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Distance education

Role of Distance education in agriculture

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Distance education

  1. 1. Role of distance education in agriculture Seminar on Navinkumar.Kalmood Ph.D scholar UAS raichur
  2. 2. Definition and Meaning Distance learning is a structured learning in which the instructor and students are separated by time and space, uses the latest technology to bridge the gap between participants in education (McIsaac and Gunawardena, 1996).  Instructor and student are separated by space and time.  Gap is filled by audio tapes, videoconferencing, satellite broadcasts and online technology - and/or more traditional delivery methods, such as the postal service and notes. Distance Education also called as Distance learning, Correspondence learning and Home studying.
  3. 3. Objectives To understand the concept of distance education To know the elements of distance education programme To know the role of distance education in agriculture To review research studies related to distance education
  4. 4. McIsaac and Gunawardena (1996) Distance Learning is a structured learning in which the instructor and students are separated by time and space, uses the latest technology to bridge the gap between participants in education Honeyman and Miller (1993) Distance Learning is a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both
  5. 5. Elements of Distance Education programme Distance education Faculty Syllabus Technologies Learners
  6. 6. In distance education 5 things need to considered Identify the relevant course Check institutional background Never lose focus Be consistent Never skip the exams
  7. 7. Types of distance education Open Schedule Blended Learning Computer Based Learning Fixed Time E-Learning
  8. 8. Role of distance education in agriculture  Improve and sustain productivity and quality of human.  Agricultural information to remote area farmers.  Improve agricultural knowledge, skills and entrepreneurial capabilities.  Promote national and international co-operation, networking and linkages.  Establish linkages with institutions in India and abroad having expertise and experience in Distance Education.
  9. 9. Steps involved are Get certificate, Diploma or Qualification Submit assignments Information from institution through multimedia Get materials and study Payment Register Pick a course
  10. 10. Scope of Distance Education in Agriculture  Enhance knowledge of farmers.  Financial constraints  Organized through correspondence courses a. Through institutions - Open Universities - Agricultural Universities b. Means of Correspondence Courses - Postal correspondence - Radio farm school - Doordarshan (Krishi Darshan) - Information Communication Technology (ICT) - Through FM services - Through mobile services
  11. 11. Advantages of distance education • You can take any and all of our courses through distance learning • Study completely from home • Save money • Study at your own place and in your own time • Get a private tutor • Flexible in time table
  12. 12. Disadvantages of distance education • Juggle job and studies. • Feedback problem. • Social isolation. • Less seriousness students. • Lack of interaction. • Motivation. • Farmers unable to understand clearly.
  13. 13. (Agriculture and Allied sciences)  Dr. B. R. Ambedkar Open University (BRAOU) (1982) at Hyderabad, Andhra Pradesh  Indira Gandhi National Open University (IGNOU) (1985) at New Delhi  Vardhaman Mahavir Open University (VMOU) (1987) at Kota, Rajasthan  Nalanda Open University (NOU) (1988) at Patna, Bihar Open Universities in India
  14. 14.  Yashwantrao Chavan Maharashtra Open University (YCMOU) (1989) at Nashik, Maharashtra  Madhya Pradesh Bhoj Open University (MPBOU) (1993) at Bhopal, Madhya Pradesh  Dr. Babasaheb Ambedkar Open University (BAOU) (1994) at Ahmedabad , Gujarath  Karnataka State Open University (KSOU) (1996) at Mysore, Karnataka
  15. 15.  Netaji Subhash Open University (NSOU) (1997) at Calcutta, West Bengal  Uttar Pradesh Rajarshi Tandon Open University (UPRTOU) (1999) at Allahabad, Uttar Pradesh  Tamilnadu Open University (TNOU) (2003) at Chennai, Tamilnadu  Pandit Sunderlal Sharma Open University (PSSOU) (2003) at Bilaspur, Chchattrisgarh
  16. 16. Top 5 universities offering Agriculture distance learning courses 1. Annamalai University-Tamil Nadu 2. IGNOU-New Delhi 3. Allahabad Agricultural Institute-Allahabad 4. Karnataka State Open University-Mysore 5. Yashwantrao Chavan Maharashtra Open University-Nashik
  17. 17. Technologies used in delivery Synchronous technology Synchronous technology is a mode of online delivery where all participants are "present" at the same time requiring a timetable to be organized • Telephone • Videoconferencing • Web conferencing • Direct-broadcast satellite • Internet radio
  18. 18. Asynchronous technology Asynchronous technology is a mode of online delivery where participants access course materials on their own schedule, students are not required to be together at the same time • Audiocassette • e-mail • Message board forums • Print materials • Voice mail/fax • Videocassette/DVD
  19. 19. Academic programmes at State Agricultural Universities (SOU) through Distance Education Mode . Agricultural Programmes a. Certificate Courses b. Diploma Courses c. Post-graduate Diploma Courses d. Bachelors Degree Courses e. Master Degree Courses
  20. 20. UAS Bangalore started Distance Education Unit in 2012. Mandates: • To diffuse technical “Know-how” to the farmers • To disseminate information at the convenient time and place of the farmers • To teach farmers who are residing at remote places • To provide selected technologies for the target group of famers
