Open Distance Learning(ODL)

Open Distance Learning (ODL) is the need of the hour. COVID_2019 has compelled us to go for Distance Learning mode.

1. OPENDISTANCELEARNING
Dr MayankTrivedi
University Librarian & Senate Member
Smt. HansaMehta Library
The Maharaja SayajiraoUniversity of Baroda
Vadodara-390 001
E-mail :[email protected]
Date : 23
rdth
Sept, 2021
1

2. COREVALUES
“As institutions and as individuals,
we seem to have forgotten
the core values of education:
sharing, giving, and generosity.”
David Wiley (2010)
‘The Open Future: Openness as Catalyst
for an Educational Reformation’
EDUCAUSE Review, Vol. 45, No. 4, pp. 14-20
2

3. ODL FAMILY
Open Source
(software)
Open Access
(scientific output)
Open Content
(creative output)
Open Educational Resources
(OER)
(learning materials)
3

4. OPENEDUCATION
Open Learning Services (OLS),
complementary to OER, free or to be paid,
and including a variety of
online and virtual facilities for:
tutoring, advice, meetings, communities,
teamwork, presentations, testing,
examination, consulting sources,
internet navigation, etcetera
---------------------------------------------------------
!!! OER + OLS = Open Education !!!
4

5. OPENACCESS
Freedom of Time
Freedom of Pace
Freedom of Place
Open Programming
Open to People
Openness notas a doctrineor
dogma
but as a carrying concept
5

6. ODL
… facilitates performance improvement
along all three dimensions simultaneously:
Qualityby involvement of many experts
and users in various roles
Accessibilityby free online availability
of learning materials
Efficiencyby not replicating other’s efforts
… and addsan extra dimension:
Innovation
6

7. OPENDIGITALTECHNOLOGIES
7

8. PRINCIPLESOFOPENNESS
•Transparency, and
•Freedom (free from barriers/inhibitors)
•Sharing
•Access
•Learner Agency
•Connectivity
•Open Pedagogy & Scholarship
•Collaborative & Participatory Learning
•Performance Assessments over Standardized
Assessments
•Formal Evaluation & Transparent Feedback
•Modeling & Scaffolding
•Holistic Perspectives on Learners
8

9. HISTORYOFODL
1840: Sir Isaac Pitman’s short hand
course
1946: 1
st
distance teaching university
-Unisa
1969: 1
st
Open university -UKOU 9

10. 10

11. LICENSING: CREATIVECOMMONS
Youarefree:
toShare—tocopy,distributeandtransmitthe
work
toRemix—toadaptthework
Underthefollowingconditions:
Attribution.Youmustattributetheworkinthe
mannerspecifiedbytheauthororlicensor(butnot
inanywaythatsuggeststhattheyendorseyouor
youruseofthework).
Noncommercial.Youmaynotusethisworkfor
commercialpurposes.
ShareAlike.Ifyoualter,transform,orbuildupon
thiswork,youmaydistributetheresultingwork
onlyunderthesameorsimilarlicensetothisone.
11

12. ODL
OpenandDistanceLearning(ODL)isageneraltermfor
theuseoftelecommunicationtoprovideorenhance
learning.
Aroundtheworld,theacademiccommunityis
discoveringandexploringtheInternet,teleconferencing,
andrelatedmeanstoachieveanextendedclassroomor
learningexperience.
Primaryandsecondary-gradestudentsareexchanginge-
mailacrosscontinentsasasupplementtotheirformal
studies.
Studentsandteachersatalllevelsaretakingpartin
teleconferencesandformingassociationsthatwould
havebeenunlikelyfiveyearsago.
AnumberofworldconferenceshavebeenheldonODL
andmanyexperimentalprojectsareunderway.
Openanddistancelearningisanapproachtolearning
whichemphasizesflexibilityandaccessibility.
12

