Web Based Engineering Education in India
Manoj
Killedar
Yashwantrao Chavan Maharashtra
Present research interests of Mr Manoj Killedar are “ELearning” and how web based education can improve (1) Quality (2) Effectiveness (3) Flexibility and (4) Efficiency of education from the open and distance education system of India.
He is M.Tech from the prestigious "Indian Institute of Technology, Bombay” in "Electric Drives and Machines". After working for about 9 years in various industries, since May 1993, he joined the “Yashwantrao Chavan Maharashtra Open University”, a leading Open University of India, as the “Director, School of Science and Technology”.
You may explore further information about him at http://killedar.tripod.com or contact him at: killedar@vsnl.com or killedar@flashmail.com.
Effective and low cost communication system has same importance to Open University as blood has for life. In this regard, rapid growth of reliable Internet access at low cost, from almost all parts of India, has opened up new innovative alternative avenues for the education through Open and Distance Education System (ODES).
There are some specific requirements in India:
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Huge number of learners prefers engineering education due to more, better and easier job opportunities. Conventional educational institutions in India could not cater to this huge number of aspiring learners.
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Majority of learners belongs to economically weaker sections of society. Hence expenditure for full time learning in conventional educational institutions is out of reach for many learners. Even “Learning while Earning” is essential for many learners. Only ODES provides this feature in India.
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Huge geographic distances along with poor communication infrastructure till recent past results in very little or no interaction among the learners. Naturally, a sense of community does not generate among the students of ODES, which results in low retention rates.
Efficient utilisation of all resources is essential to maintain good academic quality with cost effectiveness. Truly collaborative knowledge management system using Internet is naturally suited for ensuring this in ODES, due to its wide and low cost access without any geographic distance or time barrier. With Internet, ODES can easily ensure quality education for all, with cost effectiveness, at doorsteps of learners.
“ELearning” can be defined as enjoyable, quick and high quality learning using various learning tools on Internet. “ELearning” empower teachers for imparting effective and quality education efficiently. It allows teacher to focus on dissemination of knowledge as a facilitator and guide. It is a clear paradigm shift from “Teacher centric” to “Learner Centric” education system, which provides following benefits:
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Effective Learning,
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Improved Quality,
-
Reduced Duration,
-
Cost Effectiveness and
-
Flexibility
This paper aims to examine a web-based engineering education model for the ODES of India, which offers above-mentioned benefits. It also presents practical experiences gained since 1992, during the implementation of “Electronics Engineering Diploma Programmes (EEDP)” at Yashwantrao Chavan Maharashtra Open University, Nashik – 422 222, India. It also examines how Internet, with its present technology limitations and costs, can be effectively used to simplify all stages of academic programme design and implementation. This paper hints at the natural way for transition to proposed model for ODES of India. It is hoped that experiences, views and model presented in this paper will benefit all.
The world today, is engrossed by the revolution called as Web. Web or Internet is strongly influencing all aspects of life, including Business and Learning. The new term called as “ELearning”, describes the way web is going to storm the education system. The growth of Internet is phenomenal in India. Just before 5 years, Internet was high tech word reserved only for very few privileged persons in India. Today many newspapers include regular articles and even special supplements on Internet. Internet is becoming a more important element of daily life in India. The growth of Internet in India, is a classic example of how quickly new technology is being absorbed by this country these days.
Since last few years, Internet is rapidly expanding in India. Before year 2001 begins, about 4.5 million users in India alone will use Internet or Web everyday. Easy, reliable and fast access to web with local phone calls, from all parts of India, is almost a reality even today. This growth is taking place when the Internet is still restricted to owners of computer systems. In near future, access to the Internet will commonly be through telephones and TV sets. This can only lead to a further major jump in the use of Internet and in the demand for institutions to provide education through it.
2.1
Cheaper Internet Access
Due to competition among Internet Service Providers (ISP), Internet access is going to be cheaper and of much better quality, in near future. But even today, each hour of Internet access at about 28.8 KBPS speed, costs only about Rs. 40/- (»US$ 1). On the other hand, computer hardware like Internet ready multimedia computer systems with an impressive computing power, huge storage capacity and colour monitors, costs only about Rs. 40,000/- (»US$ 1000). All these costs are expected to fall further in near future. With computer systems becoming cheaper and with Internet related software becoming more user friendly, access to Internet is no longer restricted only for computer professionals.
