Synopsis - Shodhganga



CHAPTER 1

INTRODUCTION

1.1. INTRODUCTION

Higher Education occupies an important place at the apex of educational pyramid and helps developing the cream of the society, a select group of individuals, physically, intellectually, emotionally and socially. The importance of higher education expressed by Pt. Jawahar Lal Nehru (First Prime Minister of India) in his convocation address at Allahabad University (1947) Quote.

“A University stands for humanism, tolerance, for reason for the adventure of ideas and for the search of truth. It stands for the onward march of the human race towards even higher objectives. If the universities discharge their duties adequately, then it will be well with the nation and the people”.[1]

Society's expectations from higher education, however, have not remained the same always, but have kept changing with differing social concerns, economic situations and political conditions. India has a long history of organized education. The British introduced the current system of education with its Western style and content in the 19th century following recommendations by Lord Macaulay. The opportunities for higher education in terms of the number of places in universities are simply not adequate in relation to our needs.

The proportion of our population, in the relevant age group, that enters the world of higher education is about 7 per cent. Large segments of our population just do not have access to higher education. The Central Government thus had to revise some of its policies and has permitted Distance Education courses to operate; thus introducing a dual system of education in India.

To understand the system one has to delve into the past. In the ancient times, students lived with their teachers in Gurukuls and Ashrams, and received higher education in general and particular subjects. Three kinds of educational institutions called Shaakha, Charana and Kshetra existed. The essential characteristic of this system is learner motivation. Later on during the Buddhist period, higher education was imparted in Viharas and Sangharamas. The first millennium saw the flourishing of higher education at the universities of Nalanda University, Takshashila University, Ujjain University and Vikramashila University, which started from Buddhist monasteries. Nalanda University, the biggest among these universities, handled all branches of knowledge and housed up to 10000 students at its peak. Some of the subjects taught, included law, warfare, theology, art, literature, arithmetic, astronomy, metaphysics, medical science and logic and students represented all classes of society.

Informal education was imparted through the Pathashalas, Gurukulas and Madarasas. The Pathasalas, and Gurukulas were informal schools where the students would stay in the homes of teacher or the Ashrams of Guru and learn from them. The Madarasas were informal schools established by the Muslim rulers. They basically taught traditional classical learning and religion. According to a survey made by William Adam in 1830, nearly one million such schools existed in Bengal and Bihar alone. For formal school system, a survey conducted by the government of the Madras Presidency in 1823-24 indicated that there were 13,000 schools and 740 colleges at roughly the same historical period.

India inherited a system with great educational disparities between males and females, upper and lower classes, economically advantaged and disadvantaged groups, and urban and rural population. Tremendous expansion had taken place since independence. After Independence in 1947, education became the responsibility of the State. The State referred to each of the 28 administrative regions of India with people who shared similar culture, language and habits. The State has a different level of governance compared to the Central Government, which refers to the Government elected by the people of various states, and which manage the important portfolios of the country. The Central Government is based in Delhi, the capital of India, and has the responsibility to coordinate and specify standards for education. In this regard, the University Grants Commission (UGC) was established by an act of Parliament in 1956. The UGC framed regulations on minimum standards of education. It also received grants from the Central Government and allocated and dispersed it.

This state of affairs continued until 1976 when the Kothari Commission was formulated. The Commission recommended that education is the responsibility of both the State and Central government and so the State planned and formulated the educational policy and the Center represented by the Ministry of Human Resources, Department of Education.

In the current system, all the Universities offer four principal levels of qualification; undergraduate (UG) or Bachelors, post-graduate (PG) or masters, M.Phil or Pre-doctoral, and PhD or Doctoral.

India accounts for a quarter of the developing world’s population and has the third largest higher education system in the world. As a small proportion of the relevant age group around 13% is enrolled in higher education in India, compared to the developed countries about 54.6% (as per enrollment in higher education by regions 2001-02 in %)[2]. While the world average of the Gross enrolment Ratio in higher education is around 26.7%, the average of the developed countries is approximately 57.7% but India’s gross enrolment ratio in higher education is 12.4 % (as per 2006-07 data)[3]. A fairly reasonable number of the students are highly motivated and academically talented, but could not pursue higher education mainly due to various geographic, social and economic reasons. There are an ever increasing number of mature learners, including working people, who are looking for opportunities for higher education and all indications, are that the demand for initial education and continuing education.

To achieve the goals of democracy, it should have to provide equal opportunities for education to all categories of individuals. Formal education system couldn’t full fill above purpose. The Open learning system was initiated mainly to cater to higher education needs of large number of clientele who could not take advantage in the formal system of education due to different reasons like employment, marital status, family responsibilities, distance, and expenses incurred with traditional education. It has been initiated in order to augment opportunities for higher education, as an instrument of democratizing education and to make life long process. It has emerged as a new system to meet the new demands of education in Open and Distance Learning which has emerged as powerful tool in education.

Distance education is a non-formal education which combines in itself the new communication and education technologies in order to cater to a large section of the community. The scope of distance education is very wide. It has not only proved cost-effective but also has the right potential to reach out the large segment of the unreached marginalized and the needy.

Open and distance learning has grown within a more general expansion of education. Since 1960 there has been rapid expansion of social and educational sectors in both the developed and developing countries. Distance education and open learning presents a different picture of endurance and sustenance which proves that it has been enriching human life since its emergence. Commonwealth of Learning, (2007) studied the development of the Indian state open universities and concluded that

“ODL (open and distance learning) has vast potential in a country like India with millions of young aspirants eager to receive higher education and with conventional universities and colleges simply not being in a position to accommodate them. The infrastructure for the expansion of open universities is fairly good in the country, especially the mega open University, Indira Gandhi National Open University (IGNOU) willing to help the State Open Universities”[4].

