Media Enabling Pedagogy and Curriculum in Open and Distance Learning System in Commonwealth Asia Biswajit Das
MediaEnablingPedagogyandCurriculuminOpenand
DistanceLearningSysteminCommonwealthAsia
BiswajitDas
MediaEnablingPedagogyandCurriculuminOpenand
DistanceLearningSysteminCommonwealthAsia
BiswajitDas
CommonwealthEducationalMediaCentreforAsia
NewDelhi
TheCommonwealthEducationalMediaCentreforAsia(CEMCA)isaninternational
organization established by the Commonwealth of Learning (COL), Vancouver,
Canada,topromotethemeaningful,relevantandappropriateuseofICTstoserve
the educational and training needs of Commonwealth member states of Asia.
CEMCAreceivesdiplomaticprivilegesandimmunitiesinIndiaundersection3of
theUnitedNations(privilegesandimmunities)Act,1947.
Author:Prof.BiswajitDas
CopyEditing:Mr.B.Natarajan,DeputyRegistrar(Retired),Publications,lGNOU,New
Delhi
Copyright©CEMCA,2018.
The publication entitled Media Enabling Pedagogy and
Curriculum in Open & Distance Learning System in
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ISBN:978-81-88770-32-8
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CommonwealthEducationalMediaCentreforAsia
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http://www.cemca.org.in
Printedandpublishedon behalfof Director,CEMCAbyMr.R.Thyagarajan,Head
(AdministrationandFinance),CEMCA,7/8SarvPriyaVihar,NewDelhi-110016,
India.
II
Contents
III
Foreword..................................................................................................... V
Acknowledgement................................................................................... VI
ListofTables..............................................................................................VII
ListofFigures.............................................................................................. X
Chapter1:Introduction............................................................................1
• Evolutionofopenanddistanceeducation.............................................1
• Modelsofdistanceeducationdelivery....................................................3
• Openness..............................................................................................................4
• Pedagogicalconcernsandfurtherdevelopmentsin
openness.............................................................................................................. 4
• Mediaattributesforcurriculumdesign................................................. 7
Chapter2:ReviewofLiteratureandResearchQuestions..........10
• Understandingpedagogyandlearningdesign..................................10
• Mediaandtechnologydevelopments....................................................13
• Pedagogyofdistanceeducationandonlinelearning.....................15
• ICTandnewpedagogicmodels............................................................... 18
• Reviewofstudies........................................................................................... 19
• Researchquestion......................................................................................... 23
Chapter3:Methods.................................................................................24
• Researchmethodology................................................................................24
• Populationandsample................................................................................24
• Toolsandtechniques....................................................................................28
• Procedureofdatacollection..................................................................... 29
Chapter4:AnalysisofDataandResults...........................................30
• Conceptualisingandconceptmappingof
mediaenabledcurriculum.........................................................................30
• Curriculumdesignanddevelopment....................................................32
IV
• Curriculum(pedagogy)implementation............................................ 41
• ......................................................................................................... 51Evaluation
• Learning.............................................................................................................55
Chapter5:MainFindingsandImplications....................................67
• Main�indings....................................................................................................67
• Discussionandimplications......................................................................68
• Recommendations.........................................................................................71
References..................................................................................................73
Appendices.................................................................................................77
Foreword
V
AtatimewhenThomasFriedmanmadeusbelievethat'theworldis�lat',inhisbook,
“TheWorld is Flat”, basedon the assumption that technology transfer is faster and
increasingavailabilityofbandwidthiscreatingalevelplaying�ield,anotherluminary
LarryCuban,dismissedtheroleoftechnologyinclassroominhisbook,“Oversoldand
Underused”.Theparadox is,while the institutionsof education, theworldover, are
liberallyinvestingintechnologyandexperimentinginmakinguseofICTinteachingand
learning seamless, the technology still remains in the periphery of the overall
educationalsystem.WithonlinecoursesandMOOCsgainingcurrencyandacceptance,
thepedagogiesforonlineteachingandlearningisundergoingaseriousdebate.Media
enable learning, is believed to increase understanding and make learning more
rewardingandenriching.CEMCAhasbeensupportingthecapacitybuildingofOpen
Educational Institutions for better leveraging of thedividendsof use of technology.
Variousinitiativeshavebeentakentohelpteachersandinstitutionsbutyettheimpactis
notmuchvisibleaswasexpected.
TheUnitedNation'sTechnologyandInnovationreport2018,highlightsthepossibilities
ofutilizing, 'thepowerofdigitalplatformsand innovativecombinationsofdifferent
technologies'emergingondailybasis,indemocratizationofeducationalresourcesfor
sustainabledevelopment.Thereportalsostressesan“urgentneedforasustainedeffort
by the international community to ensure that the multiple gaps in technology
capabilities that separatedevelopedanddeveloping countries are closed”.With the
arrivalof'digitalnatives',whoaremorecomfortablewiththedigitaltechnology,itis
importanttodesignnewdigitalpedagogieskeepinginviewtherequirementsofthis
newagelearner.
Tomakemeaningfulinterventionsinstrengtheningthemediaenablelearning,itisalso
imperative to understand the technological preparedness of Open and Distance
educational institutions inadoptingtothechange.CEMCA,therefore,commissioned
this study, “MediaEnablingPedagogy andCurriculum inOpen&DistanceLearning
SysteminCommonwealthAsia”,byProfBiswajitDas.Thestudywasaimedatsurveying
variousmediapedagogiesusedbythefacultyofdistanceteachinginstitutions/open
universitiesintheCommonwealthAsiancountries,�indthegapsandsuggestmeasures
to overcome the challenges. Prof Das through a systematic research approach has
broughtoutthisreportthathighlightsthepresentstatusoftechnologicaladvancesin
teachingpedagogiesoptedbytheODLinstitutions,theirtechnologicalpreparednessto
embracethechangeandpossibilitiesofferedbytheemergingdigitalplatforms.The
report also suggests possible measures to be taken to make best use of media
technologiesforteachingandlearningprocesswithappropriatepedagogies.
Hopeyou�indthisreportuseful.Theideaofthisreportistogenerateadebateforbetter
use of media technology in teaching and learning for sustainable and inclusive
development.
ShahidRasool
DirectorCEMCA
Itgivesmeimmensepleasureinthankingpeoplewhoprofuselysupported
andencouragedundertakingthisproject.BeinglocatedintheConventional
Educational system and undertaking a project on Open and Distance
learning system offers enormous challenges and possibilities. While
conventionaleducationalsystemsareundergoing tremendouschange in
termsofpedagogicaltoolsandapproaches,itisequallyimportanttostudy
the changes undertaken by the basically pedagogy-driven Open and
DistanceEducationsystem.
I would like to thank Prof. Asha Kanwar, President, COL and Dr. Sanjay
Mishra for their support to undertake the project. Prof. ShahidRasool's
unstinted support and con�idence on me to undertake the project is
incredible.Mr.Thyagarajan'shumilityandremindertomeetthedeadlines
always put me on a tightfoot. Being a teacher and looking after the
administrationputmeunderadditionalpressuretomeetthedeadline.Dr.
Manas Ranjan Panigrahi and other colleagues at CEMCA have been
extremelysupportiveandhelpful.
I would also like to thank Prateek to undertake the responsibility of
following up with the questionnaire and data analysis. Ridhi has been
throughout of help and support be it in organising the workshop on
research design and questionnaire, collection of relevant literature and
following upwith the questionnaire. Shibaji organised thematerial and
prepared the list for sending the questionnaire. Finally, I would like to
acknowledge friends and colleagues who always extended support and
providedvaluable information tomake itmanageable.The frequencyof
questionnairessentandtheresponsereceivedarepleasantlysurprising.
Thisreportmaybetreatedasatipoftheicebergasmuchasneedstobe
probedandstudiedinthefutureyears.
Prof.BiswajitDas
Acknowledgement
VI
ListofTables
VII
Chapter3
Table1 : Gender.........................................................................................25
Table2 : Age.................................................................................................25
Table3 : Country........................................................................................25
Table4 : TypesofUniversity.................................................................26
Table5 : TypeofUniversityMode......................................................26
Table6 : Discipline/Department.........................................................26
Table7 : Mediumofinstructionforcourses..................................27
Chapter4
Table8 : Conductinganeedsurvey...................................................30
Table9 : Needbasedprogramme.......................................................31
Table10 : Peopleconsultedduringprogramme.............................31
Table11 : Developing'conceptmap'forcourse
curriculum,'modular'and'credit-based'courses....32
Table12 : Considerationofpedagogiesforundertaking
curriculumdesign...................................................................32
Table13 : Newmediatechnologiesandstudentlearning
process........................................................................................32
Table14 : Blendinganddesigningthecurriculum........................33
Table15 : Effectivenessof'blending'ofmedia
technologieswithconventionalteaching....................34
Table16 : Mediatoolsandpedagogiesfortransaction
andteaching-learning.Process........................................34
Table17 : Pedagogiesandthetools.....................................................35
Table18 : Pedagogictoolsfordisciplinerequirements...............37
VIII
Table19 : Internetaccessibilityandaffordability.........................38
Table20 : Creationofstudymaterial..................................................39
Table21 : Frequencyofupdatingstudymaterial.......................... 39
Table22 : Repositoryforpublicaccess..............................................40
Table23 : Qualityofthemediatechnologyinfrastructure
intheinstitution.....................................................................41
Table24 : Measuresundertakenforprocurementof
thedesiredinfrastructure..................................................42
Table25 : Skillsforoperatingvariousmediatools.......................43
Table26 : Skillfamiliarity.........................................................................44
Table27 : Skillenhancementandcapacitybuilding
bythefaculty............................................................................44
Table28 : Newmediainfrastructure/resourcetraining.............45
Table29 : Possessionoftechnologytools/devices
bystudents................................................................................46
Table30 : Freeofcostdigitallearningresources
forstudents...............................................................................46
Table31(a): Digitalresourcesprovidedtothe
distancelearners....................................................................47
Table31(b): Waysofprovidingresources..............................................48
Table31(c): Levelofacademicnetworking...........................................48
Table32 : Governmentadministrativeecosystem.........................49
Table33 : Blendedlearningtechnologiesandpedagogies........50
Table34 : Conventionalteachingpedagogiesand
thestudents..............................................................................51
Table35 : ParticipationofstudentsinInteractive
EducationalNetworking.....................................................51
Table36 : Changesinpedagogiesforcoursecurriculum...........52
IX
Table36(a): Typeofchangesmadebythefaculty............................53
Table36(b): Waysofmakingchanges......................................................53
Table37 : Institutionhavingarepositoryof
studymaterial..........................................................................55
Table38 : Institutionalprovisionsforenablingevent
basedlearningexperiences...............................................55
Table39 : Typeofeventbasedlearning.............................................56
Table40(a): Computergamebasedteaching.......................................57
Table40(b): Computergamebasedteaching.......................................57
Table41 : Measurestoexplorelocalenvironment....................... 58
Table42 : Measuresforallowingstudentstoexplore
theirlocalenvironment.......................................................59
Table43 : Opportunitiestotransferinformationand
experienceacrosssettings.................................................59
Table44 : Individualthemesbasedoninterest..............................60
Table45 : Measuresforallowingstudentstopursue
individualthemesbasedoninterest..............................61
Table46(a): Spaceforconnectingformalandinformal
learningexperiences.............................................................61
Table46(b): Measuresforconnectingformalandinformal
learningexperiences.............................................................62
Table47(a): provisionforgoaland'skillacquirement'
basedlearning..........................................................................63
Table47(b): Measuresforgoaland'skillacquirement'
basedlearning..........................................................................63
Table48(a): Provisionoflearningthroughargumentation............64
Table48(b): Measuresforlearningthroughargumentation.........65
Table49 : Provisiontodeveloptransferableskills........................65
ListofFigures
X
Chapter3
Figure1 : Mediumofinstructionforcourses..................................28
Chapter4
Figure2 : Mediatoolandpedagogiesusedincourse
transactionandteaching-learning..................................35
Figure3 : Pedagogiesassociatedwiththetools.............................36
Figure4 : Internetaccessibilityandaffordability.........................38
Figure5 : Institutionhavingarepositoryofstudymaterial.....39
Figure6 : Frequencyofupdatingstudymaterial...........................40
Figure7 : Allowingrepositoryforpublicaccess............................41
Figure8 : Qualityofmediatechnologyinfrastructure
presentintheinstitution.....................................................42
Figure9 : Measuresundertakentoprocuredesired
infrastructure............................................................................43
Figure10 : Facultypossessingskillsforoperatingvarious
mediatools.................................................................................43
Figure11 : Levelofskillfamiliarity........................................................44
Figure12 : Measuresundertakenbytheinstitutionforskill
enhancementandcapacitybuilding...............................45
Figure13 : Fundingofthenewmediainfrastructure/
resourcetraining.....................................................................45
Figure14 : Students'compatibilitywiththetechnology
availableattheinstitution..................................................46
Figure15 : Provisionoffreeofcostdigitallearningresources..47
XI
Figure16 : Governmentadministrativeecosystem.........................49
Figure17 : Willingnessandsupportivenessofcolleagues
toemployblendedlearning...............................................50
Figure18 : conventionalteachingpedagogies
andstudents..............................................................................51
Figure19 : Participationlevelofthestudentsin
interactiveEducationalNetworking...............................52
Figure20 : Frequencyofrevisingthecoursecurriculum.............52
Figure21 : Waysofmakingsuchchanges...........................................54
Figure22 : Institutionhavingarepositoryofstudy
material.......................................................................................55
Figure23 : Provisionsforenablingeventbasedlearning
experiences................................................................................56
Figure24 : Eventbasedlearning.............................................................56
Figure25 : Provisionsforcomputergamebasedteaching..........57
Figure26 : Provisionforallowingcomputergame
basedteaching.........................................................................58
Figure27 : Measurestoallowstudentstoexplorelocal
environment..............................................................................58
Figure28 : Measuresforallowingstudentstoexplore
theirlocalenvironment........................................................59
Figure29 : Provisionofopportunitiestotransfer
informationandexperienceacrosssettings...............60
Figure30 : Allowingstudentstopursueindividual
themesbasedoninterest....................................................60
Figure31 : Measuresforallowingstudentstopursue
individualthemesbasedoninterest..............................61
XII
Figure32 : Allowingspaceforconnectingformaland
informallearningexperiences..........................................62
Figure33 : Measuresforconnectingformalandinformal
learningexperience...............................................................62
Figure34 : Allowingforgoaland'skillacquirement'
basedlearning......................................................................... 63
Figure35 : Measuresforgoaland'skillacquirement'
basedlearning..........................................................................64
Figure36 : Provisionoflearningthroughargumentation...........64
Figure37 : Measuresforlearningthroughargumentation.........65
Figure38 : Provisiontodeveloptransferableskillssuchas
curation,evidencebuildingandre�lective
commenting...............................................................................66
Open and distance learning (ODL) has been both a parallel as well as
supportivedevelopmentwithinK-12andhighereducationforoverthepast
one and half centuries in the world.. The Commonwealth Asia region,
althoughbitalatestarter,howeverinitiatedthesedevelopmentsintheearly
70s, keepingpacewith global development. Correspondence education
(the earlier form of distance education)was formally introduced in the
Indian higher education in 1962, and the �irst Open University in the
CommonwealthAsianregionwasestablishedinPakistan.Sincethen,open
anddistancelearning(ODL)vis-a-vismediaandtechnologydevelopments
(that act as enablers ofODL) have spread faster in theAsian continent.
Thoughthedevelopmentstowardaccessandequityhavebeentremendous,
suchapacedoesnotcorrespondwithresearchinvestigationswithinODLin
this region. It thus became imperative to look into how these ODL
institutions at the level of higher education in Commonwealth Asia
(particularly the South Asian region) are using various media and
technologies for curriculum design, teaching-learning, and quality
assurance.
EvolutionofOpenandDistanceEducation
Globally, the developments in ODL emanated from correspondence
education, passed through the multimedia phase and the provision of
learnersupportandgroup learning, tothephaseofonline learning.The
convergenceofbroadcasting,telecommunications,andcomputingvis-a-vis
theemergenceoftheNetandthesemanticwebfurtherledtoconvergence
in variousmodes and forms, resulting in what is called today 'blended
learning' and 'ubiquitous learning'. In this chapter, the developments
relating to distance learning, open education and open learning, online
learning,andblendedlearningarebrie�lysummarisedtohaveafoundation
tofurtherdiscussiononmedia-enablingpedagogiesdiscussedinthesecond
chapter.
Introduction 1
1
Acomprehensiveaccountofthe�ivegenerationaldevelopmentsindistance
educationhasbeenprovidedbyJamesTaylor(quotedinBramble&Panda,
2008).ThisgradualunfoldingofODLcontainspedagogicaldevelopmentsin
eachgeneration,possiblelargelybydevelopmentsinmediaandtechnology.
Generation1:Correspondenceeducation
Thisisthe�irstgenerationofdistanceeducation,largelydominatedbyprint
media that has �lexibility of time, place and pace, but contains limited
interaction.Thepedagogicmodelwascon�inedtothedesignofself-learning
printmaterials.
Generation2:Multimediaeducation
Furtherdevelopmentsinaudio-videotechnologiesandthatofcomputer-
basedlearningimprovedthepossibilityofinteractionthroughcomputer-
assistedlearningandinteractivevideo.Thepedagogicmodelwasextended
toincludeaudio-videolearningmaterials.
Generation3:Tele-learningeducation
Developmentsintelecommunicationsandconferencingsystemsledtostill
greaterinteractivitythroughaudio/video/teleconferencing.Thepedagogic
modelwentbeyondstaticandone-wayinteractiontotwo-waysynchronous
interactionandinstantfeedback.
Generation4:Flexiblelearning
Further media and technology developments in forms of interactive
multimedia, web resources, and computer-mediated communication
provided increasing �lexibility in individual and group learning, and the
pedagogicmodelincludedcollaborativeandinteractivelearning.
Generation5:Intelligent�lexiblelearning
ThisgenerationtechnologyusedCMCwithautomatedresponsesystems,as
also the dynamic institutional portal to provide access to institutional
processesandresources.Further,intheteaching-learningprocess,students
were exposed tomultiplemedia outputs from a single source (Annand,
2006). This generation provided for highest �lexibility and individual
freedomtothestudents.
2
ModelsofDistanceEducationDelivery
Inadditiontodevelopmentsindistanceeducationasbriefedearlier,Peters
(2003)providedacomprehensiveaccountofvariousmodelsofdistance
educationasfollows.
Examinationpreparationmodel:Attheearlystagesafterthefoundingof
theUniversityofLondon in1825, thismodel allowed for self-studyand
appearanceinexaminationasexternalstudent.Thiswasthebeginningof
openaccesstouniversityeducation,comparabletoformalclassroomstudy.
Correspondenceeducationmodel:Developedinthesecondhalfofthe
19th century, this model provided for additional teaching texts,
assignments, teacher-student communication, besides examination. This
enhancedopennessfurtherbeyondtheexaminationmodel.