2.2
Internet Access for the Students
In India, due to weak economic conditions, majority of students cannot have Internet access individually from their residence or work place. Still they require academic programmes with good quality and cost-effectiveness. Naturally mass education approach is essential to ensure and maintain low costs. Internet can help to significantly improve quality of present “Open and Distance Education System (ODES)” of India while still retaining its cost-effectiveness. Although individual Internet access is not economically feasible in India for each student, as almost all students visit study centres at least once in a week on local weekly off day, shared Internet access from the study centre is easier, cheaper and convenient for the students.
Open and Distance Education System (ODES) is now gaining roots in India. There are 10 open universities in India: one at national level and others at state level. About 235 different academic programmes and 2146 different courses (subjects) are offered through these universities. Every year, about 0.47 million new students are registered for various programmes, while total number of registered students on the roll is 1.35 million. About 87 regional centres and 3030 study centres provide various academic and student support services to these students distributed over area of 3.28 million km2 (3300 km north-south and 1700 km east-west). About 35000 counsellors impart academic instructions in at least 7 major languages, which includes Bengali, English, Gujarathi, Hindi, Kannad, Marathi, and Telgu. Massive size of this education system is clearly indicated with these figures!
Figure 1: Present Open and Distance Education System of
India
3.1 Features of Present
Open and Distance Education System of India
Some of the features of the present Open and Distance Education System (ODES), at different stages of learning (Figure 1), are as follows:
3.1.1 Information
Till date, there is a heavy emphasis on print media for delivery of learning material. Role for other media like audio, video, radio, TV, multimedia, etc. is still only supportive. Learner has to match place and time for using these other media for learning. Due to this rigidity and other serious delivery problems its “real” use is highly restricted. Hence, delivery of academic information is normally restricted to only print media. If delivery of textbooks is delayed for any reason, there is no backup media from where university can ensure access to same academic information.
3.1.2 Self-Study
There is a great emphasis on self-study by the student, using academic information provided by the university, through various media. Due to reasons mentioned above, normally students do self-study using print media only. As there is no backup to print media, self-study at a right time is not possible if delivery of textbooks is delayed.
3.1.3 Interaction and
Counselling
Academic help in the form of limited counselling (about 15-30% of the conventional education system) is provided to the students to solve difficulties in self-study on local weekly off days at study centres. Students perform practical at study centre laboratory on local weekly off days. Students are allowed to complete Project-Work either at his workplace or study centre laboratory. This limited face-to-face interaction and counselling at the study centre have following major problems:
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Poor Quality: Few counsellors at various study centres are academically sound and have superior communication skills. Hence, counselling at the study centres in the present system is less effective and thus learners cannot enjoy it. Learner also requires more time and efforts for effective learning due to this.
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Poor Time Utilisation: Most counsellors cannot effectively utilise available little time to provide proper academic support for all difficult topics in the course (subject).
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Rigidity: Student simply loses the counselling, if he or counsellor cannot attend the session for any reason. As there is no backup media, university also cannot provide counselling in such event. Learner cannot reinforce his learning, as counselling cannot be repeated, in case he needs to clear any doubt afterwards.
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Poor Cost-Effectiveness: In present counselling system, learner has to invest his substantial resources in terms of travelling time and cost. This factor keeps many prospective learners away from the ODES.
3.1.4 Formative
Feedback about Learning
For delivery of learning materials and communication with students and study centres, this system largely depends upon regular postal service, which is naturally quite slow. Continuous or self-assessment of students, with good quality and reliability, is quite difficult due to slow communication. There is very little or no interaction among the students due to large geographic distance. Naturally, lack of sense of community among the students, coupled with the above-mentioned problems of counselling, results in low retention rates.
3.1.5 Learning
Hence, learning through present ODES is quite difficult task. Acquiring required knowledge and skills through this system takes much more learning efforts and time. Due to dependent model of study centre network and absence of effective backup media, very few steps can be taken by the university to ensure enjoyable learning with good academic quality and flexibility.