1.2. NEED OF THE STUDY

The education system in India is undergoing a rapid change which is comparable to International standards and with the increasing demand of Indians in Educational arena internationally, we have to increase the infrastructure to educate more to more students for national and international markets. Hence education should be accessible to people at large especially at the bottom of the ‘socio-economic pyramid’ so as to meet the goals of social justice. Education is an important ally in the role of social and economic development. The formal classroom system alone is unable to cope with the situation. Distance education will never replace the traditional classroom but it does provide a suitable alternative. The convenience distance education affords to students helps for its rapidly growing enrollments. Research is therefore needed to make distance education and open learning system an effective and meaningful alternative mode. Distance education has come to be recognized as an effective alternative system of providing education at all levels and to a varied clientele. The important feature of distance education is its minimized opportunity cost and can study through the distance mode while in employment in any field. This mode of education also helps in raising employment opportunities in many ways since it helps to develop study habits and attitudes. It reaches the learners where they are even in remote place. It is a great equalizer of educational opportunity. Distance Education can satisfy the educational needs of learners with different social and occupational backgrounds. The changing needs and aspirations of anticipated learner groups in particular and society in general can influence the planning and management of distance education system with a view to making the system socially responsive. Therefore research is needed to identify the needs of existing distance learners as well as future target group keeping in view the general course of socio-economic development of the country.

Jegede Olugbemiro (1999)[5]studied the Priorities in Open distance education research: Opinions of experts and practitioners within common wealth and the study have indicated that distance education experts around the Commonwealth countries are of the opinion that they do not have anywhere near adequate level of information from research, and need to embark on more research in all areas of distance education. Nembiakkim and Mishra (2010) [6]studied distance education research attitude and barriers and conclude that respondents were positively disposed towards research in distance education, and believed in the need for more research, that is quantitative and collaborative. Distance learners belong to heterogeneous background in terms of age, experience, socio-cultural, educational and occupational backgrounds sustaining their motivation to continue with courses till completion. They may be employed, unemployed, retired, single, married, house wives, physically disabled having varied social and financial problems. Their learning activity being part time, it takes place in leisure hours, in the evenings, and on holidays; they are irregular in their studies (Sharma, 2008)[7].The lack of learning skills is one of the major causes for dropout and failure(Villi, 1999)[8]. In designing an effective Learner Support System, the Institution should be familiar with the students’ home and community environments, community’s attitudes to education, availability of peers that can render academic assistance and a lot more other related issues (Nyondo 2003)[9]. Economic, technological and social changes and the changes in the system of values entail a system of continuing education where by the individual can upgrade himself/herself from time to time. In distance education adult is able to return to education when he/she feels the needs. Education is therefore changing from institution centered activity to a student centered one. As distance education is learner centered, The Educational Planners, Policy Makers, Distance educators, should be fully aware of the background characteristics of the learners, their needs, attitude towards distance education, interest, motivation expectation, study habits, problem of the learners who are studying in the Open University System (Biswas 1999)[10]. More over Socio economic status, Study habits and attitude towards distance learning play a very important role in bringing about the better academic achievement.

According to Moore “ In course with little transactional distance the learners receive information, directions and guidance through online dialogue with their instructors and through instructional materials that allow modification to suit their individual needs, learning style and pace” (Moore 2003)[11]. Distance education has many positive factors, such as flexibility and more personalized learning, but student’s attitude, study habits and academic achievement play a crucial role in this type of learning. Student who prefer independent study have a more favorable attitude towards distant learning. They can work in their own time and their own place., In view of the importance of Learner characteristics in the success of the system, the researcher was inclined to study the learner’s characteristics by focusing on certain variables like socio economic status, study habits, attitude towards distance learning and academic progress of students from graduate level to post-graduate level through Distance education with their S.E.S, Study habits and Attitude towards Distance Education.

1.3. STATEMENT OF THE PROBLEM

The present investigation has been designed to explore “distance learners socio economic status, study habits and attitude towards distance education in relation to their academic achievement.”

1. 4. TERMS DEFINED

Distance Learner: Distance learners are those who get enrolled in a distance teaching institution, study independently at a distance with the help of the specially designed self instructional materials. O Leary (2000)[12] defined distance learners as “usually serious, disciplined, conscientious, and demanding”.

Socio Economic Status: A social status is an indication of one’s position of respect, prestige and influence in the social structure apart from his personal attributes (Maclver R. M & Page 1937)[13].The Economic endeavor entails ‘Cherishing of things because of their material value (Spranger, 1928)[14]. In this study, Socio Economic status means ranking of an individual by the society he lives in terms of his material belongings and cultural possessions along with the degree of respect, power and influence. Socio economic status is based on income education level, occupational level and social status in the community.

Study Habits: Study habit is a habit that is done on a scheduled regular and planned manner. According to Crow and Crow (1992)[15], ‘the effective habits of study include plan/place, a definite time table and taking brief of well organized notes’. Study habit is the tendency of a student to learn in a systematic and efficient way, when opportunity is given. In this study, study habits of the individual cover mainly the reading habits, learning techniques, time schedule, memory, Physical conditions and examinations, evaluation etc as assessed by the study habit inventory developed by Palsane and Sharma

Attitude towards Distance education: Allport (1935)[16] defined attitude is a “mental and neural state of readiness, organized through experience, exerting a directive influence upon the individual response to all objects and situations with which he/she is related”. In this study, Attitude shows an evaluative personal reaction in a favorable or unfavorable way to different elements of distance education. Viz; self-instructional materials, assignment responses, counseling sessions, student support services etc developed by Anil Kumar

Academic Achievement: Crow and Crow (1969)[17], defined “Academic achievement as the extent to which a learner is profiting from instructions in a given area of learning i.e., achievement is reflected by the extent to which skill or knowledge has been imparted to him”. In this study, Academic Achievement is the level of accomplishment attained in curricular subjects as a result of teaching and learning process and is measured in terms of the marks obtained at the examination.

