22 Genesis of Distance Education

Madhavi Dharankar,

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Content Outline

 

1.        Learning Objectives

2.        Introduction

3.        Need of Distance Education 3.1 Problem of Numbers

3.2  Problem of Relevance

3.3  Meeting socio-economic needs

4.        Distance Education as Effective and Purposeful Educational Strategy

5.        Parallel terms to Distance Education

6.        Various definitions of Distance Education

7.        Open Universities at International, National and State levels

8.        Conclusion

 

1.       Objectives:

 

At the end of this module you will be able to

 

  • Explain the need of Distance Education
  • Trace the parallel terms to Distance Education
  • Classify various definitions of Distance Education
  •  Enlist the Open Universities at International, National and State levels

 

2.       Introduction

 

Before we take a closer look at the concept of distance education, let’s take an example ofLatika, who is already into the world of work. She wants to upgrade her skills. If this was the case in say 1950 the only option Latika would have is to leave the job and get back to studies. But during past 45 – 47 years there are such options available for people like Latika, where one is NOT required to be away from the world of work in order to study.

 

 

3.       Need of Distance Education

 

Distance education opened the doors of education for the people having difficulties in spending time in full-fledged education system. Distance education has come up as a great option in recent times. In the following sections let us understand the genesis of the term.

 

Certain educational and social factors played important role in bringing distance education into existence. Let us understand these factors in detail.

 

3.1 Problem of Numbers

 

There aregrowing demand of more and more people getting trained by industry.The number of learners that need to be handled runs into astronomical numbers. If such a largenumber of learners is to be taughtthen there areneed either for more number of such institutes or training of trainers.

If the first solution is to be implemented then one can think of the challenges of time and finances needed to establish the required infrastructure.

 

Even if the second option of multiplier effect or training of trainers is to be used, there are challenges such as time involved, the assumption of acceptable quality of trainer to train others and the duration of such a training program.

 

3.2 Problem of Relevance

 

Even if one accepts the option of using the already available infrastructure, the problem of relevance will still play a role. By the time such a vast number of leaners get trained, the context, content and modality would change completely. Why would it change? This refers to the changing nature of the societydue to technology, knowledge generation. All aspects of human life are changing so fast that the training content soon becomes obsolete.

 

3.3 Meeting socio-economic needs

 

The industry or the society needs the skilled manpower without having to invest enormous time delay. Also at the same time the persons waiting to get better employed would want to acquire the needed qualification at the earliest. Thus from the angle of even socio-economic issues, the economic and efficient mode of education is the need of the time. Distance education provides such an option that takes case of the various issues or problems we discussed just now. Hence distance education is the need of the day and it does have a blooming future in the time to come.

 

There is growing realization that dissemination of knowledge cannot be confined to schools and colleges. It needs to beextended beyond campuses. As adult must be able to return to education as and when one feels the need to.

 

 

4.  Distance Education as Effective and Purposeful Educational Strategy

 

 

We shall now look at distance education from it ability and effectiveness to address various issues.

 

  • Skill development: Any society is naturally concerned with the question of ‘developing skills’. Though distance education depends highly on print media or ‘written’ words, the role do ‘spoken’ words and also possibility of ‘doing’ or showing how to do cannot be completely discarded. With the use of multi-media system it is possible to impart skills through distance mode. The skills like communication skills, intellectual skills and specialized skills (technological or management) are possible to be imparted. Distance education gives ample scope to practice all kinds (writing, reading, speaking and listening) of communication skills. Through the course design and course work the opportunities of developing intellectual skills can be given. For specialized skills there are challenges regarding logistics, but the options like weekend practical or summer schools can be used.
  •   Knowledge society: Apart from playing an important role in socio-economic aspects, distance education plays a significant role in evolution of learning or knowledge society. Eg, consider a case of a dentist, who without having to be away from the clinic, can take up a course in latest technology or root canal. Such a course would foster in her a more professional attitude besides increasing her efficiency. In spite of many challenges distance education strategies do help one move one step nearer to more self-conscious, professional and learning society.
  •  Learner-centeredness: When we look for having an option for an adult to learn new things or to acquire new skill set, it is important that the teaching-learning strategies or the overall mode remains learner-centered. Distance education does take into account the principles of andragogy and make the learning learner-centered both the terms of content as well as modality. E g, one would find that the contact sessions are organized at the time slots more convenient for these adult learners.
  •   A tool for social transformation: Distance education is a way different educational mode that the society has been experiencing through the ages. The conventional concept of learning keeps learning tied down to teacher rather than to learner. It was a belief that one cannot learn unless someone teaches. Distance education has broken that belief system by making the learner more emphasized and empowered.

 

All in all one can note that the distance education is an effective and purposeful educational strategy.

 

  1. Parallel terms to Distance Education

 

The term distance education is used in a variety of manner by academicians as well as by the society. Let us see some examples of some other related terms that are used in various countries. The examples of these terms are given in table 1.