3.2
Internet Impact on Conventional and Distance Education
There is an increasing pressure on education system of India to incorporate the Internet into teaching and learning. But this is unlikely to result in a major change in basic teaching learning methodology of conventional institutions. However, the Internet does provide major alternatives to many of the delivery and student support methods being used in ODES of India. Hence, web based “eLearning” is already viewed as an important tool to improve academic quality, effectiveness and efficiency of ODES.
3.3
Competition
ODES has to compete with not only conventional institutions but also with business companies such as Microsoft, Aptech, NIIT, Zee Education, etc. which are now offering series of academic programmes through the Internet leading to a professional qualification. This growing competition will be potentially threatening to ODES of India.
3.4 Internet Literacy
Essential for Employment?
A workforce must follow the changes in society. Now employers are more aware of growing use of the Internet in business. Companies will soon expect minimum Internet literacy in all new employment. At the same time, many problems associated with teaching at a distance can be significantly reduced with the use of Internet. Well-designed web sites and online academic programmes can attract best talent from students due to better chances of employment and thus improve an institution’s competitive edge.
3.5 Electronics
Engineering Diploma Programmes
Since 1992, Yashwantrao Chavan Maharashtra Open University offers electronics engineering diploma programmes. It was the first technical programme offered through distance mode in India. Naturally, it was quite hard for the people to believe that quality technical education can be imparted through distance education mode. Thus till 1996, student enrolment was hovering at 100-200 students every year.
An experiment kit was developed with a view to allow learner to perform many different electronics experiments at his convenient place and time. Programme implementation effectiveness was substantially improved with introduction of various managerial innovations. Curriculum was totally revamped to ensure relevance to today’s industry needs. These changes initiated explosive growth in student enrolment from just about 150 students in 1996, to about 2500 students in 1999. All over the state of Maharashtra, about 160 counsellors at 40 different study centres, offer academic support to these students, distributed over 0.3 million km2 (about 800 km north-south and 600 km east-west). Now, this will be the first technical academic programme in India, offered with web based ELearning methodology, proposed in this paper. With this, it is believed that, this programme will set the standards of academic excellence, with effective programme implementation systems.
Sir John Daniel, Vice Chancellor of the UK’s Open University, says at COL Forum in Brunei:
The proposed ELearning use this theme to achieve better academic excellence and effectiveness, with ease of programme implementation.“The role of universities is ‘to enable society to maintain an independent understanding of itself and the world’. If this is the role of the university what must be the style of university learning? It must not stop at the transmission of information, nor at the communication of knowledge. It means development of understanding. Understanding is an iterative process involving a dialogue with oneself and others that moves towards a shared understanding. Knowledge alone is insufficient, university education implies an understanding of the nature of knowledge. Understanding means going beyond information, it means going beyond knowledge, it means knowledge acquired with the sense of responsibility for how it comes to be known that can make it a foundation for action.”
Thus, for ODES of India, there is now a strong need to consider how the Internet, with its present technology limitations and costs, can affect the teaching, learning, expectations and employability of students. For this education system, the Internet provides a new medium, which significantly reduces the problems of education at a distance and increases the opportunities of interactive communication. With many powerful features, web offers excellent possibilities to innovate present “Teacher-Centric” education system into highly responsive and dynamic “Learner-Centric” personalised education system, which is the need of the day. “Quality education, Anywhere Anytime” is not far from today. "ELearning” is a giant step forward towards ensuring “Quality education for all, with cost effectiveness, at doorsteps of learners”.
5.1
Focus on Learning
Knowledge is expanding at lightening speed. Students need to learn more, better and faster. But, learning is a quite complex process. Teacher must use innovative methods for teaching. Learning should be enjoyable experience that will retain the interest and concentration of students. Active participation of students in learning process is a must to ensure this. “ELearning” helps a teacher to substantially improve this active participation of students by allowing him to focus on dissemination of knowledge, as a facilitator and guide. “ELearning" is a system that can empower both, students and teachers, for quality education and that too, efficiently. Teachers can clearly communicate more in less time using rich multimedia. Certain minimum quality standards can be easily maintained at all study centres. It also creates a knowledge resource for the nation and any module can be easily shared by anyone, anywhere. Clearly, this is going to bring the revolution in an education system. “ELearning” provides much more freedom to students regarding place and time for learning. This flexibility makes learning an attractive activity particularly for housewives and employed students. Surely, it will bring a clear focus on learners and thus evolve a “Learner-Centric” education system from present “Teacher-Centric” system.