Distanceeducationmodel:Withthedevelopmentsinvariousmediaand
technologies (especially broadcasting and telecommunications
technologies),mediated teaching-learning, throughespecially large-scale
distance teachinguniversities andopenuniversities likeCRTVU, IGNOU,
UKOU,UOAJapan,KNOU,etc.,tookout-of-classroomeducationfurther.Both
open education and open learning got practical application with the
initiationofthisformofeducationatK-12tohighereducationlevel.
Learner-centred model: This involves independent study along with
occasionalconsultationwiththetutor.Theprogrammestructureinvolves
�lexibilityincludingschedulingandplaceofstudy.Contractlearning,asis
called,spreadespeciallyintheUnitedStatesfordecades,andwascombined
withdistanceandonlinelearningcourses.TheEmpireStateCollegeofSUNY
isthebestexampleofsuchprovisionofopenness.
Multiple mass media model: This model combines independent and
distance learning with various mass media programmes, designed in
collaboration with discipline experts, media experts and instructional
designers. Open learning and Open University represent this form of
education.
Network-baseddistanceeducationmodel:Variousdigitisedmediaand
learning environments get networked through telecommunications and
3
convergence technologies to provide combinations of both of�line and
online learning. The learners have greater openness and �lexibility in
searching and retrieving information, andmaking selections suitable to
theirlearningrequirements.
Virtualdistanceteachinguniversitymodel:Virtualuniversitiesprovide
foranytimeanywhereeducationdeliveredvirtually.Thesestudentsarein
immersive digital learning environments that would require seamless
accesstobroadbandontheNettopursuethiskindoflearning.
Openness
WiththesedevelopmentsinODL,'openness'hasattractedgreaterattention,
leadingtoconvergenceofdistancelearning,openeducation,and�lexible
and distributed learning. Primarily, the various dimensions of openness
focusonthefollowingdimensions,includingteaching-learningpedagogy:
n Open curriculum whereby learners have choice and �lexibility to
choosecurricularareasleadingtodesiredlearningoutcomes.
n Openadmissionthatallowsforon-demandandwalk-inadmissionand
non-cohortbasedcreditaccumulation.
n Openstandards,e.g.,learningobjects–SCORMsharablecourseware
objectreferencemodel.
n OpensourcesoftwarelikeMOODLEthatisaPHP-basedopensource
LMS.
n Openeducationalresourcesthatarebrie�lytoucheduponbelow,and
discussedcomprehensivelyinthelastchapter.
n Open teaching/open tutoring, i.e., seamless access to teaching and
resources.
PedagogicalConcernsandFurtherDevelopmentsin
Openness
AtonepointoftimewhenmostoftheAmericanuniversitieswereengaged
inofferingonlinelearningcourses,criticalvoiceswereraisedagainstthisas
contributingtodismantlingtheveryfoundationofhighereducation.Noble
(2003)severelycommentedonbasicallythehypethatcyberworldoffers
4
andespecially thequestionof accessibility through cheaper educational
standardscalled'digitaldiplomamills'.
Inthecontextofe-learningvis-a-visvariouspedagogicalmodels(and,for
those who believe in e-learning), open learning, distributed learning,
learning communities, communitiesofpractice, andknowledge-building
communities have been underlined as signi�icant pedagogic constructs
(Dabbagh,2005).Theauthorfurthersuggestsatheory-basedpedagogical
designfore-learning(asgivenbelow)thatthoughsoundsverypracticaland
grounded:
InstructionalStrategies(collaboration,re�lection,etc.)
PedagogicalKnowledgeConstructsorAcquisitionModels
(openlearning,distributedlearning,etc.)
LearningTechnologies(asynchronous,synchronous,
multimedia,etc.)
Theseopennessandopenpedagogiesgotfurther�illipwiththeemergence
ofsocialsoftware.Thefollowingthreecategoriesofsocialsoftwareassume
importance in distance and online learning (DOL) (McLoughlin & Lee,
2007):
i) Social technologies like email, Google Groups, chats and discussion
forumsthatareprimarilydiscoursefacilitatingsystems(synchronous
aswellasasynchronous).
ii) SocialsoftwareapplicationslikeYouTubeandFlickrforvideosharing
andassociatedlearning.
iii) SocialnetworkslikeMySpace,Facebook,Stickam,Friendsterthatare
relationship management systems and could be used for learning
support.
Allthesesocialsoftwareconsiderablyfacilitate�lexibilityandmodularity,
mixed with individual and community engagement and re�lection, so
essentialformeaningfullearning.
5
Further to the transformative process of technology-enabled learning,
manyinstitutionsaremovingtowardu-learningviam-learning.Whilee-
learningislargelywired,m-learningiswireless,andincaseofubiquitous
learningthephysicaldevicesgraduallydisappeared.Startingfromalevelof
hierarchy of productivity (level 1) to communication and collaboration
(level 4), Yeonjeong (2011) formulated corresponding technological
affordances from content-based individual work to communication-
intensive groupwork. In the cloud computing system of present times,
connectivistandnetworkedlearninginaubiquitousenvironmenthasbeen
farmorerealthanvisualisedearlier.
Commentingon theaspectsofaccessandquality inK-12education, the
WilliamandFloraHewlettFoundation(WFHF,2015)arguedhowthehigher
education system of today is �lawed, largely due to the constraints in
availabilityofappropriateresourcesindisciplinecore,inthe�lexibilityof
teacherstoadaptsuchresources,andinthe�lexibilityofstudentstouse
those materials in any scrambled way they like. The Foundation that
promotes OERs pleaded for greater use of open materials (basically
instructionalmaterials) thatarecurriculum-basedandofhighacademic
standards,andespeciallythatarealignedtocommonstandards.OERscan
strengthenpedagogywhileatthesametimereducecosts.
InthecontextofOER,itisimperativealsotoexamineitslimitationsandits
contributiontoopenpedagogy.Bates(2016),inarecentblog,underlined
thatitisbecomingincreasinglydif�iculttolocateOERsappropriatetoone's
curriculumandcontext;thatlargeportionofOERsareofpoorquality;that
theOERsbene�itlesstoteachersincomparisontostudents;thatthereisthe
questionofownershipofknowledgebythecreator;andthatOERsarevery
narrowly conceptualised. Tony Bates further pleads for open pedagogy,
ratherthanjustOER,underliningthattheteachingmethodsneedtobemore
open(ratherthanclosed),i.e.,theknowledgemanagementneedstobedone
bythestudentsratherthanbytheteachers.Thiscouldbepossiblemore
throughproject-basedand/orproblem-basedlearning.Whileknowledgeis
beingavailableanywhere,frommanysources,it,therefore,isnotcon�ined
tobebrandedonlyfrom'educational'sources.Hence,itmaybeappropriate
totalkof'openresources'ratherthan'openeducationalresources'(thatare
generallyapproved,ratherthanopenlyaccessible)inthecontextofopen
6
pedagogy.Wiley(2013),acoupleofyearsback,hadproposed'free'interms
ofaccess,reuse,revise,remix,andredistributetohavefull-�ledgedOERs;
andthatopenpedagogyispossibleonlywhenthereisfreeaccessand4R
permissions.
SubsequentdevelopmentslikeMassiveOpenOnlineCourses(MOOCs)are
partoftheOERmovement,andalsoneedtobeexaminedfromthepointof
viewofpedagogy(alongwithotherICT-enablededucation).
MediaAttributesforCurriculumDesign
In case of mediated learning as distance education provides for, media
selection and deployment assumes considerable signi�icance. For
integrating media into the curriculum design, three approaches are
generally considered: i) supplementary approach (where variousmedia
inputs stand parallel to the printed text), ii) complementary approach
(wherecertaincourseunitsareexclusivelypresentedthroughmediaother
thanprint),andiii) integratedapproach(wherevariousmediaincluding
printareintegratedforpresentationofcourseunitsandvariousconcepts
throughdifferentmedia,butareeitherhorizontallyorverticallyintegrated.
ThebestexampleonpedagogicfunctionsofvariousmediaisgivenbyKoumi
(2006),asgivenbelow,whichhasbecomeanuniversalguidetodistance
educatorsandinstructionaldesignersacrosstheglobe.
Comparativemeritsanddistinctiveteachingattributesofsixdifferentmedia
1. Audiovisual(broadcastor
cassette)overPrint
1.1 uniquewaystohelplearning,
e.g.,drama,animation,
demonstration
1.2 provisionofrealistic
experiences,e.g.,sounds,places,
events
1.3 themedium'srealismhasa
strongimpactonattitudes,
appreciations,motivations
2. Audiovisual(broadcastor
cassette)overPrint
2.1 randomaccessatthestudent's
ownpacehelpsthestudyof:
• datainquantity,e.g.,
glossary,studyguide
• �inedetails,e.g.,equations,
photos
2.2 studentcanbrowseandselect
moreeasily
7
1.4 personalisationofteachers
1.5 breaksthetediumofprint
1.6 literacyisnotessential
2.3 printcancarrymore
information
2.4 printisadequatetocovermost
ofsyllabus
2.5 easierteacheraccess/control
2.6 productionskillsareadequately
resourced
2.7 receptionisnotaffectedby
powercuts
2.8 familydoesnotdisputeaccess
3. BroadcastoverCassette,Print
3.1 cheaperforlargeaudiences
3.2 studypacing(obligedby
broadcastschedule)
3.3 senseofimportance
3.4 senseofcommunity
3.5 senseofimmediacy
3.6 non-stopisgoodforpresenting
anoverview
3.7 recruitmentofmorestudents
3.8 public/academicexposure
3.9 nationalresource
3.10 appearanceoftopexperts
4. CassetteorPrintover
Broadcast
4.1 studentcanstudywhenalert
andprepared
4.2 studentcanstopandre�lect,
annotatenotes,hencethe
mediumcancarrygreaterdetail
4.3 studentchoosesrepeats
4.4 lessonscanhavevariablelength
4.5 lessonscanbesub-dividedinto
digestiblesegments,with
interspersedactivities
4.6 cassetteisbetterforgroup
discussion
4.7 frequencyoflessonscanbe
varied
4.8 canachievecloserintegration
withprintcancarrysocially
sensitivematerial
4.9 cancarrysociallysensitive
material
1. Radio/audio-cassetteover
TV/video
6.1 studentaccessto(cheaper)
equipment
6.2 cheapertoproduceanddeliver
5. TV/VideooverRadio/audio-
cassette
5.1 morecompelling,ingeneral
5.2 moreinteresting/glamorousto
produce
8
Thesemedia-pedagogycharacteristicsareconsideredbydistanceteachers
while undertaking curriculum design and development, and also while
transactingthecurriculum.
InChapter2,mostrelevant literature is reviewed fromtheviewpointof
media-enabledcurricularandpedagogicpractices inthecontextofODL.
Subsequent to this, the research questions of the present study are
formulated.
5.3 engagestwosenses:visionand
hearing
6.3 evokedimagesarebetter
6.4 transitioniseasierto
implement
6.5 portabilityofequipment
6.6 onecanlistenwhiledriving
1. Audio-cassettewith
notes/visualsoverVideo
8.1 studentchoiceofwhentolook
where
8.2 costeffectivewhentopicneeds
picturesbutnotmoving
pictures
8.3 adequateproductionskills
easiertoachieve
7. VideooverAudiocassette
withnotes/visuals
7.1 the�ieldofviewispre-
determined
7.2 whenmovingpicturesare
needed
7.3 picturesandsoundcanbe
synchronised
7.4 videohaspicture-searchfacility
1. Radiooverallothers
10.1 theshortleadtimeenables
remedialtutorials,errata,news
andinformation
1. Audiocassettewith
notes/visualsoverPrint
9.1 verbalcommentaryfor
diagramsiseasiertousethan
marginnoticesfordiagrams
9.2 studentscanrevisemoreeasily
fromthesparsenotes(without
replayingtheaudio)
9.3 (withorwithoutnotes)spoken
wordshelppronunciation;
pacing/intonationaddmeaning
9
UnderstandingPedagogyandLearningDesign
Greenetal(2010)quotedthelearningdesignframeworkgivenbyHongand
Sullivan(2009)basedonfourdimensions.Forthepedagogicaldimension
theysuggestedthreelevelsoflearningdesignpracticesinincreasingorder
ofdepth:
i) learning as acquisition (learning through increasing ef�iciency in
knowledgeacquisitionandappropriation),
ii) learningasparticipation(learningthroughparticipationinpeergroup
and/orlearningcommunity),and
iii) learning as knowledge creation (learning through engagement in
innovationandcreationathigherlevel).
The authors, while underlined re-conceptualisation of pedagogy in the
contextofonlinelearninginhighereducation,stressedtheneedforODLto
strive to move toward 'learning as knowledge creation'. Through this
process, the authors claimed to have rediscovered their professional
identitiesthatfacilitatedredesignofonlinepedagogies.
It is imperative to understand 'pedagogy', the theories and principles
behindlearning(especiallylearningwithICT),andhowtodesignlearning
withICT.Inabroadersense,pedagogyisconceivedasanysetofactivities
undertakenbyonesoastoimprovethelearningoftheother.Teachersuse
pedagogies through their teaching as a systematic activity with
rules/principles and contextual practices. This concept of the English-
speakingworld is understoodmore practically in non-English speaking
Europeas'didaktik'(Loveless,2010)thatisarticulatedasaplanned,and
systematic scaffolding for learning 'bildung' (that means to become an
educatedpersontobeabletoengageandcontributemeaningfullytothe
society/community). Therefore, pedagogy involves wider socio-cultural
Review of Literature &
Research Questions2
10
andpoliticalmeanings.Designforpedagogyinvolvesthecompatibilityof
content, teaching-learning strategies, context (learning environment
and/or community of practice), and assessment (formative as well as
summative).Therefore,knowledgeasbuilding-upandas transformation
through interaction between teachers and learners needs to be
distinguished from knowledge as merely effective transmission of
somethingwhichisgiven.Intheprocessofbuilding-up,theteacherscreate
and provide opportunities and learning tasks to the learners, and this
happensinaconditionofopennessofmindsofteachersandlearnersin
connectingtothecontentbeingtaught/learnt.
Areviewoflearningtheoriessuggestsbroadlythreeperspectiveswithin
whichdesign for teaching-learning canbe generally located (Mayes and
Freitas,2007).Theseperspectives,asdiscussedbelow,canalsobeextended
tothecontextofICT-enabledlearningand/ore-learning.
i) Associationist perspective: This is represented by the traditional
behaviourist and connectionist theories in which learning is
understoodasbuildinggraduallypatterns inassociationsandskills
through sequences of activities. Besides the traditional behavioural
objectives given by the behaviourists, Robert Gagne's steps in
instructionalprocessanddetailedinstructionaltaskanalysisprovide
forprogressivelearningfromsimpletocomplextasks.Indesignterms,
this led to what is called Instructional Systems Design (ISD) that
involvesanalysing,sequencing,andthendesigning.Thisperspectiveof
learning that is often criticised and misunderstood as bottom-up
sequential/linearapproach,hasprovidedforasystematicprocessof
aligning learningobjectives, instructionalstrategies,active learning,
andlearningoutcomes.Mostofthecurrente-learningisdominatedby
thisperspective.
ii) Cognitive perspective: With emphasis on speci�ics of memory,
attention, reasoning, perception, language, concept formation, etc.,
signi�icant research was conducted on the processes of thinking,
mental models, metacognition, interpretation and construction of
meaning,andastohowdoesnewexperienceinteractandbuildonthe
existing individual structure of understanding. The procedure of
11
knowledge acquisition became more important than external
expression/declarationofknowledge.Thecognitivistperspectiveis
relatedtoeachoftheotherperspectives,suchastothe:a)behaviourist
inviewofthelearningbydoingandtheimportanceoffeedback;b)
constructivist in view of the understanding through practice in-
context;andc)situative(discussedlater)inviewoftheengagementin
authentictasks.ItsupportsJeromeBruner'smeaningfullearningand
Jean Piaget's personal intellectual activity through active
experimentation (as against passive absorption), i.e., cognitive
constructivism(ratherthanVygotsky'ssocio-culturalconstructivism).
Theaspectofsituatedcognition(aspartofthesituativeperspectiveas
discussed later) is derived from the cognitive theory perspective
withinthesocio-anthropologicalresearchbyJeanLave.InsofarasICT
is concerned,asagainst thebehaviourist strategyofdirecteffective
instruction, the cognitivist strategies employ ICT for task-based
learning and learning through individual re�lection. The con�licting
stanceof the lastpart of the twentieth centurybetweenacademics
(thatlearningmustbesituatedinauthentictasks)andadministrators
(thatlearninginvolvesef�icientdeliveryofinformation)seemstohave
becomesubservientaftertheadventofmanycommunicationfeatures
oftheWeb.
iii) Situative perspective: This perspective views that knowledge is
sociallydistributedandsituatedintheactivitiesofthecommunityof
practice.Thelearnerslearnthebestandmoremeaningfullywhenthey
areengagedincommunitypractices.Insteadoftaskanalysis,herethe
emphasisisonanalysisofthepatternsofthesuccessfulpracticesinthe
community.Therefore,individualidentityinthecommunityofpractice
ismorecrucial,andlearningisseenrelatingtothebehaviouraland
cognitiveaspectstothesocialaspectsofknowledge.Onedimensionof
this is that the social contexts be viewed as �ields of practice of
authenticandconstructivisttasks,i.e.,relationshipbetweenactivities
andactualpractices(e.g.,problem-basedlearning-PBL,andcognitive
apprenticeship). The other dimension involves the relationship
betweentheindividualandthegroupsinthecommunityofpractice.
JeanLaveandEttineWenger's formulationof 'legitimateperipheral
12
participation'inwhichnovicesbeginlearningfromtheperipheryof
practice and move toward the central and higher levels of
practice/communityactivities;and,intheprocess,whatisimportantis
individualidentityformationthroughthisengagementinpracticeand
sharingofpractices(or,knowledgethroughpracticing).'Learningof
thepractice'(i.e.,tobecomealegitimateparticipantinthecommunity)
and'practiceaslearning'(i.e.,todeveloptogetherinthecommunityof
practice)aretwoimportantdimensionsofthisview.Practiceinpeer
grouporcommunityofpractice is learning.This learning is further
strengthenedwhenthereisestablishedrelationshipamongmembers
ofthelearningcommunityandthenatureofdialogueinvolved.Thee-
learning and many features of the networked semantic web today
providesfacilitationofalloftheseforlearningtobemoreexperiential,
meaningful,andqualitative.
MediaandTechnologyDevelopments
Basically, theglobaltechnologicaldevelopmentsmaybecategorisedinto
three–broadcasting,telecommunications,andcomputing–and,therefore,
allthedevelopmentsinmediaandtechnologycanbecategorisedintothese
threephases. In termsofpedagogyandmediated teaching-learning, the
developmentstartedwiththeaudio-visualmovement,andmovedthrough
one-wayradioandtelevisionandtwo-wayconferencing,tomoreinteractive
andcollaborativetechnologiesalongsidethedevelopmentsinwwwandthe
semantic web. Bates (2005) listed the following technological
developments,intheorderlistedasgiveninthebox,sincethe1980s.
