2010 4th International Conference on Distance Learning and Education (ICDLE)

E-Learning and Pedagogical Challenges: a Study in Student's Response

Dr. Ravi K. Mahajan University School of Open Learning, Panjab University, Chandigarh, INDIA

E-mail address:mahajan�krm@yahoo.co.in

Abstract-The paper is based an empirical study on the

students' response to their preferred mode of study. The data

suggest statistically significant variations in the preferred

mode between the students studying through 'distance

education channel' and those studying in the regular

university departments', as also between and within some sub­

groups of the students, In the backdrop of crisis, such as

faculty crunch, that the contemporary education system faces, the paper makes a case for blended learning and puts forth a

model which promises to provide a more satistying experience

to the shades of students in their venture.

Keywords: e-Learning, Blended Learning

I. INTRODUCTION

Almost every generation has faced a mismatch between the 'growing and varied demand for education by its population' on one side and the 'available resources' on the other side. And it is this mismatch which has paved the way for the emergence of newer alternatives for education over the generations. The emergence of correspondence education or distance education and 'Information and Communication Technologies' (ICT) could merely be seen as simple milestones in this regard. The endeavour enabling one to go from a 'class-room' to the 'virtual class-room' environment is suggestive of attempts by the educationists to add to the ease and convenience of learning. At this juncture, when 'ICT' and 'e-learning' were almost all set to be acknowledged by most educators as a savior, its limitations have also started surfacing and now the call is for 'blended learning' [I).

Against the backdrop of these newer thoughts toward blended learning, the paper is an attempt to understand the existing scenario in the education system with focus on the perception of its beneficiaries. The scope of the paper has been confined to the Indian scenario on higher education.

II. EDUCATIONAL SCENARIO

With a vision to make 'India a knowledge hub of the world', the Government of India has recently laid a special emphasis on the higher education. The expansion plans include setting up of 30 Central Universities, establishment of National Institute of Science Education and Research (NISER) and setting up of IITs (Indian Institute of Technology) and IIMs (Indian Institute of Management). While the financial requirement of the central universities is estimated at an average cost of Rs.300 crore per University, the estimated cost for a NISER is put at Rs. 823.19 crores, where 1 crore = IOJ'7. For one new lIT, with an intake capacity of 860 students, the cost is expected to be Rs. 760

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crores, as against of Rs. 210.25 crores for one 11M with an intake capacity of 180 students.[2]

The staggering budgetary allocations notwithstanding, the timing of the decision to open up new institutes of higher and specialized education has coincided with some gloomy revelations by the Govardhan Mehta Committee and the Yaspal Committee on the educational scenario [3). While Mehta Committee has raised the issue of crisis on the faculty front, the Yashpal Committee has echoed the concern on diminishing standards. Commenting on current crisis in the system, Professor Mehta has put that "the education system is not only unable to sustain good teachers but also fails to attract scholars into its fold" [4].

Nevertheless, in the current educational scene where administrators are trying to fill hundreds of vacant teaching positions in the premier institutes; when there are not many takers for that, a number of upcoming institutes are all set to add to the crisis. Indeed, the solution has to be traced to some variant of Distance Education, such as e-learning.

III. STUDENTS PERCEPTION

The facilities in the current education system are broadly governed by two avenues, 'formal' and the other inadvertently formalized as 'non-formal'. Usually the formal institutions of education are open to those who are comparatively 'younger-ones' and who have 'high previous academic score', while the others, coarsely termed as "left­overs", comprising usually of 'not so younger-ones' and

'not so high on academic scores', are diverted to complete or enhance their academic qualifications through 'non­formal institutions of education' or 'Open or Distance Education institutes' [5], [6], [7).

But, how about students' aspirations or response

toward the system? The study is an attempt to explore an

answer to it and dwell on its ramifications.

For the study, the information on students' 'preferred study scheme' was collected by the 'Cluster sampling technique' from about 500 students. The clusters were drawn from the students in the' distance education system' and those in the 'formal education system' (i.e., the students pursuing education in the regular departments of the University) of the Panjab University, Chandigarh.

Besides seeking information from students on some general aspects and about some general characteristics, following four precise options were given to them with a request to tick only one scheme through which they would like to study:

• The one in which classes are held regularly.

