DISTANCE EDUCATION

                                                                          JINCY THOMAS                 

INTRODUCTION

          Distance is one of the favoured upcoming education systems in various countries around the world. As an effective means of education distance education helps the people build dynamism in their personality and arguments a new era for mass education to improve the of their life. Distance education denotes the form of study not led by teachers present in class rooms but supported by tutors and an organization at a distance from the student. Distance education showed that it could provide educational opportunities to large numbers of people who had previously been denied such opportunities. Distance education is quite innovalive flexible and less expensive. The learner it is to make progress according to his own capacity. Its origin goes back to the use of correspondence courses as a means to convey instruction. Today distance education employs integrated combination of means such as television, radio, audio cassettes, computers and printed materials.

DEFINITIONS OF DISTANCE EDUCATION

              Distance education is simply and broadly defined by Manjulika and V. Reddy in their book “Distance education in India” as the system of education in which education is imported to student from a distance. It contains two basic elements (a) the physical separation of teacher and learner and (b) the changed role of the teacher who may meet the students only for selected task such as counseling, giving tuitions or solving student’s problems. The system is heavily depend today upon the print material or instructional material, supplemented partly by the electronic media, radio, television and computer, in addition to limited face – to – face contact sessions

          The term ‘distance education’ covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture room or on the same premises, but which nevertheless, benefit from the planning, guidance and tutorial organization (Holmberg).

           Distance teaching / education is a method of imparting knowledge, skills and attitudes which is rationalized by the applications of division of labour and organizational principles as well as by the extensive use of technical media, especially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrial from the teaching and learning (Peter).

          Distance teaching may be defined as family instructional method in which the teaching behaviours are executed apart from the learning behaviours, including those that in a contiguous situation would be performed in the learner’s presence, so that communication between the teacher and the learner must be facititated by print, electronic, mechanical or other devices (Moore).

OBJECTIVES OF DISTANCE EDUCATION  

The following are the main objectives of distance education:

a)   To advance and disseminate learning and knowledge by a                         diversity of means.

b)   To provide a second opportunity to study to those who missed such an opportunity earlier.

c)    To have a chance to those who could not go to the conventional system and they would like to study.

d)   There is shortage scientific and technical man power in some countries and the traditional system is unable to cope with the demand. The media of distance education and open universities are established with a view to meet such demands.

e)    To improve the quality and standard of education. There is a need to make education relevant to the needs of the country and to provide lifelong education for working people and house wives.

f)     Another objective of distance education and open school is to reduce the pressure of the secondary education students.

g)    The Indira Gandhi National Open University (IGNOU) has the following objectives –

·        To provide opportunities for higher education to a large population.

·        To promote the educational standard.

·        To encourage the system of distance education.

·        To coordinate and determine the standards of education of the country.

h)   It facilitates the provision of our constitution i.e. equalization of educational opportunities.

i)     To provide flexibility with regard to eligibility for enrollment, age of entry, choice of courses, methods of learning, operation of the programme.

j)     To make provision for research and advancement and dissemination of knowledge.

PHILOSOPHY OF DISTANCE EDUCATION

          The philosophy of distance education is based on entirely different premises regarding the role of the learner vis- a- vis the process of learning, the materials for activating that process and the personnel involved in it. According to it a learner is an active and self –directed agent who makes choices, takes decisions, directs the process qualitatively and quantitatively assumes responsibility for all this. He is a generator of currents and forces which he can command and shape as per his desire and initiative. He is a self – monitor, self – evaluater, self – feed backer and self – improver and not a mere subject of certain operation to whom things are made to happen. The process enables him to develop a progressively better competence for self – propulsion. Thus in the distance education, this unconventional perception of the potential of the learner to make choices rationally, scientifically and wisely in the focus; whatever be the client group – whether illiterate farmers, farm workers, factory  workers, slum – dwellers, rural women or urban people, belonging to cross sections strata of society.