1.5. SIGNIFICANCE OF THE STUDY

The study will have immense importance for the educational planners and policymakers as there is a dire need to revitalize distance education on sound research findings, because the distance education sub sector has been a neglected area in India. Learner and learning are the heart of distance education system. Scriven (1991)[18] analysed the articles in the first 10 years of distance education in Australia and found 21% articles focused on learner and learner support. Coldeway (1995)[19] analysed Canada journal of distance education and found only 19.5%of the articles were focused on learners and learning. Koble and Bunker (1997)[20] determined that only 17% of 117 articles published in American Journal of distance education in its first 8 years focused on learners, learning and leaner support. The analysis of research in three journals illustrates several concerns that one relates to limited focus on learners and learning in distance education. Zawachi Ritcher (2009)[21] reviewed 695 articles published in 5 prominent distance education journals from 2000-2008 and found 16.3% articles were focused on learners characteristics. The authors concluded that the distance education research was strongly dominated by issues related to instructional design and individual learning process whereas, other important areas (e.g., innovation and change management or intercultural aspects of distance learning) are dreadfully neglected.

In India system of distance education is about four decades old. All the research in distance Education was included in the Fifth Survey i.e. from 1974-92. In the fifth survey of educational Research (1997)[22] the studies in open Distance Education dealt with enrolment trends and courses growth, development and social relevance, needs and characteristics of learners, development and production of course material, instructional strategies and methodology, economics of Distance education and evaluation of the system, covering period from 1971-1992. Eleven data based studies covering the period of 1993 to 2000 has been covered in the Sixth Survey of Education Research. In the last five decades very few researchers have been carried out distance education and majority of researchers in are at project form. The researchers conducted in India at the doctoral level focused on distance education in the country as whole or institution wise on its economy. Some researches conducted in India also reveal comparison of enrolment trends and academic achievement. A number of institution related, course related, socio economic related, disposition related and perception related variables are associated with student persistence, and drop out, this is obviously an area which DTI’s will need to do lot more investigation (Panda 2005)[23] It is evident from review of studies that learners characteristics to success in distance learning system have been neglected with a few exceptions such as those conducted by Gautam R (1990), Kumar (1999).[24]

The above account reveals that very fragmentary work has been done on learner’s characteristics in distance in education and hence present work has been taken to specifically answer the following questions.

1. Is there any significant difference on the measure of socio-economic status between graduate students and post-graduate students of Distance Education system when differences on sex and marital status are taken into consideration?

2. Is there any significant difference on the measure of study habits between graduate and post-graduate students of Distance Education system when differences on sex and marital status are taken into consideration?

3. Is there any significant difference on the measure of Attitude towards Distance learning between graduate and post-graduate students when differences on sex and marital status are taken into consideration?

4. Is there any significant relationship of the academic achievement with socio economic status, study habits and attitude towards Distance learning of the students of Distance Education system?

1.6. OBJECTIVES OF THE STUDY

To get answers to the questions raised above with empirical evidence they were broken down into the following specific objectives that this study proposed to achieve:

1. To study significance difference in the socio-economic status of graduate students and post-graduate students of distance learners with certain background variables. (sex and marital status).

2. To study significance difference in the study habits of graduate and post-graduate students of Distance learners with certain background variables. (sex and marital status).

3. To study significance difference in the Attitude towards Distance Learning of graduate and post-graduate students of distance learners with certain background variables. (sex and marital status).

4. To study relationship of the academic achievement with socio-economic status, study habits and attitude towards Distance learning of the students of Distance Education system

It is assumed that the possible answers of the above four objectives will provide a major channel of research in the field of Distance Education as to whether the academic progress of students from graduate level to post-graduate level through Distance education has anything to do with their S.E.S, Study habits and Attitude towards Distance Education or not ?

1.7. HYPOTHESIS

The Following null hypothesis is formed

1. No significant difference may be observed in socioeconomic status of graduate and post graduate distance learners with certain back ground variables (sex and Marital status).

2. No significant difference may be observed in study habits of graduate and post graduate distance learners with certain back ground variables (sex and Marital status).

3. No significant difference may be observed in attitude towards distance learning of graduate and post graduate distance learners with certain back ground variables (sex and Marital status).

4. No significant association may be observed of academic achievement with socio-economic status, study habits and attitude towards distance learning.

1.8. GENESIS OF DISTANCE EDUCATION

Tracing the genesis of distance education it was found that some early forms of this innovative system of teaching and learning were the instructive letters in the Old Testament i.e. (Significant role in Roman Catholic Church right from the Epistles of St. Paul) and some other works in early Greek and Roman history. The history of modern correspondence instruction began in 1840 with Isaac Pitman’s Shorthand course for distance students through the Penny Post in the U.K. Some researchers have argued that forerunners of distance education of today goes to private teacher of English taught composition by post providing two-way communication in 1833, which is the predominant characteristic of distance education. In 1856, a School of Modern language was established by Langenscheidt and Toussaint in Germany started teaching foreign languages through correspondence. The first efforts to organize correspondence instruction were made USA in 1873 and it has been more extensive than in any other country. In Europe, pioneering work was done in Germany and Sweden by establishment of Fern Lehr institute in Berlin and Hermods in Sweden in 1890.