13. DISTANCE EDUCATION (OPEN AND
DISTANCE LEARNING)
‘OpenLearning’and‘DistanceEducation’=OpenandDistance
Learning(ODL).
OpenlearningisaphilosophyandDistanceEducationisthemodeused
fortranslatingitintorealityasthetwoarecomplementarytoeachother.
DISTANCE EDUCATION (DE)isanumbrellatermwhichdescribesall
theteaching-learningarrangementsinwhichthelearnerandtheteacher
areseparatedbyspaceandtime.
Transactionofthecurriculumiseffectedbymeansofspeciallyprepared
materials(learningmaterials)whicharedeliveredtothelearnersattheir
doorstepthroughvariousmediasuchasprint,audio/videotapes,Internet
andWorldWideWeb,etc.
Also,atechnologicalmediumreplacestheinter-personalcommunication
ofconventionalclassroom-basededucationthattakesplacebetweenthe
teacherandthelearners.
Communicationbetweentheinstitution,teacher,andlearnersismainly
throughelectronicmedia(telephone,chatsessions,email,website,etc)
13

14. OPEN LEARNING
Openlearning,whichcoversawiderangeofinnovationsandreformsintheeducationalsector
thatadvocatesflexibilitytothelearnerwithregardtoentryandexit;paceandplaceofstudy;
methodofstudyandalsothechoiceandcombinationofcourses;assessmentandcourse
completion.
Thelessertherestrictions,thehigherthedegreeofopenness.
TheOpenlearningsystemaimstoredresssocialoreducationalinequalityandtooffer
opportunitiesnotprovidedbyconventionalcollegesoruniversities.
Thus,ODLisatermthatacceptsthephilosophyof“openness”andusesthe“distancemode”of
learning
WHY?
ODLoccupiesaspecialplaceintheIndianhighereducationsystembecauseofitsmajor
contributioninenhancingthegrossenrollmentratioanddemocratizationofhigher
educationtolargesegmentsoftheIndianpopulationparticularlytoreachouttothe
unreachedandtomeetthedemandsoflifelonglearningwhichhasbecomemoreofa
necessityintheknowledgesociety.
ThemajorobjectivesoftheDEsystemare:
Todemocratizehighereducationtolargesegmentsofthepopulation,inparticular,the
disadvantagedgroupssuchasthoselivinginremoteandruralareas,workingpeople,women,etc.
Toprovideaninnovativesystemofuniversity-leveleducationwhichisbothflexibleandopenin
termsofmethodsandpaceoflearning;acombinationofcourses,eligibilityforenrollment,ageof
entry,theconductofexaminationandimplementationoftheprogramsofstudy
Toprovideanopportunityforup-gradationofskillsandqualifications
Todevelopeducationasalifelongactivitytoenablepersonstoupdatetheirknowledgeoracquire
knowledgeinnewareas.
14

15. OPENANDDISTANCELEARNING(ODL)
ODL maximizes opportunities for
learners in terms of choice
Who can access learning
What is learned
How it is learned
If, when, and how learning is assessed
15

16. OPENANDDISTANCELEARNING
ODL is characterized by
Diverse learning strategies
Increasing emphasis on computer and
telecommunications technologies as learning
tools.
16

17. OPENANDDISTANCELEARNING
“Traditional” learning model:
“Bricks and Mortar”
1.Place-specific
2.Boundaried
3.All instruction and services on-site
4.Physical interaction between students
and staff
17

18. OPENANDDISTANCELEARNING
Characteristics of “Traditional” Learning:
Teacher/Learner relationship:
Direct—in “real time” contact
Active
Synchronousandasynchronous
Interactive
Interdependent
18

19. OPENANDDISTANCELEARNING
Characteristics of “Traditional” Learning:
Materials and Technology:
Print media—texts, handouts, notes
Lecture
Laboratory
Performance
Discussion
Q & A
Assessment: written/oral testing, essays, etc.
19

20. OPENANDDISTANCELEARNING
Characteristics of “Traditional” Learner:
18-25 yrs. old
Scholastically “abled”
Affluent enough to afford university
More males than females
Single, w/o children
20

21. OPENANDDISTANCELEARNING
Open and Distance Learning:
1.“Global”—not place bound
2.Non-boundaried
3.Instruction and services delivered indirectly
4.No/little physical interaction between students and
staff
21

22. OPENANDDISTANCELEARNING
Characteristics of Early Open and Distance Learning
Materials and Technology:
Print media—texts, handouts, notes,
assignments
Assessment: written testing, essays
22