5.2
Objectives of ELearning
“ELearning” aims to provide excellent learning support to the students, which is as good as face-to-face teaching. This support will be available anywhere anytime on the Internet. Master trainers will prepare in advance, clear multimedia presentations in modular form on the web. These presentations will offer much better learning effectiveness and quality due to clarity of communication and interaction during discussions or tutorials with real teachers and fellow students. Learning will be enjoyable experience due to master trainers and rich multimedia. This also substantially reduces required time for learning. In addition to this, “eLearning” is highly cost effective, without compromising with quality. Hence, objectives of ELearning may be summarised as follows:
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Effective Learning,
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Improved Quality,
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Reduced Duration,
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Cost Effectiveness and
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Flexibility
5.3
Generations of Open and Distance Education Systems
The evolution of ODES may be grouped in following 5 generations, where each successive generation offers better quality of features outlined above.
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Zero Generation: External Students
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First Generation: Correspondence Education
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Second Generation: Self-Instructional Textbooks and face-to-face little (that is, about 15-30 % of conventional education system) counselling help at study centres
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Third Generation: All features of second generation and additional audio video support with cassettes, radio, television and teleconferencing. This where ODES of India today belongs.
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Fourth Generation: All features of second generation and following additional features offered through CD or Internet with an access at 28.8 kbps speed. This mode is not truly “Online Education” but may be called as a “Web-Enabled Education”. Here, face-to-face little counselling help at study centres is enhanced and enriched with CD based pre-recorded “Virtual Classroom Modules (VCM)” from master trainers. Internet is primarily used as a back-up media for CD and to provide (1) text based interaction with students or counsellors, (2) formative feedback about learning effectiveness and (3) Additional Learning Resource. Today, due to present technology limitations and cost of Internet, only this generation is immediately feasible. Infrastructure required for this generation is highly cost-effective and hence it is suitable for mass education. As use of video is kept to minimum possible, it is easy to design, develop and maintain this system. Hence, model for only this generation of ODES will be discussed in this paper.
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Fifth Generation: All features of fourth generation and following additional features offered through CD or Internet with an access at very fast speed (128 kbps or better) using ISDN or other emerging technologies. This mode will be truly “Online Education”. Here, face-to-face little counselling help at study centres may be totally replaced by truly distributed live Virtual Classroom with two-way video Interaction. Internet will be primary media for delivery of all features of fourth generation and two-way video Interaction, while CD will act as a back-up media for pre-recorded VCMs. It is estimated that, at-least 5-10 years will be required to make this generation practically feasible in India. As two-way video interaction will be used, it will be quite difficult to design, develop and maintain this system. Hence, although as a future perspective it is just mentioned here, this paper will not discuss model for this generation of education.
ELearning consists of following components, which are created with the state of art Internet technologies for high quality, ease of use and effectiveness.
6.1 The Virtual
Classroom
Virtual Classroom modules (VCM) are “well-prepared high quality lectures” from the master trainers, with multimedia colour presentation. VCM combine distance education instructional pedagogy with latest interactive multimedia Internet technology. VCM helps counsellor to efficiently perform his basic job of providing information in less time, without compromising with quality. Thus, he can utilise remaining time for developing higher-level mental abilities like comprehension, application, analysis etc. Smaller time duration of each module (i.e. about 15 ± 5 minutes) ensures better concentration. Due to highly compressed format, about 200 VCMs, which are enough for about 2-8 courses (subjects) or 16-32 credit points, can be supplied on a single CD. Streaming media technology ensures simultaneous playing and downloading of a module from Internet, with negligible initial delay of about 15-30 seconds. Hence, Internet can be used as backup media for delivery of VCMs to provide “Anywhere Anytime” learning. Use of video is kept to minimum possible level, and normally restricted for imparting only skills. Hence, easy and fast production of good quality VCMs is possible. Discussion and/or tutorial along with real counsellor and fellow students are expected to follow these lectures at each study centres. Thus, VCM ensures best learning through distance system due to
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Best Time Utilisation: due to well prepared lectures from master trainers
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Clear Knowledge Communication: due to latest multimedia and Internet technology
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Best Development of Understanding: due to discussion / tutorials in a group of fellow students with real Counsellor
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Repeatability and Portability: Student can repeat the module (lecture) or its part, on any multimedia computer. University can even dispatch it through Internet / email.