With the onset of the twentieth century, a number of correspondence instruction schools were set up through out Europe. In Russia, in early 1960’s more students studied through correspondence courses than regular classroom instruction in colleges and universities as correspondence study became the main form of study at the University level. In Japan, over a million students are studying through correspondence course. In Australia and New Zealand, correspondence instruction came to be used in the compulsory school system to teach children who had never been to a classroom. In England a number of private correspondence colleges were set up to coach students for various school and university examination.

The establishment International Council for Distance Education (ICDE) promoted the wide spread acceptance of correspondence courses. In 1938, Mr. J.W. Gibson established the ICDE and who was for many years the Director of High school Correspondence Instruction at Victoria, British Columbia in Canada. Acting as a coordinating body, ICDE strives to promote knowledge of and improvement in open/distance education throughout the world.

1.9. DISTANCE EDUCATION IN INDIA

The evolution of distance education in an organised form in India has been in two stages. The first stage was correspondence education by conventional universities (dual mode distance teaching universities) and the second, distance education by open universities (single mode distance teaching universities).In India, by 1960, only 4 universities were offering some sort of distance education.

The Post independence in India the Ministry of education has appointed various commissions for improving higher education system. The government apprehends that quantitative expansion of conventional colleges and classroom based higher education had its limitations. It couldn’t accommodate the ever-increasing demand of higher education. During the third five year plan, the demand for higher education was so high that the conventional university systems faced with a gigantic pressure. The magnitude of problem is clearly reflected in the following observation of the Education Commission:

“The Third Plan larger facilities are being provided for diverting students to vocational and technological education. However, the problem is one of large dimensions and, even after taking into account these facilities. The number of those seeking admissions to the courses of higher education in arts, science and commerce will be large and suitable criteria for selection have to be adopted. In addition to the provision in the Plan for expansion of facilities for higher education, proposals for evening colleges, correspondence courses and the award of external degrees are at present under consideration.(3rd five year Planning commission of India, Chapter 29)”[25]

The Planning commission of India (1960) made a significant observation in the 3rd five year plan that proposals for evening colleges, correspondence courses. Thus, the Government of India appointed a committee on correspondence courses and evening colleges in 1961 under the chairman ship of D.S Kothari. The committee recommended the introduction of correspondence courses and as a result University of Delhi started correspondence courses in 1962 as a pilot project. The third planning commission took note of the success of the correspondence courses launched by the University of Delhi and recommended the adoption of those courses at University level.

Similarly the education commission of India (1964-66) supported the idea of introducing correspondence courses at University level. The committee was of the view that the program should be extended as widely as possible. It saw the correspondence courses as the only economic mean to provide higher education to those who could not get access to it. It recommended the strengthening of this system. The U.G.C set out guidelines for opening correspondence courses in Universities all over India and came forward to offer liberal financial assistance to Universities willing to adopt the UGC guidelines for opening correspondence courses. This led to the strong demand in various quarters about the need for the establishment of a University which could coordinate the work of all directorates of the country. After these developments, many Universities started establishing Institutes of correspondence courses and continuing education. Many State universities during the period (1970-80) started Institutes/Directorates of correspondence education which gave a thrust to distance education.

In India, the effort of Open University was initiated in 1970; the UGC and the Indian national commission for cooperation with UNESCO organized a seminar for discussing about Open University. The seminar recommended establishment of Open University in India. In 1974, The Government of India appointed an eight member working group under the chairmanship of Sri G. Pathasarathy vice chancellor of Jawaharlal Nehru. The committee recommended that an Open University at the national level be established. The report of committee was accepted by Government and draft bill was prepared but it was not pursued. However, at the state level on the recommendations of a committee under the chairmanship of Prof G Ram Reddy, the then University Grants Commission Chairman, the legislature of Andra Pradesh enacted the “Andhra Pradesh Open University Act” in 1982.

The first state level Open University was established in Andra Pradesh in 1982 to provide “access to higher education to the adult population of the state, for upgrading their functional capacities and improving quality of their life in the context of broader social and political objectives of equalization of educational opportunities and emergence of a new concept of life long education”.

In 1982, a committee under the chairmanship of Dr. Mrs. Madhuri R shah the then UGC Chairperson, recommended that steps should be taken for establishing an Open University at the National level. Consequently the Government of India, in September (1985) decided to set up Indira Gandhi National Open University at the National level.

The National Policy (1986) recognizing the importance of distance education in India, emphasized on the establishment of national Open University. It was posted that “The open university system has been initiated in order to augment opportunities for higher education and as an instrument of democratizing education” [26].

In the past few decades, the distance education has not only flourished in the sense of growth of new institutions but has also broadened its scope by offering wide variety of courses. The main objective in the tenth plan was to raise the enrollment in higher education for the age group of 18-23 years from 6 per cent to 10 per cent by the end of the plan period. The open and distance learning system has demonstrated a growth rate of 20% during the 10th five year plan and accounted for 25 percent of the total enrollment in the higher education sector. The strategies would focus on increasing access, quality, and adoption of state specific strategies and liberization of higher education system. Tenth plan would focus on distance education, convergence of formal non formal distance and IT education institutions (Aggarwal J.C 2009, p.17)[27]. The Planning Commission of India has set the target of 15% GER at the end of the 11th Five Year Plan. In order to achieve this target, tremendous amount of expansion of higher education would be necessary. Open and Distance Learning (ODL) may be a supplementary approach to fulfill the target through its more flexible and liberal yet quality programmes. Yashpal Committee (2008)[28]also recommended the focus of distance education shall be to provide opportunity of education to people at educationally disadvantaged situations such as living in remote and rural areas, adults with no or limited access to education of their choice etc

