives, intended learning outcomes, study guidance and

advice for learners on how to optimally use the SLM and suggested reference material to

enhance his/her learning experience. Linkages within the text with other media should be

maintained for easy referencing and progress.

• The SLM should provide an adequate mechanism for learners to provide feedback on their

understanding of the subject.


• The SLM should be revised at such intervals of time as may be prescribed by the regulator.

• The SLM should be in multiple media such as in the print form, audio and video programs,

digital media, and online-interactive modules.

• ODL institutions should be permitted to provide soft copies of SLMs to distance learners, and

printed SLMs could be made available for those students who are not tech-savvy or are digitally

disadvantaged. Making available soft copies would be an eco-friendly measure to save paper, as

well as costs to distant learners, while at the same time, enabling ODL institutions to make

frequent upgrades of their programs and content without worrying about costs.

• An ODL should manage teaching-learning activities through online support for interactive

learning with learner feedback, to facilitate the use of Open Educational Resources (OER),

Massive Open Online Courses (MOOC), and for continuous as well as term-end evaluation,

certification, and other student support.

• In an ODL system, technology is a game changer bringing about a paradigm shift in the manner

in which the teaching-learning process is being conducted. In a scenario of ‘anywhere, anytime

education’, where the student has the flexibility for credit banking and for multiple-point entry

and exit, and an opportunity is provided to a student to learn at his own pace, virtual classes and

video conferencing or online faculty interactions, e-learning material, pre-recorded lectures, etc.,

are replacing face–to-face teaching. Similarly, use of technology to conduct examinations

through online exams reduces the need for the subjective element in the examination.

Student Support

• Induction programs, at the beginning of each academic year, need to be conducted.

• Academic support can be provided through virtual classroom sessions, academic counselling,

vocational guidance, hands-on experience, library services, e-learning material, pre-recorded

lecture DVDs, e-books, PCPs, printed SLMs, etc.

• Organisation of counselling sessions should be done course-wise. Learners should be made

aware of the support services provided to them through program guides, brochures, letters,

website, emails, SMS on mobiles, online chats, virtual mode on telephone, etc.

• Examination and evaluation-related queries should be addressed immediately and norms for the

timeframe within which the results need to be declared need to be spelt out.

• Non-academic queries of a student pertaining to various processes of the ODL institute with

regard to the payment of fees, booking for exam, or booking for a virtual session, etc., need to be

addressed and communicated to the student.

• Organised learner support needs to be provided through study centres established and maintained

by the university/institution at existing recognised educational institutions. These study centres

should be equipped to provide both academic and administrative support services, such as

dissemination of information, academic counselling (for both theory and practical courses),

vocational guidance, hands-on experience, multimedia support, library services, evaluation of

assignments, feedback, guidance of project work, organisation of seminars, field trips, conduct of

term-end exams, monitoring, etc.

• Pre-admission counselling for prospective learners should be done to provide information to

facilitate them in taking an informed decision on joining a specific ODL programme.

• Support should be provided for admission-related matters.


• Arrangements should be made to ensure the delivery of study material to learners within a

fortnight from the dates of admission.

• There should be a full-time and dedicated help desk well versed with learner-information

database providing single-window services for all learner-related queries.

To wrap up we may summarise –

The creators and disseminators of knowledge and its facilitators, be it ODL institutions, their

faculty, technology-solution providers or regulators of the ODL system, owe it not only to the

youth of this great nation and to the country as a whole, but also to the world at large, to create

the best-quality human resource by making education available to one and all. This can be

accomplished by rising above the issues of territorial jurisdiction, focusing on relevance and

quality in education, rolling out need-based programs at an affordable cost by making use of

technological solutions for delivery of instruction and evaluation, ensuring that the faculty is

trained in the required skillsets and providing the best student-support services. These

educated, trained and empowered youth would enable our country to be a global leader in the

knowledge era which has been declared as the ‘Century of the Brain’.


CHAPTER X

FEEDBACK SUMMARY REPORT

____________________________________________________________________________

The National Conference on Distance and Online Learning was attended by policy makers which

included vice chancellors, registrars of open universities, and directors of ODL institutions, senior

government officials, including those from the UGC, distinguished professors, and senior academicians

from different parts of the country.

Feedback was collected from these distinguished participants to obtain their views/opinions on different

aspects of ODL.

The top three reasons given by the respondents for open and distance learning lagging behind in India

were as follows:

• Technological support and Internet connectivity

• Effectiveness in comparison with conventional education

• Perceived quality of ODL

The three benefits of ODL in their order of significance were given as:

• Learn while you earn

• Flexibility

• Catering to financially, socially, locationally,and physically disadvantaged people


The respondents were of the opinion that the following three programs in the order of their efficacy can

be taught in the ODL format:

• Commerce and Management

• Arts

• Education

About 67 percent of the respondents were of the opinion that the Government policies lacked clarity

while 37 percent felt that they were rigid and vague.


The major initiatives the policy makers and representatives of ODL institutions wanted the Government

to take were:

• Conduct quality-improvement programs to promote ODL in the educational system – 57 percent.

• Government had a role to play in giving recognition to the distance education programs – 50

percent.

• Strengthening monitoring and regulatory mechanism – 50 percent.

About 41 percent of the respondents felt that the biggest challenge faced by the ODL institutes was lack

of a technical setup and support; 39 percent opined that the challenge was lack of awareness of the ODL

system, and 37 percent were of the opinion that it was availability of expert faculty.


About 61 percent of the respondents felt that the major challenge in the evaluation procedures in the

ODL format is ensuring reliability and validity of all assessment tools as per the program. About 50

percent opined that conducting exams and accuracy in compiling grades was the challenge faced in

evaluation by the ODL institutions, and 37 percent felt it was timely declaration of results.

