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DEVELOPING A MODEL FOR STUDENT SUPPORT SERVICES AT AIOU

AMTUL HAFEEZ CHAUDHRY ROLL NO.I-8901957

Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education at Department of Distance and Non-Formal Education Faculty of Education Allama Iqbal Open University, Islamabad 2008

i

DEDICATED TO MY DEAR FATHER, WHO IS ALWAYS KIND, A SOURCE OF INSPIRATION AND THE OBJECT OF MY LOVE

ii

AUTHOR’S DECLARATION

1.

During the period of registered study in which this thesis was written, the author was not registered for any other academic award or qualification.

2.

The material included in this thesis has not been submitted wholly or in part for any academic award of qualifications other than that for which it is now submitted.

3.

Except where otherwise acknowledged in the text, this thesis presents the original research of the author.

Amtul Hafeez Chaudhry

iii

APPROVAL SHEET

The thesis entitled “Developing a Model for Student Support Services at Allama Iqbal Open University” is accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education specialization in Distance and Non-Formal Education.

------------------------------(Dr. Muhammad Saeed) Advisor ---------------------------------External Member

---------------------------------Chairman Department of Distance and Non-Formal Education

---------------------------------Dean Faculty of Education

Dated: ----------------------------------

iv

ACKNOWLEDGEMENTS

Praise to the Almighty Allah who has bestowed in the researcher the potential and courage to undertake this study. The researcher feels proud to express her deepest sense of gratitude and appreciation to Dr. Muhammad Saeed, her research supervisor for his continuous guidance and encouragement throughout the course of study. The researcher acknowledges the academic excellence and moral support of Prof. Dr. M. Zafar Iqbal, Dean Faculty of Education for his ever helping and kind attitude and professional guidance to refine the research project.

She also

acknowledged the moral and professional support of Prof. Dr. Muhammad Rashid, Ex-Dean, Faculty of Education AIOU. The researcher expresses her thanks to the Faculty of Education, especially Prof. Dr. Rehana Masrur, Chairperson Secondary Teacher Education for her valuable help in analyzing data and Dr. Muhammad Javed and Dr. Nabi Bux Jumani for their kind help, inspiration and professional support during the study. Special thanks goes to Mr. Ijaz Ahmed Gughar who provided guidance and counseling about data analysis when and where needed. The researcher is also thankful to Prof. Dr. Muhammad Aslam Asghar ExRegistrar AIOU and all staff members of Department of Distance and Non-Formal Education who rendered their full cooperation during the study. All teachers, friends and colleagues who contributed to the completion of the thesis deserve hearty gratitude. v

Thanks are also due to Mr. Muhammad Amin Sandhu who helped in the process of composition of the thesis. It will be unjustified on the part of the researcher not to thank Ch. Qaisar Zamir who always remained a symbol of patience and kept no stone unreturned in providing me every kind of work. In the last but not least, the researcher would also like to express her love to her sweet and innocent daughter Hadiqa who always missed her Mama during her study and also thankful to my father for their continuous prayers for my success.

Amtul Hafeez

vi

ABSTRACT

Title:

Developing a Model for Student Support Services at Allama Iqbal Open University

Pages:

456

Researcher:

Amtul Hafeez

Advisor:

Dr. Muhammad Saeed

University:

Allama Iqbal Open University

Subject Area: Distance and Non-Formal Education Year:

2008

Degree:

Doctor of Philosophy in Education

The topic of the study was “Developing a Model for Student Support Services at Allama Iqbal Open University”. The objectives of the study were to evaluate the existing facilities available in student support services at AIOU, review various models used in developing and developed countries and to develop student support services model for AIOU. The population of the study was the students, tutors, RDs, DRDs, ARDs, academicians, and policy makers of AIOU, UKOU and OUSL.

The sample

comprised of 200 students of AIOU, 200 of UKOU and 200 OUSL semester Spring 2003 of B.Ed programme. 50 tutors of AIOU, UKOU and OUSL, 20 RDs, DRDs, ARDs of AIOU, 20 OUSL and 20 RDs of UKOU, 10 policy makes of AIOU, UKOU and 10 OUSL, 50 academicians of AIOU, UKOU and OUSL.

vii

To achieve the objectives of the study, five questionnaires were constructed for students, tutors, RDs/DRDs/ARDs, policy makers and academicians of AIOU and UKOU, consisting of four parts: (i) general services (ii) tutorial services (iii) counselling services and (iv) library services. All questions were designed at five point rating scale; however, one last question was open ended. The score on each item was analyzed by applying chi square, percentage and mean score formula to determine the objectives of the study. The major findings were, (i) Regional campuses of UKOU worked independently as mini university while AIOU regional centre/ campus worked under the main campus, (ii) UKOU students enjoyed the facility of Open University Student Association while AIOU did not form such an association, (iii) UKOU Regional Campuses provided number of better quality student support services than AIOU. On the basis of data analysis, it was found that in general AIOU, UKOU and OUSL cumulatively, resembled in their student support and they had attained great popularity by dint of their broadcast TV and radio programmes. Also, most of the students were highly satisfied with the media support services. However, AIOU exceeded in half of the categories of facilities in establishment and administration as regards enrollment in comparison to UKOU and OUSL. There was no significant difference in the performance of tutors, quality of face to face meetings, standard of resource centers and techniques of media support, but AIOU could not show high standards of counseling as compared to UKOU. Three universities could not achieve some of their claimed targets and needed improvement in order to maintain the

viii

quality of their education through effective training of their personnel and evaluating the provisions presently made. The findings of the study have led the researcher to recommend that (i) regional campuses should be made independent like UKOU (ii) counselling and guidance cell should be established in every regional campus (iii) modern communication faculties like toll free phones or auto answer should be provided at AIOU regional campus (iv) Allama Iqbal Open University Student Association should be founded on the lines of Open University Student Association of UKOU. After analyzing and interpretation of data and document, the main conclusions were; UKOU, OUSL and AIOU provide a number of student support services through their regional campuses but UKOU regional campuses work independently like mini university. However, OUSL and AIOU regional campuses work under the main campus. For the contact facilities, OUSL and AIOU students rely only upon mail and telephone, while UKOU students enjoy a number of different facilities, for example, toll free phones and voice e-mail etc. The major recommendations of the study are that the AIOU regional centres should appoint tutors on merit and should intimate tutors in time. There may be arrangements for comprehensive training of tutors for the betterment of tutorial support system. It was also recommended that AIOU may be affiliated with all the public and institutional libraries in big districts for the facilitation of the students. The tutors may be trained effectively for solving the problems clientele as counselors more considerately and sympathetically. Assignments may be given specific and

ix

encouraging remarks to ensure the improvement on part of the students. Computer assisted learning programmes may be introduced on higher level courses and media support may be made interactive for getting opinions from students.

x

LIST OF CONTENTS

Chapter 1

INTRODUCTION

1

1.1

Statement of the Problem

8

1.2

Objectives of the Study

8

1.3

Need of the study

8

1.4

Significance of the Study

9

1.5

Scope of the study

10

1.6

Delimitation of the Study

10

1.7

Assumptions

11

1.8

Limitations of the study

11

1.9

Procedure of the study

12

1.9.1 Population

12

1.9.2 Sample

12

1.9.3 Development of instruments

13

1.9.4 Data collection

14

1.9.5 Analysis of the data

14

1.9.6 Data analysis after try out

15

1.10

Development of model

15

1.11

Operational definitions of terms

16

Chapter 2

REVIEW OF RELATED LITERATURE

17

2.1

The concept and scope of distance education

19

xi

2.2

Concept of student support services

22

2.3

Significance of student support services

27

2.4

Process of student support services

33

2.5

Types of student support services

37

2.5.1

Tutorials

37

2.5.2

Regional offices

52

2.5.3

Library services

59

2.5.4

Guidance and counselling

60

2.5.5

Technical support

66

2.5.6

Media support

67

2.5.7

Mass media

69

2.5.8

Newspapers and magazines

70

2.5.9

Radio

71

2.5.10

Educational

television

(ETV)

and

instructional

73

television 2.5.11

Multi media

76

2.5.12

Interactive learning

77

2.5.13

Computer conferencing

78

2.5.14

Telephone

79

2.5.15

Internet

80

2.5.16

New trends in distance education

81

2.5.17

Computer-assisted learning (CAL)

81

xii

2.5.18

Computer managed learning

82

2.5.19

Techniques of on-line education

83

2.5.20

The WWW

84

2.6

Student support services in comparative perspectives

85

2.7

Student support services in Pakistan

87

2.7.1

Organizational Structure of AIOU

91

2.7.2

Regional Network of Allama Iqbal Open

92

University

2.8

2.7.3

Role of a Tutor

93

2.7.4

Guidance and Counseling Services

94

2.7.5

Regional Library Services

95

UNITED

KINGDOM

OPEN

UNIVERSITY

96

(UKOU) 2.8.1

Organizational Structure of UKOU

104

2.8.2

Regional Student Support Services (UKOU)

106

2.8.3

Regional Network (UKOU)

107

2.8.4

Role of Tutor

108

2.8.5

Residential Schools

109

2.8.6

Guidance and Counseling Services

110

2.8.7

Learning Skill Development (Workshop)

111

xiii

2.9

2.8.8

Library Services

113

2.8.9

Services for Students with Disabilities

114

2.8.10

Tutorial Support Services (UKOU)

115 117

INTRODUCTION TO SRI LANKA 2.9.1

The Open University Sri Lanka (OUSL)

118

2.9.2

Audio-Visual Aids

119

2.9.3

Day

Schools/

Discussion

Classes/ 120

Consultancy Sessions/ Tutor Clinics 2.9.4

Regional Educational Services

120

2.9.5

Student Counselling

122

2.9.6

Information Services

122

2.9.7

Audio-Visual Resource Centre (AVRC)

123

2.9.8

Laboratory Facilities

124

2.9.9

Computer Facilities

124

2.9.10

Student Council

124

2.9.11

Social Activities

125

2.9.12

Postal and Telephone Facilities

125

2.9.13

Financial Assistance

125

2.9.14

Student Affairs Division

126

xiv

210

TRAINING NEEDS

126

211

MODELS OF STUDENT SUPPORT

130

2.12

MODEL

131

213

NEED TO DEVELOP A MODEL OF STUDENT 132 SUPPORT SERVICES

2.14

AN OPEN UNIVERSITY – TYPE MODEL

132

2.15

COMPONENTS OF MODEL

139

2.16

PREVIOUS RESEARCH STUDIES

140

RESEARCH METHODOLOGY

145

3.1

DESIGN OF THE STUDY

145

3.2

POPULATION

146

3.3

SAMPLE

146

3.4

TOOLS FOR COLLECTION OF DATA

148

3.4.1

Internet/ By Mail

148

3.4.2

Survey

148

3.4.3

Questionnaires

148

Chapter 3

3.5

PILOT

TESTING

AND

VALIDATION

OF 149

RESEARCH TOOLS 3.6

TRYOUT THE PROPOSED MODEL

xv

150

3.6.1

Instrument Development

150

3.6.2

Validation of Instruments

150

3.6.3

Instrument Administration

151

3.6.4

Analysis of Responses

151

3.7

ADMINISTRATION OF QUESTIONNAIRE

152

3.8

STATISTICAL ANALYSIS

152

3.9

FINALIZATION OF MODEL

154

Chapter 4

PRESENTATION,

ANALYSIS

AND

155

INTERPRETATION OF DATA 4.1

156

4.2

185

4.3

218

4.4 4.5 Chapter 5 5.1 5.2 5.3 5.4

xvi

xvii

LIST OF TABLES

Table No

Statement

Page

4.1.1

Opinion about Residence

156

4.1.2

Opinion about age-wise distribution

156

4.1.3

Opinion about academic qualification

157

4.1.4

Opinion about professional qualification

157

4.1.5

Opinion about distance education as vocational and

158

professional education 4.1.6

Opinion about the quality of student support services

159

4.1.7

Opinion about advantages of libraries

160

4.1.8

Opinion about the telephone facility

161

4.1.9

Opinion about the use of e-mail services to facilitate the

162

learners 4.1.10

Opinion about the effectiveness of media

163

4.1.11

Opinion about the effectiveness for accessibilities by users

164

4.1.12

Opinion about the effectiveness of media depend on use

165

4.1.13

Opinion about the effectiveness of media depends on

166

academic control 4.1.14

Opinion about involvement of NGOs in student support

167

services 4.1.15

Opinion about the significance of TV programmes

xviii

168

4.1.16

Opinion about the timely effectiveness of cable and TV

169

4.1.17

Opinion about academic and administrative student support 170 services

4.1.18

Opinion about the observation latest techniques

171

4.1.19

Opinion about the comments on assignments

172

4.1.20

Opinion about encouragement of students by assignments

173

4.1.21

Opinion about the use ness of audio-visual material

174

4.1.22

Opinion about the commitment of the resource persons

175

4.1.23

Opinion about the utilization of learning packages

176

4.1.24

Opinion about the student’s queries by the academicians

177

4.1.25

Opinion about the involvement the students in their studies

178

4.1.26

Opinion about the study material as self instructional

1179

4.1.27

180

4.1.28

Opinion about the effective operation of student support services Opinion about the mechanism of coordination and monitoring

181

4.1.29

Opinion about the planning for student support services

182

4.1.30

Opinion about successfulness of educational programmes

183

4.1.31

Suggestions by academicians

184

4.2.1

Opinion about residence

185

4.2.2

Opinion about age-wise distribution

185

4.2.3

Opinion about academic qualification

186

4.2.4

Opinion about professional qualification

186

4.2.5

Opinion about quality of student support services

187

xix

4.2.6

Opinion about use of technologies

188

4.2.7

Opinion about regional office and media equipment

189

4.2.8

Opinion about support services facilitate the distance

190

education 4.2.9

Opinion about appropriateness of student support services

191

4.2.10

Opinion about the benefit of distance education

192

4.2.11

Opinion about appointment of competent tutors

193

4.2.12

Opinion about provision of proper student support services

194

4.2.13

Opinion about government encouragement

195

4.2.14a

Opinion about adequacy of provision resources

196

4.2.14b

Opinion about adequacy of provision resources

197

4.2.15

Opinion about benefits of training of staff

198

4.2.16a

Opinion about coordination between academicians and tutors

199

4.2.16b

Opinion about coordination between students and tutors

200

4.2.16c

Opinion about coordination between students and regional

201

office 4.2.16d

Opinion about coordination between regional and tutors

202

4.2.17

Opinion about open university and new strategies

203

4.2.18

Opinion about existence of good liaisons

204

4.2.19

Opinion about monitoring of functions

205

4.2.20

Opinion about undertakes academic activities

206

4.2.21

Opinion about evaluation of programme by regional director

207

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4.2.22

Opinion about allocation of sufficient funds

208

4.2.23

Opinion about provision of financial help

209

4.2.24

Opinion about encouragement of computer and e-mail

210

4.2.25

Opinion about provision of best facilities

211

4.2.26

Opinion about telecasting of student support programmes

212

4.2.27

Opinion about provision of broadcast coverage

213

4.2.28

Opinion about extension of broadcast

24

4.2.29

Opinion about printing of results

215

4.2.30

Opinion about use of audio and video conferencing

216

4.2.31

Suggestions given by policy makers

217

4.3.1

Opinion about residence

218

4.3.2

Opinion about age-wise distribution

218

4.3.3

Opinion about academic qualification

219

4.3.4

Opinion about professional qualification

219

4.3.5

Opinion about region-wise

220

4.3.6

Opinion about publicity of distance education

221

4.3.7

Opinion about the admission forms

222

4.3.8

Opinion about the supervision of tutor’s performance

223

4.3.9a

Opinion about communication facility

224

4.3.9b

Opinion about communication facility

225

4.3.9c

Opinion about communication facility

226

4.3.10

Opinion about attitude of regional center’s staff

227

xxi

4.3.11

Opinion about arrangements of briefing session

228

4.3.12

Opinion about solution’s of student problems

229

4.3.13

Opinion about resource persons

230

4.3.14

Opinion about guidance of students

231

4.3.15

Opinion about workshops and students

232

4.3.16

Opinion about provision of material

233

4.3.17

Opinion about establishment of study centers

234

4.3.18

Opinion about marking of assignments

235

4.3.19

Opinion about comments on assignments

236

4.3.20

Opinion about tutor’s help for students

237

4.3.21

Opinion about facility of radio and TV

238

4.3.22

Opinion about sufficiently of instructional

239

4.3.23

Opinion about availability of trained staff

240

4.3.24

Opinion about tutor’s contact with regional office

241

4.3.25

Opinion about forwardness of results

242

4.3.26

Opinion about specialists counselors

243

4.3.27

Opinion about counselling and learning

244

4.3.28

Opinion about availability of guidance and counselling staff

245

4.3.29

Opinion about preadmission counseling

246

4.3.30

Opinion about counselor’s help and students

247

4.3.31

Opinion about guidance process

248

4.3.32

Opinion about counsellor and finalization of the course

249

xxii

4.3.33

Opinion about counselling cell and booklet

250

4.3.34

Opinion about counselling cell and modern techniques

251

4.3.35

Opinion about telephone and students

252

4.3.36

Opinion about regional centre and library

253

4.3.37

Opinion about provision of library information list

254

4.3.38

Opinion about sufficiency of library equipments

255

4.3.39

Opinion about mailing of photocopy material

256

4.3.40

Opinion about students access to material

257

4.3.41a

Opinion about students contact with library staff

258

4.3.41b

Opinion about students contact with library staff

259

4.3.41c

Opinion about students contact with library staff

260

4.3.41d

Opinion about students contact with library staff

261

4.3.42

Opinion about provision of latest material

262

4.3.43

Opinion about necessary of media provision

263

4.3.44

Opinion about approach to audio-video materials

264

4.3.45

Opinion about availability of audio-video material

265

4.3.46

Opinion about interaction opportunity

266

4.3.47

Opinion about broadcast facility

267

4.3.48

Suggestions given by Regional Directors/ DRDs/ ARDs

268

4.4.1

Opinion about residence

269

4.4.2

Opinion about age-wise distribution

269

4.4.3

Opinion about academic qualification

270

xxiii

4.4.4

Opinion about professional qualification

270

4.4.5

Opinion about emerging of ineffectiveness system of student

271

support services 4.4.6

Opinion about adequacy of Open University student support

272

services network 4.4.7a

Opinion about tutor’s ability to guide the student through

273

telephone 4.4.7b

Opinion about tutor’s ability to guide the students

274

4.4.7c

Opinion about tutor’s competence

275

4.4.7d

Opinion about the use of mass media

276

4.4.8

Opinion about learner’s encouragement

277

4.4.9

Opinion about students difficulty in comprehending the

278

material 4.4.10

Opinion about amount of given information

279

4.4.11

Opinion about study guides and allied materials information

280

4.4.12

Opinion about the material benefit

281

4.4.13

Opinion about format of study materials

282

4.4.14

Opinion about importance of tutorial meetings

283

4.4.15

Opinion about importance of workshops

284

4.4.16

Opinion about role of regional office

285

4.4.17

Opinion about selection of tutors

286

4.4.18

Opinion about satisfaction of the students

287

xxiv

4.4.19

Opinion about coordination of regional office

288

4.4.20

Opinion about the provision of student’s list

289

4.4.21

Opinion about monitoring the activity

290

4.4.22b

Opinion about role of regional offices

291

4.4.22c

Opinion about regional offices role concerning student’s

292

problem 4.4.22d

Opinion about regional offices correspondence with main

293

campus 4.4.23

Opinion about continuous assess of results

294

4.4.24

Opinion about agencies involvement in publicity

295

4.4.25

Opinion about quality of practical programmes

296

4.4.26

Opinion about tutor’s appointment

297

4.4.27

Opinion about tutor’s punctuality

298

4.4.28

Opinion about return of assignments to student

299

4.4.29

Opinion about satisfaction of assignment marking

300

4.4.30

Opinion about comments on assignments

301

4.4.31

Opinion about guidance of student

302

4.4.32

Opinion about environment of study centres

303

4.4.33

Opinion about tutor’s help to students

304

4.4.34

Opinion about quality of material

305

4.4.35

Opinion about activities in tutorial meetings

306

4.4.36

Opinion about establishment of study centres

307

xxv

4.4.37

Opinion about sufficient staff

308

4.4.38

Opinion about counselor’s help

309

4.4.39a

Opinion about monitoring

310

4.4.39b

Opinion about monitoring of counseling

311

4.4.39c

Opinion about monitoring provision in getting feedback

312

4.4.40

Opinion about role of counselling cell

313

4.4.41

Opinion about counselling cell and modern techniques

314

4.4.42

Opinion about student’s benefits

315

4.4.43

Opinion about students benefit and radio

316

4.4.44

Opinion about TV programmes

317

4.4.45

Opinion about audio programme

318

4.4.46

Opinion about online support and comprehension

319

4.4.47

Opinion about media support and its effectiveness

320

4.4.48

Opinion about study centre and media support facility

321

4.4.49

Opinion about media programmes as additional support

322

4.4.50

Opinion about sufficiency of audio-visual equipments

323

4.4.51

Opinion about library facility

324

4.4.52

Opinion about amount of library materials

325

4.4.53

Opinion about photocopy facility

326

4.4.54

Opinion about attitude of library staff

327

4.4.55

Opinion about cataloging facility

328

4.4.56

Opinion about availability of reference material

329

xxvi

4.4.57

Opinion about necessity of library facility

330

4.4.58a

Opinion about tutors contact with library staff

331

4.4.58b

Opinion about tutors contact with library staff

332

4.4.58c

Opinion about tutors contact with library staff

333

4.4.58d

Opinion about tutors contact with library staff

334

4.4.59

Suggestions given by tutors (UKOU, OUSL and AIOU)

335

4.5.1

Opinion of residence

4.5.2

Opinion about gender

4.5.3

Opinion about Age

4.5.4

Opinion about Professional Qualification

4.5.5

Opinion about study material timely received

4.5.6

Opinion about self-explanatory material

4.5.7

Opinion about availability of forms and information

4.5.8

Opinion about satisfaction of assessment and evaluation

4.5.9

Opinion about planning and monitoring of SSS

4.5.10

Opinion about value of broadcasting

4.5.11

Opinion about provision of telecast/ teleconferencing

4.5.12

Opinion about convenience of workshops

4.5.13

Opinion about tutorial meetings

4.5.14

Opinion about get advantages to submission of assignments in time

4.5.15

Opinion about tutors comments

xxvii

4.5.16

Opinion about marked assignments

4.5.17

Opinion

about

availability

of

admission

forms

and

information 4.5.18

Opinion about regional office and student needs

4.5.19

Opinion about counselling process and student problems

4.5.20

Opinion about use of appropriate mass media

4.5.21

Opinion about regional offices instant response to student

4.5.22

Opinion about help concerning examination difficulties

4.5.23

Opinion about availability of additional material

4.5.24

Opinion about group discussion for student problem solution

4.5.25

Opinion about easy access to study centers

4.5.26

Opinion about appointment of competent tutors

4.5.27

Opinion about tutorial sessions concerning student problems

4.5.28

Opinion about punctuality of tutors

4.5.29

Opinion about comments on assignments

4.5.30

Opinion about returning the assignments

4.5.31

Opinion about sufficient availability of AV aids

4.5.32

Opinion about role of tutorial meetings concerning student difficulties

4.5.33

Opinion about provision of guidance and counseling

4.5.34

Opinion about the student guide

4.5.35

Opinion about establishment of guidance and counseling

xxviii

4.5.36

Opinion about provision of proper active guidance

4.5.37

Opinion about counsellors help and student difficulties

4.5.38

Opinion about telephone counseling

4.5.39

Opinion about career guidance facility at regional office

4.5.40

Opinion about need of more guidance and counseling

4.5.41

Opinion about appropriate audio-video and print support

4.5.42

Opinion about adequate of schedule time

4.5.43

Opinion about the provision of programme schedule

4.5.44

Opinion about media programme and students

4.5.45

Opinion about TV educational programmes

4.5.46

Opinion about broadcast programmes and student

4.5.47

Opinion about availability of library at regional office

4.5.48

Opinion about reference material at regional library

4.5.49

Opinion about photocopy’s facility at regional office

4.5.50

Opinion about cooperation of staff

4.5.51

Opinion about creation of opportunities for student involvements

4.5.52

Opinion about interaction through correspondence and teleconferencing

4.5.53

Opinion about provision of interaction through email

4.5.54

Opinion about students record and tutors

4.5.55

Suggestions given by students

xxix

4.6

Analysis of opinions of experts

4.7

Showing the number and percentage of responses of experts on the relationship with each other components of student support services

xxx

TERMS AND ABBREVIATIONS AIOU

Allama Iqbal Open University

ARDs

Assistant Regional Directors

CAL

Computer Assisted Learning

DEOs

District Education Officers

DRDs

Deputy Regional Directors

DRS

Director Regional Services

ETV

Educational Television

Experts ICCE IGNOU NGOs OD

Who’s are experienced in distance education International Council for Correspondence Education Indira Ghandi National Open University Non-Government Organizations Open Distance

OUSL

Open University Sri Lanka

PTOC

Primary Teachers Orientation Course

RDs

Regional Directors

SSS

Student Support Services

TP

Target population

UK

United Kingdom

UKOU UNESCO WWW

United Kingdom Open University United National Educational Scientific Cultural Organization World Wide Web

xxxi

DEVELOPING A MODEL FOR STUDENT SUPPORT SERVICES AT AIOU

AMTUL HAFEEZ CHAUDHRY ROLL NO.I-8901957

Department of Distance and Non-Formal Education Faculty of Education Allama Iqbal Open University, Islamabad 2008 xxxii

CHAPTER I

INTRODUCTION Education is a powerful catalyzing agent, which provides mental, physical, ideological and moral training to individuals, to enable them to have full consciousness of their purpose in life and equips them to achieve that purpose. Hence, education is the powerful tool which helps to shape the future or to use more modest to steer us in the future. The process of education is changing as we adjust to a life long learning, life style and the role of the adult worker as learner needs to be considered within the context of these changes. (Bhaskar, 1997, p.95) Education enables people to improve their social, cultural and economic situation. (Michal and Lock, 2002, p.91)

Education plays a pivotal role in all spheres of life.

All

technologically advanced countries have first of all developed their educational status. (Rehman, 1999, p.1) Ali (2000, p.23) describes socialization as “the process whereby people learn the attitudes, values and actions appropriate to individuals as members of a particular culture”. Education aims ultimately at helping individuals and thereby, the community to become responsible citizens. According to Rashid (1998, p.22): Education is an effective and a powerful way of achieving development in a country.

An uneducated society is unable to make any progress

intellectually, economically or in any other field. Islam also gives emphasis on the education for all. It considers mandatory for every man and woman to

1

seek knowledge.

It is a complete code of life wherein science and

technology, as well as social and human sciences, economic and cultural activities, all aspects of life are to be guided in accordance with the golden tents of the Holy Quran and Sunnah of the Holy Prophet (BPUH). Ali (2000, p.24) added, that moreover the essence of modern life is that change and education must look ahead and prepare the members of the state for an ever-changing progressive and pragmatic word.

On the other hand, the world

population has reached its peak. Poverty has gripped the world to such an extent that every citizen has to start work at a very young age. Even the parents force their children to into early age labour for earning livelihood. Under such circumstances, major population is deprived of availing the chance to be enrolled in school or college. It is the dilemma of the day and nobody can close his eyes to this fatal fact of life. According to Rashid (1992, p.17): The formal education system has failed to meet the growing demands even for basic education. Furthermore, the individual is likely to refresh, update and upgrade oneself during working life. Formal education also shuts their doors on such an individual. This has led to the search for alternative, effective and cheaper solution. The only solution to their menace and misery lies in distance education. It provides the opportunity of both learning and earning. It is also economically viable and academically a sound alternative channel of imparting education at all levels. In the present scenario, the distance education is fast moving from one-way correspondence mode to two-way interaction virtual mode. In fact, it is switching

2

from general courses to specialized and super – specialized courses.

Distance

education is sharing expertise world over, encouraging quality of content, inculcating knowledge and skills. Distance education concept is of recent origin. Today distance education needs to determine its relevance and growing popularity over the traditional mode of learning.

Distance education is being encouraged as an alternative system of

learning in 40 developing countries, viz, Latin America, Tanzania, Brazil, Egypt, Indonesia, Pakistan, Sri Lanka, Bhutan, Bangladesh, Maldives and USSR (Rashid, 1992, pp.17-18). Distance Education, is a generic terms that includes the range of teaching and learning strategies referred to as “Correspondence Education”, “Independent Study” and “Distance Teaching”. Rashid (1998, p.1) states that “the term Distance Education is used to describe the various forms of study at all levels, one of the main characteristic of which is, that there is now a continuous and immediate supervision of tutor but there is planning, guidance and tuition through tutorial organization”. Distance education in wider term indicates the tangible distance between the learner and the teacher, where the proceedings of teaching and learning are not confined within the four walls of the classroom any more. Distance education with its potential of horizontal mobility, transcends the barriers of time, space, sex, creed, community and religion.

3

Thus, distance education in recent items has emerged as an alternative mode for higher education all over the world, especially in developing countries like Pakistan. The success of distance education system largely depends on the effectiveness of its student support services. So it is necessary to explain the term student support services. Rashid (1998, p.1) stated the term student support services refers to “The ways and means which provide additional help to the distant learner”. He further states that, “The various form include face-to-face teaching, computer medicated communication, counselling, workshop, telephone tutorial, tutorship, sports etc”. Thus the students support services comprise of a cluster of facilities and activities that are intended to make the learning process easier and more interesting for the learner. Student support services in distance education serve as the interaction between the institution and the learner. The organization and function of student support services are related to the activities/ products of different sub-systems of distance education and focusing learning process towards curricula development, course materials preparation and delivery mechanism. In this regard, Sewart (1993, p.21) points out that the structure and activities of student support services are dependent upon: i.

The infinite needs of the clients.

ii.

The educational ethos of the region and of the institution.

iii.

Dispersal of the student, body.

4

iv.

availability of resources, curriculum and product of the course – production, sub-system, and

v.

Generic differences (extent of heterogeneity) of the target group. Student support services at each level, therefore, have their own specific set

of duties and functions to facilitate a networking, which help and strengthen the delivery system of distance education courses at different level. The student support services eventually aim at compensating for the absence of live support from the teacher for the benefit of the isolated individual learners and making the necessary basic facilities, available to them directly or indirectly. These services play the role of relay station. (Sharma, 1995, p.37) The support services refer to any service other than the actual course material, which an institution provides to its learners to realize the instructional objective of the course (Gupta and Gupta, 1999). Apart from helping the students in learning and comprehending the course material supplied to them, the queries should also be answered as and when required and information needed by the students should be supplied to them (Aggarwal, 1991, p.16). However, the student support services sub-system is probably the most difficult sub-system to manage (Power, et al. 2000). Mehta (1996, p.11) has described the salient objectives of the student support services in a distance education as under: i.

To help learners fruitfully utilize the learning package by augmenting it with academic support services;

5

ii.

To help them make their choice and decisions by providing administrative and information support;

iii.

To reduce their sense of isolation caused by distance and consequent lack of regular personal contact;

iv.

To provide learners with access to resources and opportunities for personalized interaction whether mediated or free to face. The student support services, thus, tend to have a low status on the whole

Gupta and Gupta (1999, p.76). The quality of correspondence education has been low in terms of course sessions, student support and student learning (Power, et al. 2000, p.31). Sharma (1995, p.41) found that the main drawback of the system is weak student support services.

As a result, the distance learners, are dissatisfied,

frustrated, confused and they are dropping out from the system. There are Eastern and Western models of distance education in the world, which provide student support services through their Regional Networks.

The

present study is designed to develop a model for student support services at AIOU, through a study of the models of student support services provide in the distance learning system in UK, AIOU and Sri Lanka.

Rationale AIOU system is becoming increasingly important as an education system that reaches varied student groups with varying learning needs. The purpose of this part of dissertation is to describe, explain and illustrate the proposed model for student 6

support services of AIOU.

This model is students centered.

The students

performance is affected by the academic environment, family environment, social environment, work environment, intrinsic motivation and extrinsic motivation. The academic environment contained the course content, method and media, tutorial support services, regional support services and evaluation. Keegan (1986, p.49) believes that defining characteristic of distance education is “the quasi-permanent absence of the learning groups throughout the learning process so that people are usually taught as individuals and not in groups, with a possibility of occasional meetings for both didactic and socialization purpose”. Student support services are the integral part of the open university system, as the open university students are more likely to experience isolation. Students may be living in remote areas, either living some distance from fellow students or unaware of them, even if they do live nearby. Open University students may be unaware of how open university works. The distance students may be unaware of how to take access to the open university services. They may also require learning from media which is quite different from formal setting. In addition, an Open University student may have domestic problems. He may have no suitable place for study, no access to library, or his job commitment may prevent him to attend tutorial meeting.

He may have personal problem

including those arising from the collecting demands on his full time employment, family commitment and study requirements.

He may get ill and miss the

assignment/ examination phase, or he may have difficulty in paying his fees.

7

Open University has the responsibility to provide strong student support services to increase its holding power and prevent the students from dropping out.

STATEMENT OF THE PROBLEM

1.1

The problem was stated as “Developing a Model for Student Support Services at AIOU”.

OBJECTIVES OF THE STUDY

1.2

The study aimed to achieve the following objectives: i.

To evaluate the existing structure of student support services at AIOU.

ii.

To review the student support services models used in some developing and developed countries.

iii.

To identify the elements of student support services for AIOU.

iv.

To develop a student support services model for Allama Iqbal Open University.

1.3

NEED OF THE STUDY The purpose of this study is to describe, explain and illustrate the proposed

model for student support services of AIOU. This model is students centered. The student’s performance is affected by the academic environment, family environment, social environment, work environment, intrinsic motivation.

People are usually

taught as individuals and not in groups with possibility of occasional meeting for both didactic and socialization purposes.

8

The academic environment contained upon the course content method and media, tutorial support services, regional support services and evaluation. Student support services are an integral part of the open university system, as the open university students are more likely to experience isolation. There is dire need such study for AIOU to look into the quality of its student support services in the regions and in highlighting the strengths and weaknesses in the student support services of AIOU.

1.4

SIGNIFICANCE OF THE STUDY The present study might provide a systematic view and information to

administrators of AIOU about the use and utilities of student support services. It might also assess the availability, quality, similarity and differences of the student support services in different countries. The study might be useful for AIOU to look into the quality of its student support services in the regions and in highlighting the strengths and weaknesses in the student support services of AIOU. It might enable the AIOU Regional Offices to overcome weaknesses and fulfill student needs and also provide guidelines for the rest of the AIOU Regional Offices in the country. It might be helpful for academicians, personnels of regional offices and policy makers in distance learning system to strengthen the students support services at AIOU. It might also suggest various measures for upgrading the student support services of AIOU.

9

SCOPE OF THE STUDY

1.5

In order to meet student academic and administrative need of support and an integrated system will help the university to meet the need of the students. The study is an attempt to identify various components for an effective support to the student and help him to achieve his/ her goals/ objectives with minimum problems which may be cause by the system. An effort has been made not only to identify the components but also to indicate the relationships of various components of student support services. The university is the distance education system and any improvement in its system will lead to better quality of distance education. Some sort of student support services is already provided but they are in sufficient as generally voiced by students. Moreover, it will also be helpful for other distance education institutions to benefit.

DELIMITATIONS OF THE STUDY

1.6

The study was delimited to: i.

B.Ed students enrolled in the Spring 2003 semester in Islamabad and Rawalpindi regions at AIOU, UKOU and OUSL.

ii.

Tutors for B.Ed courses in Spring 2003 semester in Islamabad and Rawalpindi regions at AIOU, UKOU and OUSL.

10

ASSUMPTIONS

1.7

The following assumptions were made: i.

The researcher has assumed that UKOU, OUSL and AIOU provide multidimensional students support services to their clientele.

ii.

Counter opinion by the students would determine the effectiveness of the universities claimed support services.

1.8

LIMITATIONS OF THE STUDY The study has the following limitations: i. The researcher could not actually observe the student support services models operative in various countries of the globe particularly in UK. ii. Policy makers, academicians and Director of regional offices outside Pakistan could not be interviewed. iii. Due to financial problems and time constraints researcher could not personally visit UK for data collection. iv. The researcher selected a sample of 320 students from UKOU, 235 from OUSL and 520 from AIOU but only 200 responses could be received from each university. So, the researcher included the obtained responses and used analytical techniques according to the sample differences.

11

PROCEDURE OF THE STUDY

1.9

Source of Information and Data Internet, annual reports, records, manuals, booklets, prospectuses and reports of student support services related to the committees of the three open universities were the source of documentary evident. RDs/ DRDs/ ARDs, students, tutors, policy makers, and academicians of four open universities were the source of data. Expert opinions were also taken into considerations.

1.9.1

Population Population of this study was:

i.

1260 B.Ed level students (UKOU 427, OUSL 313 and AIOU 520)

ii.

40 Policy makers (UKOU 16, OUSL 12 and AIOU 12)

iii.

104 RDs/DRDs/ARDs ((UKOU 35, OUSL 33 and AIOU 36)

iv.

263 Academicians (UKOU 89, OUSL 88 and AIOU 86)

v.

105 Tutors of B.Ed level ((UKOU 36, OUSL 35 and AIOU 34)

1.9.2

Sample The representative proportion of population is called sample. In order to

collect data, the researcher has to sample the population concerned, since it is not possible to encompass the entire population. However, the sample population should be an appropriate one. If it is too small, the data collected will be less accurate. That’s why, to get the accurate data the researcher has selected as:

12

i.

320 (75%) students from UKOU (73%), students from OUSL 390 (75%) and students from AIOU in total. These are from three open universities and were enrolled in Spring 2003 semester.

ii.

27 (75%) tutors from UKOU, 26 (74%) from OUSL and 26 (76%) from AIOU in total from three open universities enrolled in Spring 2003 semester.

iii.

78 (87%) academicians of UKOU, 66 (75%) from OUSL and 65 (76%) from AIOU.

iv.

29 (83%) population of RDs/DRDs/ARDs of UKOU and 20 (61%) from OUSL and 26 (72%) RDs/DRDs/ARDs from AIOU was taken as sample.

v.

10 (63%) policy makers of UKOU, 10 (83%) from OUSL and 10 (83%) from AIOU were taken as sample.

1.9.3

Development of Instruments After review of the literature, five questionnaires were developed:

i.

Questionnaire for students

ii.

Questionnaire for policy makers

iii.

Questionnaire for RDs/DRDs/ARDs

iv.

Questionnaire for academicians

v.

Questionnaire for tutors Before actual administration, each questionnaire was validated and tried out.

13

1.9.4

Administration of Tools Documentary evidences were collected through personal visits to AIOU and

OUSL while in case of UKOU, Internet, E-mail and airmail were used. In the case of tutors, RDs/ DRDs/ ARDs of three open universities, the questionnaires were mailed to the respondents with a self-addressed paid envelope. But in the case of students of AIOU (Islamabad and Rawalpindi Regions) the questionnaires were given and received during the workshop held in semester Autumn 2003 at F.G. Boys Comprehensive Model College G-7/2 for Boys Islamabad. However, for students, tutors, RDs, DRDs, ARDs, academicians and policy makers of UKOU they were mailed to the respondents.

Only the

questionnaires of academicians and policy makers of AIOU and OUSL were completed on personal request.

1.9.5

Analysis of the Data Data was analyzed using appropriate statistical methods. Statistical analysis

was presented in tables, graphs, figures and pie charts etc followed by using descriptive statistics and discussion on student support services. On the basis of findings, conclusions and recommendations were drawn and consequently on the basis of conclusions, the model of student support services was developed.

14

1.9.6

Analysis of the Data after Tryout For tryout the proposed model researcher was select 10 experienced experts

of distance education. In the light of their suggestions model was revised.

1.10

DEVELOPMENT OF MODEL On the basis of results, student supports services model for AIOU was

developed, which briefly consisted of the following aspects: i. Title of the model ii. Rationale for background framework or need assessment iii. Aims and objectives iv. Inputs consisting of: a. Student Advisory Services b. Admission Section c. Departments (Academicians) d. Information Technology Department e. Regional Centers f. Library g. Examination Section v. Outputs or outcomes of model vi. Evaluation vii. Alternate model

15

1.11

OPERATIONAL DEFINITIONS OF TERMS

CAI

Computer Assisted Instruction: Teaching process in which a computer is utilized to enhance the learning environment by assisting students in gaining mastery over a specific skill.

Model

Model is a schematic description of a system, theory or phenomenon that accounts for its known or inferred properties and may be used for further study of its characteristics.

Multimedia

Any document, which was multiple forms of communicate such as text, audio and/ or video.

Network

A series of points connected by communication channels in different locations

Online

Active and prepared for operation. Also suggests access to a computer network.

Satellite TV

Video and audio signals are relayed via a communication device that orbits around the earth

Teleconferencing Two-way electronic communications between two or more groups is separate locations via audio, video and/ or computer system

16

CHAPTER II

REVIEW OF RELATED LITERATURE In this digital age, education has acquired a very high status. It plays a vital role not only in the progress and development of a nation but also for the complete growth and development of an individual’s mental, physical, moral, spiritual and emotional values. Today in the age of science and technology, the need of education is being felt more than ever before. Education has now become an indispensable ingredient of human development and a basic right of every citizen. Allama Zarhuji says, as quoted by Yousaf (2002, p.114), “Knowledge is a quality which illumines the mind, and education provides insight into the secrets of learning and methods of treatment, and the object of education is to attain the pleasure and goodwill of the Almighty and win eternal life”. According to Allama Muhammad Iqbal as quoted by Anees (2002, p.96) “the highest ideal is a continued life with the highest quality of knowledge, power, perfection, goodness, wisdom and creativity”. In Pakistan, at present, there are three ways of imparting education; informal, formal and non-formal. Informal education starts from the birth of the child and continuous throughout the life of the individual.

Mother deliberately plans a

programme for the instruction of her children and teaches them certain skills and knowledge.

17

Formal education is systematically planned and organized. It is imparted through regular educational institutions such as schools, colleges and universities. Coombs, et al (1973, pp.10-11) states non-formal education as, “any organized educational activity outside the established formal system whether operating separately or as an important features of some broader activity – that is intended to serve identifiable learning clientless and learning objectives” Non-formal education has been playing a vital role in Pakistan for raising the rate of literacy since its establishment in 1974 in Allama Iqbal Open University. There are many people who are deprived of continuing education due to domestic restrictions or financial problems. Distance education can help such people to a great extent. The most prominent advantages of distance education are its cost effectiveness and no age limit for either fresh or working people (Rashid, 1992, p.22). Education in all forms is changing rapidly because individual campuses and local governments grapple with ideas of what constitutes quality education and who should be the recipient. A somewhat common response has been the offering of cores and programming through distance education technologies, a concept consistent with Moore’s (1993) contention that there is a growing need for “distributing” scarce expertise and making it available on demand. Throughout the world, institution of distance mode is emerging. Not only in Pakistan, but also in Western Europe, United States, Canada and other countries, the need for distance education is increasing day by day.

18

2.1

THE CONCEPT AND SCOPE OF DISTANCE EDUCATION Distance education is a learner-centered education.

It is so because, if

education is to serve as a means of social uplift and democratization, it cannot but be learner centered.

Distance education can be more learner centered if distance

educators are aware of the problems, needs, attitudes and characteristics of their learners. Distance education includes various forms of study at all levels of education. It is a system of imparting knowledge at a distance between tutor and learner with the application of a number of methods and media. According to Rashid (1997, p.173) “Distance education provides opportunity for those who had terminated their study due to any reason and those who are desirous to enhance their professional education or skills. Moreover, distance learner may continue his learning according to his circumstances”. He further stated that “In Pakistan, there are thousands of individuals who for some reasons could not achieve the desired level of education, through the formal system at education. They are the major clienteles of distance education system. AIOU is the main catering for their needs”. In distance education system there is no continuous or immediate supervision of tutors. This does not eliminate the role of a tutor, but changes to that of a guide with greater activities to be performed. In this system, the learner goes on studying according to his own pace and situation (Rashid, 1998, pp.1-2).

19

Baath (1981, p.7) says in this connection that: There is two way communication in distance education which possibly provides interaction with the materials by means of exercise, questions or self check tests and on the central role of tutor in providing communication to the students by mail, computer, telephone or face to face. The term distance education was also recognized in 1982 during the meeting of International Council for Correspondence Education (ICCE). The term distance education is not universally understood to have the same meaning because it lacks widely accepted definition. Since, there is no consensus on one definition of distance education. Some scholars such as Holmberg (1983), are of the view that this term has been introduced to replace correspondence instruction as teaching at a distance education. George (1986, p.98) defines correspondence instruction as teaching at a distance without gestures. Whereas technology has added radio, TV and cassette player to supplement the written material. That is number of different terms are sued for distance education. In distance education the learner is free in setting his goals and pace. Students learn according to his own circumstances and needs. Wedemeyer (1973, p.101) quoted by Keegan (1990, p12) says: Distance education is self-pacing and also individualized. He opines that students should be free to pace this learning according to their own circumstances and not be bound by mechanism of instruction.

Students

should be free to follow any of the several channels for learning. The learner should have freedom in goal selection; he wishes to achieve the activities to

20

achieve these goals and the evaluation of his achievement.

Distance

education adopts multimedia approach, the function of which is to stimulate the interest of students to such activities, which enables him to learn. With the advent of latest communicational technologies, distance education is successfully progressing towards being a complete mode of education and it seems that with its distinguished characteristics of flexibility and independence, it will surpass the formal system of education because it has raised the opportunities and range of education so widely and conveniently that students may prefer it to formal education in future. Use of computer provides two-way communication within several dimensions. In computer-mediated communication, information is transmitted between computers via telecommunication networks. The information is organized and stored by the computer for asynchronous access at the individual’s convenience (Rashid, 1998, p.18). Applied to distance education, the computer in this mode is both an information processor and the communication link between teacher(s) and students. It builds naturally on print and telecommunications technology without enormous software design problems and costs. Communication for distance education using on-line computer technology can enhance the educational transaction in a unique manner. (Garrison, 1989, p.79)

21

Rashid (1992, p.11) described the advantages of distance education as under: Distance is not a barrier to education, as it holds a promise of reaching out to categories and groups of people who could not otherwise be reached by special education and training. It is convenient for the students. The student can work during the day and attend course in the evening and vice-versa. Any level of academic work can be covered. “The major characteristics of distance education system are its high productivity, greater flexibility and capacity to respond to varying demands”. (Aruna and Good, 2000, p.30)

2.2

CONCEPT OF STUDENT SUPPORT SERVICES The student support services eventually aim at compensating for the absence

of live support from the teacher for the benefit of the isolated individual learners and making the necessary basic facilities available to them directly or indirectly. These services play a role of relay station. According to Lockwood (1995, p.232): The term student support means the range of activities which complement the mass-produced materials which make up the most well-known element in Open Distance Learning (OD). It is, of course, true and printed course units, television and radio programmes, computer programmes etc, which replace the lecture as a means of delivery and offer so much both, in terms of social and geographical access and in terms of cost-effectiveness, support students in central ways.