2010 4th International Conference on Distance Learning and Education (ICDLE)

•

•

The one in which students are given the study material (notes) and they are free to attend the classes as per their requirements. The one in which students are given the study material (notes) and they may attend weekly classes for reinforcement and problem solving.

PSS I II Stream RD 51 72

DE 76 63

Total 127 135

The following Table II gives frequency distribution of sex-wise response of students in the two streams, viz.,

PSS I II

Sex F M F M Stream

RD 34 17 33 39

DE 49 27 32 31 Total 83 44 65 70

The data when put to statIstical hypotheses testmg (using chi-square test, at level of significance=0.050) suggest the following important results.

There is:

• significant variation in the 'PSS' within the students in general.

• significant variation in the 'PSS' within the students in Regular Departments (RD).

• no significant variation in 'PSS' within the female students in RD.

• significant variation in 'PSS' within the male students in RD.

• significant variation in 'PSS' between female and male students in RD.

• significant variation in 'PSS' within the students in Distance Education (DE).

• no significant variation in 'PSS' within the female students in DE.

• significant variation in 'PSS' within the male students in DE.

• significant variation in 'PSS' between students in RD and those in DE.

• no significant variation in 'PSS' between female students in RD and in DE.

• significant variation in 'PSS' between male students in RD and those in DE.

• no significant variation between students in RD and their counterparts in DE on the scheme for 'mobile or internet' usage for studies.

In terms of percentages, the data reveal that:

• The one in which students are given the study material (notes) and they are free to contact teachers on mobile or internet for reinforcement and problem solving.

The following Table I gives frequency distribution of the response of students in the two streams, viz., Distance Education (DE) and Regular Departments (RD) of the university, on their 'preferred study scheme' (PSS).

Table I III IV Total

53 50 226

71 43 253 124 93 GT=479

Distance EducatIOn (DE) and Regular Departments (RD), on their 'preferred study scheme' (PSS).

Table II

160

III F

31

34 65

IV Total M F M F M

22 24 26 122 104 37 21 22 136 117 59 45 48 258 221

• while about 23 per cent of the students in RD have preferred a scheme wherein classes are held regularly, 30 per cent of the students in DE have preferred that scheme

• in DE stream, 36 per cent of female students as against 23 per cent of male students have preferred

'regular classes' for their studies. • as many as 54 per cent of the students have aspired

to have 'some level of interactions' with the teachers, and there is virtually no variation between the students from RD and those from DE.

• only about 19 per cent of the students (22 per cent from RD and about 17 per cent from DE) have shown exclusive reliance on the components of' e­learning' for studies.

IV. DISCUSSION

At the outset, the study suggests that there is, in general, a significant variation on 'PSS' within the students' body comprising both from RD and DE. The significant variations in the 'PSS' have also been found 'within the students in DR', 'within the students in DE' and 'between the students in RD and DE' .

While undertaking sex-wise comparisons, the study reveals no significant variations 'within female students in RD', 'within female students in DE 'and 'between female students in RD and in DE'. In contrast, significant variations have been found 'within male students in RD',

'within male students in DE' and 'between female and male students in RD' as also 'between male students in DE and those in RD'.

In general, the reference to "statistical no significant variation in PSS amongst the students' groups or

2010 4th International Conference on Distance Learning and Education (ICDLE)

subgroups" in the analysis, suggests that students in the groups or subgroups are uniformly distributed over the various 'preferred study schemes'. In other words, in such a case none of the suggested option could be termed as most preferred by the group or subgroup.

A close scrutiny of data reveals that the significant variations in 'PSS' which have been found between or within various sub-groups of the students is largely on count of 'regular classes' factor. While students in RD have preferred a scheme wherein classes are not to be attended regularly, students in DE stream have preferred a scheme wherein classes are held regularly. The variation is more prominent amongst the male students than the female students. Lack of interest in regular classes of students in RD could also be seen as blemishes on the vision and mission of the teachers who are unable to evince interest of the students in the classes or the topics and it may be dwelt in the light of reports of Mehta Committee and Yaspal Committee.

Nonetheless, the scenario is suggestive of a mismatch. The students, who get into the scheme of regular classes by virtue of their being 'high on academic scores' have shown preference for a scheme where they are not required to attend classes regularly. In contrast, the students who get into the scheme of DE, largely, by virtue of their being 'low on academic scores' have shown preference for a scheme where they are given to attend classes regularly. In other words, those who feel the need of more of a tender care of the teachers are deprived of that and those who feel that they could do without regular care are given the opportunity to have it more. So herein surfaces a pedagogical challenge on how to match the requirements of shades of aspirants in the backdrop of dire deficiency of human resources, the expert and the teachers.

