Best Practices in Open Universities

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BEST PRACTICES IN OPEN UNIVERSITIES Shakila Shamsu* Joint Adviser (Education), Planning Commission

(Modified version of the paper presented in a Seminar on Distance Education, conducted by the Institute of Distance Education, University of Mumbai)
Open and Distance learning systems have come stay as a global phenomenon. Distance education is seen a panacea for most of the problems besetting the conventional educational system as it is aimed at providing quality education to large numbers within the limited resources. The objectives of setting up Open and Distance learning systems academic programmes offered, course delivery mechanisms, assessment and evaluation, structure and forms of student support services vary from country to country. Generally, the variations may be due to the availability of financial, technological, infrastructural and human resources, the stated educational objectives and the target learner clientele among other factors. In India , IGNOU is at the apex as the National Open University ,13 State Open Universities and 104 Dual Mode Universities are engaged in imparting distance education to nearly 2 .3 million learners across the length and breadth of the country. The range of curriculum offerings cover a wide spectrum of General and Liberal education, Management, Computers, Professional programmes, Women and Continuing education, Teacher Education, Self-Enrichment programmes ,Agriculture and Extension Education, Health Sciences, Vocational education etc. The levels of academic programmes include Certificate level, Diplomas, PG Diplomas, Graduation, Post-Graduation, M.Phil and also Doctoral programmes. In order that Distance Education realizes its goal of effective and efficient education, it is mandatory to subject itself to some form of self-assessment and Quality Control. This is imperative for sustaining a viable and constantly dynamic educational process with a vision to effect improvements. This has led to evolving parameters and standards of Quality Assurance, Benchmarking as well as adopting Best Practices. Issues of Quality or Quality Concerns in Distance Education as practiced by the ODL systems stem from the need for both internal and external accountability. From the learner’s perspective, Desmond Keegan has recommended a fourpoint self evaluation model: (1) The quality of the learning achieved, (2) The quantity of learning achieved, (3) The status of learning achieved and (4) The relative cost of the learning achieved. Based on these four factors, Best practices can be evolved to cover a wide range of educational activities involved in Distance Education. Each and every Open University and Directorate of Distance Education within a Dual- Mode set up has clear cut goals and mission. With a view to realizing these objectives, the Universities and Institutes develop their own ideal, sound and best practices in each and every activity by either adopting, adapting, experimenting or even by innovation. Best Practices and Benchmarking and developing Performance Indicators in ODL systems mainly serve the following purposes: • Tool for Self-Assessment • Achieve efficiency of purpose. • Optimal utilization of available resources • Streamline internal procedures and organizational structures.

*The views are solely those of the author.

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Facilitate assessment and evaluation pattern. Improve learner performance. Avoid and pre-empt setting of bad practices. Ensure on –going viability and sustainability. Increase general public acceptability and establish its own credibility vis-à-vis conventional education.

Generally, all best practices in distance education should be learner-centered and achieve highest standards of pedagogical instruction. I would like to give special attention to pedagogy, in general, and learner-centeredness, in particular, and discuss best practices in the following areas:  Self-instructional course materials The nature of study materials used in distance learning greatly determines the didactic effectiveness. Self-instructional materials (SIM’s) or teacher built- in text help learners academically and psychologically. SIM’s are justified in view of the non-contiguous nature of the learner and teacher who are physically separated and not in the confines of the four walls of classroom. Effective pedagogy well supported by theories of adult learning and also communication theories give credence to the need to follow the modular, systematic, sequential arrangement of information . At the same time, SIM’s motivates the learner psychologically and breaks his/her sense of isolation.



Use of multi-media technology and ICT. One of the significant and distinguishing characteristics of distance education methodology is the engagement of multi –media technology. A variety of media ranging from print, face-to face counselling, audio and videocassettes/CD’s, computers, broadcast, telecasts, audio-video conferencing , interactive radio and television ,telephones, satellite, emails, online learning, Mobile phones , virtual learning and most contemporary ,the Information and Communication technology (ICT enabled education)etc. are all harnessed for distance teaching mainly to widen the reach and access, provide quality education irrespective of location and socioeconomic background, enrich the learning experience, encourage and facilitate two way communication and interaction, conduct practical and lab-based courses, sustain the motivation of learners, increase the comprehension of the subject matter, reduce costs in programme delivery and cater to larger audiences but maintain equity. However, the capability of each ODL system in tapping the technology for instructional purposes would greatly depend upon the financial resources and infrastructural facilities at its disposal. Considering the fact that some Universities have already developed its own technological capability in production of multi-media materials, for instance IGNOU; other DE Institutions can adapt these same materials, wherever possible, in comparable curriculum offerings. There is an urgent and imperative need to share multi-media resources among the fraternity of DE institutions within the country for maintaining high standards and quality in teaching –learning, reducing overall costs by avoiding duplication.



