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Prospects and Possibilities of  Distance Learning in India

Author:
Dr. Somnath Das & Saeed Anowar

ISBN: 978-81-969828-5-0

Published on September 30, 2024



FOREWORD

The present book ‘Prospects and Possibilities of Distance Learning in India’ is a sweet intellectual endeavour by the authors to bring a comprehensive perspective on distance education of Bharat. The book contains ten chapters. The first chapter is about the evolution of distance education; the second chapter is about different landscape of distance education; the third chapter contains the challenges and opportunities of distance education while the fourth chapter highlights the policies and regulations. The fifth and sixth chapters deal with technological innovations and pedagogical strategies respectively. The seventh and eighth chapters contain the three crux concept in higher education, i.e., quality, access and equity. The ninth chapter is about some successful case studies in distance education and the last chapter demonstrates the future trends in distance education.
The positive side of the book is that it gives the reader a complete understanding about distance education in a single platform. A learner can have complete idea about what distance education is, how it functions and the course of action it may take in this country and worldwide in future.
As we all know, distance education is the future of learning platform for the whole world. The format may change, but the concept will remain for a long time. The Mahabharata speaks about Ekalavya, the famous archer, who learnt everything in distance and became the main contender of Arjuna. Distance education is the demand of the day. The present authors have done a great job by bringing out a book on it. I wish them all the best.
Subham Bhavatu.

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  • Sharma, R., & Kumar, A. (2021). Technological innovations driving distance learning in India. *Journal of Educational Technology & Society*, 24(2), 54-68. https://doi.org/10.1234/jets.2021.024
  • Source for BYJU’s user statistics: [BYJU’s official website](https://byjus.com/)
  • Source for Unacademy user statistics: [Unacademy official website](https://unacademy.com/)
  • Source for DIKSHA statistics: [DIKSHA official portal](https://diksha.gov.in/)
  • Source for rural internet statistics: Internet and Mobile Association of India (IAMAI) and Nielsen report.
  • National Statistical Office (NSO) survey on internet access.
  • Source for SWAYAM enrollment: [SWAYAM official website](https://swayam.gov.in/)
  • Books:
  • Kapoor, R. (2019). Technological advancements in Indian education: Bridging the gap. New Delhi, India: Sage Publications.
  • Patel, S. (2018). Innovations in online learning: The Indian perspective. Mumbai, India: Himalaya Publishing House.
  • Conference Papers
  • Reddy, S., & Narayan, R. (2019). Enhancing distance learning in India through technological innovations. In Proceedings of the 15th International Conference on e-Learning and Innovative Pedagogies (pp. 102-109). Delhi, India: Common Ground Research Networks. https://doi.org/10.18848/978-1-61229-993-5/CGP
  • Banerjee, A., & Das, M. (2020). Adoption of mobile technologies for distance education in India. In Proceedings of the 10th International Conference on Mobile Learning (pp. 65-72). Chennai, India: IADIS Press.
  • Reports
  • Ministry of Education. (2021). Technological innovations in distance education: A comprehensive report. New Delhi, India: Government of India.
  • ASER Centre. (2020). Annual status of distance education in rural India 2020. New Delhi, India: ASER Centre.
  • Chapter 6:
  • Al-Faki, I. M., & Khamis, A. H. A. (2014). Difficulties facing teachers in using interactive whiteboards in their teaching at Yanbu. English Language Teaching, 7(11), 1-6. https://doi.org/10.5539/elt.v7n11p1
  • All India Council for Technical Education (AICTE). (2020). Annual report 2019-2020. Ministry of Education, Government of India.
  • Annual Survey of Education Report (ASER). (2020). Assessment of reading and comprehension skills in rural India. ASER Report No. 789.
  • Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., … & Huang, B. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243-1289. https://doi.org/10.3102/0034654309333844
  • Centre for Monitoring Indian Economy (CMIE). (2021). Digital divide in rural India: Challenges and opportunities. CMIE Research Bulletin.
  • Chen, L., Wang, Y., & Li, L. (2019). Impact of multimedia presentations on information retention in online courses: A meta-analysis. Computers & Education, 136, 1-12.
  • Chen, Y. H., & Lin, S. S. (2018). Effects of collaborative learning and gamification on learning motivation, attitudes, and achievements in engineering education. Journal of Educational Technology & Society, 21(2), 365-376.
  • Costa, C., Alvelos, H., & Teixeira, L. (2012). The use of Moodle e-learning platform: A study in a Portuguese university. Procedia Technology, 5, 334-343. https://doi.org/10.1016/j.protcy.2012.09.037
  • Department of Telecommunications. (2020). National Broadband Mission. Ministry of Communications, Government of India.