• Audiocassettes
• Videocassettes
• Audio-conferencing
• Computer-basedlearning
• Audio-graphicssystems
• CableTV
• Viewdata/tele-text
• SatelliteTV
• Laservideo-discs
• Video-conferencing
• Computerconferencing
• Compactdiscs
• Internet
• Electronicmail
• WorldWideWeb
• Digitalvideodiscs
• Searchengines
• Fibreoptics
13
Thesetechnologicaldevelopments,whileappliedtodistanceeducation,can
becategorisedintoone-wayortwo-wayasgivenbelow.
Media,one/two-waytechnologiesandDEapplications
Media
Text&
graphics
Technologies DEApplications
One-way Two-way
Print Self-learningmaterials
(courseunitsand
supplementary
readings)
Correspondence
tutoringFax
Audio Cassettes
Radio
Telephone
Audiocassette
programmes
Radiobroadcasts
-----
Audioconferencing
-----
Telephonetutoring
Video Broadcasting
Video
cassettes
CableTV
SatelliteTV
TVbroadcasting
Videocassette
programme
CableTVbroadcasting
SatelliteTV
broadcasting
InteractiveTV
Videoconferencing
-----
-----
• Mobilephones
• Learningobjects
• Wirelessnetworks
• Portals
• E-Portfolios
• Simulations
• Expertsystems
• Virtualreality
Computing Computers,
Telephone,
Satellite,
�ibreoptics,
ISDN,CD-ROM
Computerassisted
learning/instruction,
computer-based
training,DVDs,
CD-ROM,computer
databases
Emails,interactive
multimedia,
computer
conferencing,
interactive
databases
14
Thesemedia,presentedthroughvarioustechnologiesfacilitateavarietyof
teachingfunctions.Thelatestdevelopmentshavebeenonlinelearningand
virtualreality.
PedagogyofDistanceEducationandOnlineLearning
Asdiscussedinthe�irstchapter,distanceeducationhasevolvedfromthe
earliercorrespondenceeducationtothecurrentframeworksofnetworked
andblendedlearning.Throughoutitsunfolding,besidesthegoalsofaccess
andequity,pedagogy/andragogyhasbeenthecentralfocusofODLtheories
andpractices.Abriefdiscussionisinorderdistinguishingthreedistinctive
foundationalstances,andthecurrentconnectivistlearning(that)againhas
beenbroughttofocusinthelastchapterincontextsofOERandMOOCs).
Commenting on the relationship between technology and pedagogy,
AndersonandDron(2012)remarkedthatwhiletheformeristhemusic,the
latter is the actual dance. Both are inseparable, and together enhance
humancreativityandjoyfullearning.Further,technologicaldevelopments
startingfromthedaysofcorrespondenceeducationstillremaininuseinthe
presentdaysofweb-basedtechnology,andhopefullywillcontinuetobeof
useinthedecadestocome.Anytechnologicaladvancementhas,onewayor
theother,embracedtheprinttechnologyandartefacts,exceptthatitsuse
hasbeendiversi�iedandmultiplied.Describedbelowisabriefaccountof
technological affordances vis-a-vis pedagogy and learning activities that
suchtechnologiescanenable(AndersonandDron,2012).
Thecognitivist-behaviouristpedagogyassociatedwiththe�irstgeneration
distance education created an instructional design system which was
teacher-ledanddealtwithstudentsasindividuals–learningpathwayswere
tightly-knit and assessment strategies were fully outcome-led and
positivist. The shift from behaviourist to cognitivist was visible in the
recognition of motivation, attitude, mental models and brain functions,
short and long-term memory, and cognitive processes (in place of
behavioural outcomes).Multimedia tools and computermodellingwere
usedtoaddresstheseconcerns.Unliketheconstructivistpedagogy,inthe
cognitive-behaviouriststance, the instructionaldesignerandthe teacher
controllearningdesignandpathways;andrelatedresearchdevelopments
likeinISD,learningstylesandmodelsofteachingwereassociatedwiththis
15
stancewithlimitedindividual�lexibilityandgrouplearning.However,the
developmentsinout-of-classroomeducationledtocomingoutofthecraft
modelsofclassroomteachingtomoresystematicinstructionaldesignfor
learning resources, process of teaching-learning, and assessment. The
contribution to technologydevelopments ensuredmore transparency in
learningandthereforeaddressingremedialmeasurestoincreaselearning
ef�iciency. The same instructional designmodels are still being pursued
eveninthisageofinteractivewebnetworks,especiallybythosedeveloping
andofferingMOOCs(especiallyedX,coursera,udacity,etc.).Whiletheweb
2.0providespossibilityofmorecollaborativeandnetworkedengagements,
thosefollowingcognitivist-behaviouristapproachusethesemanticwebfor
only information/knowledge, 'distribution'byusing tools likeDropBox,
Wikis,GoogleDocs,etc.Multimediatoolsalsofocusonhighqualitycontent
designanddistribution,inplaceofmoreengagingcollaboration.Alltypesof
reusablelearningobjects,reuseofOERs,andlearningobjectrepositories
followthisstance.Soalsododataminingandlearninganalytics.Beinglow
unitcostoriented,itisnotsurprisingthatmostoftheopenuniversitiesand
megauniversitiesusethismodelinmostoftheircourseofferings.
Asagainstthisindividualconstructionofknowledgefromhighlystructured
andhighqualitycontent,thesocial-constructivistpedagogy,pioneeredby
theworksofJohnDeweyandL.S.Vygotsky,focusedmoreoncollaborative
learningandlearningfromeachother.Thedevelopmentsinwebtechnology
facilitatedthisthroughsynchronousandasynchronouscommunicationand
interaction.Insteadofpre-determinedinstructionaldesign,thereisstress
onworkingtogethertopursueindividually-determinedlearninggoalsand
learning pathways. The focus is on individual creation of knowledge
practicedinthecommunityofpractice.Thereisstressonmetacognition
andself-regulated learning inwhich learners themselves takecontrolof
their learning and construct new knowledge building on the existing
experienceandnegotiatedinthecommunityofpracticein-context.Within
distance education, the focus shifted to inter-disciplinarity and socio-
cultural aspects of knowledge – learning located in contexts and
relationships. Technological developments facilitated real-time
conversationsthroughconferencing,wellasasynchronousengagements,
through email, bulletin board, discussion forums (including threaded
discussion and voice thread, mobile technologies, networks, etc.) Data
16
mining, learning analytics tools (including Google Analytics, Moodle
Analytics,etc.),andnetworkanalysistoolsfacilitatetransparentmonitoring
and remediation of individual and group learning constraints and
dif�iculties, and negotiation of culturally divergent perspectives and
viewpoints.
FollowingthesedevelopmentsistheconnectivismofGeorgeSiemensand
StephenDowneswhobuildontheearlierworksondistributedcognition,
actor-networktheory,networkedlearning,socialcontextoflearning,many-
to-manycommunicationsandinteractions,andpostulatedthatindividual
andcollectivebuildingofnetworksandresourcesandapplyingtoreallife
problemsenhancelearningeffectiveness;andqualityofproblemsenhance
learningeffectivenessandqualityoflearning.Learningisvisualisedasthe
capacitytolocate,�ilterandapplyknowledgeasperindividualrequirement
in-contextandateverypointoftime.Dron(2007)arguesthatfromboth
pedagogicalandorganisationalpointsofview,thereisaneedtoestablish
both networked and personalised learning environments that provide
autonomyandcontroltothelearners.Theassociatedpedagogiesrelateto
high level of individual skills to access and use personalised learning
networks and ubiquitous resources and networked connections, and
individualandcollectivecreationofknowledgeinthesharedsocialcontexts
andnetworks.Inthiscontext,thisishowBloom'staxonomyofcognitive
domaincreatedinthehighestofthehierarchy'creation'asthe�inalgoalof
learning.Whileknowledge-applicationhierarchycouldbemoreapplicable
to thecognitivistbehaviouristperspective,analysis-creationhierarchy is
moreapplicabletoconstructivistconnectivistperspective. Insteadofthe
earlier stance of largely technology 'determining' pedagogy, in the
connectivist stance technology 'de�ines' pedagogy (Anderson and Dron,
2012). Technologies like wikis facilitate collaboration, beyond the peer
group,inaubiquitoustimeandspaceworld.Thesuccessliesininstitutional
policy on open pedagogy and open resources (including institutional
studentandteacher-createdresources).Inthisprocess,networkanalytics
facilitates learners to search, locate and use content that is useful and
valued.
In a recentwork,Qvortrup (2008) proposed four knowledge categories
(simple,complex,hypercomplex,anddynamic)andrespectivelyassociated
17
computer functions as representation and simulation, feedback,
interaction, and simulation of world knowledge; and argued that 'it is
appropriatetoconceiveofthenewtechnologiesasknowledgetechnologies
and to apply a knowledge theoretical communication paradigm to e-
learning' (p. 149). In visualising an online classroom, Knowlton (2000)
proposed a framework of four quadrants with interactions among the
studentsbeingthecentre–traditionalresources(Q1),webresources(Q2),
problem-solvingactivitiesandevaluations(Q3),andlifeexperiencesofthe
students(Q4)–alloftheseinteractwiththeteachertobringinlearning
effectiveness.
Referring to online pedagogy and collaborative discourse vis-a-vis
individualconstructionofmeaning,DougiamasandTaylor(2003)discuss
the 'ways of knowing' (separate knowing, and connected knowing) and
stress on learners as connected knowers toward 'productive educative
relationships' in online learning. Further, based on the work of Jurgen
Habermasrelatingtocommunicativeaction,emancipatoryknowledge,and
criticalself-re�lection,theseauthorsexaminedmeaningfulengagementof
studentsthroughconnectedonlinedialogueinonlinelearning(especiallyin
the MOODLE that Dougiamas had originally founded) that signi�icantly
contributed to further re�inement of Moodle toward communities of
re�lective enquiry. While many institutions globally are using the open
sourceMoodleLMS,itisalsoimperativetoexamineifsuchmeaningfuland
re�lective collaborative learning is taking place. In this context, Picciano
(2006)suggeststhreepedagogicalelements–planningofinstructionwith
thehelpofcoursemanagementsoftware,interactionamongteacherand
students,andre�lectiveteachingfordevelopingcriticalthinkingskills-and
suggested signi�icant implications for policy makers at national and
institutionallevelsforeffectiveimplementationofonlinelearning.
ICTandNewPedagogicModels
Asit�lowsfromtheabovediscussion,thecontemporarydevelopmentsin
ICT have revolutionalised the pedagogic applications, whether
constructivism or otherwise. In a recent literature review, Attwell and
Hughes(2010)quotedthesummarybyBeethametal (2009)ofvarious
pedagogical approaches that couldbeuseful in institutionalmappingof
mediapedagogies:
18
n Learning2.0–Collaborativeknowledgebuilding.
n Learning2.0CounterEvidence–Ubiquity,accessibility,caseofuse.
n Connectivism–Networkofpeople,content,andtools.
n Community of Enquiry – Participation in social, cognitive, and
pedagogicaspectsofthecommunity.
n Practical Enquiry – Computer-supported cooperativework (CSCW),
facilitating internationalisation of discussion (theory) and action
(practice).
n Academic Apprenticeship – Literacy as situated social practice;
disciplinarywaysofknowing.
n E-Pedagogy – Constructivist and learner-led learning facilitated by
digitaltechnologies.
Inthiscontext,theauthorsalsofocusoncommunitiesofpractice,activity
theory, social constructivismofVygotsky, scaffolding learning, boundary
objects, pedagogic toolkit, rhizomatic knowledge (i.e., community as
curriculum),metacognition,bricolage(making individualmeaning from
thetreasureofthewebassecond-hand),andlearningstyles.Eachoftheseis
facilitatedbythenewtechnologiesoftheweb.Theyspeci�icallyfocusedon
developingmeta cognitive abilities (of goal setting, and identifying and
usingappropriatestrategies toachieve thosegoals);andcommentedon
learningstylesbystatingthatinitsplacethemostappropriatefocuscould
be approaches to learning (surface, strategic, deep approaches) and
technologicalaffordancesthatcanfacilitatedeeplearninginstudents.
ReviewofStudies
Thebrief reviewof researchstudiespresentedbelow largely focuseson
learner-centred technologies and social software/technologies vis-a-vis
pedagogy in the contexts of distance and online learning. Some of the
traditionaltechnologieslikeprintandassociatedinstructionaldesignhave
notbeenincludedinviewoflookingintotheconcernastohowfar/towhat
extent the South Asian distance teaching institutions/open universities
19
havemoved towardnewmediaand technologies, andhowdo they look
forwardtothefutureofdistanceteaching-learning.
Inarecentglobalreviewofresearchontheaboveareas,McLoughlinandLee
(2007)reviewedvariouspedagogiesemployedin/throughtechnologyuse
thatgivesacomprehensiveandrepresentativepictureofmediapedagogies
fordistanceandonlinelearning.
n Distributedintelligence,peer-to-peerlearning(iPodPhotoandAudio
Blogs):DrexelUniversity,USA.
n Student-generatedcontent(TalkbackRadioStylePotcasts):Charles
SturtUniversity,Australia.
n Digitalandsocialcompetencies(PostcastRecordingandDiscussion):
SwathmoreCollege,USA.
n Blended,mobile,andubiquitouslearning(iCubePostcasts,Precasts,
Postcasts):UniversityofConnecticut,USA.
n Peerteaching-reciprocallearning(Vodcasts):BentleyCollege,USA.
n Personalisation of learning (Profcasts supplementing Online
Teaching):UniversityofLeicester,UK.
n Peer-to-peer learning and student generated content (Digital Voice
Recorders,Mini-camcorders,Audio-VisualTours):UKOU.
n Cross-culturalcollaborativework(PodcastFeed,Blog):OsakaJogakuin
College,Japan.
n Collaborative writing and editing (Wiki-based Encyclopaedia):
UniversityofNorthCarolina,Pembroke,USA.
n Resource-based collaborative learning (Social Bookmarking, RSS
Feeds):MacombIndependentSchoolDistrict,Michigan,USA.
n Community of learning (Blog Posts and Bookmarks): University of
Michigan,USA.
20
n Peer-to-peer learning community, self-regulated learning (SRL)
(Blogs,Wikis,Podcasts):UniversityofPlymouth,UK.
InacomprehensivereviewfortheAsiancontinentsponsoredbyUNESCO,
Jung(2005)reportedthefollowinginnovationsinICTforODLinAsia:
n Multimedia electronic courseware design (Allama Iqbal Open
University,Pakistan).
n MyLMSfore-learning(OpenUniversityofMalaysia).
n Moodleforonlinelearning(IndiraGandhiNationalOpenUniversity).
n Mobileuniversity(Thailand).
n e-Assessment (University of PhillipinesOpenUniversity; Univesitas
TerbukaofIndonesia;KoreaNationalOpenUniversity,SouthKorea).
n Practical Enquiry – Computer-supported cooperativework (CSCW),
facilitating internatioinalisation of discussion (theory) and action
(practice).
n Academic Apprenticeship - Literacy as situated social practice;
disciplinarywaysofknowing.
n E-Pedagogy – Constructivist and learner-led learning facilitated by
digitaltechnologies.
The PANdora, sponsored by IDRC, had implemented a few technology
innovationsfordistancelearningintheAsianregion,theresultsofwhich
havebeenreportedbythecoordinators(BaggaleyandBelawati,2010).The
review comprised of nine projects covering 39 researchers from 13
countries.WithinthePANdora-sponsoredstudy,Librero,PandaandKhan's
(2006)researchoninstructionaldesigntraininginthedistanceteaching
institutionalinAsia(includingSouthAsia)revealedthatthemostpreferred
IDmodelsappliedbythefacultyincludedthatofGagne,ADDIE,Dickand
Carey,andconstructivistmodels;andthatthepreferredcontentsforfuture
trainingrequirementincludedapplicationofresearchinID,selectionand
use of media, instructional design, and development of multi-media
instructionalmaterials.
21
ApassingreferencemaybemadetoareviewstudybyChaudharyandPanda
(2005) on educational television and teleconference in Asia-suggested
integration of educational media to the teaching-learning process;
structuringtheprogrammesattheappropriatecognitivelevelsoflearners;
andthatthoughfewerimpactstudiesareavailable,thereisaneedtostudy
theimpactespeciallyonlearners.Similarly,thereviewbyMishra(2005)
revealed effective use of radio, audio, and interactive radio in distance
teachingintheCommonwealthAsia.Theauthorsuggestedtogobeyond
evaluativeresearchtoconductexperimentalresearchonpedagogicdesigns
and student learning in distance education. Thesemay be related to an
effectivenessstudyonprint,interactivemultimediaandonlineresourcesby
Dikshit,GargandPanda(2013)thatfoundinteractivemultimediawitha
variety of learning activities to be pedagogically most effective. The
researchers suggested adoption of blended learning design strategies
combininginteractiveonlinediscussionforumandactivitiesthroughweb
tools.
Inthiscontext,thestudybyAnand,SaxenaandSaxena(quotedinCEMCA,
2013) suggested e-learning platform as the more preferred integrated
pedagogicdesignoverCDandDVDbasedcontentdesign.Inarecentstudy
byCEMCA(2013),itwasfoundthatvariouscommunicationtoolslikechat
andemail,navigationtoolslikemindmapand�lowchart,andassessment
toolslikeassessmentrubricswereextensivelyusedbyvariousfacultiesin
theCommonwealthAsia.Thevariousinstructionaldesignelementsusedby
the faculty included LMS-based e-content, online projects, group
discussion,thoughsimulationwastheleastpreferredpedagogicstrategy.
In a study on the National Open University in India, Panda andMishra
(2007)reportedstrongerfacultydispositiontoe-learningduetothefact
thatitenablescollaborativelearning,andthatthepedagogicelementsof
print,audio,videoandanimationshouldbeeffectivelyintegratedintothee-
learning framework/platform. Inarecentstudyonthe facultyofBeijing
Open University, P.R. China, Chen and Panda (2013) found faculty
preferencemoreforopencoursesandopene-books;andthatOERscouldbe
bestusedforteachingkeypoints,provideexplanationstodif�icultpoints,
deepeningthescopeoflearning,andtask-driventeaching.Intwosuccessive
studiesonopennessandopensharingatthenationalopenuniversityin
22
Indiawhichhasimplicationsforopenpedagogy,SantoshandPanda(2016)
and Panda and Santosh (2017) found that the faculty across various
disciplinesadoptedfreeresources,andespeciallycopyright-freeresources;
thattheyarewillingtosharetheirworkfree;andthatabout59%agreed
that sharing of knowledge and resources will lead to innovation in
pedagogy.