In India, at present there are about 197 distance education institutions, comprising One Mega University (Indira Gandhi Ntional Open University), 13 State Level University and 183 Dual Mode Universities. At the state level, distance learning universities namely Dr. Baba Sahib Ambedkar Open University, Ahmedabad (BAOU); Dr. B.R. Ambedkar Open University, Hyderabad; (BRAOU) Karnataka State Open University, Karnataka (KSOU); Madhya Pradesh Bhoj Open University, Madhya Pradesh (MPBOU); Nalanda Open University, Bihar (NOU) ; Netaji Subhas Open University, Kolkata (NSOU); Pt. Sundarlal Sharma Open University, Chattisgarh (PSSOU) ; Tamil Nadu Open University, Tamil Nadu (TNOU); U.P. Rajarshi Tandon Open University, Uttar Pradesh (UPRTOU); Yashwantrao Chavan Mahashtra Open University, Mahrashtra (YCMOU); Vardhaman Mahaveer Open University, Kota (VMOU); Uttarakhand Open University, Uttarakhand (UOU), Krishna Kanta Handique State Open University, Guwahati – Assam(KKSOU)[29]. All these universities offered different types courses of different levels like certificate, diploma, PG Diploma courses, graduate, post graduate level, and Ph.d and doctoral level

1.10. DISTANCE EDUCATION COUNCIL

The Distance Education Council (DEC), was established in 1991 under section 16(7) read with Section 5(2) of the IGNOU Act, 1985. As per Clause(2)(a) of the Statute 28, the DEC is responsible for the promotion, coordination and maintenance of standards in the Open and Distance Learning system in the country. In view of the growing number of distance education programmes offered by state open universities and conventional universities, the task of coordination, maintenance of standards and funding has been assigned to Distance Education Council. The DEC among its various responsibilities has to take such measures as are necessary, consistent with the objects of the University to provide an innovative, flexible and open system of University Education, for the promotion including introduction and continuation, of courses and programmes which conform to the standards prescribed by the DEC, to maintain such standards in the institutions offering distance education programmes and to prevent, through such measures as are considered appropriate, institutions from offering courses and programmes which do not conform to the standards laid down by the Council. In order to achieve coordination in the distance education system in the country, the distance Education council has initiated activity in credit transfers and common grading patterns ( dec.ac.in).

1.11. THEORETICAL APPROACH OF DISTANCE EDUCATION:

The term distance education is known by a variety of names: ‘Correspondence Education’, ‘Open education’, ‘Open Learning’, ‘Home study’, ‘Independent study’, ‘External Study’, ‘Off-Campus study’ etc.

The distance education is defined by various authors in various ways. The first theorizing attempt to show corresponding teaching as form of “guided didactic conversation” (Holmberg 1960), “industrial production” (Peter 1967), and as “system method” (wedmeyer 1971). Wedmeyer redefined distance education as “independent study”.

Wedmeyer (1977)[30] has used the terms ‘Open learning, distance education and independent study’ in his works. He defines independent study as “Independent study consist of various forms of teaching learning arrangements in which teachers and learners carry out their essential tasks and responsibilities apart from one another, communicating in variety of ways. Its purposes are to free on-campus or internal learners from inappropriate class placing or patterns, to provide off-campus or external learners with the opportunity to continue learning in their own environments, and developing in all learners the capacity to carry on self directed learning, the ultimate maturity required of the educated persons”.

Dohmen (1977)[31] defines distance education as “a systematically organized form of self study in which student counseling, the presentation of learning material and securing and supervising of students’ success in carried out by a term of teachers, each of whom has responsibilities. It is made possible at a distance by mean of media which can cover long distances”.

Peter Otto (1973)[32] defines distance education as “a method of imparting knowledge, skills and attitudes which is rationalized by the application of division of labour and organizational principles as well as by the extensive used of technical media, specially for the purpose of reproducing high quality teaching material which makes it possible to instruct great numbers of students at the same time wherever they live. It is an industrialized form of teaching and learning.’

Moore (1973) [33]defined distance education as the family of instructional methods in which the teaching behaviors are performed apart from learning behaviors, including those that in a contiguous situation would be performed in the learners presence, so that communication between the teacher and learner must be facilitated by print, electronic, mechanical or other devices.

Distance study is self-study, but the student is not alone. As Holmberg (1989)[34] describes it, "A kind of conversation in the form of two-way traffic occurs through the written or otherwise mediated interaction between the students and the tutors and others belonging to the supporting institution". Holmberg goes on to state that, "conversation is brought about by the presentation of the study matter if this is characterized by a personal approach...and causes the students to discuss the contents with themselves".

1.12. CHARACTERSTICS OF DISTANCE EDUCATION

In 1980 Desmond Keegan published in the first issue of leading theories of distance education and subsequently modified in 1986. Keegan’s definition is based on analysis of four accepted definitions proposed by Holmberg (1977), Peter (1973), and Moore Law of France (1973). From these analyses of theories Keegan (1986)[35] concluded seven principal characteristics of distance education.

1. Separation of teacher and student: The Quasi- permanent Separation of teacher and Learner through out the period of the learning process.

2. The influence of an education organization: Distance education is an institutional kind of educational system in planning and preparation of learning materials and in the provision of student support services.

3. Use of technical media: Distance education makes use of print and various technical media like radio, audio, television, video, telephone, email, computer etc to carry out the content and bridge the distance between teacher and learners.

4. The provision of two way communication: It is two way communications as the student is able to respond through assignment responses or other media like teleconferencing using telephone, computer and television, therefore can receive feedback. The students thus enter into a dialogue with the institution.

5. Group Learning: Quasi – permanent absence of a learning group throughout the period of the learning process. Learners are usually taught as individuals not in groups, with the possibility of occasional meeting for both didactic and socialization process.

6. An industrialized form of education: It is specific answer to specific need. It is developed industrial society that has created a need for a more capsular kind of education.

7. The privatization of learning: Privatization means that distance system takes the student from the learning group and places him/her a more private situation.