23. OPENANDDISTANCELEARNING
Open and Distance Learning =
Correspondence Courses
“Course in a Box”
Asynchronous
Indirect
Passive
Independent
23

24. OPENANDDISTANCELEARNING
Creating a Virtual Classroom
1.Synchronous--Real Time
2.Direct—Teacher-to-Learner/Learner to
Teacher
3.Active—Engagement with learning
4.Interactive—Working together
5.Interdependent—Rely on others
24

25. OPENANDDISTANCELEARNING
Printmedia:texts,notes,instructions,newsletters
(passive,asynchronous)
Computer:assignments,e-mail,chatrooms,bulletin
boards(active,interactive,passive,synchronous,
asynchronous)
Telephone:inquiries,instructions,studentservices,
feedback(synchronous,interactive)
Audioconferencing:discussiongroups(synchronous,
interactive
25

26. OPENANDDISTANCELEARNING
Videoconferencing:
guestspeakers,labs,performances,satellitehook-ups,
seminars,demonstrations.(synchronous,interactive)
Broadcastmedia:
Television,radio:value-added
programming,e.g.interviews,films,performances,
demonstrations.(asynchronous,passive)
26

27. OPENANDDISTANCELEARNING
Internet: world wide web, e-mail (passive, active,
and interactive.)
Multi-media: CDs, DVDs, websites (passive,
active, interactive)
27

28. OPENANDDISTANCELEARNING
Open and Distance Learning Materials:
Printed text and graphics
Audiotapes
Videotapes
Computer programs and files
CD ROM Disks
Multi-media websites
Practical kits
Posters
Set Texts
28

29. OPENANDDISTANCELEARNING
Examples; (asynchronous, passive, independent)
Printed text and graphics:
worksheets, spreadsheets, explanatory information
assignments, assessments, lectures
Audiotapes:
books-on-tape, music, lectures
explanatory information, assignments,
assessments, student support
Videotapes:
films, practical demonstrations
Examples: (synchronous, asynchronous, independent,
interdependent, active, passive, interactive)
Computer programs and files:
Blackboard; files containing course-related information
& materials (assignments, explanations, assessments)
CD ROM Disks:
Film clips, explanatory information,
assignments, assessments
(Bordwelland Thompson CD)
29

30. OPENANDDISTANCELEARNING
Open and Distance Learning Materials:
Multi-media website:synchronous, interactive,
interdependent
Anatomy and Physiology Website
Practical kits:asynchronous, passive, independent
All equipment needed for course
Bedknobsand Broomsticks:poisoned
dragon’s liver, Cosmic Creepers,
and the broom
Posters: asynchronous, passive, independent
Graphics, schedules, instructions
Set Texts: asynchronous, passive, independent
Required books, sets of readings,
instructions, manuals, “spells!”
30

31. OPENANDDISTANCELEARNING
Open and Distance Learning Technologies, cont.
Videoconferencing:
synchronous, interactive, interdependent
guest speakers, labs, performance, satellite hook-ups,
seminars, demonstrations.
Broadcast media:
asynchronous, passive or active, independent
Television, radio—value-added
programming, e.g. interviews, films, performances,
demonstrations—SIT2LRN programmes,
KEA programmes
31

32. OPENANDDISTANCELEARNING
CharacteristicsofDLCommunicationTechnologies
andMaterials
Embeddedcontent:Informationispre-selected
bythecoursedesigner.Learnerisgivenno
alternatives.
Interactivity: Student interacts with tutor
and/or other learners; interacts with content
(can select, omit, focus on information as desired)
Learner choice: Learner can select
assignment options, materials, etc.
Learnerengagement:Learnerisanactive
participant
32

33. OPENANDDISTANCELEARNING
ODL: Materials Development Process
1. Determine your learning outcomes
2. Determine how you will plan to achieve your
learning outcomes
3. Implement your planning into:
•Design
•Development
•Production
•Quality Management
Design and Development:
Doing the job in-house
Purchasing a course
Hiring a design/development expert
33

34. OPENANDDISTANCELEARNING
ODL: Materials Development Process
Design and Development:
Production:
Creating and launching websites, creating and printing
hard-copy, creating DVD’s and CD’s, producing TV/radio
support programmes
Quality Management:
User evaluations, benchmarking, research
34