ResearchQuestion
A preliminary review of the status of instructional design formediated
teaching-learning in the Commonwealth Asia region suggested further
widersurveyonvariousmediapedagogiesadoptedorusedinthedistance
teachinginstitutionsinthissub-continent.ThefeltneedbyCEMCAisalso
strengthenedbytheanalysisofliteratureandresearchstudiesundertaken
in thischapter thatsuggested lackofawidersurveyonwhatpedagogic
strategies vis-a-vis various media are used by the faculty of open
universities and distance teaching institutions in South Asia. More
speci�ically,thepresentresearchstudyfocusedonthefollowingaspectsof
mediapedagogiesinODL:
n Curriculum design and concept mapping (need survey, modularity,
creditsystem,newmediatechnologies,blending,mediatools,resource
repository).
n Pedagogyimplementation(technologyinfrastructure,skills,capacity
building,studentaccess,administrativeecosystem).
n Evaluation (student participation in interactive educational
networking,revisionandpedagogyrevision).
n Learning (repository of study materials, event-based learning,
computer game-based learning, incidental learning, transfer of
learning, inquiry-based learning, connecting formal and informal
learning, skill acquirement-based learning, learning through
argumentation,evidencebuildingandre�lectivecommenting).
The survey instrumentwasdesigned to cover the above four aspects of
pedagogies associated with various media, besides a section to obtain
demographicvariablesofthefacultysamplereportedinthenextchapter.
23
Basedontheobjectivesofthestudy,thischapterisorganisedthroughthe
followingfoursub-heads.
ResearchMethodology
Sincethisresearchstudyprimarilyaimedat�indingouttheinstitutional
practicesonmedia-enablingpedagogiesandcurricularpracticesbyfaculty
acrossvariousdisciplinesinbothsingle-modeopenuniversities(OUs)and
dual-mode university distance education institutes (DEIs) in
CommonwealthAsia,thesurveymethodologywasusedbyestablishingan
online survey comprising of questions on the factual status on such
practices.
PopulationandSample
ThepopulationcomprisedofalltheOUsandDEIsofthoseCommonwealth
Asia countries having such established institutions. Those included
Bangladesh,India,Pakistan,andSriLanka.OneOUeachandallDEIsfrom
Bangladesh,Pakistan,andSriLanka,andthe14OUs(includingthenational
openuniversity)fromIndia,and160DEIsfromIndia(listedbyUGC)were
selectedandincludedintheIndiansample.Thelistoftheseinstitutionsis
giveninAppendix1.
The list, along with the emails, of faculty members teaching in those
institutions were located from institutional websites; and about 5000+
facultymemberswereemailedthe'onlinesurveyURL'forsubmittingtheir
responses(thebouncebackratewas40%).Remindersweresent twice,
withagapofsevendayseach,tothefacultymembers(whoseemailsdidnot
bounce back), including requests to institutional heads to expedite the
responses.Theonlinesurveyshowed16responsesreceivedwithinthree
weeksofthe�irstdispatchofonlinesurveyURL,outofwhich15responses
were found complete in all respects. (It may be noted that the faculty
memberswereaskedto�illuptheonlinesurveyiftheywishso,andthat
Methods 3
24
theirindividualresponsesshallbekeptstrictlycon�identialandbeusedfor
researchpurposesonly.)
Therelevantdemographicandothercharacteristicsoftherespondentsare
brie�lyanalysedasfollows.
Table1:Gender
Female
Male
GrandTotal
Gender
8
7
15
CountofTimestamp
53.3
46.7
100.0
Table2:Age
25–35
36–45
46–55
56andabove
GrandTotal
Age
4
2
5
4
15
CountofTimestamp
26.7
13.3
33.3
26.7
100.0
Whilethemaleandfemalerespondentswerealmostequallydivided,the
largestmajorityofthem(60%)belongedtothe46–55and56andaboveage
groups
Table3:Country
India
Pakistan
SriLanka
GrandTotal
Country
13
1
1
15
CountofTimestamp
86.7
6.7
6.7
100.0
25
Table4:TypesofUniversity
Government
Private
GrandTotal
RowLabels
15
0
15
Total
100.0
0
100.0
Responseswere received from threecountries -Pakistan, SriLankaand
India–thoughlargelyfromthelast;andalltherespondentsbelongedto
publicinstitutions.
Table5:TypeofUniversityMode
Distancemode
Dualmodeuniversity
Openanddistancelearning
Singlemodeopenuniversity
GrandTotal
TypeofUniversityMode
1
1
1
12
15
CountofTimestamp
6.7
6.7
6.7
80.0
100.0
Table6:Discipline/Department
Chemistry
ComputerScience
Education
ElectronicMedia
FacultyofEnglish,Schoolof
Humanities
Geography
GeriatricCare,Management
Discipline/Department
1
1
1
1
1
1
1
CountofTimestamp
6.7
6.7
6.7
6.7
6.7
6.7
6.7
Percentage
26
IT
Journalism&NewMedia
Physics
PublicAdministration
Sanskrit
TranslationStudies
(Blank)
GrandTotal
1
1
1
2
1
1
1
15
6.7
6.7
6.7
13.3
6.7
6.7
6.7
100.0
Thepublicinstitutionscomprisedoflargelysingle-modeopenuniversities
and dual-mode distance education institutions. The respondent faculty
belongedtoavarietyofdisciplinaryareas,rangingfromhumanities,social
sciences,andeducationtohardsciencesofchemistry,computerscience,
andphysics.
Table7:Mediumofinstructionforcourses
Degree
Graduate
English English,Hindi
English,Hindi,other
English,Tamil,
Sinhalese
English,Urdu,other
Other Urdu English,other
Diploma/
Professional
Post Graduate
M.Phil/Ph.D.
20
53.3
46.7
66.7
40
26.72
6.7
20
6.7
6.7
6.7
6.7
6.7 6.7 6.7 013.3
0 0 0 6.76.7
0 0 0 020
0 0 0 06.7
27
Thoughatthegraduatelevelthemediumofinstructionwasthroughboth
EnglishandHindilanguage,Englishmediumdominatedinstructionatthe
levels of professional diploma, postgraduate, and research degree
programmes.
ToolsandTechniques
For conducting the survey onmedia-enabled pedagogies and curricular
practicesinopenanddistancelearning,aweb-basedonlinesurveythrough
SurveyMonkeywasestablished.Beforethe�inalisedquestionnairewasput
atwebsite,theof�linequestionnairecomprising65questionswasprepared
thatcoveredthefollowingsixsub-sections:
a) Respondentcharacteristics.
b) Conceptualisingandconceptmappingofmedia-enabledcurriculum.
c) Curriculumdesignanddevelopment.
d) Curriculum(pedagogy)implementation.
e) Evaluation.
f) Learning.
Figure1:Mediumofinstructionforcourses
28
Thequestionnairewasemailedto�iveexpertsonpedagogy/instructional
design inODLwitharequesttocommentonthecontent,structure,and
formulation of items. Based on their comments, the questionnaire was
revisedthat�inallycomprisedof49questions(59questionsifthesub-parts
inanyquestionisconsideredasone).Acopyofthe�inalisedquestionnaireis
giveninAppendix2.
ThequestionnairewasuploadedtowebsiteatSurveyMonkey,andtheURL
wasprovidedtothefacultymembersthroughemailto�illuponline.
ProcedureofDataCollection
DatawascollectedinNovember–December,2017,withtworeminderssent
tofaculty(aswellastoinstitutionalheads)withagapofsevendayseach.
Collecteddataweretabulated(tables)forfrequencyandpercentages,and
alsoconvertedtopie-chartsand/orhistogramsasapplicable.Theresults
arepresentedinChapter4.
29
Thecollecteddatathroughthe59-itemonlinequestionnairefrom15faculty
membersinIndia,PakistanandSriLankaweretabulatedinexcelsheetsand
percentagesforvariablesineachquestionwerecalculated.Suchtabulations
were also represented through pie-diagram or histogram (wherever
applicable) for clarity and greater visibility. The questionnaire had �ive
sectionsasfollows:
A : BackgroundInformation
B : ConceptualisingandConceptMappingofMediaEnabled
Curriculum
C : CurriculumDesignandDevelopment
D : Curriculum(Pedagogy)Implementation
E : Learning.
The data for Section A have been discussed in the third chapter under
heading'populationandsample';andhencetheanalysisofdatafortherest
foursectionsarepresentedasfollows.
ConceptualisingandConceptMappingofMediaEnabled
Curriculum
Table8:Conductinganeedsurvey
Don'tknow
No
Yes
GrandTotal
Responses
1
4
10
15
CountofTimestamp
6.7
26.7
66.7
100.0
Analysis of Date and Result 4
30
Table9:Needbasedprogramme
AcademicNeed
Both(academic
andmarket)
GrandTotal
Responses
3
12
15
Total Percentage
20
80
100
Generally,needsurveysareconductedbeforedecidingtogetintothedesign
anddevelopmentofdistancelearningprogrammes;andtheinstitutionsand
facultyconsiderbothacademicandmarketneedsforaprogramme.About
27%respondedthatnoneedsurveyisconductedfortheirprogrammes,and
20%respondentsreportedacademicneedsurveywithoutgoingforstudyof
marketneeds.
Table10:Peopleconsultedduringprogramme
AcademicExperts
AcademicExperts,Trainers
Govt.Authorities,AcademicExperts
Govt.Authorities,AcademicExperts,Trainers
Govt.Authorities,Employers,AcademicExperts
Govt.Authorities,Employers,
AcademicExperts,Trainers
Govt.Authorities,Employers,IndustryExperts,
AcademicExperts
IndustryExperts,AcademicExperts
IndustryExperts,AcademicExperts,Trainers
GrandTotal
Peopleconsultedduringprogrammeplanningandconceptualisingprocess.
4
1
1
1
1
1
4
1
1
15
CountofTimestamp
26.7
6.7
6.7
6.7
6.7
6.7
26.7
6.7
6.7
100.0
31
Planningforaprogrammehasbeenthemost importantbutcontentious
area in theoperationofanydistance teaching institution.Thedominant
decision-makingstakeholderhasbeentheacademicexperts,thoughabout
27%alsoconsultgovernmentauthorities,industryexperts,andprobable
employers.
Table11:Developing'conceptmap'forcoursecurriculum,'modular'and'credit-based'courses
Maybe
Yes
GrandTotal
Responses
7
8
15
Total
46.7
53.3
100.0
Percentage
Table12:Considerationofpedagogiesforundertakingcurriculumdesign
To larger extent
To some extent
Grand Total
Responses
11
4
15
Total
73.3
26.7
100.0
Percentage
Some of the �iner curriculum design strategies like modularity, credit
system, and concept mapping are considered by only 50% of the
respondentswhiledesigningtheircurriculumandcourses.Further,alarge
majority (73%) consider various teaching-learning strategies (i.e.,
pedagogies)atthestageofcurriculumdesign.
CurriculumDesignandDevelopment
Table13:Newmediatechnologiesandstudentlearningprocess
Don'tknow
Yes
GrandTotal
Responses
13
12
15
Total
20.0
80.0
100.0
Percentage
32
About 80% of the faculty are of the view that newmedia technologies
including social networks and MOOCs shall positively impact student
learning. This, though, needs to be cross-checked against actual
considerationofmediaatthestageofcurriculumdesigngivenasfollows:
Table14:Blendinganddesigningthecurriculum
Print,Online
Print,Online,VideoConference
Print,TV,Video,Audio,Radio,Online
Print,TV,Video,Audio,Radio,Online,YouTube,
VideoConference
Print,TV,Video,Audio,Radio,Online,YouTube,
VideoConference,Skype
Print,TV,Video,Audio,Radio,VideoConference
Print,TV,Video,Audio,Radio,YouTube,VideoConference
Print,TV,Video,Radio
Print,TV,Video,Radio,Online,VideoConference,Skype
Print,Video,Audio
Print,Video,Audio,Radio
Print,Video,Audio,Radio,Online,YouTube
Radio
Video,Online,YouTube
GrandTotal
Blendingoftext,image,audio,andvideousedwhiledesigningthecurriculum
1
1
1
2
1
1
1
1
1
1
1
1
1
1
15
Total
6.7
6.7
6.7
13.3
6.7
6.7
6.7
6.7
6.7
6.7
6.7
6.7
6.7
6.7
100.0
Percentage
Whileprintedtext,audioandvideohavebeenthemainstayofmedia-mix,a
few have considered video-conferencing, skype, and YouTube for
undertakingmedia-mixforcoursedesign.And,asshowninthetablebelow,
33
alargemajorityareinfavourofblendedteaching-learning,bycombining
mediatechnologieswithface-to-faceinteractions.
Table15:Effectivenessof'blending'ofmediatechnologieswithconventionalteaching
Effective
Neutral
Veryeffective
GrandTotal
Responses
7
2
6
15
Total Percentage
46.7
13.3
40.0
100.0
Onlinelearningplatforme.g.Blackboard,MOODLE,WebCTetc 60 40
TV
Radio
Video
VideoConferencing
MobileandtabApp-BasedLearning
InteractiveEducationalNetworkse.g.Piazza(INTRANET)
SocialMediaHandles(Twitter,Facebook)
Gaming
MOOC's/OER
Onlinestorytelling
Table16:Mediatoolandpedagogiesfortransactionandteaching-learningprocess
Kindofmediatools,andpedagogiesassociatedwiththosemediatoolsusedincoursetransactionandteaching-learning
6.7
40
20
6.7
33.3
73.3
80
46.7
93.3
33.3
93.3
NotUsed
93.3
60
80
93.3
66.7
26.7
20
53.3
6.7
66.7
6.7
Used
34
Blogging
Wiki
73.3
66.7
26.7
33.3
Figure2:Mediatoolandpedagogiesusedincoursetransactionandteaching-learning
Thedominantmediatools,withassociatedpedagogies,usedforteaching-
learningincludeprintedself-learningtexts,video,radio,videoconferencing,
MOOCs/OER,television,andsocialmedia,inthatorder.Theleastreported
media (and associatedpedagogies) includedonline storytelling, gaming,
interactiveeducationalnetworks,andblogging.
Table17:Pedagogiesandthetools
Pedagogiesassociatedwiththetools Notatall
Tosomeextent
Tolargeextent
PrintforSelf-learning
TVforSelf-learning
RadioforSelf-learning
VideoforSelf-learning;Groupdiscussion
Video-ConferencingforFace-to-faceinteraction
forgrouplearning
93.3
20
33.3
33.3
20
6.7
40
13.3
6.7
40
0
40
53.3
60
40
35
Mobile&AppBasedLearningforCollaborative
learning,discussionsandreviewthroughtext
basedapplications
InteractiveEducationalNetworks,e.g.,PIAZZA
(INTRANET)forCooperativelearningthrough
INTRANET
SocialMediaHandlesforPublicinformation
sharinganddiscussionplatform
Gamingforreasoningandthinkingability
MOOC's/OERforself-learning
Onlinestorytellingforreasoningandthinkingability
Onlinelearningplatform,e.g.,MOODLEfor
Onlinecollaborativelearning;groupcritical
re�lection;self-learning
Bloggingforself-criticalre�lection
WIKIforgroupcriticalre�lection
13.3
0
6.7
0
20
0
13.3
0
6.7
60
73.3
46.7
93.3
13.3
80
53.3
66.7
73.3
26.7
26.7
46.7
6.7
66.7
20
33.3
33.3
20
Figure3:Pedagogiesassociatedwiththetools
Intheyearof2005,UttarakhandOpenUniversity(UoU)wasestablishedby
an Act of Uttarakhand Legislative Assembly (vide Act No. 23 of the
UttarakhanaFurtherdetailsonspeci�icpedagogicfunctionsuggestthatfor
'self-learning'themostusedmediaincludedprintedtext,radio,andvideo;
for 'group discussion' the most used media was video; 'collaborative
36
learning' was facilitated mostly by MOODLE, WIKI, and social media
handles.Therehasbeenoccasionaluseofbloggingandwikiforindividual
and group critical re�lection.d Government) based on the philosophical
valuesofOpenandDistanceLearning(ODL).
Table18:Pedagogictoolsfordisciplinerequirements
Speci�icpedagogictoolsandtechniquesadoptedfortakingcareofspeci�icdisciplinerequirements(inhumanities,socialsciences,management,IT,engineering,sciences,medicine,etc.).
Total
Computerscience
History
Humanities
IT
Mobile,Telephone,IGNOUwebsite,VideoandRadio/CD
MOOCS/OER
Multiplemediumandmedia
PrintandAudio-Video
PrintandAV
PrintMaterial,EducationalRealtimeTVLectures,VDOs,
InteractiveRadioCounsellingforEnglishCourses
PrintMediaandfacetofacesessions(sometimeon
videoconferencingorSkype),TVandRadioOurowndeveloped
onlineplatformcalledOLIVE
Print,VideoandBlog
Print,OER,Online,Videoconferencing
Self-LearningMaterials(Printed),e-resources(SelfLearning
Materials),e-Gyanagar(OERRepository),e-Library(Pro-quest),
AudioandVideoLessons
GrandTotal
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
15
37
Avarietyofpedagogic toolshavebeenusedby the faculty fromvarious
disciplinestotakecareofdisciplinerequirements.ThoughtheprintedSLM
dominatesthekitty,therehasbeenfairuseofaudio,video,conferencing,
IRC,blogs,andOERs.
Table19:Internetaccessibilityandaffordability
1
2
3
4
GrandTotal
RatingofthelevelofyourcountryintermsofInternetaccessibilityandaffordability.
(1low;5high)
Total
1
2
8
4
15
6.7
13.3
53.3
26.7
100.0
Percentage
Figure4:Internetaccessibilityandaffordability.
7%
13%
18%
38
Table20:Creationofstudymaterial
Don'tknow
No
Yes
GrandTotal
Responses
1
2
12
15
Toatl
6.7
13.3
80.0
100.0
Percentage
Internetaccessibilityhasbeenfairinallthecountries;above80%reporting
goodaccessibilityandaffordability.
Figure5:Institutionhavingarepositoryofstudymaterial?
7%
13%
80%
Alltheinstitutions,excepttwo,didhavearepositoryoflearningresources;
anditissurprisingthatoneoftherespondentsdidnothaveanyinformation
onthis.
Table21:Frequencyofupdatingstudymaterial
Don'tknow
FiveYear
Morethan�iveyears
Responses
1
3
5
Total
6.7
20.0
33.3
Percentage
39
Onceinyear
Twoyear
(blank)
GrandTotal
1
2
3
15
6.7
13.3
20.0
100.0
Figure6:Frequencyofupdatingstudymaterial.
7%
20%
20%
13%
7%33%
Evenifarepositoryexists,thedisciplinefacultiesvariedintheirrevision
cycle–somerevisedonceinayear,whileotherstook�iveormorethan�ive
years.Surprisingly,oneof therespondentsdidnotevenknowabout the
provisionofrevisionofstudymaterials.