          Distance education is intended to quicken the very intellectual self of the learner. It is a self renewing exercise.

CHARACTERISTICS OF DISTANCE EDUCATION

          Main Characteristics of distance education may be stated as under in the light of the views of various authors:

a.   There is very little face to face relationship.

b.   There is very little oral instruction.

c.    There is no fixed classroom or lecture room.

d.   There is no immediate supervision by the tutor present with his students.

e.    Learning is on an individual basis and not on group basis.

f.     There is multimedia use i.e., use of postal services, radio, TV etc.

g.    Industrial form of production is used.

h.   Learning is on part time basis.

i.     There is a provision of two way communication also.

j.     Equality of educational opportunity.

FORMS OF DISTANCE EDUCATION

Correspondence education: The first and the simplest form is what are called Correspondence education. Here the course of study prescribed is broken up in to a number of modules or lessons which are posted to students who work on the material sent to them and can obtain further guidance and clarification through writing back to the diffusing centre and through attending the periodic contact classes which are organized near their places of residence.

Distance education based on multimedia: A second form of distance education is one which makes use not only the postal material but also the electronic media. In the use of TV and radio either as a supplement to postal teaching or as a comprehensive self contained form of distance education, there are rich possibilities which can be developed.

 Distance courses on the demands of the people: A third form of distance education is one which breaks away from the conventional established syllabus and content of the educational institutions and innovates with new learning content. This is new concepts calls for devising courses on the basis of what people joining the open learning system want. It relates to the age and state of learning. This third form has not yet gained currency.

MERITS OF DISTANCE EDUCATION

v It is a very flexible educational system which is not limited by time and place restrictions.

v Under this system a learner can progress at his own speed.

v It fulfills the need of various categories of persons who are unable to make use of the formal system of education.

v It leads to self learning.

v It can reach remote areas through postal service or radio or TV.

v It is an economical method of teaching learning as compared to the regular formal system.

v Teaching learning can be made more efficient and powerful through the media like radio and TV.

v It can supplement the studies of regular students.

v It can be used at various levels.

v Learners can take advantage of lectures of the most efficient teachers which is not always possible in all conventional educational institutions.

v Contact courses provide opportunities for face to face learning also.

v Distance education makes higher education accessible to all sections of the society.

v The courses cater to all sections of the society.

v Very few full time academic staff is needed. Part time teachers can deliver the goods.

v There is no need to spend on building and other equipment.

v Students are not concentrated in the campuses and there is little chance of student unrest.

v In service personnel, housewives, disabled persons, under privileged people, people residing in remote areas, school drop outs, etc. can all avail of the courses offered.

v The inherent flexibility of distance education system is conductive to a greater variety of subjects of study.

v The likely higher quality of the self instructional package produced by multi disciplinary team of experts for use in distance education seems likely to enhance the learning experience of distance students.

v Number of students in an Open University system may be unlimited.

v The Indria Gandhi National Open University has its jurisdiction over whole of the country.

LIMITATIONS OF DISTANCE EDUCATION

Ø  The system of distance education has very limited scope for making people aware of cultural change and social development.

Ø  The courses become stereotyped in due course.

Ø  The scope for the practical experience is very negligible.

Ø  The provision for study centers and book banks is very meagre.

Ø  The students are given extensive written material through post but the same is not suitably supplemented by discussion on radio or TV.

Ø  The experts do not have the adequate means to ensure whether the students are entirely satisfied with the material given.

Ø  Usually suggestions are not invited from the students about the utility of the material.

Ø  Periodic review of the courses is not frequent.

Ø  The students hardly get opportunities for different types of   activities during contact programmes except listening to lectures.

PROBLEMS OF DISTANCE EDUCATION

They may be stated under:

a)   Selection of editors.

b)   Preparation of material and especially in regional languages.

c)    Printing of material.

d)   Announcement of the programme.

e)    Infrastructural facilities.

f)     Coordination with postal authorities.

g)    Study habit of correspondence students.

h)   Checking of assignments.

i)     Notion of second rate education.

j)     Cost of distance education.

k)   Trained personnel.

l)     Communication facilities.

m) Utilization of technology.

