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Distance Education DISTANCE EDUCATION MA [Education] Second Semester EDCN 803C [ENGLISH EDITION] Directorate of Distance Education TRIPURA UNIVERSITY Reviewer Dr Sitesh Saraswat Reader, Bhagwati College of Education, Meerut Author: Neeru Sood Copyright © Reserved, 2016 Books are developed, printed and published on behalf of Directorate of Distance Education, Tripura University by Vikas Publishing House Pvt. Ltd. All rights reserved. No part of this publication which is material, protected by this copyright notice may not be reproduced or transmitted or utilized or stored in any form of by any means now known or hereinafter invented, electronic, digital or mechanical, including photocopying, scanning, recording or by any information storage or retrieval system, without prior written permission from the DDE, Tripura University & Publisher. Information contained in this book has been published by VIKAS® Publishing House Pvt. Ltd. and has been obtained by its Authors from sources believed to be reliable and are correct to the best of their knowledge. However, the Publisher and its Authors shall in no event be liable for any errors, omissions or damages arising out of use of this information and specifically disclaim any implied warranties or merchantability or fitness for any particular use. Vikas® is the registered trademark of Vikas® Publishing House Pvt. Ltd. VIKAS® PUBLISHING HOUSE PVT. LTD. E-28, Sector-8, Noida - 201301 (UP) Phone: 0120-4078900 • Fax: 0120-4078999 Regd. Office: 7361, Ravindra Mansion, Ram Nagar, New Delhi – 110 055 • Website: www.vikaspublishing.com • Email: [email protected] SYLLABI-BOOK MAPPING TABLE Distance Education Syllabi Mapping in Book Unit - I Distance Education: Significance, Meaning and Characteristics, Unit 1: Introduction to Distance Present status of Distance Education. Education (Pages 3-49) Unit - II Designing and Preparing Self-Learning Materials (SLM) their Unit 2: Designing and Preparing Types and Roles Oral Materials. Self-Learning Materials (SLM) Role of Electronic Media in Distance Education. (Pages 51-92) ICT and their Applications in Distance Education with reference to EDUSAT and e-learning. Unit - III Self-support Service in Distance Education. Unit 3: Self-Support Services, Technical and Vocational Programmes through Distance Technical and Vocational Education. Programmes and Rural Distance Education in Rural Development. Developmen (Pages 93-117) Unit - IV Concept and Need of Evaluation in Distance Education, Unit 4: Concept and Need of Difference between Evaluation in Traditional Learning and Evaluation in Distance Education Distance Learning, Technique of Evaluation in Distance (Pages 119-146) Education. Unit - V Concept and Importance of Counseling in Distance Education, Unit 5: Concept and Importance Qualifies of Counselor Procedure of Counseling, Quality of Counselling in Distance Assurance of Distance Education, Role of Distance Education Education (Pages 147-183) Council, IGNOU. CONTENTS INTRODUCTION 1 UNIT 1 INTRODUCTION TO DISTANCE EDUCATION 3-49 1.0 Introduction 1.1 Unit Objectives 1.2 Distance Education: Introduction 1.2.1 History of Distance Education 1.2.2 Distance Education: Basic Assumptions 1.2.3 Principles of Distance Education 1.3 Theories of Distance Education 1.4 Types of Distance Learning 1.4.1 Distance Education Programs 1.5 Models of Distance Education 1.6 Objectives of Distance Learning 1.7 Characteristics of Distance Education 1.8 Designing a Distance Education Program 1.9 Choosing a Distance Learning Program 1.10 Advantages and Disadvantages of Distance Education 1.11 Implementation of Distance Education Programs 1.12 Types of Distance Education Systems in India 1.13 Present Status of Distance Education 1.13.1 Controlling Agencies for Distance Education 1.13.2 Challenges Faced by Distance Education in India 1.13.3 New Policy in Distance Education in Higher Education Sector in India 1.13.4 Status of Distance Education in India at School Level 1.13.5 Status of Distance Education in India at Tertiary Level 1.13.6 Open and Distance Education in North East India 1.13.7 The Past and Present of Distance Education in India 1.13.8 International Commission on Distance Education 1.14 Summary 1.15 Key Terms 1.16 Answers to ‘Check Your Progress’ 1.17 Questions and Exercises 1.18 Further Reading UNIT 2 DESIGNING AND PREPARING SELF-LEARNING MATERIALS (SLM) 51-92 2.0 Introduction 2.1 Unit Objectives 2.2 Self Learning Materials 2.2.1 Theories of Self-Learning Materials 2.2.2 Characteristics of Self-Learning Materials 2.2.3 Printed Materials 2.2.4 Roles of Self-Learning Materials 2.3 Process of Designing Self-Learning Materials 2.3.1 Model for the Design and Development 2.3.2 Course Development Team 2.3.3 Access Devices Used in Self-Learning Materials 2.3.4 Developing a Unit 2.3.5 Types of Self–Learning Materials 2.4 Oral Materials 2.4.1 