35. OPENANDDISTANCELEARNING
Open and Distance Learning: Learner Support Systems
•Enrolment Guidance
•Study
•Learning Environment
•Academic Matters
•Use of Technology
•Motivation
•Vocational Matters
•Learning Pathways
•Learner-to-Learner and Learner-to-Teacher realtionships
•Training in Study Skills
•Use of Technology
•Self-Management
35

36. OPENANDDISTANCELEARNING
Open and Distance Learning: Learner Support Systems
Match Requirements of Specific Learning Contexts
Learner Demographics: Characterisiticsas Part of a Larger, Definable Group
Learner Needs: Demographic andParticular Needs
Learner Profile: Learner as an Individual
Creating learner data bases
36

37. DIFFERENTTERMINOLOGIES
Correspondence
education
Distance learning
Open
learning
E-
Learning
ODL
Flexible
learning
Independent
study
Blended
learning
37

38. DISTANCELEARNING
•Separation of teacher and learning
•Time, place or both
•Institutional accreditation
•Official recognition of study
•Use of mixed-media
•Print, radio, television, computer-based, audio
38

39. SAMEANDDIFFERENTTIME
Classroom teaching
Face to face
tutorials
Seminars
Workshops
Audio and video
conferences
Radio with listener
response capability
Skype
Learning resource
centres which
students visit in
their own time
Home study
Tutorial support
by email
Podcasts and
vodcasts
Synchronous asynchronous
39

40. Open learning
40
OpenLearning-isanyformoflearning
withstrongemphasisonflexibilityand
learner-centredness.
Itisopenintermsofaccess,deliveryand
interpretation(Paine,1989;Rowntree,
1992)

41. OPENLEARNING
Givinglearnersthechoiceabout:
Medium–print,online,video,television
Placeofstudy–home,workplace,regionalcentre
Paceofstudy–ownpace,paced,structuredetc
Support–tutors,audioconferences,helplines
Entryandexitpoints
Methodsofassessment
41

42. PRINCIPLES OFOPEN
UNIVERSITIES
Egalitarianism (open to all)
Equality of educational opportunities
(gender, race, economic status)
Lifelong learning
Flexible curricula
Learner-centredness
Autonomous learning (Heutogogy)
Learning through communication and
interaction
42

43. E-LEARNING
E-Learning-learningfocuseson
theintersectionofeducation,
teaching,andlearningwithICT
(Friesen,2009).
“E-learningistheuseofelectronic
mediaforavarietyoflearning
purposesthatrangefromadd-on
functions in conventional
classroomstofullsubstitutionfor
theface-to-facemeetingsby
online encounters” (Guri-
Rosenblit,200)
43

44. IRONTRIANGLE–SIRJOHNDANIEL
Daniel, J., 2013
44

45. CONTACT(F2F) VSDISTANCEEDUCATION
CONTACT DISTANCE
•On campus class
meeting
•Direct contact with
both teachers and
students
•Traditional rigid
format of set times
and dates
•Widely accepted as
the standard
education
•High costs
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
45

46. E-LEARNING VSDISTANCEEDUCATION
E-LEARNING DISTANCE
•Use of connected
media to deliver course
material
•Access to learning via
the use of technology
•Ability to promote
varied interaction
•Can be used in both
contact and distance
education context
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
46

47. OPENLEARNING VSDISTANCEEDUCATION
OPEN LEARNING
DISTANCE
Open learning -policies
and practices that
permit entry to learning
with no or minimum
barriers with respect to
age, gender, or time
constraints and with
recognition of prior
learning.
These policies need not
be part of a distance
education system but are
complementary to it.
•Technologically mediated
delivery of course material
•Non-contiguous
communication between
student and teacher
•Economies of scale
•Less expensive
•Flexibility of place, time
and venue
47

48. BLENDEDLEARNING
48

49. A blended learning approachcombines face to face classroom
methods withcomputer-mediated activities to form an
integrated instructional approach.
In the past, digital materials have served in a supplementary
role, helping to support face to face instruction.
49