Table22:Repositoryforpublicaccessoraccessbyfee
Accessbyfee
Don'tknow
Publicaccess
GrandTotal
Responses
4
6
5
15
Total
26.7
40.0
33.3
100.0
Percentage
40
Figure7:Allowingrepositoryforpublicaccess
33%27%
40%
About one-third of the respondentswhobelonged to onenational open
universityunderlinedfullpublicaccesstolearningresourcesfreeofcost,
thoughfouroftherespondentsexpressedthattheirinstitutionschargeafee
toprovideaccesstotheirlearningresources.Againsurprisingtonotethat
about 40%of the respondents did not have any knowledge about their
institutionalprovision.
Curriculum(Pedagogy)Implementation
Table23:Qualityofthemediatechnologyinfrastructurepresentinyourinstitution
Bad
Excellent
Good
Neutral
GrandTotal
Responses
1
2
8
4
15
Total
6.7
13.3
53.3
26.7
100.0
Percentage
41
Figure8:Qualityofmediatechnologyinfrastructurepresentintheinstitution
7%
13%27%
53%
Though about one-fourth of the respondents remained neutral in
commenting the quality of theirmedia infrastructure (thatmay suggest
absence of signi�icant provision in their institutions), nearly two-thirds
underlinedgoodand/orexcellentprovisionofmediainfrastructureintheir
institutions. Only one of the respondents expressed poor infrastructure
quality.
Table24:Measuresundertakenforprocurementofthedesiredinfrastructure
Possiblemeasuresbeingtakenbyyourinstitutionforprocurementofthedesiredinfrastructure.
Total
Seekingfundsfromprivatenon-pro�itfunders
SeekingGovernmentfunding
SeekingGovernmentfunding,Seekingfundsfromprivatenon-pro�itfunders
Seekinginternalinstitutionfunding,SeekingGovernmentfunding
Seekinginternalinstitutionfunding,SeekingGovernmentfunding,Seekingfundsfromprivatenon-pro�itfunders
GrandTotal
1
6
1
6
1
15
Percentage
1
42
Figure9:Measuresundertakentoprocurethedesiredinfrastructure
Whileabout40%underlinedthatgovernmentisthesolesourceoffunding
fortheirmediainfrastructure,another40%combinedthiswiththeirfund
mobilisation from internal sources. A few of the institutions relied
exclusivelyonprivatenon-pro�itfunders.
Table25:Skillsforoperatingvariousmediatools
Don'tknow
No
Yes
GrandTotal
Responses
3
1
11
15
Total
20.0
6.77
3.3
100.0
Percentage
Figure10:Facultypossessingskillsforoperatingvariousmediatools
20%
7%
73%
43
Itissigni�icanttonotethatlargemajorityoftherespondentsexpressedfull
con�idence in the ability of in-house expertswho can effectively handle
variousmediatoolsusedorproposedtobeusedbythedistanceteaching
institution. Only one respondent underlined absence of such in-house
expertise.
Table26:Skillfamiliarity
Excellent
Good
(blank)
GrandTotal
Responses
2
9
4
15
Total Percentage
13.3
60.02
6.7
100.0
Figure11:Leveloftheskillfamiliarity
60%
27%
13%
Also important to note the responses bymajority that suchmedia tool
expertiseiseitherexcellentorgoodintheirinstitutions(thoughaboutone-
fourthoftherespondentsdidnotcommentonthisitem).
Table27:Skillenhancementandcapacitybuildingbyfaculty
Bypreparingselflearningmanuals
(blank)
GrandTotal
Statedpossiblemeasuresbeingtakenbyyourinstitutionforskillenhancementandcapacitybuildingofyourfaculty.
1
14
15
Total
6.7
93.3
100.0
Percentage
44
Figure12:Measuresundertakenbytheinstitutionforskillenhancementandcapacitybuilding
7%
93%
Onlyoneoftherespondentshadresponded'no';andthesuggestedmeasure
toenhancesuchabilityincludedpreparationofself-learningmanuals.This
though, in no way, is construed to signi�icantly contribute to increase
ef�iciencyinothermediatools.
Table28:Newmediainfrastructure/resourcetraining
Forpro�itfunding
Govt.funding
Self-sustainable
GrandTotal
Responses
1
10
4
15
Total
6.7
66.7
26.7
100.0
Percentage
Figure13:Fundingofthenewmediainfrastructure/resourcetraining
7%
27%
66%
45
In-house capacity building formedia tools is being funded largely from
government funding, though one-fourth of the respondents noted such
activities as self-sustaining; and only one respondent cited for-pro�it
fundingsource.
Table29:Possessionoftechnologytools/devicesbystudents
Don'tknow
No
Yes
GrandTotal
Responses
6
5
4
15
Total
40.0
33.3
26.7
100.0
Percentage
Figure14:Studentscompatibilitywiththetechnologyavailableattheinstitution
27%40%
33%
Thisisanimportantissuesincecompatibilityofmediasystemsandfacilities
betweentheproviderandthereceiverslargelydetermineeffectiveuseof
educational media resources by the latter. Only 27% of respondents
reportedsuchcompatibility;andaboutone-thirddidnotthinkso.40%of
respondentsdidnothaveanyinformationonthisissue.
Table30:Freeofcostdigitallearningresourcesforstudents
Don'tknow
No
Yes
GrandTotal
Responses
3
4
8
15
Total
20.0
26.7
53.3
100.0
Percentage
46
Figure15:Provisionoffreeofcostdigitallearningresources
20%
27%
53%
This question may not be construed to be related in any way to free
availability of media devices. This is concerned with digitised learning
resources in forms of .pdf �iles, print and media resources available at
institutional resource repository, or through other protected websites.
Above53%reportedfree-of-costavailabilitytostudents,thoughabout26%
as a matter of policy did not provide it free to their students. Three
respondentsthoughdidnothaveanyknowledgeonthisissue.
Table31(a):Digitalresourcesprovidedtothedistancelearners
Kindofdigitalresourcesprovidedtothedistancelearners Total
AccesstoLibraryResources,InternetandDigitalSubscribedJournals,Books,OnlinePlatform
DigitalLibraryConnectwithHigherEducationCommissionandourowne-Librarywithmorethan40000e-booksandotherresources.
e-Resources(SLM),e-Gyanagar(OERRepository),e-Library(Pro-quest,MobileApp(OSOU),AudioVideoLessons
NotAvailable
SMS
Video,Radio,TV,E-MailBasedServices
WebMobileserviceandOER
WebsitelikeNPTEL
(blank)
GrandTotal
1
1
1
1
1
1
1
1
7
15
47
Whenponderedfurtheronthenatureortypeofsuchresources,those8who
had responded 'yes' to the preceding question noted a variety of such
resources like library e-resources, online repository like 'E-Gyankosh',
email-based resource services, and link to e-resource repository like
NPTEL.
Table31(b):Waysofprovidingresources
Waysofprovidingtheseresourcestothem Total
Allthedigitalresourcesareavailableorlinkedviaourof�icialwebsitewww.osou.ac.inandMobileAppcanbedownloadedfromGooglePlayStore
Freeaccessinuniversitylibraryandwiththeire-portalpassword
NotAvailable
SMS
ThroughaccessdevicesPW,etc.
Throughrespectivedeliverymodes
Weprovideinformationaboutthem
WebmobileOER
(blank)
GrandTotal
1
1
1
1
1
1
1
1
7
15
Theway those resourcesaremadeavailable to the students includede-
portal,mobileOER,throughemailinformation,andthroughe-library.
Table31(c):Levelofacademicnetworking(MOU/MOA/others)
Levelofacademicnetworking(MOU/MOA/others)ofyourinstitutionwithothers.
Total
1
3
4
5
6
1
1
1
2
1
48
(blank)
GrandTotal
8
23
100
1
1
1
6
15
The MOUs or MOAs of the institutions for academic collaboration and
networking involved1–5 or 6 such agreements, though one respondent
noted23MOUsandanothernoted100MOUs.Sixoftherespondentsdidnot
mentionany.
Table32:Governmentadministrativeecosystem
1
3
4
5
GrandTotal
Governmentadministrativeecosystemwithregardtocooperativenessandsupportivenesstowardseducationandinnovativelearning.
2
7
2
4
15
Total
13.3
46.7
13.3
26.7
100.0
Percentage
Figure16:Governmentadministrativeecosystem.
13%
27%
13%47%
Itmaybenoted that the respondentsdidnothave anypositiveopinion
aboutfavourableadministrativeecosystemandsupportbythegovernment.
49
Thisisacrucialissueinsofarastheeffectiveuseofmediaresourcesbyboth
institutionsandstudentsisconcerned.
Table33:Blendedlearningtechnologiesandpedagogies
1
3
4
5
GrandTotal
2
7
2
4
15
13.3
46.7
26.7
13.3
100.0
Willingnessandsupportivenessofyourcolleaguesattheinstitutiontotakeinitiativetoemployblendedlearningtechnologiesandpedagogies.
Total Percentage
Figure17:Willingnessandsupportivenessofcolleaguestoemployblendedlearning
47%
27%
13% 13%
Itisalsoimportanttonotethatnotmuchhelp(intermsofwillingnessand
supportiveness) is extended by peer colleagues in fresh initiatives for
designanddeliveryof'blendedlearningtechnologiesandpedagogies'.This
couldbeconsideredastheforemostimpedimenttoblendedlearninginthe
distanceeducationinstitutions.
50
Evaluation
Table34:Conventionalteachingpedagogiesandthestudents
Never
Often
Veryoften
GrandTotal
Responses
4
7
4
15
Total
26.7
46.7
26.7
100.0
Percentage
Figure18:Conventionalteachingpedagogiesandstudents
27% 27%
46%
Majority of the respondents (above 72%) opined that the conventional
teachingstrategiesthattheDEIshavebeenfollowingdonotmatchwiththe
expectationsofdistancelearners,thoughitisinterestingtonotethatabove
26%oftherespondentsdidnotthinkso.Thisclearlyrevealsconventional
educationmindsetinthedistanceteachers
Table35:ParticipationofstudentsinInteractiveEducationalNetworking
25%to50%
50%to75%
Lessthan25%
GrandTotal
Responses
4
4
7
15
Total
26.7
26.7
46.7
100.0
Percentage
51
Figure19:ParticipationlevelofthestudentsinInteractiveEducationalNetworking
27%
27%
46%
Even if there is provision of interactive educational networks, a large
percentageofthefacultyreportedlowparticipationlevelofstudentsinsuch
networkedresources.Thissuggestssomekindofincompatibilitybetween
theprovisionandtheuse.Unlessthisisadequatelyaddressed,effectiveuse
ofmedia technologies, pedagogies and resources shall remain a distant
dream.
Table36:Changesinpedagogiesforcoursecurriculum
Notatall
Tolargeextent
Tosomeextent
GrandTotal
Responses
2
5
8
15
Total
13.3
33.3
53.3
100.0
Percentage
Figure20:Frequencyofrevisingthecoursecurriculum
13%
54%33%
52
Table36(a):Typeofchangesmadebyfaculty
Thetypeofchangesthefacultymake Total
Contentupgradation,clari�icationofterms/jargonsthatmightnotstillnotbecleartolearners,strategiesforensuringthatlearningoutcomesarebeingmet.
Contentupdation,Presentationofcontent
Introducingmobileapplications
Introducingnewmediatools
Latestinformationandstrategies,Currentresearchincorporated
Makethemmoreuserfriendlytosuitthenewgeneration
Newchangesincorporated
Radio
ShiftingfromtraditionalODLtoODeL
updatecontent
(blank)
GrandTotal
Thechangesinthepedagogiesaremadedependinguponthefeedbackreceivedfromthestudentsinordertoincreasetheconvenience,availabilityandaccessibilityofstudentstothepedagogies.
Providinglearnersonlinestudymaterial,Audioandvideolecturesonline
1
1
1
1
1
1
1
1
1
1
1
1
3
15
Almost86%oftherespondentsreportedthattheygenerallymakesome
changes in pedagogies while revising their curriculum and teaching-
learningresources(dependingonthefrequencyofinstitutionalrevision).
Such changes included: learning outcomes, corresponding content
updation, addition of current research outcomes,makingmore learner-
friendly,additionofnewA/Vmediaresources,e-learningsupport,among
others.
Basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.
Table36(b):Waysofmakingchanges
Waysofmakingsuchchanges Total Percentage
1 6.7
53
Basedonexigenciesandfundsavailablewiththeinstitution.
Basedonfeedbackreceivedfromstudentsonlearningeffectiveness.
GrandTotal
Basedondevelopmentsinpedagogicresearch,basedonfeedbackreceivedfromstudentsonlearningeffectiveness.Basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.
Basedondevelopmentsinpedagogicresearch,basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts,basedonexigenciesandfundsavailablewiththeinstitution.
Basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedoncriticalcommentsreceivedfrompedagogy/instructionaldesignexperts.
Basedonfeedbackreceivedfromstudentsonlearningeffectiveness,basedonexigenciesandfundsavailablewiththeinstitution.
4
2
1
5
1
1
15
26.7
13.3
6.7
33.3
6.7
6.7
100.0
Figure21:Waysofmakingsuchchanges
54
The bases for such changes made by the faculty included in order of
importance: student feedback (33%), latest pedagogic research (26%),
combined with availability of in-house funds (13%), and comments
providedbypedagogy/instructionaldesignexperts(6%).
Learning
Table37:Institutionhavingarepositoryofstudymaterial
Maybe
Yes
GrandTotal
Responses
3
12
15
Total
20.0
80.0
100.0
Percentage
Figure22:Institutionhavingarepositoryofstudymaterial
20%
80%
About 80% of respondents reported existence ofmaterial repository in
their institutions, though it is not clear what exactly they meant by
'repository'.
Table38:Institutionalprovisionsforenablingeventbasedlearningexperiences
Maybe
No
Yes
GrandTotal
Responses
6
5
4
15
Total
40.0
33.3
26.7
100.0
Percentage
55
Figure23:Provisionsforenablingeventbasedlearningexperiences
33%
27%40%
Table39:Typeofeventbasedlearning
Craftsprojects
Doityourselfengineering
Onlinesharinggroup
(blank)
GrandTotal
Typeofeventbasedlearningused
2
1
1
11
15
Total
13.3
6.7
6.7
73.3
100.0
Percentage
Figure24:Eventbasedlearning
73%
7%
7%
13%
While 26% reported existence of events-based learning, such strategies
includedcraftsprojects,do-it-yourselfengineering,andonlinegroup for
sharing.
56
Table40(a):Computergamebasedteaching
Maybe
No
Yes
GrandTotal
Responses
7
7
1
15
Total
46.7
46.7
6.7
100.0
Percentage
Figure25:Provisionsforcomputergamebasedteaching
7%
46%
47%
Table40(b):Computergamebasedteaching
Iamnotsure
Noidea
Notapplicable
Simulationgames
GrandTotal
Responses
1
1
12
1
15
Total
6.7
6.7
80.0
6.7
100.0
Percentage
57
Figure26:Provisionforallowingcomputergamebasedteaching
80%
7%7% 6%
Whileonly6.7%ofrespondedinstitutionalprovisionforcomputergame-
based teaching-learning, this was found in form of simulation games.
Largestmajoritydidnothavethisprovision.
Table41:Measurestoexplorelocalenvironment
Maybe
No
Yes
GrandTotal
Responses
6
5
4
15
Total
40.0
33.3
26.7
100.0
Percentage
Figure27:Measurestoallowstudentstoexploretheirlocalenvironment
27%
33%
40%
58
Table42:Measuresforallowingstudentsexploretheirlocalenvironment
Augmentedrealitybasedmaps
Notapplicable
OutdoorMMS
Videoblogs
GrandTotal
Responses
1
10
1
3
15
Total
6.7
66.7
6.7
20.0
100.0
Percentage
Figure28:Measuresforallowingstudentstoexploretheirlocalenvironment
66%
7%
7%
20%
About26%reportedtohaveprovisionforstudentstoexploretheirlocal
environment. Those included: augmented reality-based maps, outdoor
MMS,andvideoblogs.
Table43:Opportunitiestotransferinformationandexperienceacrosssettings
Maybe
No
Yes
GrandTotal
Responses
9
3
3
15
Total
60.0
20.0
20.0
100.0
Percentage
59
Figure29:Provisionofopportunitiestotransferinformationandexperienceacrosssettings
20%
20% 60%
Though the question itself is not clear, about 20% of the respondents
reported institutional provision for transferring information and
experiencesacrosssettings.
Table44:Individualthemesbasedoninterest
Maybe
No
Yes
GrandTotal
Responses
7
2
6
15
Total
46.7
13.3
40.0
100.0
Percentage
Figure30:Allowingstudentstopursueindividualthemesbasedoninterest
40%
13%
47%
60
Table45:Measuresforallowingstudentstopursueindividualthemesbasedoninterest
Adaptivemethodsofteaching
Feedbackonlearner'sinterest
Notapplicable
Selfselectionofinterestareas
GrandTotal
Responses
1
1
5
8
15
Total
6.7
6.7
33.3
53.3
100.0
Percentage
Figure31:Measuresforallowingstudentstopursueindividualthemesbasedoninterest
7%7%
53% 33%
Thoughthisisaverysophisticatedprovisiontowardindividualised�lexible
learning,40%of therespondentsreportedfacilitatingpersonalenquiry-
basedlearningthroughselfselectionofcontent,andadaptivemethodsof
teaching.
Table46(a):Spaceforconnectingformalandinformallearningexperiences
Maybe
No
Yes
GrandTotal
Responses
6
3
6
15
Total
40.0
20.0
40.0
100.0
Percentage
61
Figure32:Allowingspaceforconnectingformalandinformallearningexperiences
40% 40%
20%
Table46(b):Measuresforconnectingformalandinformallearningexperiences
Notapplicable
Onlinevocationalactivities
Partnershipswithonlineyouthclubs
Virtualtourstoinstitutions
GrandTotal
Responses
7
2
1
5
15
Total
46.7
13.3
6.7
33.3
100.0
Percentage
Figure33:Measuresforconnectingformalandinformallearningexperiences
33%
47%
13%
7%
Thisisanimportantareaofcurriculumdesigninwhichformalinstitutional
learning and informal community learning are combined/connected to
make sense and derive further meaning in learning. While 40% of the
62
respondents reported institutional provision, such strategies included:
online skill-based activities, online youth club membership, and
institutionalvirtualtour.
Table47(a):Allowingprovisionforgoaland'skillacquirement'basedlearning
May
No
Yes
GrandTotal
Responses
4
3
8
15
Total
26.7
20.0
53.3
100.0
Percentage
Figure34:Allowingforgoaland'skillacquirement'basedlearning
20%
53%
27%
Table47(b):Measuresforgoaland'skillacquirement'basedlearning
Individualonlineskillbasedprojects
Noidea
Notapplicable
Participatoryonlineskillbasedprojects
(blank)
GrandTotal
Responses
2
1
7
4
1
15
Total
13.3
6.7
46.7
26.7
6.7
100.0
Percentage
63
Figure35:Measuresforgoaland'skillacquirement'basedlearning
46%
27%
13%
7%
7%
Above53%oftherespondentsunderlinedinstitutional/courseprovision
for skill acquirement-based learning that included online skill-based
projects(bothindividualaswellascollaborative).