22

According to Clendl and his colleagues, there are two logically different approaches

to

student

support

services,

one

relying

on

non-contiguous

communication, i.e. communication by media like the written, recorded or teletransmitted word and the other, including face to face contacts. Rashid (1998, p.2) quoted Lajosa and Sandvold to have made the best attempt so far to analyse the various ways in which students could enable to exercise freedom of choice within the didactical structure of a correspondence course. Lajosa and Sandvold (1983, p.59) quoted by Rashid (1998, p.3) further say that a recent adult education act insists that for an educational institution to receive pubic support, it is necessary to have an educational practice which reinforces the influence of the course participants, both as regards the form and content of the course. According to them, course development decisions reflect the importance of the students. It means that student support begins with a student-centered approach to distance education. The needs of the students are linked with every phase of the process. They are present in the: -

Basic assumptions of definition of distance education

-

Instructional design

-

Choice evaluation

-

Administration

-

Evaluation

-

Student needs before commencing distance study for preparatory courses.

-

Skill development

-

Guidance in course choice

-

All parts of the study of student support (Rashid, 1998, p.10)

23

The concept of student support, as it is commonly understood, stresses on a complete view of student learning. There are two views about distance education. The first, which is more prepared is that those who wish to see distance education as a cost-effective alternative to face-to-face tuition, while the second arises from an appreciation of distance education as a highly individualized mode of learning. David, et al. (1997, p.84), “It becomes increasingly obvious that successful distance education system needs a solid background of effective support system to ensure success for their students”. (Deling, 1987, pp.19-20) In distance education, physical distance between the learner and the helping organization is bridged by an artificial signal carrier. Distance study course as (Rashid, 1998, p.8) says, is an eight dimensional system of learning processes and communication processes by means of artificial signal carriers. The dimensions are the learner, the society, the helping organization, the goal of learning, the contents to be learnt, the result of learning, the distance and the signal carrier. The function of the helping organization is to takeover upon the wish of the learner, everything that he cannot do for himself, in such a way that the learner eventually becomes autonomous. Finally, the only function left for the helping organization is that of an information and documentation centre. (Delluif, 1987, pp.19-20) Support services should be of a varied nature to provide optional learning situation in the individualized mode of distance education. Organizations in such systems of education need to examine and evaluate carefully, the effectiveness of

24

selected support system. Whether they be study centres, counsellor system, the use of media or contact learning. The quality of both materials and the system developed to support student learning are critical to the success of a distance learning system. The success of a distance education system largely depends on the effectiveness of its students support services so it is necessary to explain the term students support services. According to Keegan (1986, p.33): Student support is administered through the use of audio and videotapes and through the use of interactive computer technology.

It is the two-way

communication between the learner and the institution that distinguishes the distance education system from a publishing house mass produced learning materials. According to Iqbal (2004, p.11): Therefore, students support services is the provision of the assistance to meet student’s needs.

It provides advice on study skills, career choice,

accommodation, part time employment, personal and inter personal development, medical matters, scholarship, financial difficulties and among other things. The services exist to address needs or problems which students may have in order to allow them to concentrate more on their studies. Different authors have presented different models of students support services. Two of these are basic ones. Chicano-Duce (1985, p.32) describes these basic models as:

25

The first model depends entirely or primarily on non-contiguous communication.

The two-way communication between planner and

institution is conducted through a variety of media such as written, audio or video recorded or telephonic communication. The second model incorporates face-to-face contact into support relationships. The non-contiguous mode is least costly to administer and is as effective in facilitating student’s success as the face-to-face model. Tallman (1993, p.83) states as: The student support services of the distance education often include an orientation component in which students dialogue with a representative of the distance education faculty or staff regarding the suitability of the programme and its reference to the needs and context of the student. Department of Distance and Non-Formal Education conduct orientation workshops. For example, orientation workshop of M.Phil students in first semester comprises of orientation and tips for studying and solving the assignments. Department of Distance and Non-formal Education also conducts workshops and programmes in every course before the final examination. According to Malar, Rigby and Gilines (1991, p.72): The orientation component provides the students with counseling or advising to assist them in meeting educational and career goals. If the students is in close geographical proximity to the distance education centre or campus and can conveniently attend a session, which includes face-to-face contact, the orientation will be conducted accordingly. If the student is separated by

26

distance or other factors and is unable to attend a direct contact meeting, the orientation is conducted through other means. Cookson (1989) states engagement as, “participation that is continuous until the programme is completed”. Thus retention can be defined as the capacity of a continuing educational programme to transform the decision participate into the continuing participation. In addition, the retention is closely linked to the learner’s response to the continuing educational programme. If programmes are designed and implemented in a manner which accommodates the learners needs, then the continuing participation will increase. According to Rashid (1992, p.29): The student support services means to provide help a assistance to the distant learner. Open universities provide student support services through regional networks.

These provide pre-admission guidance and counselling to the

students. These provide information about admission procedure, post choice, financial difficulties, accommodations, some personal problems, which effect the student’s studies. The regional campus provides student support services like tutorial services and other communication services. The main purpose of the student support services is that, the students concentrate fully on their studies.

2.3

SIGNIFICANCE OF STUDENT SUPPORT SERVICES Student support is an essential element of teaching and learning and it is of

critical importance in distance learning. 27

In addition, accrediting bodies are

concerned about the quality of support services to distance learners and can be expected to carefully examine the areas of admissions, financial aid, academic advising, delivery of course materials, placement and counselling. Distance students need almost the same services as do resident students, but traveling to campus is inconvenient and often not feasible. The challenge is to find ways to deliver the support services at a distance, just as instruction is delivered at a distance. According to Mehrotra and Hollister (2001, p.115): Developing the capacity to deliver support services at a distance often has a double payoff. It helps to attract and retain distance learners and it can markedly increase convenience and efficiency for an institution’s resident students for example, by enabling online admissions and registration systems for all students. They further explained: Continuing advances in technology have made the internet a versatile tool for support services, as have advances in the use of automated telephone information systems. Although institutions have harnessed both of these to provide high-quality support services, we will focus primarily on the use of the World Wide Web to deliver support services. In developing web-based support services, readers will also find it helpful to consult the guide to developing online student services, developed by Barbara and Jennifer (2000) counted by Mehrotra and Holister (2001, p.116).

They further

explained that providing support services to distance learners begins as the programme recruits students, continuously while the students are enrolled; and

28

extends even beyond graduation to services for alumni, such as career counselling and job placement. Mehrotra and Hollister (2001) examined support services for distance students in all three phases.

Before Enrolment •

Information to prospective students



Admissions



Financial aid



Academic advising



Registration

While Enrolled •

Bookstore services



Library services



Technical support



Tutoring



Services for students with disabilities

After Course on Programme Completion •

Transcript service



Alumni associations



Continuing education opportunities

29



Career services Students support services refer to the help assistance which all distance

learners receive alongwith the learning material. It has many forms i.e. face to face teaching, computer medicated communication, counselling a guidance, workshops, telephonic tutorials and tutorials. There is no immediate provision of a tutor or teacher in distance education. Distance education process depends upon the student support services. So every distance educational institution organizes qualitative and quantitative student support services. According to Rashid (1998, p.31): It is sometime agreed that if the learning materials were perfectly designed, there would be no need for additional support services. However, not all student problems are academic ones, even though they may affect academic performance. Student inquiries and problems will inevitably rise and decisions would be needed to be taken by the institutions as to how will deal with the variety of approaches by students for information and advice. The regions play a pivotal role in distance education. They arrange qualified tutors for students. They provide the opportunities to meet the tutors at least twice a month. Students can also do correspondence with the tutor. The regional director also arranges collaboration with sister institutions and registers them as study centres. They organize workshops/ practical training in the regions. Recently all the regions of AIOU have been linked with the central database through e-mail, fax, Internet to facilitate the student’s better and faster communication for removal of student’s complaints (Rashid, 1992, p.39).

30

Rashid (1992, p.39) further explained that the rationale of student support services is to provide educational help to students. No one can deny the importance and pivotal role of student support services in the system of distance education, as it will help in the successful completion of the course. The learning process from a distance requires the student to expose himself to a wide range of unfamiliar system. Their problem may range from the simple non-receipt of course material or assignment to the best use of the multi-media mix, which is offered by the institution. Students need guidance at every stage i.e. in selecting options or in how to learn from distance teaching etc. The open university system serves the specific subject requirements of the mass of its students through centrally produced correspondence materials and broadcasts. It then individualizes. This service through correspondence contact and face-to-face instruction by tutor. Rashid (1998, p.10) stated on the scope of student support services as course development discussions that reflect the importance of considering the students. It is the view that student support begins with a student – centered approach in distance education. The needs of the student are inextricably linked with every phase of the process. They are presented in the basic assumption of definitions of distance education as: 1.

The development of distance education programmes

2.

Instructional design

3.

Choice evaluation

4.

Administrative system

5.

Evaluation

31

6.

Student needs before commencing distance study for preparatory courses

7.

Study skills development

8.

Guidance in course choice

9.

All parts of the study of student support. Moreover, the student support also includes tuition and guidance of students

throughout their course of study and the provisions of structures, this ensures the most effective learning experiences for student. This is a beginning. Students are not an easily identifiable body of people. At Allama Iqbal Open University, distance education is concerned with adult’s consideration of age alone raises a vast number of related needs. For example, what is the need to support? Rashid (1998, p.10) states on the scope of student support services as: i.

Those studying for matriculation

ii.

Those needing vocational training

iii. Those in the transition from school to work iv. Those studying a tertiary course v.

Those returning to studies

vi. Those with little formal education vii. Those who wish to upgrade their qualifications The very concept of student support, as it is commonly understood, stresses on a complete view of student learning. While discussing the student support and the open university system, Sewart (1984, p.2) commented: It is no coincidence that the growth of research into the supports needs of distance education structures parallels to the development of the United

32

Kingdom. Open University with its charter to provide opportunities for those who could not gain entry to traditional tertiary education, the Open University begins with a student-centered view. It was not at first concerned to produce cost effective courses for large numbers of students but rather to assist those adults with little previous formal education to succeed at tertiary distance learning system of the United Kingdom Open University has provide its success both in retaining students and in being cost effective.

The success of United Kingdom Open University has led to an acceptance and legitimization of support services integrated with the provision of study materials.

2.4

PROCESS OF STUDENT SUPPORT SERVICES The support services refer to any service other than the actual course material

which an institution provides to its learners to realize the instructional objective of the course. Rashid (1998, p.43) wrote about the process of student support services as: Allama Iqbal Open University established a regional network of study centres as one form of support services. Each of the regions has its own regional director responsible for providing local services to support independent learning. They appoint tutors for area-based tutorial groups for students in their regions and setup study centres. Once the course begins, they supervise the tutorial programme, maintain progress reports of the students and provide

33

constant feedback for course teams and for the central administration. They also play a vital role in organizing and supervising the final examination for various courses in their regions. Although the AIOU students work mainly at home, attending the study centres is optional for them in most of the courses. The study centre students are provided a range of facilities, which can supplement some of those available at home, but above all they enable students to meet each other and to learn from each other in group discussions. The study centres are also the focal points for the undergraduate and postgraduate students to meet their tutor counselors.

The

meetings lies are of significant importance for learning of the students. Clennell, Peters and Stewart (1995, p.6) state, When they begin their studies, undergraduate students are assigned to a tutor counselor at their local study centres. The tutor counselor will normally be responsible for all teaching and counseling in the foundation year although in some instances (the service foundation course, for example) specialists may be brought in. So, Rashid (1998, p.32) stated some of the principles on which student support must be based: 1.

Student support is objective oriented.

2.

Individual differences in academic achievement of students are recognized.

3.

Student support strategy is student oriented.

34

4.

The strategies must lake into consideration, the resources and facilities available to the students.

5.

Student support is not for a new student only; it needs to be provided for all. The student support services of the regional centres try to follow the above-

mentioned principles. These refer to help the continuous as well as new students. The services exist to address needs or problems which students may have in order to allow them to concentrate more fully on their studies. According to Robinson (1990, p.144) the ways in which distance learning systems provide contact between the student and the institution include: Face to face meetings, class teaching at day or week end schools; individual tutorials at local centres; group seminars with a tutor or counselor; study groups or self-help groups; annual residential schools either compulsory for particular courses (as in the UKOU) or optional (as in a number of Indian correspondence directorates); individual or group information and advisory meetings; occasional meetings, with a tutor or counselor, at the request of either tutor, counselor or student; social or open day visits to the central institution. The student support services eventually aim at compensating for the absence of live support from teachers for the benefit of the isolated individual learners and making the necessary basic facilities available to them directly or indirectly. These services play the role of relay station (Sharma, 1995). The support services refer to

35

any service other than the actual course material, which an institution provides to its learners to realize the instructional objective of the course (Gupta and Gupta 1999). Apart from helping the students in learning and comprehending the course material supplied to them, the queries also should be answered as and when required and information needed by the students should be supplied to them. (Aggarwal, 1997, p.97) According to Mehta (1996, p.18) the salient objectives of the student support services in distance education can be summarized as under: i. To help learners fruitfully utilize the learning package by augmenting it with academic support services. ii. To help them make their choices and decisions by providing administrative and information support. iii. To reduce their sense of isolation caused by distance and consequent lack of regular personal contact. iv. To provide learners with access to resources and opportunities for personalized interaction whether mediated or face to face. According to Kearley and Moore (1996, p.170) “having a means of providing student support if and when it is needed is critical to the success of distance education programmes.

There are three categories of student support that are

especially critical; guidance/ counselling, administrative assistance and interaction with students and instructors/ tutors”.

36

2.5

TYPES OF STUDENT SUPPORT SERVICES

2.5.1

Tutorials Opportunities for personal contact in a distance education course are limited.

But Sewart, et al. (1983, pp.334-335) meeting students now and then in a classroom situation in cities where there is a concentration of students is an effective way of bridging the gulf between the teacher and the learners. Face to face sessions help pull students out of the stopper they fall into. During or immediately after a contact programme, the frequency of student assignments increases and the quality of answers also improves. But in a country like Pakistan, having large rural population, contact programmes cannot be held for all the students. Study centres at various places help meet some of the student needs. A tutor is assigned a group of students and they meet twice a month on weekly basis. Or a member of the teaching faculty in nearly college or institution, on part time basis, takes charge of a group of students at a place to provide institutional assistance.

2.5.1.1 Tutorials – some guidelines According to the helping book for tutors training under AIOU New PTOC Programme (1998, p.59) some guidelines about tutorials are as under: It is hoped the following guidelines will be helpful to tutors in conducting tutorials. By definition, part time staff is appointed because of their qualifications and experience in their particular field.

You will be no

exception and you will almost certainly feel that you know perfectly well

37

what student’s tutorial requirements are. However, distance-learning is quite a different instructional mode from that of a college or a university, with the course units as the principal vehicles of instruction. Your role (a key one) is: a.

To assist your students in becoming self learners in their home study of the texts;

b.

To help them when difficulties arise.

The said book further mentions some guidelines on the same page: Part of your teaching support to them will be through your comments on assignments but tutorials are also very important, both for academic help and in providing moral support to students. Students who are part time usually need of more re-assurance and guidance than those in full time education.

2.5.1.2 Course study – student responsibilities and study practice According to New PTOC Programme (1998, p.60): There should be emphasis on the importance of responsibly study. The course team involved will have produced a set of course material with an appropriate content and in a form that facilitates self-study. It is now upto the students as to how much and in what way they study individually. (Refer to student’s study guide). You as a tutor, are there to assist them but the course materials themselves are the primary teaching sources.

38

2.5.1.3 The tutors’ role and the purpose of tutorials Explain to students that your role is to give a series of lectures. Your job is to guide, help and support them in their self -study of the course, to deal with academic queries and learning problems arising from their students. You will be helping them to assess their learning process and to improve it. You are not, however, a part - time lecturer, except that you may, from time to time, need to explain a specific c process or phenomena that is not clear from the course book (Rashid, 1998, p.22). The AIOU book titled, New PTOC Programme (1998, p.64) mentioned the role of Media in tutorial as: Where VCR facilities exist, you might consider actually viewing a video with your group. By careful selection, a tutorial can, infact, be built round a video, viewing and discussing it in its material, thus leading from the audio visual via discussion towards a more insightful study of the written materials for a particular topic. For sound programmes, a similar approach can be used. Media is an important components of distance-teaching courses and students should be encouraged not only to view and listen, but also to refer to programmes in tutorials, in assignments and examination.

2.5.1.4 General instructions for tutors In the book, the New PTOC Programme (1998, p. 65) some general instruction for tutors are also enlisted: a.

Helping your students to become effective self-learners.

39

b.

Marking students –returning them in well ahead for future guidance.

c.

Holding tutorials as scheduled, on time and in a well-prepared way.

d.

Providing feedback about your course to the University. Running through all your responsibilities is the central and essential need for

you to be totally familiar with the course materials. You are likely to be a specialist in your subject area, but the course you are tutoring as an AIOU one, has its own objectives, content and methodology. It is imperative that you are fully conversant with it. You will then be able, confidently and competently, to guide your students and deal with their questions.

2.5.1.5 Senior tutors In the non-formal education system of AIOU, a tutor plays a crucial role and coordinates all the academic activities of the students.

The role of a tutor is

challenging in this system. To make this system more effective, AIOU has introduced an upper layer of distance teacher called senior tutors. The nominees for the appointment as senior tutors have relevant experience and potential to provide guidance in the academic field. A senior tutor guide has therefore, developed to provide guideline to the senior tutors in the conduct of tutor training workshops, student’s workshops and to act as coordinator between the students, tutors and AIOU (Rashid, 1998, p.41). According to the book written under the heading “Senior Tutors Guide” by AIOU under New PTOC Project (1998, pp.22-23) the role, responsibilities and minimum standards expected for senior tutors are described below. 40

Roles and responsibilities of senior tutors The importance of the role and responsibility of senior tutors in New PTOC programme is that they serve as the major academic link between the directorate and the tutors and trainees (in-service teacher) and the university regional network.

Selection criteria – distance characteristics According to Senior Tutors Guide (1998, pp.22-23) the selection criteria is as: 1. A senior educationist/ administrator/ senior teacher who is well versed with the distance education. 2. Holds a master degree in education with a minimum teaching experience of five years. 3. Be regular and committed in carrying out his/her duties as manager, administrator, consultant, trainer and supervisor. 4. Be able to space some time for inspection duties in and around the areas of his/her duty. 5. Serve in centrally located areas with easy access to areas requiring his/ her supervision. 6. Be open minded to try out innovative ideas and adopt them for tutors training. 7. Be young, energic and a believer of participatory approach. 8. Be prepared to learn video camera operation.

41

9. Be willing to undertake traveling and be able to maintain the necessary records of the tutors. 10. Be prepared to offer counseling, guidance and support to tutors and trainees if needed.

Responsibilities and functions The responsibilities of senior tutors are to provide academic guidance to the tutors and students in the tutorials, as well as in the workshops. These tutors are appointed by the Director Regional Services on the basis of experience, merit and performance after the consultation of DEOs and head of the institutions.

The

responsibilities of senior tutors in different fields will be as under.

Tutorial Guidance The senior tutors will give appropriate guidance to the tutors and tutorials. Such guidance should be as follows: i. To help tutors in planning and conducting tutorials and workshops. ii. To provide help in coordinating microteaching aspects. iii. To conduct the micro teaching sessions alongwith the management handling of the equipment. iv. To help tutors with identification of the major content areas of both the tutorials and workshops.

42

v. To help the tutors with teaching methods appropriate to adults so that they can handle the trainees during sessions (Rashid, 1992, p.13).

Monitoring and evaluation During monitoring, one important function of the senior tutor is to see that the tutorial arrangements as made by the regional directors are functioning to the optimum. For this purpose, the senior tutors will be required to inspect the tutorial centre for the smooth functioning. According to Rashid (1998, p.45): •

Other responsibilities include monitoring the tutor, evaluating assignments and standard of marking.



The senior tutor is to minutely scrutinize the evaluation remarks, of the tutors on the student’s assignments for their validity, constructiveness and guidance giving approach.



Providing feedback to the regional directors and project directorate through monitoring, proformas and evaluation questionnaires.



Preparing an evaluation report of both three day and six day student’s workshops. Monitoring of the tutorials, four assignments, two workshops and practical

component of the course will be done by the senior tutors in close collaboration with the regional director concerned and the project staff.

43

Evaluation of tutorial support system The tutorial support system is a part of distance education.

Distance

education study techniques also depend upon the system. Like other systems, a particular system may have some weaknesses or deficiencies. Rashid (1988) has mentioned many components of tutorial support services as: -

Assignments

-

Tutorials

-

Study centres

-

Workshops

-

Study skills

-

Guidance and counseling tutors

-

Tutor’s function

-

Tutor’s training All the above components of tutorial support system need to evaluate

quantitatively and their quality aspects. The distance learners have some problems regarding proper functioning of the system. So every aspect of the system needs careful evaluation, so that in the light of the recommendations, the problems of the distance learner may be solved. Rashid (1999, p.270) has described same way of distance education evaluation: The largest part of all evaluation of teaching made by supervisors employees and third criterion, i.e. teacher behaviour, informal evaluation are based on 44

impressions formed from causal observations of teacher behaviour. Likewise formal evaluations are based on observations using some kind of a teacher’s rating scale. Teachers, on the other hand, tend to evaluate their own teaching on the basis of the observations of how their pupils behave in the class. The first type of criterion outcome is the one favored by the public, its legislative and policy making representations, who seem to feel that it is responsibility to judge teaching by its results as they do most other activities. From the above discussion we can say that methods of evaluation used for programmes or system should be towards qualitative and quantitative. Also, besides interviews, survey methods are essential for monitoring and analyzing the responses of population to draw reliable results.

Study centre, tutor and tutorial Tutor, tutorial and study centre is a triangle of face-to-face contact and twoway communication. In distance education, this triangle provides an opportunity to resolve educational issues at local level. Rashid (1993, p.60) says that, “The tutor of the distance education students can do much to diagnose and help the learner change his self-defeating behavior. He must have comprehensive information regarding the background of the students. In many situations his role will be as a counselor too”. A tutor has to perform various duties. Robinson (1981, pp.149-156) has mentioned some of tutor’s functions and activities. These are: i.

Commenting on student’s written work. 45

ii.

Assigning grades to students.

iii.

Helping students to understand materials through discussion.

iv.

Answering student’s queries about the system.

v.

Helping students plan their work.

vi.

Organizing self-helps groups or study circles.

vii. Conducting face to face or telephone discussions. viii. Supervising practical or project work. ix.

Teaching at a residential school or personal contact programme.

x.

Keeping record of student’s progress.

xi.

Giving feedback on course materials and student problems to the local centre coordinator, or counselor or course writers.

xii. Negotiating with the institution on the student’s behalf when certain problems occur. Mohanty (1988, pp.128-129) states that: UKOU has more than 250 study centres containing facilities for face to face learning of students, e.g. library, television set, radio set, video play back machine, and computer terminal linked to the university’s containing academic computing service etc. There are about 5000 part time teaching as course tutors and counsellor tutors. Tutor is the person who conducts tutorials. The significance and objectives of tutorials are enlightened with the following quotations. Rashid (1992, p.118) says that, “Assignments are graded and corrected by a person (or by machine) usually regarded as tutor or central coordinator”.

46

Borje (1989, pp.98-99) contributes to tutor’s responsibilities that a tutor’s task is to support the motivation of students by engaging them in thinking, reading and to try to motivate them for what comes later in the course. A pleasant atmosphere and feelings of friendly contact are important when the tutor contributes to his student’s learning. Keith Black Burn (1975, p.76) says: Tutorial discussion arises both, from the initiatives of the tutor and from those of members of the groups. In part, the tutor can plan for the matters that he will raise during the course of the year, and in part issues will arise in a random way. Sometimes, especially in early days, he will probably use a fairly highly structured discussion pattern; at other times he will wish it to be more ‘open’. According to Kundu (1986, p.117), “Tutorial support should be available at study centres.

It is a place where students meet with their class-fellows. Peer

interaction has a great academic value”. Study centre is the place where tutor conduct tutorials. Students are asked to attend tutorials at certain times. Reddy (1988, p.15) says that, “An interesting feature of the study centres is that they are set up in existing institutions and no separate infrastructure in the form of buildings is created”. According to Bulletin of UNESCO on Distance Education (1985, p.100) a study centre can be a place for the distribution of study materials. Verduin and Clark (1991, p.30) state that, “In most cases adults desire some direct contact, instructions, assistance and feedback not only from faculty but also

47

other students a study centre provides this opportunity of face-to-face contact and can be an important element in the distribution of study material”. Hewry (1994, p.133) states, “Adults need lots of psychological support and lots of tutorials”. He further adds, “A good tutor makes you feel you can do it”. Hewry further adds (p.138). “Open University Ecology and Statistics Courses have offered projects without any face to face tuition, and it is not ideal. Project tutors report difficulties on trying to advise students a data analysis at a distance”.

Tutorial meetings and their importance in distance education Tutorials are follow-up studies of lectures. It is a highly individualized remedial teaching. It is a modification of distance education in order to give each learner the chance to exercise autonomy. Tutorial is an effective way of bridging the gulf between the teacher and the learners. Face to face sessions help to pull students out of the stopper that fall into tutorial sessions to increase the frequency of assignments and provide opportunities of group discussion to solve their difficulties in understanding the course themes. The distance education system of Allama Iqbal Open University Islamabad allows only about 10 hours of tutorial time in the total duration of each course study of about 200 hours at M.Ed level. Rashid (1998, pp.14-17) states the following functions of a tutorial session: i. To encourage group activities such as discussions and paper readings. Students are informed in advance about the topics to be discussed. The teacher acts as moderators. The students do most of the talking.

48

ii. To invite students to comeout with their problems arising from the study material they have studied during the intervening period. iii. To provide opportunities for feedback on assignments. iv. To provide place for direct instruction and personal communication with fellow students. v. To afford an opportunity for promotion of groups for studying the course. He further mentioned the features of self-directed tutorial support are as follows: i) Psychological Climate: Tutorial at M.Ed level begins with emphasis on the importance of student’s choice and his experience. ii) Emphasis on Self-Diagnosis: It is very unstructured and perhaps not very clear and its success will depend very greatly on the tutors. Students have been advised to contact the tutor early in the course to give information about the advice assistance that will be necessary including information about their employment and other experience. iii) Core Material: There is core material but a great emphasis in on the supplementary reading by the help of which which the student is invited to choose what to use and what to skip. iv) The Tutor as a Resource Person: The tutor is introduced as one with whom the student should enter into a relationship of mutual inquiry and tutors are asked to be non-directive teachers. v) Evaluation: When discussing the projects (term papers thesis) idea and outline, it is important to establish with the tutor, the criteria against which

49

the work is to be assessed. As a result of discussion with the course tutor, one should be aware of what is an appropriate presentation to obtain a pass grade at the different levels. The final grade awarded will be the subject of further discussion between student and his tutor. vi) Emphasis on Student’s Experiences: This is shown through the course in activities, which invite students to reflect on their own experience. Moore (1976, p.9) says: This is fully autonomous or self directed and adult learning. It is the learning of the person who is able to establish a learning goal when faced with a problem to be solved a skill to be acquired information that is lacking sometime formally, often unconsciously, self-directed learners set their goals and define criteria for achievement. They know (or find out) where and how and what human and other form of resources together the information required, collect ideas and practice skills. They judge the appropriateness of the new skills information and ideas, eventually, deciding it the goals have been achieved or can be abandoned.

2.5.1.6 Tutorial support system: An overview As we know that distance education is a growing industry. Many distance education institutions have been established in the world. They all are taking part in improving quality of education. For that purpose these institutions are developing instructional materials, which are being supplemented and complemented by audio and video programmes.

Telephonic tutorials are increasingly being used. 50

Counseling and advising procedures are being extended and refined. Regional network of study centres are being established (Rashid, 1992, p.51). In Pakistan an alternative system to formal education was developed, as a reaction to pressure for the quantitative expansion in education and efforts were made to find practical expression.

In 1974, People’s Open University was

established to cope with these needs. In 1977 its name was changed to Allama Iqbal Open University. It becomes increasingly obvious that successful distance education system needs a solid background of effective support system to ensure the success of their students. The students from distance education system need some help from trained persons. Because students from distance education system have only study material and there is no regular class work like formal system. Students from distance education have to write assignments, attend workshops and qualify examination. All these problems of distance education students cannot be solved without an effective tutorial support system. Through this, students are provided guidance and counseling through a series of tutorial meetings at study centres. Regional offices play a vital role for providing these facilities.

Alongwith the tutorial

workshops for better guidance and to prepare the students for paper, are also conduced at regional offices and study centres. Libraries alongwith audio-visual aids also help the students to enhance their concept. Here we conclude that tutorial support system of distance education through Allama Iqbal Open University is playing a vital role to solve the educational problems of distance education students.

51

Although there are some weaknesses in the prevailing system through effective tutorial support system (Vice-Chancellor’s Report 2002-2003).

2.5.2

Regional Centers A regional centre in distance education is intermediate between the central

institution and local study centres. Not all distance-teaching institutions have regional offices.

Large open

universities have generally chosen to establish them for greater administrative efficiency. Regional centres are established to look after clusters of study centres. The UK Open University, for example, has 13 regional centres, the smallest of which has 9 study centres catering for approximately 8000 students (Handbook 2000-2001, p.6). Regional centres have important administrative functions, in particular organizing the operation of the study office and teaching them at the local level. This may well include staff recruitment and the all-important briefing and training in distance education of such staff. Regional office may also have a role in handling student enrolments and records. The degree of responsibility will depend on the level of autonomy granted by the central institution to the regional offices. Regional centres may further have a number of academic functions. Apart from the briefing and training of tutors implied above, their academic staff may serve as a source of specialist tutors for study centres. Regional academics additionally are in a good position to provide feedback information to course teams on how the courses are received by students, 52

highlighting areas of difficulty, points, which need further explication and problem areas. Such feedback is an essential aspect in helping course teams to produce courses, which are readily accessible to those studying at a distance. Regional offices have an important role in counselling. They can act as the reference point for serious problems, sometimes resolving the problems themselves, sometimes sending them to the central institution (UKOU Booklet, 2000, p.11). Finally, regional offices will normally act as the channel of communication between the central institution and local study centres. Open

Universities

decentralization.

maintain

a balance

between

centralization and

In all activities viz-material production, distribution and

examination open universities are through regional offices/ sub-regional offices and study centres are highly centralized. However, providing regular student support services is a salient feature of the decentralization provision in these open universities. Reddy (1988, p.14) comments that there are 13 regional centres of UKOU. Verduim and Clark (1991, p.177) quoted Tomilson (1984) that: Regional or local centres or both are an integral part of distance education concept. There coordination with central activities is essential and critical. Adults wish direct contact, guidance and feedback from faculty and classfellows. Local or regional centres can provide opportunity for these human interactions.

53

These home-base centres can save adults time by providing them the services of registration, transcript interpretation, programme requirements, course payments, time schedule of learning experiences and provision of materials. These regional centres can provide a modern and well-equipped media resource station, by providing latest technological media. Khawaja and Barrie (1990, p.330) inform that there are 13 regional and 6 sub regional offices of AIOU in Pakistan. Allana (1985, p.4) says that in Pakistan: The AIOU operates through its countrywide network of 15 regional/ sub regional offices, which serve as the link point of AIOU to the individual students at the gross root level. These regional offices, in addition to introducing AIOU courses and programmes, also manage the study centres and ensure the delivery of tutorial services to the students throughout the country. Khawaja and Barrie (1990, p.300) have mentioned some functions of regional offices: 1.

Provision of part time tutors.

2.

Constitution of advisory committees at regional level.

3.

Participation of regional directors on the meeting of heads of departments.

4.

Regular briefing meetings of the regional director.

5.

Establishment of regional libraries, model study centres and research centres for different projects.

54

According to proceedings of the regional seminar on distance education (1986, p.192): The AIOU is primarily a distance teaching institution using a multimedia technique. The main components of its system are: 1.

Correspondence packages, which include self-learning, printed texts and supplementary study material.

2.

Radio and television broadcasts especially/ prepared for distance learners.

3.

Tutorial instruction through correspondence and face to face teaching at study centres where possible, with workshops, where appropriate and

4.

Course assignments as an instrument of teaching and continuous assessment.

Role of regional centers The main characteristic of distance education is that there is a vast distance between students and tutors. This separation vast gulf is reduced to a large extent by using different ways and means. But still, students of distance education have to experience a variety of problems at different stages from pre-entry stage to passing out. In order to reduce and eliminate such problems, open universities have established a network of regional centres to arrange de-centralized support services. The regional office is responsible of arranging support services in its local areas in other to cater to a large number of students of distance education. Robinson (1981) delineated the major functions of a regional centre:

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i. Recruitment and supervision of part time tutors and counsellors. ii. Allocation of student groups to tutors. iii. Local arrangements for study centres. iv. Planning the tutorial programme alongwith guidelines provided by the centre. v. Local organization of examinations, degree ceremonies and summer schools. vi. Provision of advisory services. vii. Keeping student and tutor’s record. AIOU Report 1985-86 (1999, pp.165-167) indicates the regional services as: Being a distance learning institution, the regional services meet the essential purpose of instructional support, information and advice for the students, who may be hundreds of kilometers from the main campus. The regional services comprise of directorate at the campus mainly responsible for the policy and coordination of the activities carried out by a network of regional offices/ sub-regional offices/ personal coordinating offices and part time regional coordinating offices these presently are 62 in number throughout the country. Following are the main functions of the regional services: i.

The sphere and pace of regional function is closely related to the number of course presented and the instructional requirements of each course.

ii.

Regions advise students interested in the courses being offered and provide them with the relevant literature and application forms.

iii.

Regions undertake regular publicity in their respective regions and maintain close contact with the press, radio and television.

iv.

Their main function is organizing tutorial support for various courses.

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v.

They appoint tutors for area-based tutorial groups for students.

vi.

They set up study centres.

vii. Once the courses begin, they supervise the tutorial programme and conduct workshops, and maintain progress reports for the students. viii. Regions provide constant feedback for the course work notes, course teams and for the central administration. ix.

Regions play a vital role in organizing and supervising the final examinations. Special emphasis at AIOU is being paid currently to the following activities:

i.

Establishment of Sub-Regional and Coordinating Offices in remote areas.

ii.

Training of newly recruited offices.

iii.

Establishment of libraries in Regional Offices.

iv.

Appointment of senior tutors with particular reference to monitoring of tutors performance.

v.

Improvements in model study centers.

vi.

Consolidation of physical facilities in regional and construction of regional campuses.

vii. Strengthening of regional centres to provide better services. viii. To computerize the regional centres for better record keeping and solving student problems at local level. ix.

To network regional centre with the computer centre, main campus using internet or provides E-mail or fax to expedite transfer of student’s data to the

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regional centre and fast communication (Vice-Chancellor’s Report 20022003). Regional Directors are the university’s representatives in the field. They are members of the university staff and have overall responsibilities beyond local administration and the organization of tutorial support services. One of their major responsibilities is to foster knowledge of the university amongst the general public, among professional groups and within government and provincial organizations. They themselves build up knowledge of the educational needs of their regions and particularly the needs of those groups who are least likely to have benefited from the conventional system and for whom local provision is generally not available. In many ways, the regional directors are the eyes and ears of the university, scanning the field and giving feedback information, suggestions and criticism to the parent body. Their resources and staffing have, in the past, been somewhat limited, but gradually increased staffing, enabled them to offer an improved service to students and to develop their own role as representative of the university. For the smooth running and efficient activities of AIOU, throughout Pakistan, it was needed to establish regional offices at the provincial/ divisional headquarters in the country. At present, there are 28 regional centres. Out of the total regional network, ten are designated as regional campuses while the rest are called regional centers. The nine regional campuses are at Peshawar, Quetta, Karachi, Hyderabad, Multan, Lahore, Faisalabad, Rawalpindi, Mirpur (AJK) and Islamabad. The regional centres at Dera Ismail Khan, Swat, Skardu, Chitral, Gilgit, Sahiwal, Dera Ghazi Khan, Mianwali, Sargodha, Gujranwala, Muzzaffarabad, and Sehwan Sharif. In

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addition, the university has established four regional coordinating offices at Jauharabad, Umarkot, Sibi and Zhob part time coordinators have been appointed at Muslim Bagh, Dera Murad Jamali, and Astore. The part time regional coordinating office are a new feature established after 1983. (Vice-Chancellor Annual Report 2002-2003)

2.5.3

Library Services An independent, well-quipped and efficiently run library is an asset for any

distance education programme. The library should have not only the text and reference books, but it should also be well equipped with journals and if possible duplicating machines. Apart from remaining open to students at all hours of the day, the library should extend facilities to students at a distance in the following ways: i. Provide lists of relevant to the students and others involved in the system of distance education, so that they know what books to ask for. The duplication or xeroxing section copy material from journals and books, which must remain in the library. ii. Opens sub-branches of the main library in places where student concentration is appreciable. The local college as well as correspondence unit could be of utmost help. Furthermore, in other public libraries, the corner of distance education materials may be provided for the benefit of students and public at large.

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iii. Sends library personnel with the basic reference and textbooks to the students working or living in remote and underdeveloped areas. Even for a night’s exposure to such reading material can make a student more active than be has been. The AIOU has a central library within its premises for the benefit of their students to ensure that the library is within the easy reach of the students. The AIOU has set up library centres at a number of other places also. Book banks have also been established by some of the institutes to enable needy students to draw textbooks on long term loans.

2.5.4

Guidance and Counselling Literally, the term guidance derives its meaning from the word ‘guide’. A

guide is a person who shows the way, since there is an enlightened individual and possesses information regarding places, subjects and situations. Different writers have defined guidance keeping in view of their stress on different aspects of the guidance. According to Shertzer and Stone (1976, p.38): Guidance as provision of experiences that help pupil to understand themselves and when taking guidance as a service, they refer to producers and processes organized to achieve a helping relationship. Usually guidance is thought as a process of helping individuals to understand themselves and there world.

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Pierofesa, et al. (1980, p.11) stated that: Guidance is a comprehensive system of functions, services and programmes in schools designed to affect the personal development and psychological competencies of students. As an educational concept, guidance is the sum total of planned experiences for students designed to achieve such developmental educational outcomes. As an educational service, guidance like teaching consists of a number of functions and operations to be utilized by students in attaining developmental and educational outcomes. Counselling is a very important aspect in the teaching learning process. Students counselling begins with the pre-admission period, continues through the education of the course and it is helpful even after the course is completed. Student counsellors by personal contact or through correspondence, help students to reach the right person at the right time. Counselling is a short cut on an authorized long trip. According to Rashid (1993, p.56), the counsellors help students to know their own minds. Even after getting enrolled, some students feel that they are in a blind alley; they are tempted to drop out. If someone would listen to problems and suggest possible solutions, confused students would be at least less confused. The relationship between learner and his tutor is, therefore, what Taylor (1971, p.21) describes “A relationship between two people where one person is aware of the problem and need to talk it over with another (counsellor)”. Thorpe and David (1978, p.67) quoted the Michael Moore who argues about counselling in these words, “A system providing direct educator-client consultation

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about needs will be a source of new programme ideas which is likely to be more valid them those derived from secondary sources. The process itself is a major learning experience”. Aggarwal (1997, pp.108-109) describes five important characteristics of counselling: i. It is a purposeful learning experience for the client or the subject or the counselee. ii. It is a private interview between the counsellor and the client. iii. It is a one-to-one relationship, a confidence of the parties concerned and growing out of the recognition of the subject of an existing need for help and the presence in the school of an adult who is ready to assist. iv. The counselling process is structured around the needs of the counselee. v. The main emphasis in the whole of the counselling process is on the counsellor’s self-direction and self-acceptance. According to Rashid (1993, pp.72-73) there are three stages of counselling; first counselling that a distance learner needs is concerned with pre-enrolment quarries. At this stage, he may have only a vague idea of what he wants to do, the student will find it difficult to make correct decisions about the courses to study and why and therefore needs guidance and counseling. The second stage of counselling is at entry to a course. Learners are usually ambitious to start that work as soon as possible. Yet, as soon as they get their study materials, they characteristically become surprised at the amount of work they have to do.

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The third stage of counseling is that the learner’s need counselling after the success. They need help to define new goals and also information on career choices. The counsellor therefore, has to arrange counselling and discussing sessions in which the students are encouraged to look at all the opportunities and chances before them. Therefore, counselling is one of those important student support services, which not only help the students in overcoming their problems but also guide most effectively and successfully. Without counseling it becomes very difficult, if not impossible, to run the system of distance education impressively.

2.5.4.1 Objectives of guidance and counselling Steffire (1979, p.333) states that the objectives of psychotherapy usually involve considerable personality change. The objectives of guidance and counselling are developmental in nature in the sense that the focus is on the individual functioning more adequately in appropriate roles.

Guidance and counselling

processes have the following objectives. i. To individualize for each pupil, the cummulative effects of group forced and mass techniques and media the school and integrate them into the singularity of being. ii. To provide professionally prepared counsellors equipped to help individual pupil, understand his personal characteristics, realize his potentialities and attain an appropriate concept of self. This gives vitality to learning. iii. To facilitate changes in individual pupil to enable them to make wise future decisions. 63

iv. To assist students to extricate themselves form immediate difficulties. Their problems and developmental concerns can be used as a means of furthering self-knowledge and acceptance as well as of acquiring increased ability for self-direction. v. To free the capacities of pupil to learn. Through counselling contact, the individual pupil will be able to strength his ago function and self-concept. vi. To help the individual pupil to be aware of and to find the opportunities that are right for him and evaluate these experiences and coping capacity to current realities.

2.5.4.2 Telephone counselling The discussion in this heading will concentrate on the role of the tutor in assisting individual students in their studies by use of the telephone. We use the term telephone counselling for this role of the tutor. Distance education has long recognized the potential of the telephone, and it now forms an integral part of many learning systems. It is used not only on an individual basis, but also for groups, in the form of telephone tutorial (tele-tutoring) sessions. (David, 1994) There are some advantages in using the telephone, when the student is remote from the institution providing the course of study. •

Provides an immediate and interactive form of contact.



Can give a student quick feedback on a learning problem.



Reduces the need for traveling to an institution. 64



Can be a motivating force. In their study guide, students are usually encouraged to call their tutor when

they have immediate pressing problems which require explanation or clarification. These problems can include administrative, academic and even personal matters. Students can either be told that they are free to ring at any time or told that calls should be restricted to specified hours. There are the obvious disadvantages in restricting the times of telephone contact when students cannot always get immediate assistance.

Contact hours,

though, may be regulated for the following reasons: •

The tutor can guarantee being available on the telephone at the specified times.



The tutors are better prepared for calls when a special time has been scheduled for them.



Calls do not come at inconvenient times when the tutor may not be willing or able to spend sufficient time to answer a query.



Limiting the time encourages students to become more independent and find their own solutions, rather than relying on a tutor to answer every small problem that may arise. Whether contact hours are restricted for the course you are tutoring may be

an institutional decision or it may be your decision. If you have a choice to be realistic about your personal habits. Therefore, telephone is a useful tool for teachers and their students. Telephone contact reduces the students’ sense of isolation, enables study problems to 65

be sorted out quickly and allows for more extended interaction than can be provided by letters. Moreover, it is acknowledged as a means of reducing drop-out episodes. (David, 1994)

2.5.5

Technical Support Distance education demands adequate technical support. For ITV based

programmes, this means equipping electronic classrooms and training technical support staff to operate the equipment and to fix problems that may arise during the transmission of classes.

ITV students themselves need only a few instructions

concerning use of micro-phones to become fully engaged. According to Mehortra and Hollister (2001, p.126), for web-based courses and for web-enhanced ITV courses, however, students need considerably more technical help, both before and during the course.

Course instructors can give

limited assistance with some problems, but typically they do not want to spend much time on technical support, viewing it as a distraction from their main tasks of teaching the course content. Moreover, many instructors do not have sufficient expertise to be of real help to students. It is better to setup a “help desk” staffed by persons who understand the hardware and software. Many institutions already have a help desk in place for resident students, faculty and staff and service to distance learners can be added to it. Assistance should be available for extended hours because many online students do their course work till late evenings or early mornings and some programmes may serve students in different time zones. 66

2.5.6

Media Support In Dictionary of Education, Terry and Thomas (1978, p.218) define media as;

“Channels of mass communication, which include the press, radio and television”. This term is used in set expression such as “educational media” and “new educational media” Erickson (1968, p.31) says; “Definition of these two terms appear in two official publications of the Department of Audio-Visual Instruction of the NEA.

The first of these terms, educational media, is defined as follows,

“Educational media are defined here as those things which are manipulated, seen, heard, read or talked about, plus the instruments which facilitate such activity. Educational media are both tools for teaching and avenues for learning”. The second, new educational media is defined as follows: Terms used in various titles of the National Defense Educational Act of 1958 to describe pertinent materials and devices: TV teaching machines, programmed learning material, electronic learning laboratories, it also includes many well-established audio-visual media such as motion pictures, filmstrips, slides and recorders. Project Report of National Teaching Kit for Primary Schools (1976, pp.1314) has defined media in these words: A media may be defined as any form of device or equipment, which is normally used to transmit information between persons.

Thus books,

pictures, charts, posters, flannel boards, models, newspapers, radio, television, film, teaching machines and other such devices are media. The learning media have some definable functions: 67

a.

Recording: To permit events taking place in the present to be reproduced in facsimile at a later time.

b.

Display: To permit groups of individuals to receive information at convenient times and locations.

c.

Manipulative: To permit the observation of events which are normally unobservable.

d.

Stimulate: To arrange the environment esthetically or otherwise unequally, in order to increase motivation.

e.

Evaluate: To interpret responses of students in relation to a variety of variables including personality and potential for learning and to permit teachers to evaluate their own performance as well”.

Bhatt and Sharma (1992, p.121) comment on the contribution of media in learning system: Their function as carriers of information is well established, their motivational nature is rapidly evident, their relevance to the needs of different learners having particular perceptual abilities or disabilities is generally accepted, and their usefulness as vehicle for the building of selfreliance and responsibility in learners is being demonstrated currently at all educational levels. Hassan (1985, pp.88-89) has contributed that there are three levels of media production effort. These levels are: i. Imitative media production; ii. Adaptive media production, and

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iii. Creative invention. In the proceedings of the Regional Seminar on Distance Education (1986, p.194) it has been commented that: AIOU is a media based university.

The printed text of the material is

supported by a number of radio and television programmes.

These

programmes are produced at the Institute of Educational Technology and transmitted by radio and television corporations on payment of subsidized rates. Each student receives the schedule of these programmes through his learning package. A second channel on radio and television has been started with chunk of time for AIOU programmes. According to the proceedings of the Regional Seminar on Distance Education, (p.212) course requirements vary according to the level and assignments. However, AIOU makes use of many teaching aids and media like charts, audiocassettes, radio and television programmes.

2.5.7

Mass Media Terry and Thomas (1978, p.214) have defined mass media as; “Means of

communicating to a large number of individuals more or less simultaneously; used in education as a group term for the press and printed text, films, radio, television and popular music”. Robert and Thomas (1987, p.28) mention that; “Mass media is a term commonly used to refer to communication by television, radio, newspapers, 69

magazines and film industry. No doubt, television has the greatest influence in all of the mass media”. Pierre Schaeffer’s (1984, p.44) consideration is that, “We must still decide what we mean by the term ‘mass media’ or information media. Are we referring to means of communication in the operational sense, or to the content of what is communicated? Depending on the meaning that is adopted, there are two quite different approaches”. If the media are only means of communication in the operational sense, we can follow Descartes is regarding them as serving the content; in that case, they are subordinate to educational objectives.