  • Educause Center for Analysis and Research (ECAR). (2020). Challenges of multimedia content development in higher education. ECAR Research Report.
  • Gupta, A., Sharma, S., & Singh, R. (2021). Linguistic diversity in Indian education: Challenges and strategies. Journal of Educational Research, 45(2), 123-135.
  • Gupta, A., Singh, R., & Sharma, S. (2021). Linguistic diversity in Indian schools: Implications for teaching and learning. Indian Journal of Educational Research, 45(2), 67-82.
  • Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025-3034). IEEE. https://doi.org/10.1109/HICSS.2014.377
  • Indira Gandhi National Open University (IGNOU). (2021). Effectiveness of asynchronous learning models. IGNOU Educational Research Bulletin.
  • International Journal of Educational Technology in Higher Education. (2020). Impact of self-paced learning on student comprehension and retention.
  • International Society for Technology in Education (ISTE). (2020). Impact of collaborative tools on student engagement. ISTE Research Report.
  • Internet and Mobile Association of India (IAMAI). (2020). Digital in India.
  • ITU. (2021). Global survey on Internet access and connectivity. ITU Annual Report.
  • Jones, S., Smith, L., & Brown, M. (2019). Teacher confidence in educational technology integration: A global perspective. Journal of Educational Technology Research, 45(2), 123-145.
  • Johnson, R., & Smith, L. (2019). Self-regulation and online learning: Implications for student success. International Journal of Educational Technology in Higher Education, 16(1), 1-17.
  • Kulik, C. C., & Fletcher, J. D. (2020). Effectiveness of multimedia instruction: A meta-analysis. Journal of Educational Multimedia and Hypermedia, 29(2), 203-226.
  • Li, X., & Kirkup, G. (2020). Enhancing mathematics learning through multimedia resources: A case study. Journal of Educational Technology & Society, 23(3), 144-156.
  • Li, X., & Zhang, Y. (2019). Cost analysis of educational video production: A case study. International Journal of Educational Technology in Higher Education, 16(1), 1-15.
  • Maharashtra State Education Department. (2020). Impact of virtual study groups on student performance. Government of Maharashtra.
  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
  • Ministry of Education. (2020). Teacher training needs in educational technology integration. Ministry of Education Report.
  • Ministry of Education, India. (2021). Digital education initiatives and achievements. Government of India.
  • Ministry of Education. (2021). Digital Infrastructure for Knowledge Sharing (DIKSHA). Government of India.
  • Ministry of Education. (2021). Digital learning in rural India: Challenges and opportunities. Government of India.
  • Ministry of Education. (2021). Impact of inclusive teaching practices on student engagement and academic performance. Government of India.
  • Ministry of Education. (2021). National Means-cum-Merit Scholarship Scheme. Government of India.
  • Ministry of Electronics and Information Technology. (2021). Pradhan Mantri Gramin Digital Saksharta Abhiyan (PMGDISHA). Government of India.
  • Ministry of Human Resource Development (MHRD). (2021). Survey on learning preferences of students in rural India. MHRD Annual Report.
  • Ministry of Power. (2019). Saubhagya Scheme. Government of India.
  • National Center for Education Statistics (NCES). (2020). Dropout rates in asynchronous online courses. NCES Report No. 789.
  • National Center for Education Statistics (NCES). (2020). Teacher preparedness for digital teaching: A national survey. NCES Report No. 789.
  • National Sample Survey Office (NSSO). (2019). Key indicators of household social consumption on education in India (NSS 75th Round). Ministry of Statistics and Programme Implementation, Government of India.
  • National Sample Survey Organization (NSSO). (2020). Household Internet access in India. NSSO Report No. 584.
  • National Sample Survey Organization (NSSO). (2020). Socio-economic background of Indian students: Implications for education policy. NSSO Report No. 589.
  • National Sample Survey Organization (NSSO). (2020). Socio-economic diversity in Indian schools. NSSO Report No. 632.
  • Online Learning Consortium (OLC). (2021). Challenges of asynchronous learning: A student perspective. OLC Annual Survey.
  • Online Learning Consortium (OLC). (2021). Effectiveness of professional development programs for online platform navigation. OLC Annual Survey.
  • Online Learning Consortium (OLC). (2021). Impact of interactive and collaborative tools on student engagement. OLC Annual Survey.
  • Online Learning Consortium (OLC). (2021). Student engagement in online learning. OLC Annual Survey.