Table48(a):Provisionoflearningthroughargumentation
May
No
Yes
(blank)
GrandTotal
Responses
5
6
3
1
15
Total
33.3
40.0
20.0
6.7
100.0
Percentage
Figure36:Provisionoflearningthroughargumentation
20%
40%
33%
7%
64
Table48(b):Measuresforlearningthroughargumentation
Notapplicable
Useofmodels
Virtualclassroomnorms
(blank)
GrandTotal
Responses
8
2
4
1
15
Total
53.3
13.3
26.7
6.7
100.0
Percentage
Figure37:Measuresforlearningthroughargumentation
53%
7%
27%
13%
Only20%oftherespondentsreportedprovisionofthestrategyoflearning
throughargumentationintheformofvirtualclassroomanduseofmodels.
Table49:Provisiontodeveloptransferableskills
Maybe
No
Yes
GrandTotal
Responses
6
6
3
15
Total
40.0
40.0
20.0
100.0
Percentage
65
Figure38:Provisiontodeveloptransferableskillssuchascuration,evidencebuildingandre�lectivecommenting
20%
40%
40%
When it comes to the strategy of transferable skills through curation,
re�lectivecomments,andbuildingevidences,only20%oftherespondents
usedthisstrategy.
66
Main Findings and Implications 5
Thepresentstudywasaimedatsurveyingvariousmediapedagogiesused
by the faculty of distance teaching institutions/open universities in the
Commonwealth Asia countries. The survey yielded the following
broad/main�indings:
MainFindings
n Generally, initiation of any programme is based on need survey
conducted by the institution. Also, generally academic experts are
consulted, while government authorities and employers/industry
expertsarealsoinvolvedintheprocess.
n Only half of the respondents noted developing concept maps, and
creditsandmodularsystemforcoursedesign.Also,toalargestextent,
pedagogic consideration form a part of curriculum design and
multimediastrategies.
n Thegeneralagreementhasbeen thatnewmedia technologiesshall
bene�it student learning, though the dominating blending ofmedia
includeprint,audio,video,andconferencing.Theagreedperceptionis
thatblendingofvariousmediawithconventionalteachingwillbemost
effective for distance learners. On the other hand, the actual use
includes print, radio, video, OER/MOOCs, interactive educational
networks,andsocialmediahandles.Thepedagogiesassociatedwith
these media tools include print, OER and radio for self-learning,
MOODLEforcollaboration,bloggingforcriticalre�lection,andsocial
mediahandlesforinformationsharing.
n Institutionsgenerallycreatearepositoryofstudymaterials,andmost
often,�iveyearsormoreistakenfornextrevisionofmaterialsafterits
�irstlaunch/revision.Whilesomeopenuptherepositorytothepublic
forfree,someotherschargeafeetoaccessthelearningmaterials.
67
n Though the institutions have made infrastructure at reasonably
average/goodlevel,generallypublicfundingissoughtfortodeployand
maintainmediainfrastructure.
n Thefaculty,toaconsiderableextent,hastheskillstooperatevarious
mediatools,andthetrainingonmediauseisgenerallyfundedbythe
government.Ontheotherhand,they
n viewthattheremaynotbeacceptablelevelofcompatibilitybetween
institutionalprovisionandstudentpossessionofpersonaltechnology
tools/devices.
n Generally, digital resources are made available on the institutional
website. On the other hand, there is a mixed feeling regarding
supportive administrative and government ecosystem for media-
basedlearning,asalsofacultywillingnesstogoforblendedlearning.
n Generally,tosomeextentonly,changesinpedagogiesaremadewhile
revising curriculum and courses; and the main sources for such
updatingareinstructionaldesigners,researchstudies,andfeedback
receivedfromthestudents.
n Event-based learning experiences are adopted by a few, though
computer game-based learning is rare; so also exploration of local
environmentandtransferoflearning.
n Thereisamismatchbetweenfacultyperceptionofpossessionofskills
for handling media and associated pedagogies and the actual
institutionalprovisionforthis.Thisiscritical.
DiscussionandImplications
The�indingsofthepresentstudyclearlyindicatethatintegratedmediause
forblendedlearningistheCalloftheday,withspeci�icsuggestionthatprint
andaudioandvideocanbeusedforself-learning,conferencingandonline
discussionforumsforinteractionandcollaboration,andblogsandwikisfor
re�lective activities and practices (both individual and collaborative).
Further, as part of information and academic support, emails, sms, and
socialmediaandtechnologiesaretobeintegratedwiththemedia-enabled
68
curriculumdesign itself.Theseneedsare tobe linked toOERandother
resourcerepositoryandintegratedlearnersupport.Someoftheresearch
studies and re�lective reportings as discussed in Chapter 2 indicated
strengtheningthetraditionalmediaofaudio-videoandconferencingasthe
integralpartofcurriculumdesignandtransaction.Whiletheseneedtobe
'integrated' within the curriculum, the faculty preference for and the
contemporary developments in new media and technologies require
furtherattention.
ThecurrentresearchanddeliberationsaremovingawayfromOERtowhat
iscalled'openeducationpractices'(OEP)andopenpedagogy(Ehlers,2011;
Hegarty, 2015; DeRosa and Robinson, 2017). While critiquing open
educationalresources,Knox(2013)arguesthatlearni�icationasexplained
in the OERmovement is more of a provision, rather than a theoretical
construct.Learningeverythingtoautonomouslearningreducestheroleof
the teacherand the institution thatmightbe construedasdisregard for
them.Infact,OERsofarhasfocusedondisseminationstrategies,ratherthan
pedagogyoflearning;McLoughlinandLee(2007)arguethatbesidesthe
conventionalpracticeofgroupcollaborationforcommunication,dialogue
andshareactivities,socialsoftwareunderpinningPedagogy2.0'canalsobe
embedded in learner-centred pedagogical frameworks' (p. 671); can
provideforsupportinmultipleforms;andcanbringincongruencebetween
learner self-regulation, self-direction and self-construction on one hand
andgroupcriticalre�lectionontheother.
ThecurrentOERmovementinespeciallytheAsianCommonwealthregion
providesforscantyattentiontopedagogiesassociatedwithOER.Inarecent
work,Panda(2017a)pointsoutthatagoodOERmaynotresultbysimply
combiningtechnologytoolsandresources/content,ratherthereshouldbe
considerationforappropriateandtestedonlinelearningpedagogies,and
especiallyengagementinauthentictasksessentialforcriticalandre�lective
learning(thatthecurrentOERframeworksarelacking).Similaristhecase
withMOOCs.While the faculty use of OER does not necessarily lead to
creationofaMOOC,similarlyaMOOCcourseinthearchivedoesnotbecome
anOER.ThecurrentMOOCsframeworkishighlyinstructivist(i.e.,xMOOCs),
theconstructivist,situativeandconnectivistpedagogiescanbeverywell
associated with any MOOC, including eMOOC (Panda, 2017b). The
constructivistcourseonlearningdesignbyUKOU,thesituativecourseon
69
clinicalneurologybyCoursera,andtheeMOOConconnectiveknowledgeby
SiemensandDownesarepointerstothisdirection.
The faculty could consideranexcellent analysis anddiscussiononopen
pedagogies by Hegarty (2015) and the eight attributes – participatory
technologies, people and trust, innovation and creativity, sharing,
connected community, learner generated, re�lective practice, and peer
review.OERsarenotjustrepositoriesofcontent,butmoreimportantlytobe
designedassuchforcollaborationandengagement(DeRosaandRobinson,
2017).
Important research is comingup togobeyondOER toopeneducational
practices that are 'usage of resources in the frame of open learning
architectures' (Ehlers,2011,p. 3).Theauthor further suggests that it is
importanttoconsiderdegreesofopennessvis-a-visOERpedagogy–low
openness(reproductiveapproaches),mediumopenness(pre-determined
learning objectives, but teaching-learning following open educational
models, andhighopenness (bothobjectives/learninggoalsand learning
pathwaysdeterminedbythelearners).Thereisaneedtosynchroniseboth
opennessinresourcecreationandopennessinpedagogicalmodels.Inthis
context, a very useful comment has been made by Mishra (2017) who
arguesthatthereshouldnowbearethinkingontheideaof'open'bymaking
itmoreinclusive,andthatourunderstandingandexperiencessofarwhile
practicingface-to-face,distance,andonlineeducationshouldbefedintothe
creationanduseofOERs(thatisunfortunatelynotre�lectedinthecurrent
frameworksofOERsandMOOCs).
Itisexpectedthatthebriefliteraturereview,the�indingsofthisresearch
study, and the discussion on implications shall contribute to further
thinkingandaf�irmativeactionbythefacultyofdistanceteachingandopen
universities in the Asian Commonwealth and elsewhere to reconsider
pedagogies associated with various media and technologies in their
curriculumdesignanddistanceteaching-learning.
While underlining themassive and excellentwork on distance learning
technologiesundertakenbytheIDRCin11Asiancountries,Baggaleyand
Hoon (2005) remarked that “New learning technologies that currently
enjoynofootholdatallinNorthAmericaandEuropearedevelopingrapidly
inremoteand�inanciallydisadvantagedAsian institutions;andsoftware
70
techniques arebeingpioneered therewhichpromise cost saving forDE
institutionsinternationally”(p.12).UnderthisPANdora'sbox,tremendous
technologyandpedagogyinnovationsforDLThavetakenplaceintheAsian
countriesthatarebeingmainstreamedthroughbothgovernmentpolicies
andinstitutionalandfacultyadoptionofDLTs.Inthiscontext,Latchemand
Jung(2010),inarecentcomprehensiveworkonblendedlearninginAsian
countries,suggestedthatthefacultyneedtoproceedmoretoward'student-
centred,teacher-facilitatedandcollaborativeknowledgebuilding'(p.130)
and that instructional design needs to fully exploit the potential of all
possibilities of online communication and community networks. As
suggestedbythem,andthat isequallyapplicabletotheoutcomesofthe
present research study, two crucial factors hold the key to effective
pedagogy design for emerging technologies inDE – understanding how
learnerslearn,andcontinueextensiveprofessionaldevelopment.
Recommendations
Basedonthemain�indingsofthisstudy,thefollowingrecommendations
relating to media-enabled curriculum design and distance learning
pedagogiesforDEIsandtheirfacultyarebetoconsider:
n Before�inalisinginitiationofanyprogramme,aneedsurveyshouldbe
undertaken, followedby programme and course conceptmaps and
creditsforvariousmediacomponentsaswellasvariouscomponentsof
distanceteaching-learning.
n PrintedSLMstillremainsthemainstayoftheresourcebasketthougha
few institutions have been using audio-video, radio-television, and
occasionallyconferencingsystems. It is timenowfor institutions to
categorically specify institutional media and teaching-learning
policies, includingactual integrationof technologies andassociated
pedagogiesintotheirteaching-learning.(Asnotedearlier,thefaculty
have generally viewed blending of technologies with associated
pedagogiesfor'blendedlearning'asthemosteffectiveDEpracticein
theAsianCommonwealth).
n DEIsneedtoconsideranintegratedmedia-enabledcurriculumdesign
withdue consideration to speci�ic pedagogies associatedwith each
71
media/technology, rather than taking up a generic approach to
curriculumdesign.
n Creation of institutional resource repository, seamless linkage to
nationalMOOCsplatformSWAYAM,andadoptionpolicyandpracticeof
creatingandusingOERsremainimportantgoalsforDEIstoachieve.
Concerted institutional and faculty efforts are needed to ensure an
integrated platform of teaching-learning and learner support for
distancelearners.
n Itmay not sound to be anything new, but of crucial importance is
continuing faculty development and updating as well as faculty
pursuance of action research on integrated media pedagogies
(includingOERsandMOOCs),blendedlearning,andemergingsocial
technologiesandnetworks.
72
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Panda, S. (2017b). 'Open education and OER'. E-Ph Pathshala video,
MastersinMediaGovernance,JamiaMilliaIslamia.
75
Peters, O. (2003). Models of open and �lexible learning in distance
education. In S. Panda (ed.), Planning and Management in Distance
Education.London:Routledge.
Qvortrup,L.(2008).E-learning-Aknowledgetheoreticalapproach.InP.
Ludes(ed.),ConvergenceandFragmentation:MediaTechnologyand the
InformationSociety.Bristol:IntellectBooks.
Santosh,S.&Panda,S.(2016).Sharingofknowledgeamongfacultyina
megaopenuniversity.OpenPraxis,8(3),247-264.
WFHF (2015). Open Educational Resources: Advancing widespread
adoption to improve instruction and learning. The William and Flora
HewlettFoundation.(www.hewlett.org)(AccessedDecember,2017).
Wiley,D.(2013).Whatisopenpedagogy?http://opencontent.org/blog/
archieves/2975(AccessedDecember,2017).
Yeonjeon (2011). A pedagogical framework for mobile learning:
categorising educational applications of mobile technologies into four
types. InternationalReviewofResearch inOpen andDistanceLearning,
12(2).
76
List of Universities / institutions
APPENDIX1
INDIA
Sl.No.
ListofUniversity/InstitutionNumberoffaculty
1. AligarhMuslimUniversity,Aligarh202001
2. AndhraUniversity,Waltair,Vishakhapatnam530003
3. B.R.A.BiharUniversity,Muzaffarpur,Bihar842001
4. BanarasHinduUniversity,Varanasi221005
5. BangaloreUniversity,JnanaBharathi,Bangalore560056
6. BharathiarUniversity,Coimbatore641045
7. BharathidasanUniversity,Tiruchirapalli620023
8. BPSMahilaVishwavidyalaya,KhanpurKalan,Sonipat
9. D.D.U.GorakhpurUniversity,Gorakhpur273009
10. DeviAhilyaVishwavidyalaya,TakshilaParisar,
KhandwaRoad,Indore452001
11. Dr.B.A.MarathwadaUniversity,Aurangabad431004(M.S.)
12. Dr.H.S.GourVishwavidyalaya,Sagar470003
13. GauhatiUniversity,GopinathBardoloiNagar,
Guwahati781014
14. GoaUniversity,TeleigaoPlateau,P.O.Bambolim,
Goa403202
15. GujaratUniversity,Nairangpura,Ahmedabad300009
16. GuruGhasidasUniversityGGUCampus,Bilaspur495009
77
17. GuruJambheswarUniversityofScience&Technology,
Hisar125001
18. GuruNanakDevUniversity,Amritsar143005
19. HimachalPradeshUniversity,Shimla171005(H.P.)
20. JadavpurUniversity,Calcutta700032
21. JaiNarayanVyasUniversity,Jodhpur342001
22. JamiaMilliaIslamia,NewDelhi110025
23. JawaharlalNehruTechnologicalUniversity, Hyderabad500072
24. JawaharlalNehruUniversity,NewDelhi110067
25. KannurUniversity,Mangattuparamba,Kannur670567
26. KarnatakUniversity,PavatiNagar,Dharwad580003
27. KumaunUniversity,Nainital263001
28. KurukshetraUniversity,Kurukshetra132119
29. MaduraiKamarajUniversity,PalkalaiNagar, Madurai625021
30. MaharshiDayanandSaraswatiUniversity,Ajmer305001
31. ManipurUniversity,Canchipur,Imphal795003
32. MaulanaAzadNationalUrduUniversity, Hyderabad500032
33. MizomUniversity,PostBoxNo.190,Aizawl
34. NagpurUniversity,AmbaVihar,SouthAmbazariRoad, Nagpur400022.
35. NorthBengalUniversity,Siliguri,Darjeeling734013
36. North-EasternHillUniversity,P.O.NEHUCampus, MawkynrohUmshing,Shillong793022
37. OsmaniaUniversity,Hyderabad500007
38. PanjabUniversity,Chandigarh160014
39. PatnaUniversity,BariPath,Dariyapur, Patna800004(Bihar)
78
40. PondicherryUniversity,Lawspet,Puducherry605008.
41. Pt.RavishankarShuklaUniversity,Raipur492010
42. PunjabiUniversity,Patiala147002
43. RanchiUniversity,MorabadiCampus,Ranchi834008
44. RaniDurgawatiVishwavidyalaya,Jabalpur482001
45. SambalpurUniversity,JyotiVihar,Sambalpur768019
46. SantGadgeBabaAmravatiUniversity,Amravati444602
47. SardalPatelUniversityVallabhVidyanagar388120
48. SaurashtraUniversity,UniversityRoad,Rajkot360005
49. SriVenkateshwaraUniversity,Tirupati517502
50. UniversityofAllahabad,Allahabad211002
51. UniversityofBurdwan,Burdwan713104
52. UniversityofCalcutta,92,A.P.ChandraRoad, Calcutta700009.
53. UniversityofCalicut,Calicut673535
54. UniversityofDelhi,Delhi110007
55. UniversityofHyderabad,Hyderabad500046
56. UniversityofJammu,Jammu180006
57. UniversityofKashmir,HazaratBal,Srinagar190006
58. UniversityofKerala,GuestHouseBuilding, Kariavattom695581
59. UniversityofLucknow,Lucknow226007
60. UniversityofMadras,CentenaryBuilding,Chepauk, Chennai500005
61. UniversityofMumbai,VidyaNagari,Mumbai400098
62. UniversityofMysore,Mysore670005
63. UniversityofPune,GaneshKhind,Pune411007
64. UniversityofRajasthan,Jaipur302004(Rajasthan)
79
65. UtkalUniversity,VaniVihar,Bhubaneshwar751004
66. UttarakhandOpenUniversity,Uttarakhand 51
67. YashwantraoChavanMaharashtraOpenUniversity 41 (YCMOU),Nashik
68. VardhmanMahaveerOpenUniversity,Kota 25
69. U.P.RajarshiTandonOpenUniversity,Allahabad 32
70. TheKrishnaKantaHandiquiStateOpenUniversity, 48 Guwahati
71. KarnatakaStateOpenUniversity,Mysore 68
72. NetajiSubhasOpenUniversity,Kolkata 15
73. OdishaStateOpenUniversity(OSOU),G.M.University, 25 Sambalpur
74. Dr.BabasahebAmbedkarOpenUniversity,Ahmedabad 36
75. Dr.B.R.AmbedkarOpenUniversity,Hyderabad 43
76. TamilNaduOpenUniversity,Chennai 6
77. IndiraGandhiNationalOpenUniversity(IGNOU), 427 NewDelhi
PAKISTAN
1. InternationalIslamicUniversity,Islamabad 2
2. VirtualUniversityofPakistan,Raiwind,Lahore 45
3. FoundationUniversity,Islamabad 2
4. UniversityofFaisalabad,Faisalabad 3
5. RiphahInternationalUniversity,Islamabad 1
6. ModernInstituteofInformationandManagement 3 (MIIM)DistanceEducation
7. DirectorateofDistanceEducationCityCampus, 3 GomalUniversity
8. IIM 371
9. AllamaIqbalOpenUniversity,Pakistan
80
SRILANKA
1. UniversityofColombo,SriLanka 71
2. OpenUniversityofSriLanka 9
3. RajarataUniversity,SriLanka 3
4. UniversityofMoratuwa,SriLanka 11
5. UniversityofJaffana,SriLanka 85
6. UniversityofSiriJayawardenepura,SriLanka 353
7. UniversityofPeradeniya,SriLanka 5
BANGLADESH
1. BangladeshOpenUniversity,Bangladesh 128
Total 7849
81
82
APPENDIX2
Questionnaire formedia enablingpedagogy& curriculum inopen&
distanceeducationinstitutions(ODE)reg:
DearColleague:
We at theCentre for Culture,Media&Governance (CCMG), JamiaMillia
Islamiaareconductingasurveyon“MediaEnablingPedagogy&Curriculum
in Open & Distance Education Institutions”, sponsored by the
“CommonwealthEducationalMediaCentreforAsia”,NewDelhi.