At once, however, we

encounter McLuhan’s riposte, “The medium is the message”. We should undoubtedly be we advised not to overlook this paradox. If, however, ‘media’ means the mass media, our task, as both Descartes and McLuhan would surely agree, is to situate schools within a world of computer technology as well.

2.5.8

Newspapers and Magazines According to the Encyclopedia of Educational Research (1992, p.337) the use

of newspapers for college-level course materials was started in United States in 1973. Since that time more than 1,000 colleges and universities and almost 1,800 newspapers have participated. More than 80,000 students have earned credit in the 16 courses offered.

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Young, Perraton, Jenkins and Dodds (1980, p.86) state about the limitation of newspapers in third world countries where a large number of population is illiterate: Newspaper and magazines can only have limited effect in the largely illiterate societies of most third world countries. Even so, farmer’s magazines, such as Mkulima Wa Kisasa (modern farming) in Tanzania or El Compassion (the peasant) in Colombia, had large circulations. The language and format were designed for the newly literate. Each of these has achieved by far, the widest circulation of any regular publication in its own country. Recent pamphlets from the Lesotho Distance Teaching Centre (LDTC) written after careful testing of language and pictorial comprehension have produced similar results, very high sales and very large readership”.

2.5.9

Radio Mohanty (1986, p.74) has written about the importance of radio in education

in these words: Radio has occupied a significant place in communication. It is also playing an important role in education. It not only informs but also inspires. It not only includes values and virtues, but also creates attitudes, interests and appreciations. It can cover a very wide area at the same time. There is already a well-developed infrastructure, a back group of long experience to its advantage.

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According to Supe (1983, p.83); “Radio is a very good information tool. It is a mass medium of conversation and can reach large number of people at any given time. Every radio station is broadcasting several varieties of useful talks by eminent scientists and extension specialists in the fields of agricultural, animal husbandry, etc. for rural people”. Mohanty (1986, p.5) expresses about educational broadcast: Area, theme, objectives, utilization and evaluation procedures of educational broadcasting should be spelt out. Similar action should also be taken up at regional and local level. Planning, production, and evaluation should be a collaborative venture involving curriculum developers, subject experts, teachers, scriptwriters, social scientists and procedures. Mohanty (1992, pp.5-8) quotes that the report of National Workshop on Educational Broadcasting under UNESCO’s Asian Programme of Educational Innovation for Development (1981) has observed; “Educational broadcasting can become a major instrument of education as well as a significant asset to distance and alternative learning system for various categories of learners”. The test results of significance of difference between listeners and nonlisteners of radio provide the following implications: i. The listeners gain better knowledge from the broadcast. ii. The listeners in urban schools gain better knowledge than the non-listeners. iii. The listeners in the rural school gain better knowledge than non-listeners. Ralph Cable (1975, p.75) divides radio broadcasts into two categories: “Broadly speaking radio lessons are of two kinds:

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i. Background or enrichment. ii. Direct teaching”.

2.5.10 Educational Television (ETV) and Instructional Television Mohanty (1986, p.82) says about the use of television for educational purposes: Television is the most powerful medium of communication.

It has

revolutionized lives of many people in the world and has potentials to remarkably affect our lives within a decade. According to James B. Brown and others, following are the special advantages of television: a.

It is a convenient and economical means of reaching enormous crosssections of the population with simultaneous presentations.

b.

It combines the best elements of radio with the potency of motion pictures.

c.

It is capable of helping to overcome learning barriers for many persons-presenting important ideas, molding attitudes, providing information in ways which demand and neither high verbal proficiency nor physical presence at the scene of action.

d.

It is a means of multiplying personal contacts for outstanding television instructors with audience all over the country or the world.

e.

It is capable of helping to bring about needed social improvements and developments.

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f.

It capitalizes upon immediacy, upon the “here and now” aspects of communication”.

The Ford Foundation Report (1959, p.61) attributes that: Television makes possible existing new developments in the team approach to teaching in which the particular skills and competencies of many teachers are used to cooperatively in planning and presenting courses. The status and rewards of teaching can be vastly enhanced by the new medium. Kumar (1991, p.109) presents his views that ITV has a message for us. The simple motion that quality education for all our children, according to the variety of their aspirations and it is not an impossible dream but is a different one. He says that; “Classroom television is today condition of educational purpose and will become even more so in the future”. Grace Khairullah (1971, p.4) quotes Costello and Gordon who tries to satisfy the opponents of instructional television in a novel way; “Can television really teach? This is a controversial question, but it is difficult to ignore one might as well ask, can a school teacher or can a textbook teach”? Chaudhry (1970, p.2) quotes Classlers Henry who emphasizes to use television skillfully to achieve the objectives; “Television has no ability except to communicate but if used skillfully, it can communicate exceptionally.

As an

instrument of communication, television is what you make it”. Hodgkinson (1964, pp.17-39) remarks that; “The choice is seen to be between variety and uniformity”.

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He further comments that “this is necessary to distinguish not so much between film, live television and video tape recordings but simply between various ways of using moving pictures with sound”. Judith Murphy and Ronald Gross (1966, p.12) state that television is as good a medium as other mediums i.e. teachers, books and cassettes etc. “Television works as an educational tool.

There is no question of its validity as a medium of

instruction. Students can learn from television, as they can learn from teachers and texts, radio, recordings and films”. John Walker Powell (1962, p.6) expresses about Educational Television (ETV) “It is more than a tool for teachers, a bonanza for bell captains. But across its countless varieties run certain features that characteristics it as distance from television for entertainment and for sales. Three perhaps are outstanding: i. This is the television that you watch on purpose, selecting each programme for what it promises. ii. This is television that invites you to do something, learn something, think about something. It expects you to participate. iii. This is television whose purpose is to get you to turn off the set and do what has been suggested, read, paint, discuss”. Thomas (1990, pp.477-479) concludes “Television is an effective media for teaching concepts and generalizations, even when the audience is watching for the purpose of entertainment rather than instruction”. Roderick Maclean (1968, p.11) has written that “In the past only one pair of eyes could see at any time, now a dozen or a hundred pairs can as easily follow the

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detain which it is pointed out. This is only one example of many teaching situations in which television’s straightforward capacity of magnification can be brought into view”. John, et al. (1976, p.109) express their views in the light of El. Salvador experience: A primary goal of El Salvador’s Educational Reform was to encourage critical thinking among students. The new reformed system was to change old human archives. Future graduates would be prepared to adjust to a changing society and to solve its problems in more creative ways. They would also be trained to work in a variety of new industries that the reforms planes hoped would be attracted to El. Salvador by the existence of a large, well trained labour pool. Rainsberry (1989, p.277) compares between educational television and television for the purpose of entertainment: The distinction between educational television and television for the purpose of informal entertainment places the responsibility for programming in the hands of educators and general broadcasters respectively. Parental concern is focused largely on the area of entertainment programming because the programmes are received in the home and frequently with out supervision.

2.5.11 Multi Media According to Erickson (1969, pp.31-32) multimedia and cross media are similar semantically. These can be defined as: 76

Methodology based on the principle that a variety of audiovisual media experiences correlated with other instructional materials overlap and reinforce the value of each other. Some of the material may be used to motivate interest, others, to communicate basic facts, will to clear up misconceptions and deepen understanding. Owen (1994, p.94) has described multimedia in a comprehensive manner: Multi media is the use of digital graphs, video, sound, all integrated in interactive applications.

There is convergence of storage media, text,

computer data, all these being stored now in digital form on optical media. There is also a convergence of networks both local area networks, telecommunications, satellite and is all being combined into single information highway. We are also witnessing a convergence of industries where information industries and telecommunications industries are beginning to encourage with consumer electronic and personal computers.

2.5.12 Interactive Learning Jacques and Bernard (1992, p.163) comment on interactive learning “The importance of learning interactively, with the students playing an active role in the learning activity, has received attention. Learning is better if student is active, creating the knowledge rather than receiving it passively”. They further say, “The new interactive learning technologies give us the best chance we have had in thousands of years for a fully interactive system for all students”. 77

Jacques Hebenstrict and Bernard Levrat (1992, pp.136-137) have also tried to explain the concept interactive learning in a very simple way: A tutorial situation is not necessarily a one to one situation. Socrates seldom worked with one student, but usually had several students following him around Athens. Likewise in computer tutorials situations having several students’ work together are often superior to having a single student. The advantages of cooperative learning in groups and peer learning becomes a major factor when several students at a display are interacting with a tutorial dialogue.

Students assist each other in a very effective and highly

individualized fashion.

2.5.13 Computer Conferencing Robin Manson (1994, pp.55-56) states that computer in conjunction with other media, as the primary delivery mechanism is greatly beneficial. Computer conferencing is common in three days for tutorial support in distance education, facility for self help, socialization of student’s discussion on material of distance education, on line course with some printed material, discussion, seminar and training to update professional knowledge. According to Paul (1987, p.114), “It is sensible for universities to take on a national distance-teaching role by computer conferencing.

It is likely that

educational institutions could play a more useful role in regional education activities”.

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Don and Robert (1989, pp.120-121) had contributed that, “Adults differ in their learning styles and preferences. Interactive strategies capitalize on the strengths of various learning styles and preferences”. According to the Encyclopedia of Educational Media, communication and Technology (1978, p.747): Visual media can be incorporated into a telephone seminar in several ways. Printed materials, slides, overhead projectors, transparencies etc. can be sent by post prior to the seminar itself, much as in radio vision (Foxall, 1972). Equipment has also been developed which allows a single instructor simultaneously to control slide projectors at a number of remote locations (Braum, et. al. 1976). Such audiovisual materials must, however, be prepared well in advance. Slow scan television and facsimile transmission systems allow visuals to be sent during the seminar itself but they only allow the transmission of a visual in its entirely.

2.5.14 Telephone Telephones are frequently used in distance education. In these days this service is integrated with other networks of communication. According to Marvin Alkin in the Encyclopedia of Educational Research (1992, p.37) the chief advantages of the telephone are low cost, interactive communication, and flexibility. It can handle tele-writers, graphic input devices (electronic blackboards), and slow-scan tele video systems.

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Robinson (1989, p.294) states: The use of telephones in education comes into what Schramm (1977) calls the category of “little media” as opposed to “by media” (radio, tape recorders, telephone, film strips, slide transparencies and other visual materials) are less complex and less costly to install and maintain than “big media” (instructional television, films and computer assisted learning). Hence, when resources are scarce, use of the “little media” invites reconsideration (Bates, 1982). Telephones, in particular, provide a readily accessible network of communication in many countries, using existing and familiar technology.

2.5.15 Internet Bhatti (1995, pp.138-140) describes the meanings of Internet, “Internet means network of millions of computers and their users. Each computer on the network is linked to a server vis modem or via a direct connection. The server receives and transmits the information via satellite or by optic fiber”. Anthea (1995, pp.2-9) mentions that, “E-mail, which is the essence of the Internet, is only one of the many ‘tools’ that are appearing along the entire length of the ‘electronic superhighway’”. Anthea further describes. “TESL-L is an electronic discussion forum at Internet that units teachers and researches to exchange ideas and challenges”. If we do not learn to use Internet we will be at the end, on the information highway. 80

2.5.16 New Trends in Distance Education With the absence of latest communicational technologies, distance education is successfully progressing towards being a complete mode of education and it seems that with its distinguished characteristics of flexibility and independence, it will surpass the formal systems of education because it has raised the opportunities and range of education so widely and conveniently that students may prefer it in future. Use of computer has revolutionized the mode of communication because it provides two-way communication within several dimensions. In computer-mediated communication,

information

telecommunication networks.

is

transmitted

between

computers

via

The information is organized and stored by the

computer for asynchronous access at the individual’s convenience. Applied to distance education, the computer in this mode is both an information processor and communication link between (among teacher(s) and students. It builds naturedly on print and telecommunications technology without enormous software design problems and costs. Communication for distance education using on-line computer technology can enhance the educational transmission in a unique manner. (Garrison, 1989, p.79)

2.5.17 Computer-Assisted Learning (CAL) Providing accessibility, a computer is highly interactive means of communication for distance education. A great number of courses are being offered by most of the open universities in the world, today.

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According to Barbara (1989, p.83), “Computer assisted learning may be described as the interactive use of computers for explicit learning purposes and there are various ways in which computers are used for this. One obvious way is of drill and practice as the computer can be resourceful and patient”. In the opinion of Garrison (1989, p.83): Computer assisted learning (CAL) is used here as an over-searching concept for educational computer applications such as drill and practice, tutoring, simulating and problems solving. While CAL has been with us since 1959, only since the advent of personal computers in the mid 70s has it really become an economically feasible and educationally variable method of delivering instruction. The results of extensive research have shown that CAL is at least as effective and likely to be more time efficient than traditional instruction.

2.5.18 Computer Managed Learning Computer Managed Learning (CML) bridges the gap between transmitted and local modes of computer-mediated communication. In the local mode, CML can individualize learning by prescribing resources and evaluating student progress. Tests can randomly be generated for practice at any time as well as for summative, supervised evaluation.

Such feedback may be particularly valuable to isolated

students in determining how well they are progressing and learning. A variety of resources and activities relevant to particular objectives may also be prescribed Garrison (1989, p.82). Computer technology tends to be decentralized and suggests 82

an important role for it in an educational transaction, which reaches out to learners beyond the formal institutions setting. It suggests that computer is a personal or individual technology. These are key issues, of course, in the design and delivery of distance education.

They are also of particular importance with the increased

emphasizing in distance education for more personalized learning (Kember and Dekers, 1987, Sewart, 1981). The adoption of computer-based technologies within distance education must be accomplished with clear educational goals in mind and not necessarily to the exclusion of other proven technologies.

Each technology has its own unique

characteristics, which must be integrated into the delivery system as a whole. Operating from clearly understood educational goals the decision of whether, or how, to use computer capabilities is dependent upon whether it can be integrated into a single well functioning totality where different functions support each other. (Lampikoski, 1982, p.296)

2.5.19 Techniques of On-Line Education There are a lot of different techniques that can be used in online education. Paulson (1995) lists them as one-alone techniques like online database, online journals, online applications, software libraries, online interest groups and interviews. Then he describes one-to-one techniques like learning counteracts, apprenticeships, internships and correspondence studies, followed by one-to-many techniques the lectures, symposiums and skits.

Many-to-many techniques are

debates, simulations and games, role-plays, case studies, discussion groups, 83

transcript-based assignments, barnstorming.

Delphi techniques, nominal group

techniques, forums and project groups. Different software products and learning styles are used for these techniques. (Quoted by Jelitto, Mare 2000, p.9) He found some techniques not to be utilized in CMC (Computer Mediated Communication) like in basket exercise, panels, committee hearings, cognitive networks and jigsaws. Slamon (1997, p.12) worked out another overview over 21 techniques, Bubenheimer (2000, p.2) describes the use of e-mil in schools and Brammerts (1999, p.10) has a portal side for tandem learning.

To use these

techniques, many different software products and learning styles are used. A lot of other terms play a role in online education. One can use telelearning, tele-teaching, virtual learning, online learning, web-based training and so on. Today online education means the use of a computer to pull and push data via internet or via mailboxes. (Jalito, 2004, p.2)

2.5.20 The WWW The internet is the world’s largest, most powerful computer network connecting

personal

computers,

sophisticated

mainframes

and

high-speed

supercomputers around the globe. Current estimates suggest that over four million computers are part of the internet. (Kochmer, 1995, p.2)

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2.5.20.1 Use of WWW in distance education According to Willis (2003, p.1) the WWW and Web browsers have made the internet a user-friendlier environment. The ability to integrate graphics, text and sound into a single tool means that novice users do not have to struggle with such a steep learning curve. In addition, organizations and individuals can create home pages independently and link to other home pages on their own computers or to pages created by others on different computer systems. For educators, the WWW provides an exciting new opportunity for distance teaching and learning. The distance educator to build a classroom home page can use the WWW. The home page can cover information about the class including the syllabus, exercises, literature references and instructor’s biography. The instructor can also provide links to information on the WWW that would be useful to students in the class (e.g. research data on agricultural markets, global climate change, or space missions). Other links can access library catalogs or each student’s individual home page. In addition, the home page can link students to a discussion list or history that set up for student communication. It is also a relatively simple matter to use the homepage to create forms that students can fill out and that will end up being sent to you as an e-mail message.

2.6

STUDENT SUPPORT SERVICES IN COMPARATIVE PERSPECTIVE The study centre as a support system in distance education has been used in

other parts of the world, including Europe, Asia and the Southern hemisphere. In

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most cases, the British Open University model has been used, either directly or indirectly in an adapted form. The Fernuniversitat in Hagan set up a system. Similar to that of the British model, with some fifteen-study centres, no evaluative reports have been published on their relative success as a student support system. Rashid (1998, p.45) describes, Allama Iqbal Open University of Pakistan has thirty-two regional study centres controlling a network of smaller local centres. This university also has a tutor counselling system based on the British model. Both Australia and New Zeeland use the study centre as a support system in distance education. In Australia, Deakin University, the University of Queen land, and other tertiary institutions use different types of study centre systems to suit the particular needs of each individual system. Whilst they may have some similarity to the study centre system of the Open University, they have developed independently and owe little to the British system. Rashid (1998, p.44) comments that Open University of Great Britain has provided greater impetus towards developing options for higher learning than any other educational movement in the last one hundred years. West Germany, Japan and South Africa have been influenced by the British model. However, Fletcher states that the impact of the Open University has been felt most fully in the United Sates of America. The major learning centres in USA are in Albany, New York city, Long Island, Rochester Sufferm and Buffalor, each has a dean, administrative support staff, and a faculty of thirteen to fifteen full time ‘mentors’ who assist up to five hundred students in developing individualized programmes of study. A mentor

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usually supervises about twenty-five to thirty students, meeting each one twice a month and sometimes once a week. Pscharopoulos (1973, p.14) describes the future plans of empire state to establish satellite centres that would provide learning centres within commuting distance for most citizens of New York each would be administered by the dean of the regional centre. The satellite centres need and conditions locally they could be expanded or discontinued as necessary. An example of one such satellite centre, established in Manhattan, S Regional Learning Centre, is called the centre of labour studies. The regional learning centre would have a small care faculty of mentors and a supply of teaching and study materials. Each satellite would be staffed by as few as one full time mentor or counsellor, and a complement of part time faculty and tutors, enough to serve the specialized needs of the local students.

2.7

STUDENT SUPPORT SERVICES IN PAKISTAN Allama Iqbal Open University was established under an Act of the Parliament

in 1974 under the administrative control of Federal Ministry of Education of Pakistan with the name of People’s Open University (Act No XXXIX of Parliament of Pakistan, 1974). Its principal seat is at Islamabad with a viable network of Regional Campuses/ Centres throughout the country. Its name was changed to Allama Iqbal Open University in 1977 in commemoration of the 100th Birth Anniversary of Allama Muhammad Iqbal (Research and Evaluation Centre, Triennial Report, AIOU 1972-80, p.9). It was the first distance learning university in 87

Asia and the second to come up in the world. Its slogans are CONTINUING EDUCATION AND EDUCATION FOR ALL. Its purpose is to impart education to the masses of Pakistan at their door-steps through print and electronic media (books, readers, study guides and radio/TV programmes etc) without any discrimination of age, sex or creed. Now, taking idea from the success of the UKOU and the AIOU, many Open Universities have been established in different countries like India, Sri Lanka, China, Canada, Korea, Bangladesh, Japan, Thailand, etc. in a sense, the Allama Iqbal Open University is the fore-runner of all these open universities. In 1976, the university started with a few courses of Arabic, a Primary Teachers Orientation Course and Foundation Courses, with nine regional offices in the country.

On the request of the government, it started Teacher Education

Programmes like PTC/CT/ ATTC for training and orientation of the untrained teachers working in different government schools (Research and Evaluation, AIOU 1999, p.16). Later on, the range of its teacher education programmes was extended upto B.Ed (General), B.Ed (Arabic), M.A. Education, M.Ed (in four disciplines), M.A EPM, Diploma TEFL, M.A TEFL and M.Phil (in four disciplines). To cater to the needs of the businesses community, the university started Bachelor and Master’s Degree Programmes in Business Administration (MBA and BBA) through distance learning system, subsidized by the government. Recently, Business Administration and Computer Programmes have been started and face to face instruction/ teaching is provided at the approached study centres (Vice-Chancellor’s Annual Report 20022003).

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In the last five years, many new programmes have been added to the already existing programmes of the university. These programmes include M.Sc. Physics, M.Sc. Community Health and Nutrition, M.Sc. (Honours) Live Stock management, M.Sc.

(Honours)

Agriculture

Extension,

M.A.

Islamic

Studies,

B.E.

Telecommunication, B. Tech Automobile Technology and M.Phil and Ph.D in four disciplines (Education, Urdu, Iqbaliat and Islamiat).

To meet the needs of

information technology of the country, AIOU introduced certificate and degree courses in computer like ICS, BCS, MCS, BIT, PGD, DCA and DCM through approved study centres. A number of professional programmes like F.Sc. PreMedical and Pre-Engineering have been introduced by the Allama Iqbal Open University in a unique way (Research and Evaluation Centre, Four Year Report, 1997-2000, p.19). Now Allama Iqbal Open University is paying more attention to the programmes of Post-Graduate level as well as science and technology. University is using the distance education system to motivate and reach all those who were deprived of opportunities for academic and professional growth for various reasons. Admissions have increased manifold during the last few years and range of courses has expanded tremendously. Total course range of the university has soared upto 883 courses and its course enrollment per semester is 10,000,000 (20,00,000 per annum) and student enrollment per semester is 1,75,000 i.e. 3,000,000 per annum (Masooda, 2001, p.17). This enrollment is more than the yearly enrollment of all the universities combined in the country. For catering the study related needs of the students, the university has

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established 32 regional campuses and 40 regional centres/ coordinating offices throughout the country. The university appoints approximately 20,000 tutors and study centre coordinators each semester (40,000 per year). All the study related activities of the students are carried out in the regions. Regions appoint tutors for the students, organize workshops and seminars for them, arrange study centres for their tutorials, hold quiz competitions and other co-curricular activities including study tours of the students, arrange examination centres, and recommend the names of centre superintendents. They are also responsible for collecting assignment results and workshop results from the tutors and forward these to the controller of examinations after due checking. They also collect and scrutinize remuneration bills of the tutors and study centre coordinators and supporting staff and forward them to the audit section. On receipt of payment authority regions issue cheques to the tutors and coordinators etc (Masooda Regional Map, AIOU, 2002). Whenever a problem of examination, mailing or admission arises, students rush to the regions. Either this problem relates to the region or the main campus, the regional directors have either to solve it or help to solve it by contacting the main campus. Often the centre superintendents do not receive the question papers. The regional directors have to arrange the question papers. Similarly, they have to solve the problems of mailing and admission of the students. In a sense, any problem of the students or tutors become the problem of the regional directors as they are to the forefronts and they have to reply to the enquiry public (tutors and students).

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Activities of the university are spread throughout the country (from Gawadar to Gilgit). The number of regional campuses/ centres to cater to the needs of the huge number of students/ tutors/ coordinators spread in the vast area of the country is just 32 with 40 coordinating officers in small cities. (Masooda, Regional Map, AIOU, 2002) The regional campuses and centres face the problem of under-staffing (Massoda, 2001, p.9) with large enrollment and with such insufficient student support services problems in the regions are bound to arise. National Education Policy 1998-2010 (p.31) takes decision to involve AIOU by Prime Minister Literacy Commission to: i.

Develop teacher-training packages, learning materials, teaching aids, etc.

ii.

Develop post literacy skill training programme through distance learning. In the chapter of Teacher Education, the main role assigned to AIOU is to

train teachers at various levels. The Policy (1998-2010, p.67) suggests, “to start a three month intensive orientation programme for providing basic skills of teaching through non-formal education under the umbrella of Allama Iqbal Open University, which is a structure to provide necessary training to a number of non-formal education teachers every year”.

2.7.1

Organizational Structure of AIOU Like other universities, Allama Iqbal Open University has different

departments for providing better education. Fleming (1982, p.143) described the organizational structure as: 91

i.

Academic Areas: There are 34 academic departments (Agriculture Services, Basic Sciences, Educational and Home Economics, Institute of Arabic and Islamic Studies, English, Urdu and Oriented Language and Iqbaliat)

ii.

The Services and Operational Areas: The services and operational areas encompass the library. The Institute of Educational Technology, Course Progress Office, Regional Services, Editing and Translation Unit, Mailing Services and the Research and Statistics Unit.

iii.

Administration Areas: The administration combine the Registrar’s Department,

Admission,

Examination,

Accounts

and

Project

Development (Building and Equipment), including the Vice-Chancellor there are about twenty senior administrative staff some thirty senior operational and serving staff (including Regional Directors) and nearly fifty academic staff. The academic area, the services, operational area and administration areas is interrelated with each other.

2. 7.2 Regional Network of Allama Iqbal Open University The headquarters of the university is based at Islamabad; its services are provided to the masses through the Directorate of Regional Services at the main campus and its network of regional campuses, and regional centres have been established in various parts of the country.

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The booklet on “Regional Services (1976, p.2) of Allama Iqbal open university highlighted the Regional Services network as: The Allama Iqbal Open University regional services network became operative in 1976 when the university planned to establish its offices in all the four provinces starting from Multan, in November and at Quetta, Karachi in December 1976. In Mach 1977 two more offices were established at Peshawar and Mirpur (AJK).

In October 1977, Lahore office was

established. This figure gradually raised to 9 in 1981, 14 in 1985 and at present 28 regular regional offices and 20 part time regional coordinating offices are operating. The beneficiaries of AIOU are spread over from the seashores of Karachi to the heights of Himalayan Mountains like Siachin and far flung areas of Chitral i.e. Wa Khan near Tajikistan borders (Central Asia States). The range of services provided by the regional centres are of all levels, from basic through secondary, intermediate, bachelor, master, M.Phil and Ph.D. It includes general, vocational, technical and research field at pursuit opted by the enrollees – male, female, rural or urban alike. Allama Iqbal Open University Report 1985-88 (p.165) indicates the regional services as: Being a distance learning institution the regional services meet the essential purpose of instructional support, information and advice for the student who may be under reads of kilometers from the main campus. The regional services comprises of directorate at the campus mainly responsible for the

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policy and coordination of activities carried out by a network of regional offices/ sub-regional offices/ personal coordinating offices and part time regional coordinating offices. Special emphasis at AIOU regional services is being paid currently to the following activities in Allama Iqbal Open University Report 1997-99 (1999, p.7) as: i.

Establishing of sub-regional coordinating offices in remote areas.

ii.

Training of newly recruited offices.

iii.

Establishment of libraries in regional offices.

iv.

Appointment of senior tutors with particular reference to monitoring of tutors performance.

v.

Improvements in model study centres.

vi.

Consolidation of physical facilities in regional and construction of regional campuses.

vii. Strengthening of regional centres to provide better services. viii. To computerized the regional centres for better record keeping and solving student problems at local levels. ix.

To network regional centre with the computer centre, main campus using internal or provide e-mail or fax to expedite transfer of student data to the regional centre and fast communication. Regional campuses play an important role in distance education. Regional

directors identify the expert’s in the region in all the disciplines. They appoint tutors from these experts for each group of students.

The director also arranges

collaboration with sister institutions and registers them as study centres.

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They

organize workshops and practical training in the region. Opportunities for personal contact in distance education course are linked in face-to-face session, which are helpful to the students. It improves the quality of answer and increases the frequency of student assignments (Rashid, 1992, p.47). Report of the Allama Iqbal Open University 1999-2000 (p.109) indicated the tutorial support services as: Tutorials are arranged at local study centres through part time tutors numbering around 7000 per semester. These tutors belong to local educational institutions and provide guidance/ counseling to the students besides evaluation of their assignments.

The university has by now

established over 780 study centres where tutorials are held as per study schedule. 70 of these study centres are equipped with audio-visual aids in each semester apart from arranging internship for each student at the end of the final semester. In distance education, support services are organized and managed on the concept of local centres and study centres. Study centres are generally carry out one or more of there functions, academic, advisor and administrative.

2.7.3

Role of a Tutor A tutor is assigned a group of students and they meet twice a month or on

weekly basis, or a number of teaching faculties in nearby college or institution on part time basis, takes charge of group of students at a place to provide instructional assistance. 95

The Tutor Guide (1993, p.11) of AIOU highlights the responsibly of the tutor as: i. Helping students to become effective self-learners. ii. Marking student’s assignments accurately, conscientiously and punctually, and returning them in good time for future guidance. iii. Holding tutorials as scheduled, and in a well-prepared way. iv. Providing feedback about courses to the university. Allama Iqbal Open University arranges practical training for some courses at study centres to develop necessary skills.

According to Allama Iqbal Open

University “A profile” (1999, p.4): Workshop: Conduct of face-to-face workshops for students joining professional courses provides opportunities of intensive academic interaction.

Prolonged

practical for technical and vocational courses is arranged usually on weekly holiday. Internship: Internship of short term and long term duration in industrial or business concerns for BBA and MBA programmes. AIOU has established around 100 study centres for BCS, PGD, BBA and MBA programmes where face to face education has been arranged for the students.

2.7.4

Guidance and Counseling Services The regional campus/ centre of the Allama Iqbal Open University has no full

time supporting of academic or counseling guidance and counseling was provided by the tutors, advisory cell at Islamabad, regional director and other regional staff.

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Recently Allama Iqbal Open University appointed the field workers/ student counselor grade 14/16 at the regional campus/ centres. According to the Notification (2000, p.1) of Regional Centre Gujranwala on “job specification of staff of regional centre” the duties of the field worker are: i. Guidance and counseling of the student’s regarding AIOU programmes. ii. Provides admission and examination schedule information. iii. Provides pre-admission and post-admission guidance. iv. Dealing student affairs as could ensure redress of their grievances. v. Prompt response to the student’s general queries/ complaint. vi. To assist the regional director/ head in the arrangement of student activities. The field workers of Allama Iqbal Open University provide information to the students about examination schedule, results, and study centres etc.

2.7.5

Regional Library Services Allama Iqbal Open University has two different categories of library as

mentioned below: a.

Central library at the main campus

b.

Regional libraries located at the regional offices and various model study centres. Allama Iqbal Open University Annual Report (1999-2000, p.116) highlights

the facts and figures as, “The central library acquired 5228 new books on various subjects and total number presently stands at 92.279. Computerization of the library books is in progress and 75% work has been completed. Internet facility in the 97

library has been further improved and now we have four stations in the computer section”. The library offers resources and services. The library is a key academic facility on the main campus.

Its main function includes acquiring, classifying,

cataloging and housing both print and non-print materials and making them available on reference or loan to the staff of the university. According to Triminal Report (1997-99, p.54), “Twenty-eight regional libraries are trying to meet the need of students, particularly books for postgraduate level courses have been provided. Main campus library sent total 21,877 books to 22 regional libraries. Recently Internet and computer facility is also provided in the regional libraries and central library”. AIOU has tried its level best to facilitate the students with modern communication equipment.

It has installed 50 e-mail and Internet connections.

AIOU is putting on air its educational media material on PTV-2, which is bearing out its transmission through satellite to more than 45 countries. Today, the AIOU is the biggest university of Pakistan in terms of student’s enrolment, which in each semester runs upto million plus. Mahmud-ur-Rehman (1999, p.xi) The university will soon provide its teachers to have their own web pages and this will revolutionize the entire teaching system. Ghaznavi (1999, p.3) Allama Iqbal Open University is reckoned among the world’s best universities and even is regarded as the guiding light for millions of Pakistanis. Mahmud-ur-Rahman (1999, p.x)

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As the university was to adopt distance mode of teaching, it was pre-requisite for the university to establish a system of student support services. These services were essential because no distance education institution can work effectively without proper system of student support services. These services are organized to help the learners residing at large distance from the university. Allama Iqbal Open University therefore, has organized a system of student support services. Although university is trying hard to improve the standard of student support services, yet at present these services are very limited. The services provided by the university are as under (Annual Report 2002-2003). The most important and essential student support services in any institution is the correspondence material. Printed material is main medium of distance teaching. Basically it is much different from the material used in formal system of education. Allama Iqbal Open University has made proper arrangements for the supply of adequate printed material for the learners. At almost all levels of instruction the university provides of standard and upto date printed materials for assistance of learners. For this purpose, students are facilitated with the course books, study guides and reading material prepared by experts. Moreover, in some cases, the university provides allied materials alongwith the study guides and other print material. Radio is the most economical and suitable medium of instruction in distance teaching system. In teaching learning process radio facilitates the learners scattered throughout the country simultaneously.

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In Pakistan, there is almost complete radio coverage in the country, with some 93 of the population being covered by Medium Wave Transmission. All stations of Pakistan Broadcasting Corporation (PBC) regularly broadcast quality educational programmes for schools, colleges and universities including AIOU. (Rashid, 1992, p.64) Rashid (1992, p.64) further explained that Allama Iqbal Open University is using radio for broadcasting educational programmes at limited levels. Only a few courses are covered through radio broadcasting.

AIOU has also prepared

audiocassettes for some courses to facilitate the learners. In the modern era of science and technology television has emerged as an important tool of education. It is of much importance in distance education system where learners are facing problems due to remoteness. As television brings sound and picture together, it is being taken as an alternative to the traditional classroom teachers. Television in Pakistan has a coverage of 87 percent of population living in areas supplied with electricity. Pakistan television initiated educational programmes in 1973 (Pakistan Television Corporation 1973, p.4). Allama Iqbal Open University also uses this medium for its mass education programmes. Because of its high costs and complexity in the programme production, this medium of instruction is presently applied to a few courses only. (Rashid, 1998, p.37) Study centres are also essential for student support services. These centres mediate between the learners and the teaching institution.

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Allama Iqbal Open University has established a regional network throughout Pakistan with more than 300 study centres as indicated in Triminal Report (1998). These centres are located in areas of high population or where transport links are good. Every study of AIOU is attached to one of these study centres or one of the thirty-two regions of the Allama Iqbal Open University in Pakistan. Each region has its own regional directorate for Assistant Regional Directorate responsible for providing the following services. 1. Maintaining contact with organizations to ensure maximum benefits from facilities in that area. 2. Responsibility for running the local study centres and appointing local tutors, and liaison with central staff of AIOU. (Rashid, 1998, p.41) Thus these study centres are a part of the student support services. The study centres a range of facilities, which can supplement those available at home.

2.8

UNITED KINGDOM OPEN UNIVERSITY (UKOU) The UKOU started functioning in 1971. In a country of 55 million people,

there were 67000 part-time undergraduate learners studying in six faculty areas in 1985. United Kingdom Open University is the first Distance Education University in the world. Britain took the first step to formalize the loose systems and shaped the first distance educational institution.

The university is committed to equal

opportunities for all. It is open to every section of the community regardless of the background or circumstance and it is committed to creating condition where by all 101

students can participate equally in the university activities (Student Handbook, 2000, pp.1-3). For nearly 30 years the United Kingdom University has been acknowledged as the leader in part time education and training through the method it successfully pioneered and developed.

United Kingdom Open University supported open

learning. The flexibility and quality of the Open University approach to teaching has led more than two million people to study with it more than 30,000 employers to sponsor their staff on course. The U.K. Open University has helped more than two million students of all ages and backgrounds to achieve their aspirations and goals. Since its foundation in 1969 the U.K. Open University has become one of the greatest success stories of O.K. higher education. More than two million people have studied successfully with the university and it has earned a worldwide reputation for the quality of the courses and the effectiveness of the supported open learning method, it pioneered (Student Handbook, 2000, pp.7-8). Mackenzie, et al. (1975, p.16) viewed the idea of late Lord Crowther, the first Chancellor of the Open University as: The Open University would be open not only to entry, but also to place (no campus) as to method (the use of any communication medium that promoted its educational purposes) and as to ideas (in that it would be conceived not only with necessary skills experience, but with all that human understanding can encompass).

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In 1975, the report of National Association of Education Broadcasts identified the essential characteristics of open learning system. Mackenzie (1975, p.116) summarized these as: i. The system must guide a student by eliciting interpreting and analyzing goals at the beginning point and throughout the student’s contact with the programme of the instruction. ii. The system must formulate learning objectives in such a way that they serve as the basis for making decisions in instructional design including evaluation and in such a way that they will be fully known to accepted by or modification by students. iii. The system must facilitate the participation of learners without imposing traditional academic entry requirements without the pursuit of an academic degree or other certification as the exclusive award. iv. To provide the flexibility required to satisfy a variety of individual needs the system should make it operationally possible to employ sound television, film and print media as option for mediating learning experiences. v. The system should use testing and evaluation principally, to diagnose and analyze the extent to which specified learning objectives have been accomplished in other world, the system should be competence based. vi. The system must also to accommodate distance between the instructional staff resources and the learner, employing the distance as a positive element in the developing of independence in learning.

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The Open University makes every effort to create the conditions whereby students and staff are treated solely on the basis of merit, abilities and potentials, regardless of gender, colour, ethnic or natural origin, age, socio-economic background, disability, religious political beliefs, family circumstances or other relevant distinctions.

2.8.1

Organizational Structure of UKOU The executive head of the university is the Vice-Chancellor, who is assisted

by of the four provinces – chancellors each with responsibility for a specific policy area. According to Harry (1982, p.167), organizationally the university is divided into five major areas: i. The six faculties responsible for the design of undergraduate courses, research and teaching of postgraduate students. ii. The centre for continuing education is responsible for the design of courses and teaching package in the continuing education programme. iii. The Institute of Educational Technology responsible for educational technology in support of course development and for much of the professionally organized institutional research undertaken within the university. iv. Regional Tutorial Services, responsible for coordinating and developing regional activities within the 13 regions.

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v. Operations, responsible for course production and distribution (except in so far as this is done by the BBC on behalf of the university in respect of broadcasts). The UKOU is divided organizationally into five major areas, i.e. Faculties, Institute of Educational Technology Centre for Continuing Education, Regional Services and Operations responsible for course production. These areas helped more than two million students of all ages to achieve their goals. Everything has their own specific purpose so all institutions have their own purposes (Student Handbook, 2000, p.11).

All activities of these institutions are organized to achieve these

purposes. According to the report of the National Committee of Inquiry into Higher Education (1997) the Open University mission is: The Open University is open as to people, providing open entry education for a large and diverse student body.

This University is open as to place,

bringing learning opportunities to adults, at home and in the workplace and developing distance teaching methods including the use of new technology, to improve learning effectiveness and efficiency and to reach students irrespective of location. The university is open as to idea for a vibrant academic community dedicated to the expansion advancement and sharing of knowledge. United Kingdom Open University supported open learning. The flexibility and quality of the Open University’s approach to teaching has led more than two million people to study.

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2.8.2

Regional Student Support Services (UKOU)

Tutorial/ Day School According to Iqbal (2004, pp.2-3): Tutorials are the most important segments of distance education system. Many students find them very helpful whereas some students have found them to be invaluable in supporting their studies. Tutorials provide excellent opportunities for students to enhance their understanding of course material and to address any area of difficulty which may have been encountered, to participate in group activities and discussions which help and give a wider dimension to their studies, to meet their tutor in person, to establish valuable links with other students taking the same course. According to the report of the National Committee of Inquiry into Higher Education and the Government’s Plan for Funding and Student’s Support (1997, p.13) as: The Open University attaches great importance to the local and personal support that it provides to tutor students. It has developed a national system of tutorial support, assessment and counseling that allows for interaction between students and tutors in a variety of ways. Tutor (now called Associate Lecturers) marks the assignments submitted by students and provides detailed written feedback on each essay. They meet students in tutorials and they keep in contact through telephone or computer network, either individually or collective through audio/ computer conferencing.

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According to Iqbal (2004) further elaborate: Guidelines for the students on the formation of self help ground are available from the regional student services. If student group wishes to meet at a local Open University centre the student can book a room through tutor services at the regional centres. If any student is unable to attend the scheduled tutorials the tutor may assist the students over the telephone, or offer on occasional individual face to face session with the students.

2.8.3

Regional Network (UKOU) Students of distance education have to experience a variety of problems at

different stages from pre-entry stage to passing out. In order to reduce and eliminate such problems open universities have established a network of regional centres/ offices to arrange support services. According to the Student Services Communication Team of the Open Universities (2000), “The University’s central headquarters is at Walton Hall, Milton Keynes and there are thirteen regional centres and over 290 study in the United Kingdom and other countries (Ten regional centres in Scotland, Wales and Ireland). The regional director heads each region”. Regional centre provides guidance and information about local tuition; examination and residential school arrangements. Also more generals help with study problems or difficulties that you may encounter. The university has local representatives in most European countries where it registers students. Their main

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duties are to offer information and advice to enquirer’s and to coordinate study centres and examination arrangements (Booklet UKOU, 2000, p.21). According to Booklet “U.K. Open University Regional Structure in the South (2000, p.1) based a the South Regional Centre at Boars Hill in Oxford are teams of academic, administrative, advisory and clerical and secretarial staff, handed by the regional director. The publicize the university’s courses, collect fees, maintain student data, planning for students and assist them in solving study problems, monitoring student progress, provide learning skill support and educational guidance, appoint and supervise the part-time staff, arrange summer schools and weekend schools, examinations and award ceremony.

2.8.4

Role of Tutor Tutor is a person who provides help and assistance to students. He has an

importance in distance education because distance education learner depends upon him. So Regional Director tried to appoint appropriate person as a tutor. In the booklet of United Kingdom Open University “Teaching with Open University” (2000, p.13) the academic and personal requirements and duties of the Associate Lecturers (tutor, tutor-counselor) described as: i.

A degree, or equivalent or a professionally vocational qualification in an appropriate subject area.

ii.

An appreciation of how adults learn.

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iii.

The ability and willingness to promote the learning of adults through correspondence, telephone and face-to-face tuition.

iv.

The ability to work with students from diverse educational cultured and work backgrounds.

v.

A commitment to student-centered learning.

vi.

An understanding and commitment of equal opportunities, polices and practices.

vii. An organized and systematic approach to work. viii. The potential for working independently. ix.

Good written and oral communication

x.

A commitment to personal staff development.

xi.

Availability and accessibility to students.

xii. Ability to travel to designated centres.

2.8.5

Residential Schools According to Prospectus (2003-04, p.4): Student must normally, be resident in the United Kingdom throughout the period of their study. In very exceptional circumstances the university may consider waiving this regulation for applicants outside the UK who want to register as part-time external research students fit can be shown that adequate supervision can be arranged. The university normally expects such students to make regular visits to the United Kingdom at their own expense, and usually this is practical only if they have work or finally commitments here. 109

The university is also willing to waive the residence requirement to enable United Kingdom students to undertake periods of fieldwork overseas if that is essential to the research and if it can be shown that regular and adequate supervision can be maintained.

2.8.6

Guidance and Counseling Services It is evident that the students of a distance teaching institution have little or

no contact with a teacher or the fellow students. This lack of contact often leads to confusion and frustration and some times magnifies even small problems. Another disadvantage for a distance learner is the lack of group interaction which is essential for healthy educational performance. According to Student Handbook UKOU (2000, p.7) counseling in the Open University United Kingdom covers a wide educational brief. It is designed to be responsive to your own needs as a student and to help student to progress satisfactorily with their studies. Counseling includes: •

Discussion of study methods, including preparatory work, essay-writing, revision and examination techniques, organizing time for study.



Guidance on choosing future course; career development, recognition of Open University qualifications by employers and other institutions.



Information and advice about regulations and administration (such as residential school and examination arrangements, fee payment and financial assistance, submission at assignments)

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Helping the students to adjust their study arrangements to meet their personal circumstances (illness or disability, work or family crises).

2.8.7

Learning Skill Development (Workshop) According to Iqbal (2004): Regional centre provides opportunities for learning skills development to students. Regional centres offer in addition to tutorials and day schools, a series of workshops from January to April and again in September, which are designed to give practical help with a range of study skills. Regional centres send full details and a booking from separately. If students interested in the career guidance, regional centers are able to offer

it.

It encompasses careers information, computer assisted career guidance and

individual career counseling any of which may help students to explore possible career pathways. According to UKOU “Guide to Students Services” (2000, p.9) regional centres provide following material for guidance: i.

Career Developing with the Open University A 30 pages booklet to assist student in thinking about student career

development and planning student studies accordingly. ii.

Career Information and Advice for Students in South Region A summary of career guidance services available from the open university

and other local agencies in the region such as training and enterprise council.

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iii.

Career and Life Planning Guidance A “Getting Started” booklet containing information and activities aimed to

help students explore career ideas and get to the information and resources they need. iv.

Job Search Guide A booklet about strategies for job seeking, preparing a CV, making an

application and preparing for an interview. The computer assisted career guidance is available at every regional campus. This career guidance package has developed to meet the needs of adult Open University students who are interested in career development. According to UKOU “Guidance to Students Services” (2000, p.11) there are two options: i. Pathfinder is an interactive computer package, which is available for students use at the regional centre. ii. Form Score: is the printed version of the same computer package, which can be completed at home. In both cases student receive a computer print out suggestions, which students, if wish will be able to discuss with the career guidance counselor. A term of specialist career guidance counseling is available at the regional centres to follow up the computer assisted counseling and individual queries. Students can request the assistance of counselor through the career guidance counseling inquiry. Form career choice meetings are held throughout the region. The Open University is committed to offer students with special needs the support

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and facilities they require in order to participate as fully as possible as students of the university. Course and enrolment team available at the regional centre is available throughout the year to assist students with the process of course choice, qualification planning, reservation and registration. According to booklet UKOU “Guide to Student Services” (2000, p.11), “Students will receive information in May about the course available to study next year and how they fit into the qualification available. In the same way, students receive information about a series of events around the regions where they can talk to the staff face to face, if they would prefer to do that”. There are also a number of online sources of information and advice. If students have access to the first class computer conferencing system they find the course choice fair in the info centre. Students can ask questions and read what students and tutors have to say about particular courses. If students have access to the Internet they find a growing amount of information on UKOU website (UKOU Booklet, 2000, p.13).

2.8.8 Library Services According to Iqbal (2004, p.30): An independent well-equipped and efficient running library is essential to any distance education programme. Like other open universities, the United Kingdom Open University has two different categories as: a.

Central Library (Jenie Lee Library) 113

b.

Regional Library located at 13 Regional centres and various study centres. The booklet on “Support Services 2000” (2000, p.11) highlights the library

services as: A full set of Open University courses material, including undergraduate, postgraduate and Open University business school courses and study packages are available at UKOU regional centres.

In addition, sets of

undergraduate course materials are available for reference in the libraries, based in Open University study centres. The library has a learner support team to offer advice and to help using libraries and information sources. University has also established a learner support help desk for student help. Learner support team has also developed a database called “access to higher education library for Open University students”. Information form about the database is also available at the regional campuses.

2.8.9

Services for Students with Disabilities According to Iqbal (2004, p.30), “UKOU makes every effort to provide

access to appropriate facilities and support for the disable students, so that they can study effectively and take part in all student activities”. The booklet on “Introduction of the U.K. Open University 2000” highlighted the services as: University has specialist staff to assist students with disabilities, as well as local advises who will offer help and support. Many people with disabilities 114

find studying with the Open University particularly convenient and regions have a great deal of experience in helping students to participate in all aspects of study as fully as student’s circumstances allow. For instance university might arrange for student’s to have audio cassettes as well as printed course material or transcripts of broadcast programmes. One service can be adapted to students needs at residential school, in tutorials and examination. A wide range of special services is available at regional services centre. They include information and advice to help disabled students, chose courses, courses materials in attentive forms such as audio cassettes or com-bound print materials and transcript of radio and television programmes, interpreter, lip-speakers and note takes at tutorials and certain residential schools.