Development of Oral Materials 2.4.2 Characteristics of Oral Materials 2.5 Role of Electronic Media in Distance Education 2.5.1 Types of Electronic Media Used in Distance Education 2.5.2 WebQuests as Electronic Media for Distance Learning 2.5.3 Selecting Electronic Media for Distance Education 2.5.4 Electronic Media Production Centre 2.5.5 Using Interactive Video in Distance Education 2.5.6 Use of Electronic Media in Distance Education 2.6 ICT and its Application in Distance Education 2.6.1 The Significance of ICT in Education 2.6.2 Objectives of Using ICT in Distance Education 2.6.3 Inclusion of ICT in Distance Learning 2.6.4 ICT Infrastructure for Distance Education 2.6.5 EDUSAT and E-Learning 2.7 Summary 2.8 Key Terms 2.9 Answers to ‘Check Your Progress’ 2.10 Questions and Exercises 2.11 Further Reading UNIT 3 SELF-SUPPORT SERVICES, TECHNICAL AND VOCATIONAL PROGRAMMES AND RURAL DEVELOPMEN 93-117 3.0 Introduction 3.1 Unit Objectives 3.2 Self-Support Service in Distance Education 3.2.1 Development of Student Support Systems 3.2.2 Implementing and Monitoring Support Services 3.2.3 Student Support Services in Open Universities in India 3.3 Technical and Vocational Programs Through Distance Education 3.3.1 Objectives of Technical and Vocational Education 3.3.2 Technical and Vocational Education Program Development 3.3.3 Challenges in Implementing Technical and Vocational Distance Education Programs 3.3.4 Improving Technical and Vocation Distance Education Programs 3.4 Rural Development in Distance Education 3.5 Summary 3.6 Key Terms 3.7 Answers to ‘Check Your Progress’ 3.8 Questions and Exercises 3.9 Further Reading UNIT 4 CONCEPT AND NEED OF EVALUATION IN DISTANCE EDUCATION 119-146 4.0 Introduction 4.1 Unit Objectives 4.2 Concept and Need of Evaluation in Distance Education 4.2.1 Process of Evaluation 4.2.2 Factors Evaluated in Distance Education Programs 4.2.3 Evaluation Metrics 4.2.4 Need for Evaluation 4.2.5 Types of Evaluation 4.3 Difference between Evaluation in Traditional Learning and Distance Learning 4.4 Technique of Evaluation in Distance Education 4.4.1 Formative Evaluation 4.4.2 Summative Evaluation 4.4.3 Qualitative and Quantitative Evaluation 4.4.4 System Approach to Evaluating a Distance Learning Program 4.4.5 Interregional Guidelines for Evaluation of Distance Education Programs 4.4.6 Using Surveys to Evaluate Distance Education Programs 4.4.7 Evaluating the Effectiveness of a Distance Education Course 4.4.8 CEIT Model for Evaluating Online Learning Course 4.4.9 Feedback 4.5 Summary 4.6 Key Terms 4.7 Answers to ‘Check Your Progress’ 4.8 Questions and Exercises 4.9 Further Reading UNIT 5 CONCEPT AND IMPORTANCE OF COUNSELLING IN DISTANCE EDUCATION 147-183 5.0 Introduction 5.1 Unit Objectives 5.2 Counselling in Distance Education 5.2.1 Qualities of a Counsellor 5.3 Quality Assurance in Distance Education 5.3.1 The Process of Accreditation 5.3.2 Challenges of Maintaining Quality in Distance Education 5.4 Role of Distance Education Council, IGNOU 5.5 The Distance Education Council of India Bill, 2014 5.6 Summary 5.7 Key Terms 5.8 Answers to ‘Check Your Progress’ 5.9 Questions and Exercises 5.10 Further Reading APPENDIX 185-202 Introduction INTRODUCTION NOTES With the changing times, the scope of distance education has expanded in the Indian education system. By offering education outside the conventional classroom pattern, distance education attracts a wider range of students every passing year. The reason is that due to paucity of time it sometimes becomes difficult for some learners to pursue academics. Distance education courses offer a solution to such problems, allowing learners to pursue higher education from the comforts of our homes and offices. Distance learning courses are self-explanatory and interactive. The study material is designed in such a way that all one needs to do is to devote only a part of one’s spare time to studying the self-learning material and complete the course. However, this task requires motivation, planning, and the ability to analyse and apply the information being taught on the part of the learner. With the aid of this book the learners will be able to discuss various concepts related to distance education and would be able to evaluate various distance education programmes being offered in different universities. This book, Distance Education, is written in a self-instructional format and is divided into five units. Each unit begins with an Introduction to the topic followed by an outline of the Unit Objectives. The content is then presented in a simple and easy-to-understand manner, and is Self-Instructional Material interspersed with Check Your Progress questions to test the reader’s understanding of the topic. A list of Questions and Exercises is also provided at the end of each unit, and includes short-answer as well as long-answer questions.
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