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Use of Open Education Resources in Distance Education and Training Institutes in India

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Sujata Santosh's presentation of her #PhD research at the 5th GO-GN Seminar in Kraków, April 10th-11th, 2016.

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Use of Open Education Resources in Distance Education and Training Institutes in India

  1. 1. Use of Open Education Resources in Distance Education and Training Institutes in India Sujata Santosh Indira Gandhi National Open University
  2. 2. Tankertanker Design Tankertanker Design Overview of the presentation  Background  Purpose of Research  Objectives of the Research  Research questions  Methodology  Research Design  Activities Involved  References
  3. 3. Tankertanker Design Tankertanker Design Education scenario in India  India has a large and complex education system with around 700 universities and 35,000 affiliated colleges.  Despite more than 20 million students in these institutions, this constitutes only a fraction of India’s population which makes to college.  With one-third of the population being illiterate, providing access to adequate learning resources of good quality is a huge problem. (UGC, 2013; MHRD, 2013)
  4. 4. Tankertanker Design Tankertanker Design Challenges faced by the Education System in India  Paucity of good teachers  Inadequate infrastructure  Lack of well-equipped libraries  Lack of good quality instructional materials
  5. 5. Tankertanker Design Tankertanker Design Open and Distance Learning (ODL) in India  enhancing the gross enrolment ratio  democratization of higher education to large segments of the Indian population  reaching out to the unreached  providing opportunities for up-gradation of skills and qualifications  meeting the demands of lifelong learning
  6. 6. Tankertanker Design Tankertanker Design Distance Education scenario in India  Total enrolment in higher education estimated at 28.56 million.  Distance enrolment constitutes 12.5% of the total enrolment in higher education (UGC, 2013; MHRD, 2013)
  7. 7. Tankertanker Design Tankertanker Design Distance Education scenario in India  15 open universities – 1 National Open University and 14 State Open Universities  166 Dual Mode providers of higher education  28 Distance Education Institutes  17 Open Schools (UGC, 2013; MHRD, 2013)
  8. 8. Tankertanker Design Tankertanker Design Purpose of this research • The present study focuses on various issues related to the awareness and use of various available OERs in open and distance learning. • The study aims to assess preparedness of faculty of distance education and training institutions in using OERs for distance teaching-learning.
  9. 9. Tankertanker Design Tankertanker Design Objectives of the Research • To explore the policy and developments in the field of OERs in India. • To study the status and use of OERs in various distance education institutes in India. • To identify and study the faculty attitude towards OERs.
  10. 10. Tankertanker Design Tankertanker Design Research Questions Main Question What is the status of use of Open Educational Resources in various distance education and training institutes in India? Sub Questions • What is the attitude of the faculty towards the use of OERs? • What are the barriers and drivers in the use OERs by faculty and students?
  11. 11. Tankertanker Design Tankertanker Design Key Stakeholders There are four key stakeholders:  Government  Higher education providers  Teachers, and  Learners. (Unesco/Col, 2011)
  12. 12. Tankertanker Design Tankertanker Design Methodology Comprehensive Documentary Analysis Survey on Existing Status of Use Faculty Survey Faculty Interview
  13. 13. Tankertanker Design Tankertanker Design Research Study design Population All the single-mode open universities, dual-mode distance education institutes, and institutes offering distance education and training in India. Sample A specified sample of faculty members will be drawn for faculty survey. A small percentage will be further selected for Faculty interview.
  14. 14. Tankertanker Design Tankertanker Design Research Study design Documentary Analysis • Quantitative Approach • Literature Review Survey on Use • Qualitative Approach • Survey Questionnaire • Purposive Sampling Technique Faculty Survey • Qualitative Approach • Survey Questionnaire • Random Sampling Technique Interview • Quantitative Approach • Interview Schedule • Random Sampling Technique
  15. 15. Tankertanker Design Tankertanker Design IndicatorsNational Sustainability Effectiveness Robustness Scope Institution Context Policy Practice Use Faculty Awareness Use Attitude Barriers Learner Awareness Use Attitude Barriers
  16. 16. Tankertanker Design Tankertanker Design Review of Literature Review of Literature involves:  Awareness of educators  Use of ICTs  Attitude of the educators and students towards OERs  Adoption and use of OERs  Attitude towards OERs  Barriers to the use of OERs  Motivators to the use of OERs  Related Studies on use of OERs in different Countries
  17. 17. Tankertanker Design Tankertanker Design Procedure for Data Collection  Analysis of policy documents and guidelines.  Survey through questionnaire to study the status of use of OERs in various ODL institutes in India.  Survey through Questionnaire to investigate the faculty attitude towards use of OERs.  In-depth personal interviews to gain proper insight into the use of OERs in open and distance education.
  18. 18. Tankertanker Design Tankertanker Design Activities involved  Establishing validity and reliability of the tools  Testing the feasibility of the tools.  Identifying the respondents and sending the questionnaires.  Identifying tools for carrying out for statistical analysis of data.
  19. 19. Tankertanker Design Tankertanker Design References • MHRD (2013). All India Survey on Higher Education. New Delhi: Government of India • UNESCO/COL. (2011). Guidelines for open educational resources (OER) in higher education (pp. 32). Paris: UNESCO. • University Grants Commission, (2013), Higher Education in India at a Glance. New Delhi: UGC. Available at: http://www.ugc.ac.in/ugcpdf/208844_HEglance2012.pdf
  20. 20. Thank You

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