50. DISTANCEEDUCATIONMEGAUNIVERSITIES
THETERM"MEGAUNIVERSITY" WASCOINEDBYSIRJOHNDANIEL, THENVC
OFTHEUK OPENUNIVERSITY, TOREFERTOUNIVERSITIES WITHMORETHAN
100,000 STUDENTS.
AnadoluUniversity Turkey 880 000
UniversitasTerbuka Indonesia 460 000
Indira Ghandi India 3 500 000
SukhothaiThailand 172 000
Korean National UO Korea 142 332
National Centre for DL France 120 000
Open University UK 200 000
Unisa South Africa 350 000
PayameNoor Iran 800 000
National Centre for DL Spain 260 000
50

51. ADVANTAGES OFODL
Overcomingphysicaldistance
Addressestimeandschedulingproblems
Increasedcapacity–massification
Democratisingeducation
Bringingqualityeducationtothosewhowould
otherwisebeunabletoaffordit
Costeffectiveeducationfordevelopingnations
Providessecondchancetothosewhomissedouton
highereducation
Enableslifelonglearning
51

52. BENEFITS
•Openlearningenvironmentsare
•oftenflexibleandmotivatingforlearners
•goodatfosteringaparticipativecommunityoflearners
•greatformodeling,removing politicsfromthelearning
environment,andgivinglearnerssupporttobecomeself
sufficient
•centeredaroundconnections,sharing,access,transparency,and
freedom(removingbarriersandinhibitors)
•oftencollaborativelydevelopedandmaintained,thusresultingin
amorerobustdesignthatisoftenmoresensitivetocultural,
diversity,perspective,andotherconsiderations
•designedsystemswithclearandopenfeedbackprocessesand
linesofcommunicationbuiltin,thusreducingtheprevalenceof
poorinstructionandimprovingtheexecutionofthecourse
designthroughcommunication(perpetualformativeevaluation)
52

53. LIMITATIONS OFODL
•Perceived as second rate
•Quality issues
•Plagiarism
•Requires well trained
academic staff
53

54. ODL CHALLENGES
Quality of teaching and
learning
Addressing massification
Student drop out
Faculty workload
ODL research
Incorporating technology
54

55. DRAWBACKS
•Opendigitallearningenvironmentsare
•oftenmoredifficulttoinstructinbecauseoftransparency,
unpredictability,andexpertiserequirements
•notyetwellresearched
•oftensomewhatcomplexasthereareseveralunderpinning
philosophicaldesignframeworks
•oftensensationalizedbythemediaandothersourcessoasto
overemphasizethebenefitsandlikelyoutcomeswithout
propergroundinginresearch
•Digitaltechnologiesare
•oftennotused,ormisused,inthetraditionallearning
environment
•havedifferentaffordancesthanface-to-facelearningthatare
notoftencapitalizedonforeducation
•posechallengesinthetraditionalanddominantquantitative,
standardized,measuredperspectives 55

56. PROSANDCONS
It builds independence.learning from
home is built for students who are
independent self-starters.
Remote learning brings the focus back
to the learning.For some students, the
classroom is a scary place where they feel
insecure and uncomfortable and are
reluctant to speak up.
It’s easy to get ahead/extend the
learning.Some students might find the go-
at-your-own-pace nature of remote learning
to be exciting and fun.
Online courses are very flexible
You can pursue a job along with studies
You can save money
You save time
You can learn at your own pace
You can study whenever, wherever
Gaining recognition among employer
You can learn and earn
Forget about geographical boundaries!
Get educated even with a tight budget
Online courses help you become tech-
savvy
Some students might struggle
with so much forced
independence.
There is less opportunity for
interaction and collaboration.
It’s easy to fall behind.Going to
school remotely requires discipline
and the teaching isn’t nearly the
same as it is in a regular in-person
setting.
Questioning quality
Chances of distraction high
Hidden costs
Complicated technology
Quality of faculty compromised
Questionable credibility of
degrees
Lose out on networking
Not enough student
accountability
Being overwhelmed by the
material
Lack of individual attention and
feedback
Missing out on-campus life?
56