  • External System /Studies: It depicts that one does not need to attend classes and has to appear for the final exam directly. This was a UK version years ago. But today’s distance education is not limited to this kind of external system any more.
  • Off-campus Studies: To denote the contrast with the term ‘on-campus’ studies.

In India the term ‘correspondence course’ or ‘postal course’ was in use for many years. It was only after the establishment of open universities (i.e., after 1984) the term distance education came into usage.

 

  1. Various definitions of Distance Education

 

Distance education has been defined by various academicians in a variety of manners.

Let us see some of the key aspects from these definitions in summarized form in table 2.

 

The various attributes as appealed by the various experts are put forth in a comprehensive manner through a hierarchy. This hierarchy will help you in getting clear understanding of each one’s focus in relation with others. This hierarchy as brings out the similarities and differences in the points of views of various experts.

 

7.  Open Universities at International, National and State levels

 

 

After having a theoretical background of distance education, now let us take a look at the international and then national scenario of the distance education coming into existence.

 

International Level:

 

Globally distance education always has been a very international field (Moore, M &Kearsley, G.: 2005). The center for distance education was established in University of London over 100 years ago. But a full-fledged university in the form of Open University was established in Milton Keynes (UK) in 1969. United Kingdom Open University (UKOU) is considered as theMother of all open universities.

 

Open Universities in India

 

At international level though the movement of Open and Distance education started around 1970, it took over 13 years for the movement to reach India. Let us now take a look at the Indian scenario.

 

In IndiaState Open University in the form of Dr. B.R. Ambedkar Open University (BRAOU), Hyderabad, AP (1982) came into existence first – prior to any national initiative. Indira Gandhi National Open University (IGNOU) enjoys the status of ‘national’ Open University. It was established in 1985. As the name suggest its jurisdiction is the whole country. The students from all over the country can enroll for the programs offered by IGNOU. Study centers of IGNOU are spread all over the nation. It also offers programmes in more than15 in the world.

 

Apart from offering the programs to the adults all over the nation, IGNOU has been performing the role of man-power development for the various open universalities in India.As per the definition given by Sir John Daniel (2006) an open university is termed as mega-university if a distance education institute is with over 100000 active students in degree level programs. As per this definition IGNOU is listed as a mega-university on the basis of enrolment.

 

State Open Universities

 

IGNOU addressed the needs of the education through Hindi and English medium and having national agenda in mind. But this was not enough for catering to the needs of the people, who could only study in the regional languages. Hence the states came up with the State Open Universities (SOUs). There are total 13 SOUs in India,Dr B R Ambedkar Open University (BRAOU), Hyderabad being the earliest founded one even before IGNOU.

 

  • q B.R. Ambedkar Open University (BRAOU), Hyderabad, AP (1982)
  • q Nalanda Open University (NOU) Patna (1987)
  • q VardhamanMahaveer Open University (VMOU), Kota, Rajasthan (1987)
  • q YashwantraoChavan Maharashtra Open University (YCMOU), Nashik, MS (1989)
  • q Madhya Pradesh Bhoj Open University (MPBOU), Bhopal, MP (1991)
  • q BabasahebAmbedkar Open University (BAOU), Ahmedabad, Gujarat (1994)
  • q Karnataka State Open University (KSOU), Mysore, Karnataka (1996)
  • q NetajiSubhas Open University (NSOU), Kolkata (1997)
  • q UP RajarshiTandon Open University (UPRTOU), Allahabad (1999)
  • q Tamil Nadu Open University (TNOU), Chennai (2002)
  • q Sundarlal Sharma Open University (PSSOU), Bilaspur (2005)
  • q Krishna KantaHandiqui State Open University, Guwahati (2005)
  • q Uttarakhand Open University, Haldwani (Nainital) (2005)
  1. Conclusion

 

A small initiative that catered to the needs of the educationally marginalized strata, has now reached the state of a great innovation in reaching education to a large number fo people in an efficient manner in the world wherein the conventional universities are attracted towards his system, the private universities are using distance mode and even overseas education is possible through distance education. Thus this educational initiative and innovation is only going to expand in future.

you can view video on General Introduction to Genesis of Distance Education

 

References

  • Daniel, J.( (2006). Open and Distance Learning in Small States: Which Models? Retrieved from http://oasis.col.org/bitstream/handle/11599/134/JDspeeches_Vol2.pdf?sequence=1&isAllo wed=y on July 19, 2017.
  • Moore, M &Kearsley, G. (2005). Distance Education: A Systems View. Uk: Thomson Wadsworth.
  • STRIDE, IGNOU. (2000). Growth and Philosophy of Distance Education: Growth and Present Status. N Delhi: Author.
  • STRIDE, IGNOU. (2000). Growth and Philosophy of Distance Education: Philosophical Foundations. N Delhi: Author.
  • STRIDE, IGNOU. (2000). Growth and Philosophy of Distance Education: Socio- academic Issues. N Delhi: Author.