1.13. PHYSIOLOGICAL PERSPECTIVE OF ADULT LEARNING

The researchers see the adult learning process as far more complex than a simple relationship of certain sensory functions to learning ability. For example, Knox (1977)[36] cites seven modifiers of adult learning performance:

1. Condition - physical health, sensory impairment (eyesight, hearing and so forth)

2. Adjustment – a personal and a social adjustment to the learning situation enhance learning performance

3. Relevance – learning occurs more readily when learning tasks are meaningful to the learner

4. Speed – learning is enhanced when adult learners can proceed at their own pace

5. Status – socio economic level and formal education are associated with adult learning. For instance, amount of formal education generally relates positively to participation in continuing education activities.

6. Age – older and younger adults may learn differently because of generational differences in experiences and values.

7. Out look – degree of open or closed mindedness and personal outlook affect how adult face learning situations.

1.14. CHARACTERISTICS OF DISTANCE LEARNERS

Kaye and Rumble (1981) [37]reviewed student characteristics at distance teaching universities in 10 different countries. According to them the distance learners were an age range of 20-40 years; majority studying on a part-time basis; men generally outnumber women; study is primarily carried out at home; high levels of motivation; the majority of students are from less privileged social groups; Students studying voluntarily (as opposed to those in compulsory in service courses) tend to be from urban areas

Age: The most important characteristic of distance learner is age. Most of the research indicates that distance learner student are adults, or adulthood ranges from 18 years to 80 year or more. The different age groups of distance learners would pose serious pedagogic questions to instructional designers who need to consider the learning styles of different individuals as well as the different age groups.

Gender: Gender is another important factor in understanding and providing the necessary support to distance learners. The difficulties faced by women as a disadvantaged gender as a whole and the socially, economically and educationally backward women in popular.

Social Status: The diversity of distance learners in India would include social differences in both class and caste. Caste system in India has been playing a negative role in democratizing education and developing a democratic, scientific, secular and equalitarian view among people. Distance learning in order to attain its goal has to break the educational barrier of the people along with their social barriers. The thinking of the people has to change with a dignity for all the courses in education whether from distance or contemporary education. The Government as well as private sector should demolish the social prejudices and promote learning in socially backward classes, particularly in women then only we can achieve social status.

Economic Status: The economic diversification is also a major factor which causes hindrance in the education system; although distance education has brought down the cost of education and financial assistance, scholarships and loans help the poor/economically weaker section to full fill their educational achievement. In house facility for doing courses should be provided for further enhancement of education.

Educational Status: Social status and economic status will lead to a better educational status of an individual and family. India has all the recourses for a Hi tech marketing and counseling of target population for distance learning. Once they understood the importance of education it become easy to impart knowledge breaking all barriers of social, economic or educational status or individual or society class or religion.

Geographical location: Geographical location was a hindrance in the part but with the growth of transportation it has become easy for leaner to visit the study centers for support system.

According to first hand book published by IGNOU[38], the characteristics of distance learners are:

• Those who could not opt (go) for higher education just after schooling, but want to take higher education at a later stage.

• Those who have had higher education for some years but would like to continue their education for improvement of their knowledge and advancement in career.

• Those who have discontinued their studies for one reason or the other and want to have a second chance.

• Those who want to make their education life long affair.

• Those living in adverse situations (geographical, social, economic an like) who are not free to attend regular schools/colleges/universities.

• Those who would like to pursue their studies without disturbing their normal and daily routine.

• Those who can’t attend regular schools/colleges/universities due to physical constraints

Koul & Bhatt (1989)[39] describes three categories of learners in distance learning system. The first category is that of learners who have confidence in their ability to work on their own. They are confident enough to think that they can succeed without any guidance from the counselor. The second category of distance education learners are the ones who actually need talking to. Having someone to help in solving their problems gives them reassurance about the system as well as builds a little more confidence in them. The third categories of learners, who fall between the above two types, are the ones who are really sitting on the wall. If only they run into intractable problems they approach the counselor for help.

1.15. INDIRA GANDHI NATIONAL OPEN UNIVERSITY

Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with the following two prime objectives, among others.

• To provide opportunities for higher education to a large segment of population, especially disadvantaged groups living in remote and rural areas, adults, housewives and working people and.

• To encourage Open University and Distance Education Systems in the educational Pattern of the country and to coordinate and determine the standards in such systems.

It serves the educational aspirations of over 2.6 million students in India and 36 other countries through 21 Schools of Studies and a network of 62 regional centres, around 3,000 learner support centres and 67 overseas centres. The University offers about 445 certificate, diploma, degree and doctoral programmes, with a strength of nearly 420 faculty members and academic staff at the headquarters and regional centres and about 36,000 academic counselors from conventional institutions of higher learning, professional organizations, and industry among others. Besides there are 28 FM radio stations and 6 television channels.

Instructional System

The University provides multi-channel, multiple media, teaching/learning packages for instruction and self-learning. The different components used for teaching/learning include self-instructional print and audio-video materials, radio and television broadcasts, face-to-face counseling/tutoring, laboratory and hands-on Experience, teleconferencing, video conferencing, interactive radio counseling, interactive multimedia CD-ROM and Internet based learning, and the use of mobile phones for instant messaging. For courses in streams like sciences, computer

Sciences, nursing, medical sciences, education and engineering and technology, arrangements have been made to enable students to undertake intensive practical classes/practice teaching at select study centers/work centres/programme centers. While the traditional distance education delivery through print and study centre supports being strengthened, the University is strengthening the development of interactive multimedia content and learner support through video-conferencing and web-based platforms, by utilizing both the EduSat and the Internet.