2.8.10 Tutorial Support Services (UKOU) According to Student Handbook (2000, p.376) Open University students also have access to locally based personal tuition at 250 centres spread throughout the UK: they can also contact their part time tutor by telephone. The part time tutorcounsellor who guides them through their foundation course also acts as a personal advisor throughout their academic career with the university. The study centres are run by the university’s regional network.

For

administrative convenience, the UK is divided into thirteen regions, each of which has its own office. There, a small staff of part time academics and administrators appoint, train and monitor the work of the 5,000 part time staff and provide advice to intending students. 115

For all foundation courses and some higher-level courses, students have to attend a one-week residential summer school at a university campus. Upto 30,000 students a year receive intensive tuition and take part in laboratory work, fieldwork, seminars and informal discussions. By linking each student at foundation level to a tutor-counselor and by continuing this association beyond foundation level wherever possible, the Open University has sought to meet this discerned need by providing a continuous educational support, which cuts across disciplines and faculties.

The frequent

contact, whether by face to face or by other methods the subject link which is reinforced through the correspondence element and the provision of sympathetic assistance in the formulation of a constructive, efficient and beneficial work pattern within the novel institutions of the open university system, all these serve to provide a sound basis of interaction and mutual understanding between student and tutorcounsellor at foundation level on which the student can build and rely in the course of his later studies. It is this relationship which breaks down the isolation of the home-based learner and begins to encourage and shape the effective dialogue which is the basis of the educative process (Booklet UKOU, p.43). The UK Open University student probably has more freedom and more choice in his degree profile than any other student. This freedom, however, in turn demands of the individual student, a number of important decisions which would normally have been made for him. It is an interesting and perhaps sometimes infuriating paradox that this provision of flexibility to cater for individual needs inevitably results in increasing complexity of administrative and organizational

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procedures which may present the student with problems. The tutor-counselor must be able to assist the student in this complex teaching and learning environment. The profile of a tutor’s activities and role within the system varies across institutions. In UKOU, part time local tutors (about 5,000 of them, including tutorcounsellors) comment on and grade written work sent to them by individual students, hold face to face tutorials at local centres and conduct telephone tutorials mostly from their homes. The main role of the tutor in the UKOU system is ‘not to develop new themes and new ideas but to ensure that students fully understand the ideas and arguments presented in the course units and programmes, and to remedy students’ academic weaknesses or difficulties’ (Student Handbook, 2000, pp.51-52). The tutor is regarded as an agent or facilitator of learning, rather than the source, a shift in prospective to which some teachers in higher education find adaptation difficult. In the first year courses, tuition is based on local centres, but for higher level, low population courses. (Smith and Kelly, 1987, pp.167-168)

2.9

INTRODUCTION TO SRI LANKA Sri Lanka is an independent island state in the Indian Ocean lying off the

south-east of peninsular India. It is pear-shaped, with a maximum length of about 272 miles and a maximum width of 140 miles. It has an area of 25,332 square miles. Its population is 13,000,000 and increasing. (Rashid, 1993, p.54) Education in Sri Lanka is free from Kindergarten to University level. Almost all children between the ages of 6 and 11 attend school and high proportion is continuous until the age of 16 or 18. There are seven universities. In 1963 almost 80 117

percent of the males and 64 percent of females were literate. However, there is great popular pressure for educational quality and the provision of opportunities for access. The intake capacity of the seven conventional universities is about 5000 annual. (Rashid, 1993, p.57)

2.19.1 The Open University Sri Lanka (OUSL) According to OUSL Handbook (p.9) The Open University Sri Lanka (OUSL) came into being and enrolled its first batch of students in 1980. Established by the Sri Lankan government, it is an integral part of the university system of the country. The university’s main campus is located on a 16 hectare site at Nawala, about three kilometers south-east from the centre of Colombo. The Open University of Sri Lanka consists of three faculties. The Faculty of Engineering Technology, the Faculty of Natural Sciences and the Faculty of Humanities and Social Sciences. The Faculty of Engineering Technology conducts certificate programme in Apparel Technology and Textile Technology; Diploma programmes in Engineering Technology (Agricultural, Automobile, Civil, Communication, Computer, Electrical, Electronic, Manufacturing and Textile); Postgraduate Diplomas in Agricultural Engineering, Construction Management and Industrial Engineering; Master of Technology in Constructional Management and in Industrial Engineering; M.Phil and Ph.D programmes. The Faculty of Humanities and Social Sciences conducts certificate programmes in pre-school education, entrepreneurship and small business 118

management, professional English, journalism and tourism operations, advanced certificate in pre-school education; foundation programme in social sciences, degree programme in Law (LLB) in Legal Policy and Social Sciences; Postgraduate Diploma programmes in Education Management and Master Degree programme in Education (M.Ed). The Faculty of Natural Sciences conducts postgraduate degree programmes such as Ph.D, M.Phil, Bachelor degree in Sciences, Education (Natural Science) and Nursing (OUSL Handbook, p.9). To develop skills and techniques in science and technology, the faculty conducts advanced certificate programme in Laboratory Technology, a certificate programme in Wildlife Conservation and Management is also offered for persons engaged in Wildlife conservation activities. This is to create an awareness of the importance of wildlife conservation and management in Sri Lanka (OUSL Handbook, p.11).

2.9.2

Audio-Visual Aids According to profile OUSL Handbook (p.21) Audio-visual aids are designed

to supplement the printed material and are found to be popular with students whenever they are available. Students can use these resources at any regional centre. The audio-visual resource centre (AVRC) at the Colombo regional centre is open 7 days a week (9.00 a.m. to 8.00 pm) with viewing facilities available for individual students or groups. In case of large group of students video projection facility can be made available on request from the librarian at the main campus, 3.7 demonstrations and practical work. 119

Laboratory and workshop facilities are made available at selected centres, where students have the opportunity to observe demonstrations and engage in practical work. Students offering courses in Science and Technology are required to attend these centres for observation classes and for carrying out experimental work. Laboratory work is an integral part of many courses and is compulsory. (Handbook p.21)

2.9.3

Day Schools/ Discussion Classes/ Consultancy Sessions/ Tutor Clinics Although the printed material and audio-visual aids are designed for students

to learn independently, discussion classes/ day schools/ consultancy sessions/ tutor clinics are conducted from time to time to assist students with their questions and academic difficulties.

Attendance at such face to face classes is very strongly

recommended but is not compulsory. These are conducted by the faculty staff of the OUSL and for some programmes, by visiting academics recruited mainly from the teaching staff of other universities and institutions of higher education. (OUSL profile, 2002, p.21)

2.9.4

Regional Educational Services According to OUSL Handbook (p.24) the Regional Educational Services of

Open University provide services required by the three faculties of Open University to conduct their academic programmes.

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There are altogether twenty regional and study centres spread throughout the country. The regional centres are in Colombo, Jaffna, Kandy and Matara, while the sixteen study centres are located at Ambalangoda, Ampara, Anuradhapura, Badulla, Bandarawela, Batticaloa, Buttala, Galle, Kalutara, Kegalle, Kuiyapitiya, Kurunegala, Polonnaruwa, Ratnapura, Trinocomalee and Vavuniya. The Director of Regional Educational Services who is in-charge of all activities of the regional educational service is attached to the Central Campus at Nawala. Four Assistant Directors administer the four regional centres. The study centres are administered by regional officers in-charge of the centres or full time coordinators Colombo regional centre at Nawala has facilitated for face-to-face discussions, library, laboratories, elementary computer laboratory, audio visual resource centre and media house. Kandy Regional Centre at Polgolla provides computer laboratory, library facilities, facilities for face-to-face discussions and laboratory facilities for basic science course. Matara Regional Centre has library facilities, computer laboratories and facilities for face-to-face discussion. Certain study centres have audio-visual centre and elementary computer laboratories. However, all provide faculties for counseling, distribution of some course materials, face-to-face teaching English, collection of application forms and conduct of examination. (Handbook OUSL, pp.24-25)

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2.9.5

Student Counselling General counselling by academic staff on academic matters is available to all

prospective applications and students in the university. Students may contact the Chief Academic Student Counselor or the Student Counselor of the respective faculty, particularly on academic and administration related matters. (Profile OUSL 2003, p.26)

2.9.6

Information Services

The OUSL Library System The OUSL currently operates a network of libraries, comprising the main library at Nawala, four regional centre libraries located in combo, Jaffna, Kandy and Matara and small libraries in the study centres. The OUSL library system is different to the conventional academic library system, it caters to the needs of a large body of students dispersed throughout the country. Therefore the OUSL library system reference and leading facilities to staff and limited lending facilities to students (OUSL Profile, p.26). Facilities at the main library in Nawala are available to students who are registered for courses at level 3 and above. The reference news of students at other levels are met through the reference book collections maintained in the regional/ study centre libraries. The main library is kept open 7 days a week from 09.00 hours to 19.00 hours, while hours at the regional/ study centres are varied to meet the student needs. At

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present, the main library has well over 54000 shelved books spanning a wide variety of subjects and over 190 foreign and local journals. The growth of library materials is a continuous process, with over 300 new books being shelved each month. According to OUSL Handbook (2003, pp.33-34) information on new accessions are provided to the regional and study centre libraries regularly via a subject-wise accessions booklet monthly.

In house photocopying facilities are

available, at very nominal rates for the convenience of all library users. Inter library loan facilities of books, journals and vide films are also available. Library catalogue is computerized and bibliographic data on computer has been user accessible.

The main library has also upgraded its circulation and

acquisition through automation. From 1999, the bibliographic database is mounted on the LAN and faculty members and administrative officers are able to access the library bibliographic database of books, journals, audiovisuals and CD-ROMS from their desktop computers.

2.9.7

Audio-Visual Resource Centre (AVRC) According to OUSL Handbook (p.28), the Open University operates a fully

equipped audio-visual resource centre at the main library. There are over 800 video films, over 600 audio cassettes and 90 CD-ROMS of educational instructional nature. These include material produced by the Open University to supplement the print material for academic courses as well as those produced abroad. Individual

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listening, viewing facilities and group viewing facilities are available at the main library and regional centres.

2.9.8

Laboratory Facilities Laboratory classes are conducted over a number of consecutive days and

cater to groups so as to enable students to attend them at their convenience. At present laboratory facilities are available for science programmes at all levels at the Colombo Regional Centre. Limited facilities are available at Kandy and Matara Regional Centres (OUSL Handbook, p.28).

2.9.9

Computer Facilities Elementary computer laboratories with computer facilities are available at

Colombo, Kandy, Matara, Ambalangoda, Bandarawela, Kegalle, Kurunegala, Polonnaruwa and Ratanpura centres (OUSL Handbook, p.28).

2.9.10 Student Council According to OUSL Handbook (p.29) the University Students Council is constituted by the three Faculty Student Unions. The faculty student unions are elected by and from among the students of the faculties. Additionally, two student representatives elected from each faculty by the students of the respective faculty are members of the same faculty board which determines and regulates academic activities in the faculty under the direction of the senate of the university.

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2.9.11 Social Activities Various social activities are organized by the students and staff with assistance from the university during the course of each year (OUSL Handbook, p.29).

2.9.12 Postal and Telephone Facilities The university has a sub-post office within the premises of the Colombo Regional Centre along D.M. Colombage Mawatha, Nawala. Call-boxes are available at the Colombo and Kandy Regional Centres as well as in the Colombo regional centre dormitory. A Lanka Pay Phone facility is also available at the entrance to the Colombo Regional Centre along Nawala Road. Additional phone facilities are available within the Nawala Campus area. (Handbook OUSL p.30)

2.9.13 Financial Assistance Mahapola Scholarships Mahapola scholarships are available to OUSL students who are following degree programmes. Four hundred Mahapola Scholarships are awarded annually depending on needs and merits of the applicants. The total value of the scholarship is Rs.8,000/- per student granted in two installments. (OUSL 2003, p.30)

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University Bursary A limited number of university bursaries would be made available for students following academic programmes leading to a degree/ diploma selected on their performance and financial need. The value of the bursary awarded to any particular student is 50% of the tuition fee payable by the student for the respective year. The faculties make their selections to enable the awards to be made before the second installment of the tuition fees is due. (ICDL 1999, p.3)

2.9.14 Student Affairs Division The student affairs division maintains the personal and academic records of all OUSL students. Any change of address, medium of study, study centre or civil status should be immediately informed in writing to the Assistant Register, Student Affairs division with the student’s registration number, programme of study and name (OUSL Handbook, 2003, p.31).

2.10

TRAINING NEEDS Rashid (1992, p.71) says “The distance tutor is the pillar of personal learning

contact between the subject matter and correspondence student which is to a great extent absent in a pre-package course”. Training in the context of distance education, has two facets. Firstly, offering course to train personnels to meet shortages in different areas as part of its academic

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programmes. Secondly, training personnel engaged in distance education itself in the methodologies of the new system. The former involves organizing different programmes like teacher training to meet the growing requirements of the educational system. In several countries, institutions of distance education offer such training programmes, like any other academic programme; it is to meet the requirements of trend teachers at primary and secondary levels.

The latter is

concerned with personnels who are directly or indirectly involved in the work of distance education. Rashid (1992) further indicates that: A tutor in distance education system is expected to play the role of a guide and inspirer. Distance education, even where it is organized autonomously depends upon the formal system in more ways than one. For example, in several distance teaching institutions, preparation of course material, audio and video lessons and tutorial services are undertaken by the academics from the formal system.

But, distance education has not in favour of the

academics of the formal systems, who think that it is weak both conceptually as well as operationally. They not only undervalue the system but are even of distance education.

Since distance education cannot totally avoid its

dependence upon the academics of the formal system, it becomes imperative to provide training to such academics before they are inducted into the institutions of distance education as tutors. New recruits also need to be exposed to the characteristics of this system. The concept of such tutors are to be cleared before they have to function as tutors.

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A distance tutor is the main link between distance teaching institutions and their learners. A large number and variety of functionaries are engaged for different operations of distance education. They are policy-makers, planners, administrators, subject specialists, curriculum designers, course coordinators, tutors, counselors, correspondence material writers, editors, writes of radio and TV scripts, educational technologists, radio and TV producers presenters and evaluators etc. They can broadly be grouped into four categories, viz policy makers and administrators, personnel engaged in production of correspondence material; personnel engaged in educational TV and radio; and the personnel engaged in student support services, like tutors. These tutors require different types of skills, viz knowledge skills, executive skills, research skills, human relation skills, etc. Training programmes must take into account, all such requirements. Nevertheless, the fact remains that the training structures are not strong and effective except in Thailand. For example, in India, despite the fact that at the tertiary level more than 30 universities are engaged in distance education, training is still at an ancient stage. Training institutions have not been created. It is only recently, with the establishment of IGNOU, that the responsibility of training all those who are engaged in distance education has been entrusted to it. In Malaysia, specialized teacher-training courses exist for distance educators.

Training in

countries like Japan is through attachment of personnel. Rashid (1992, p.73) also elaborates that: Pakistan has established linkages with the open university of the United Kingdom UNESCO Regional Office, Bangkok, and ILEP Paris. Advance

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training requirements of tutors are being met by these external agencies. Still there is no well-developed training programme in the country.

In the

Philippines, training of tutors involved in distance teaching is undertaken by Baguio Vocational School. This school, is under continuing education of teacher’s programmes, trains tutors. It organizes workshops for tutors. In the Republic of Korea, personnel of distance education institutions are trained through workshops and seminars. A few, however, are trained abroad. In Sri Lanka, the need for training was recognized and the training requirements are being met both internally and externally as they do not have any specialized institution for this purpose.

Functionaries like tutors are being trained

internally. In some cases, they are in an incubation stage whereas in others they are well developed and advanced. There is a need for appropriate strategies for making institutionalized arrangements for training personnel to effectively implement distance education. The strategy should be to have both short-term and long-term training. Short term training should be imparted to tutors. Every country has to have a part of its organizational structure, a training institution, and develop expertise in different aspects of distance education to organize short term programmes locally. The countries in the region should also share expertise so developed to each other’s advantages without investing scarce resources on experimentation. There is also a need to identify a model agency in Asia and Pacific which will act as a clearing house to meet the training requirements (Rashid, 1992, p.71).

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2.11

MODELS OF STUDENT SUPPORT Distance educators have been trying to formulate a maximum interactive

model of student support service to enhance two way communications of students and the organization. Distance and non-formal institutions generally follow one of these multidimensional diverse models, which range from the basic theories of communications to the latest links of interaction. Following are some types of models indicating the endeavors approaching to the isolated distant student. The ISD (International Systems Design) is a series of steps used to solve instructional design problems. While considerable efforts are expended on the front end of the process, evaluation and revision is built into the model at each phase. A basic ISD model is described as consisting of five phases plus a continuous evaluation of quality control function throughout Coldeway, et al. (1987, p.281). The phases are: 1. Analysis 2. Instructional design 3. Instructional development 4. Course delivery; and 5. Evaluation and revision Coldeway (1987) further says that aspects of the analysis phase include consideration of students’ abilities and needs, available instructional materials, instructional environment, learning outcomes and instructor’s attributes. The design phase is a blueprint specifying the details of the course, what comprises the course, how it will be delivered and managed and how it will be evaluated? Instructional 130

development can be relatively efficient if the development of original material is not required, or it can be extremely complex and time consuming if materials have to be developed from scratch. Course delivery is usually worked out during the previous phases and the role of the instructor may include presentation and organization of materials, but instructors will always be available to facilitate the learning process and provide help where needed.

Formative evaluation is ongoing. Summative

evaluation is conducted in the last phase to assess the effectiveness of the complete ISD process with revisions. Coldway, et al. (1987, p.283)

2.12

MODEL There are various definitions of a model stated as “model is a copy of an

original object usually built to a scale, like working model of steam engine” (Oxford Advanced Learner’s Dictionary, 2002, p.819). According to Dictionary Com/ Model (1998, pp.1-6) model is a schematic description of a system, theory or phenomenon that accounts for its known or inferred properties and may be used for further study of its characteristics. (http://pespmel/vub.ac.be/asc/model.html, accessed on 4-4-2003) If the above stated two definitions are compared, it is found that model is a copy of an object built to a scale as well as schematic description of a system, theory of phenomenon. The schematic description of a system, theory or phenomenon take into account, the known or inferred properties of a model which may be used for further study.

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So, the term has been used in many ways by many people. Models, methods and tools were developed and successfully used after World War II. Thus these models were also applied to the design of social and educational system. Checkland (1981, p.19) while emphasizing the important and need of design models says, “we have learned more about the true nature of societal systems, such as education, we have realized that we need design models, methods and tools that are specifically applicable to open system”. Model development enables us to explore and characterize not only the selected system but it is embedded as well as components or sub-systems.

2.13

NEED TO DEVELOP A MODEL OF STUDENT SUPPORT SERVICES A model of students support services tried out in one part of the globe may

not be replicable universally. Unlike a mathematical formula, which is equally good everywhere, a model is built on the basis of unique local requirements. Parara, D.A. (1987, p.1) favors building of need based literacy model by saying that “it is crucial, therefore, that the third world countries decide firmly to show the educational models of industrialized countries that have been millstones round their rocks and undertake a serious effort to devise models that really meet their needs”.

2.14

AN OPEN UNIVERSITY – TYPE MODEL Most of the open universities practise the following model of support system.

It includes all the basic components of distance teaching. Keegan (1990, p.21) in his

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article, ‘On defining distance education’ describes it as, “An Open University type model”. He has illustrated that it is not only a didactic model but encompasses all relational factors influencing each other. In this system, link between learning materials and learning is promoted by as coherent a structure as possible. The student is supported by a wide range of activities, most of them optional unless the course team has decided otherwise. This tends to strengthen the possibility that learning takes place and that unnecessary drop outs are prevented. Following is the model by Keegan (1990, p.21).

Regional Office

Study Centers

Students Meetings

Tutor/ Counselors

Institution

Student

Learning Materials

Learning Kosmat Analysis

Telephone Computer Records

Summer Schools

Source: Keegan, D. (1990, p.21)

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A BASIC MODEL FOR OPEN UNIVERSITIES According to Keegan (1990, p.43) key elements in a theory of distance education are as:

A Educational Media are comparable in Effectiveness

B

F

Alternatives to Face to Face Teaching make possible changes in staff ratio

There is therefore a problem of choice between media

C

G

The teacher’s role changes

Acumination of media is better than any one medium

D

H

Distance teaching can produce results economically

In combing media a system approach is useful

E The effectiveness and cheapness of distance teaching methods make it possible to reach new audiences

I

J

This needs to ensure feedback

It needs ensure active learning

M L

Group learning can be linked with distance teaching

A change of audience and method can change the relation between education and the community

K Within economic limits decisions about media are best made by using the possibilities for face to face study as the criterion

N Dialogue is possible through distance teaching

Source:

Keegan, D. 1990, p.43.

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The figure given above is another approach to key elements in a theory for distance education. It has been presented by Keegan (1990, pl.43). It shows that educational media are similar in their effectiveness, but differ in the ways in which they can readily be distributed (box A). This makes it possible to move away from the fixed staffing ratios necessary face to face study (box B), thereby changing a role of the teacher (box C) and making possible a reduction in cost (box D). It is then possible to reach audiences different from the traditional ones, through distance teaching, and to do so at a reasonable cost (box E). The equivalence of the media, however, presents us with problems of choice (box F), best resolved by a multimedia approach (box G and H), which allows for feedback (box I) and encourages active learning (box J). In working out the approach to be used, the organization of any face to face element is of key importance (box K) and leads us to consider how to use distance teaching to ensure dialogue (box N) something which is facilitated if a concern with new audience and a new relation between education and the community (box L) lead to the use of groups as a basis for adult learning (box M).

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UKOU STUDENT SUPPORT SERVICES MODEL Directorate of Regional Services

Library

Regional Campuses Counselling Cell

Job Searching Guidance

Study Centres

Computer Assisted Access Guidance

Help Desk Day-Evening queries Centre

Face-to-face discussion

Career Guidance

Tutorial Services Pre-Admission Guidance Day School/ Weekend School

Source:

Student Guide 2000, pp.1-17 UKOU

UKOU is the first distance learning system open university of the world. It comprises thirteen (13) regional campuses. Each regional campus is headed by the regional director. Each regional campus provides the day and evening, weekend queries, library services, guidance and counselling services, student help desk, tutorial services. They arrange the study centres, provide its separate tutorial to the special students counselling cell.

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OUSL STUDENT SUPPORT SERVICES MODEL A.V Resource Centre

Media Centre

Computer Lab

Study Centres

Face-to-face Discussion Source:

Library

Laboratory

OUSL Handbook, pp.17-23. The Open University of Sri Lanka

Director Regional Education Services (DRES) who is incharge of all activities of regional education services is attached to the central campus at Newalla. Four assistant directors administer the four regional centres. Sixteen (16) study centres are administered by the sixteen regional officers/ incharges of the centres or full time coordinators. Each study centre provides the student support services to meet the student needs. Generally study centres arrange face to face discussion services, library, laboratory, computer lab, A.V resource centres and media house facilities.

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AIOU STUDENT SUPPORT SERVICES MODEL Media Support Services TV Programme

MAIN CAMPUS

Radio Programme

Director

Regional Services

Regional Campus/ Centres

Library

Student Guidance

Directorate Student Affairs

Pre-Admission/ PostAdmission Guidance

Study Centre

Practical Work/ Workshops

Source:

Main Campus

Tutorial Services

Vice-Chancellor Annual Report 2002-2003 AIOU Islamabad, pp.217-287

Allama Iqbal Open University (AIOU) is the second distance education university of the world and first in Asia. Nine (9) regional campuses and 33 regional centres working under the directorate of regional services at the main campus. Every regional campus/ centre provides the following services i.e. pre-admission/ postadmission guidance, library services, study centre is also arranged by the regional campus/ centres. Study centre provides the face-to-face tutorial services, practical work facilities, to the respective students. A media centre is also work was at the main campus which provides the radio programme and TV programme on the subjects of different levels. Director student affairs is also working at the main campus to meet the student guidance needs at the main campus (Vice-Chancellor’s Annual Report 2002-2003, pp.218-220).

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2.15

COMPONENTS OF MODEL According to Distance Education Up Close (2003, p.3), supporting students

at a distance comprehensively, whether they are enrolled in web-based courses or those held face to face at remote locations, is critical to increasing retention, satisfaction and success. Yes, student services for DE students often lag behind DE course development in quality and quantity at many institutions. While the initial structure of a DE student support services programme looks very similar to on campus programmes, there are specific differences that need to be addressed in order to support DE learners effectively including readiness assessments for technical and independent learning skills, accessibility compliance, secure testing, technical support and held desks. To be truly effective for distance education students, all services should be available on the web or at least by telephone and while many universities are already digitizing their student support services such as registration and payment, other services remain unavailable at a distance. Components of Model of Student Support Services Pre-Enrolment Services Readiness assessment and orientation FAQs

Advising

Enrollment Services Admissions

Instructional Support Technical support

Community Building Academic mentoring

Career Services Career mentoring

Course schedules and registration Tuition remittance

Bookstore

Peer support

Career skills workshops

Library

Career mentoring

Financial aid

Secure assessment Tutoring

Student extracurricular activities Personal counseling Academic mentoring

Student portals

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Resume posting Job search databases

Source:

Copy right and Wellness plagirism services Study skills Accessibility workshops compliance Learning and academic resources Distance Education up Close 2003, p.4.

The NMSU Office of Distance Education’s website offers student information on admissions, enrolment, tuition payment, support resources and more. Improvements are added continually as we strive to support students effectively.

2.16

PREVIOUS RESEARCH STUDIES Pulist (2000) conducted a research study focused on the “Student Support

Services in distance education in India; a historical perspective” by selecting of the correspondence course institutes (CCIs) which are annexed to conventional universities can be considered as first generation institutes.

The research

concentrates on the student support services being offered by the distance education system in India. Findings of the study determined that the distance education institutions also have to concentrate on the quality of support services being provided to the distance learners. Since it is the major component that distinguishes distance education from correspondence courses. Quality self-learning material should be made available to the learners well in time. If this milestone is achieved by the institution, it has won half the battle.

Collaboration and networking with the Open University system in

the country can help these institutions a great deal in this direction.

140

It will, on the other hand, enhance the accessibility of these institutions to quality learning material and eliminate the chances of duplication or multiplication of efforts made by them individually on the other. It will further help in establishing and developing an acceptable standard of distance education in the country. At the same time alternative channels of service delivery should be explored which would enable optimum utilization of latest information technology for enhanced learning. It is worthwhile emphasizing here that in this new era of information and technology revolution, the conventional education is out and distance education is in. Hence, national resources should be diverted to the distance education institutions so as to enable them to rise to the occasion and fulfill the increasing demand of quality and higher education in the society. Wagner (2001) conducted a research study on the delivering student services. This study deals with online support services. In the increasingly digitized world of higher education, student support services such as advising, more often than not have lagged behind the infusion of technology into the curriculum. With growing non-traditional, working student population, more students utilizing distance education options and limited student services resources, advisors are looking at ways to use technology to assist with the process of academic advising. An investigation of current online support services shows that colleges and universities vary in their development of web based services.

141

In the study the researcher examined the current objectives and traditional purposes of academic advising and the current methods of bringing support services online in the light of these objectives. The major findings of that study were: 1. Students being advised by faculty in their major departments. 2. Students with learning disabilities advised by counselors in student development. 3. The library makes it easy for students to conduct research and have materials sent to them over the web. 4. The quality of personal interactions via the web will improve. Jennifer and Jontlills (2005) conducted a research study focused on the “Online Learning Support Services for Distance Education: Responding to and Maintaining the Momentum”. The research concentrates on the online learning support services. The development of online delivery of support services provides many opportunities for expanding the range of academic support services available for extramural students. However, it is important that service improvements are sustainable rather than being temporary initiatives that cannot be adequately resourced on a long term basis. The study improves access to learning support for Massey University extram-momentum, leading to the creation of the online services are discussed. Research suggests that a constructivist-learning environment enables learners to gain knowledge more effectively than an instructivist one. Research provides evidence that integrated skill services that offer students an opportunity to learn how

142

to study within the context of their subject area are more effective than generic study skills material. The findings of the study were: Online services offer the promise of improved levels of service for distance education students. Careful planning and adequate resourcing, especially long term funding and staffing, are necessary to ensure the long term variability of providing worthwhile learning support services via an online medium. It is also essential that the support services be researched to ensure that they are meeting the needs of students.

Georid and Ray (2005) conducted a research study focused on the “Student Support

Services

for

E-Learning:

Collaborative

Tutoring

and

Authentic

Assessment”. Findings of the study determined that tutoring and assessment are central, in the first place, to what are conventionally known as student support services and are very much the activities upon which all other services (e.g. special needs services, intervention services, induction type services) must be based upon. In the second place the facilitation of all collaborative tutoring and authentic assessment methodologies for the e-learning environment represent a blurring of the traditional distinction, between respectively, course development and learner support and the learning activity and its assessment, as well as masses, a breaking down of the division between learning and learner support. Together they hold promise for the ongoing evolution of e-learning in terms of addressing the needs and characteristics of the lifelong e-learner, ensuring the

143

relevance and quality of e-learning courses and impacting fundamentally on the way we plan, design, deliver, asses and think about e-learning and distance education in general. In the context of high drop out rates, dissatisfaction as to the quality of many e-learning efforts and the expensive failures of many recent high-profile and lesserknown e-learning initiatives at higher education, a new model of e-learning practice with collaborative tutoring and reliable authentic assessment methodologies, likely in some variant of the e-portfolio model, at its heart has much to recommend it as a way forward for all stakeholders in contemporary high education.

144

CHAPTER III

RESEARCH METHODOLOGY The quality of student support services is the key to the effectiveness of distance education. The open universities focus on ways, to cater the needs and problems of their clients. So to develop a model on student support services, three open universities UKOU, OUSL and AIOU were compared. The method used was documentary and descriptive for this research. This chapter contains design of the study, development of the instrument and their validation, description of population and sample, administration of the tools and statistical data analysis details.

3.1

DESIGN OF THE STUDY Keeping in view the nature of the problem, first of all, researcher used the

documentary comparison of three institutions that have been presented in chapter 2. This documentary launched to compare the student support services provided by UKOU, OUSL and AIOU regarding tutorial services, counseling facilities, regional services, library services and media support. The provisions by the three universities were compared in terms of numerical existence and effectiveness. The study was designed to collect data through five questionnaires as research tools to elicit the opinion of students, tutors, academicians, DRS/ARDs and policy makers about student support services.

145

Keeping in view the nature of the problem, descriptive i.e. survey type of the study was considered appropriate.

3.2

POPULATION The target of the study as mentioned above was to develop a model for

student support services. Three universities themselves for one to one comparison of the aspects of student support services. Therefore, population was taken from the distance teaching universities of the developed and developing countries i.e. UKOU of United Kingdom, OUSL of Sri Lanka and AIOU of Pakistan respectively. Thus the population of the study comprised of: 1. 1260 B.Ed level students enrolled in semester Spring 2003. 2. 105 B.Ed level of the respective tutors semester Spring 2003 3. 263 academicians of respective three universities 4. 104 RDs/DRDs/ARDs of UKOU, OUSL and AIOU 5. 30 policy makers of UKOU, OUSL and AIOU

3.3

SAMPLE Since the population of the study was large and scattered over a long

geographical area of the three countries i.e. UK, Sri Lanka and Pakistan, therefore, random sampling technique was considered appropriate and was adopted. The samples of the study consisted:

146

1.

75% students from each country, 320 students of UKOU of United Kingdom, 235 students of OUSL of Sri Lanka and 390 students of AIOU of Pakistan.

2.

75% tutors from each country; 20 from UKOU of United Kingdom, 20 from OUSL of Sri Lanka and 20 from AIOU of Pakistan.

3.

75% Academicians from each country; 50 from UKOU of United Kingdom, 50 from OUSL of Sri Lanka and 50 from AIOU of Pakistan.

4.

75% RDs/DRDs/ARDs from each country; 20 from UKOU of United Kingdom, 20 from OUSL of Sri Lanka and 20 from AIOU of Pakistan.

5.

100% Policy makers from each country; 10 from UKOU of United Kingdom, 10 from OUSL of Sri Lanka and 10 from AIOU of Pakistan.

Table 3.1: University

Showing the break up population and sampling

Students

Tutors

Academicians

RDs/DRDs/ ARDs

Policy makers

TP

S

R

TP

S

R

TP

S

R

TP

S

R

TP

S

%

UKOU

427

Total

1260

78 87% 66 75% 65 76% 209 79%

50 64% 50 75.7% 50 67.9% 150 717%

29 67% 20 61.1% 26 72% 60 80.0%

20 67% 20 100% 20 76.9% 60 80%

16

520

20 74.07% 20 76.9% 20 76.9% 60 75.9%

35

AIOU

27 75% 26 74% 26 76% 79 75%

89

313

200 62% 200 85% 200 52% 600 62%

36

OUSL

75% 320 73% 235 75% 390 75%

10 63% 10 83% 10 83% 30 75%

10 100% 10 100% 10 100% 30 100%

35 34 105

88 86 263

147

33 36 104

12 12 40

3.4

TOOLS FOR COLLECTION OF DATA

3.4.1

Internet/ By Mail In the case of United Kingdom Open University, the researcher collected the

relevant material and other relevant record/ data from the advisory cell and regional campuses through internet and by mail.

3.4.2

Survey In the case of Open University of Sri Lanka and Allama Iqbal Open

University, the researcher surveyed the official record/ documents, of Directorate of Regional Services, Student’s Advisory and Counselling Centre, Regional Campuses of Open University of Sri Lanka and AIOU. All available documents such as university reports, records, manuals, booklets, and prospectuses were scrutinized by the researcher for added information.

3.4.3

Questionnaires 63 items questionnaire was constructed for students (Annexure-I), 66 items

questionnaire was constructed for tutors (Annexure-II), 51 item’s questionnaire was constructed for RDs/DRDs/ARDs (Annexure-III), 33 item’s questionnaire as constructed for academicians (Annexure-IV) and 35 item’s questionnaire was also constructed for policy makers (Annexure-V). Three questionnaires consisted of 5 parts (general services, tutorial services, counselling services, library services and media support). The items were closed ended choices. The response choices were

148

made as degree of agreement or non-agreement continuum was a Likert type rating scale with five choices ranging from strongly agreed to strongly disagreed. Students, tutors, RDs/DRDs/ARDs, Academicians and policy makes were asked to respond to each item. Each of the response categories was assigned a numeric value. A negative response (strongly disagree) was symbolized by “1” and a highest positive response (strongly agree) was indicated with a response of “5”.

3.5

PILOT TESTING AND VALIDATION OF RESEARCH TOOLS After the development of research tools, pilot study was conducted on 20

students, 5 tutors, 5 RDs/DRDs/ARDs, 5 academicians and 2 policy makers from each of the three countries. The pilot study was conducted through UK, OUSL and of Pakistan. In the light of the feedback, some statements were deleted and some were modified according to the suggestions. The final version of the questionnaire was prepared in close consultation with the advisor. Reliability of the questionnaires was determined through SPSS XII and Cronbach Alpha was as under for each questionnaire. Table 3.2: S.No

Showing the reliability of the questionnaires Category

Number Reliability Cronbach Alpha

1.

Questionnaire for students

90

0.876

2.

Questionnaire for tutors

30

0.854

3.

Questionnaire for RDs/DRDs/ARDs

15

0.832

4.

Questionnaire for academicians

15

0.823

5.

Questionnaire for policy makers

15

0.812

149

The final version consisted of the following number of closed type and one open ended question. 1.

Questionnaire for students 58 items

2.

Questionnaire for tutors 61 items

3.

Questionnaire for RDs/DRDs/ARDs 49 items

4.

Questionnaire for academicians 30 items

5.

Questionnaire for policy makers 30 items

3.6

TRYOUT THE PROPOSED MODEL

3.6.1

Instrument Development In order to field test the proposed model a questionnaire was developed.

Questionnaire consisted of student advisory cell, admission cell, instructional material, library/ digital library, laboratory, computer based services, AV aids/ resource center, broadcast and non-broadcast media, guidance and counseling, tutor, mentor, study centers, regional centers, telephone tutorials, workshop, tutorials, academicians and examinations. All the components were open ended. So, to seek responses of the experts on each component or sub-component of the proposed model, the questionnaire covered all the components of the model.

3.6.2

Validation of Instruments Since the instrument was developed by the researcher based on the

knowledge and insight gained from the relevant professional literature, it was

150

necessary to get it validated. The experts were selected among the senior faculty members working in AIOU system, Regional Directors, Deputy Regional Directors and Director Regional Services and Ex-DRS. The faculty members were 10 and RD and DRD were 8. The ex-DRS were 2.

3.6.3

Instrument Administration The questionnaire of faculty member, DRS and RDs were to be completed by

personal request.

3.6.4

Analysis of Responses Experts were given their opinions on the performa attached. Seeking their

opinion about the components identified and their relationships with each other in the model 40% experts suggested that placement of components should be changed. 10% of the experts suggested that relationship of components should be focused to direct students while 10% experts suggested that mentor should have direct link to student also.

20% of the experts suggested that should be added continuous

assessment in the components of student support services. 60% of the experts suggested that lab, digital library, student advisory cell, guidance and counseling, instructional material should grouped. Similarly for broadcast and non-broadcast media, tutorials, telephonic support, face to face meeting etc. should also be grouped. 10% of the experts suggested new ideas like recorded lectures of experts in study centers.

151

3.7

ADMINISTRATION OF QUESTIONNAIRE It was very difficult for the researcher to personally visit the UK due to

financial constraints.

Therefore, after finalizing the questionnaires, some were

mailed through the Dean, Faculty of Education AIOU with a request to make fill in the questionnaires by the respective personnel. Some questionnaires were sent to the students, tutors and regional directors of UK and AIOU via mail and airmail while in the case of all questionnaires of Sri Lanka were to be completed by personally request during researcher’s Sri Lanka visit on August 30, to September 6, 2004. Then questionnaires of academicians and policy makers of Sri Lanka and AIOU both were completed and collected personally. One month time was given to the respondents. Each survey packet contained a covering letter and self-addressed return envelope. A reminder was given to the respondents between initial mailing of questionnaire and reminder postcard.

3.9

STATISTICAL ANALYSIS Data collected through questionnaire was tabulated and analyzed through

statistical treatment. Chi Square (χ2) was applied to the data collected through the questionnaires of the students.

For this, chi-square in contingency tables formula was used

(Guliford, and Fruchter, 1978, p.201):

152

χ2

=

fe (rk) =

Σ [(fo – fe)2] fe frfk N

Df= (r-1) (k-1) The symbols stand for: fo

=

frequency observed

fe

=

frequency expected

fe(rk) =

expected frequency for a cell in row r and column

fr

=

sum total of frequencies of the row

fk

=

sum total of frequencies of the column

N

=

sum total of all the frequencies

df

=

degree of freedom in contingency table

r

=

number of rows

k

=

number of column

The sample size of the tutors, DRDs and policy makers was small; therefore percentage and mean scores were used to analyze the data collected through the respective questionnaires.

Since, the questionnaires consisted of a rating scale;

therefore, the following scale value was designed to each of the five responses: Level of agreement

Scale value

SA

5

A

4

UNC

3

DA

2

SDA

1

153

From the score of rating scale, percentage and mean score were calculated. To calculate the mean score, following formula was used. Mean score = FSAx5 + FAx4 + FUNCx3 + FDAx2 + FSDAx1 N Here:

3.10

N

=

Total number of responses

fSA

=

Frequency of strongly agreed responses

fA

=

Frequency of agreed responses

fUNC

=

Frequency f uncertain responses

fDA

=

Frequency of disagreed responses

fSDA

=

Frequency of strongly disagreed responses

FINALIZATION OF MODEL Model was finalized by keeping in view incorporating changes as suggested

by experts, which were selected for the purpose of finalizing the model. Following changes were made as the placement of components. Relationship of components were focused to direct students while components in the model had a two way flow. In components of student support services, the continuous assessment was added in the model.

The lab, digital library, student advisory cell and guidance and

counseling, instructional material, broadcast and non-broadcast media, tutorial, telephonic support, face to face meeting were grouped together while new thing like recorded lectures of experts in study centers were added.

154

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA In this chapter an analysis of the data collected for the study is made, statistical techniques are applied and interpretations are made in order to draw the conclusions of the study.

SURVEY

4.1

The researcher surveyed the examination record of the AIOU, OUSL for semester Spring 2003 and other available documents such as university manuals and organizational charts. Main objectives of the survey included. •

To survey the faculties and departments of OUSL and AIOU.



The survey regional centres/ offices of OUSL and AIOU.



To determine human resources of OUSL, AIOU i.e. strength of students, academicians, policy makers, RDs/DRDs/ARDs, part-time tutors.



To identify the existing student support services.

155

4.1

DATA ANALYSIS ACADEMICIANS

Table 4.1.1:

OF

QUESTIONNAIRE

OF

Residential status of respondents Urban

Rural

Total

UKOU

50

-

50

OUSL

39

11

50

AIOU

50

-

50

Total

139

11

150

92.66

7.33

Percentage

Table 4.1.1 shows that 92.66 % analysis of respondents was residing in urban area and 7.33% live in rural areas. Table 4.1.2:

Age-wise distribution of the respondents 20-30

31-35

36-40

40 +

Total

UKOU

3

17

6

24

50

OUSL

1

21

11

2

50

AIOU

5

7

15

13

50

Table 4.1.2 indicates that 6% academicians were in age group of 2030 years, 30% were of the age 31-35, 21.33% were of the age group 36-40 and 26% of age group above 40 years.

156

Table 4.1.3:

Academic qualifications of the respondents MA/M.Sc

M.Phil

Ph.D

Total

UKOU

29

3

18

50

OUSL

35

8

7

50

AIOU

36

5

9

50

Table 4.1.3 depicts that 66.66% were Ph.D, 10.66% were M.A/ M.Sc and only 22.66% were M.Phil. Table 4.1.4:

Professional qualifications of the respondents B.Ed

M.Ed

Any other

Total

UKOU

6

17

27

50

OUSL

28

8

14

50

AIOU

31

6

13

50

Table 4.1.4 reveals that 43.33% of the respondents were B.Ed and 20.60% were M.Ed.

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Table 4.1.5:

Opinion about distance education as vocational and professional education Statement: Distance education is only viable answer for vocational and professional education Level UKOU OUSL AIOU Total SA 9 6 14 29 18.0 12.00 28.00 31.03 20.68 48.27 A 31 23 20 74 62.00 46.00 40.00 4.89 31.06 27.02 UNC 3 7 3 13 6.00 14.00 6.00 23.07 53.84 23.07 DA 3 9 10 22 6.00 18.00 20.00 13.63 40.90 45.45 SDA 4 5 3 12 8.00 10.00 6.00 33.33 41.66 25.00 Total 50 50 50 150 T=15.507 C =12.872 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.1.5 shows that respondents of 80% of UKOU, 58% of OUSL and 68% from AIOU and 68.66% of total respondents. While 22.66 respondents were not agreed out the above statement and 8.66% were uncertain/ undecided.

The

differences among institutional distribution were significant as indicated by chi square 12.872, significant at 0.05 level. So it is concluded that DE is only viable answer/ solution or vocational and professional education.

158

Table 4.1.6:

Opinion about the quality of student support services

Statement: Maintained the quality of student support services Level UKOU OUSL AIOU SA 7 8 9 14.00 16.00 18.00 29.16 33.33 37.50 A 27 22 11 54.00 44.00 22.00 45.00 36.66 18.33 UNC 6 7 5 12.00 14.00 10.00 33.33 38.88 27.77 DA 8 10 18 16.00 20.00 36.00 22.22 27.77 50.00 SDA 2 3 7 4.00 6.00 14.00 16.66 25.00 58.33 Total 50 50 50 T=15.507 C =15.450 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 24 16% 60 20% 18 12% 36 24% 12 8% 150

Table 4.1.6 shows that in UKOU 68% and OUSL majority (60%) of the respondents agreed about both universities maintained the quality of student support services while in AIOU the results were a bit different about half of the respondents disagreed about maintained the quality of student support services. The differences among in three universities were significant.

159

Table 4.1.7:

Opinion about advantages of libraries

Statement: Advantages of the resources available in the libraries Level UKOU OUSL AIOU SA 8 9 8 16.00 8.00 16.00 32.00 36.00 32.00 A 32 21 19 64.00 42.00 38.00 44.44 29.16 26.38 UNC 6 3 12.00 6.00 66.66 33.33 DA 9 6 14 18.00 12.00 28.00 23.07 15.38 35.89 SDA 1 8 6 2.00 16.00 12.00 6.66 53.33 40.00 Total 50 50 50 T=15.507 C =18.743 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 25 16.66% 72 48% 9 6% 29 19.33% 15 10% 150

Table 4.1.7 indicates that 80% respondents from UKOU (50%), OUSL and 54% from AIOU and overall 64.66$ respondents while 29.33% respondents were not agreed and 6% were uncertain. The differences among institutional distribution were not significant as indicated by chi square 18.743 which is greater than 7 table value of 0.05 level. So it is concluded that respondents were aware with the advantages of the resources available in the libraries.

160

Table 4.1.8:

Opinion about the telephone facility

Statement: Use of telephone facility Level UKOU SA 9 18.00 50.00 A 30 60.00 57.69 UNC 5 10.00 35.71 DA 6 12.00 12.76 SDA -

Total

OUSL 6 12.00 33.33 14 28.00 26.92 7 14.00 50.00 10 20.00 21.87 13 26.0 68.92 50

50 T=15.507 C =57.027 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 3 6.00 16.66 8 16.00 14.28 2 4.00 14.28 31 62.00 65.95 6 12.00 31.57 50

Total 18

52

14

47

19

150

Table 4.1.8 reveals that UKOU (78%) respondents agreed but OUSL 46% and AIOU 74% disagreed about the use of telephone facility. The differences among three institutions were not significant as indicated by chi square 57.026.

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Table 4.1.9:

Opinion about the use of e-mail services to facilitate the learners

Statement: Use of e-mail services to facilitate the learners Level UKOU OUSL SA 7 7 14.00 4.00 43.66 46.66 A 30 18 60.00 36.00 52.63 31.57 UNC 3 4 6.00 8.00 20.00 26.66 DA 8 15 16.00 30.00 16.66 31.25 SDA 2 6 4.00 12.00 13.33 40.00 Total 50 50 T=15.507 C =31.209 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 7 14.00 46.66 9 18.00 15.78 8 16.00 53.33 25 50.00 52.08 7 14.00 46.66 50

Total 15

57

15

48

15

150

Table 4.1.9 indicates that UKOU (74%) and OUSL (50%) respondents agreed but in AIOU 66% respondents disagreed with the use of e-mail services to facilitate the learners. The differences among the institutional distribution were not significant as indicated by chi square 31.209.

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Table 4.1.10: Opinion about the effectiveness of media Statement: Use of different media to make the learning process effective Level UKOU OUSL AIOU SA 2 4 5 4.00 8.00 10.00 18.18 36.36 45.45 A 28 25 23 56.00 50.00 46.00 36.84 32.89 30.26 UNC 3 5 3 6.00 10.00 6.00 27.27 45.45 27.27 DA 9 11 13 18.00 22.00 26.00 27.27 33.33 39.39 SDA 8 5 6 16.00 0.00 12.00 42.10 26.31 31.57 Total 50 50 50 T=15.507 C =3.964 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 11

76

11

33

19

150

Table 4.1.10 informs that 60% respondents from UKOU, 58% from OUSL and 56% from AIOU respondents agreed about the effectiveness of media. The differences among three institutional distribution were significant.