57. 57

58. DISTANCEEDUCATION-INDIA
India has one of the largest DE systems in the world,
second only to China. There are six types of
institutions offering DE today:
National Open University
State Open Universities
Distance Education Institutions (DEIs) at-
–Central Universities
–State Universities
–Deemed to be Universities
–State Private UniversitiesDEIs at Stand alone
Institutions
58

59. STATUSOFOPEN
UNIVERSITIES
Over90Openuniversitiesaroundthe
world
15inIndiaalone
1
st
NationalOpenuniversityinIndia
(IGNOU)establishedin1985
59

60. HIGHEREDUCATION ININDIA
60
50000+Institutions
1000+ Universities
40000+ Colleges
11,356 Stand Alone
Institutions
(Source: MHRD, 2021)

61. CHALLENGES FACEDBYTHEHIGHER
EDUCATIONSYSTEMININDIA
Paucity of good teachers
Inadequate infrastructure
Lack of well-equipped libraries
Lack of good quality instructional materials
61

62. OPENANDDISTANCELEARNING(ODL) IN
INDIA
enhancing the gross enrolment ratio(GER)
democratization of higher education to large
segments of the Indian population reaching out to the
unreached
providing opportunities for up-gradation of skills
and qualifications
meeting the demands of lifelong learning
Reach to unreached
62

63. DISTANCEEDUCATION SCENARIO IN
INDIA
14 open universities –
1 National University and 13
State Open Universities
150 Dual Mode providers of higher education
12 Open Schools
63

64. NATIONALPOLICYINITIATIVESFORUSEOF
OERSININDIA
National Knowledge Commission
National Mission on Education through ICTs
(NMEICT), launched by the MHRD in 2009.
Twelfth Five Year Plan
India Vision 2020
Digital India
64

65. INDIANSCENARIO
Havetheoptionofpursuingadistancelearning
programmefromtheoneandonlynationalopen
universityofIndia-theIndiraGandhiNationalOpen
University(IGNOU)oranyofthe13stateopen
universitiesinIndia.
Apartfromthesethereare140+dualmode
universitieswhichofferprogrammesthroughthe
distancemode.
Alldistanceprogramsmustbeapprovedbythe
DistanceEducationBureau(DEB)oftheUniversity
GrantsCommission(UGC.)
OnecanaccessthelistofODLs(OnlineandDistant
LearningInstitutes)thatarecurrentlyapprovedby
theDEBontheirwebsite. 65

66. TYPESOFDISTANCELEARNINGININDIA
1.OpenUniversities:Theywereoriginallysetuptoonlyofferprogrammsofstudy
throughdistanceeducationmode.
IndiraGandhiNationalOpenUniversity(IGNOU),Dr.B.R.AmbedkarOpen
University(BRAOU),YashwantraoChavanMaharashtraOpenUniversity,Nashiketc.
The Dr. B.R. AmbedkarOpen University was the first Open University to be set up in
India in 1982. Now we have one national Open University (IGNOU) and 13 state open
universities in India.
2. Dual Mode Universities:These universities offer regular campus-based programs as
well as distance learning programs like the University of Delhi (DU) and University of
Mumbai.
After DU introduced correspondence courses in 1962, other conventional universities
began to offer various programmesthrough correspondence courses and thus set up
Distance Education Institutions (DEI) and/or Correspondence Courses Institutes (CCI).
The total enrolments in correspondence/distance education in the dual mode
universities are much larger than enrolment in the open universities. Other examples
of such dual mode universities include AnnamalaiUniversity (DDE), Acharya
NagarjunaUniversity (CDE) and the ICFAI University Sikkim.
3. Mixed Mode Universities:Such universities offer a wide variety of modes of study to
the learners -regular campus programmes, distance education through traditional
methods like printed material and contact classes, and now the increasingly popular
technology-based online degrees.
Amity University and Lovely Professional University (LPU) are examples of mixed
mode universities.
66