Network of learner/student support services Borje Holmberg described a distance learner as ‘alone’ but not a ‘loner’ who is supported in a variety of ways by the distance teaching institution. In keeping with this philosophy, all distance teaching institutions have established a network of study centres in existing colleges which provide learners with a wide range of academic and administrative support such as Information services, Admissions and

*The views are solely those of the author.

pre-entry counselling, Counselling and contact programmes, Library services, Multimedia instruction, Examinations and Administrative support and assistance. The nature of study centres, functions, staffing patterns, facilities provided, linkages with the Headquarters/Regional Centres differ from University to University. The study centres give both the academic and non- academic support to the so-called isolated but highly motivated learners. It is, therefore, essential that the study centre be fully equipped in terms of furniture and equipments, adequate staff to carry out all the activities and services. The optimal utilization of existing resources in the host institution where the study centre is located on certain prescribed rates is both viable and mutually beneficial. At the same time, the attitude of the staff at the study centre plays a paramount role. Most of time one hears of constant complaints by learners of non-cooperative attitude, rude, indifferent and even callous behaviour by the study centre staff. Hence, we must take extra efforts in properly moulding and orienting the staff towards a more understanding, empathic, proactive and learner friendly approach.  Counselling and personal contact programmes. All the theorists of distance education advocate some degree of face to face interaction between the distance learner and the distance teacher. This viewpoint has manifested in the form of counselling or personal contact programmes where both the learners and the distance teacher in the role of tutors or counsellors meet for some duration at some specified regular interval. Counselling includes informing, advising and counselling and can be academic and non- academic in nature. The purpose of counselling is NOT TO TEACH the course curriculum but to solve the difficulties in understanding and perception of the course contents. The counsellor is not a teacher but a facilitator who helps the distance learner in the learning activity by explaining what are difficult concepts and overcoming barriers and bottlenecks in the comprehension of a course. Ideally, there should be regular weekend counselling. However, this not always feasible and hence, many Universities would opt for extended contact programmes spread over a period of five to ten days either annually or bi-annually depending on the total credits allotted for the course. Whatever the model adopted, it is important that the counsellor and learner come prepared for the face to face contact so that the pedagogic function of counselling is achieved. If either the counsellor is attuned to an ideal counselling but the learners have come for capsule coverage of the entire course or the learners are expecting to solve their difficulties but the counsellor has come to TEACH the entire course on a speed track; in both cases the purpose of counselling has been defeated. The counsellor must also know how to combine the multi-media components in the face to face sessions. Allowing learners to use the multi-media without the presence of the counsellor might not have the desired learning outcomes. All of us in the distance education set-up today are drawn from the conventional system and most of us are convinced that developing the right skills suited for distance teaching is achievable and can pay rich dividends to furthering the learning process.  Assignments as a tool for feedback and continuous assessment The evaluation methods within the academic programme determine both the effectiveness in achieving the desired educational objectives as well as the level of success by the learners. Given the distinguishing characteristics of both the distance learners and nature of distance education, a summative evaluation would place the learners at a definite disadvantage. John Baath opined that assignments are a tool for two-way communication between the learner and the counsellor in distance education. This was possible in the form of detailed, constructive and teaching type tutor comments written on the body of the assignment response. The evaluated assignment responses must be regularly returned back to the learner so that he/she can benefit from the academic inputs and thereby make remarkable improvements in their performance.

*The views are solely those of the author.