163

Table 4.1.11: Opinion about the effectiveness for accessibilities by users Statement: Effectiveness of media (Accessibility by users) Level UKOU OUSL SA 11 22.00 55.00 A 30 23 60.00 46.00 39.47 30.26 UNC 3 5 6.00 10.00 27.27 45.45 DA 9 6 18.00 12.00 32.14 2.42 SDA 8 5 16.00 10.00 53.33 33.33 Total 50 50 T=15.507 C =18.560 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 9 18.00 45.00 23 46.00 30.26 3 6.00 27.27 13 26.00 46.42 2 4.00 13.33 50

Total 20

76

11

28

15

150

Table 4.1.11 points out that 60% from UKOU, 68% from OUSL and 64% respondents from AIOU agreed about the effectiveness for accessibilities by users. The differences among three universities were not significant.

164

Table 4.1.12: Opinion about the effectiveness of media depend on use Statement: Effectiveness of media depends on convenience of their use Level UKOU OUSL AIOU SA 5 9 5 10.00 18.00 10.00 26.31 47.34 26.31 A 24 28 31 48.00 56.00 62.00 28.91 33.73 37.34 UNC 6 2 9 12.00 4.00 18.00 35.29 1.76 52.94 DA 5 8 5 10.00 16.00 10.00 27.77 44.44 27.77 SDA 10 36 20.00 72.00 76.96 23.07 Total 50 50 50 T=15.507 C =20.083 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 19

83

17

18

13

150

Table 4.1.12 view that the majority of respondents of UKOU (58%0, OUSL (74%) and AIOU (72%) agreed about effectiveness of media depends on convenience of their use. The differences between institutional distribution were not significant.

165

Table 4.1.13: Opinion about the effectiveness of media depends on academic control Statement: The effectiveness of media depends on academic control Level UKOU OUSL AIOU Total SA 10 8 9 27 20.00 16.00 18.00 37.03 29.26 36.33 A 22 14 28 64 44.00 28.00 56.00 34.37 21.87 43.75 UNC 6 3 9 12.00 6.00 66.66 33.33 DA 14 12 10 36 28.00 24.00 20.00 36.88 33.33 27.77 SDA 4 10 14 8.00 20.00 28.57 71.42 Total 50 50 50 150 T=15.507 C =22.771 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.1.13 reflects that UKOU (64%), OUSL (44%) and AIOU (74%) respondents agreed about effectiveness of media. The differences between three institutions were not significant as indicated by chi square.

166

Table 4.1.14: Opinion about involvement of NGOs in student support services Statement: NGOs are involved in student support services Level UKOU OUSL SA 7 9 14.00 18.00 28.00 36.00 A 29 16 58.00 32.00 56.86 31.37 UNC 6 3 12.00 6.00 42.85 21.42 DA 8 15 16.00 30.00 17.77 33.33 SDA 7 14.00 46.66 Total 50 50 T=15.507 C =31.100 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 9 18.00 36.00 6 12.00 1.76 5 10.00 35.71 22 44.00 48.88 8 16.00 53.33 50

Total 25

51

14

45

15

150

Table 4.1.14 insists that the respondents of UKOU (74%) and OUSL (50%) agreed while AIOU (60%) disagreed about NGOs are involved in student support services. The differences among institutional distribution were not significant.

167

Table 4.1.15: Opinion about the significance of TV programmes Statement: Significance of TV programmes to students Level UKOU OUSL SA 5 10 10.00 20.00 17.85 35.71 A 30 19 60.00 38.00 42.25 26.76 UNC 2 7 4.00 14.00 22.22 77.27 DA 11 10 22.00 20.00 37.39 34.48 SDA 2 4 4.00 8.00 15.38 30.76 Total 50 50 T=15.507 C =18.305 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 13 26.00 46.42 22 44.00 30.98 -

Total 28

8 16.00 27.58 7 14.00 53.84 50

29

71

9

13

150

Table 4.1.15 represents that UKOU 70%, OUSL (58%) and AIOU (70%) agreed about the significance of TV programmes to students. The differences among three universities were not significant.

168

Table 4.1.16: Opinion about the effectiveness of cable and TV Statement: Effectiveness of using cable and TV promote distance education Level UKOU OUSL AIOU SA 3 2 15 6.00 4.00 30.00 15.00 16.00 75.00 A 27 22 25 54.00 44.00 50.00 36.58 53.65 9.75 UNC 1 13 2 2.00 26.00 4.00 6.25 81.65 12.50 DA 4 1 4 8.00 2.00 8.00 13.33 3.33 83.33 SDA 15 12 4 30.00 24.00 8.00 62.79 27.90 9.30 Total 50 50 50 T=15.507 C =97.597 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 20

74

16

30

31

150

Table 4.1.16 imparts that the respondents of three institutions UKOU (60%), OUSL (50%) and AIOU (80%) agreed about the effectiveness of using cable and TV to promote distance education. The differences among three institutional distribution were not significant.

169

Table 4.1.17: Opinion about academic and administrative student support services Statement: Academic and administrative student support services Level UKOU OUSL AIOU SA 3 5 8 6.00 10.00 16.00 18.75 31.25 50.00 A 27 18 54.00 36.00 60.00 40.00 UNC 8 10 2 16.00 20.00 4.00 40.00 50.00 10.00 DA 7 10 31 14.00 20.00 62.00 14.58 20.83 64.58 SDA 5 7 9 10.00 14.00 18.00 23.80 33.33 42.85 Total 50 50 50 T=15.507 C =55.293 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 16

45

20

48

21

150

Table 4.1.17 shows that the respondents at UKOU (60%) and OUSL (56%) agreed but the respondents of AIOU (80%) disagreed about the academic and administrative student support services. The differences between three institution were not significant as indicated by chi square 55.293.

170

Table 4.1.18: Opinion about the observation latest techniques Statement: Preference to observe the latest techniques Level UKOU OUSL SA 3 16 6.00 32.00 8.82 47.05 A 25 22 50.00 44.00 45.45 40.00 UNC 1 3 2.00 6.00 20.00 60.00 DA 14 7 28.00 14.00 33.33 16.66 SDA 7 2 14.00 4.00 50.00 14.28 Total 50 50 T=15.507 C =29.531 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 15 30.00 44.11 8 16.00 14.54 1 2.00 20.00 21 42.00 50.00 5 10.00 35.71 50

Total 34

55

5

42

14

150

Table 4.1.18 argues that the respondents of UKOU (56%) and OUSL (76%) agreed with the statement but the respondents of AIOU (52%) disagreed about the preference to observe the latest techniques. The differences among three universities were not significant as indicated by chi square.

171

Table 4.1.19: Opinion about the comments on assignments Statement: Meaning full comments to the learner’s assignments Level UKOU OUSL AIOU SA 8 3 12 16.00 6.00 24.00 34.78 13.04 52.17 A 12 16 11 24.00 32.00 22.00 30.76 41.02 28.20 UNC 1 2 3 2.00 4.00 6.00 16.66 33.33 50.00 DA 15 17 18 30.00 34.00 36.00 30.00 34.00 36.00 SDA 14 12 6 28.00 24.00 12.00 43.75 37.5 18.75 Total 50 50 50 T=15.507 C =10.911 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 23

39

6

50

32

150

Table 4.1.19 observes that UKOU (58%), OUSL (58%) and AIOU (50%) respondents disagreed about the meaningful comments to the learner’s assignments. The differences between three institutions were significant as indicated by chi square 10.911.

172

Table 4.1.20: Opinion about encouragement of students by assignments Statement: Encouragement of students by assignments Level UKOU OUSL SA 8 10 16.00 20.00 42.10 52.63 A 29 18 58.00 36.00 51.78 32.14 UNC 3 5 6.00 10.00 30.00 50.00 DA 10 10 20.00 20.00 20.83 20.83 SDA 7 14.00 4.17 Total 50 50 T=15.507 C =41.997 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 1 2.00 5.26 9 18.00 16.07 2 4.00 20.00 28 56.00 58.33 10 20.00 58.85 50

Total 19

56

10

48

17

150

Table 4.1.20 shows that the respondents of UKOU (74%) and OUSL (56%) agreed with the statement but respondents of AIOU (76%) disagreed about the encouragement of students by assignments. The differences between three universities were not significant as indicated by chi square.

173

Table 4.1.21: Opinion about the use of audio-visual material Statement: Use of audio-visual material in the programmes of open university Level UKOU OUSL AIOU Total SA 9 7 14 30 18.00 14.00 28.00 30.00 23.33 46.66 A 15 18 10 43 30.00 36.00 20.00 34.88 41.86 22.28 UNC 2 3 1 6 4.00 6.00 2.00 33.33 50.00 16.66 DA 14 13 22 49 28.00 26.00 44.44 28.57 26.53 44.89 SDA 10 9 3 22 20.00 18.00 6.00 45.45 40.90 13.63 Total 50 50 50 150 T=15.507 C =12.768 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.1.21 indicates that the half of the respondents of UKOU agreed with the statement but OUSL (50%) agreed but AIOU (50%) disagreed about the use of audiovisual material in the programmes of Open University. The differences among in institutional distribution were significant as indicated by chi square 12.768, significant at 0.05 level.

174

Table 4.1.22: Opinion about the commitment of the resource persons Statement: Commitment of the resource persons at study centres Level UKOU OUSL AIOU SA 10 8 6 20.00 16.00 12.00 41.66 33.33 50.00 A 19 23 7 38.00 46.00 14.00 38.77 46.93 50.00 UNC 8 6 3 16.00 12.00 6.00 47.05 35.29 17.64 DA 8 9 25 16.00 18.00 50.00 19.04 21.42 59.52 SDA 5 4 9 10.00 4.00 18.00 27.77 22.22 50.00 Total 50 50 50 T=15.507 C =27.058 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 24

49

17

42

18

150

Table 4.1.22 shows that the respondents of UKOU (58%), OUSL (62%) agreed but AIOU (68%) disagreed about the commitment of the resource persons at study centers.

The differences among three institutions distribution were not

significant.

175

Table 4.1.23: Opinion about the utilization of learning packages Statement: Utilization of learning packages by distance learners Level UKOU OUSL AIOU SA 12 10 11 24.00 20.00 22.00 36.36 30.30 33.33 A 22 19 18 44.00 38.00 36.00 37.28 32.20 30.50 UNC 8 3 5 16.00 6.00 10.00 50.00 18.75 31.25 DA 8 12 10 16.00 24.00 20.00 26.66 40.00 33.33 SDA 6 6 12.00 12.00 50.00 50.00 Total 50 50 50 T=15.507 C =9.797 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 33

59

16

30

12

150

Table 4.1.23 informs that the respondents of AIOU (58%) disagreed with the statement but UKOU (68%) and OUSL (58%) agreed about the utilization of learning package by distance learners. The differences between three universities were significant as indicated by chi square 0.797, significant at 0.05 level.

176

Table 4.1.24: Opinion about the student’s queries by the academicians Statement: Replied the student’s queries by the academicians Level UKOU OUSL AIOU SA 13 15 7 26.00 30.00 14.00 37.14 42.85 20.00 A 25 13 16 50.00 26.00 32.00 43.85 22.81 28.07 UNC 7 6 14.00 12.00 53.84 46.15 DA 10 12 14 20.00 24.00 28.00 27.78 33.33 38.88 SDA 2 3 7 4.00 6.00 14.00 16.66 25.00 58.33 Total 50 50 50 T=15.507 C =18.087 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 35

57

13

36

12

150

Table 4.1.24 reveals that the respondents of UKOU (76%), OUSL (56%) and AIOU (50%) agreed about the replied students queries by the academics. The differences between three institutions were not significant.

177

Table 4.1.25: Opinion about the involvement of the students in their studies Statement: The academicians try to involve the students in their studies Level UKOU OUSL AIOU SA 3 11 8 6.00 22.00 16.00 13.63 50.00 36.36 A 35 31 25 70.00 62.00 50.00 38.46 34.06 27.47 UNC 2 5 4.00 10.00 28.57 71.43 DA 7 8 10 14.00 16.00 20.00 28.00 32.00 40.00 SDA 3 2 6.00 4.00 60.00 40.00 Total 50 50 50 T=15.507 C =14.913 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 22

91

7

25

5

150

Table 4.1.25 indicates that 76% from UKOU, 84% from OUSL and 66% from AIOU respondents agreed about involvement in students in their studies. The differences among three universities were significant as indicated by chi square 14.913, significant at 0.0s5 level.

178

Table 4.1.26: Opinion about the study material as self-instructional Statement: Study material is self-instructional in the real sense Level UKOU OUSL AIOU SA 11 13 8 22.00 26.00 16.00 34.37 40.62 25.00 A 27 19 25 54.00 38.00 50.00 38.03 26.76 35.21 UNC 4 6 8.00 12.00 40.00 60.00 DA 5 12 9 10.00 24.00 18.00 19.23 46.15 34.61 SDA 7 2 2 14.00 4.00 4.00 63.64 18.18 18.18 Total 50 50 50 T=15.507 C =15.644 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 32

71

10

3

11

150

Table 4.1.26 presents that the respondents of UKOU (76%), OUSL (64%) and AIOU (66%) agreed about study material is self instructional in the real sense. The differences between institutional distributions were not significant.

179

Table 4.1.27: Opinion about the effective operation of student support services Statement: Effective operation of student support services Level UKOU OUSL SA 9 7 18.00 14.00 37.50 29.16 A 19 16 38.00 32.00 40.42 29.16 UNC 6 3 12.00 6.00 42.85 2.42 DA 9 11 18.00 22.00 21.43 26.19 SDA 7 13 14.00 26.00 30.43 65.52 Total 50 50 T=15.507 C =16.433 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 8 16.00 33.33 12 24.00 25.53 5 10.00 35.71 22 44.00 52.38 3 6.00 13.04 50

Total 24

47

14

42

23

150

Table 4.1.27 shows that the respondents of UKOU (56%), OUSL (50%) and AIOU (51%) agreed about the effective operation of student support services. The differences between three universities were not significant.

180

Table 4.1.28: Opinion about the mechanism of coordination and monitoring Statement: Adequate mechanism of coordination and monitoring of the students Level UKOU OUSL AIOU Total SA 5 2 9 16 10.00 4.00 18.00 31.25 12.50 56.25 A 27 23 8 58 54.00 46.00 16.00 46.55 39.65 13.79 UNC 2 3 4 9 4.00 6.00 8.00 22.22 33.33 44.44 DA 6 10 22 38 12.00 20.00 44.00 15.78 36.31 57.89 SDA 10 12 7 29 20.00 24.00 14.00 34.48 41.37 24.13 Total 50 50 50 150 T=15.507 C =27.929 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.1.28 inquires that the respondents of UKOU 64%, OUSL (50%) agreed but 58% respondents from AIOU disagreed about mechanism of coordination and monitoring. The differences between three universities were not significant.

181

Table 4.1.29: Opinion about the planning for student support services Statement: Proper planning for student support services Level UKOU OUSL SA 12 9 24.00 18.00 38.71 29.03 A 28 25 56.00 50.00 37.84 33.78 UNC 8 3 16.00 6.00 44.44 16.66 DA 2 10 4.00 20.00 8.33 41.67 SDA 3 6.00 100.00 Total 50 50 T=15.507 C =16.785 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 10 20.00 32.25 21 42.00 28.38 7 14.00 38.89 12 24.00 50.00 -

Total 31

50

150

74

18

24

3

Table 4.1.29 reports that the respondents of UKOU (70%), OUSL (68%) and AIOU (62%) agreed about the proper planning for student support services. The differences among in institutional distribution were not significant.

182

Table 4.1.30: Opinion about successfulness of educational programmes Statement: Efficient support services makes the programmes successful Level UKOU OUSL AIOU SA 16 13 15 32.00 26.00 30.00 36.36 29.54 34.09 A 15 18 19 30.00 36.00 38.00 28.85 34.61 36.54 UNC 2 6 3 4.00 12.00 6.00 18.18 54.54 27.27 DA 9 8 10 18.00 16.00 20.00 33.33 28.62 37.04 SDA 8 5 3 16.00 10.00 6.00 50.00 31.25 18.75 Total

50 50 T=15.507 C =5.779 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

50

Total 44

52

11

27

16

150

Table 4.1.30 hits that 64% from UKOU, 62% from OUSL and 68% from AIOU respondents agreed about efficient student support services makes the programmes successful. The differences institutional distribution were significant as indicated by chi square 5.779, significant at 0.05 level.

183

Table 4.1.31: Suggestions by Academicians S.No Statement UKOU 1. Tutors should be able to provide meaningful tuition to the distance learners. 2. The academicians should try to involve the students in their studies by observing the philosophy of distance education. OUSL 3. Student support services through telephone should be used to facilitate the distance learners. 4. Some percentage of tutorial attendance may be declared mandatory in the final assessment. AIOU 5. Teleconferencing provision of good lectures on the subject may be arranged. 6. Feedback of students concerning support services should be made essential. 7. Training may be arranged at material level for editors on how to edit distance educational material.

184

Frequency

Percentage

10

20

20

40

15

30

10

20

20

40

10

20

20

40

4.2

DATA ANALYSIS OF QUESTIONNAIRE OF POLICY MAKERS The researcher developed questionnaire for 30 policy makers for three open

universities (UKOUOU, OUSL and AIOU) and collected responses from 30 policy makers. The data obtained through the questionnaires of policy makers were analyzed and tabulated. The responses regarding each and every item were worked out in mean score and percentage and tabulated in consolidated form. Table 4.2.1:

Residential status of respondents

Status

UKOU

OUSL

AIOU

Total

Percentage

Urban

10

10

10

30

100

Rural

-

-

-

-

-

Total

10

10

10

30

-

Table 4.2.1 shows that 100% of the respondents were urban. Table 4.2.2:

Age-wise distribution of respondents

Item No.3

20-30

31-35

36-40

Above 40

Total

UKOU

-

2

3

5

10

OUSL

-

1

2

7

10

AIOU

-

-

-

10

10

Total

-

3

5

22

30

Table 4.2.2 reveals that 10% of the respondents were of the age group of 31-35 years, 16.66% were of the age of 36.40 and 73.33% were above 40 years respectively.

185

Table 4.2.3:

Academic qualifications of respondents

Item No.4

BA/ B.Sc

MA/ M.Sc

M.Phil

Ph.D

Total

UKOU

1

4

-

5

10

OUSL

4

3

-

3

10

AIOU

-

6

1

3

10

Total

5

13

1

11

30

Table 4.2.3 shows that 36.66% of the respondents were Ph.D, 3.33% were M.Phil, 43.33% were M.A/ M.Sc and 16.66% were B.A./ B.Sc respectively. Table 4.2.4:

Professional qualifications of the respondents

Item No.5

B.Ed

M.Ed

Any other

Total

UKOU

-

3

7

10

OUSL

4

4

2

10

AIOU

3

3

4

10

Total

7

10

12

30

Percentage

23.33

33.33

40.0

Table 4.2.4 indicates that 23.33% respondents were B.Ed and 33.33% were M.Ed.

186

Table 4.2.5: S.No 5

Opinion about quality of student support services

Statement The open

Level SA

university maintains the

A

UKOU

OUSL

AIOU

4 40.00 57.14 3 30.00 37.5

2 20.00 28.57 3 30.00 37.50 2 20.00 66.66 3 30.00 42.85

1 10.00 14.28 2 20.00 25.00 1 10.00 33.33 3 30.00 42.85 3 30.00 60.00 10

quality of student UNC

-

support services.

1 10.00 14.28 2 SDA 20.00 40.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

7

23.33

8

26.67

3

10.0

7

23.33

5

16.67

Table 4.2.5 shows that majority of respondents of UKOU (70%) and OUSL (50%) agreed but respondents of AIOU (63%) disagreed about the quality of student support services.

187

Table 4.2.6: S.No 6

Opinion about use of different technologies

Statement Different

Level SA

technologies used

in

are

student

A

support services. UNC

UKOU

OUSL

1 10.00 33.33 8 80.00 50.00 1 10.00 50.00

2 20.00 66.66 6 60.00 37.50 -

1 10.00 12.5 1 SDA 10.00 100.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

-

AIOU

Total

%

-

3

23.33

16

26.67

2

10.0

8

23.33

-

1

18.67

10

30

2 20.00 12.5 1 10.00 50.00 7 70.00 87.5

Table 4.2.6 indicates that 90% respondents of UKOU and 70% from OUSL agreed but respondents of AIOU (80%) disagreed about the use of different technology in student support services.

188

Table 4.2.7: S.No 7

Opinion about regional office and media equipment

Statement The regional

Level

OUSL

AIOU

Total

%

1 10.00 offices or centres 50.00 8 1 are fully equipped A 80.00 10.00 88.88 11.11 with the media 2 UNC 20.00 equipment. 66.66 2 5 DA 20.00 50.00 15.38 38.46 1 SDA 10.00 33.33 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 50.00

2

6.67

-

9

30.0

3

10.0

13

43.33

3

10.0

SA

UKOU

-

1 10.00 33.33 6 60.00 46.15 2 20.00 66.66 10

30

Table 4.2.7 reveals that the respondents of UKOU (80%) agreed with the statement but OUSL (60%) and AIOU (80%) disagreed about the provision of media equipment in regional centers.

189

Table 4.2.8: S.No 8

Opinion about support services facilitate the distance education

Statement Student support

Level

UKOU

OUSL

1 2 SA 10.00 20.00 services facilitate 33.33 66.66 5 4 the students and A 50.00 40.00 50.00 40.00 strengthen the 2 1 UNC 20.00 10.00 distance education 40.00 20.00 1 2 courses at DA 10.00 20.00 12.50 25.00 different levels. 1 1 SDA 10.00 10.00 25.00 25.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

3

10.0

10

33.33

5

16.67

8

26.67

4

13.33

1 10.00 10.00 2 20.00 40.00 5 50.00 62.5 2 20.00 50.00 10

30

Table 4.2.8 depicts that the respondents of UKOU (60%) OUSL (60%) agreed but respondents of AIOU (70%) disagreed about facilities of distance education.

190

Table 4.2.9: S.No 9

Opinion about appropriateness of student support services

Statement The planning,

Level SA

execution

and

monitoring student

of

A

UNC

7

23.33

11

36.67

-

1

3.33

7 70.00 70.00

10

33.33

-

1

3.33

10

30

AIOU

2 20.00 28.57 6 60.00 54.54

4 40.00 57.14 3 30.00 27.27 1 10.00 10.00 2 20.00 20.00

1 10.00 14.28 2 20.00 18.18

-

is

1 10.00 10.00 1 SDA 10.00 10.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. appropriate.

%

OUSL

support

services

Total

UKOU

DA

Table 4.2.9 shows that the respondents of UKOU (80%) OUSL (80%) agreed but AIOU (70%) respondents disagreed about planning, execution and monitoring of student support services.

191

Table 4.2.10: Opinion about the benefit of distance education S.No 10

Statement The

Level

OUSL

AIOU

3 SA 30.00 university ensures 60.00 3 that distance A 30.00 30.00 learners are fully 1 UNC 10.00 benefited from the 50.00 1 2 student support DA 10.00 20.00 1.1 22.22 services. 2 1 SDA 20.00 10.00 50.00 25.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 20.00 1 10.00 10.00 1 10.00 50.00 6 60.00 66.66 1 10.00 25.00 10

open

UKOU

1 10.00 20.00 6 60.00 60.00

Total

%

5

16.67

10

33.33

2

6.67

9

30.0

4

13.33

30

Table 4.2.10 indicates that most of the respondents of UKOU (70%) and OUSL (60%) agreed but 75% from AIOU respondents disagreed about beneficiaries of distance education.

192

Table 4.2.11: Opinion about appointment of competent tutors S.No 11

Statement The

Level

OUSL

AIOU

1 10.00 university has 20.00 5 appointed A 50.00 41.66 competent 1 UNC 10.00 experienced tutors. 25.00 2 DA 20.00 40.00 2 1 SDA 20.00 10.00 50.00 25.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 20.00 60.00 3 30.00 60.00 1 10.00 25.00 3 30.00 60.00 1 10.00 25.00 10

open

SA

UKOU

2 20.00 40.00 4 40.00 33.33 2 20.00 50.00

Total

%

5

16.67

12

4

40.0

5

13.33

4

16.67

30

13.33

Table 4.2.11 reveals that majority of the respondents from UKOU (60%), OUSL (70%) and AIOU (50%) agreed about the appointment of competent tutors.

193

Table 4.2.12: Opinion about provision of proper student support services S.No 12

Statement Proper Student

Level

UKOU

OUSL

AIOU

2 SA 20.00 Support Services 40.00 4 is provided to the A 40.00 36.36 distance learners. 1 UNC 10.00 10.00 1 2 DA 10.00 20.00 14.28 28.57 2 1 SDA 20.00 10.00 33.33 16.66 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 20.00 2 20.00 10.18

2 20.00 40.00 5 50.00 45.45

4 40.00 57.14 4 40.00 66.66 10

Total

%

5

16.67

11

36.67

1

3.33

7

23.33

6

20.0

30

Table 4.2.12 shows that 70% of UKOU 60% of OUSL agreed while 80% of AIOU disagreed about provision of proper student support services.

194

Table 4.2.13: Opinion about government encouragement S.No 13

Statement The government is

Level SA

encouraging distance education

A

UKOU

OUSL

1 10.00 50.00 5 50.00 26.31

1 10.00 50.00 6 60.00 31.57 1 10.00 10.00 2 20.00 40.00

in the country. UNC

-

2 20.00 40.00 2 SDA 20.00 40.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

AIOU

Total

%

-

2

6.67

8 80.00 42.10

19

63.33

-

1

3.33

5

16.67

3

10.0

1 10.00 20.00 1 10.00 33.33 10

30

Table 4.2.13 indicates that UKOU (60%) OUSL (70%) and AIOU (80%) respondent agreed about the government encouragement to distance education.

195

Table 4.2.14a: Opinion about adequacy of resources provision S.No 14

Statement The provision of

Level

UKOU

OUSL

AIOU

1 SA 10.00 resources are 33.33 4 adequate to A 40.00 33.33 promote distance 2 UNC 20.0 education in the 66.66 1 2 country: DA 10.00 20.00 12.50 25.00 a. Physical and 2 1 SDA 20.00 10.00 human 50.00 25.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 33.33 2 20.00 16.66 1 10.00 33.33 5 50.00 62.50 1 10.00 25.00 10

1 10.00 33.33 6 60.00 50.00

Total

%

3

10.0

12

40.0

3

10.0

8

26.67

4

13.33

30

Table 4.2.14a reveals that UKOU (70%) OUSL (50%) agreed with the statement while AIOU (60%) respondents disagreed about the provision of resources.

196

Table 4.2.14b: Opinion about adequacy of provision of resources S.No 15

Statement The provision of

Level SA

resources

are

adequate

to

promote

distance

A

UNC education in the country:

DA

UKOU

OUSL

AIOU

3 30.00 50.00 5 50.00 50.00 1 10.00 25.00 1 10.00 14.28

2 20.00 33.33 3 30.00 30.00 2 20.00 50.00 2 20.00 28.54 1 10.00 33.33

1 10.00 16.66 2 20.00 20.00 1 10.00 25.00 4 40.00 57.14 2 20.00 66.66

10

10

b. Financial SDA

-

Total

10

and economic

Total

%

6

20.0

10

33.33

4

13.33

7

23.33

3

10.0

30

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.2.14bdepicts that the respondents of UKOU (80%) OUSL (50%) agreed with the statement but the respondents of AIOU (60%) disagreed with the provision of resources to promote distance education.

197

Table 4.2.15: Opinion about benefits of training of staff S.No 16

Statement The staff

Level SA

development training/

A

orientation UNC programme of the university is

DA

certainly SDA beneficial for the

Total

%

4

13.33

18

60.0

2

6.67

-

4

13.33

-

2

6.67

10

30

UKOU

OUSL

AIOU

1 10.00 25.00 7 70.00 38.88 1 10.00 50.00 1 10.00 25.00 1 10.00 50.00

2 20.00 50.00 6 60.00 33.33

1 10.00 25.00 5 50.00 22.77 1 10.00 50.00

3 30.00 75.00 1 10.00 50.00

10

10

-

academic Total activities. Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.2.15 shows that respondents of UKOU (80%), OUSL (80%) and AIOU (60%) agreed with benefits of training of staff.

198

Table 4.2.16a: Opinion about coordination between academicians and tutors S.No 17

Statement The coordination

Level SA

between

the

following

is

A

UKOU

OUSL

AIOU

1 10.00 20.00 6 60.00 54.54

3 30.00 60.00 4 40.00 36.36 1 10.00 33.33 2 20.00 22.22

1 10.00 20.00 1 10.00 9.09 2 20.00 66.66 5 50.00 55.55 1 10.00 50.00 10

adequate: UNC a.

-

Academicians

2 20.00 22.22 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. and tutors

DA

Total

%

5

16.67

11

3667

3

10.0

9

30.0

2

6.67

30

Table 4.2.16a indicates that the respondents of UKOU (70%) OUSL (70%) agreed with the statement but AIOU (60%) disagreed about the coordination between academicians and tutors.

199

Table 4.2.16b: Opinion about coordination between students and tutors S.No 18

Statement The coordination

Level SA

between

the

following

is

A

UKOU

OUSL

AIOU

3 30.00 50.00 5 50.00 33.33

2 20.00 33.33 5 50.00 33.33 2 20.00 33.33 1 10.00 25.00

1 10.00 16.66 5 50.00 33.33 1 10.00 33.33 2 20.00 50.00 1 10.00 50.00 10

adequate: UNC b.

-

Student and

1 10.00 25.00 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. tutors

DA

Total

%

6

20.0

15

50.0

3

10.0

4

13.33

2

6.67

30

Table 4.3.16b reveals that the respondents of UKOU (80%) OUSL (70%) and AIOU (50%) agreed with the coordination between student and tutors.

200

Table 4.2.16c: Opinion about coordination between students and regional office S.No 19

Statement The coordination

Level

UKOU

OUSL

AIOU

1 3 SA 10.00 30.00 between the 16.66 50.00 5 4 following is A 50.00 40.00 16.66 33.33 adequate: 2 1 UNC 20.00 10.00 c. Students and 66.66 33.33 1 2 regional DA 10.00 20.00 14.28 28.87 offices 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 20.00 33.33 3 30.00 25.00 4 40.00 50.14 1 10.00 50.00 10

Total

%

6

20.0

12

40.0

3

10.0

7

23.33

2

6.67

30

Table 4.2.16c depicts that the respondents of UKOU (60%) OUSL (70%) agreed with the statement but respondents of AIOU (55%) disagreed with the coordination between students and regional offices.

201

Table 4.2.16d: Opinion about coordination between regional office and tutors S.No 20

Statement The coordination

Level

UKOU

OUSL

AIOU

3 30.00 50.00 6 60.00 40.00

2 20.00 33.33 4 40.00 26.66

UNC

-

-

DA

1 10.00 14.28

4 40.00 57.14

SDA

-

-

1 10.00 16.66 5 50.00 33.33 1 10.00 10.00 2 20.00 28.57 1 10.00 10.00 10

SA between

the

following

is

A

adequate: d. Regional office and tutors

Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

6

20.0

15

50.0

1

3.33

7

23.33

1

3.33

30

Table 4.2.16d shows that the respondents of UKOU (90%) OUSL (60%) and AIOU (60%) agreed about the coordination between regional offices and tutors.

202

Table 4.2.17: Opinion about Open University and new strategies S.No 21

Statement The Open

Level SA

UKOU

-

University uses

OUSL

AIOU

1 10.00 33.33 5 50.00 41.66 1 10.00 50.00 3 30.00 33.33

2 20.00 66.66 2 20.00 15.38

6 60.00 46.15 its efficient 1 UNC 10.00 delivery system. 50.00 2 DA 20.00 22.22 1 SDA 10.00 33.33 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. new strategies for

A

4 40.00 44.44 2 20.00 66.66 10

Total

%

3

10.0

13

43.33

2

6.67

9

30.0

3

10.0

30

Table 4.2.17 indicates that the respondents of UKOU (60%) and OUSL (60%) agreed with the statement but AIOU (60%) respondents disagreed about the uses of new strategies.

203

Table 4.2.18: Opinion about existence of good liaisons S.No 22

Statement There exists good

Level SA

liaison with the heads

of

the

A

UKOU

OUSL

1 10.00 33.33 5 50.00 45.15

2 20.00 66.66 4 40.00 36.36 1 10.00 50.00 3 30.00 30.00

concerned schools UNC

-

and colleges for

2 20.00 20.00 support services. 2 SDA 20.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. effective

student

DA

AIOU

Total

%

-

3

10.0

11

26.67

2

6.67

10

33.33

4

13.33

2 20.00 18.18 1 10.00 50.00 5 50.00 50.00 2 20.00 50.00 10

30

Table 4.2.18 indicates that the respondents of UKOU and OUSL agreed with the statement but AIOU (70%) disagreed with existence of good liaisons.

204

Table 4.2.19: Opinion about monitoring of functions S.No 23

Statement The

Level

OUSL

AIOU

3 SA 30.00 functions to be 60.00 3 performed in the A 30.00 25.00 study centres are 1 UNC 10.00 fully monitored by 33.33 2 the university. DA 20.00 25.00 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 20.00 3 30.00 25.00

varied

UKOU

1 10.00 20.00 6 60.00 50.00 2 20.00 66.66 1 10.00 12.50

5 50.00 62.50 1 10.00 50.00 10

Total

%

5

16.67

12

40.0

3

10.0

8

26.67

2

6.67

30

Table 4.2.19 reveals that the respondents of UKOU (70%) OUSL (60%) agreed but AIOU (60%) disagreed with monitoring of functions.

205

Table 4.2.20: Opinion about the open university undertaking academic activities S.No 24

Statement Open University

Level SA

undertakes academic activities

A

related to student UNC admission, counselling

DA

Total

%

-

3

10.0

12

40.0

4

13.33

8

26.67

3

10.0

OUSL

2 20.00 66.66 5 50.00 41.66 1 10.00 25.00 2 20.00 25.00

1 10.00 33.33 4 40.00 35.33 2 20.00 50.00 1 10.00 12.50 2 20.00 66.66

3 30.00 25.00 1 10.00 25.00 5 50.00 62.50 1 10.00 33.33

10

10

recruitment and SDA

-

Total

10

orientation of counsellors.

AIOU

UKOU

30

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.2.20 depicts that the UKOU (70%) and OUSL (50%) respondents agreed but the respondents of AIOU (60%) disagreed with open university undertaking academic activities.

206

Table 4.2.21: Opinion about evaluation of programme by regional director S.No 25

Statement The Student

Level

UKOU

Total

%

4

13.33

13

43.33

4

13.33

6

2.0

-

3

10.0

10

30

OUSL

AIOU

1 2 SA 10.00 20.00 Support 25.00 50.00 6 4 programmes are A 60.00 40.00 46.15 30.76 evaluated by the 1 2 UNC 10.00 20.00 Director Regional 25.00 50.00 1 Services. DA 10.00 16.66 1 2 SDA 10.00 20.00 16.66 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 25.00 3 30.00 23.07 1 10.00 25.00 5 50.00 83.31

Table 4.2.21 shows that the respondents of UKOU (70%) OUSL (60%) agreed but the respondents of AIOU (60%) disagreed about evaluation of programme by regional director.

207

Table 4.2.22: Opinion about allocation of sufficient funds S.No 26

Statement Sufficient funds are

OUSL

AIOU

Total

%

1 SA 10.00 allocated for the 20.00 5 Student Support A 50.00 45.45 Services. 2 UNC 20.00 50.00 1 DA 10.00 12.5 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 20.00 40.00

5

16.67

-

11

36.67

4

26.67

8

26.67

2

6.67

Level

UKOU

2 20.00 40.00 6 60.00 54.54 1 10.00 25.00 1 10.00 12.5

1 10.00 25.00 6 60.00 75.00 1 10.00 50.00 10

30

Table 4.2.22 indicates that the respondents of UKOU (80%) OUSL (60%) agreed but respondents of AIOU (70%) disagreed about the allocation of sufficient funds.

208

Table 4.2.23: Opinion about provision of financial help S.No 27

Statement The university

Level SA

provides financial help to the

A

deserving students. UNC

UKOU

OUSL

AIOU

1 10.00 25.00 6 60.00 46.15 1 10.00 33.33 2 20.00 28.91

2 20.00 50.00 4 40.00 30.76

1 10.00 25.00 3 30.00 23.05 2 20.00 66.66 2 20.00 28.57 2 20.00 66.66 10

-

3 30.00 42.85 1 SDA 10.00 33.33 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

4

13.33

13

43.33

3

10.0

7

23.33

3

10.0

30

Table 4.2.23 reveals that the majority of respondents of three universities agreed with the provision of financial help.

209

Table 4.2.24: Opinion about encouragement of computer and e-mail S.No 28

Statement Computer

Level SA

conferencing and e-mail facilities

A

UKOU

OUSL

AIOU

3 30.00 50.00 4 40.00 36.36

2 20.00 33.33 5 50.00 45.45 1 10.00 100.00 2 20.00 20.00

1 10.00 33.33 2 20.00 18.13

are encouraged in UNC

-

the university.

2 20.00 20.00 1 SDA 10.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

6 60.00 60.00 1 10.00 50.00 10

Total

%

6

20.0

11

36.67

1

3.33

10

33.33

2

6.67

30

Table 4.2.24 depicts that the respondents of UKOU (70%) OUSL (70%) agreed with the statement but AIOU (70%) respondents disagreed about encouragement of computer and e-mail.

210

Table 4.2.25: Opinion about provision of best facilities S.No 29

Statement The university is

Level

UKOU

SA

-

A

6 60.00 45.15

UNC

-

trying its best to facilitate

the

students

by

providing recorded

OUSL

AIOU

1 10.00 33.33 5 50.00 38.46 1 10.00 100.00 3 30.00

2 20.00 66.66 2 20.00

-

2 20.00 25.00 various courses. 2 SDA 20.00 40.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. audio-cassettes on

DA

3 30.00 37.5 3 30.00 60.00 10

Total

%

3

10.0

13

43.33

1

3.33

8

26.67

5

16.67

30

Table 4.2.25 shows that the majority of the respondents of three universities agreed about the provision of best facilities.

211

Table 4.2.26: Opinion about telecasting of student support programmes S.No 30

Statement The university is

Level

UKOU

Total

%

6

20.0

10

33.33

-

1

3.33

7 70.00 70.00

10

33.33

-

3

10.0

10

30

OUSL

AIOU

3 2 SA 30.00 20.00 telecasting the 50.00 33.33 3 5 schedule of A 30.00 50.00 30.00 50.00 student support 1 UNC 10.00 services 10.00 1 2 programmes. DA 10.00 20.00 10.00 20.00 2 1 SDA 20.00 10.00 66.66 33.33 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 16.66 2 20.00 20.00

Table 4.2.26 indicates that the respondents of UKOU (60%) OUSL (70%) agreed but AIOU (70%) disagreed about telecasting of student support programmes.

212

Table 4.2.27: Opinion about provision of broadcast coverage S.No 31

Statement Full coverage to

Level

UKOU

OUSL

AIOU

1 2 SA 10.00 20.00 whole of the 25.00 50.00 5 3 country is A 50.00 30.00 45.45 27.27 provided through 1 1 UNC 10.00 10.00 radio broadcast. 50.00 50.0 2 DA 20.00 22.22 1 2 SDA 10.00 20.00 25.00 50.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 10.00 25.00 3 30.00 27.27 5 50.00 55.55 1 10.00 25.00 10

Total

%

4

13.33

11

36.67

2

6.67

9

30.0

4

13.33

30

Table 4.2.27 reveals that the respondents of UKOU (60%) OUSL (50%) agreed but AIOU (60%) disagreed about the provision of radio broadcast coverage.

213

Table 4.2.28: Opinion about extension of broadcast S.No 32

Statement The broadcasts on

Level SA

student support

UKOU

1 10.00 100.0 5 50.00 24.46 2 20.00 66.66 2 20.00 40.00

OUSL

AIOU

Total

%

-

-

1

3.33

2 20.00 15.38

13

43.33

-

3

10.0

10

33.33

6 60.00 46.15 extended to all 1 UNC 10.00 SAARC countries 3.33 3 also. DA 30.00 30.00 2 SDA 20.00 20.00 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. services are

A

6 60.00 60.00 2 20.00 20.00 10

3 30.00 30.00 30

10.0

Table 4.2.28 reveals that UKOU (60%) and OUSL (60%) agreed but the respondents of AIOU (80%) disagreed about extension of broadcast.

214

Table 4.2.29: Opinion about printing of results S.No 33

Statement Do you agree to

Level SA

the

printing

results

in

of news

A

papers or issuing a UNC press release?

%

6

20.0

18

60.0

-

1

3.33

2 20.00 50.00

4

13.33

-

1

3.33

10

30

OUSL

AIOU

3 30.00 50.00 5 50.00 27.77 1 10.00 100.0 1 10.00 25.00

2 20.00 33.33 6 60.00 33.33

1 10.00 16.66 7 70.00

-

1 10.00 25.00 1 SDA 10.00 100.0 Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

UKOU

Table 4.2.29 indicates that respondents of UKOU (80%), OUSL (80%) and AIOU (50%) agreed about printing of result in newspapers.

215

Table 4.2.30: Opinion about use of audio and video conferencing S.No 34

Statement Audio and video

Level

OUSL

AIOU

1 10.00 conferencing are 34.00 7 4 being used on the A 70.00 40.00 43.00 24.00 basis of sufficient 1 UNC 10.00 student numbers. 50.00 3 4 DA 30.00 40.00 34.00 22.00 SDA Total 10 10 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 20.00 30.00 5 50.00 50.00 1 10.00 30.00 2 10.00 22.00 10

SA

UKOU

-

Total

%

3

10.0

16

53.33

2

6.67

9

30.0

30

-

Table 4.2.30 indicates that majority of respondents of UKOU (70%), OUSL (50%) and AIOU (70%) agreed about the use of audio and video conferencing.

216

Table 4.2.31: Suggestions given by policy makers (UKOU, OUSL, AIOU) N=30 S.No

Statement

1. Sufficient funds for tutor training may be provided. 2. Better coordination between tutors and RDs/DRDs may be managed. 3. Feedback from students concerning support services should be made essential. 4. Directorate of Student Advisor Services be strengthened. 5. Student counselors be appointed at regional level.

Frequency

Percentage

5

50

3

30

7

70

3

30

7

70

6. Tutor counselors be appointed for student 2 counseling. 7. The training may be arrange at material level for 8 editors on how to edit distance educational material. 8. Training to construct questions for assignments 3 and self-assessment in the text may be provided to the unit writers. Note: The number increased because some gave more than one suggestion.

217

20 80

30

4.3

DATA ANALYSIS RDs/DRDs/ARDs

OF

QUESTIONNAIRE

OF

The researcher developed a questionnaire for 60 RDs/DRDs/ARDs for three open universities (UKOU, OUSL and AIOU) and collected responses from 60 respondents. The data obtained through questionnaires were analyzed and tabulated. The responses regarding each and every item were worked out in mean score and percentage. Table 4.3.1:

Residential status of respondents

Residence

UKOU

OUSL

AIOU

Percentage

Rural

2

5

3

16.66

Urban

18

15

17

83.33

Total

20

20

20

Table 4.3.1 shows that 83.33% of the respondents were urban and only 16.66% were rural. Table 4.3.2:

Age-wise distribution of the respondents 20-30

31-35

36-40

41+

Total

UKOU

2

3

5

10

20

OUSL

1

5

10

4

20

AIOU

-

3

7

10

20

Total

3

11

22

24

60

Percentage

5

18.33

36.66

40.0

218

Table 4.3.2 indicates that 5% of the respondents were of 20-30 years, 18.33% were of 31-35 years, 36.66% of age group 36-40 and 40% were above 40 years respectively. Table 4.3.3:

Academic qualifications of the respondents BA/B.Sc

MA/M.Sc

M.Phil

Ph.D

Total

UKOU

3

7

2

8

20

OUSL

6

11

1

2

20

AIOU

-

17

2

1

20

Total

9

35

5

11

60

Percentage

15

58.33

8.33

18.33

Table 4.3.3 reveals that 18.33% of the respondents were Ph.D, 8.33% were M.Phil, 58.33% were M.A/ M.Sc. and 15% were B.A/ B.Sc. Table 4.3.4:

Professional qualifications of the respondents B.Ed

M.Ed/M.A

Total

UKOU

3

17

20

OUSL

14

6

20

AIOU

9

11

20

Total

26

34

60

Percentage

43.33

56.66

Table 4.3.4 points that 56.66% of the respondents were M.A./ M.Ed and 43.33% were B.Ed.

219

Table 4.3.5:

Region-wise distribution of the respondents

S.No

Region

Total

Region 1 London, Region 3 south West, Region 5 East UKOU Midlands, Region 7 Yorkshire, Region 9 North, Region 11

7

Scotland, Region 12 Ireland OUSL

Colombo, Kandy, Katarn, Jaffna

4

Bahawalpur, Sahiwal, Dadu, Islamabad, Rawalpindi, Lahore, Sargodha, Faisalabad, Peshawar, Abbottabad, Chitral, Dera AIOU

Ismail

Khan,

Zhob,

Karachi,

Mithi,

Thatta,

Multan,

27

Gujranwala, Mianwali, Mirpur, Muzzafarabad, Dera Ghazi Khan, Kalat, Turbat, Quetta, Hyderabad, Sukkur

Table 4.3.5 reveals that respondents of UKOU were from 7 regions, respondents of OUSL from 4 regions and respondents of AIOU from 27 regions.

220

Table 4.3.6: S.No 6

Opinion about publicity of distance education

Statement Regional

Level centre SA

has close contact with press, radio

A

and television for UNC publicity

of

distance education

DA

programmes SDA Total

UKOU

OUSL

2 10.00 33.33 13 65.00 44.82 1 50.00 50.00 1 50.00 6.66 3 15.00 37.5 20

4 20.00 66.66 11 55.00 37.93 5 25.00 33.33 20

AIOU

Total

%

-

6

10.0

29

48.33

2

3.33

15

25.0

8

1333

5 25.00 17.24 1 50.00 50.00 9 45.00 60.00 5 25.00 62.50 20

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.3.6 shows that UKOU (75%) OUSL (75%) respondents agreed with the statement but AIOU (70%) respondents disagreed about publicity of distance education.

221

Table 4.3.7: S.No 7

Opinion about the admission forms

Statement Admission forms

Level

UKOU

OUSL

AIOU

3 1 SA 15.00 5.00 and other related 42.85 11.28 11 9 information were A 55.00 45.00 47.82 37.13 available in the 1 2 UNC 5.00 10.00 regional office 33.33 66.66 3 4 DA 15.00 20.00 2.42 28.57 2 4 SDA 10.00 20.00 15.38 30.76 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

3 15.00 42.85 3 15.00 13.04 7 35.00 50.00 7 35.00 53.84 20

Total

%

7

11.67

23

38.33

3

5.0

14

23.33

13

21.67

60

Table 4.3.7 indicates that the respondents of UKOU (70%) OUSL (50%) agreed with the statement but in AIOU (70%) respondents disagreed about the availability of forms and information.