67. LEARNINGMODELS
Distancelearning:Theoldestofthesethreelearningmodels,distancelearning(or
distanceeducation)hasalonghistorythatgoesbacktwohundredyears.Ofcourse,this
educationbeginswithteachingthroughprintmedia,beforetheInternet.Educational
accessforstudentsfarfromacertainuniversitybecamepossible,simplythrough
correspondencebymail.Forthisreason,theoverarchingtermdistancelearningcan
includecorrespondenceeducation.
Onlinelearning:Onlinelearningisconsideredtobeaformofdistancelearning.
Beginninginthe1980s,thismethodallowsavarietyoflearnerstoexperience
connectivity,convenienceandinteraction.Perhapsamorefeedback-orientedversionof
distancelearning,onlinelearningmakesuseoftheInternettoconnectstudentswith
educationalmaterial,aswellasinstructorsandsometimesotherstudents.This
personalinteractionmightnotbeasreadilyavailableasintheotherlearningmodes.
Afewdifferenttypesofpacingmaybeavailableinonlinelearning:instructor-led,self-directedor
self-paced.Studentsworkindependently,directtheireducationandmanagetheirownprogress.Self-
pacedlearningallowsstudentstohaveflexibilityintermsoftimeandplaceoflearning.
e-Learning:Whilee-Learning(electroniclearning)isitsownuniquemodeoflearning,
itisalsoatypeofdistancelearning.Thoughitmayhavebecomeatermataboutthe
sametimeasonlinelearning,itcanbedefinedassometimesincludingmultipleformats
andmethodsofinstruction-CD-ROM,theIntranet,theInternetandaudio
andvideoformats.Thislearningmethodologymayvarythemost,sinceprogramto
programplatformsandmediadiffer.Astechnologycontinuestoevolve,e-Learningalso
changes.
67

68. IGNOU
Distancelearninghasevolvedalotinthelast
coupledecades.Withadvancesintechnology,
distancelearningnowalsoincludesonline
learningore-learning.Atraditionalopen
universitylikeIGNOUnowprovidesahostof
onlineprogrammes,someofwhichinclude:
PostGraduateDiplomainSustainabilityScience
(PGDSS)
AppreciationProgramme onSustainability
Science(APSS)
PostGraduateDiplomainFoodScienceand
Technology(PGDFT)
Post-GraduateDiplomainFoodSafetyand
QualityManagement(PGDFSQM)
68

69. DISTANCEEDUCATION
Thoughtwodegreescannotgenerallybe
pursuedsimultaneously,astudentcan
pursuetwoprogrammes simultaneously
throughthedistancemodeorcombination
ofdistanceandregularmodesfromthe
sameordifferentuniversities/institutions
inthefollowingvariouscombinations:
OneDegreeandoneDiploma/PGDiploma/Certificate
OnePGDiplomaandoneDiploma/Certificate
OneDiplomaandoneCertificate
TwoPGDiplomas
TwoDiplomas
TwoCertificates 69

70. BYJU
70
BYJU'S is India's largest
ed-tech company and the
creator of India's most
loved school learning app.
Launched in 2015,
BYJU'S offers highly
personalisedand effective
learning programs for
classes 1 -12 (K-12), and
aspirants of competitive
exams like JEE, IAS etc.
With 50 million registered
students and 3.5 million
paid subscriptions,
BYJU'S has become one of
the most preferred
education platforms across
the globe.

71. ONLINELEARNINGPLATFORMS
71
BYJU'S.
Vedantu.
Toppr.
Meritnation.
Simplilearn.
Khan Academy.
Wonderschool.
Age of Learning.
Canvas
GoReact
McGraw-Hill Connect
Nearpod
ThinkUp!
KalturaVideo Cloud
Pear Deck

72. UNIVERSITY18/UTS
Therearenowmanyinstitutes/colleges/
universitiesinIndiathatofferonlyonline
courses.
University18issuchanexample.
IthasbeendevelopedinaPublicPrivate
Partnershipwithnationaluniversitieslike
KarnatakaStateOpenUniversity(KSOU),
UttarakhandOpenUniversity(UOU)andIIM
Shillong.
Anothersuch100percentonlineeducation
platformisUTS.
Youcansubmitassignmentsonline,accessan
onlinelibrary24-7andtakeexamsonline.
72