With this factor in mind, IGNOU and several State Open Universities have incorporated assignments as a part of the continuous assessment of academic programmes. There are a certain prescribed number of assignments in each course as per its allotted credits which must be compulsorily submitted by a learner. The marks/ grades obtained carry some weightage and are included in the final course grades. At the basic level, an assignment gives the learners a feedback on their performance and helps them to make a self assessment of their strengths and what areas need to be improved. Since the learner is expected to draw benefits from the comments written on the assignment responses, the time taken to return the evaluated assignments or the turn around time (TAT) must be kept reasonable and should reach the learners before their final examination. In spite of the known advantages of assignments in distance teaching, some Open Universities are on the way to removing this component totally or diluting the same by reducing the number of assignments. These are due to problems of managing and coordinating this massive activity. Further, the updating of the assignments record in a learners mark sheet /grade card poses a lot of hurdles and challenges. There is another grave issue about assignments being corrected like answer scripts without writing any tutor comments or merely doing lip sympathy by writing null or meaningless comments.  Study skills for learners Most of the discussion above prescribes what the academic counsellor is expected to do ideally. What needs to be realized is that most of the learners are first time distance learners and it is very essential that they are adequately prepared to make the most of this new learning experience. Hence, there germinated the idea of induction of distance learners in this innovative and hitherto unknown type of learning. Open Universities have now developed the practice of conducting Induction meetings of learners at the commencement of the academic year informing the learners of what they can expect from the University’s different divisions, wings and offices, from the counsellors etc. In addition, they are educated about the right study skills essential for success in a distance education programme such as reading skills, writing skills, time management, how to get the best of counselling, how to interact with fellow learners.  Sharing of resources One of the rationales of distance education was to limit the costs of education while balancing quantity and quality. This is possible only by optimally harnessing all available resources such as in the form of manpower, capital, infrastructure and technology. Open Universities have had successful marriages with other educational, media, governmental and non-governmental organizations in reaching their goals.  Training of staff at all levels The training of academic counsellors in counselling and evaluation of assignments as also training of the study centre staff has been already justified. Needless to say, distance education, being a fairly new form of enterprise there is an imperative need for training among all the various functionaries. Training must be an ongoing activity and adequate budgetary provision must be made for conducting the same by all distance teaching institutions. Bad practices or DON’T’s in Distance education. Any analysis of benchmarking practices would be half-hearted, partial and pathetically incomplete if a conscious effort is not made to identify the DON’T’s or Negative practices. All the functionaries must not only be aware of them but SHOULD take painstaking efforts to AVOID any conception and growth of these bad

*The views are solely those of the author.

practices. In short, there must be a sustained and persistent attempt to nip the bad practices in the bud as and when they emerge or show any visible signs. Bad practices can be attitudinal or procedural such as: • Treating distance education as correspondence education • Using textbooks as learning materials for distance learners • Total absence of face to face contact programmes • Discouraging dialogue and interaction during counselling • Assignments totally absent or a mere formality • Lack of technology mediated or ICT enabled education • No provision for handling student queries and difficulties • Tendency to become mere Diploma churning mills • Too much dependency on a casual staff force for many activities • Lack of accountability • Rude, indifferent behaviour of support staff. • Improper procedures leading to unwanted delays • Lack of coordination among the operating units • Bureaucratic approach • Improper utilization of resources • Highly centralized with no delegation • Improper record maintenance • No provision for training • Feeling secondary to conventional education While all distance teaching institutions irrespective of whether they are Open Universities or Directorates of distance education must be experiencing one or more of the unhealthy practices, there must be a modest and sustained effort to make themselves move closer to the ideal. In conclusion, I would like to bring in Sir John Daniel’s views on sustainability of distance education. ODL encourages increased access, improved quality and reduced costs - all at the same time. Distance education is an innovation which must be nurtured and developed in a healthy manner and should not be pursued in a haphazard manner and abandoned when the going gets tough. It is, therefore, essential that ODL systems are designed and developed in a successful and sustainable manner. Sir John Daniel identifies six ingredients of sustainability in ODL: • Clarity of Purpose and Intention • Economic viability • Institutional autonomy • Good Leadership • An Effective and Balanced Teaching and Learning System • Intellectual excitement Eventually, only such Distance education institutions will survive which has the ability to provide an enduring value to education and development. In order to be sustainable, following good practices and keeping healthy is mandatory for a longer life span. REFERENCES 1. Prof. K. Murali Manohar: National Seminar on Best Practices In Distance Higher Education Cases in Adoption, Adaptation, and Experimentation and Innovation, Round Table Conference,Warangal,December,2005 2. Sir John Daniel: The Sustainable Development of Open and Distance Learning for Sustainable Development, Commonwealth of Learning Institute, June2004

*The views are solely those of the author.

*The views are solely those of the author.

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