222

Table 4.3.8: S.No 8

Opinion about the supervision of tutor’s performance

Statement Regional offices

Level

UKOU OUSL 2 3 SA 10.00 15.00 are actively 40.00 60.00 12 9 supervising the A 60.00 45.00 12.85 32.4 performance of 1 1 UNC 5.00 5.00 the tutors 25.00 25.00 2 5 DA 10.00 25.00 13.33 33.33 3 2 SDA 15.00 10.00 37.5 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

5

8.37

28

46.67

4

6.67

15

25.0

8

13.33

7 35.00 25.00 2 10.00 5.00 8 40.00 53.33 3 15.00 37.50 20

60

Table 4.3.8 reveals that majority of UKOU (70%), OUSL (60%) and AIOU (50%) respondents agreed with the supervision of tutor’s performance.

223

Table 4.3.9a: Opinion about communication facility S.No 9a

Statement The

Level

UKOU

OUSL

AIOU

2 4 SA 10.00 20.00 communication 22.22 44.44 13 9 facilities given A 65.00 45.00 28.33 26.17 below were 2 1 UNC 10.00 5.00 available at the 66.66 33.33 2 5 regional office: DA 10.00 25.00 20.00 50.00 - Telephone 1 1 SDA 5.00 5.00 25.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

3 15.00 33.33 12 60.00 35.29 3 15.00 30.00 2 10.00 50.00 20

Total

%

9

15.0

34

56.67

3

5.0

10

16.67

4

6.67

60

Table 4.3.9a depicts that majority of UKOU (75%), OUSL (65%) and AIOU (75%) agreed about communication facility.

224

Table 4.3.9b: Opinion about communication facility S.No 9b

Statement The

Level

UKOU

3 15.00 50.00 15 75.00 65.71 1 5.00 50.00 1 5.00 47.6

OUSL

3 SA 15.00 communication 50.00 8 facilities given A 40.00 34.78 below were 1 UNC 5.00 available at the 50.00 6 regional office: DA 30.00 28.57 - e-mail 2 SDA 10.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

6

10.0

-

23

38.33

-

2

3.33

21

35.0

8

13.33

14 70.00 66.66 6 30.00 75.00 20

60

Table 4.3.9b shows that the respondents of UKOU (75%) OUSL (65%) agreed with the statement but AIOU (90%) disagreed about communication facility.

225

Table 4.3.9c: Opinion about communication facility S.No 9c

Statement The

Level

UKOU

3 15.00 60.00 14 70.00 53.84 2 10.00 33.33 1 5.00 55.5

OUSL

AIOU

2 SA 10.00 communicatio 40.00 11 1 n facilities A 55.00 5.00 42.30 38.40 given below 3 1 UNC 15.00 5.00 were available 50.00 16.66 2 15 at the regional DA 10.00 75.00 11.11 83.33 Office: 2 3 SDA 10.00 15.00 - Fax 40.00 60.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

5

8.33

26

43.33

6

10.0

18

30.0

5

8.33

60

Table 4.39c indicates that majority of UKOU (85) and OUSL (65%) respondents agreed with the statement but 90% of respondents of AIOU disagreed with the facility of fax.

226

Table 4.3.10: Opinion about attitude of regional center’s staff S.No 10

Statement The staff of

Level

UKOU

2 10.00 28.57 13 65.00 56.52 1 5.00 20.00 4 20.00 19.04

OUSL

3 SA 15.00 regional centre is 47.85 8 cooperative in A 40.00 34.78 providing 2 UNC 10.00 information to the 40.00 6 needy person DA 30.00 28.53 1 SDA 5.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

2 10.00 28.57 2 10.00 8.69 2 10.00 40.00 11 55.00 53.33 3 15.00 75.00 20

Total

%

7

11.67

23

38.33

5

8.33

21

35.0

4

6.67

60

Table 4.3.10 reveals that majority of UKOU (75%) and OUSL (55%) respondents agreed with the statement but AIOU (70%) respondents disagreed about the attitude of regional center’s staff.

227

Table 4.3.11: Opinion about arrangements of briefing session S.No 11

Statement Regional

Level SA

offices arranges

A

UKOU 1 5.00 20.00 16 80.00 37.20

briefing UNC

-

DA

3 15.00 42.85

SDA

-

Total

20

sessions for tutors about their duties/ assignments as tutor

OUSL 1 5.00 20.00 15 75.00 34.88 2 10.00 66.66 1 5.00 14.28 1 5.00 50.00

AIOU 3 15.00 60.00 12 60.00 27.90 1 5.00 33.33 3 15.00 42.85 1 5.00 50.00

Total

%

5

8.33

43

71.67

3

5.0

7

11.67

2

3.33

20

20

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.3.11 depicts that majority of the respondents of UKOU (85%), OUSL (80%) and AIOU (75%) agreed about arrangements of briefing session for tutors.

228

Table 4.3.12: Opinion about solution’s of student problems S.No 12

Statement Student’s

Level

UKOU 4 20.00 44.44 14 70.00 35.89

OUSL 3 SA 15.00 problems are 33.33 13 normally A 65.00 33.33 solved 2 UNC 10.00 immediately 10.00 2 1 by the regional DA 10.00 5.00 28.89 33.33 office. 1 SDA 5.00 33.33 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 2 10.00 22.22 12 60.00 30.76

Total

%

9

15.0

39

65.0

-

2

3.33

7

11.67

3

5.0

4 20.00 57.14 2 10.00 66.66 20

60

Table 4.3.12 shows that UKOU (70%) OUSL (80%) and AIOU (70%) agreed that solutions of students problems.

229

Table 4.3.13: Opinion about resource persons S.No

Statement

13

Regional office

Level

UKO U

SA

-

A

17 85.00 42.50

2 10.00 50.00 13 65.00 37.50

UNC

-

-

arranges course workshops and

OUSL

involves competent

AIO U 2 10.00 50.00 10 50.00 25.00 2 10.00 100 6 30.00 54.54

1 4 DA 5.00 20.00 9.09 36.36 2 1 SDA 10.00 5.00 66.66 33.33 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. resource persons

Total

%

4

6.67

40

66.67

2

3.33

11

18.33

3

5.0

60

Table 4.3.13 indicates that majority of the respondents of UKOU (85%), OUSL (75%) and AIOU (60%) agreed about resource persons.

230

Table 4.3.14: Opinion about guidance of students S.No 14

Statement The tutorial

Level

UKOU OUSL 1 3 SA 5.00 15.00 meetings 20.00 60.00 13 10 arranged at the A 65.00 50.00 48.14 32.03 study centres 2 1 UNC 10.00 5.00 provide guidance 33.33 16.66 3 4 to students DA 15.00 20.00 14.64 23.52 regarding the 1 2 SDA 5.00 10.00 courses. 20.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 1 5.00 20.00 4 20.00 14.81 3 15.00 33.33 10 50.00 58.82 2 10.00 40.00 20

Total

%

5

8.33

27

45.0

6

10.0

17

28.33

5

8.33

Table 4.3.14 reveals that 70% respondents of UKOU, 65% of OUSL agreed but AIOU (50%) disagreed about guidance of students.

231

Table 4.3.15: Opinion about workshops and students S.No

Statement

UKO OUSL U 15 The workshop 2 3 SA 10.00 15.00 arranged at the 28.57 42.85 11 9 study centres A 55.00 45.00 34.37 28.12 provides guidance 3 2 UNC 15.00 10.00 to students 33.33 33.33 3 4 regarding the DA 15.00 20.00 30.00 40.00 course. 1 2 SDA 5.00 10.00 20.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Level

AIOU 2 10.00 28.57 12 60.00 37.50 1 5.00 16.66 3 15.00 30.00 2 10.00 40.00 20

Total

%

7

11.67

32

53.33

6

10.0

10

16.67

5

8.33

60

Table 4.3.15 shows that majority of the respondents of UKOU (65%), OUSL (60%) and AIOU (70%) agreed about the provision of guidance in workshop.

232

Table 4.3.16: Opinion about provision of material S.No

Statement

16

Study material

Lev el SA

and tutor file were provided well before the start of semester

A UN C

UKOU

OUSL

AIOU

5 15.00 50.00 15 75.00 34.09

3 15.00 30.00 16 80.00 36.36 1 5.00 100.00

2 10.00 20.00 13 65.00 29.54

-

DA

-

-

SD A

-

-

4 20.00 100.00 1 5.00 100.00

Tota 20 20 20 l Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

10

16.67

44

73.33

1

1.67

4

6.67

1

1.67

60

Table 4.3.16 shows that 100% from UKOU, 95% from OUSL and 75% from AIOU agreed about the provision of material.

233

Table 4.3.17: Opinion about establishment of study centers S.No 17

Statement The study

Level SA

centres were established

A

UKOU 1 5.00 15.00 17 85.00 53.00

within the access UNC

-

of students DA

1 5.00 13.00

OUSL 5 25.00 71.42 10 50.00 25.64 1 5.00 33.33

AIOU 1 5.00 14.28 12 60.00 30.76 2 10.00 66.66

4 20.00 50.00

3 15.00 37.50

1 2 5.00 10.00 30.00 66.66 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SDA

Total

%

7

11.67

39

65.0

3

5.0

8

13.33

3

5.0

60

Table 4.3.17 indicates that majority of respondents of UKOU (90%), OUSL (75%) and AIOU (65%) agreed about establishment of study center.

234

Table 4.3.18: Opinion about marking of assignments S.No

Statement

18

The tutor marks

Leve l SA

the student

UKOU

OUSL

7 35.00 70.00 9 45.00 37.50 3 15.00 33.33 1 5.00 6.66

3 15.00 30.00 11 55.00 45.83 1 5.00 11.1 5 25.00 33.33

AIOU

Total

%

-

10

16.67

24

40.0

9

15.0

15

25.0

2

3.33

4 assignments and A 20.00 16.66 returns them on 5 UNC 25.00 time. 55.55 9 DA 45.00 60.00 2 SDA 10.00 100.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

60

Table 4.3.18 indicates that majority of respondents of UKOU (80%) and OUSL (70%) agreed but 80% respondents of AIOU disagreed with the marking of assignments.

235

Table 4.3.19: Opinion about comments on assignments S.No

Statement

19

Tutors give

Leve l SA

remarks on the

UKOU

OUSL

2 10.00 40.00 14 70.00 48.27 4 20.00 44.44

3 15.00 60.00 12 60.00 41.37 2 10.00 22.22 3 15.00 27.27

AIOU

Total

%

-

5

8.33

29

48.33

9

15.0

11

18.33

6

10.0

3 student’s A 15.00 10.34 assignments 3 UNC 15.00 33.33 8 DA 40.00 72.72 6 SDA 30.00 100.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

60

Table 4.3.19 reveals that majority of UKOU (80%) and OUSL (75%) respondents agreed with the statement but AIOU (70%) disagreed about tutor’s comments.

236

Table 4.3.20: Opinion about tutor’s help for students S.No

Statement

20

Tutors help the

Level

UKO U 5 25.00 55.55 13 65.00 44.85

OUSL

3 15.00 students in 33.33 11 solving their A 55.00 37.93 study problems 2 UNC 10.00 50.00 1 3 DA 5.00 15.00 7.69 23.07 1 1 SDA 5.00 5.00 20.00 20.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

AIOU 1 5.00 11.1 5 25.00 17.24 2 10.00 50.00 9 45.00 69.23 3 15.00 60.00 20

Total

%

9

15.0

29

48.33

4

6.67

13

21.67

5

8.33

60

Table 4.3.20 reveals that majority of the UKOU (90%), OUSL (70%) respondents agreed but AIOU (60%) disagreed abut tutor’s help.

237

Table 4.3.21: Opinion about facility of radio and TV S.No

Statement

21

The study centres

Lev el SA

have the facility of radio and television

A

UKOU

OUSL

AIOU

5 15.00 45.45 13 65.00 59.80

4 20.00 36.36 6 30.00 27.27 2 10.00 40.00 5 25.00 29.41 3 15.00 60.00

2 10.00 18.18 3 15.00 13.63 3 15.00 60.00 10 50.00 58.82 2 10.00 40.00

UN C

-

DA

2 10.00 11.76

SD A

-

Tota 20 20 l Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

20

Total

%

11

18.33

22

36.67

5

8.33

17

28.33

5

8.33

60

Table 4.3.21 shows that UKOU (90%), OUSL (50%) agreed but AIOU (60%) disagreed about facility of radio and TV in study center.

238

Table 4.3.22: Opinion about sufficiently of instructional S.No

Statement

22

Sufficient

Lev el

study centre

5 25.00 41.66 13 65.00 52.00

UN C

-

DA

2 10.00 11.11

SD A

-

-

instructional

available in the

OUSL 7 35.00 58.33 8 40.00 32.00 1 5.00 33.33 4 20.0 22.22

SA

equipment was

UKOU

A

Tota 20 20 l Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

12

20.0

25

41.67

3

5.0

18

30.0

2

3.33

4 20.00 16.00 2 10.00 66.66 12 60.00 66.66 2 10.00 100.0 0 20

60

Table 4.3.22 indicates that majority of respondents of UKOU, OUSL agreed but 70% respondents from AIOU disagreed about sufficient equipments.

239

Table 4.3.23: Opinion about availability of trained staff S.No 23

Statement Trained staff is

Level

UNC

-

DA

2 10.00 12.5

OUSL 4 20.00 57.11 12 60.00 38.70 2 10.00 50.00 2 10.00 12.50

SDA

-

-

SA available at study centre for practical

A

UKOU 3 15.00 42.85 15 75.00 48.38

work

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

7

11.67

31

51.67

4

6.67

16

26.67

2

3.33

4 20.00 12.90 2 10.00 50.00 12 60.00 75.00 2 10.00 100.0 0 20

60

Table 4.3.23 reveals that majority of UKOU (90%) and OUSL (80%) agreed but 70% respondents from AIOU disagreed about trained staff.

240

Table 4.3.24: Opinion about tutor’s contact with regional office S.No 24

Statement Tutors were have

Level

UKOU OUSL 7 3 SA 35.00 15.00 good coordination 58.33 25.0 9 10 with the regional A 45.00 50.00 28.12 31.25 office 1 2 UNC 5.00 10.00 33.33 66.66 2 3 DA 10.00 15.00 20.00 30.00 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 2 10.00 16.66 13 65.00 40.62

Total

%

12

20.0

32

53.33

-

3

5.0

5 25.00 50.00

10

16.67

-

3

5.0

20

60

Table 4.3.24 shows that majority of UKOU (80%), OUSL (65%) and AIOU (75%) agreed about tutor’s contact with regional office.

241

Table 4.3.25: Opinion about forwardness of results S.No 25

Statement Tutors forward

Level

UKOU OUSL 3 6 SA 15.00 30.00 continuous 16.66 33.33 13 8 assessment result to A 65.00 40.00 54.16 33.33 the regional office 2 3 UNC 10.00 15.00 on time 28.57 42.85 1 1 DA 5.00 5.00 12.5 12.5 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 9 45.00 50.00 3 15.00 12.5 2 10.00 28.57 6 30.00 5.00

Total

%

18

30.0

24

40.0

7

11.67

8

16.67

-

3

8.33

20

60

Table 4.3.25 depicts that majority of respondents of UKOU (80%), OUSL (70%) and AIOU (60%) agreed about forwardness of results.

242

Table 4.3.26: Opinion about specialist’s counsellors S.No

Statement

26

A team of

Level

UKO U 3 15.00 37.50 14 70.00 63.63

OUSL

AIOU

3 15.00 specialist career 37.5 6 guidance A 30.00 27.27 counsellors is 2 UNC 10.00 available at 66.66 2 8 regional centre DA 10.00 40.00 10.00 40.05 1 1 SDA 5.00 5.00 14.28 14.28 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 10.00 25.00 2 10.00 9.09 1 5.00 33.33 10 50.00 50.00 5 50.00 71.42 20

SA

Total

%

8

13.33

22

36.67

3

5.0

20

33.33

7

11.67

60

Table 4.3.26 shows that 85% respondents of UKOU agreed with the statement but OUSL (55%) and AIOU (75%) disagreed about specialist counselors.

243

Table 4.3.27: Opinion about counselling and learning S.No

Statement

27

Counselling cell

Level

UKO U 5 25.00 53.50 13 65.00 54.16

OUSL

AIOU

2 10.00 provides the 25.00 8 opportunity of A 40.00 33.33 learning study 1 UNC 5.00 skills 33.33 1 7 DA 5.00 35.00 4.76 33.33 1 2 SDA 5.00 10.00 25.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 5.00 12.5 3 15.00 12.5 2 10.00 66.66 13 65.00 61.90 1 5.00 25.00 20

SA

Total

%

8

13.33

24

40.0

3

5.0

21

35.0

4

6.67

60

Table 4.3.27 indicates that UKOU (90%) and OUSL (50%) agreed but 70% respondents of AIOU disagreed about counseling and learning.

244

Table 4.3.28: Opinion about availability of guidance and counselling staff S.No

Statement

28

The counseling and

Level

UKO U 2 10.00 28.0 16 80.00 67.0

OUSL

AIOU

3 5.00 guidance staff was 43.00 5 available at the A 25.00 21.00 regional centre 2 UNC 10.00 66.66 2 8 DA 10.00 40.00 9.00 35.37 2 SDA 10.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 10.00 29.00 3 15.00 13.00 1 5.00 33.33 12 60.00 55.55 2 10.00 50.00 20

SA

Total

%

7

11.67

24

40.0

3

5.0

22

35.0

4

6.67

60

Table 4.3.28 indicates that the respondents of UKOU (80%) agreed but majority of OUSL (52%) and AIOU (70%) disagreed about availability of guidance and counseling staff.

245

Table 4.3.29: Opinion about preadmission counselling S.No

Statement

Leve l

AIO U 29 Counsellor 6 4 1 SA 30.00 20.00 5.00 provides pre54.56 36.37 9.09 10 8 2 admission and A 50.00 40.00 10.00 50.00 40.00 10.00 post-admission 2 3 1 UNC 10.00 15.00 5.00 guidance to the 33.33 33.33 16.66 1 5 13 students DA 5.00 25.00 65.00 5.27 26.32 68.43 1 3 SDA 5.00 15.00 25.0 75.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. UKOU

OUSL

Total

%

11

18.33

20

33.33

6

10.0

19

31.67

4

6.67

60

Table 4.3.29 shows that majority of respondents of UKOU (80%), OUSL (60%) agreed but 80% respondents of AIOU disagreed about counseling.

246

Table 4.3.30: Opinion about counselor’s help and students S.No

Statement

30

Counsellor helps

Level

UKO U 3 15.00 25.00 14 70.00 58.34

OUSL

8 40.00 the students to 66.66 7 solve their A 35.0 29.17 personal or 3 UNC 15.00 family problems 60.00 3 1 related to the DA 15.00 5.00 23.08 7.70 studies 1 SDA 5.00 16.67 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

AIOU 1 5.00 8.34 3 15.00 12.50 2 10.00 40.00 9 45.00 69.23 5 25.00 83.34 20

Total

%

12

20.0

24

40.0

5

8.33

13

21.67

6

10.0

60

Table 4.3.30 indicates that majority of the respondents of UKOU (85%), OUSL (75%) agreed but 70% respondents disagreed about counselor’s help.

247

Table 4.3.31: Opinion about guidance process S.No

Statement

31

The guidance

Level

OUSL

AIOU 1 5.00 11.12 2 10.00 7.70 3 15.00 75.00 10 50.00 58.83 4 20.00 17.65 20

UNC

-

DA

4 20.00 25.53

5 25.00 55.56 11 55.00 42.31 1 5.00 25.00 3 15.00 17.65

SDA

-

-

SA process is helpful for the students

UKO U 3 15.00 33.33 13 65.00 50.00

A

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

9

15.0

26

43.33

4

6.67

17

28.33

4 20.00 100.0 60

6.67

Table 4.3.31 reveals that majority of the respondents of UKOU (70%), OUSL (70%) agreed but AIOU (70%) disagreed about guidance process.

248

Table 4.3.32: Opinion about counsellor and finalization of the course S.No

Statement

32

Counsellors help

Level SA

the students in the finalization

A

UKO U 1 5.00 8.34 16 80.00 55.18

OUSL

AIOU

10 50.00 83.34 8 40.00 27.59

1 5.00 8.34 5 25.00 17.25 3 15.00 100.0 9 45.00 75.00 2 10.00 50.00 20

of the course UNC

-

-

2 1 DA 10.00 5.00 16.66 8.34 1 1 SDA 5.00 5.00 25.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

12

20.0

29

48.33

3

5.0

12

20.0

4

6.67

60

Table 4.3.32 depicts that 85% from UKOU and 90% from OUSL respondents agreed but 55% respondents from AIOU disagreed about the counselor’s help.

249

Table 4.3.33: Opinion about counselling cell and booklet S.No 33

Statement Counselling cell

Level

UKOU

2 10.00 25.00 13 65.00 56.53 2 10.00 40.00 5 25.00 26.32

OUSL

5 SA 25.00 provides booklet 62.50 7 on how to study A 35.00 30.44 the system of 2 UNC 10.00 distance 40.00 4 education DA 20.00 21.86 2 SDA 10.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

1 5.00 12.50 3 15.00 13.05 1 5.00 20.00 12 60.00 63.15 3 15.00 60.00 20

Total

%

8

13.33

23

38.33

5

8.33

19

31.67

5

8.33

60

Table 4.3.33 shows that majority of the respondents of UKOU (75%), OUSL (60%) agreed with the statement but 75% respondents disagreed about provision of counseling cell.

250

Table 4.3.34: Opinion about counselling cell and modern techniques S.No

Statement

34

Counselling cell

Leve l

UKOU

AIOU

5 25.00 uses modern 45.46 7 3 techniques of A 35.00 15.00 33.33 14.28 counselling and 1 2 UNC 5.00 10.00 guidance for the 33.33 66.66 1 6 8 students DA 5.00 30.00 40.00 6.67 40.00 53.34 2 1 7 SDA 10.00 5.00 35.00 20.00 10.00 70.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

6 30.00 55.55 11 55.00 53.38

OUSL

Total

%

11

18.33

21

35.00

3

5.0

15

25.0

10

16.67

60

Table 4.3.34 indicates that majority of the respondents of UKOU (85%), OUSL (60%) agreed but 75% respondents disagreed about counseling cell and modern techniques.

251

Table 4.3.35: Opinion about telephone and students S.No 35

Statement Students get

Level SA

guidance by telephone

A

UNC

UKOU

OUSL

AIOU

5 15.00 71.43 12 60.00 37.50 1 10.00 25.00 2 10.00 13.34

1 5.00 14.29 12 60.00 37.58

1 5.00 14.29 8 40.00 25.00 3 15.00 75.00 7 35.00 46.00 1 5.00 50.00 20

-

6 30.00 40.00 1 SDA 5.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

7

11.67

32

53.33

4

6.67

15

25.0

2

3.33

Table 4.3.35 indicates that majority of respondents of UKOU (75%), OUSL (65%) and AIOU agreed about telephonic facility.

252

Table 4.3.36: Opinion about regional centre and library S.No

Statement

36

Regional centre

Leve l

UKOU

AIOU

3 2 15.00 10.00 has a well50.00 33.33 8 1 equipped library A 40.00 5.00 32.00 4.00 3 UNC 15.00 60.00 5 14 DA 25.00 70.00 15.00 70.00 1 3 SDA 5.00 15.00 25.00 75.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

1 5.00 16.67 16 80.00 64.00 2 10.00 40.00 1 5.00 50.00

OUSL

Total

%

6

10.0

25

41.67

5

8.33

20

33.33

4

6.67

60

Table 4.3.36 reveals that 85% respondents from UKOU, 55% from OUSL agreed but 85% respondents from AIOU disagreed about regional center library.

253

Table 4.3.37: Opinion about provision of library information and book list S.No 37

Statement Library staff

Level

UKOU

4 20.00 80.00 12 60.00 50.15

OUSL

1 SA 5.00 provides booklist 20.00 9 and information to A 45.00 42.86 all needy students 3 UNC 15.00 60.00 3 6 DA 15.00 30.00 13.64 27.28 1 1 SDA 5.00 5.00 14.29 14.29 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

5

8.33

-

21

35.0

5

8.33

22

36.67

7

11.67

2 10.00 40.00 13 65.00 59.09 5 25.00 71.43 20

60

Table 4.3.37 indicates that majority of UKOU (80%), OUSL (52%) respondents agreed but 90% respondents from AIOU disagreed about provision of library.

254

Table 4.3.38: Opinion about sufficiency of library equipments S.No 38

Statement Regional library is

Level

UKOU 1 5.00 33.33 13 65.00 76.47

OUSL 2 SA 10.00 equipped with 66.66 3 sufficient audioA 15.00 17.65 visual equipment 1 UNC 5.00 100.00 5 12 DA 25.00 60.00 14.29 34.29 1 2 SDA 5.00 10.00 25.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

3

5.0

1 5.00 5.89

17

28.33

-

1

1.67

35

58.33

4

6.67

18 90.00 51.43 1 5.00 25.00 20

60

Table 4.3.38 reveals that majority of UKOU (70%), OUSL (65%) and AIOU (95%) agreed but 95% respondents disagreed about library equipment.

255

Table 4.3.39: Opinion about mailing of photocopy material S.No 39

Statement If students

Level

UKOU

OUSL

AIOU

2 1 2 SA 10.00 5.00 10.00 request them the 40.00 20.00 40.00 13 5 1 library staff mail A 65.00 25.00 5.00 68.43 26.32 5.27 photocopy 2 2 UNC 10.00 10.00 materials to the 50.00 50.00 2 10 16 students on DA 10.00 50.00 80.00 7.45 35.72 27.59 payment 1 2 1 SDA 5.00 10.00 5.00 25.00 50.00 25.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

5

8.33

19

31.67

4

6.67

28

46.67

4

6.67

60

Table 4.3.39 indicates that UKOU (75%) respondents agreed but OUSL (75%) and AIOU (75%) disagreed about mailing of photocopy material.

256

Table 4.3.40: Opinion about student’s access to material S.No 40

Statement Student has on

Level

UKOU

OUSL

AIOU

3 SA 15.00 easy access to 100.00 13 8 2 books and audioA 65.00 40.00 10.00 56.53 34.79 8.78 visual aids in the 3 2 1 UNC 15.00 10.00 5.00 library 50.00 33.33 16.66 2 6 12 DA 10.00 30.00 60.00 10.00 30.00 60.00 2 1 5 SDA 10.00 5.00 25.00 25.00 12.5 25.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

3

5.0

23

38.33

6

10.0

20

33.33

8

13.33

60

Table 4.3.40 shows that majority of the respondents agreed but OUSL (55%) and AIOU (85%) disagreed about the student’s access to material. It is concluded that students of AIOU and OUSL have no access to books and audiovisual aids in the library.

257

Table 4.3.41a: Opinion about students contact with library staff S.No 41a

Statement Students contact

Level SA

with library staff is properly

A

UKOU

OUSL

AIOU

6 30.00 60.00 10 50.00 47.62

3 15.00 30.00 9 45.00 72.86 3 15.00 25.00 5 25.00 31.26

1 5.00 10.00 2 10.00 9.53 1 5.00 25.00 11 55.00 68.75 5 25.00 55.56 20

working: UNC

-

DA

-

- Phone

4 SDA 20.00 11.12 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

10

16.67

21

35.0

4

6.67

16

26.67

9

15.0

60

Table 4.3.41a indicates that 80% respondents from UKOU and OUSL (60%) agreed but 80% respondents disagreed about students contact with library staff.

258

Table 4.3.41b: Opinion about students contact with library staff S.No 41b

Statement Students contact

Level

UKOU

OUSL

AIOU

6 2 3 SA 30.00 10.00 15.00 with library staff 55.55 18.19 27.28 9 11 2 is properly A 45.00 55.00 10.00 40.00 50.00 9.09 working: 1 2 1 UNC 5.00 10.00 5.00 - Fax 25.00 50.00 25.00 2 5 11 DA 10.00 25.00 55.00 11.12 27.78 61.12 2 3 SDA 10.00 15.00 40.00 60.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

11

18.33

22

36.67

4

6.67

18

30.0

5

8.33

60

Table 4.3.41b reveals that UKOU (75%) OUSL (65%) respondents agreed with the statement but 70% respondents disagreed about student’s contact by fax with library staff.

259

Table 4.3.41c: Opinion about students contact with library staff S.No 41c

Statement Student

Level

UKOU

OUSL

AIOU

3 7 SA 15.00 35.00 contact with 30.00 70.00 12 8 3 library staff is A 60.00 40.00 15.00 52.18 34.79 13.05 properly 1 3 2 UNC 5.00 15.00 10.00 working: 20.00 60.00 40.00 2 9 - E-Mail DA 10.00 45.00 18.19 81.82 2 3 6 SDA 10.00 15.00 30.00 18.19 27.28 54.55 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

10

16.67

23

38.33

5

8.33

11

18.33

11

18.33

60

Table 4.3.41c depicts that majority of UKOU (75%) and OUSL (75%) respondents agreed but 75% disagreed about contact between students and library staff through e-mail.

260

Table 4.3.41d: Opinion about students contact with library staff S.No

Statement

41d

Student contact

Leve l

UKOU

AIOU

5 2 25.00 10.00 with library staff 38.47 15.39 7 2 is properly A 35.00 10.00 41.18 11.77 working: 1 3 UNC 5.00 15.00 - In person 16.66 50.00 6 8 DA 30.00 40.00 37.50 50.00 1 5 SDA 2 5.00 25.00 12.5 62.50 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

6 30.00 46.16 8 40.00 47.06 2 10.00 33.33 2 10.00 25.00

OUSL

Total

%

13

21.67

17

28.33

6

10.0

16

26.67

8

13.33

60

Table 4.3.41d shows that UKOU (70%) OUSL (60%) respondents agreed but 65% respondents from AIOU disagreed about student contact with library staff in person.

261

Table 4.3.42: Opinion about provision of latest material S.No 42

Statement Library provides

Level

UKOU

1 5.00 16.66 14 70.00 56.00

OUSL

3 SA 15.00 the latest material 50.00 9 to the students A 45.00 36.00 1 UNC 5.00 33.33 4 5 DA 20.00 25.00 21.05 26.32 1 2 SDA 5.00 10.00 14.29 28.58 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

2 10.00 33.33 2 10.00 50.00 2 10.00 66.66 10 50.00 52.64 4 20.00 57.15 20

Total

%

6

10.0

25

41.67

3

5.0

19

31.67

7

11.67

60

Table 4.3.42 indicates that majority of the respondents of UKOU (75%) and OUSL (60%) agreed with the statement but 70% respondents from AIOU disagreed about provision of latest material.

262

Table 4.3.43: Opinion about necessary of media provision S.No 43

Statement Media provision

Level

UKOU

OUSL

AIOU

Total

%

9

15.0

34

56.67

6

10.0

8

13.33

3

5.0

2 3 4 SA 10.00 15.00 20.00 is necessary of 22.22 33.33 44.44 13 9 12 the learner A 65.00 45.00 60.00 38.23 26.17 35.29 during the study 1 3 2 UNC 5.00 15.00 10.00 16.66 33.33 33.33 2 4 2 DA 10.00 20.00 10.00 25.00 50.00 25.00 2 1 SDA 10.00 5.00 66.66 33.33 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

60

Table 4.3.43 reveals that majority of the respondents of UKOU (75%), OUSL (60%) and AIOU (80%) agreed about necessity of media provision.

263

Table 4.3.44: Opinion about approach to audio-video materials S.No 44

Statement Open university

Level

UKOU OUSL 2 3 SA 10.00 15.00 approach of 33.33 50.00 13 10 audio-video is A 65.00 50.00 41.93 32.25 good 1 UNC 5.00 14.28 2 6 DA 10.00 30.00 15.38 46.15 2 1 SDA 10.00 5.00 66.66 33.33 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 1 5.00 16.66 8 40.00 25.80 6 30.00 85.71 5 25.00 38.46

Total

%

6

10.0

31

51.67

7

11.67

13

21.67

-

3

5.0

20

60

Table 4.3.44 depicts that respondent of UKOU (75%) OUSL (65%) and AIOU (50%) agreed about approach to audio video materials.

264

Table 4.3.45: Opinion about availability of audio-video material S.No 45

Statement Availability of

Level

UKOU OUSL 1 7 SA 5.00 35.00 audio-visual 11.11 77.77 13 8 material at the A 65.00 40.00 59.09 36.36 study centre is 1 3 UNC 5.00 15.00 adequate 16.66 50.00 3 1 DA 15.00 5.00 15.78 5.26 2 1 SDA 10.00 5.00 50.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 1 5.00 11.1 1 5.00 4.54 2 10.00 4.54 15 75.00 78.94 1 5.00 25.00 20

Total

%

9

15.0

22

36.67

6

10.0

19

31.67

4

6.67

60

Table 4.3.45 shows that 70% respondents from UKOU, 75% from OUSL agreed with the statement but 80% respondents from AIOU disagreed abut availability of audio visual material.

265

Table 4.3.46: Opinion about interaction opportunity S.No 46

Statement There is hardly

Level

UKOU OUSL 2 8 SA 10.00 40.00 any interaction 18.19 72.72 8 6 opportunity by A 40.00 30.00 50.00 37.50 TV/ Radio 3 2 UNC 15.00 10.00 especially for the 21.42 14.28 5 3 students DA 25.00 15.00 38.46 23.07 2 1 SDA 10.00 5.00 33.33 16.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 1 5.00 9.09 2 10.00 12.5 5 25.00 35.71 9 45.00 69.23 3 15.00 50.00 20

Total

%

11

18.33

16

26.67

14

23.33

13

21.67

6

10.0

60

Table 4.3.46 indicates that 50% respondents from UKOU, 70% respondents from OUSL agreed but 60% respondents from AIOU disagreed out interaction opportunity.

266

Table 4.3.47: Opinion about broadcast facility S.No 47

Statement There is no

Level

UKOU

OUSL

AIOU

3 2 1 SA 15.00 10.00 5.00 broadcast facility 50.00 33.33 16.66 6 8 1 for SAARC A 30.00 40.00 5.00 40.00 53.33 6.66 countries 5 4 3 UNC 25.00 20.00 15.00 41.66 33.33 25.00 5 3 13 DA 25.00 15.00 65.00 41.66 14.28 61.90 1 3 2 SDA 5.00 15.00 10.00 16.66 50.00 33.33 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

6

10.0

15

25.0

12

20.0

21

35.0

6

10.0

60

Table 4.3.47 depicts that respondents from UKOU (50%), OUSL (50%) agreed with the statement but 75% respondents from AIOU disagreed about broadcast facility.

267

Table 4.3.48: Suggestions given by Regional Directors/ DRDs/ ARDs (UKOU, OUSL, AIOU) N=60 S.No Suggestions Frequency Percentage 1. Sufficient instructional equipment 10 20 should be made available in the study centre 2. Trained staff should be appointed at 5 10 study centre for practical work. 3. Training on how to convene meeting for 15 30 activating and strengthening the role of RDs/DRDs/ARDs be provided. 4. Team of specialist career guidance/ 15 30 counsellor should be made available in regional centres. 5. All regional centres should have a well5 10 equipped library of books. 6. Audio-video material should be made 10 20 available in all study centres. 7. The RDs/DRDs/ARDs should have 10 20 professional competence and rich administrative experience for smooth running of the region. 8. Trained staff should be appointed at 15 30 study center for practical work. Note: The number increased because some gave more than one suggestion.

268

4.4

DATA ANALYSIS OF QUESTIONNAIRE OF TUTORS The researcher developed questionnaire for 60 tutors for three open

universities (UKOU, OUSL and AIOU) and collect responses from 60 tutors. The data obtained through questionnaire of tutors were analyzed and tabulated. The responses regarding each and every item were worked out in mean score and percentage. Table 4.4.1:

Residential status of respondents Urban

Rural

Total

UKOU

20

-

20

OUSL

15

5

20

AIOU

17

3

20

Percentage

86

13.33

Table 4.4.1 shows that 86% were urban and only 13.33% were rural. Table 4.4.2:

Age-wise distribution of the respondents 20-30

31-35

36-40

40+

Total

UKOU

3

2

8

7

20

OUSL

-

13

2

5

20

AIOU

-

6

7

7

20

5

35

28.33

31.66

Table 4.4.2 indicates that 5% respondents were of 20-30 years, 35% of the age group 31-35, 28.33% was of the age group 36-40 and 31.66% were of the above 40 years respectively.

269

Table 4.4.3:

Academic qualifications of the respondents MA/M.Sc

M.Phil

Ph.D

Total

UKOU

12

1

7

20

OUSL

16

-

4

20

AIOU

7

5

8

20

Percentage

58.33

10

31.66

Table 4.4.3 reveals that 31.66% of the respondents were Ph.D, 10% were M.Phil and 58.33% were M.A/ M.Sc respectively. Table 4.4.4:

Professional qualifications of the respondents B.Ed

M.ED

Total

UKOU

9

11

20

OUSL

7

13

20

AIOU

3

17

20

Total

19

41

60

Percentage

31.66

68.33

Table 4.4.4 shows that 31.66% respondents were B.Ed and 68.44% were M.Ed.

270

Table 4.4.5: S.No 5

Opinion about emerging of ineffectiveness system of student support services Statement Level UKOU OUSAL AIOU Total % Many 5 6 4 SA 25.00 30.00 20.00 15 25.0 shortcomings of 33.33 40.00 36.66 9 9 13 distance education A 45.00 45.00 65.00 31 51.67 29.03 29.03 41.93 have emerged 1 1 UNC 5.00 5.00 2 3.33 from ineffective 50.00 50.00 3 2 3 system of student DA 15.00 10.00 15.00 8 13.33 37.50 25.00 37.50 support services 2 2 SDA 10.00 10.00 4 6.67 50.00 50.00 Total 20 20 20 60

Table 4.4.5 indicates that majority of respondents of UKOU (70%), OUSL (75%) and AIOU (85%) agreed about emerging of ineffectiveness system of student support services.

271

Table 4.4.6:

Opinion about adequacy of Open University student support services network OUSL AIOU S.No Statement Level UKOU Total % 6 The Open 3 5 1 SA 15.00 25.00 5.00 9 15.00 University has an 25.00 41.66 8.33 12 10 1 adequate network A 60.00 50.00 5.00 23 38.33 46.66 37.03 3.70 of support 1 3 UNC 5.00 15.00 4 6.67 services 25.00 75.00 3 3 11 DA 15.00 15.00 55.00 17 28.33 30.00 30.00 40.00 2 1 4 SDA 10.00 5.00 20.00 7 11.67 28.57 14.28 57.14 Total 20 20 20 60 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.6 reveals that 75% respondents from UKOU, OUSL (75%) agreed but 75% respondents from AIOU disagreed about an adequacy of open university student support services network. It is concluded that respondents from UJOU and OUSL were of the opinion that student support services network is adequate while respondents from AIOU were of the opinion that it, so AIOU student support services network needs changes.

272

Table 4.4.7a: Opinion about tutor’s ability to guide the student through telephone S.No 7a

Statement The tutors

Level

UKOU

OUSL

AIOU

2 3 3 SA 10.00 15.00 15.00 must know 25.00 37.50 37.50 12 11 5 how to guide A 60.00 55.00 25.00 42.25 39.28 17.85 the distance 1 2 1 UNC 5.00 10.00 5.00 education 25.00 50.00 25.00 3 3 9 students DA 15.00 15.00 45.00 20.00 20.00 60.00 through: 2 1 2 SDA 10.00 5.00 10.00 - Telephone 40.00 20.00 40.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

8

13.33

28

46.67

4

6.67

15

25.0

5

8.33

60

Table 4.4.7 depicts that majority of UKOU (70%) and OUSL (70%) respondents agreed with the statement but 55% respondents from AIOU disagreed about tutor’s ability to guide the student through telephone.

273

Table 4.4.7b: Opinion about tutor’s ability to guide the students S.No 7b

Statement The tutors must

Level

UKOU

OUSL

AIOU

3 2 1 SA 15.00 10.00 5.00 know how to 50.00 33.33 16.66 10 8 2 guide the A 50.00 40.00 10.00 50.00 40.00 10.00 distance 2 3 1 UNC 10.00 15.00 5.00 education 33.33 60.00 16.66 4 3 12 students through: DA 20.00 15.00 60.00 21.05 15.78 63.15 - Non-broad cast 1 4 4 media SDA 5.00 20.00 20.00 11.11 44.44 44.44 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

6

10.0

20

33.33

6

10.0

19

31.67

9

15.0

60

Table 4.4.7b shows that majority of the respondents of UKOU (65%), OUSL (50%) agreed but 60% disagreed from AIOU about tutor’s ability to guide the students.

274

Table 4.4.7c: Opinion about tutor’s competence S.No 7c

Statement The tutors must

Level

UKOU

4 20.00 100.0 16 80.00 41.02

OUSL

3 SA 15.00 know how to 75.0 13 guide the A 65.00 33.33 distance 1 UNC 5.00 education 25.00 3 students through: DA 15.00 37.50 - Comments on SDA assignments Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

2 10.00 50.00 10 50.00 25.54 3 15.00 75.00 5 25.00 62.50 20

Total

%

4

15.0

39

65.0

4

6.67

8

13.33

60

-

Table 4.4.7c indicates that 100% from UKOU, 80% from OUSL agreed but 60% respondents disagreed from AIOU out tutor’s competency.

275

Table 4.4.7d: Opinion about the use of mass media S.No 7d

Statement The tutors must

Level

UKOU

OUSL

AIOU

1 2 1 SA 5.00 10.00 5.00 know how to 25.00 50.00 25.00 14 13 1 guide the A 70.00 65.00 5.00 50.00 46.42 3.57 distance 1 2 UNC 5.00 10.00 education 33.33 16.66 3 4 14 students through: DA 15.00 20.00 70.00 14.28 19.04 66.66 - Mass media 1 1 2 SDA 5.00 5.00 10.00 radio/TV 25.00 25.00 50.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

4

6.67

28

46.67

3

5.0

21

35.0

4

6.67

60

Table 4.4.7d reveals that majority of UKOU (75%) and OUSL (75%) respondents agreed but 80% respondents disagreed about the use of mass media.

276

Table 4.4.8: S.No 8

Opinion about learner’s encouragement

Statement The distance

Level SA

learners need encouragement

A

by the tutors with UNC written remarks

UKOU

OUSL

AIOU

2 10.00 20.00 17 85.00 39.53 1 5.00 33.33

5 25.00 50.00 14 70.00 32.55

3 15.00 30.00 12 60.00 27.90

-

-

1 5 5.00 25.00 33.33 73.00 SDA Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

10

16.67

43

71.67

3

5.05.0

-

1.67 1 60

1.0

Table 4.4.8 depicts that majority of UKOU (95%), OUSL (95%) and AIOU (75%) agreed about learner’s encouragement.

277

Table 4.4.9:

Opinion about students difficulty in comprehending the material

S.No

Statement

9

The distance

Level

UKO U

AIOU

4 2 20.00 10.00 students feel 50.00 25.00 10 13 difficulty in A 50.00 65.00 30.30 39.39 comprehending 2 UNC 10.00 1 material 40.00 3 2 developed by DA 15.00 10.00 27.27 18.18 open university 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

2 10.00 25.00 10 50.00 30.30 2 10.00 40.00 6 30.00 54.54

OUSL

Total

%

8

13.33

33

55.0

5

8.33

11

18.33

3

5.0

60

Table 4.4.9 shows that majority of respondents of UKOU (60%), OUSL (70%) and AIOU (75%) agreed about student’s difficulty in comprehending the material.

278

Table 4.4.10: Opinion about amount of given information S.No

Statement

10

The amount of

Level

UKO U

2 10.00 25.00 12 60.00 9.26 3 15.00 75.00 3 15.00 60.00

AIOU

3 15.00 information 37.50 14 given in the A 70.00 34.14 study books was 1 UNC 5.00 sufficient 25.00 1 1 DA 5.00 5.00 20.00 20.00 1 1 SDA 5.00 5.00 50.00 50.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. SA

3 15.00 37.50 15 75.00 36.58

OUSL

Total

%

8

13.33

41

68.33

4

6.67

5

8.33

2

3.33

60

Table 4.4.10 indicates that majority of respondents of UKOU (95%), OUSL (70%) and AIOU (85%) agreed about amount of given information in study books.

279

Table 4.4.11: Opinion about study guides and allied materials information S.No 11

Statement Study guides

Level

UKOU

OUSL

AIOU

2 1 4 SA 10.00 5.00 20.00 and the provides 28.57 14.28 57.14 13 12 10 allied materials A 65.00 60.00 50.00 37.14 34.28 28.57 give detailed 2 3 4 UNC 10.00 15.00 20.00 information 12.22 33.33 44.44 2 2 2 about the course DA 10.00 10.00 10.00 33.33 33.33 33.33 1 3 SDA 5.00 15.00 33.33 100.0 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

3

11.67

35

58.33

9

15.0

6

10.0

3

5.0

60

Table 4.4.11 reveals that 75% from UKOU, 65% from OUSL and 70% from AIOU respondents agreed about study guides and allied materials information.

280

Table 4.4.12: Opinion about the material benefit S.No 12

Statement The study

Level

UKOU

4 20.00 26.36 14 70.00 34.83

OUSL

AIOU

4 3 SA 20.00 15.00 materials involve 36.36 27.25 10 13 the students into A 50.00 65.00 27.02 35.13 the studies. 1 UNC 5.00 100.0 1 2 3 DA 5.00 10.00 15.00 16.66 33.33 50.00 1 3 1 SDA 5.00 15.00 5.00 20.00 60.00 20.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

11

18.33

37

61.67

1

1.67

6

1.0

5

8.33

60

Table 4.4.12 depicts that majority of the respondents of UKOU (75%), OUSL (65%) and AIOU (70%) agreed about involvement of students into studies.

281

Table 4.4.13: Opinion about format of study materials 1 13

Statement The study

Level SA

materials do have the

A

indication UNC about different topics to be

DA

discussed in SDA the tutorial meetings

Total

UKOU

OUSL

AIOU

1 5.00 16.66 14 70.00 38.88 1 5.00 25.00 2 10.00 20.00 2 10.00 50.00

3 15.00 50.00 12 60.00 33.33 2 10.00 50.00 3 15.00 50.00

2 10.00 33.33 10 50.00 33.33 1 5.00 27.77 5 25.00 50.00 2 10.00 50.00

20

20

-

20

Total

%

6

10.0

36

60.0

4

6.67

10

10.67

4

6.67

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.13 shows that majority of the respondents of UKOU (75%), OUSL (75%) and AIOU (60%) agreed about the format of study materials.

282

Table 4.4.14: Opinion about importance of tutorial meetings S.No 14

Statement The tutorial

Level SA

meetings arranged at the

A

study centre UNC provide monitoring/

DA

guidance to SDA students

UKOU

OUSL

AIOU

2 10.00 33.33 12 60.00 52.17 1 5.00 20.00 4 20.00 19.04 1 5.00 20.00

3 15.00 50.00 9 45.00 39.13 2 10.00 40.00 5 25.00 23.82 1 5.00 20.00

1 5.00 16.66 2 10.00 8.69 2 10.00 40.00 12 60.00 57.14 3 15.00 60.00

20

20

20

Total

%

6

10.0

23

38.33

5

8.33

21

35.0

5

8.33

regarding the Total

60

course. Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.14 indicates that 70% respondents of UKOU, 60% from OUSL agreed but 75% respondents from AIOU disagreed about importance of tutorial meetings.