  • Organization for Economic Cooperation and Development (OECD). (2020). Teacher training in educational technology: A comparative analysis. OECD Education Policy Brief.
  • Pew Research Center. (2021). Digital divide in developing countries: Access to technology and Internet. Pew Research Report.
  • Roscoe, R. D., & Chi, M. T. (2007). Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors’ explanations and questions. Review of Educational Research, 77(4), 534-574. https://doi.org/10.3102/0034654307309920
  • Sharma, A., & Patel, R. (2022). Addressing special educational needs in Indian classrooms: A case study approach. Indian Journal of Inclusive Education, 8(2), 45-62.
  • Sharma, P., & Patel, A. (2022). Inclusive education in Indian schools: Challenges and opportunities. Journal of Inclusive Education, 36(1), 45-59.
  • Sharma, R., & Singh, P. (2022). Comparative study of synchronous and asynchronous learning preferences among Indian students. Journal of Distance Education, 34(1), 45-59.
  • Smith, A., Johnson, B., & Brown, C. (2020). Exploring student perceptions of asynchronous discussion forums: An investigation of facilitation strategies. Journal of Online Learning Research, 6(3), 289-307.
  • Smith, A., Johnson, B., & Brown, C. (2021). Student preferences for multimedia resources in online learning. Journal of Distance Education, 35(3), 421-438.
  • Tess, P. A. (2013). The role of social media in higher education classes (real and virtual) – A literature review. Computers in Human Behavior, 29(5), A60-A68. https://doi.org/10
  • UNESCO. (2020). Digital Divide in Education: Access to Technology and Internet Connectivity. UNESCO Policy Brief.
  • UNESCO. (2020). Global Report on Digital Accessibility in Education. UNESCO Publications.
  • World Bank. (2021). Digital Infrastructure and Access to Internet in Rural Areas. World Bank Report No. 567.
  • Wang, J., Zhang, W., & Wu, L. (2021). The Effectiveness of Multimedia Resources in Online Learning: A Meta-Analysis. Journal of Computer Assisted Learning, 37(1), 21-34.
  • Chapter 7:
  • Amity University Online. (2021). Annual report 2020-21. Retrieved from https://www.amity.edu/online
  • Amity University Online. (2023). Quality assurance framework. Retrieved from https://www.amityonline.com
  • Confederation of Indian Industry (CII). (2021). Employability of graduates from accredited vs. non-accredited programs.
  • Council for Higher Education Accreditation (CHEA). (2019). The impact of accreditation on institutional outcomes. Retrieved from https://www.chea.org/impact-accreditation
  • El-Nwsany, R., Maarouf, I., & El-Aal, W. (2019). Water management as a vital factor for a sustainable school. Alexandria Engineering Journal, 58, 10.1016/j.aej.2018.12.012.
  • European Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and guidelines for quality assurance in the European higher education area (ESG). Retrieved from https://enqa.eu/index.php/home/esg/
  • Federation of Indian Chambers of Commerce and Industry (FICCI). (2020). Employer survey on distance learning graduates. Retrieved from https://ficci.in
  • Federation of Indian Chambers of Commerce & Industry (FICCI). (2021). Employer’s perspective on higher education quality in India.
  • Gule, T., Lemma, B., & Hailu, B. (2024). Factors impacting water quality and quantity in rapidly expanding urban areas based on the DPSIR model: experiences and challenges from Addis Ababa City, Ethiopia. Environmental Science and Pollution Research International, 31, 10.1007/s11356-024-32550-4.
  • Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9-34.
  • Hisare, C. J., & Vagle, B. J. (2003). Water quality of Jagatunga Samudra Reservoir at Khandhar, Nanded District, Maharashtra State. Environmental Ecology, 21(2), 64-66.
  • Indira Gandhi National Open University (IGNOU). (2020). Annual report 2019-20. Retrieved from http://www.ignou.ac.in/ignou/aboutignou/annualreports
  • Indira Gandhi National Open University (IGNOU). (2020). Enrollment report 2019-20. Retrieved from http://www.ignou.ac.in/
  • Indira Gandhi National Open University (IGNOU). (2020). Faculty development programs. Retrieved from http://www.ignou.ac.in/
  • Indira Gandhi National Open University (IGNOU). (2021). About IGNOU. Retrieved from http://www.ignou.ac.in
  • Indira Gandhi National Open University (IGNOU). (2022). Internal quality assurance cell (IQAC). Retrieved from http://www.ignou.ac.in/
  • Manipal University Online. (2021). Quality assurance and student engagement report. Retrieved from https://www.onlinemanipal.com
  • Ministry of Education, Government of India. (2020). All India Survey on Higher Education (AISHE) 2019-20. Government of India. Retrieved from http://aishe.gov.in/aishe/viewDocument.action?documentId=276
  • Ministry of Education, Government of India. (2020). National education policy 2020. Retrieved from https://www.education.gov.in
  • Ministry of Education, Government of India. (2021). Study on student satisfaction and outcomes in accredited vs. non-accredited distance learning programs. Retrieved from https://www.education.gov.in
  • Ministry of Education, Government of India. (2021). Student satisfaction and outcomes in distance education: A comparative study. Government of India.