Evaluation System

At IGNOU, a three-tier system of evaluation is followed: self-evaluation, through devices built into the course material; continuous evaluation, through any combination of theory-based assignments, practical assignments, log books and contact programmes; term-end evaluation, through examinations, which are conducted at more than 600 centres all over the country and overseas twice a year,in June and December. In case of postgraduate programmes with a project component, the evaluation methodology also includes a viva-voce. Proportionate weightage is given to the various components for calculation of the final grade. Also, regarding the summative evaluation, IGNOU now offers the scheme of On-Demand Examination for a few programmes to provide an opportunity for learners to take up the examination when they feel they are ready for it. Learners who successfully complete the prescribed credits in a particular programme are awarded certificates/diplomas/ degrees at the Convocation, which is usually held in February/March of every year at the University Campus, and at select regional centres simultaneously through the teleconferencing mode. (ignou.ac.in)

1.16. SWAMI VIVEKANAND SUBHARTI UNIVERSITY

Swami Vivekanand Subharti University established by Government of Uttar Pradesh under “Swami Vivekanand Subharti University Uttar Pradesh Act 2008. The University has started distance education programmes at undergraduate and post graduate levels with effect from the academic year 2009-10 in various disciplines. The main aim of Directorate of Distance Education in SVSU is to impart the higher education to distance remote areas and up to weakest category of people and service class persons, who are unable to join regular courses and want to pursue quality higher education

Instructional System

The instructional system of Swami Vivekananda Subharti University comprises six components, viz, self learning material, continuous internal assessment, Theory Training class, Practical exposure class, Professional project work and Internship and industry integrated learning.

Evaluation

The SVSU University follows the following evaluation system:

• Continuous evaluation through personal contact programme, assignment work, viva & group discussion and personality development programme.

• Annual examination will be conducted by the University.

• Evaluation of practical, wherever prescribed by Examiners appointed by SVSU.

• Evaluation of professional project report, wherever prescribed will be submitted to DDE.

• Report on internship & i8ndustry integrated learning wherever prescribed will be submitted to DDE.()

1.17. UTTAR PRADESH RAJARSHI TANDON OPEN UNIVERSITY

U.P Rajarshi Tandon Open University established by Government of Uttar Pradesh under “U.P Rajarshi Tandon Open University Uttar Pradesh Act No. 10, 1999. It is a state University. The first academic session of the U.P Rajashri Tandon Open University was inaugurated by the then Governor of Uttar Pradesh in 1999. The main aim of university is to provide access to higher education for large segments of population and, in particular, disadvantaged groups such as those living in remote and rural areas including working people, homemakers and other adults who wish to upgrade or acquire knowledge through studies. The University makes efforts to promote acquisition of knowledge in a rapidly developing and changing society and continually offer opportunity for upgrading knowledge, training and skills in the context or innovations, research and discovery in all fields of human endeavor. The university is open to all irrespective of caste, creed or sex and its jurisdiction is all of Uttar Pradesh. Courses offered include first-degree program, postgraduate courses, general diploma courses, certificate courses, computer courses and vocational courses. The university has study centers spread all over Uttar Pradesh and in few parts of Uttaranchal.

Instructional System

Uttar Pradesh Rajarshi Tandon Open University have a Central Library contains a lager volume of Books, Journals, News Papers and Magazines and it opened for use of faculty members, supporting staff, researchers and students of the university. It has five Regional Centers possess their own libraries with effective, useful and comprehensive collection to serve the students and counselors mainly through study centers falling under their authority. The Library is providing Internet surfing facilities. E-documents collection and online journals are receiving special emphasis. The library contains necessary infrastructure like Computer Lab etc. ( uprtou.ac.in)

1.18. SOCIO ECONOMIC STATUS AND ACADEMIC ACHIEVEMENT

Socio economic status refers to ranking of an individual by the society he lives in terms of his material belongings and cultural possessions along with the degree of respect, power and influence. Socioeconomic status (SES) has long been known as a good predictor of academic achievement. A central conclusion of the Coleman Report (1966) [40]was that family background accounted for the majority of the variation in student achievement. Since then, researchers have continued to demonstrate the importance of the relationship between family background and student achievement. Many studies were conducted in relationship of Socio Economic Status and Academic Achievement. There was significant relationship between SES and academic achievement of school children. (Nuthana P.G. 2007, Parida Sucharita, 2003)[41]. Singh (1996) found that high SES was positively related with achievement. But study conducted by Panda Manoranjan, (1998)[42] found that there was no significant relationship between SES and Academic Achievement of students studying in different categories of schools. Vince Diaz(2008) [43]found that socio economic status is the best predictor of academic achievement.

Studies on the socio- economic and academic background of distance learners in India reveal significant facts regarding Distance Education System in the country. The age majority of correspondence students were between 16 and 35 years. (Anand 1979, Gomathi 1982, Khan 1982, Pillai and Mohan 1983, Sahoo 1985, and UGC 1986)[44]. While most of the lower age group (16-25years) candidates opted for undergraduate courses (Khan 1982, Sahoo 1985, UGC 1986), and most candidates of the upper age group (20-60 years) enrolled in post graduate courses (Sahoo 1985). A majority of students were married, hailed from upper castes, with moderate economic position and around one third of them were employed (Singh 1980, 1983 and Dewal 1982)[45]. Panda and Panda (1986) [46]found that the socio-economic status of learners has significant positive effect on academic achievement of distance learners.

1.19. STUDY HABITS AND ACADEMIC ACHIEVMENT

Study habits refer to whether students study at the same time each day, whether they shut off radio, television while reading and whether they paraphrase and write down what they have read during the practical instructions. It is defined as the devotion of time and attention to acquire information or knowledge especially from books or in other words it’s the pursuit of academic knowledge by a detailed investigation of a subject or situation (Oxford Dictionary &Thesaurus of English Language, 2003)[47].

