University of Madras was established in 1857 and is one of the oldest universities in Southern India. It helped lot of students to get quality higher education and also molded the students to meet the societal and national development needs. The university offers most of the UG, PG and Diploma courses.
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Course Details: Postgraduate Courses: Under Graduate Courses |
Monday 1 July 2013
University of Madras
Indira Gandhi National Open University
Indira Gandhi National Open University is Centre of Excellence for disseminating knowledge through the distance mode. IGNOU offers various academic programmes ranging from certificate, diplomas, degree, doctoral degree, PG and etc, Provides high quality education and ensures learner’s convenience by setting flexible education system, irrespective of age, region, religion & gender.
This university fulfills learner’s needs by maintaining standards in distance education, uses innovative technologies and methodologies for training and provides effective student support for their success.
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Course Details: Master Degree Programs Bachelor Degree Programs Postgraduate Diploma Postgraduate Certificate Programs Certificate Programs |
Why Distance Education?
If you’re an adult considering going back to school to increase your salary potential, benefit from a professional certificate program, or just take a few courses for your own personal fulfillment, chances are, you’ve looked into enrolling in a distance learning program. The options for pursuing a degree or taking a class through distance learning, have increased significantly thanks to new Web-based settings, applications and capabilities that allow distinguished universities o offer students around the world the same academic resources and access to faculty as traditional students on campus. But is the experience really the same?
An online education affords the student many unique benefits like flexibility, convenience and accessibility. Depending on the specific program, a student is able to complete assignments and even participate in lectures and class discussions on his or her own time.
Depending on the particular program that distance learners choose to complete, distance degrees can be just as valuable as traditional degrees. Often, students pursuing distance education have the same access to the respected faculty and course materials as students pursuing traditional degrees.
Colleges and universities that expect smart, ambitious, self-driven students to complete online and traditional degree programs need to continuously monitor and evolve their quality assurance strategies. Many universities understand that nontraditional students, especially adult students, have different learning styles and varying levels of technology experience from traditional college-aged students. These differences contribute to their distance learning choices and ability to complete distance learning programs. A student who benefits the most from face-to-face learning, for example, will find that a distance learning program is more difficult, even if it provides interactive lecture discussions and personalized career services support. On the other hand, a student who works well independently and with minimal help from other students or advisors, may perform better through an online program.
An online education affords the student many unique benefits like flexibility, convenience and accessibility. Depending on the specific program, a student is able to complete assignments and even participate in lectures and class discussions on his or her own time.
Depending on the particular program that distance learners choose to complete, distance degrees can be just as valuable as traditional degrees. Often, students pursuing distance education have the same access to the respected faculty and course materials as students pursuing traditional degrees.
Colleges and universities that expect smart, ambitious, self-driven students to complete online and traditional degree programs need to continuously monitor and evolve their quality assurance strategies. Many universities understand that nontraditional students, especially adult students, have different learning styles and varying levels of technology experience from traditional college-aged students. These differences contribute to their distance learning choices and ability to complete distance learning programs. A student who benefits the most from face-to-face learning, for example, will find that a distance learning program is more difficult, even if it provides interactive lecture discussions and personalized career services support. On the other hand, a student who works well independently and with minimal help from other students or advisors, may perform better through an online program.
Distance Education Programme — Sarva Shiksha Abhiyan (DEP-SSA)
The Distance Education Programme (DEP) is a major intervention under Sarva Shiksha Abhiyan, created, by the MHRD, Government of India, on 1st July 2003, to implement the distance education activities under SSA in the country. Indira Gandhi National Open University is the nodal agency responsible for implementing the distance education component throughout the country. This national level project aims at providing need-based and local specific training to teachers and other elementary education functionaries associated with SSA and RTE, by employing the open distance learning mode.
The DEP-SSA focuses on the quality dimension of teacher training which is crucial for achieving quality education in the country. reinforce knowledge, motivation, commitment and professionalism amongst the teachers at the elementary education level. Through DEP-SSA, teacher training is imparted without dislocating the functionaries from their place of work and is paced as per their convenience.