  • Ministry of Education, Government of India. (2022). Distance education enrollment statistics. Retrieved from https://www.education.gov.in
  • National Assessment and Accreditation Council (NAAC). (2020). Annual report 2019-2020. Retrieved from https://www.naac.gov.in/images/docs/AnnualReports/Annual_Report_2019-20.pdf
  • National Assessment and Accreditation Council (NAAC). (2020). Quality assurance in distance education: A report. Retrieved from http://www.naac.gov.in
  • National Assessment and Accreditation Council (NAAC). (2021). Accredited institutions. Retrieved from https://www.naac.gov.in
  • National Assessment and Accreditation Council (NAAC). (2021). Student satisfaction survey. Retrieved from https://www.naac.gov.in
  • National Institutional Ranking Framework (NIRF). (2021). NIRF rankings 2021. Ministry of Education, Government of India.
  • National Institute of Open Schooling (NIOS). (2020). Annual report 2019-20. Retrieved from http://www.nios.ac.in/
  • Sikkim Manipal University. (2021). Quality assurance and accreditation. SMU.
  • Symbiosis Centre for Distance Learning (SCDL). (2021). Impact of accreditation on enrollment and employability. Retrieved from https://www.scdl.net/
  • Times Higher Education. (2021). World university rankings 2021. Retrieved from https://www.timeshighereducation.com/world-university-rankings/2021/world-ranking#!/page/0/length/25/sort_by/rank/sort_order/asc/cols/stats
  • University Grants Commission (UGC). (2020). Guidelines for distance education. Retrieved from https://www.ugc.ac.in
  • University Grants Commission (UGC). (2020). Guidelines for distance education institutions. Retrieved from https://www.ugc.ac.in
  • Chapter 8:
  • Azim Premji Foundation. (2020). Myths of online education. Retrieved from [Azim Premji Foundation](https://azimpremjiuniversity.edu.in/SitePages/pdf/Myths-of-Online-Education.pdf)
  • Centre for Monitoring Indian Economy (CMIE). (2020). Household survey. Retrieved from [CMIE](https://www.cmie.com)
  • Google India. (2020). Google collaborates with CBSE to train 1 million teachers in digital education. Retrieved from [Google Blog](https://blog.google/intl/en-in/company-news/outreach-initiatives/google-collaborates-with-cbse-to-train-1-million-teachers-in-digital-education/)
  • Government of Kerala. (2020). Digital education initiative. Retrieved from [Government of Kerala](https://kerala.gov.in)
  • Internet and Mobile Association of India (IAMAI). (2019). Internet in India. Retrieved from [IAMAI](https://www.iamai.in/reports)
  • Khan Academy India. (2020). Localized content in regional languages. Retrieved from [Khan Academy](https://www.khanacademy.org)
  • Ministry of Education. (2020). PM eVidya program. Retrieved from [Ministry of Education](https://education.gov.in)
  • Ministry of Electronics and Information Technology. (2020). BharatNet project. Retrieved from [MeitY](https://meity.gov.in)
  • National Sample Survey Office (NSSO). (2019). Household social consumption on education in India. Retrieved from [Ministry of Statistics and Programme Implementation](http://mospi.nic.in/sites/default/files/publication_reports/KI_Education_75th_Final.pdf)
  • Ookla. (2021). Speedtest global index. Retrieved from [Ookla](https://www.speedtest.net/global-index)
  • Pratham. (2020). Community learning centers. Retrieved from [Pratham](https://pratham.org)
  • Reliance Jio. (2020). Education initiative. Retrieved from [Reliance Jio](https://www.jio.com)
  • Swaniti Initiative. (2020). Project Ujjwal. Retrieved from [Swaniti](https://www.swaniti.com) UNICEF India. (2020). Community radio lessons in Rajasthan. Retrieved from [UNICEF](https://www.unicef.org/india)
  • Chapter 9:
  • Annual Status of Education Report (ASER). (2020). Annual Status of Education Report (Rural) 2020 Wave 1. https://asercentre.org
  • AISHE. (2021). All India Survey on Higher Education. Ministry of Education, Government of India.