Theobjectiveistotapthestatusofeducationalmediaandtechnologies,and
morespeci�ically the(innovative)pedagogies,usedbyOpenUniversities
andDual-ModeUniversitydistanceteachinginstitutionsinSouthAsia.
Weshallbegratefultoyouto�illupthisonlinesurvey,whichwilltakeabout
15-20minutestocomplete.Weassureyouthatyourresponsesshallbekept
con�identialandbeusedforresearchpurposes.
Thankyouinadvanceonceagain.
Prof.BiswajitDasDirectorCentreforCulture,Media&Governance(CCMG)
JamiaMilliaIslamia,NewDelhi,India.
*Required
1. Name
2. Gender*
Markonlyoneoval.
Female
Male
Other
3. Age*
Markonlyoneoval.
25-35
36-45
ForGraduateCourse
ForDiploma/Professional
ForPostGraduate
ForM.Phil/Ph.D.
83
46-55
56andabove
4. Country*
Markonlyoneoval.
IndiaPakistanBangladeshSriLanka
5. TypeofUniversity*
Markonlyoneoval.
GovernmentPrivateOther:
6. TypeofUniversityMode*
Markonlyoneoval.
SingleModeOpenUniversityDualModeUniversityOther:
I) NameofyourInstitution*
ii) Discipline/Department
iii) WhatisthemediumofInstructionforyourcourses:*
Checkallthatapply.
EnglishHindiUrduTamilBanglaSinhaleseOther
84
SectionsI:ConceptualizingandConceptMappingofMediaEnabledCurriculum.
(Thissectionrequiresyoutoindicatetheconsiderations,especiallymedia
andpedagogy considerations, that youmakewhile conceptualizingnew
programmes/coursesinyouruniversity.)
10. Doesyouruniversityconductaneedsurveybeforedevelopinga
programme?*
Markonlyoneoval.
Yes
No
Don'tknow
11. Whattypeofneeddoesyourprogrammecaterto?*
Markonlyoneoval.
AcademicNeed
MarketNeed
Both
12. Whoallaregenerallyconsultedduringprogrammeplanningand
conceptualizingprocess?*
Checkallthatapply.
Govt.Authorities
Employers
IndustryExperts
AcademicExperts
Trainers
13. Doyoudevelop'conceptmaps'forholisticallyrepresentingeach
programme and course curriculum, including 'modular' and
'credit-based'courses?*
Markonlyoneoval.
Yes
85
No
Maybe
14. Doyouthinkpedagogies(teaching-learningstrategies)arealso
consideredwhileundertakingcurriculumdesign?*
Markonlyoneoval.
Tolagerextent
Tosomeextent
Notatall
SectionsII:CurriculumDesignandDevelopment
(This section requires you to indicate the blending of media and
technologies, including their pedagogic representations, that you
undertakewhiledesigninganddetailingoutyourcurriculumandvarious
courses)
15. Do you think that incorporating new media technologies like
videoconferencinggaming,app-basedlearning,interactiveweb,
mobile learning, social network-based learning, MOOCs,
etc.)bene�itstudentlearningprocess?*
Markonlyoneoval.
Yes
No
Don'tKnow
16. Howmuchblendingoftext,image,audio,andvideoisusedwhile
designingthecurriculum?*
Checkallthatapply.
TV
Video
Audio
Radio
86
Online
YouTube
VideoConference
Skype
17. How do you rate the effectiveness of 'blending of media
technologieswithconventionalteaching?*
Markonlyoneoval.
Veryeffective
Effective
Neutral
Leasteffective
Notatalleffective.
18. Whatkindofmediatools,andpedagogiesassociatedwiththose
media tools, are being used in your course transaction and
teaching-learning?*
MediaTools
Markonlyoneovalperrow.
UsedNotUsed
TV
Radio
Video
VideoConferencing
MobileandtabApp-BasedLearningInteractiveEducationalNetworks
eg. Piazza (INTRANET) Social Media Handles (Twitter, Facebook)
Gaming
MOOC's/OER
Onlinestorytelling
Onlinelearningplatforme.g.Blackboard,MOODLE,WebCTetc.
Blogging
Wiki
87
19. Pedagogiesassociatedwiththetools*
Markonlyoneovalperrow.
Tolargeextent,Tosomeextent,Notatall
PrintforSelf-learning
TVforSelf-learning
RadioforSelf-learning
VideoforSelf-learning;GroupdiscussionVideo-ConferencingforFace-
to-faceinteractionforgrouplearningMobile&AppBasedLearningfor
Collaborative learning , discussions and review through text based
applications Interactive Educational Networks e.g. PIAZZA
(INTRANET)forCooperativelearningthroughINTRANET.
SocialMediaHandles forPublic informationsharinganddiscussion
platformGamingforreasoningandthinkingabilityMOOC's/OERfor
self-learning
OnlinestorytellingforreasoningandthinkingabilityOnlinelearning
platforme.g.MOODLEforOnlinecollaborativelearning;groupcritical
re�lection;selflearning.Bloggingforselfcriticalre�lection
WIKIforgroupcriticalre�lection
i) Listthespeci�icpedagogictoolsandtechniquesyouadoptfor
taking care of your speci�ic discipline requirements (in
humanities, social sciences, management, IT, engineering,
sciences,medicine,etc.)*
ii) RatethelevelofyourcountryintermsofInternetaccessibility
andaffordability*
Markonlyoneoval.
22. DoesyourInstitutioncreatearepositoryofstudymaterial?*
Markonlyoneoval.YesSkiptoquestion23.
NoSkiptoquestion24.
Don'tknowSkiptoquestion24.
88
23. If,yes,howoftenyouupdateyourstudymaterial?*
Markonlyoneoval.
Onceinyear
Twoyear
FiveYear
Morethan�iveyears
Don'tknow
24. Doyouallowthisrepositoryforpublicaccessoraccessbyfee?*
Markonlyoneoval.
Publicaccess
Accessbyfee
Don'tknow
SectionsIII:Curriculum(Pedagogy)Implementation
25. Ratethequalityofthemediatechnologyinfrastructurepresentin
yourinstitution*
Markonlyoneoval.
Excellent
Good
Neutral
Bad
Worse
26. Pleaseselectbelowstatedpossiblemeasuresbeingtakenbyyour
institutionforprocurementofthedesiredinfrastructure.*
Checkallthatapply.Seekinginternalinstitutionfunding
SeekingGovernmentfunding
Seekingfundsfromprivatenon-pro�itfunders
Seekingfundsfromprivatefor-pro�itfunders.
89
27. Does faculty in your institution possess skills for operating
variousmediatools?*
Markonlyoneoval.
YesSkiptoquestion28.
NoSkiptoquestion29.
Don'tknowSkiptoquestion30.
28. Ifyes,ratetheleveloftheskillfamiliarity*
Markonlyoneoval.
Excellent
Good
Bad
Worse
Skiptoquestion30.
29. Ifno,pleaseselectbelowstatedpossiblemeasuresbeingtakenby
your institutionforskillenhancementandcapacitybuildingof
yourfaculty.*
Markonlyoneoval.
Short-term/Refresher/Skill-basedprogrammes
Employingmoreofwellskilledstaff.
Byoutsourcingactivities/tasks
BypreparingSelflearningmanuals
30. Howisthenewmediainfrastructure/resourcetrainingisbeing
funded.*
Markonlyoneoval.
Self-sustainable
Govt.funding
Non-pro�itfunding
Forpro�itfunding
90
31. Do the students have personal technology tools/ devices
compatiblewiththetechnologyavailableattheinstitution?*
Markonlyoneoval.
Yes
No
Don'tknow
32. Are students provided free of cost digital learning resources
relatingtotheircurriculum/courses?*
Markonlyoneoval.
Yes
No
Don'tknow
i) Ifyeswhatkindofdigitalresourcesareprovidedtothedistance
learners?
ii) IfYesagain,statehowaretheseresourcesprovidedtothem?
iii)Ratethelevelofacademicnetworking(MOU/MOA/others)ofyour
institutionwithother-
A memorandum of understanding (MoU), Memorandum of
Agreement(MoA),Otheragreementetc.
36. Rate your govt. administrative ecosystem with regard to
cooperativeness and supportiveness towards education and
innovativelearning
Markonlyoneoval.
37. Ratethewillingnessandsupportivenessofyourcolleaguesatthe
institution to take initiative to employ blended learning
technologiesandpedagogies*
Markonlyoneoval.
91
SectionsIV:Evaluation
38. Howoftendoyoufeelthattheconventionalteachingpedagogies
arenotcateringtheinterestofthestudents?*
Markonlyoneoval.
VeryOften
Often
Never
39. Rate the participation level of the students in Interactive
EducationalNetworking.*
Markonlyoneoval.
Lessthan25%
25%to50%
50%to75%
Morethan75%
40. Towhat extentdo youmake signi�icant changes inpedagogies
whilerevisingthecoursecurriculum?*
Markonlyoneoval.
Tolargeextent
Tosomeextent
Notatall
i) Pleasespecifythetypeofchangesyoumake.
ii) Howdoyoumakesuchchanges?*
Checkallthatapply.
Basedondevelopmentsinpedagogicresearch.
Basedonfeedbackreceivedfromstudentsonlearningeffectiveness.
Based on critical comments received from pedagogy/ instructional
designexperts.
Basedonexigenciesandfundsavailablewiththeinstitution.
92
SectionsV:Learning
43. DoesyourInstitutioncreatearepositoryofstudymaterial?*
Markonlyoneoval.
Yes
No
Maybe
44. Doesyour Institutionhaveprovisions forenablingeventbased
learningexperiences(e.g.do-it-yourselfscience,engineeringand
craftsprojects,andOnlineSharinggroup)?*
Markonlyoneoval.
YesSkiptoquestion45.
NoSkiptoquestion46.
MaybeSkiptoquestion46.
45. Ifyes,thenselectthefollowingeventbasedlearning.*
Markonlyoneoval.
Do-it-yourselfscience
Doityourselfengineering
Craftsprojects
Onlinesharinggroup
46. Does your Institution have provisions that allow for computer
gamebasedteaching(incidentallearning)?*
Markonlyoneoval.
Yes
No
Maybe
47. What measures does your Institution provide for allowing
computergamebasedteaching?PleaseSpecify.*
Markonlyoneoval.
MultiplayerGames
93
SimulationGames
StrategyGames
Notapplicable
Other:
48. DoesyourInstitutionhavemeasurestoallowstudentstoexplore
theirlocalenvironment(incidentallearning)?*
Markonlyoneoval.
Yes
No
Maybe
49. What measures does your Institution provide for allowing
studentsexploretheirlocalenvironment?PleaseSpecify.*
Markonlyoneoval.
VideoBlogs
AugmentedRealitybasedmaps
OutdoorMMS
Notapplicable
50. Does your Institution provide opportunities to transfer
informationandexperienceacrosssettings?*
Markonlyoneoval.
Yes
No
Maybe
51. DoesyourInstitutionallowstudentstopursueindividualthemes
basedoninterest(personalinquirybasedteachingmethods)?*
Markonlyoneoval.
Yes
No
Maybe
94
52. What measures does your Institution provide for allowing
studentstopursueindividualthemesbasedoninterest?Please
Specify.
Markonlyoneoval.
SelfselectionofInterestareas
Adaptivemethodsofteaching
FeedbackonLearner'sInterestareas
Notapplicable
53. Does your Institution allow space for connecting formal and
informallearningexperiences?*
Markonlyoneoval.
Yes
No
Maybe
54. What measures does your Institution provide for connecting
formalandinformallearningexperiences?PleaseSpecify.
Markonlyoneoval.
PartnershipswithOnlineYouthClubs
VirtualTourstoInstitutions
OnlineVocationalActivities
OnlineInternships
OnlineHobbyClubs
Notapplicable
55. Does your Institution allow provision for goal and 'skill
acquirement'basedlearning?*
Markonlyoneoval.
Yes
No
Maybe
56. WhatmeasuresdoesyourInstitutionprovideforgoaland'skill
acquirement'basedLearning?PleaseSpecify.
Markonlyoneoval.
Individualonlineskillbasedprojects
Participatoryonlineskillbasedprojects
Notapplicable
Other:
57. DoesyourInstitutionprovidelearningthroughargumentation?
Markonlyoneoval.
Yes
No
Maybe
58. What measures does your Institution provide for learning
throughargumentation?PleaseSpecify.
Markonlyoneoval.
OnlineClickersorbuzzers
ArgumentVisualizationtools
VirtualClassroomnorms
UseofModels
Notapplicable
59. Does your Institution create provision to develop transferable
skills such as curation, evidence building and re�lective
commenting?*
Markonlyoneoval.
Yes
No
Maybe
95
APPENDIX3
DetailResponsesofEach
Rep
onden
t[R=Responden
t]
Nam
eR1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
R14
R15
Gen
der
2
2
1
2
1
2
2
1
1
1
1
2
1
1
2
Age
46-55
46-55
56and
above
56and
above
56and
above
46-55
25-35
25-35
36-45
25-35
25-35
56and
above
36-45
46-55
46-55
Country
India
Pak
istan
SriL
anka
India
India
India
India
India
India
India
India
India
India
India
India
TypeofUniversity
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
Govt.
TypeofUniversity
Mode
Distance
Mode
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Single
Mode
Open
University
Dual
Mode
University
Open
and
Distance
Learning
Discipline/
Dep
artm
ent
Education
Che
mistry
Phy
sics
Journalism
&New
Med
ia
Electronic
Med
ia
Geo
grap
hyCom
puter
Science
Sanskrit
Pub
lic
Administ-
ration
Geriatric
Care,
Man
agem
-
ent
Translation
Stud
ies
Facultyof
English,
Scho
olof
Hum
anit-
ies
Pub
lic
Administ-
ration
IT
Whatisthemed
ium
ofInstructionfor
yourcourses:
[ForGraduate
Course]
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi
English
English,
Hindi,
Other
English,
Hindi
English
English
Urdu
English,
Tam
il,
Sinhalese
Other
Other
Other
Other
Other
Other
English,
Urdu,
Other
English,
Other
Whatisthemed
ium
ofInstructionfor
yourcourses:
[ForDiploma/
Professional]
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi,
Other
English,
Hindi,
Other
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi
English
English
English
English
English
English
English
English
English
English
English
English
English
English
English
Whatisthemed
ium
ofInstructionfor
yourcourses:
[ForPostGraduate]
96
English
English
English
English
English
English
English
English
English
English
Whatisthemed
ium
ofInstructionfor
yourcourses:
[ForM.Phil/P
h.D.]
English,
Hindi
English,
Hindi
English,
Hindi
English,
Hindi,
Other
Other
Doesyour
universityconduct
aneedsurvey
beforedeveloping
aprogram
me?
Yes
Yes
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Yes
Yes
Yes
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Don't
know
No
No
No
No
Whattypeofneed
doesyour
program
me
caterto?
Both
Both
Both
Both
Both
Both
Both
Both
Both
Both
Both
Both
Academ
ic
Need
Academ
ic
Need
Academ
ic
Need
Whoallare
generallyconsulted
duringprogram
me
planningan
d
conceptualizing
process?
Academ
ic
Exp
erts
Govt.
Authorities,
Employers,
Academ
ic
Exp
erts,
Trainers
Govt.
Authorities,
Employers,
Industry
Exp
erts,
Academ
ic
Exp
erts
Industry
Exp
erts,
Academ
ic
Exp
erts
Academ
ic
Exp
erts
Academ
ic
Exp
erts
Academ
ic
Exp
erts
Govt.
Authorities,
Employers,
Industry
Exp
erts,
Academ
ic
Exp
erts
Academ
ic
Exp
erts,
Trainers
Govt.
Authorities,
Employers,
Industry
Exp
erts,
Academ
ic
Exp
erts
Govt.
Authorities,
Employers,
Industry
Exp
erts,
Academ
ic
Exp
erts
Industry
Exp
erts,
Academ
ic
Exp
erts,
Trainers
Govt.
Authorities,
Employers,
Academ
ic
Exp
erts
Govt.
Authorities,
Employers,
Exp
erts
Govt.
Authorities,
Employers,
Exp
erts,
Trainers
Doyoudevelop
'conceptmap
s'for
holistically
representingeach
program
mean
d
coursecurriculum,
including'm
odular'
and'credit-based
'
courses?
Doyouthink
ped
agogies
(teaching-learning
strategies)arealso
considered
while
undertaking
curriculumdesign?
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
Tolager
extent
97
Don't
Know
Don't
Know
Don't
Know
Doyouthinkthat
incorporatingnew
med
iatechnologies
likevideo
conferen-
cinggaming,
app-based
learning,
interactiveweb
,
mobilelearning,
socialnetwork-
based
learning,
MOOCs,etc.)
ben
e�itstuden
t
learningprocess?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Print,
Online
Print,
Online,
Video
Confere-
nce
Howm
uch
blendingoftext,
image,audio,and
video
isusedwhile
designingthe
curriculum?
Print,TV,
Video
,
Rad
io,
Online,
Video
Confere-
nce,
Skype
Print,TV,
Video
,
Audio,
Rad
io,
Online,
YouTube,
Video
Confere-
nce,
Skype
Print,TV,
Video
,
Rad
io
Print,
Video
,
Audio
Print,TV,
Video
,
Audio,
Rad
io,
Online,
YouTube,
Video
Confere-
nce
Print,
Video
,
Audio,
Rad
io
Video
,
Online,
YouTube
Rad
ioPrint,TV,
Video
,
Audio,
Rad
io,
Video
Confere-
nce
Print,
Video
,
Audio,
Rad
io,
Online,
YouTube
Print,TV,
Video
,
Audio,
Rad
io,
Online
Print,TV,
Video
,
Audio,
Rad
io,
YouTube,
Video
Confere-
nce
Print,TV,
Video
,
Audio,
Rad
io,
Online,
YouTube,
Video
Confere-
nce
Neu
tral
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Not
Used
Neu
tral
Howdoyourate
theeff
ectiveness
of'blendingof
med
iatechnologies
withconventional
teaching?