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Easy Quality Assurance as:
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Lecture of master trainer directly reaching the students.
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Use of multimedia retains enjoyable and worthy learning experience.
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Same quality standards can be easily ensured at each study Centre.
6.2 The Discussion
Forum
A discussion forum is an interactive web site that lets site visitors discuss topics by reading articles that have been posted, replying to articles, and posting new ones. Visitors can also use a search form to find articles of interest. Discussion forum offers asynchronous mode of communication, where messages can be prepared with editing and ‘post’ or ‘replied” without waiting for the receiver to be ready. But it allows only text-based interaction among students, counsellors and university. Any interaction on the discussion forum is visible to all. A discussion forum can have the following features:
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A table of contents that contains hyper-links to articles in the discussion topics
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A search form that allows visitors to search the articles for a word or phrase
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An entry form in which a visitor types an article to post
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Threaded replies allow the visitor to choose whether the article they are posting is a new top-level topic for discussion, or a reply to another article. This feature creates well-classified and well-organised knowledge base about any academic or administrative topic in a short time. Frequently asked questions can be easily derived from this knowledge base.
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A confirmation page, which confirms that a visitor's article has been posted
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A registration form that lets site visitors log in to the Web site, if the discussion web is protected.
6.3 Organisation of
Discussion Forums
Discussion forums may be used in various situations. Topics of interest may be grouped as follows:
-
Discussion forum for the university: Here, those topics for discussion can be included which are not related to any one academic programme or course (subject). This forum will indicate perceptions and expectations of the society at large about the university.
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Discussion forum for each project of design and development of new academic programme: Here, well-classified and well-organised record will be maintained of complete deliberations during the project, among members of each team of academic experts. This will be valuable knowledge resource before taking any decision about any change in future, as it provides full historical context for it.
-
Discussion forum for each group of related academic programmes on offer: Here topics are classified for each study centre management topic like
-
Admission Eligibility Counselling
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Despatch and receipt of Learning Material
-
Feedback about counselling at each study centre
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Information about any change
-
Counselling about various examination issues, etc.
for the respective group of related academic programme. As any interaction on discussion forum is visible to all, one answer satisfy many other similar probable queries from other students, which reduces frequency of communication. Hence, this is much better alternative to email. This forum will also indicate at which programme stage, the university needs to improve its implementation.
-
Discussion forum for each course (Subject): Here, topics are classified for each unit (chapter) in a textbook(s). This forum is ideally suited for academic discussion among students and counsellors at all study centres. This forum will indicate where university needs to provide more academic support to the students of the course (subject) by indicating all difficult topics in a course (subject).
6.4 Online Counsellors
“Online Counsellor” is a well-qualified and experienced person who interacts with the students, only through use of discussion Forum and/or email, for clearing their doubts/difficulties. Depending on number of students, university will appoint one or more “Online Counsellors” for each course (subject). Once in a week, each “Online Counsellor” will answer all questions posted on the discussion forum of the respective course (subject). He will also initiate academic interaction by posting (1) Home Assignments, (2) Quizzes, (3) Critical Thinking Questions or (4) Any other interesting academic information about his respective course (subject). Online counselling will be step forward towards “Learner Centric” education, as it provide anywhere anytime counselling for those learners who can not regularly attend counselling sessions at study centre due to various reasons. Online counselling cannot replace regular face-to-face counselling at study centres, but only can act like backup for it, as email and discussion forum offers only text-based communication.
In simple words, "ELearning" can be defined as enjoyable, quick and high quality learning using various learning tools of Internet. Thus with interactive eLearning, students have much more freedom of when, where and how to learn. Internet retains individual privacy while offering global reach.