283

Table 4.4.15: Opinion about importance of workshops S.No 15

Statement The workshops

Level SA

arranged at the study centre

A

provide UNC monitoring/ guidance to

DA

students SDA regarding the course.

Total

UKOU

OUSL

AIOU

1 5.00 20.00 15 75.00 41.66 2 10.00 38.57 1 5.00 14.28 1 5.00 20.00

3 15.00 60.00 12 60.00 33.33 1 5.00 14.28 3 15.00 42.85 1 5.00 20.00

1 5.00 20.00 9 45.00 20.00 4 20.00 57.14 3 15.00 42.85 3 15.00 60.00

20

20

20

Total

%

5

8.33

36

60.0

7

11.67

7

11.67

5

8.33

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.15 reveals that majority of respondents of UKOU (80%), OUSL (75%) and AIOU (51%) agreed about importance of workshops.

284

Table 4.4.16: Opinion about role of regional office S.No 16

Statement The regional office

Level

UKOU OUSL 3 5 SA 15.00 25.00 solves student’s 20.00 33.33 12 6 problems A 60.00 30.00 46.15 23.07 concerning their 1 2 UNC 5.00 10.00 studies 25.00 50.00 3 4 immediately. DA 15.00 20.00 30.00 40.00 1 3 SDA 5.00 15.00 20.00 60.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 7 35.00 46.66 8 40.00 30.76 1 5.00 25.00 3 15.00 50.00 1 5.00 25.00 20

Total

%

15

20.0

26

43.33

4

6.67

10

16.67

5

8.33

60

Table 4.4.16 shows that majority of UKOU (75%), OUSL (55%) and AIOU (75%) respondents agreed about the role of regional office.

285

Table 4.4.17: Opinion about selection of tutors S.No 17

Statement Selection of tutors

Level

UKOU 5 25.00 45.46 13 65.00 59.09

OUSL 4 SA 20.00 by the regional 36.36 6 office is fair. A 30.00 27.27 2 UNC 10.00 40.00 2 5 DA 10.00 25.00 11.76 29.41 3 SDA 15.00 60.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 2 10.00 18.18 3 15.00 13.63 3 15.00 60.00 10 50.00 58.82 2 10.00 40.00 20

Total

%

11

8.33

22

36.67

5

8.33

17

28.33

5

8.33

60

Table 4.4.17 reveals that 90% respondents of UKOU, 50% from OUSL agreed but 60% respondents from AIOU disagreed about the selection of tutors.

286

Table 4.4.18: Opinion about satisfaction of the students S.No 18

Statement The students are

Level

UKOU

5 25.00 38.46 13 65.00 53.00

OUSL

AIOU

6 2 SA 30.00 10.00 satisfied with the 46.15 15.38 7 5 performance of A 35.00 25.00 28.00 20.00 tutors in the 1 3 UNC 5.00 15.00 study centre 25.00 75.00 1 3 7 allocated by the DA 5.00 15.00 35.00 9.09 27.27 63.63 regional office 1 3 3 SDA 5.00 15.00 15.00 14.28 32.85 42.85 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

13

21.67

25

41.67

4

6.67

11

18.33

7

11.67

60

Table 4.4.18 depicts that majority of UKOU (95%), OUSL (65%) respondents agreed about the statement but 50% from AIOU disagreed about the satisfaction of the students.

287

Table 4.4.19: Opinion about coordination of regional office S.No 19

Statement The regional

Level SA

office had good coordination with

A

DA

education SDA programme effective

Total

%

-

10

16.67

24

40.0

3

5.0

18

30.0

5

8.33

2 10.00 11.11 1 5.00 20.00

4 20.00 40.00 10 50.00 41.66 1 5.00 33.33 3 15.00 16.66 2 10.00 40.00

3 15.00 12.50 2 10.00 66.66 13 65.00 72.22 2 10.00 40.00

20

20

20

-

I order to make distance

Total

OUSL

6 30.00 60.00 11 55.00 45.83

the study centres UNC

AIOU

UKOU

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.19 shows that majority of the UKOU (85%), OUSL (70%) respondents agreed but 75% respondents from AIOU disagreed about coordination of regional office.

288

Table 4.4.20: Opinion about the provision of student’s list S.No 20

Statement Regional office

Level SA

provides the list of attached

A

UKOU

OUSL

AIOU

2 10.00 20.00 15 75.00 37.50

5 25.00 50.00 11 55.00 27.50 1 5.00 100.0 3 15.00 42.85

3 15.00 30.00 14 70.00 35.00

students to the UNC

-

tutors on time

1 5.00 14.28 1 SDA 5.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

2 10.00 28.57 1 5.00 50.00 20

Total

%

10

16.67

40

66.67

1

1.67

7

11.67

2

3.33

60

Table 4.4.20 indicates that majority of respondents of UKOU (85%), OUSL (80%) and AIOU (85%) agreed about provision of student’s lists.

289

Table 4.4.21: Opinion about monitoring the activity S.No 21

Statement The regional office

Level

UKOU

Total

%

18

30.0

24

40.0

7

11.67

8

13.33

-

3

5.0

20

60

OUSL

AIOU

3 6 SA 15.00 30.00 monitors the 16.66 33.33 13 8 activity of study A 65.00 40.00 53.16 33.33 centres regularly 2 3 UNC 10.00 15.00 28.55 42.85 1 1 DA 5.00 5.00 12.5 12.50 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

9 45.00 50.00 3 15.00 12.50 2 10.00 28.57 6 30.00 75.00

Table 4.4.21 shows that majority of respondents of UKOU (80%), OUSL (70%) and AIOU (60%) agreed about monitoring the activity.

290

Table 4.4.22a: Opinion about role of regional offices S.No 22a

Statement Regional office

Level SA

helps students in problems

A

UKOU

OUSL

AIOU

1 5.00 14.00 16 80.00 33.00

3 15.00 48.00 14 70.00 29.00 1 5.00 50.00 2 10.00 16.00

2 10.00 31.00 13 65.00 40.00 1 5.00 50.00 3 15.00 45.00 1 5.00 34.00 20

concerning: UNC

-

- Examination

2 10.00 19.00 1 SDA 5.00 34.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

6

10.0

432

71.67

2

3.33

6

10.0

3

5.0

60

Table 4.4.22a indicates that majority of respondents of UKOU (85%), OUSL (85%) and AIOU (75%) agreed about the role of regional office about examinations.

291

Table 4.4.22b: Opinion about regional offices role concerning student’s problem S.No 22b

Statement Regional office

Level

UKOU

3 15.00 42.85 14 70.00 40.00 1 5.00 16.66 2 10.00 28.57

OUSL

AIOU

2 2 SA 10.00 10.00 helps students in 28.57 28.57 13 8 problems A 65.00 40.00 37.14 22.85 concerning: 2 3 UNC 10.00 15.00 Assignments 33.33 50.00 1 4 result DA 5.00 20.00 14.28 57.14 2 3 SDA 10.00 15.00 40.00 60.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

7

11.67

35

58.33

6

10.0

7

11.67

5

8.33

60

Table 4.4.22b shows that the respondents of UKOU (85%), OUSL (75%) and AIOU (51%) agreed about regional office’s role concerning student’s problems.

292

Table 4.4.22c: Opinion about regional offices correspondence with main campus S.No 22c

Statement Regional Office

Level

UKOU

3 15.00 30.00 15 75.00 37.50

OUSL

AIOU

4 3 SA 20.00 15.00 helps students in 40.00 30.00 12 13 problems A 60.00 65.00 30.00 32.50 concerning: 2 UNC 10.00 General 100.0 2 1 2 correspondence DA 10.00 5.00 10.00 40.00 20.00 40.00 with the main 1 2 SDA 5.00 10.00 campus 20.00 40.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

10

16.67

40

66.67

2

3.33

5

8.33

3

5.0

60

Table 4.4.22c indicates that respondents of UKOU (0%), OUSL (80%) and AIOU (80%) agreed about regional offices correspondence with main campus.

293

Table 4.4.23: Opinion about continuous assess of results S.No 23

Statement Regional office

Level

UKOU

3 15.00 37.50 14 70.00 58.33

OUSL

4 SA 20.00 ensures to take 50.00 11 continuous assess A 55.00 45.85 results from tutors 3 UNC 15.00 on time 60.00 3 2 DA 15.00 10.00 16.66 11.11 2 SDA 10.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

1 5.00 12.50 1 5.00 41.66 2 10.00 40.00 13 65.00 72.22 3 15.00 60.00 20

Total

%

8

13.33

24

40.0

5

8.33

18

30.0

5

8.33

60

Table 4.4.23 reveals that 85% respondents of UKOU, 75% from OUSL agreed but 80% respondents from AIOU disagreed about continuous assess of results.

294

Table 4.4.24: Opinion about agencies involvement in publicity S.No 24

Statement The regional

Level SA

office gets publicity of

A

promoting UNC distance education

UKOU

OUSL

AIOU

3 15.00 60.00 13 65.00 22.82 1 5.00 33.33

1 5.00 20.00 15 75.00 51.72 2 10.00 66.66 1 5.00 6.25 1 5.00 .14.28

1 5.00 20.00 1 5.00 3.44

20

20

DA

-

SDA

-

Total

20

programmes from various agencies

13 65.00 81.25 5 25.00 7.42

Total

%

5

8.33

29

48.33

3

5.0

16

26.67

7

11.67

60

Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.24 depicts that majority of respondents of UKOU (80%), OUSL (80%) agreed but 90% from AIOU disagreed about agencies involvement in publicity.

295

Table 4.4.25: Opinion about quality of practical programmes S.No 25

Statement Regional office

Level

UKOU

5 25.00 42.50 14 70.00 35.89

OUSL

AIOU

1 2 SA 5.00 10.00 ensure the 12.50 25.00 13 12 quality of A 65.00 60.00 33.33 30.76 arranging 2 1 UNC 10.00 5.00 practical nature 66.66 33.33 1 3 3 programmes of DA 5.00 15.00 15.00 14.28 42.85 42.35 distance 1 2 SDA 5.00 10.00 education 33.33 66.66 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

8

13.33

39

65.0

3

5.0

7

11.67

3

5.0

60

Table 4.4.25 shows that majority of respondents of UKOU (95%), OUSL (70%) and AIOU (70%) agreed about quality of practical programmes.

296

Table 4.4.26: Opinion about tutor’s appointment S.No 26

Statement Appointment of

Level

UKOU

1 5.00 16.66 15 75.00 44.11

OUSL

4 SA 20.00 tutors is carefully 66.66 11 done by the A 55.00 32.35 regional office 2 UNC 10.00 33.33 13 2 DA 65.00 10.00 59.09 9.09 1 1 SDA 5.00 5.00 50.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

6

10.0

34

56.67

6

10.0

12

20.0

-

2

3.33

20

60

AIOU

1 5.00 16.66 8 40.00 23.52 4 20.00 66.66 7 35.00 81.22

Table 4.4.26 indicates that majority of UKOU (80%) and OUSL (75%) agreed but 51% respondents of AIOU disagreed about tutor’s appointment.

297

Table 4.4.27: Opinion about tutor’s punctuality S.No 27

Statement Regional office

Level

UKOU

Total

%

12

20.0

32

53.33

-

3

5.0

5 25.00 50.00

10

16.67

-

3

5.0

20

60

OUSL

AIOU

7 3 SA 35.00 15.00 answers the 58.33 25.00 9 10 punctuality of A 45.00 50.00 28.12 31.25 tutors in the study 1 2 UNC 5.00 10.00 centre 33.33 66.66 2 3 DA 10.00 15.00 20.00 30.00 1 2 SDA 5.00 10.00 33.33 66.66 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

2 10.00 16.66 13 65.00 40.62

Table 4.4.27 shows that majority of respondents of UKOU (80%), OUSL (65%) and AIOU (75%) agreed about tutor’s punctuality.

298

Table 4.4.28: Opinion about return of assignments to student S.No 28

Statement Tutors return

Level

UKOU

OUSL

AIOU

5 6 SA 25.00 30.00 students 25.40 54.54 12 11 4 assuagements A 60.00 55.00 20.00 44.44 40.74 14.81 without any 1 1 UNC 5.00 5.00 delay 50.00 50.00 1 3 13 DA 5.00 15.00 65.00 5.88 17.64 76.47 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

11

18.3

27

45.0

2

3.33

17

28.33

3

5.0

60

Table 4.4.28 indicates that majority of UKOU (85%), OUSL (85%) respondents agreed but 75% disagreed from AIOU about return of assignments to students.

299

Table 4.4.29: Opinion about satisfaction of assignment marking S.No 29

Statement Students are

Level

UKOU

OUSL

2 6 SA 10.00 30.00 fully satisfied 22.22 66.66 13 9 with the tutor’s A 65.00 45.00 56.52 39.13 standard of 2 UNC 10.00 assignments 50.00 2 5 marking DA 10.00 25.00 10.00 25.00 1 SDA 5.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

1 5.00 11.11 1 5.00 4.34 2 10.00 50.00 13 65.00 65.00 3 15.00 75.00 20

Total

%

9

15.0

23

38.33

4

6.67

20

33.33

4

6.67

60

Table 4.4.29 reveals that majority of respondents of UKOU (75%), OUSL (75%) agreed but 80% disagreed from AIOU abut satisfaction of assignment marking.

300

Table 4.4.30: Opinion about comments on assignments S.No 30

Statement Tutors give

Level

UKOU

OUSL

2 4 SA 10.00 20.00 comments on the 33.33 66.66 13 12 assignments A 65.00 60.00 43.33 40.00 2 1 UNC 10.00 5.00 66.66 33.33 2 3 DA 10.00 15.00 11.11 16.66 1 SDA 5.00 33.33 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

6

10.0

5 25.00 16.66

30

50.0

-

3

5.0

18

30.0

3

5.0

13 65.00 72.22 2 10.00 66.66 20

60

Table 4.4.30 reveals that 75% of UKOU and 80% OUSL respondents agreed with the statement but 75% respondents from AIOU disagreed abut comments on assignments.

301

Table 4.4.31: Opinion about guidance of student S.No 31

Statement Students are

Level SA

fully guided by their tutors in

A

UKOU

OUSL

AIOU

5 25.00 55.53 11 55.00 40.94

2 10.00 22.22 13 65.00 48.14 3 15.00 60.00 1 5.00 6.66

2 10.00 22.22 3 15.00 11.11 2 10.00 40.00 12 60.00 80.00 1 5.00 25.00 20

solving their UNC

-

study difficulties

2 10.00 43.33 2 15.00 SDA 10.00 25.00 50.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

9

15.0

27

45.0

5

8.33

15

25.0

4

6.67

60

Table 4.4.31 depicts that 80% of UKOU, 75% respondents of OUSL agreed with the statement but 65% respondents from AIOU disagreed about guidance of students.

302

Table 4.4.32: Opinion about environment of study centres S.No 32

Statement The

Level

UKOU

5 25.00 55.56 11 55.00 40.94

OUSL

AIOU

2 2 SA 10.00 10.00 environment of 22.22 22.22 13 3 study centre is A 65.00 15.00 48.14 11.11 best suited to the 3 2 UNC 15.00 10.00 needs of distance 60.00 40.00 2 1 12 students DA 10.00 5.00 60.00 13.33 6.66 80.00 2 1 1 SDA 10.00 5.00 5.00 50.00 25.0 25.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

9

15.0

27

45.0

5

8.33

15

25.0

4

6.67

60

Table 4.4.32 depicts that 80% of UKOU, 75% respondents of OUSL agreed but 65% respondents of AIOU disagreed about the environments of study centers.

303

Table 4.4.32: Opinion about tutor’s help to students S.No 33

Statement Tutors help the

Level

UKOU

OUSL

AIOU

3 5 SA 15.00 25.00 students in solving 20.00 33.33 12 6 their assignments A 60.00 30.00 46.15 23.07 during face to face 1 2 UNC 5.00 10.00 contact 25.00 50.00 3 4 DA 15.00 20.00 30.00 40.00 1 3 SDA 5.00 15.00 20.00 60.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

7 35.00 46.66 8 40.00 30.76 1 5.00 25.00 3 15.00 30.00 1 5.00 20.00 20

Total

%

15

25.0

26

43.33

4

6.67

10

16.67

5

8.33

60

Table 4.4.33 shows that majority of respondents of UKOU (75%), OUSL (55%) and AIOU (75%) agreed about tutor’s help to students.

304

Table 4.4.34: Opinion about quality of material S.No 34

Statement Tutors find the

Level

UKOU

OUSL

2 3 SA 10.00 15.00 study material 40.00 60.00 10 11 easy to understand A 50.00 55.00 43.44 47.82 2 1 UNC 10.00 5.00 40.00 20.00 5 4 DA 25.00 20.00 23.89 19.04 1 1 SDA 5.00 5.00 16.66 16.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

5

8.33

23

38.33

5

8.33

21

35.0

6

10.0

2 10.00 8.69 2 10.00 40.00 12 60.00 57.14 4 20.00 66.66 20

60

Table 4.4.34 shows that 60% respondents of UKOU, 70% from OUSL agreed with the statement but 60% respondents from AIOU disagreed about quality of material.

305

Table 4.4.35: Opinion about activities in tutorial meetings S.No 35

Statement Tutors plan

Level

UKOU

Total

%

18

30.0

24

40.0

7

11.67

8

13.33

-

3

5.0

20

60

OUSL

AIOU

3 6 SA 15.00 30.00 activities in the 16.66 33.33 13 8 tutorial meeting to A 65.00 40.00 32.50 33.33 be completed 2 3 UNC 10.00 15.00 carefully 28.50 42.85 1 1 DA 5.00 5.00 12.50 12.50 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

9 45.00 50.00 3 15.00 12.50 2 10.00 28.57 6 30.00 75.00

Table 4.4.35 indicates that majority of respondents of UKOU (80%), OUSL (70%) and AIOU (60%) agreed about activities in tutorial meetings.

306

Table 4.4.36: Opinion about establishment of study centres S.No 36

Statement The study centres

Level

UKOU

OUSL

AIOU

3 5 SA 15.00 25.00 are established 20.00 33.33 12 6 within the access A 60.00 30.00 46.15 23.07 of students 1 2 UNC 5.00 10.00 25.00 50.00 3 4 DA 15.00 20.00 30.00 40.00 1 3 SDA 5.00 15.00 20.00 60.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

7 35.00 46.66 8 40.00 30.76 1 5.00 25.00 3 15.00 30.00 1 5.00 20.00 20

Total

%

15

25.0

26

43.33

4

6.67

10

16.67

5

8.33

60

Table 4.4.36 shows that majority of respondents of UKOU (75%), OUSL (55%) and AIOU (75%) agreed about accessibility of study centers.

307

Table 4.4.37: Opinion about sufficient staff S.No 37

Statement Sufficient staff

Level

UKOU

6 30.00 66.66 14 70.00 66.66

OUSL

3 SA 15.00 for counselling 33.33 7 and guidance A 35.00 33.33 services is 3 UNC 15.00 available at the 100.0 6 regional office DA 30.00 31.57 1 SDA 5.00 12.50 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

9

15.0

-

21

35.0

-

3

5.0

19

31.67

8

13.33

13 65.00 68.42 7 35.00 87.50 20

60

Table 4.4.37 shows that 100% respondents of UKOU, 50% of OUSL agreed with statement whereas 100% respondents from AIOU disagreed about sufficient staff in regional office.

308

Table 4.4.38: Opinion about counselor’s help S.No 38

Statement Counsellor helps

Level

UKOU

4 20.00 50.00 12 60.00 54.54 1 5.00 25.00 3 15.00 14.28

OUSL

2 SA 10.00 the student to 25.00 8 solve their study A 40.00 36.36 related problem 2 UNC 10.00 50.00 6 DA 30.00 28.57 2 SDA 10.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

2 10.00 25.00 2 10.00 9.09 1 5.00 25.00 13 65.00 61.90 3 15.00 60.00 20

Total

%

8

13.33

22

36.67

4

6.67

21

35.0

5

8.33

Table 4.4.38 indicates that UKOU (60%) and OUSL (50%) respondents agreed about the statement but 65% respondents from AIOU disagreed about counselor’s help.

309

Table 4.4.39a: Opinion about monitoring S.No 39a

Statement Monitoring

Level of

UKOU

3 15.00 60.00 14 70.00 57.85

OUSL

AIOU

2 SA 10.00 counselling 40.00 11 2 sessions can be A 55.00 10.00 40.74 7.40 helpful in: 1 UNC 5.00 - Ensuring 100.0 2 3 14 effective support DA 10.00 15.00 70.00 10.52 15.78 73.68 to learner 1 3 4 SDA 5.00 15.00 20.00 9.52 87.50 50.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

5

8.33

27

45.0

1

11.67

19

31.67

8

13.33

60

Table 4.4.39a indicates that respondents of UKOU (85%), OUSL (65%) agreed but 70% respondents from AIOU disagreed about monitoring of counseling session.

310

Table 4.4.39b: Opinion about monitoring of counselling S.No 39b

Statement Monitoring of

Level SA

counselling sessions can be

A

helpful in: UNC -

Bringing in

qualitative

DA

UKOU

OUSL

AIOU

2 10.00 40.00 14 70.00 58.33 2 10.00 28.57 2 10.00 9.52

2 10.00 40.00 9 45.00 37.50 2 10.00 28.57 6 30.00 28.57 1 5.00 33.33

1 5.00 20.00 1 5.00 4.16 3 15.00 42.85 13 65.00 61.90 2 10.00 66.66

20

20

improvements in SDA

-

Total

20

counselling

Total

%

5

8.33

24

40.0

7

11.67

21

35.0

3

5.0

activity at study 60

centres Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.4.39b indicates that respondents of UKOU (70%), OUSL (55%) agreed about the statement but respondents of AIOU (80%) disagreed about monitoring of counseling.

311

Table 4.4.39c: Opinion about monitoring provision in getting feedback S.No 39c

Statement Monitoring

Level of

UKOU

4 20.00 55.00 13 65.00 52.00

OUSL

AIOU

3 SA 15.00 counselling 42.00 9 1 sessions can be A 45.00 5.00 30.00 4.50 helpful in: 2 3 UNC 10.00 15.00 - Providing 40.00 60.00 3 4 13 feedback to study DA 15.00 20.00 65.00 15.00 20.0 45.00 centres and the 2 3 SDA 10.00 15.00 headquarters 4.00 6.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

7

11.67

23

38.33

5

8.33

20

33.33

5

8.33

60

Table 4.4.39c shows that majority of respondents UKOU (85%), OUSL (60%) agreed about the statement but 80% respondents of AIOU disagreed about monitoring provision in getting feedback.

312

Table 4.4.40: Opinion about role of counselling cell S.No 40

Statement Counselling cell

Level

UKOU

OUSL

2 3 SA 10.00 15.00 provides the 40.00 60.00 10 11 opportunity for A 50.00 55.00 42.00 45.00 learning study 2 1 UNC 10.00 5.00 skills to the 100.0 20.0 5 4 students DA 25.00 20.00 24.00 19.00 1 1 SDA 5.00 5.00 15.00 16.50 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

5

8.33

23

38.33

5

8.33

21

35.0

6

10.0

2 10.0 9.00 2 10.00 40.00 12 60.00 48.00 4 20.00 57.00 20

60

Table 4.4.40 indicates that majority of UKOU (60%) and OUSL (70%) respondents agreed about the statement but 80% respondents of AIOU disagreed about the role of counseling cell.

313

Table 4.4.41: Opinion about counselling cell and modern techniques S.No 41

Statement Counselling cell

Level SA

uses modern techniques

A UNC DA

SDA

UKOU

OUSL

3 15.00 75.00 16 80.00 48.00 1 5.00 20.00

1 5.00 25.00 15 75.00 45.00 4 20.00 80.00

-

-

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

4

6.67

33

55.0

13

21.67

5

8.33

5

8.33

2 10.00 6.00 13 65.00 100.0 5 25.00 100.0 20

60

Table 4.4.41 shows that 95% respondents of UKOU, 80% of OUSL agreed but 90% respondents of AIOU disagreed about counseling cell and modern techniques.

314

Table 4.4.42: Opinion about student’s benefits S.No 42

Statement Students get

Level

UKOU

3 15.00 40.00 15 75.00 40.00

OUSL

AIOU

2 1 SA 10.00 5.00 benefits from the 31.00 16.00 11 2 counselling A 55.00 10.00 35.00 6.00 sessions 2 2 UNC 10.00 10.00 50.00 50.00 2 3 13 DA 10.00 15.00 65.00 11.00 15.00 66.00 2 2 SDA 10.00 10.00 50.00 50.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

6

10.0

28

46.67

4

6.67

18

30.0

4

6.67

60

Table 4.4.42 reveals that respondents of UKOU (90%), OUSL (65%) agreed about the statement but 75% respondents of AIOU agreed about student’s benefits.

315

Table 4.4.43: Opinion about students benefit and radio S.No 43

Statement Students intend

Level

UKOU

OUSL

AIOU

3 2 1 SA 15.00 10.00 5.00 to be benefited 34.00 2.00 30.00 13 11 2 from radio A 65.00 55.00 10.00 65.00 45.00 18.00 broadcast 1 2 3 UNC 5.00 10.00 15.00 concerning their 15.00 31.00 48.00 2 2 6 course DA 10.00 10.00 30.00 20.00 20.00 60.00 1 2 1 SDA 5.00 10.00 5.00 13.00 20.00 12.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

9

15.0

27

45.0

6

10.0

10

16.67

8

13.33

60

Table 4.4.43 depicts that respondent of UKOU (80%), OUSL (65%) agreed but 70% respondents of AIOU disagreed about students benefit and radio broadcasting.

316

Table 4.4.44: Opinion about TV programmes S.No 44

Statement The students like

Level SA

to watch TV programme

A

which support UNC the textual

UKOU

OUSL

AIOU

3 15.00 45.00 16 80.00 45.00 1 5.00 33.33 1 5.00 14.18

1 5.00 16.00 14 70.00 44.00

2 10.00 32.00 13 65.00 39.00 2 10.00 66.66 3 15.00 42.85

-

3 15.00 42.85 2 SDA 10.00 100.0 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. material

DA

Total

%

6

10.0

42

70.0

3

5.0

7

11.67

2

3.33

60

Table 4.4.44 indicates that majority of respondents of UKOU (80%), OUSL (85%) and AIOU (75%) agreed about support with TV programmes.

317

Table 4.4.45: Opinion about audio programme S.No 45

Statement Students from

Level SA

for flung areas prefers audio

A

programmes UNC because of DA

%

11

18.33

39

65.0

2

3.33

5

8.33

-

3

5.0

20

60

OUSL

AIOU

6 30.00 54.00 12 60.00 50.00 1 5.00 50.00 1 5.00 20.00

2 10.00 19.00 14 70.00 60.00

3 15.00 27.00 13 65.00 59.00 1 5.00 50.00 3 15.00 60.00

-

1 5.00 20.00 problem 3 SDA 15.00 100.0 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. electricity

Total

UKOU

Table 4.4.45 reveals that majority of UKOU (90%), OUSL (80%) and AIOU (80%) agreed about audio programmes.

318

Table 4.4.46: Opinion about online support and comprehension S.No 46

Statement Online

Level

OUSL

1 5.00 25.00 16 80.00 65.00

UNC

-

DA

3 15.00 15.00

3 15.00 75.00 11 55.00 43.00 3 15.00 75.00 5 25.00 42.10

SDA

-

-

SA supporting programmes

UKOU

A

concerning courses can enhance the comprehension of students

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

4

6.67

29

48.33

4

6.67

21

35.0

2

3.33

4 20.00 15.00 1 5.00 25.0 13 65.00 65.00 2 10.00 10.00 20

60

Table 4.4.46 depicts that respondent of UKOU (75%) OUSL (70%) agreed with the statement but respondents (75%) of AIOU disagreed about online support.

319

Table 4.4.47: Opinion about media support and its effectiveness S.No 47

Statement Media support

Level

UKOU

OUSL

AIOU

3 SA 15.00 programme 35.00 13 certainly make the A 65.00 33.33 teaching process 1 UNC 5.00 more effective and 33.33 2 efficient DA 10.00 28.57 2 1 SDA 10.00 5.00 66.66 33.33 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

3 15.00 35.00 12 60.00 30.76

2 10.00 23.00 14 70.00 35.00 2 10.00 66.66

Total

%

8

39

-

3

5 25.00 71.42

7

-

3

20

60

Table 4.4.47 shows that majority of respondents of UKOU (80%), OUSL (70%) and AIOU (75%) agreed about media support and its effectiveness.

320

Table 4.4.48: Opinion about study centre and media support facility S.No 48

Statement The study centre

Level

UKOU

3 15.00 71.00 15 75.00 68.15

OUSL

AIOU

1 SA 5.00 has the facility of 25.00 6 1 media support A 30.00 5.00 27.27 4.54 equipment 3 1 UNC 15.00 5.00 75.00 25.00 1 9 13 DA 5.00 45.00 65.00 4.34 39.13 56.32 1 1 5 SDA 5.00 5.00 25.00 14.28 14.28 71.42 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

4

6.67

22

36.67

4

6.63

23

38.33

7

11.67

60

Table 4.4.48 shows that respondents of UKOU (90%) agreed but OUSL (50%) and AIOU (90%) disagreed about media support in study centers.

321

Table 4.4.49: Opinion about media programmes as additional support S.No 49

Statement Media

Level

OUSL

AIOU

2 10.00 28.57 17 85.00 40.47

3 15.00 42.85 11 55.00 26.19 2 10.00 66.66 3 15.00 62.85 1 5.00 100.0 20

UNC

-

DA

1 5.00 14.28

2 10.00 75.57 14 70.00 33.33 1 5.00 33.33 3 15.00 42.85

SDA

-

-

SA programmes which provide

UKOU

A

additional information than the text create much interest of students

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

7

11.67

42

70.0

3

5.0

7

11.67

1

1.67

60

Table 4.4.49 indicates that majority of UKOU (95%), OUSL (80%) and AIOU (70%) agreed about media programmes as additional support.

322

Table 4.4.50: Opinion about sufficiency of audio-visual equipments S.No 50

Statement Sufficient audio-

Level

UKOU

OUSL

3 SA 15.00 visual equipments 100.0 15 11 were available in A 75.00 55.00 55.55 40.74 regional office 3 2 UNC 15.00 10.00 library 60.00 40.00 1 4 DA 5.00 20.00 5.26 21.05 1 2 SDA 5.00 10.00 16.66 33.33 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

3

5.0

3 15.00 11.11

27

45.0

-

5

8.33

19

31.67

6

10.0

14 70.00 73.68 3 15.00 50.00 20

60

Table 4.4.50 shows that respondents of UKOU (75%), OUSL (70%) agreed about the statement but the respondents of AIOU (85%) disagreed about sufficiency of audio visual equipment.

323

Table 4.4.51: Opinion about library facility S.No 51

Statement Library facility

Level

UKOU

OUSL

2 3 SA 10.00 15.00 is available at the 40.00 60.00 13 12 regional office A 65.00 60.00 46.00 42.85 1 3 UNC 5.00 15.00 25.00 75.00 3 1 DA 15.00 5.00 25.00 5.26 1 1 SDA 5.00 5.00 25.00 25.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

5

8.33

3 15.00 10.71

28

46.67

-

4

6.67

19

31.67

4

6.67

15 75.00 78.94 2 10.00 50.00 20

60

Table 4.4.51 indicates that respondents of UKOU (75%), OUSL (75%) agreed with the statement but from AIOU (85%) respondents disagreed about library facility in regional office.

324

Table 4.4.52: Opinion about amount of library materials S.No 52

Statement Regional office

Level

UKOU

3 15.00 42.85 14 70.00 56.00 2 10.00 25.00 1 5.00 7.16

OUSL

AIOU

3 1 SA 15.00 5.00 library is 40.85 14.28 9 2 equipped with A 45.00 10.00 36.00 8.00 sufficient textual 4 2 UNC 20.00 10.00 materials and 50.00 25.00 3 10 audio-visual aids DA 15.00 50.00 21.42 71.42 to meet the 1 5 SDA 5.00 25.00 student’s needs 16.66 83.33 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

7

11.67

25

41.67

8

13.33

14

23.33

6

10.0

60

Table 4.4.52 reveals that respondents of UKOU (85%), OUSL (60%) agreed about the statement but 75% respondents disagreed about amount of library material.

325

Table 4.4.53: Opinion about photocopy facility S.No 53

Statement Photocopy

Level

UKOU

8 40.00 66.66 7 35.00 33.33

OUSL

AIOU

3 1 SA 15.00 5.00 facility is 25.00 8.33 13 1 available in the A 65.00 5.00 61.90 4.76 regional office 2 UNC 10.00 library 100.0 3 1 16 DA 15.00 5.00 80.00 15.00 5.00 80.00 2 1 2 SDA 10.00 5.00 10.00 40.00 20.00 40.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

12

20.0

21

35.0

2

3.33

20

33.33

5

8.33

60

Table 4.4.53 depicts that respondent (75%) from UKOU, 60% from OUSL agreed with the statement but (90%) respondents of AIOU disagreed about photocopy facility in regional office.

326

Table 4.4.54: Opinion about attitude of library staff S.No 54

Statement The staff of

Level SA

regional library cooperates well

A

which the tutors UNC and students DA

SDA

UKOU

OUSL

7 35.00 70.00 9 45.00 34.61 3 15.00 50.00 1 5.00 6.25

3 15.00 30.00 14 70.00 52.84 2 10.00 83.33 1 5.00 6.25

-

-

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

Total

%

-

10

16.67

26

43.33

6

10.0

16

26.67

2

3.33

3 15.00 11.53 1 5.00 16.66 14 70.00 87.50 2 10.00 100.0 20

53

Table 4.4.54 shows that respondents of UKOU (80%), OUSL (85%) agreed but 60% respondents of AIOU disagreed abut attitude of library staff.

327

Table 4.4.55: Opinion about cataloging facility S.No 55

Statement A good

Level

UKOU

12 60.00 80.00 5 25.00 26.00 1 5.00 50.00 2 10.00 12.50

OUSL

AIOU

3 SA 15.00 cataloging 20.00 11 3 facility was A 55.00 15.00 57.00 15.78 available in the 1 UNC 5.00 library 50.00 2 12 DA 10.00 60.00 12.50 75.00 3 5 SDA 15.00 25.00 37.50 62.50 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

15

25.0

19

31.67

2

3.33

16

26.67

8

13.33

60

Table 4.4.55 indicates that respondents of 85% of UKOU, 70% of OUSL agreed but 85% respondents of AIOU disagreed about cataloging facility.

328

Table 4.4.56: Opinion about availability of reference material S.No 56

Statement Sufficient

Level SA

reference material was

A

UKOU

OUSL

AIOU

11 55.00 64.70 7 35.00 26.92

5 25.00 29.46 12 60.00 46.50

-

-

1 5.00 5.88 7 35.00 26.92 2 10.00 100.0 10 50.00 7.14

available in the UNC library

1 3 5.00 15.00 7.14 21.42 1 SDA 5.00 100.0 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. DA

Total

%

17

28.33

26

43.33

2

3.33

14

23.33

1

1.67

60

Table 4.4.56 indicates that UKOU (90%) and OUSL (85%) respondents agreed about the statement but 50% respondents of AIOU disagreed about availability of reference material.

329

Table 4.4.57: Opinion about necessity of library facility S.No 57

Statement Library facility

Level SA

at the study centre level is

A

UKOU

OUSL

AIOU

7 35.00 23.84 11 55.00 42.85

3 15.00 65.78 8 40.00 30.76 2 10.00 100.0 7 35.00 70.00

9 45.00 47.36 7 35.00 26.92

necessary UNC

-

DA

2 10.00 20.00

SDA

-

-

Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

1 5.00 10.00 3 15.00 100.0 20

Total

%

19

31.67

26

43.33

2

3.33

10

16.67

3

5.0

60

Table 4.4.57 indicates that respondents of UKOU (90%), 55% of OUSL and 80% of AIOU agreed about necessity of library facility.

330

Table 4.4.58a: Opinion about tutors contact with library staff S.No 58a

Statement Tutors contact

Level

UKOU

OUSL

9 5 SA 45.00 25.00 the library staff 60.00 33.33 4 9 for assistance and A 20.00 45.00 28.74 64.28 inquiries about 2 UNC 10.00 reference 40.00 3 3 materials by: DA 15.00 15.00 16.66 16.66 - Phones 2 3 SDA 10.00 15.00 25.00 32.50 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

1 5.00 6.66 1 5.00 7.14 3 15.00 60.00 12 60.00 66.66 3 15.00 37.7 20

Total

%

15

25.0

14

23.33

5

8.33

18

30.0

8

13.33

60

Table 4.4.58a reveals that respondents of UKOU (65%), OUSL (70%) agreed about the statement but the respondents of AIOU (75%) disagreed about tutors contact with library staff by phone.

331

Table 4.4.58b: Opinion about tutors contact with library staff S.No 58b

Statement Tutors contact

Level

UKOU

7 35.00 50.0 8 40.00 36.36 2 10.00 50.00 3 15.00 18.75

OUSL

AIOU

5 2 SA 25.00 10.00 the library staff 36.71 14.28 8 6 for assistance A 40.00 30.00 36.36 27.27 and inquiries 1 1 UNC 5.00 5.00 about reference 25.00 25.00 5 8 materials by: DA 25.00 40.00 31.75 50.00 - Fax 1 3 SDA 5.00 15.00 25.00 75.00 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total

%

14

23.33

22

36.67

4

6.67

16

26.67

4

6.67

60

Table 4.4.58b depicts that majority of respondents of UKOU, OUSL agreed with the statement but respondents of AIOU (55%) disagreed about tutors contact the library staff for assistance.

332

Table 4.4.58c: Opinion about tutors contact with library staff S.No 58c

Statement Tutors contact the

Level

UKOU

OUSL

2 3 SA 10.00 15.00 library staff for 33.33 50.00 13 9 assistance and A 65.00 45.00 56.12 36.61 inquiries about 3 1 UNC 15.00 5.00 reference 42.85 14.28 1 5 materials by: DA 5.00 25.00 5.26 26.31 - E-mail 1 2 SDA 5.00 10.00 20.00 40.00 Total 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU

1 5.00 16.66 1 5.00 4.34 3 15.00 42.85 13 65.00 68.42 2 10.00 40.00 20

Total

%

6

10.0

23

38.33

7

11.67

19

31.67

5

8.33

60

Table 4.4.58c shows that respondents of UKOU (75%), OUSL (60%) agreed with the statement but the respondents of AIOU (75%) disagreed about tutors contact with library staff by e-mail.

333

Table 4.4.58d: Opinion about tutors contact with library staff S.No 58d

Statement Tutors contact

Level SA

the library staff for assistance

A

UKOU

OUSL

AIOU

3 15.00 27.27 15 75.00 29.47

3 15.00 27.27 12 60.00 31.57 2 10.00 100.0 3 15.00 50.00

5 25.00 45.45 11 55.00 28.94

and inquiries UNC

-

about reference

-

1 2 5.00 10.00 16.66 33.33 - In person 1 2 SDA 5.00 10.00 33.33 66.66 Total 20 20 20 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. materials by:

DA

Total

%

11

18.33

38

63.33

2

3.33

6

10.0

3

5.0

60

Table 4.4.58d reveals that majority of respondents of UKOU, OUSL and AIOU agreed about tutors contact the library staff for assistance by in person.

334

Table 4.4.59: Suggestions given by tutors (UKOU, OUSL and AIOU) N=60 S.No 1.

2.

3. 4.

5.

6. 7. Note:

Suggestions Frequency Percentage AIOU should strengthen its network of 5 12 student support services throughout the country. Tutors should be provided training on 15 25 how to guide the distance education students. Only competent tutors may be 10 20 appointed. Strict monitoring may be done by 10 18 regional director for tutorials in study centers. Staff dealing with counseling and 3 8 guidance to students may be appointed in the regional offices. All the study centers may be equipped 10 20 with electronic teaching aids. Student-tutor interaction should be 10 12 encouraged in the tutorials. The number increased because some gave more than one suggestion.

335

4.5

DATA ANALYSIS OF QUESTIONNAIRE OF STUDENTS The researcher developed a self-assessment questionnaire for 200 students for

three open universities. However, the researcher, after several attempts was able to collect responses from 600 students. The data obtained through the questionnaire of students was analyzed and tabulated. The responses regarding each and every item were worked out in scores, chi square. The data obtained through open-ended question items were analyzed by using the percentage and tabulated in consolidated form. Table 4.5.1:

Residential status of respondents

residence

UKOU

OUSL

AIOU

Total

Percentage

Urban

145

125

92

362

60.33

Rural

55

75

108

238

39.67

Total

200

200

200

600

Table 4.1.1 shows that 60.33% respondents were residing in urban areas and 39.67% live in rural areas. Table 4.5.2:

Gender distribution

Gender

UKOU

OUSL

AIOU

Total

Percentage

Male

134

93

155

382

63.66

Female

66

107

45

218

36.33

Total

200

200

200

600

337

Table 4.5.2 indicates that 63.67% respondents were male and 36.33% were female. Table 4.5.3:

Age group of respondents

Country

20-30

31-35

36-40

Above 40

Total

UKOU

59

60

36

45

200

OUSL

67

45

55

33

200

AIOU

13

77

49

61

200

Total

139

182

140

139

600

Percentage

23.16

30.33

23.33

23.16

Table 4.5.3 reveals that 23.16 % of the respondents were of 20-30 years of 30.33% were of the age 31-35.23.33 % were of the age group of 36-40 and 23.16% were of age group above 40 years respectively. Table 4.5.4:

Professional Qualifications of respondents

Country

PTC

CT

Total

UKOU

121

79

200

OUSL

109

91

200

AIOU

137

63

200

Total

367

233

600

Percentage

61.16

38.33

Table 4.5.4 depicts that 61.16% were PTC and 38.33% were CT respectively.

338

Table 4.5.5:

Opinion about study material timely received

Statement: The study material was timely received Level UKOU OUSL SA 117 65 58.50 32.50 42.70 23.72 A 61 98 30.50 49.00 28.37 45.58 UNC 7 21 3.50 10.50 13.72 41.17 DA 11 13 5.50 6.50 33.33 39.39 SDA 4 3 2.00 1.50 17.81 11.11 Total 200 200 T=15.507 C=59.389 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 92 46.00 33.57 56 28.00 26.05 23 11.50 45.09 9 4.50 27.27 20 10.00 74.07 200

Total 274

215

51

33

27

600

Table 4.5.5 shows that the UKOU 76% and in OUSL 67% respondents agreed and AIOU 78% disagreed about study material timely received. The differences among in institutional distributions were not significant.

339

Table 4.5.6:

Opinion about self-explanatory material

Statement: The study material was self-explanatory and involved the students into studies Level UKOU OUSL AIOU Total SA 71 101 82 254 35.50 50.50 41.00 27.95 39.76 32.28 A 104 63 57 224 52.00 31.50 28.50 46.42 28.12 25.44 UNC 10 16 19 45 5.00 8.00 9.50 22.22 35.55 42.22 DA 7 13 27 47 3.50 6.50 13.50 14.89 27.65 57.44 SDA 8 7 15 30 4.00 3.50 7.50 26.66 23.33 50.00 Total 200 200 200 600 T=15.507 C=43.015 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.6 shows that respondents of UKOU (87%), OUSL (81%) and AIOU (69%) agreed about study material was self explanatory and involved the students into studies. The differences among three universities were not significant.

340

Table 4.5.7:

Opinion about availability of forms and information

Statement: Admission forms and related information were easily available to the students. Level UKOU OUSL AIOU Total SA 52 73 61 186 26.00 36.50 30.50 27.95 39.25 32.79 A 91 59 76 226 45.50 29.50 38.00 42.26 26.10 33.62 UNC 13 17 22 52 6.50 8.50 11.00 25.00 32.69 42.30 DA 15 19 15 49 7.50 9.50 7.50 30.61 38.77 30.61 SDA 29 32 26 87 14.50 16.00 13.00 33.33 36.78 29.88 Total 200 200 200 600 T= 15.507 C=14.006 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.7 indicates that respondents of UKOU (71%), OUSL (65%) and AIOU (68%) agreed about availability of forms and information. The differences between three universities were significant.

341

Table 4.5.8:

Opinion about satisfaction of assessment and evaluation

Statement: The system of assessment and evaluation was satisfactory Level UKOU OUSL AIOU SA 102 71 30 51.00 35.50 15.00 50.24 34.97 14.77 A 71 63 22 35.50 31.50 11.00 45.51 40.38 14.10 UNC 11 19 2 5.50 9.50 1.00 34.37 59.37 6.25 DA 13 35 81 6.50 17.50 40.50 10.07 27.13 62.79 SDA 3 12 65 1.50 6.00 32.50 3.75 15.00 81.25 Total 200 200 200 T= 15.507 C=18.866 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 203

156

32

129

80

600

Table 4.5.8 reveals that in UKOU (76%) and OUSL (67%) respondents agreed and AIOU (78%) disagreed about the system of assessment and evaluation. The differences between three universities were not significant.

342

Table 4.5.9:

Opinion about planning and monitoring of SSS

Statement: The planning, execution and monitoring of student support services were satisfactory. Level UKOU OUSL AIOU Total SA 108 91 18 217 54.00 45.50 9.00 49.76 41.93 8.29 A 51 45 27 123 25.50 22.50 13.50 41.46 36.58 21.95 UNC 9 17 12 38 4.50 8.50 6.00 23.68 44.74 31.57 DA 20 31 109 160 10.00 15.50 54.50 12.50 19.37 68.12 SDA 12 16 34 62 6.00 8.00 17.00 19.35 25.80 54.83 Total 200 200 200 600 T=15.507 C=17.983 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.9 depicts that in UKOU (79%) and OUSL (68%) respondents agreed but (71%) respondents of AIOU disagreed that planning, execution and monitoring of student support services were satisfactory. The differences between three universities were not significant.

343

Table 4.5.10: Opinion about value of broadcasting Statement: Educational programmes of open university broadcast were valuable. Level UKOU OUSL AIOU Total SA 131 101 51 283 65.00 50.50 25.50 46.28 35.68 18.02 A 39 69 83 191 19.50 34.50 41.50 20.41 36.12 43.45 UNC 5 8 12 25 2.50 4.00 6.00 20.00 32.00 48.00 DA 12 10 31 53 6.00 5.00 15.50 22.64 18.86 58.49 SDA 13 12 23 48 6.50 6.00 11.50 27.08 25.00 47.91 Total 200 200 200 600 T=15.607 C=73.296 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.10 shows that the respondents of UKOU (84%), OUSL (84%) and AIOU (65%) were in favour of educational programmes of open universities broadcast were valuable. The differences between three institutions distribution were not significant.

344

Table 4.5.11: Opinion about provision of telecast/ teleconferencing Statement: Information about telecast/ teleconferencing was timely provided. Level UKOU OUSL AIOU Total SA 91 41 31 163 45.50 20.50 15.50 55.82 25.15 19.01 A 44 39 55 138 22.00 19.50 27.50 31.88 28.26 39.85 UNC 21 16 19 56 10.50 8.00 9.50 37.50 28.57 33.92 DA 18 60 71 149 9.00 30.00 35.50 10.06 40.26 47.65 SDA 76 44 24 94 38.00 22.00 12.00 80.85 46.80 25.53 Total 200 200 200 600 T=15.607 C= 80.876 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.11 indicates that in UKOU (67.1%) agreed the statement but OUSL (52%) and AIOU (51%) disagreed that information about telecast/ teleconferencing was timely provided. The differences among institutional distribution were not significant.