Selection of editors: one of the major problems is the selection of editors and course writers. It would be necessary to ensure that the course material is properly edited not only in terms of content but also in terms of structure.

Preparation of material in regional languages: It is better to prepare material in regional language than to get it translated. The work of translation needs special attention.

Printing of material: printing of thousands of copies is a very challenging task. Related to this process are items like selection of printing press, type face, size of booklet, procurement of white paper art work etc.

Announcement of the programme: It is better to ensure that at least 50 % of the course material is ready before announcing its academic programme for various courses.

Infrastructural facilities: The Open University will have to make use of the infrastructural and other facilities of the existing colleges. It will, therefore, be very necessary to maintain proper liaison with them. Programmes will have to be organized in such a way as to get the optimum results. The timing of the contact courses will have to be adjusted suitably.

Coordination with postal authorities: Despatch of course materials requires proper planning and coordination with the postal authorities.

Guidelines for correspondence students: A correspondence student should first be helped by supplying him with a brochure which should enable him to understand the method of studying the lessons before the first lesson is set to him.

Regular checking of assignments: A good deal of success of distance education depends on the regular receipt of studiously prepared lessons and honesty done assignments by the students. But just as in the case of colleges, the house tests have lost their relevance or seriousness so in the same manner, the assignments in correspondence institutions are not taken in a very serious manner by the students. The universities must insist that at least 50 % of the total numbers of assignments given to the students are responded by them. The quality of education imparted through correspondence courses would greatly depend on the steady and continuous two way flow.

Notion of second rate education: As an alternative to face to face teaching, distance education has yet to gain full acceptance. Many students and educators still consider it to be second rate and the second choice education for those who for some reason did not make it in the formal system. A way round this constraint is found where equal status is awarded to the degrees given in the conventional and the distance teaching systems. As the two systems are fully integrated, learners can transfer from conventional to distance education and vice – versa. This situation points out the strong need to take a more confident approach to distance education.

Expensive education: The expense of distance education is another constraint to its full development. One of its most important goals is to provide new opportunities to those who for socio – economic reasons could not remain in the formal system. As it is, in most cases, not designed for learners who can pay, distance education will remain largely dependent on government support and subsidies; it must, therefore, be viewed as long term investment in a country’s future. In terms of its cost effectiveness and the large numbers of people it can reach, however, distance education does not appear to be an extravagance.

Lack of trained personnel: On a moral practical level, the lack of trained personnel to develop distance education materials is a stumbling block. Most of the people working in distance education have come from the formal system and are attuned to the method of traditional education. Their new roles demand a new set of skills and attitudes. Personnel must be reoriented and retrained for their changing task. Qualified producers, script writers, technical support staff, and presenters, are will required. On the receiving end, the classroom teachers who will use distance learning methods must be trained to take full advantage of them.

Communication problem: Limited radio time for educational programmes has been serve drawback. The allotment of broadcast time for the Koren Correspondence University is too small to handle the increasing number of subjects to taught, and TV lectures are not yet available. Eventually the University hopes to be given permission to operate its own radio – TV transmission system.

          Distance learners in remote areas may be confronted with communication problems. Where distance learners depend on printed materials, mail service may be slow and feedback too infrequent. In remote areas educational broadcasts are not always received clearly. Increased use of audio cassettes is one possible solution.

Utilization of educational technology:   One of the most important features of the Open University is the effective utilization of the latest educational technology and audio video media and their integration in an effective manner with the print material. This presupposes as well equipped audio video studio for the purpose of producing the audio video tapes and also getting them ready for broadcasting the lessons.