As regards 'mobile or internet' component based exclusive studies, only 19 per cent of the students have opted for 'contact teachers on mobile or internet for reinforcement and problem solving', and 81 per cent have desired for a touch of the teacher during their studies, including 28 per cent of those who have aspired for a regular interaction with the teachers. Interestingly no significant variation has been found between the students in RD and those in DE on the 'mobile or internet' based scheme for the studies. Reasons notwithstanding, the study is suggestive of' ground root realities' going contrary to the perception about 'e-learning revolution' as emanating from growing literature or stress on e-learning [8].

V. MODEL

The proposed model is based on dividing the population of aspirants into three groups- 'Group 1', 'Group II' and

'Group III', which would be provided extensive 'support services' through a network of individuals and institutional resources.

While 'Group l' shall comprise of those student who have a proven record of excelling in academics and exhibit potential and propensity to grow the subject, the 'Group II' shall comprise of 'in-service' aspirants. And the 'Group Ill' shall be of those who have an urge to improve/enhance their

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academic qualifications but are constraint by personal or environmental factors.

The 'Group I' surely needs best of the teachers, while other Groups need at least best of the communicators and communications, but for all a meticulously developed and designed study material in print or 'e' format, shall be an immensely useful facilitators.

The model necessitates a networking of resources to develop study material in print and 'e' format, whereby extensive applications of various components of educational technology shall emerge as an integral part of the educational process. The 'CDs of audio-video study material', 'Open Air lessons/conferences', 'video lectures/conferences' and 'www links', shall play a crucial complementary and supplementary role in the instructional process.

At the commencement of an academic session, all the enrolled students shall be given the kit of 'study material' and an 'academic schedule'. The schedule will give information on the transmission of 'Open Air lessons/ conferences' and 'video lectures/ conferences', besides the slots of their face-to-face interactions with the teachers. The schedule of the lectures and face-to-face interactions shall be developed in such a way that the topics to be discussed therein shall be succeeded and preceded by repeated transmissions of' on air' and 'on television' modules on the topics.

While 'Group l' shall be given face-to-face/ class-room sessions at least three days in a week, say, Monday, Wednesday and Friday with rest of the days for assignments, etc., 'Group II' of in-service' aspirants shall get one day for the session per week and 'Group III' shall get such sessions on two days per week, say on Tuesday and Thursday.

Though admission or membership to the 'Group l' shall be restrictive in the light of the available resources for the course, but it shall be open to 'replacement' by the

'challenging' members of other groups who could show their mettle in the 'tests' or 'assignments'. This scheme will not only bring a competitive component amongst serious students but also provide more interactive sessions to the

'left-over' aspirants, while promising optimum utilization of the resources and make studying and learning more enticing and glamorous.

REFERENCES

[1] Meric Balci, Haluk Soran Students' Opinions On Blended Learning, Turkish Online Journal of Distance Education-TOJDE January 2009, ISSN 1302-6488 Volume: 10 Number: 1

[2] Ministry of Human Resource Development, fiTs, IIMs and Universities of World Class Standard, http://pib.nic.in/release/release.asp?relid=37684

[3] Renovation and Rejuvenation of Universities, (An Interim Report) I March 2009. http://www.academics-india.com/yashpaIJeport.htm

[4] UOC 6th Pay revision(Chaddha committee update http://ugcteachers.blogspot.com/2009_01_01_archive.html).

[5] Ravi K. Mahajan, A study in Age-distribution of PO Students of Distance Education', Indian Journal of Distance Education, 1988, Vol II

2010 4th International Conference on Distance Learning and Education (ICDLE)

[6] Ravi K. Mahajan, 'Problems and Profile of Students in Distance Education and Formal Set-up', Journal of Distance Education, 1989, VolJl

[7] Ravi K Mahajan, . Distance Education Instructional process and its effectiveness', EduTech : e Journal of Education and Technology, 2005, Vol 4,

[8] Ravi K. Mahajan, "Blending educational avenues: an leT Impact", Indian Journal of Distance Education, 2009, Vol IX, (In press)

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