Figure 2: Web Enabled ELearning
7.1 Features of
ELearning
Some of the important features of the proposed web enabled fourth generation “Open and Distance Education System (ODES)”, at different stages of learning (Figure 2), are as follows:
7.1.1 Information
In ELearning, heavy emphasis on print media will be reduced but totally not eliminated for the delivery of learning material. Role for other media like audio, video, multimedia, etc. is substantially increased but still only supportive. In ELearning, academic information will be provided in three major forms:
-
Self Instructional Textbooks: Textbooks written in self instructional format, which are suitable for self-study, are still the primary media due to its convenience of use.
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Virtual Classroom Modules (VCM): These module offers much better effectiveness compared to self-instructional textbooks, due to many superior features and flexibility. These modules will be delivered on CDs, for use at study centres, which are then followed by discussion / tutorials in a group, along with real counsellor. These modules will be delivered also through the Internet, which provides reliable backup access when student looses counselling at the study centre due to any reason.
-
Web Resource: Links to addition information about each course (subject) on web will allow learners to explore further related information.
7.1.2 Self-Study
Self-study by the student, using academic information provided by the university, through various media will be still essential. But in the proposed system, self-study of the student using print media is effectively supported by VCMs through web. If delivery of textbooks is delayed for any reason, self-study at a right time is still possible as VCMs through web provides “anywhere anytime” backup for print media. Self-study will be much more enjoyable due to multimedia technology and master trainer.
7.1.3 Interaction and
Counselling
Academic help in the form of limited counselling will be still retained but, quality and effectiveness of counselling sessions at each study centre will be greatly enhanced and enriched with the use of VCMs on the CD. With this approach, university can easily ensure same academic quality standards at each study centre. Counsellor at each study centre will act as a facilitator and guide for better development of understanding. Utilisation of counselling session time is much better. In case student cannot attend the counselling session due to any reason, he can still reinforce his own learning as follows:
-
Direct online play of the respective virtual classroom module on the Internet, where “real” speed of access to Internet is better than 22kbps. Typically, cost of such an access for a single VCM will be about Rs 10/- (»US$ 0.25) only.
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Downloading and then off-line play of the respective virtual classroom module on the Internet, where “real” speed of access to Internet is less than 22kbps. Typically, cost of such an access for a single VCM will be about Rs 16/- (»US$ 0.4) only.
-
Online threaded discussion with fellow students at other study centres and “real” online counsellor who will help students to solve their difficulties / doubts using interaction through text mode only. Typically, cost of single access to “online counselling service” will be about Rs 10/- (»US$ 0.25) only.
Cost of “anywhere anytime” access to these online interactions and counselling services is negligible, if learner’s savings are considered in terms of (1) Significant improvement in quality, accessibility and efficiency of education. (2) Substantial reduction in travelling time and cost. (3) Better chances of their successful completion and (4) Better employability due to additional Internet experience and skills.
7.1.4 Formative
Feedback about Learning
Internet is a fast, easy and reliable communication media with a global presence. Latest active Server Page (ASP) technology offers excellent secured opportunities for, interactive intelligent communication and on demand feedback about learning effectiveness, on the Internet.
Discussion forum on each companion web site for each course (subject) allows any student to interact with other fellow students and counsellors at other study centres. As these threaded discussions are visible to all, if learner searches previously posted questions and answers, the need for communication itself is reduced. Learner can understand, same topic from the different perspective, by just exploring the well-organised “knowledge base” in form of questions and answers, already posted on the respective discussion forum.
Online "Total Quality Management (TQM) System" will allow any registered student or recognised YCMOU Counsellor to directly assess all aspects of quality or retrieve quality information about each of following component, directly from online quality database.
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Any Academic Programme
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Any Course (subject) of an Academic Programme
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Any Textbook / Workbook of any course (subject)
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Any recognised Study Centre of any Programme
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Any recognised Counsellor at any recognised Study Centre of any Programme
This will generate knowledge base about quality of each important component. With this quality knowledge base, students can choose better study centres or may insist for recognised counsellors only and thus study centres will have to offer better quality of academic and administrative services.
“Online Examination Centre” allows any student to directly and immediately access
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His own knowledge level, before studying any unit or VCM of the course (subject), by taking “Pre-Test” on any selected unit(s) or VCM(s) for the course (subject)
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His own learning effectiveness, after studying any course (subject), by taking “Self-Test” on any selected unit(s) or VCM(s) for the course (subject). This provides valuable formative feedback about his learning effectiveness. With this, each learner immediately “knows” which are the weak areas and thus, where he needs to concentrate his learning efforts.