DEP-SSA strives continuously and in a sustained manner to help states to achieve the goals of SSA. It is functioning effectively in the states to achieve the gigantic task of sensitizing the local functionaries such as, master trainers, coordinators of block resource centres and cluster resource centres, faculty of DIETs and SCERT. efforts of capacity building at elementary education level, through multimedia inputs which include print, audio, video, multimedia and teleconferencing, thereby facilitating work place and multiple media based training and content generation. It is a State-driven initiative, thereby plan and organize activities in close coordination with grassroot level functionaries, like Panchayati Raj institutions, school management committees, village and urban slum level, education committees, PTAs and MTAs, for effective management of elementary schools.
Open distance learning system has tremendous potential to reach out to large numbers in a short span of time and the interventions have impacted the SSA activities significantly in the country.
This is evident from the achievements of DEP-SSA in terms of professional development of teachers, classroom transactions, community mobilization, girls’ education, etc. The DEP-SSA operates in a mission mode and has thus far trained millions of teachers, teacher educators, para teachers and other functionaries.
How to Succeed in Distance Education
Success in distance education (DE) requires motivation and self-discipline. Students must know their instructor’s expectations and assume primary responsibility for their own learning.
Common Misconceptions about DE Courses
DE = Easier
No! DE courses are at least as rigorous as on-campus courses, and DE formats often require more writing and reading than traditional formats.
No! DE courses are at least as rigorous as on-campus courses, and DE formats often require more writing and reading than traditional formats.
DE = On Your Own
No! Many DE courses require student participation in online discussions and other group activities. Instructors, advisors and administrators are there to assist DE students.
No! Many DE courses require student participation in online discussions and other group activities. Instructors, advisors and administrators are there to assist DE students.
DE = Self-Paced
No! Most DE courses have a schedule of assignments and assessments similar to those in on-campus courses. Students must log into online courses regularly.
No! Most DE courses have a schedule of assignments and assessments similar to those in on-campus courses. Students must log into online courses regularly.
Saturday 22 June 2013
Distance Education Use in Rural Schools
A national survey of rural school systems in the United States was conducted to determine the extent to which distance education is being utilized by rural schools, the technologies used, the curriculum areas impacted, the perceived needs for distance education, their satisfaction with distance education, and the barriers to distance education use. Data were collected through telephone surveys with 394 school districts selected at random. Most rural school districts were currently using distance education. The subjects most often offered by distance education were math, foreign language, and English. A large majority of the districts indicated satisfaction with distance education courses; almost half stated they were very satisfied. The majority of students who enrolled in distance education courses completed these courses. Two-thirds of the districts indicated a need for additional distance education courses. Only a small portion of school districts indicated they are able to offer all the advanced and enrichment classes that students need without using distance education. The large majority of the districts did not see connectivity as a barrier to distance education use. Common barriers were funding, scheduling, and difficulty implementing distance education courses. The two most common formats for distance education courses in rural schools were two-way videoconferencing courses and online courses. Implications for future research are discussed.