The importance of study habits in student’s life plays a major role in their academic achievement, because without studies no one can be succeeded. Study habits typically denotes the degree to which the student engages in regular acts of studying that are characterized by appropriate studying routines (e.g., reviews of material) occurring in an environment that is conducive to studying. Learner’s learning character is characterized by his study habits. Good (1973) [48]define the term study habits as: “The student’s way of study whether systematic, efficient or inefficient etc.” Going by this definition it literally means that good study habit produces positive academic performance while inefficient study habit leads to academic failure. Khurshid F (2012)[49] found that there was positive correlation between study habits and academic achievement of university students. Robinson (2000)[50] found that certain bad study habits result in poor academic performance whereas certain good study habits result in high academic performance. Deb Madhu (1990)[51] found that there was significant relation ship between study habits and academic achievement of undergraduate home science final year students.

The studies conducted by researchers in distance education shows that Open University students keep a time schedule for learning (Raja and Rao, 1993)[52]. Srivastava et.al (2007)[53] observed that most of the distance learners do not read the relevant study materials before attending counseling sessions and suggested that an induction programme should therefore be made compulsory for all entrants. Goamthi (1982) revealed that there existed a significant relationship between the achievment of M.A, and . Distance learners and work on study materials, textbook studies; participation in seminars and contact programmes; radio broadcast programmes, study centre activities and effective role of instructors. Morgan’s (1993)[54] work exclusively deals with two approaches of learning i.e. Surface and deep. The approaches are context specific and directly relate to the quality of learning outcomes. Students with surface approach to their learning are concerned with the intention of completing the learning task requirements, students with deep approach to learning are more concerned with the intention to understand the deeper meaning embedded in the learning tasks and their relationship with their task. Macdonald and Scott (1997)[55] found that undergraduate students find it difficult to read academic texts and this affect their success. Koymen’s (1992)[56] study concluded that there are no important differences in terms of learning and study strategies of the studetns in conventional system compared to an open learning system. Ahsan (2005)[57] study habits of distance learners reveals Students who do not have competent reading skills and study habits may face problems in the DE system. Distance learners may have to countenance an unfamiliar situation in the events of their lack of pre-joining awareness about the DE system. Villi (1999) [58]emphasized that the learning habits of the distance learners, having such great educational importance deserved careful investigation. Kumar (1999)[59] reveals that a low positive but significant relationship (r = 0.27) was exits between academic performance and study habits of first-degree distance learners.

According to Chastain & Thurbor (1989)[60] there are many different types of effective studying techniques. One popular study technique is called the SQ4R method. The “S” and “Q” stand for “Survey” and “Question”, and the “4R” stands for “Read”, “Recite”, “Relate” and “Review”. This method is taught in many introductory psychology courses and is a good way to prepare for tests in almost any course. There exists little difference in outcomes when one considers level of satisfaction it also reports that students are more satisfied with asynchronous distance learning (Computer conference and voice mailing) and students perform better when the structure of instruction matches their preferred learning style (Moore 2007, pp 153)[61].

1.20. ATTITUDE TOWARDS DISTANCE LEARNING AND ACADEMIC

ACHIEVEMENT

One of the important issues in distance education understands how students react to learning in a class where members are separated by time and space. Attitude toward learning is an important factor in eventual academic success. An attitude is usually defined as a disposition to respond favorably or unfavorably to an object, person, institution or event. Attitude is a system which can either have positive or negative involving emotions and feelings with reference to social objects and issues. Distance education can be adult oriented if some of the principles of adult education pedagogies are taken into account that place in the participants in the foreground from the start. They can show the degree of activation, application, and empathy on the part of teachers that is regarded as desirable, and the important part played by the subjectivity, identity, and autonomy of adult students-who after all are the crucial element in the process. If we succeeded in transferring just a hint of this attitude to distance education, we would have achieved something (Otto peter 1998)[62]. There is clear empirical support for the connection between attitude and performance. Bernt and Bugbee (1993) [63]reviewed the literature specifically to relate to attitude to performance in distance courses and conclude that while ability is more critical factor in achievement among younger students, additional, motivational and personality factors may contribute more differences in achievement among older students. Sarwar (2004) [64]found that there was direct relationship between study attitudes and academic performance of students.

The learners continuing with DE courses had expressed positive attitude towards the system. In comparison with the male students, the female students had expressed more favorable attitude towards it (Sahoo and Bhatt 1987)[65]. Around half of the teacher and student respondents in Khan’s (1982) study expressed positive opinion towards DE, where as the remaining half were either neutral or negative about it. Kumar (1999)[66] reveals a low positive and significant relationship (r=0.24) existed between academic performance of first-degree distance learners and their attitude towards distance education.

1.21. LIMITATIONS OF THE STUDY

1. The study is limited to the learners in distance education of U.P state only.

2. The study has been conducted amongst the distance learners belonging to professional courses. Other technical, general and certificate courses not included in the study.

3. As the size of the population of students is very large and scattered all over the region, the investigator has taken 600 Students randomly from selected universities

4. At graduate level, both groups graduate and undergraduates are included

5. Achievement of students is confined only to terminal examination marks

1.22. DELIMITATION OF THE STUDY:

The study is confined to following de-limitations:

1. The study is de limited to three universities, IGNOU (study centre under the region of Noida), Directorate Subharti Distance education, SVSU and UP Rajarshi Tandon Open University.

2. The investigator is delimited to her study to the northern region of India, comprising the following areas only Meerut, Gautam Budh Nagar, Baghpat, Ghaziabad, Modinagar

3. Among the Professional courses, only education and management stream are considered as the subject of present study.

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