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His own learning effectiveness for the complete course (subject), by taking multiple choice type of objective “End Examination” on any course (subject). “Result” of this type of end examination will be communicated immediately after its completion, to respective learner.
Due to fast, easy and reliable communication media, interaction among the students and counsellors will be much better, even with large geographic distance. Naturally, a sense of community among the students coupled with much better counselling with VCMs, will results in high retention rates.
7.1.5 Learning
Hence,
learning through this web enabled ODES, will be much simpler task.
Learning will be better, enjoyable, more and faster, providing much better
value for the cost. Due to effective backup media of Internet, the
university can ensure enjoyable learning with good academic quality and
flexibility, even with dependent model of study centre network.
Internet may not be always cheap in terms of capital expenditure, expertise or staff time and training. Use of the Internet will result in reduced costs only when
-
It replaces existing student support systems rather than providing parallel solution,
-
It significantly improves quality, efficiency and retention rates,
-
It significantly improves probability of right processing at right time, or
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It is believed that students will leave the university in large numbers because competitors use it and the university does not.
8.1 More Commitment of
Human Resource
Use of Internet will result in more commitment of human resource. For example, email may be more effective since messages can be prepared with editing and sent without waiting for the receiver to be ready. If compared with the telephone, net result in terms of human resources is that, it is likely to require more time for students, counsellors and the university.
8.2 More Training
Requirements
For the Internet based online academic programmes, all students, all study centre and university staff, will need training in basic keyboard, computer and Internet related skills, to effectively participate. The time and energy required for developing these skills will, at-least initially, distract all from the learning process.
The benefits of using Internet will outweigh the additional costs, if it is used in large number of academic programmes and administrative services. From the student viewpoint, more the university uses the Internet; it will be easier for student to accept the additional burden in terms of cost and training. Most students are likely to accept the use of the Internet if they believe that
-
Quality, accessibility and efficiency of their education will be significantly improved, which in turn reduces other costs;
-
Travelling time and cost will be substantially reduced;
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Chances of their successful completion will be significantly improved; and/or
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The experience gained and skills learned will significantly improve their employability.
Thus, while introducing the Internet in academic programmes, it is therefore important that university should go public on their plans and time table for its introduction so that students can assess the potential long term gains rather than looking at short term benefits alone. It is also very important to have well co-ordinated approach for introduction of the Internet. It is also essential that Internet software be standardised across the university and study centres. This will ensure minimum familiarisation time for the students. If the use of the Internet is planned on large scale, study centres and counsellors will have to be trained and motivated. Some means, other than compulsion, will be required to pursue them to accept the Internet based online programmes. Normally, provision for financial gains, for study centre and counsellors, at a commercial rate, will be essential.
Internet will impact every aspect of how we learn and how we communicate. ODES of India cannot afford to ignore the Internet. Quality and efficiency of academic and administrative services will be significantly better when compared with present status. With rapid growth of the Internet, more and more students will come to ODES and will expect that the university make use of ‘their’ new communication tool, i.e. the Internet. ODES of India should rapidly plan and execute introduction of the Internet and gear up to face the challenge of new millennium.
1. Sir John Daniel (1999), Distance Learning in the era of networks, The ACU bulletin of current documentation No. 138 / April 1999.
2. Distance Education Council (2000), Open Universities in India 2000: Brief Introduction
3. R Edmonds and I Reed (1999), New advances in distance education using Internet based communication technologies, OPEN praxis Volume 1 1999.
4. K Stevens (1999), Telecommunication technologies, telelearning and the development of virtual classes for rural New Zealanders, OPEN praxis Volume 1 1999.
5. P Fahy and L Archer (1999), On-line Learning: how accessible?, OPEN praxis Volume 1 1999.
6. Web Sites on Internet:
6.1 http://www.microsoft.com/ : Microsoft Corporation, USA
6.2 http://www.ignou.edu/ : The Indira Gandhi National Open University, India
6.3 http://www.ouhk.edu.hk/ : The Open University, Hong Kong
6.4 http://www.zdu.com/ : ZDNet University
6.5 http://www.athena.edu/ : Virtual Online University
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