About 61 percent of the respondents felt that lack of well-equipped study centres was a challenge faced

by ODL institutions in terms of student support. About 59 percent opined that it was lack of competent

academic counsellors, and about 50 percent were of the opinion that it was due to inadequate monitoring

services.


The respondents were asked to rank the modes of delivery of instruction used by the ODL institutions.

They were ranked in the following order:

• Self-learning Material (SLMs)

• Online learning material/e-books

• Virtual classes


The following programs in the ODL format were suggested by the respondents:

• Any type of program which is based on career development.

• Skillset-based programs that are employment oriented

• Any program which will add value and create employability

• Credit-based multi-disciplinary programs catering to the needs and requirements of candidates as

well as industries

• Graduate and postgraduate level programs

• Short programs on soft skills

• B.Ed. in distance learning

• Master’s in Education

• Science- and technology-based programs

• Certificate programs and Master’s in Business Administration


• Food Science, Nutrition, Health Care, Para-Medical programs

• Any program taught through the conventional mode can be taught in the ODL format because of

technological developments. Practicals can be conducted in virtual labs and reference material

can be read through e-books and OERs

• Business law, taxation, education leadership and administration

• Supply Chain Management

• Tourism

The respondents were asked to rate the conference on a scale of 5 to 1 for the content, relevance to ODL,

handling of queries and discussions, and the overall impression, wherein 5 being the best. As observed

from the pictorial representation, the respondents have rated the conference between 4 and 5.


REFERENCES

1. Madhava Menon Committee Report

2. Prof. V.S. Prasad “Quality Assurance of Distance Education” in Four Decades of Distance

Education in India, Viva Books (2006)].

3. Presentations of the following speakers:

a) Padamshree Prof. Madhava Menon, Chairman, Distance Education Reform Committee,

MHRD, Founder Vice-Chancellor NLIU, Bangalore and National University of Juridical

Sciences, Kolkata

b) Dr. DN Reddy, Member UGC , Chairman Recruitment & Assessment Centre, DRDO

c) Prof. Dr. Arun Nigavekar, Raja Ramanna Fellow, Former Chairman UGC, Founder Director

NAAC, Sr. Advisor & Trustee Science & Technology Park Univ. of Pune

d) Mr. Pradeep Kaul, Senior Consultant, NMEICT & Coordinator, DTH, MHRD

e) Dr. Binod Bhadri, DEA, MHRD

f) Prof. K.B Powar, Chancellor, D.Y Patil Vidyapeeth, Pune

g) Prof. Dr. Uday Salunkhe, Group Director, Welingkar Institute, Mumbai

h) Prof. Mariamma A. Varghese, Former Vice-Chancellor, SNDT Women’s University,

Mumbai

i) Mr. Vivek Sawant, Director, MKCL, Pune

j) Dr. Swati Mujumdar, Director, SCDL, Pune

k) Mr. Kshitij Chopra, CEO, Pleo Labs

l) Dr. Prakash Deshpande, Formerly Director, DEC, Director Education, British High

Commission

m) Dr. Naji Almahdi, Director, National Institute of Vocational Education, Govt. of UAE



National Conference on Distance and Online Learning

Feedback Form (Multiple Choices allowed)

1. What in your opinion are the reasons for Open and Distance Learning (ODL) lagging behind in

India?

� Perceived quality of ODL

� Effectiveness in comparison with conventional education

� Employability aspects

� Comparison with courses from conventional universities

� Technological support and Internet connectivity

� Language barriers

� Reach to the remotest parts of India

� Complexities in legal framework

� Any other ______________

2. What according to you are the benefits of ODL?

� Flexibility

� Learn while earn

� Simultaneous with other education

� Self-paced learning

� Catering to financially, socially, location-wise, physically disadvantaged people

� Lifelong learning

� Any other _____________

3. According to you, which of the following programs/streams of education are more effective in ODL

format?

� Commence and Management

� Law

� Education

� Arts

4. Present Government policies in ODL are:

� Too rigid

� Lacks clarity

5. What do you expect from the Government of India for promoting ODL in the Education System?

� Financial assistance

� Open and free resources

� Awareness programs

� Strengthening legal systems

� Strengthening monitoring and regulatory mechanism

� Recognition to distance education courses

� Quality improvement programs

� Any other ____________

� Vague

� Very structured

� Science

� Engineering

� Medicine

� Any other _____________


6. What are the challenges faced by the ODL Institutes?

� Lack of awareness of the ODL system

� Technical setup and support

� Availability of expert faculty

� Student support system

� Mode of delivery of ODL

� Competition with conventional universities

� Infrastructure availability

� Evaluation system

� Library and resource centres

� Any other _____________

7. What according to you are the challenges faced in evaluation procedures in the ODL format?

� Ensuring reliability and validity of all assessment tools as per the program

� Conducting exams and accuracy in compiling grades

� Timely delivery of results

8. What are the difficulties faced in terms of student support?

� Well-equipped study centres

� Academic counsellors

� Monitoring of services

9. Rank the following modes of delivery as a tool to facilitate easy understanding and mass acceptance

� Self-Learning Material (SLM)

� Virtual Classrooms (VC)

� Recorded virtual classrooms

� Online learning material/e-books

� DVDs

� Personal Contact Programs (PCPs)

� Interactive sessions/chat sessions

10. Which programs need to be introduced in the ODL format?

________________________________________________________________________________

11. Rate the conference on a scale of 5 to 1 (5 being the best)

Contents: 5 4 3 2 1 Relevance to ODL: 5 4 3 2 1

Handling queries and discussions: 5 4 3 2 1 Overall impression: 5 4 3 2 1

Name & Sign: Email: Mobile:

Institute:

Documents

report on the national conference on distance and online learning