IMPORTANCE AND NEED OF DISTANCE EDUCATION

          In spite of the fact that there has been tremendous growth of educational institutions at all levels since independence in India. Social demand for education has been greatly rising in India on account of various reasons. There is an ‘explosion of expectations’ of the people on account of democratization and consequently a large number of aspirants of higher education. The mushroom growth of sub – standard educational institutions has resulted in deterioration in the quality of education. In such a situation, distance learning system seems to be the only solution to meet the social demands of the people.

The following are the need of distance education in India.

v To provide educational facilities to those who could not benefit from the formal system of education.

v To help socio – economically backward students receive education.

v To make the educational institution go to the students, rather than the students coming to the university.

v To provide opportunities to the educated citizens study further while remaining at the places of their work.

v To provide less expensive education.

v To help teachers improve their qualifications.

v To remove the backlog of untrained teachers.

v To train in-service personnel to make them more efficient in their work.

v To provide instruction in technical and vocational courses.

v To impart basic knowledge to the farmers regarding modern ways of farming.

v To provide opportunity of practical training to farmers.

v To enhance the technical knowledge of the farmers to such a level that they would take full advantage of printed literature dealing with agricultural sciences.

v To enable farmers to pass on the acquired knowledge to others.

v To assist elderly people, people in armed forces, dependents of embassies abroad, and others in improving their qualifications.

v To solve the problem of increasing pressure on formal education.

v To strengthen the private candidates academically.

v To minimize the gap in the academic standard of the regular and private students through planned and regular postal education.

v To provide instruction through regional language medium.

v To ease the problem of financial constraints on the part of the government to start new educational institutions.

        The distance education mode was adopted by many universities to meet the ever – growing demand of those students who lacked means to pursue higher education through the regular stream. Also, there were economic constraints. Consequently, many universities in India in various regions started correspondence courses or programmes by providing notes, developing a system of evaluation of response sheets. The success of these courses led to the establishment of Indria Gandhi National Open University, which is now rated as one of the best distance courses university in the world.

CONCLUSION   

          The education system has changed dramatically and people time to become more modern. Gurkul turned in to a school and are now turning as well as distance learning and home schooling. The conventional education has restricted itself to a privileged class of society. Traditional education is based on personal communication and distance education is based on industrialized and technological communication. Distance education plays a vital role in the present day world. Education has to be made accessible to all irrespective of financial, social and psychological conditions. Lifelong education is also emphasized not only for all but also for all stages of life. The scope and strength of distance education has been further widened and heightened with the revolution of electronic media in communication. In our country distance education has also expanded faster than formal education at tertiary level. Thus the distance education system has to go long way and has a very bright future with rich possibilities.

REFERENCES

Journals

Meenu, (2010).Quality issues and concerns in distance mode teacher         education,           Indian Journal of Teacher Education, National           Council for Teacher Education,           Vol: 7(1), 79-87.

Narasimham, N.V. (2000). Distance Education Network for Widening           Access and strengthening Student Support System. New   Forntiers in Education,Vol 30 (4), 444-452.

Sahoo,P.K. (1985). Distance Education in Indian Universities; Some   concerns for further development, The Education Quarterly,   Vol 37 (4), 1-14.

Internet

www. kswouonline. In/shared vikas education. aspx ? = 1& child= 7

www. byd. Com. ar/de www1. htm

www. ehow.com> education

www.guc. edu.et/distance/objectives.htm.

http://loostep.com/insight/importance-of-distances-education-for    india

http:/ www. new way 2 learn . org /distance education and its need –          in –india.htm/

BOOKS

Aggarwal,J.C.(2009).Development and Planning of Modern        Education. New Delhi: Vikas Publishing House.

Prof. Mohaulg, Jagannath (2005). Modern Trends in Educational       Technology.  New Delhi: Neelkamal Publications.

Dr. Sharma. R.A. (2001). Technoligical Fountationof Education. New Delhi: Surya  Publications.

Dr. Taj, Haseen (2006). Current Challenges in Education. New Delhi:          Neelkamal           Publications.