  21. 21. UAS EXPERIENCE IN CORRESPONDENCE COURSE 1. On Paddy Cultivation  Started during the year 1974  Five batches were organized  Covered 1764 farmers of Karnataka 2. On Sericulture Farming  Started on demand from farmers  Organized in four batches  Covered 956 farmers of Karnataka 3. On Organic Farming  First course conducted with 174 farmers  Second course is being conducted at present including 275 farmers. • Started during the year 1974 • Five batches were organizedCovered 1764 farmers of Karnataka
  22. 22. Students enrollment in convention Universities V/S ODE Universities
  23. 23. Student‘s enrolment data from various distance education universities & institutes Sl. No. Name of the University/Institutes Total Enrolment up to Dec.2010 1 Indira Gandhi National OpenUniversity, New Delhi 3200000 2 YCM Open University,Nasik 2432000 3 Dr.B.R.Ambedkar Open University, Hyderabad 465000 4 Delhi University, Delhi 322000 5 Tamil Nadu Open University,Chennai 250000 6 M.P. Bhoj University, Bhopal 205000 7 Sikkim Manipal University, Gangtok 185000 8 Annamalai University,Annamalai Nagar 179000 9 Maulana Azad National Urudu University Hyderbad 169000 10 University of Madras 150000
  24. 24. Level wise Distribution of Distance Enrolment Level Distance Enrolment Male Female Total Post Graduate 772328 531536 1303864 Under Graduate 1213524 785429 1998953 PG Diploma 44661 18003 62664 Diploma 70580 45595 116175 Certificate 37231 38671 75902 Integrated 1523 478 2001 All 2139847 1419712 3559559
  25. 25. 16-11- 2017 25
  26. 26. ATTITUDE TOWARDS APPLICATION OF DISTANCE EDUCATION IN AGRICULTURE FIELD Kaushikkumar et al.(2015)
  27. 27. Attitude of agriculture students towards application of distance education in Agriculture field.(n =120) Sl. No. Statement Frequency Per cent 1 I feel that DEAAF is need of hours to fill gap between actual need of able human recourses for agricultural Development and their availability. (+) 37 30.80 2 I believe that there is need to implement DEAAF programme because of its flexibility. (+) 73 60.83 3 I don't think offering master's and doctorate programme on agriculture through DE is possible. (-) 28 23.33 4 I dislike the DEAAF because it does not follow the formal way of learning. (-) 17 14.16 5 I like to learn through DEAAF as it provides opportunity to learn at any time. (+) 87 72.50 6 I feel that DEAAF creates educational opportunity to those who want to learn while earning. (+) 96 80.00 7 I feel that DEAAF is relevant to the ever increasing higher agricultural educational needs of India. (+) 68 56.66 8 I believe that DEAAF has the potential to bring out innovation. (+) 52 43.33
  28. 28. Effectiveness of distance education on food and nutrition(n=120) SOUJANYA et al., (2015)
  29. 29. Sl. No. Particulars Before After F % F % 1 Cereals 105 87.50 120 100 2 Pulses 98 81.66 120 100 3 Root vegetables 105 87.50 110 91.67 4 Spice 87 72.50 113 94.16 5 Food for growth 117 97.50 120 100 6 Energy food 113 94.16 116 96.66 Knowledge of respondents before and after distance education about food. (n=120)
  30. 30. Learners’ Choice and Perception of Distance Learning Degree Programme of the National Open University of Nigeria (NOUN) (Fami and Ibrahim, 2010)
  31. 31. Summary of Reasons for Learners’ Choice of NOUN Degree Programme (n=1100) (Fami and Ibrahim, 2010) Factors/Variables Factor Alpha Mean Standard Deviation F1: Course Characteristics 0.8951 - - Additional qualification to improve career prospects 6.5 1.05 Standard nature of their programmes 5.9 1.11 High quality of their course materials and facilitations 6.2 1.15 Satisfaction with the mode of operations which include studying at one’s pace 6.1 1.28 F2: Administrative Characteristics 0.9406 - - Federal government-owned university 5.8 1.14 Easier to secure admission than traditional university 7.7 0.94 F3: Cost Characteristics 0.9064 - - No sponsor for traditional face-to-face university 5.5 1.20 Opportunity to pursue studies and at the same time taking care of family 7.4 0.92 Cheaper to other traditional face-to-face universities 5.3 1.32
  32. 32. Summary of Learners’ Perception of NOUN Degree Programme (n=1100) Factors/Variables Factor Alpha Mean Standard Deviation F1: Course Characteristics 0.9058 - - NOUN degree programme typical of distance learning mode 5.6 1.32 NOUN degree programme technology-driven efforts are of high quality 5.8 1.14 NOUN degree programme assessment style is standard 4.9 1.34 NOUN degree programme is of high quality 6.9 1.11 F2: Administrative Characteristics 0.8002 - - NOUN facilitators are hard working 4.6 1.29 NOUN facilitators are punctual and humane 5.4 1.18 NOUN degree programme is interesting 6.5 1.05 NOUN degree programmes are society-driven 4.0 1.32 F3: Cost Characteristics 0.8842 - - NOUN degree programme quality is comparable to the traditional face-to-face universities programmes 4.5 1.14 NOUN degree programme enhances job performance 6.0 1.05 (Fami and Ibrahim, 2010)
  33. 33. Problems and prospectives in distance education in India in the 21st century Sadhasivam (2011)
  34. 34. Problems • The latest problem faced by students is that they are not eligible for high level posts in India. Especially MBA and MCA. • Lack of proper infrastructure. • The internet and multimedia has become a key role for communication between teacher and student . • The majority of dropouts in distance education is the exam pattern, and the results. The distance education and universities must have separate controller office to conduct, evaluate and publish the examination results on time.
  35. 35. Conclusion

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