Effective
Effective
Effective
Effective
Effective
Effective
Effective
Very
Effective
Very
Effective
Very
Effective
Very
Effective
Very
Effective
Very
Effective
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcoursetran
sac-
tionandteaching-
learning?[Print]
98
Not
Used
Not
Used
Not
Used
Not
Used
Used
Not
Used
Not
Used
Not
Used
Used
Not
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[TV]
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Not
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[Rad
io]
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Not
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[Video
]
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcoursetran
sac-
tionandteaching-
learning?[Video
Conferencing]
99
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
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Used
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Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcoursetran
sa-
ctionandteaching-
learning?[M
obile
andtab
App-Based
Learning]
Not
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[Interactive
Educational
Networkseg.Piazza
(INTRANET)]
Not
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[SocialM
edia
Han
dles(Twitter,
Faceb
ook)]
100
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yo
urcourse
tran
sactionand
teaching-learning?
[Gam
ing]
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yo
urcourse
tran
sactionand
teaching-learning?
[MOOC's/O
ER]
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yo
urcourse
tran
sactionand
teaching-learning?
[Onlinestorytelling]
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Used
Used
Used
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yo
urcoursetran
sac-
tionandteaching-
learning?[O
nline
learningplatforme.g.
Blackboard,M
OODLE
,Web
CTetc.]
101
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Not
Used
Used
Used
Used
Used
Used
Used
Used
Used
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[Blogging]
Not
Used
Whatkindofmed
ia
tools,andped
ago-
giesassociated
with
thosem
ediatools,
arebeingusedin
yourcourse
tran
sactionand
teaching-learning?
[Wiki]
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Notat
all
Tolarge
extent
Tolarge
extent
Tolarge
extent
Ped
agogies
associated
withthe
tools[Printfor
Self-learning]
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Ped
agogies
associated
withthe
tools[TVfor
Self-learning]
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Notat
all
Ped
agogies
associated
withthe
tools[Rad
iofor
Self-learning]
Notat
all
Ped
agogies
associated
withthe
tools[Video
for
Self-learning;Group
discussion]
102
Notat
all
Ped
agogies
associated
withthe
tools[Video
-
Conferencingfor
Face-to-face
interactionfor
grouplearning]
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Notat
all
Notat
all
Notat
all
Notat
all
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Ped
agogies
associated
withthe
tools[Mobile&App
Based
Learningfor
Collab
orative
learning,
discussionsan
d
reviewthrough
text
based
applications]
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Notat
all
Ped
agogies
associated
withthe
tools[Interactive
Educational
Networkseg.
PIAZZA
(INTRANET)for
Cooperative
learningthrough
INTRANET]
Notat
all
Tosome
extent
Ped
agogies
associated
withthe
tools[So
cialM
edia
Han
dlesforPublic
inform
ationsharing
anddiscussion
platform
]
Tolarge
extent
103
Notat
all
Ped
agogies
associated
withthe
tools[Gam
ingfor
reasoningan
d
thinkingab
ility]
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tolarge
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tolarge
extent
Tolarge
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tolarge
extent
Notat
all
Notat
all
Notat
all
Ped
agogies
associated
withthe
tools[MOOC's/OER
forself-learning]
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Ped
agogies
associated
withthe
tools[Onlinestory
tellingforreasoning
andthinkingab
ility]
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Ped
agogies
associated
withthe
tools[Online
learningplatform
e.g..M
OODLEfor
Onlinecollab
orative
learning;group
criticalre�lection;
selflearning.]
Notat
all
Ped
agogies
associated
withthe
tools[Bloggingfor
selfcritical
re�lection]
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Notat
all
Ped
agogies
associated
withthe
tools[WIKIfor
groupcritical
re�lection]
104
History
Listthespeci�ic
ped
agogictoolsand
techniquesyou
adoptfortaking
careofyo
ur
speci�icdiscipline
requirem
ents
(inhuman
ities,
socialscien
ces,
man
agem
ent,IT,
engineering,
sciences,m
edicine,
etc.)
Print,
video
and
blog
Med
ia
andface
toface
sessions
(som
etime
onvideo
-
conferen-
cingor
Skype),
TVand
Rad
io
Ourown
develop
ed
online
platform
called
OLIVE
Print,
OER,
Online,
video
con-
ferencing
MOOCS/
OER
Multiple
med
ium
and
med
ia
IT
Computer
science
Human
i-
ties
and
Audio-
Video
Self
Learning
Materials
(Printed),
e-resour-
ces(Self
Learning
Materials),
e-Gyanag-
ar
(OER
Rep
osito-
ry),e-Lib-
rary(Pro-
quest),
Audioand
Video
lessons
Printan
d
AV
Material,
Educatio-
nalReal-
timeTV
Lectures,
VDOs,
Interactive
Rad
io
Counsell-
ingfor
English
Courses
Mobile,
telephone,
IGNOU
web
site,
video
and
radio/C
D
1
3
4
2
2
4
4
3
3
3
3
3
3
3
4Ratethelevelo
f
yourcountryin
term
sofInternet
accessibilityand
affordab
ility
No
No
Doesyour
Institutioncreatea
repositoryofstudy
material?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Don't
konw
Five
Year
Five
Year
Five
Year
If,yes,howoften
youupdateyo
ur
studym
aterial?
More
than
�ive
years
Don't
know
Two
Year
Two
Year
Oncein
year
More
than
�ive
years
More
than
�ive
years
More
than
�ive
years
More
than
�ive
years
Don't
know
Don't
know
Don't
know
Don't
know
Don't
know
Don't
know
Doyouallowthis
repositoryfor
publicaccessor
accessbyfee?
Public
access
Public
access
Public
access
Public
access
Public
access
Access
byfee
Access
byfee
Access
byfee
Access
byfee
105
Neu
tral
Neu
tral
Neu
tral
Neu
tral
Ratethequalityof
themed
ia
technology
infrastructure
presentinyour
institution
Good
Good
Good
Good
Good
Good
Good
Good
Bad
Excellent
Excellent
Seek
ing
funds
from
private
non-pro�it
funders
Pleaseselectbelow
stated
possible
measuresbeing
taken
byyour
institutionfor
procuremen
tofthe
desired
infrastructure.
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding,
Seek
ing
funds
from
private
non-pro�it
funders
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding
Seek
ing
internal
institution
funding,
Seek
ing
Govt.
funding,
Seek
ing
funds
from
private
non-pro�it
funders
No
Doesfacultyin
your
institutionpossess
skillsforoperating
variousmed
iatools?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Don't
know
Don't
know
Don't
know
Good
Ifyes,ratethe
levelo
ftheskill
familiarity
Good
Good
Good
Good
Good
Good
Good
Good
Excellent
Excellent
By
preparing
Self
learning
man
uals
Ifno,pleaseselect
belowstated
possiblem
easures
beingtaken
byyour
institutionforskill
enhan
cemen
tan
d
capacitybuilding
ofyo
urfaculty.
106
Forpro�it
funding
Howisthenew
med
ia
infrastructure/
resourcetrainingis
beingfunded
.
Self-
sustainable
Self-
sustainable
Self-
sustainable
Self-
sustainable
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
Govt.
funding
No
Dothestuden
ts
havepersonal
technologytools/
devicescompatible
withthetechnology
availableatthe
institution?
Don't
know
Don't
know
Don't
know
Don't
know
Don't
know
Don't
know
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
Don't
know
Don't
know
Don't
know
Arestuden
ts
provided
freeof
costdigitallearning
resourcesrelating
totheircurriculum/
courses?
No
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Digital
Library
connect
with
Higher
Education
Commiss-
ionand
ourown
eLibrary
with
more
than
40000
ebooks
andother
resources
Ifyeswhatkindof
digitalresources
areprovided
to
thedistance
learners?
Web
site
like
NPTEL
Video
,
Rad
io,
TV,
E-m
ail
based
services
Web
Mobile
service
and
OER
Not
Availab
le
Sms
e-Resour-
ces
(SLM),
e-Gyana-
gar
(OER
Rep
osito-
ry),
e-Library
(Proque-
st),
Mobile
App
(OSO
U),
Audio
Video
Lessons
Accessto
Library
Resources,
Internet
and
Digital
Subscrib-
ed
Journals,
Books,
Online
Platform
107
IfYesagain,state
howarethese
resourcesprovided
tothem
?
Through
respective
delivery
modes
Free
accessin
university
library
andwith
their
e-portal
passw
ord.
Sms
Web
mobile
OER
We
provide
inform
a-
tion
about
them
Through
Access
Devices
PWetc.
Allthe
digital
resources
are
available
orlinked
viaour
of�icial
web
site
and
Mobile
Appcan
bedown-
load
ed
from
Play
Store
Not
available
Ratethelevelo
f
acad
emic
networking(M
OU/
MOA/o
thers)of
yourinstitution
withother-
100
83
54
16
523
Rateyo
urgo
vt.
administrative
ecosystem
with
regardto
cooperativen
ess
andsupportiven
ess
towardsed
ucation
andin
novative
learning
1
5
3
3
1
4
5
3
3
3
5
3
3
5
4
108
Ratethewillingn
ess
andsupportiven
ess
ofyo
urcolleagu
es
attheinstitutionto
takeinitiativeto
employblended
learning
technologiesand
ped
agogies
1
4
3
4
1
4
5
3
4
3
5
3
3
3
3
Howoften
doyou
feelthatthe
conventional
teachingped
agogies
arenotcateringthe
interestofthe
studen
ts?
Never
Never
Never
Never
Often
Often
Often
Often
Often
Often
Often
Very
Often
Very
Often
Very
Often
Very
Often
Ratethe
participationlevel
ofthestuden
tsin
Interactive
Educational
Networking.
Lessthan
25%
Lessthan
25%
Lessthan
25%
Lessthan
25%
Lessthan
25%
Lessthan
25%
Lessthan
25%
50%to
75%
50%to
75%
50%to
75%
50%to
75%
25%to
50%
25%to
50%
25%to
50%
25%to
50%
Towhatexten
tdo
youm
ake
sign
i�ican
tchan
ges
inped
agogieswhile
revisingthecourse
curriculum?
Notat
all
Notat
all
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tolarge
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
Tosome
extent
109
Pleasespecifythe
typeofchan
ges
youm
ake.
Shifting
from
trad
itional
ODLto
ODeL
Make
them
more
user
friendly
tosuit
thenew
genera-
tion
Content
updation,
Presenta-
tionof
content
Update
content
Introdu-
cingnew
med
ia
tools
Providing
learners
online
study
material,
audio
and
video
lectures
online
New
chan
ges
incorpo-
rated
Rad
ioThe
chan
ges
inthe
ped
ago-
giesare
mad
e
depen
di-
ng
uponthe
feed
back
received
fromthe
studen
ts
inorder
to
increase
theconv-
enience,
availabil-
ity
and
accessibi-
lityof
studen
ts
tothe
ped
ago-
gies.
Latest
inform
a-
tionand
strategies,
curren
t
research
incorpo-
rated
Content
upgrad
e-
tion,clari-
�ication
ofterm
s/
jargons
that
might
notstill
notbe
clearto
learners,
strategies
for
ensuring
that
learning
outcomes
arebeing
met.
Introdu-
cing
Mobile
Applica-
tions
110
Howdoyou
makesuch
chan
ges?
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
ped
agogy/
instruct-
tional
design
experts.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
comme-
nts
received
from
ped
ago-
gy/instr-
ucttional
design
experts.
Based
on
exigen
cies
and
funds
available
withthe
instituti-
on.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
ped
ago-
gy/instru-
ctional
design
experts.
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
pedagogy/
instructi-
onal
design
experts.
Based
on
critical
commen
ts
received
from
pedagogy/
instructi-
onal
design
experts
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
pedagogy/
instructi-
onal
design
experts.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
ped
ago-
gy/inst-
ructional
design
experts.,
Based
on
exigen
cies
and
funds
available
withthe
instituti-
on.
Based
on
develop-
men
tsin
ped
agogic
research.,
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
critical
commen
ts
received
from
ped
ago-
gy/inst-
ructional
design
experts.,
Based
on
exigen
cies
and
funds
available
withthe
instituti-
on.
Based
on
feed
back
received
from
studen
ts
on
learning
effective-
ness.,
Based
on
exigen
cies
and
funds
available
withthe
institu-
tion.
Doesyour
Institutioncreatea
repositoryofstudy
material?
Maybe
Maybe
Maybe
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
111
Doesyour
Institutionhave
provisionsfor
enab
lingeven
t
based
learning
experiences
(e.g.do-it-yo
urself
science,
engineeringan
d
craftsprojects,
andOnline
Sharinggroup)?
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
No
No
No
No
No
Yes
Yes
Yes
Yes
Ifyes,then
select
thefollowingeven
t
based
learning.
Crafts
projects
Doit
yourself
enginee-
ring
Crafts
projects
Online
sharing
group
Doesyour
Institutionhave
provisionsthat
allowforcomputer
gamebased
teaching(inciden
tal
learning)?
Maybe
Maybe
Maybe
Maybe
Maybe
Yes
Maybe
No
No
No
No
No
No
No
Maybe
Whatm
easures
doesyour
Institutionprovide
forallowing
computergame
based
teaching?
PleaseSp
ecify.
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Not
applicable
Simulation
Gam
es
Noid
eaIam
notsure
112
Yes
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
No
No
No
No
No
Doesyour
Institutionhave
measurestoallow
studen
tsto
exploretheirlocal
environmen
t
(inciden
tal
learning)?
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Not
applica-
ble
Whatm
easures
doesyour
Institutionprovide
forallowing
studen
tsexp
lore
theirlocal
environmen
t?
PleaseSp
ecify.
Augm
en-
ted
Reality
based
map
s
Outdoor
MMS
Video
Blogs
Video
Blogs
Video
Blogs
No
No
No
Doesyour
Institutionprovide
opportunitiesto
tran
sferin
form
ation
andexp
erience
acrosssettings?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
No
No
Doesyour
Institutionallow
studen
tstopursue
individualthem
es
based
onin
terest
(personalin
quiry
based
teaching
methods)?
113
Adap
tive
methods
of
teaching
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Self
selection
of
Interest
areas
Whatm
easures
doesyour
Institutionprovide
forallowing
studen
tstopursue
individualthem
es
based
onin
terest?
PleaseSp
ecify.
Feed
back
on
Learner's
Interest
areas
No
No
No
No
No
No
Doesyour
Institutionallow
spacefor
connectingform
al
andin
form
al
learning
experiences?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Whatm
easures
doesyour
Institutionprovide
forconnecting
form
aland
inform
allearning
experiences?
PleaseSp
ecify.
Virtual
Toursto
Instituti-
ons
Virtual
Toursto
Instituti-
ons
Virtual
Toursto
Instituti-
ons
Virtual
Toursto
Instituti-
ons
Virtual
Toursto
Instituti-
ons
Online
Vocational
Activities
Online
Vocational
Activities
Partner-
ships
with
Online
Youth
Clubs
Doesyour
Institutionallow
provisionforgo
al
and'skill
acquirem
ent'
based
learning?
114
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Not
appli-
cable
Whatm
easures
doesyour
Institutionprovide
forgo
aland'skill
acquirem
ent'based
Learning?Please
Specify.
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Doesyour
Institutionprovide
learningthrough
argu
men
t-tation?
Partici-
patory
online
skill
based
projects
Partici-
patory
online
skill
based
projects
Partici-
patory
online
skill
based
projects
Partici-
patory
online
skill
based
projects
Individual
online
skill
based
projects
Individual
online
skill
based
projects
No
idea
No
No
No
No
No
No
Whatm
easures
doesyour
Institutionprovide
forlearningthrough
argu
men
t-tation?
PleaseSp
ecify.
Virtual
Classroom
norm
s
Virtual
Classroom
norm
s
Virtual
Classroom
norm
s
Virtual
Classroom
norm
s
Useof
Models
Useof
Models
Yes
Yes
Yes
Maybe
Maybe
Maybe
Maybe
Maybe
Maybe
Doesyour
Institutioncreate
provisiontodevelop
tran
sferab
leskills
suchascuration,
eviden
cebuilding
andre�lective
commen
ting?
No
No
No
No
No
No
115
Brief Profile of the Author
Dr.BiswajitDasisProfessorandfoundingDirectorofCentrefor
Culture, Media & Governance. He has over three decades of
teachingandresearchexperiencesinthe�ieldoftheory,method
andhistoryofCommunicationinIndia.Priorjoiningthecentre,
heworkedwithnationalandinternationalagenciesinconductingcommunication
researchandtraining.Prof.DastaughtSociologyofCommunicationinDepartment
ofSociology, JamiaMilliaIslamiaofferingcoursesonMediaandSociety,Culture
MediaandSocietyandMediaEducation.Prof.DastaughtCommunicationTheory
and Development Communication in AJK-MCRC, Jamia Millia Islamia, Mudra
InstituteofCommunication,Ahmedabadandothercentraluniversities.Prof.Das
has been in the advisory board of several universities and colleges in devising
coursecurriculum.
ProfDashasbeenavisitingProfessoratYorkUniversity,andfellowattheUniversity
ofWindsor,Canada,FellowatMSH,Paris, INALCO,Paris,CharlesWallaceTrust,
LondonandtheIndianInstituteofAdvancedStudies,Shimla,India.
Prof.DashasbeenamemberofInnovationCouncilofI&BMinistry,Govt.ofIndia
and member of joint committee constituted by University Grants Commission
(UGC),MHRDandInformationandBroadcastingMinistrytomonitormediarelated
coursesinthecountry.Besides,hehasbeenintheadvisoryboardofConsortiumof
EducationCommunication(CEC),NewDelhiandNationalCouncilRuralInstitute
(NCRI)andseveralotherdistinguishedbodiessuchasUGC,ICSSRandcouncilsof
Govt.ofIndia.
HisresearchhasbeensupportedbytheIndo-FrenchScholarship(MSH),Shastri
Indo-CanadianInstitute,CharlesWallaceIndiaTrust,FordFoundation,SSRC(New
York),UNESCO,UNDP,IDRC,UGCandICSSRandHIVOS,Netherland.Heistheco-
editoroftheSageserieson'CommunicationProcesses',ofwhichthe�irstvolumeon
MediaandMediation(2005),thesecondoneonTheSocialandTheSymbolic(2007)
andthethirdoneonCommunication,CultureandConfrontation(2010).Prof.Das
haspublishedinvariousnationalandinternationaljournals.
Currently,Prof.DasisthememberofOpenEducationResource,MHRD,Coordinator,
CentreforPotentialwithExcellenceinMediaandCommunicationStudies(2016-
21), Coordinator, Special Assistance Programme, UGC, MHRD and heading as
PrincipalInvestigatorofe-PGPathshalaprogrammeinMediaandCommunication
Studies,UGC,MHRD.
Currently,Prof.DasisthefoundingPresidentofAllIndiaCommunicationandMedia
AssociationinIndia.Hecanbereachedatbiswas[dot]das[at]gmail[dot]com
116
CommonwealthEducationalMediaCentreforAsia(CEMCA)7/8SarvapriyaVihar,NewDelhi-110016,IndiaTel:+91-9650154010,+91-11-26537146/48Fax:+91-11-26537147www.cemca.org.in