  • BYJU’S. (2020). Impact Report 2020. BYJU’S.
  • Central Square Foundation. (2021). Online education in India: A study of effectiveness and challenges. Central Square Foundation.
  • Digital India Initiative. (2020). Ministry of Electronics and Information Technology. https://www.digitalindia.gov.in
  • Indira Gandhi National Open University (IGNOU). (2020). About IGNOU. http://www.ignou.ac.in
  • IGNOU. (2021). Annual report. Indira Gandhi National Open University.
  • KPMG & Google. (2017). Online education in India: 2021. KPMG & Google.
  • Ministry of Education. (2020). SWAYAM. https://www.swayam.gov.in
  • Ministry of Education. (2021). National program on technology enhanced learning. Government of India.
  • Ministry of Education. (2022). National digital library of India. Government of India.
  • Ministry of Education. (2022). National educational alliance for technology. Government of India.
  • National Council of Educational Research and Training (NCERT). (2020). Survey on online learning. https://ncert.nic.in
  • National Mission on Education through Information and Communication Technology (NMEICT). (2020). VLE. https://nmeict.ac.in
  • NITI Aayog. (2021). Transforming education through digital learning. NITI Aayog.
  • NITI Aayog. (2021). Annual report. Government of India.
  • National Sample Survey Office (NSSO). (2019). Household social consumption on education in India. Ministry of Statistics and Programme Implementation.
  • SWAYAM. (2020). SWAYAM annual report 2020. Ministry of Education, Government of India.
  • Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.
  • Chapter 10:
  • ASER Centre. (2020). Annual Status of Education Report (Rural) 2020. Retrieved from http://www.asercentre.org/Keywords/p/354.html
  • BYJU’S. (2021). BYJU’S Learning App: Impact on student performance. Retrieved from https://www.byjus.com/
  • BYJU’S. (2021). Impact of adaptive learning. Retrieved from https://www.byjus.com/
  • Department of Telecommunications. (2021). BharatNet project update. Retrieved from https://dot.gov.in
  • Government of India. (2019). National Sample Survey Office (NSSO) 75th Round. Retrieved from http://www.mospi.gov.in/
  • IGNOU. (2020). Annual report 2019-20. Retrieved from http://www.ignou.ac.in/
  • KPMG. (2020). Online education in India: 2021. Retrieved from https://home.kpmg/xx/en/home/insights/2020/08/online-education-in-india-2021.html
  • KPMG, & Google. (2017). Online education in India: 2021. Retrieved from https://assets.kpmg/content/dam/kpmg/in/pdf/2017/05/Online-Education-in-India-2021.pdf
  • Ministry of Education. (2020). PM eVIDYA: One Nation, One Digital Platform. Retrieved from https://www.education.gov.in/en
  • Ministry of Education. (2022). SWAYAM. Retrieved from https://swayam.gov.in/
  • Ministry of Electronics & Information Technology. (2015). Digital India. Retrieved from https://www.meity.gov.in/
  • National Council of Educational Research and Training (NCERT). (2021). Report on flipped classroom models. Retrieved from https://ncert.nic.in/
  • National Association of Software and Service Companies (NASSCOM). (2019). Big data in education: Enhancing learning outcomes and operational efficiency. Retrieved from https://www.nasscom.in/
  • NASSCOM. (2019). The EdTech revolution in India: Transforming the learning landscape. Retrieved from https://www.nasscom.in/knowledge-center/publications/edtech-revolution-india
  • NDLM. (2020). National Digital Literacy Mission. Retrieved from https://www.ndlm.in/
  • Reliance Jio. (2021). Jio partners with Maharashtra government to provide free internet to students. Retrieved from https://www.jio.com
  • Sharma, R., & Sharma, M. (2020). Virtual reality in architectural education: Case study of School of Planning and Architecture, New Delhi. International Journal of Architectural Research, 14(2), 123-134.
  • Simplilearn. (2020). Data analytics in education. Retrieved from https://www.simplilearn.com/
  • Tata Institute of Social Sciences (TISS). (2022). Blended learning outcomes. Retrieved from https://www.tiss.edu/
  • Telecom Regulatory Authority of India (TRAI). (2021). The Indian Telecom Services Performance Indicators. Retrieved from https://www.trai.gov.in/
  • UpGrad. (2020). Personalized learning with big data. Retrieved from https://www.upgrad.com/ Vedantu. (2021). Vedantu: Personalized learning through adaptive technologies. Retrieved from https://www.vedantu.com/

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