73. UNIVERSITY18
73
University18isIndia'slargestandfastestgrowing
OnlineLearningPlatform.
DevelopedinPublicPrivatePartnershipwith
severalNationalUniversities,sinceitsinception
U18hasreachedouttostudentsacross5
continents,deliveringqualityUniversity
accredited Continuing Education and
ExecutiveEducationPrograms.
UsingthepoweroftheInternet,theU18platform
connectsstudentsandworkingprofessionalsaround
theworldtoProfessorsandFacultyfromsomeofour
NationsfinestInstitutions.
RegularVirtualClassroomsessionsontheWeb,
Continuousevaluationandlearningdeliveredvia
ourLearningManagementSystem,andarocksolid
learnersupportteamworkingtoaddressstudent
issuesandqueriesroundtheclockensuresthat
Studentsfindthemselveswellequippedtofacethe
challengesofrejoiningtheUniversityeducation
system.
Themajorityofstudentpopulationareworking
professionals,intheir30'sand40's,typically
workinaMultiNationalCorporation(both
IndianandGlobal),andarewellpositionedin
theircompanies,withmanagementortechnicallead
responsibilities.
TheU18platformiscloudbased,withtechnology
presenceacrosstheworld,andismanagedoutofthe
University18officesinGurgaon,India.

74. UTS
UTS College is the
premium pathway
provider to the
University of
Technology Sydney,
Australia’s number 1
young university.
74

75. MOSTFAVORITEFREEONLINECOURSES
Graphic Designing
Big Data Analysis
Online MBA
Social Media Marketing
Programming
Foreign Language Courses
App Development
Film Making
Human Resource Management
Photography
Creative Writing
75

76. ECOLE42
The idea of 42 is to allow students to
collaborate, teach, and mark each other's
works through projects based learning.
if they set themselves to become a
software engineer, most of the projects he
or she will be given will be related to or
revolved around this.
Oncetheychoseaproject,theycan
completeitbyusinganyresourceortool
availableontheInternet,ortheycanask
theirpeersforhelp.
Seekinghelpiseasysincethesettingisan
open-planroomfilledwithcomputers.
Then,anotherstudentwillbechosen
randomlytochecktheirwork.
Graduationtakesplacewhenstudents
reachlevel21whichusuallytakesthree
tofiveyears.
École42mightbeoneofthemost
ambitiousexperimentsinengineering
education.
Ithasnoteachers.Nobooks.No
MOOCs.Nodorms,gyms,labs,or
studentcenters.Notuition.
76

77. FUTURE
Mobile-friendlycontentisgoingtobeessential.
Thismeansthatoptimizingcoursecontentandwebsitesfor
mobileiswhatwillmakemorestudentsoptforadistance
learningprogramme.
Onlinestudentsneedcareeradvice.Mostonlinecollege
studentspursueadegreeforprofessionalreasons.
Ifuniversitiesofferyouonlineaccesstosuchservices,theyare
akeeper.
Onlineprogramsarebecomingmorediversified.
DegreesBusinessandEducationareprobablysomeofthemost
popularonesamongonlinestudents.
However,moreandmorestudentsarealsoconsideringother
fieldsofstudy,suchascomputersandIT,health&medicine,
andSTEM.
AssuchwecanexpectInstitutionstodiversifytheironline
offeringsmaybeabletotakeadvantageofnewsegmentsof
studentstheycouldnotaccesspreviously.
Undoubtedly,withtheevenwiderspreadoftechnologyonline
education’spotentialtobecomecomplementary –orin
somecasesalternatives–totraditionaleducation
cannotbeoverlooked.
77

78. CONCLUSION
•OpenEducationpracticesinadifferentparadigmfrom
traditionaleducation
•OpenEducationisa“GrandExperiment”wherethe
powerisredistributedtothelearnersandthecourses
operateunderthedesignandguidanceofeducators
•MOOCsareonetypeofOpenEducationDesignandthetermis
oftenmisused
•TherearedifferenttypesofOpenEducationDesigns.
•Twowaysforward:
National OER strategies should be develpoped.
For OUs a ‘minor’ rethinking of the course model is
required to get them in a better position
Lifelong Open and Flexible (LOF)learning instead of
Open and Distance Learning (ODL) should be offered
78

79. Thank You
PPTs will be available on :
https://www.slideshare.net/DrTrivedi1
https://www.slideshare.net/mayanktrivedi21/pres
entations
79