Rural schools face unique challenges associated with geographic isolation, racial segregation, and limited school and community resources (Johnson & Strange, 2007). Many rural schools experience difficulties attracting and retaining teachers for a variety of reasons including lower salary levels. Rural school districts can have difficulties offering a comprehensive curriculum that includes upperlevel courses, advanced placement courses, and vocational This research was supported by a research and development center grant from the Institute for Educational Sciences to the National Research Center on Rural Education Support (R305A004056-06). The research reported in this submission was approved by the Institutional Review Board at the University of North Carolina at Chapel Hill. Correspondence concerning this article should be directed to Wallace Hannum, University of North Carolina at Chapel Hill, School of Education, Peabody Hall CB#3500, Chapel Hill, NC 27599-3500 (hannum@unc.edu) courses because of financial and human capital constraints. Aronson and Timms (2004) indicated that faculty in some high schools lack the expertise to teach specialized or advanced courses, especially advanced placement courses. Gruber, Wiley, Broughhman, Strizek, and Burian-Fitzgerald (2002) note that about half of all U.S. high schools do not offer AP courses while those that do often offer only one or two courses. This situation is especially troublesome for rural schools that experience difficulty attracting and retaining qualified and experienced teachers (Hammer, Hughes, McClure, Reeves, & Salgado, 2005; Jimerson, 2006). Besides problems associated with a teacher shortage, rural schools also face circumstances in which it is not practical to offer specialized or advanced courses because there may be an insufficient number of students in a school that are adequately prepared or interested in taking such courses. For some years people including Barker and Hall (1994) have suggested distance education—including the use of Internet and web-based materials, interactive television, computer conferencing, and multimedia modules—as at least a partial solution to some of the problems rural schools face.The impact of teaching and learning with technology, including distance education technology, on student achievement has been investigated in numerous studies. In a review of studies on teaching with technology, Cradler, McNabb, Freeman, and Burchett (2002) indicate that research findings are consistent in finding a positive impact on achievement in content area courses, higher order thinking and problem-solving, and workforce preparation. In a meta-analysis of 42 research studies that used technology for teaching, Waxman, Lin, and Michko (2003) report an overall effect size of 0.41 for affective, behavioral, and cognitive outcomes. In a meta-analysis of the effects of distance education on K-12 students, Cavanaugh, Gillan, Kromrey, Hess, and Blomeyer (2004) reviewed 116 effect sizes and concluded that distance education was as effective as traditional, face-to-face instruction for K-12 students. They reported a non-significant overall mean effect size for all outcomes indicating little difference in the performance between students who participated in online programs and students who learned from traditional, face-to-face instruction. In a meta-analysis of the effects of distance education at all levels, Bernard et al. (2004) report a nonsignificant effect size of distance education on learning achievement. They also found evidence that distance education using asynchronous learning methods was superior to synchronous learning methods overall although they indicated that K-12 students likely needed the structure of synchronous learning. Research to date has shown that students who learn through technology, including distance education, typically have learning outcomes at least as good as students who learn through face-to-face instruction. This evidence supports the assertions by Clark (2003) and Hannum (2007) that technology itself does not produce learning gains; rather it is the pedagogy that matters. While there are calls for higher quality research and for more studies (Abrami & Bernard, 2006; Phipps & Merisotis, 1999), there is evidence to support consideration of distance education as a way to address some of the common problems facing rural educators.
Friday 21 June 2013
Articles About Distance Education
July 26, 2012 |
NEW DELHI: Keen to ensure that by 2020 at least 30 out of every 100 person in the age group of 17 to 22 receive higher education , the government has turned its attention to sprucing up and increasing offering in the open and distance learning sector. This includes providing engineering courses through this route, making open and distance learning degrees equivalent to conventional university degrees and setting up an independent regulatory regime. A government-appointed...
May 6, 2013 |
JAMSHEDPUR: The Kolhan University would introduce the National Assessment and Accredition Council (NAAC) assessment for colleges under the institution to improve the quality of higher education in tribal-dominated region, Pro-Vice Channcellor of the institution Dr. Shukla Mahanty said. Mohanty, who recently joined as Pro-VC and herself a member of NAAC and National Council of Educational and Research Training (Eastern Regional Committee), said as Kolhan was an extremely backward area she...
May 7, 2008 |
NEW DELHI: If you have failed to make it to an Indian Institute of Technology, don't lose heart. You can still access it through distance education. Premier institutions like Indian Institutes of Technology will soon be able to offer its post graduate courses through distance learning. Some of the IITs are examining the patterns of foreign universities to design the course module. The Human Resource and Development Ministry has prepared a...
January 8, 2013 |
MUMBAI: In the not-too-distant future, you could become an engineer or get an MBA degree sitting at home. The All India Council for Technical Education (AICTE), the apex body for professional courses, will allow colleges to offer engineering and MBA via distance education, overturning the tough stand it has maintained for years. It had said that professional courses required intensive practical training and programmes such as an MBA ought to have several hours of classroom discussions...
September 1, 2012 |
BANDARSINDARI: Union HRD Minister Kapil Sibal today said the Centre seeks to regulate the entry of foreign educational providers to ensure that only recognised providers have access to students in the country. "Considering unprecedented expansion and changes in higher education sector, we seek to regulate the entry of foreign educational providers so that only reputed and recognised providers have access to our students," the Union HRD and...
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