345

Table 4.5.12: Opinion about convenience of workshops Statement: Workshops were arranged at convenient places. Level UKOU OUSL AIOU Total SA 71 52 41 164 35.50 26.00 20.50 43.29 31.70 25.00 A 58 78 73 209 29.00 39.00 36.50 27.75 31.70 34.92 UNC 16 21 37 74 8.00 39.00 18.50 2.62 37.32 50.00 DA 30 25 29 85 15.00 10.50 14.50 35.29 28.37 34.11 SDA 25 24 19 68 12.50 12.00 9.00 36.76 35.29 27.94 Total 200 200 200 600 T=15-507 C=22.794 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.12 informs that UKOU (64%), OUSL (65%) and AIOU (65%) agreed about workshops were arranged at convenient places. The differences between three universities distribution were not significant.

346

Table 4.5.13: Opinion about tutorial meetings Statement: The number of tutorial meetings was adequate. Level UKOU OUSL SA 66 71 33.00 35.50 34.73 37.36 A 78 69 39.00 34.50 34.36 30.39 UNC 19 16 9.50 8.00 33.92 28.57 DA 21 18 10.50 9.00 28.76 24.65 SDA 16 26 8.00 13.00 29.62 24.07 Total 200 200 T=15-507 C =16.035 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 53 26.50 27.89 80 40.00 35.24 21 10.50 46.57 34 17.00 46.57 12 6.00 22.22 200

Total 190

227

56

73

54

600

Table 4.5.13 points out that UKOU (72%), OUSL (69%) and AIOU (64%) agreed about the number of tutorial meeting were adequate. The differences between institutions were not significant.

347

Table 4.5.14: Opinion about getting advantages after submission of assignments in time Statement: Students who submit their assignments in time get special advantages. Level UKOU OUSL AIOU Total SA 119 67 93 279 59.50 33.50 46.50 42.65 24.01 33.33 A 65 101 55 221 32.50 50.50 27.50 29.40 45.70 24.88 UNC 2 18 20 40 1.00 9.00 10.00 5.00 45.00 50.00 DA 9 11 12 32 4.50 5.50 6.00 28.15 34.37 37.50 SDA 5 3 20 28 2.50 1.50 10.00 17.85 10.71 71.42 Total 200 200 200 600 T=15-507 C =63.967 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.14 view that the respondents of UKOU (9%), OUSL (83%) and AIOU (73%) agreed about students who submit their assignments in time get advantages. The differences were not significant.

348

Table 4.5.15: Opinion about tutor’s comments Statement: Tutors accustomed to give guidance and encouragement comments on assignments. Level UKOU OUSL AIOU Total SA 61 57 11 129 30.50 28.50 5.50 47.22 44.18 8.52 A 72 68 49 189 36.00 34.00 24.50 38.09 35.97 25.92 UNC 25 33 21 79 12.50 16.50 10.50 31.64 41.77 26.58 DA 27 22 58 107 13.50 11.00 29.00 25.23 20.56 54.20 SDA 15 20 61 96 7.50 10.00 30.50 15.62 20.83 63.54 Total 200 200 200 200 T=15-507 C =104.676 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.15 reflects that in UKOU (66.50%) and OUSL (66.50%) agreed the statement but (59.50%) respondents of AIOU disagreed that tutors give guidance and encouragement comments on assignments. The differences were not significant.

349

Table 4.5.16: Opinion about marked assignments Statement: Assignments on returned well in time to the students with detailed instructions. Level UKOU OUSL AIOU Total SA 81 79 30 190 40.50 39.50 15.00 42.63 41.57 15.78 A 75 68 61 204 37.50 34.00 30.50 36.76 33.33 29.90 UNC 11 17 35 58 5.50 8.50 17.50 18.96 29.31 60.34 DA 22 26 70 113 4.00 13.00 35.00 19.46 23.00 61.94 SDA 11 10 14 35 5.50 5.00 7.00 31.42 28.54 40.00 Total 200 200 200 600 T=15-507 C =68.255 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.16 insists that respondents of UKOU (77%) and OUSL (73%) agreed with the statement but in AIOU (45%) respondents disagreed about marked assignments returned well in time. The differences were not significant.

350

Table 4.5.17: Opinion about availability of admission forms and information Statement: Admission forms and information were easily available well in time at regional office. Level UKOU OUSL AIOU Total SA 86 72 51 209 43.00 36.00 25.00 41.14 34.44 24.40 A 69 83 47 199 34.50 41.50 23.50 34.67 41.70 23.61 UNC 8 13 25 46 4.00 6.50 12.50 17.39 28.26 57.34 DA 23 21 40 84 11.50 10.50 20.00 27.38 25.00 47.61 SDA 14 11 37 62 7.00 5.50 18.50 22.58 17.74 59.67 Total 200 200 200 600 T=15-507 C =56.162 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.17 represents that respondents of UKOU (77%), OUSL (77%) and AIOU (50%) agreed about admission forms and information easily available well in time at regional office. The differences were not significant.

351

Table 4.5.18: Opinion about regional office and student needs Statement: Regional office fully cooperated to meet student’s needs. Level UKOU OUSL AIOU SA 78 71 21 3.90 35.50 10.50 45.88 41.76 12.35 A 71 66 45 35.00 33.00 22.50 39.01 36.26 24.72 UNC 23 12 31 11.50 6.00 15.50 34.84 18.18 46.96 DA 15 40 66 7.5 20.00 33.00 1.23 33.05 54.54 SDA 13 11 37 6.50 5.50 18.50 21.31 18.03 60.65 Total 200 200 200 T=15-507 C =101.491 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 170

182

66

121

61

600

Table 4.5.18 imparts that in UKOU 74.1%, OUSL 63.1% agreed the statement but in AIOU 82% disagreed that regional office fully cooperated to meet student’s needs. The differences were not significant.

352

Table 4.5.19: Opinion about counselling process and student problems Statement: Counselling process was helpful to the students in solving their study problems Level UKOU OUSL AIOU Total SA 71 41 20 132 35.50 20.50 10.00 53.78 31.06 15.15 A 69 59 37 165 34.50 29.50 18.50 41.81 35.75 22.42 UNC 11 25 13 49 5.50 12.50 6.50 22.49 51.02 26.53 DA 25 54 51 130 12.50 27.00 25.50 19.23 41.53 39.33 SDA 24 21 79 124 12.00 10.50 39.50 19.35 16.93 63.70 Total 200 200 200 600 T=15-507 C=109.965 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.19 shows that in UKOU (69%) and OUSL (50%) the respondents agreed with the statement but in AIOU 65% respondents disagreed that counseling was not provided to the students. The differences were not significant.

353

Table 4.5.20: Opinion about use of appropriate mass media Statement: Appropriate mass media (radio, TV and newspapers) was used to provide relevant information by the regional campus Level UKOU OUSL AIOU Total SA 77 19 40 136 38.50 9.50 20.00 56.61 13.97 29.41 A 83 47 39 169 41.50 23.50 19.50 49.11 27.81 23.06 UNC 12 31 22 65 6.00 15.50 11.00 18.46 47.69 33.81 DA 15 77 61 153 7.50 38.50 30.50 9.80 50.32 39.86 SDA 13 26 38 77 6.50 13.00 19.00 16.88 33.76 49.35 Total 200 200 200 600 T=15-507 C = 118.695 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.20 argues that in UKOU (80%) respondent agreed but in OUSL (51%) and AIOU (51%) respondents disagreed that appropriate mass media (radio, TV and newspapers) was used to provide relevant information by the regional campus. The differences were not significant.

354

Table 4.5.21: Opinion about regional offices instant response to student Statement: Regional office gives instant response to student’s queries. Level UKOU OUSL AIOU SA 59 67 36 29.50 33.50 18.00 36.41 41.35 22.22 A 81 53 71 40.50 26.50 35.50 39.51 25.85 34.63 UNC 10 18 22 5.00 9.00 11.00 20.00 36.00 44.00 DA 39 44 51 19.50 22.00 25.50 29.10 32.83 38.50 SDA 11 18 20 5.50 9.00 10.00 22.44 36.73 40.81 Total 200 200 200 T=15-507 C =24.327 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 162

205

50

134

49

600

Table 4.5.21 observes that the respondents of UKOU (69%), OUSL (59%) and AIOU (53%) were in favour that regional office gives instant response to student’s queries. The differences were not significant.

355

Table 4.5.22: Opinion about help concerning examination difficulties Statement: Regional office helps students in difficulties concerning examination. Level UKOU OUSL AIOU Total SA 71 66 45 182 35.50 33.00 22.50 39.01 36.26 24.72 A 53 61 73 187 26.50 30.50 36.50 28.34 32.62 39.03 UNC 11 29 22 62 5.50 14.50 11.00 17.74 46.77 35.48 DA 49 23 38 110 25.50 11.50 19.00 44.54 20.90 35.54 SDA 16 21 22 59 8.00 10.50 11.00 27.11 35.59 37.28 Total 200 200 200 600 T=15-507 C =27.836 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.22 shows that the respondents of UKOU (61%), OUSL (63%) and AIOU (58%) agreed about regional office helps students in difficulties concerning examination. The differences were not significant.

356

Table 4.5.23: Opinion about availability of additional material Statement: Supplementary/ additional books and material were available in the regional office. Level UKOU OUSL AIOU Total SA 71 42 13 126 35.50 21.00 6.50 56.34 33.33 10.31 A 63 65 44 172 31.50 32.50 22.00 36.62 37.79 25.58 UNC 25 11 21 57 12.50 5.50 10.50 43.85 19.29 36.84 DA 36 47 53 136 18.00 23.50 26.50 26.77 34.55 38.97 SDA 5 35 69 109 2.50 17.50 34.50 4.58 32.11 63.30 Total 200 200 200 600 T=15-507 C =109.927 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.23 informs that in UKOU (62%) and OUSL (53%) respondents agreed with the statement but in AIOU (60%) respondents disagreed that supplementary/ additional books and material were available in the regional office. The differences were not significant.

357

Table 4.5.24: Opinion about group discussion for student problem solution Statement: Group discussions were held to solve student’s problems in the study centre. Level UKOU OUSL AIOU Total SA 67 41 19 127 33.50 20.50 9.50 52.75 32.28 14.96 A 69 64 35 168 34.50 32.00 17.50 41.07 38.09 20.83 UNC 12 27 31 70 6.00 13.50 15.50 17.14 38.57 44.28 DA 31 45 74 150 15.50 22.50 37.00 20.66 30.00 49.33 SDA 21 23 41 85 10.50 11.50 20.50 24.70 27.05 48.23 Total 200 200 200 600 T=15-507 C =75.716 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.24 reveals that in UKOU (68%) and OUSL (52%) respondents agreed with the statement but AIOU (57%) respondents disagreed that group discussions were held to solve student’s problems in the study center. The differences were not significant.

358

Table 4.5.25: Opinion about easy access to study centers Statement: students have easy access to the study centers Level UKOU OUSL SA 86 59 43.00 29.50 45.26 31.05 A 64 71 32.00 35.50 28.82 31.98 UNC 11 23 5.50 11.50 24.44 51.11 DA 21 35 10.50 17.50 23.86 39.77 SDA 18 12 9.00 6.00 32.72 21.81 Total 200 200 T=15-507 C =32.195 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 45 22.50 23.68 87 43.50 39.18 11 5.50 24.44 32 16.00 36.36 25 12.50 45.45 200

Total 190

222

45

88

55

600

Table 4.5.25 presents that the respondents of UKOU (75%), OUSL (64%) and AIOU (65%) agreed about students have easy access to the study centers. The differences were not significant.

359

Table 4.5.26: Opinion about appointment of competent tutors Statement: Competent persons were appointed as tutors in the related subject. Level UKOU OUSL AIOU Total SA 45 53 59 157 22.50 26.50 29.50 28.66 33.75 37.54 A 87 71 38 196 43.50 35.50 19.00 44.38 36.22 56.38 UNC 12 32 29 73 6.00 16.00 14.50 16.43 48.83 39.72 DA 32 28 51 111 16.00 14.00 25.50 28.82 25.22 45.94 SDA 24 16 23 63 12.00 8.00 11.50 38.09 25.39 36.50 Total 200 200 200 600 T=15-507 C =40.531 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.26 shows that the respondents of UKOU (65%), OUSL (61%) and AIOU (51%) agreed about competent persons were appointed as tutors in the related subject. The differences were not significant.

360

Table 4.5.27: Opinion about tutorial sessions concerning student problems Statement: Tutorial sessions were helpful to solve the study problems of students. Level UKOU OUSL AIOU Total SA 82 53 42 177 41.00 26.50 21.00 46.32 29.94 11.86 A 43 71 63 177 21.50 35.50 31.50 24.29 41.12 35.59 UNC 14 12 33 59 7.00 6.00 16.50 23.72 20.33 0.55 DA 47 36 40 123 23.50 18.00 20.00 0.38 0.29 32.52 SDA 14 28 22 64 7.00 14.00 11.00 0.21 0.43 0.34 Total 200 200 200 600 T=15-507 C =41.324 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.27 inquires that respondents of UKOU (62%), OUSL (61%) and AIOU (52%) agreed about tutorial sessions were helpful to solve the study problems of students. The differences were not significant.

361

Table 4.5.28: Opinion about punctuality of tutors Statement: Tutors were punctual in the tutorial meetings. Level UKOU OUSL SA 66 57 33.00 28.50 40.00 0.34 A 75 62 37.50 31.00 36.76 30.39 UNC 13 22 6.50 11.00 0.21 0.36 DA 24 41 12.00 20.50 21.05 0.35 SDA 22 18 11.00 9.00 38.59 31.57 Total 200 200 T=15-507 C =19.826 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 42 21.00 25.45 67 33.50 0.32 25 12.50 41.66 49 24.50 0.42 17 8.50 28.82 200

Total 165

204

60

114

57

600

Table 4.5.28 reports that the respondents of UKOU (70%), OUSL (59%) and AIOU (54%) agreed about tutors were punctual in the tutorial meetings. The differences were not significant.

362

Table 4.5.29: Opinion about comments on assignments Statement: Tutors give comments on student assignment. Level UKOU OUSL SA 61 49 30.50 24.50 42.06 33.79 A 83 51 41.50 25.50 41.29 25.37 UNC 11 26 5.50 13.00 16.17 0.38 DA 33 57 16.50 28.50 24.62 42.53 SDA 12 17 6.50 8.50 23.07 32.69 Total 200 200 T=15-507 C =170 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

AIOU 35 17.50 24.13 67 33.50 33.33 31 15.50 45.58 44 22.00 32.84 23 11.50 44.23 200

Total 145

201

68

134

52

600

Table 4.5.29 hits that respondents of UKOU (72%), OUSL (50%) and AIOU (51%) agreed about tutors give comments on student assignments. The differences were not significant.

363

Table 4.5.30: Opinion about returning the assignments Statement: Tutors return the marked assignments well in time with instructions and further guidance. Level UKOU OUSL AIOU Total SA 53 46 51 150 26.50 23.00 25.50 35.33 30.66 34.00 A 87 73 69 229 43.50 36.50 34.50 37.99 31.87 44.64 UNC 12 19 25 56 6.00 9.50 12.50 21.42 33.92 44.64 DA 35 42 31 108 17.50 10.00 15.50 32.40 38.88 28.70 SDA 13 20 24 57 6.50 10.00 12.00 22.80 35.08 42.10 Total 200 200 200 600 T=15-507 C =12.382 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.30 imparts that the respondents of UKOU (79%), OUSL (59%) and AIOU (59%) agreed about tutors return the marked assignments well in time with instructions and further guidance. The differences between three institutions were significant.

364

Table 4.5.31: Opinion about sufficient availability of AV aids Statement: Sufficient A.V. Aids were available at the study centre to meet the student needs. Level UKOU OUSL AIOU Total SA 69 29 15 113 34.50 14.50 7.50 61.06 25.66 13.27 A 71 66 38 175 35.70 33.00 19.00 62.83 58.40 33.62 UNC 15 28 17 60 7.50 14.00 8.50 25.00 46.66 28.33 DA 33 44 88 165 16.50 22.00 44.00 20.00 26.66 53.33 SDA 12 33 42 87 6.00 11.50 21.00 13.79 37.93 48.27 Total 200 200 200 600 T=15-507 C = 104.590 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.31 informs that UKOU 70% OUSL 47% respondents agreed with the statement but respondents of AIOU (65%) disagreed about sufficient AV aids were available at the study center to meet the student needs. The differences among three universities were not significant.

365

Table 4.5.32: Opinion about role of tutorial meetings concerning student difficulties Statement: Tutorial meetings provided the students to identify their deficiencies and difficulties in their studies. Level UKOU OUSL AIOU Total SA 42 34 53 129 21.00 17.00 26.50 3.25 26.35 41.08 A 75 69 47 191 31.50 34.50 23.50 39.25 36.12 24.60 UNC 13 15 24 52 6.50 7.50 12.00 25.00 28.84 46.15 DA 46 48 52 144 23.00 24.00 26.50 31.94 33.33 36.11 SDA 24 36 24 84 12.00 18.00 12.00 28.57 42.85 28.57 Total 200 200 200 600 T=15-507 C =18.950 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.32 indicates that respondents of UKOU (52%), OUSL (51%) and AIOU (51%) agreed about tutorial meetings provided the students to identify their deficiencies and difficulties in their studies. universities were not significant.

366

The differences among three

Table 4.5.33: Opinion about provision of guidance and counseling Statement: Guidance and counseling services were provided to the students. Level UKOU OUSL AIOU Total SA 44 13 11 68 22.00 6.50 5.50 64.70 19.11 16.17 A 87 55 44 186 43.50 27.50 22.00 46.77 29.56 23.65 UNC 21 18 31 70 10.50 9.00 15.50 30.00 25.71 44.28 DA 33 51 69 153 16.50 25.50 34.50 21.56 33.33 45.09 SDA 15 63 45 123 7.50 31.50 22.50 12.19 51.21 36.58 Total 200 200 200 600 T=15-507 C =91.663 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.33 presents that the respondents of UKOU (61%) agreed with the statement but the respondents of OUSL (57%) and AIOU (57%) disagreed that guidance and counseling services were provided to the students. The differences between three institutions were not significant.

367

Table 4.5.34: Opinion about the student guide Statement: The student guide was helpful to understand the system and to follow the programme systematically. Level UKOU OUSL AIOU Total SA 59 39 41 139 24.50 19.50 20.50 42.44 28.05 29.49 A 67 63 55 185 33.50 31.50 27.50 36.21 34.05 29.72 UNC 15 12 23 50 7.50 6.00 11.50 30.00 24.00 46.00 DA 34 54 49 137 17.00 27.00 24.50 24.81 39.41 35.76 SDA 25 32 32 89 12.50 16.00 16.00 28.08 35.95 35.95 Total 200 200 200 600 T=15-507 C =16.174 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.34 insists that respondents of UKOU (57%), OUSL (59%) and AIOU (50%) agreed about student guide was helpful to understand the system and to follow the programme systematically. The differences between three institutions were not significant.

368

Table 4.5.35: Opinion about establishment of guidance and counseling Statement: Guidance and counseling centre was established in the university. Level UKOU OUSL AIOU SA 53 43 26 26.50 21.1 13.00 0.43 35.24 21.31 A 81 59 24 40.50 29.50 12.00 49.39 35.97 14.63 UNC 15 27 35 7.50 13.50 17.50 19.48 35.06 45.45 DA 27 54 73 13.50 27.00 36.50 17.53 35.06 47.40 SDA 24 17 42 12.00 8.50 21.00 28.91 20.48 50.60 Total 200 200 200 T=15-507 C = 80.134 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 122

164

77

154

83

600

Table 4.5.35 shows that respondents of UKOU (67%) and OUSL (51%) agreed with the statement but the respondents of AIOU (58%) disagreed that guidance and counseling center was established in the university. The differences were not significant according to chi square.

369

Table 4.5.36: Opinion about provision of proper active guidance Statement: Advisory process remained active in providing proper guidance to students in selecting courses. Level UKOU OUSL AIOU Total SA 54 38 43 135 27.00 19.00 21.50 40.00 28.14 31.85 A 66 59 66 191 33.00 29.50 33.00 34.55 30.89 34.55 UNC 17 34 21 72 8.50 17.00 10.50 23.61 47.22 29.16 DA 41 25 43 109 20.50 12.50 21.50 37.61 22.93 39.44 SDA 22 44 27 93 11.00 22.00 13.50 23.65 47.31 29.03 Total 200 200 200 600 T=15-507 C = 24.013 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.36 view that respondents of UKOU (60%), OUSL (50%) and AIOU (54%) agreed about advisory process and proper guidance. According to chi square the differences among three universities were not significant.

370

Table 4.5.37: Opinion about counselors help and student difficulties Statement: Counselors helped the students in their course difficulties. Level UKOU OUSL AIOU SA 53 42 31 26.50 21.00 15.50 42.06 33.33 24.60 A 79 58 24 39.50 29.00 12.00 49.06 36.02 14.90 UNC 13 19 25 6.50 9.50 12.50 22.80 33.33 42.85 DA 33 57 69 16.50 28.50 34.50 20.75 35.84 43.39 SDA 22 24 51 11.00 12.00 25.50 22.68 24.74 52.57 Total 200 200 200 T=15-507 C =67.166 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 126

161

57

159

97

600

Table 4.5.37 shows that the respondents of UKOU (61%) and OUSL (50%) agreed with the statement but AIOU (60%) disagreed that counselors help the students in their course difficulties. The differences between three institutions were not significant.

371

Table 4.5.38: Opinion about telephone counseling Statement: There was a provision of telephone counseling in the university. Level UKOU OUSL AIOU SA 35 27 39 17.50 13.50 19.50 34.00 26.00 38.00 A 72 42 41 36.00 21.50 20.50 46.00 27.00 26.00 UNC 13 35 44 6.50 17.50 22.00 14.00 38.00 47.00 DA 67 61 62 33.50 30.50 31.00 35.00 32.00 32.00 SDA 13 35 14 6.50 17.50 7.00 20.00 56.00 22.00 Total 200 200 200 T=15-507 C =46.079 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 101

155

92

190

62

600

Table 4.5.38 reports that in UKOU (53%) respondents agreed with the statement but in OUSL (50%) and (40%) AIOU respondents disagreed that there was a provision of telephone counseling in the universities. The differences between three universities were not significant.

372

Table 4.5.39: Opinion about career guidance facility at regional office Statement: Computer assisted career guidance facility was office Level UKOU OUSL SA 61 23 35.50 11.50 62.00 23.00 A 79 35 39.50 17.50 52.00 23.00 UNC 20 32 10.00 16.00 30.00 49.00 DA 24 66 12.00 32.00 14.00 39.00 SDA 16 44 8.00 22.00 13.00 36.00 Total 200 200 T=15-507 C =124.596 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

available at the regional AIOU 14 7.00 14.00 36 18.00 24.00 13 6.50 20.00 78 39.00 46.00 59 28.50 49.00 200

Total 98

150

65

168

119

600

Table 4.5.39 hits that respondents of UKOU 70% agreed with the statement but OUSL (55%) and AIOU 68% disagreed that computer assisted career guidance facility was available at the regional office. According to chi square the differences among three institutions distribution were not significant.

373

Table 4.5.40: Opinion about need of more guidance and counseling Statement: There is a need of more guidance and counseling provision at the regional office Level UKOU OUSL AIOU Total SA 51 49 66 166 25.50 24.50 33.00 30.00 29.00 39.00 A 65 50 72 187 32.50 25.00 36.00 34.00 26.00 38.00 UNC 30 28 23 81 15.00 14.00 11.50 37.00 34.00 28.00 DA 39 50 25 114 19.50 25.00 12.50 34.00 43.00 21.0 SDA 15 23 14 52 7.50 11.50 7.00 28.00 44.00 26.00 Total 200 200 200 600 T=15-507 C =19.208 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.40 exhibits that UKOU (58%), OUSL (50%) and AIOU (69%) respondents agreed about the need to more guidance and counseling provision at the regional office. The differences between among universities were not significant.

374

Table 4.5.41: Opinion about appropriate audio-video and print support Statement: Open University approach of audio video and print support was appropriate. Level UKOU OUSL AIOU Total SA 55 46 33 134 27.50 23.00 16.50 41.00 34.00 24.00 A 72 51 65 188 36.00 25.50 32.50 38.00 27.00 34.00 UNC 11 32 41 84 10.50 16.00 20.50 13.00 38.00 48.00 DA 38 45 32 115 19.50 22.50 16.00 33.00 39.00 27.00 SDA 24 26 29 79 12.00 13.00 14.50 30.00 32.00 36.00 Total 200 200 200 600 T=15-507 C =28.745 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.41 depicts that 63% from UKOU, 50% from OUSL and 50% from AIOU respondents agreed about Open University approach of audio video and print support was appropriate. The differences were not significant.

375

Table 4.5.42: Opinion about adequate schedule time Statement: The time schedule of the media programmes was adequate. Level UKOU OUSL AIOU SA 61 63 49 30.50 31.50 24.50 35.26 36.41 28.32 A 73 54 61 36.50 27.00 30.50 38.82 28.72 32.46 UNC 12 18 33 6.00 9.00 16.50 19.04 28.57 52.38 DA 29 42 35 14.50 21.00 17.50 27.35 39.62 33.01 SDA 25 23 22 12.50 11.50 11.00 35.71 32.85 31.42 Total 200 200 200 T=15-507 C =18.674 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 173

188

63

106

70

600

Table 4.5.42 pointed out that 67% respondents of UKOU, 58% from OUSL and 54% respondents from AIOU (54%) agreed about time schedule of the media programmes. The differences were not significant.

376

Table 4.5.43: Opinion about the provision of programme schedule Statement: The schedule of the media programmes was package. Level UKOU OUSL SA 69 71 34.50 35.50 33.82 34.80 A 77 66 38.50 33.00 35.32 30.27 UNC 12 19 6.00 9.50 22.22 35.18 DA 20 33 10.00 16.50 25.31 41.77 SDA 22 11 11.00 5.50 48.88 24.4 Total 200 200 T=15-507 C =12.920 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

provided in the study AIOU 64 32.00 31.37 75 37.50 34.40 23 11.50 42.59 26 13.00 21.91 12 6.00 26.56 200

Total 204

218

54

79

45

600

Table 4.5.43 shows that respondents of UKOU (72%), OUSL (68%) and AIOU (69%) agreed about the provision of schedule of the media programmes in the study package. The differences were significant among three universities.

377

Table 4.5.44: Opinion about media programme and students Statement: Media programmes were interesting and helpful for the students. Level UKOU OUSL AIOU Total SA 74 73 66 213 37.00 36.50 33.00 34.7 34.3 31.00 A 72 68 75 215 36.00 34.0 37.5 33.50 31.6 34.9 UNC 18 15 12 45 9.00 7.00 6.0 40.00 33.4 26.7 DA 22 33 35 90 11.00 16.50 17.54 24.50 36.7 38.9 SDA 14 11 12 37 7.0 5.50 6.00 37.8 29.7 32.4 Total 200 200 200 600 T=15-507 C =5.724 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.44 reveals that 73% from UKOU, 70% from OUSL and 71% from AIOU respondents agreed about media programmes. The differences between three universities were significant.

378

Table 4.5.45: Opinion about TV educational programmes Statement: TV educational programmes were relevant to the studies. Level UKOU OUSL AIOU SA 59 65 33 29.5 32.5 16.5 37.5 41.40 21.01 A 80 71 65 40.0 35.5 32.5 37.0 32.8 30.1 UNC 19 12 33 9.50 6.00 16.5 29.6 13.7 51.5 DA 32 37 51 16.0 18.5 25.5 26.7 30.8 42.5 SDA 10 15 18 5.00 7.50 9.5 23.2 34.9 41.9 Total 200 200 200 T=15-507 C =30.488 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 157

216

64

120

43

600

Table 4.5.45 insists that 70% from UKOU, 68% from OUSL and 48.50% from AIOU respondents agreed about TV educational programmes were relevant to the studies. The difference were not significant.

379

Table 4.5.46: Opinion about broadcast programmes and students Statement: Educational programmes broadcasted through video were helpful for the students. Level UKOU OUSL AIOU Total SA 53 49 54 156 26.50 24.50 27.00 33.97 31.41 34.61 A 80 71 66 217 40.00 35.50 33.00 36.86 35.71 30.41 UNC 21 19 13 53 10.50 9.50 6.50 39.62 35.84 24.52 DA 39 40 45 124 19.50 20.00 32.50 31.45 32.25 36.29 SDA 7 21 22 50 3.50 10.50 11.00 14.00 42.00 44.00 Total 200 200 200 600 T=15-507 C =12.563 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.46 argues that respondents of UKOU (66.6%) OUSL (59%) and AIOU (60%) agreed that the educational programmes broadcasted through video were not helpful for the students. The differences were significant between three universities.

380

Table 4.5.47: Opinion about availability of library at regional office Statement: The facility of library was available at the regional office Level UKOU OUSL AIOU SA 56 22 21 28.00 11.00 10.50 56.50 22.22 21.21 A 77 41 32 38.50 20.50 16.00 51.33 27.33 21.33 UNC 21 33 19 60.50 16.50 9.50 28.76 45.20 26.02 DA 34 65 76 17.00 32.50 38.00 19.42 37.14 43.42 SDA 12 39 52 6.00 19.50 26.00 11.65 37.86 50.48 Total 200 200 200 T=15-507 C =91.968 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 99

150

73

175

103

600

Table 4.5.47 hits that the respondents of UKOU (66%) agreed with the statement but OUSL (52%) and AIOU (64%) disagreed about facility of library was available at the regional office. The differences were not significant.

381

Table 4.5.48: Opinion about reference material at regional library Statement: Regional library was equipped with sufficient reference material to meet student needs. Level UKOU OUSL AIOU Total SA 55 33 24 112 27.50 16.50 12.00 49.10 29.46 21.42 A 72 42 36 150 36.00 21.00 18.00 48.00 28.00 24.00 UNC 22 19 13 54 11.00 9.50 6.50 40.74 35.18 24.07 DA 36 64 71 171 18.00 32.00 35.50 21.05 37.42 41.52 SDA 15 42 56 113 7.50 20.00 28.00 13.27 37.16 49.55 Total 200 200 200 600 T=15-507 C =65.935 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.48 view that the respondents of UKOU (66%) agreed with the statement but OUSL (53%) and AIOU (63%) disagreed about regional library was equipped with sufficient reference material to meet regional library. The differences were not significant.

382

Table 4 5.49: Opinion about photocopy’s facility at regional office Statement: The facility of photocopy was available at the regional office Level UKOU OUSL AIOU SA 66 13 15 33.00 6.50 7.50 70.21 13.82 15.95 A 81 44 33 40.50 22.00 16.50 51.26 27.84 20.88 UNC 11 23 20 5.50 11.50 10.00 20.37 42.59 37.03 DA 29 51 77 14.50 25.50 28.50 18.47 32.48 49.04 SDA 13 69 55 6.50 34.50 27.50 9.48 50.36 40.41 Total 200 200 200 T=15-507 C =145.203 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 94

158

54

157

137

600

Table 4.5.49 depicts that the respondents of UKOU (73%) agreed with the statement but OUSL (65%) and AIOU (66%) disagreed about the facility of photocopy was available at the regional office. The differences were not significant.

383

Table 4.5.50: Opinion about cooperation of staff Statement: Staff of the regional library cooperates well with the students. Level UKOU OUSL AIOU SA 69 12 15 34.50 6.00 7.50 71.87 12.50 15.62 A 81 34 22 40.50 17.00 11.00 59.12 24.81 16.05 UNC 15 36 25 7.50 18.00 12.50 19.73 47.36 32.89 DA 22 63 77 11.00 31.50 38.50 13.58 38.88 47.53 SDA 13 55 61 6.50 27.50 30.50 10.07 42.63 47.28 Total 200 200 200 T=15-507 C =177.680 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 96

137

76

162

129

600

Table 4.5.50 pointed that the respondents of UKOU (75%) agreed with the statement but OUSL (60%) and AIOU (69%) disagreed about staff of the regional library cooperated as well with the students. The differences were not significant.

384

Table 4.5.51: Opinion about creation of opportunities for student involvements Statement: The opportunities were created to involve the students into the discussion on the subjects. Level UKOU OUSL AIOU Total SA 63 33 46 142 31.50 16.50 23.00 44.00 23.00 32.00 A 77 75 62 214 38.50 37.50 31.00 35.00 35.00 28.00 UNC 15 18 25 58 7.50 9.00 12.50 25.00 31.00 43.00 DA 34 54 53 141 17.00 27.00 26.50 24.00 38.00 37.00 SDA 11 20 14 45 5.50 10.00 7.00 24.00 44.00 31.00 Total 200 200 200 600 T=15-507 C22.352 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.51 informs that 70% of UKOU, 54% of OUSL and 54% from AIOU agreed about involve the students into the discussion on the subjects. The differences were not significant.

385

Table 4.5.52: Opinion

about

interaction

through

correspondence

and

teleconferencing Statement: The facility of interaction between student and teacher was provided through correspondence and teleconferencing. Level UKOU OUSL AIOU Total SA 66 41 45 152 33.00 20.50 20.50 43.00 26.00 29.00 A 75 55 61 191 37.50 27.50 30.50 39.00 28.00 31.00 UNC 24 29 33 86 12.00 14.50 16.50 27.00 33.00 28.00 DA 23 52 36 111 11.50 26.00 18.00 20.00 46.00 32.00 SDA 12 23 25 60 6.00 11.50 12.50 20.00 38.00 41.00 Total 200 200 200 600 T=15-507 C =28.151 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.52 presents that respondents of UKOU (70%), OUSL (48%) and AIOU (60%) agreed about interaction through correspondence and teleconferencing. The differences were not significant among three institutions.

386

Table 4.5.53: Opinion about provision of interaction through e-mail Statement: There is a provision of interaction between the student learners and tutors through e-mail. Level UKOU OUSL AIOU Total SA 55 45 13 113 27.50 22.50 6.50 48.67 39.82 11.50 A 88 61 22 171 44.00 30.50 11.00 51.46 35.67 12.86 UNC 13 19 25 57 6.50 9.50 12.50 22.80 33.33 43.85 DA 32 53 77 162 16.00 26.50 38.50 19.75 32.71 47.53 SDA 12 22 63 97 6.00 11.00 31.50 12.37 22.68 64.94 Total 200 200 200 600 T=15-507 C =131.932 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total. Table 4.5.53 represents that respondents of UKOU (71%) OUSL (52%) agreed but AIOU (69%) disagreed about the provision of interaction between through e-mail. The differences were not significant among three institutions.

387

Table 4.5.54: Opinion about student’s and tutors record Statement: The student record was well maintained by the tutor. Level UKOU OUSL AIOU SA 73 61 55 36.50 30.50 27.50 38.00 32.00 29.00 A 82 77 76 41.00 38.50 38.00 34.00 32.00 32.00 UNC 17 13 15 8.50 6.50 7.50 37.00 28.00 33.00 DA 18 35 43 9.00 17.50 21.50 18.00 36.00 44.00 SDA 10 14 11 5.00 7.00 5.50 28.00 40.00 31.00 Total 200 200 200 T=15-507 C =14.394 Entries in each category (cell) are in the following order: Frequency, column percent, row percent of total.

Total 189

235

45

96

35

600

Table 4.5.54 observes that 78% from UKOU, 67% from OUSL and 66% respondents from AIOU agreed about student’s record by the tutor. The differences between three institution distributions were significant.

388

Table 4.5.55: Suggestions given by students (UKOU, OUSL, AIOU) N=600 S.No Suggestions Frequency Percentage 1. Latest reference material/ books may be 25 12.5 provided in the study centres as well as in the regional office. 2. Feedback from students concerning support 34 17 services should be made essential. 3. Frequent meetings may be made/ arranged 50 25 between students and tutors. 4. Pick and drop service may be provided to the 68 34 students upto railway station or bus stand. 5. AV aids facility may be provided in the study 25 12.5 centers. 6. Teleconferencing provision of good lectures on 30 15 the subject may be arranged. 7. Broadcasting programmes should supplement 60 30 the text. 8. Regional office should extend full cooperation 50 25 to meet student’s needs. 9. Guidance and counselling centre may be 60 30 established at the regional offices. 10. Provision of telephone counseling should be 52 26 made available to students. 11. Facility of library should be provided at 60 30 regional office. 12. Photocopy facility should be available at the 50 25 regional library. Note: The number increased because some gave more than one suggestion

389

Table 4.6:

Analysis of opinions of experts

S.No Suggestions 1.

Frequency Percentage

Placement of components and their relationship

8

40

4

20

2

10

2

10

4

20

need to be looked into minutely. 2.

The components in the model many cases need to have to way flow.

3.

Relationship of components should be focused to direct student.

4.

Mentor relates to regional center it should be direct link to student and regional center.

5.

Add continuous assessment in components.

The above table shows that 40% of experts suggested that placement of components should be changed.

10% of experts suggested that relationship of

components should be focused to direct students while 10% experts suggested that mentor should be direct link to student also.

20% experts suggested that the

component in the model many cases should be to way flow.

20% of experts

suggested that add continuous assessment in components of student support services.

390

Table 4.7:

Showing the number and percentage of responses of experts on the relationship with each other components of student support services S.No Suggestions Frequency Percentage 1.

Components like (lab, digital library and student

12

60

2

10

6

30

advisory cell guidance and counseling instructional material, broadcast and non-broadcast, online etc) (tutorial, telephonic support face to face meeting etc) may be grouped together. 2.

Add more components like recorded model lessons or lectures of experts in study centers.

3.

Add continuous assessment in components

The above table shows that 60% of experts suggested that lab, digital library and student advisory cell and guidance and counseling, instructional material, broadcast and non-broadcast media, tutorial, telephonic support face to face meeting etc should be grouped together while 10% of experts suggested that add new thing like recorded lectures of experts in study centers while 30% experts suggested that add continuous assessment in student support services components.

391

DEVELOPMENT OF MODEL Consequence upon the results student supports services model for AIOU was developed, which briefly consisted of the following aspects of model: 1.

Title of the model

2.

Rationale for background framework or need assessment

3.

Aims and objectives

4.

Inputs consisting of: a. Student Advisory Cell b. Admission Section c. Departments (Academicians) d. Information Technology Department e. Regional Centers f. Library g. Examination Section

5.

Outputs or outcomes of model

6.

Evaluation

7.

Alternate model

RATIONALE The quality of student support services is the key to run the system of distance education successfully but an open institution can spread it instructional network according to the success and feasibility of its clientele.

392

How these

instructions cater the needs of their students and how they help and solve their problems should be studied essentially. Therefore, the comparison of student support services in the three prominent distance universities of developing and developed country was taught to be significant. In order to provide necessary accurate information, to provide assistance and guidance in the study of courses these student support services are important. The university is at present providing some support which is not integrated. Therefore a model for comprehensive support to the clientele is necessary.

OBJECTIVES/ AIMS (GENERAL) 1. To help distance learners fruitfully utilize the learning package by augmenting it with academic support services. 2. To help them make their choice and decisions by providing administrative and information support. 3. To reduce sense of isolation caused by distance and consequent lack of regular personal contact. 4. To provide learner with access to resources and opportunities for personalized interaction whether mediated or free to face.

393

OBJECTIVES (SPECIFIC) 1. To compare and review the facilities regarding development of student support services provided by the three universities UKOU, OUSL and AIOU. 2. To determine the significant difference between the claimed and actual condition or effectiveness of all facilities of student support services provided by the three universities.

Inputs Following departments and sections will provide input is not the services to support the students. 1. Student Advisory Cell 2. Admission Section 3. Departments (Academics) 4. Information Technology 5. Regional Centers 6. Study Centers 7. Library 8. Examination Section

Outputs 1. Information, guidance and explanations etc by the concerned departments 2. Expected net outputs will be satisfied and successful pass out/ graduates of the university with strong benefit to national development. 394

Evaluation The proposed model will need to be monitored during at least one or two complete cycles so as to remove any flaws, difficulties being faced during implementation to help counter them. Although evaluation will have to be carried out after completion of one or two cycles to get feedback from the implementing section and beneficiaries.

395

PROPOSED MODEL OF STUDENT SUPPORT SERVICES Continuous Assessment

Library Academician

Tutorial Broadcast and Nonbroadcast media

Tutor STUDENT Monitoring

Advisory Cell and Guidance and Counseling

Computer Based

Study Center/ Resource Office

Mentor

Admission Section

Examination Section

EXPLANATION OF THE MODEL This model is student centered. To meet personal, educational and exceptional needs and to provided from is interest to indicating his/ her study till, completion of the programme on the university. The components of student support services as identified in the research and then improved through tryout by seeking opinions who are involved or have long experience in distance education after student is in clientele to enroll in some programme. He/ she is likely to information about the system or options for study. This is more likely to happen after the advertisement appears and media programme have been dire which the student may not chance to view or needs further information. The response from the cell online on the basis of collect information.

413

The student move on to taking admission to the admission section where from he will get the registration card and later on the non-broadcast media and schedule of broadcasts will mail to the student. Regional services meet the essential purpose of instructional support, information and advice for the students. Media support transmits information between students. Telephonic counseling give a student quick feedback on a learning problem. Study centers generally carry out one or more of three functions, academic, advisor and administrative. Tutor helping students to become effective self-learners. Tutors provide guidance/ counseling to the students. Guidance and counseling facilities changes in individual pupils to enable them library is an asset for any distance education programme. Instruction support to the student will be provided by the mentor/ tutor. The mentor will especially play important role in programme like teacher education/ research where the mentor will be a person of confidence with the student will be able to confide and the mentor will be helping the learner in obtaining necessary label at skill. Continuous assessment is an important component of the student support services as it suppose to provide help and assistance to learns in their studies by providing appropriate supportive and guiding remarks. On assignments it also helps students know his/ her level of understanding and achievements in a course. It also provides them for proper study habits and the areas requiring special attention in studies.

414

Academicians are the main stay for the student support services as the learning package is prepared. The media programmes, workshops, conferences, tutorial nature etc are detailed by the academicians in the light of programmes and course objectives. Academicians are the people who are responsible to do this and thereby provide academic support to the learner. In this model, examination department provides peripheral support to the students on their final achievement in a course.

COMPARISON BETWEEN EXISTING AND NEW MODEL The proposed new model includes certain activities which are being carried out to support the learner. However, the quality of support needs improvement in addition to the provision of monitoring system, guidance and counseling cell, online library, computer based information and use of ICT and reinstitution of tutor monitoring system.

415

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Manson, R. (1994) Using Communication Media for Open and Flexible Learning. London: Open University Kogan page.

Moaler, R. et al. (1991) Support Services for the Study Student. New York: The Foundation of American Distance Education, A College Correspondence Study, Kogan Page.

Model (http://pespmel/vub.ac.be/asc/model.html, visited on 4-4-2003)

Mohanty, J. (1998) Teacher Education. New Delhi: Deep and Deep Publications.

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Mohanty, P.C. (1992) Mass Media and Education. New Delhi: Ashish Publishing House.

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Monanty, J. (1987) Educational Technology. New Delhi: Deep and Deep Publishers.

Paul, R. (1990) Open Learning and Open Management: Leadership and Integrity in Distance Education. London: Kogan page.

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Pulist, S.K. (2000) Student Support Services in Distance Education in India a Historical Perspective: Journal of Distance Education Jammu Vol.III, NO.1, 6680. Ralph, C. (1975) Audiovisual Handbook (4th Ed.) Survey. London: University of London Press Ltd.

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Rashid, M. (1992) Distance Education: Concept and Methods. Islamabad: AIOU.

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Rashid, M. (1998) Developing Material for Distance and Non-Formal Education (Study Guide). Islamabad: AIOU.

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on

March 20, 2008.

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426

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427

Annexure-I

Subject:

QUESTIONNAIRE FOR ACADEMICIANS

Assalam-o-Alaikum, I am conducting my Ph.D research on the topic “Developing a model for student support services at Allama Iqbal Open University”.

I have prepared a

questionnaire to seek your opinion concerning various aspects of students support services. Please feel free while responding. I assure you that responses will be used only for the research purpose. I hope that you will return the filled in questionnaire on the following address as early as possible. Thanks in advance for your kind cooperation. Yours sincerely, (Mrs. Amtul Hafeez) Lecturer (DNFE Department) Block 5- AIOU H-8, Islamabad

428

QUESTIONNAIRE FOR ACADEMICIANS Biographical Information 1.

Name__________________________ (Not necessary)

2.

Residence:

3.

Age:

Urban

Rural

a. 20-30 years b. 31-35 years c. 36-40 years d. Above 40 years 4.

5.

Academic qualification:

BA/BSC

MA/MSC

M. PHIL

PhD

Any other (please specify) _________

Professional qualification:

B Ed

M Ed

Given below are some statements. Please indicate your level of agreement by ticking (3) the appropriate box. SA A UNC DA SDA

Strongly Agreed Agreed Uncertain Disagreed Strongly Disagreed

S.No Item Statement SA A 6. Distance education is the only viable answer for developing countries for their sound vocational and professional education. 7. The quality of student support services is maintained at the open university. 8. Students fail to take the advantages of the resources available in the libraries. 9. Student support services through telephone are used to facilitate the distance learners. 10. E-mail services are used to facilitate the learners. 11. Students support services used different media to make the learning process more effective. 429

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12.

13. 14.

15.

16.

17.

18.

19.

20. 21.

22.

23. 24.

25. 26. 27.

The effectiveness of media depends on: - Accessibility by its users -

Convenience of their use

-

Academic control

NGOs are involved in student support services. TV programmes have great significance in imparting knowledge and skills to students of Open University. Using cable TV, as a student support services is effective to promote distance education. The students are encouraged through counseling for writing of assignments at the Open University. Open university provides both academic and administrative support services to learners through study centres and regional offices. The counselors prefers to use old methods in tutorial meetings and not observe the latest techniques. Tutors are able to provide meaningful tuition to the distance learners by commenting upon their learner’s assignments. Audio-visual material is used in counseling programme of Open University. The resource persons at the study centres are committed to their task and happily answer the student queries. Distance learners are utilizing the learning package by argumenting it with the tutors in study centres. The student’s queries are properly and promptly replied by the academicians. The academicians try to involve the students in their studies by observing the philosophy of distance education. Self-instructional study material is selfinstructional in the real sense. Student support services at Open University are effectively operated. There is an adequate mechanism of coordination and monitoring of the student support services. 430

28. 29.

30.

Proper planning is done for student support services. Efficient support services make the Open University educational programme successful. If you have any suggestions for improvement of student support services, please indicate below: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

431

Annexure-II

Subject:

QUESTIONNAIRE FOR POLICY MAKERS

Assalam-o-Alaikum, I am conducting my Ph.D research on the topic “Developing a model for student support services at Allama Iqbal Open University”.

I have prepared a

questionnaire to seek your opinion concerning various aspects of students support services. Please feel free while responding. I assure you that responses will be used only for the research purpose. I hope that you will return the filled in questionnaire on the following address as early as possible. Thanks in advance for your kind cooperation. Yours sincerely, (Mrs. Amtul Hafeez) Lecturer (DNFE Department) Block 5- AIOU H-8, Islamabad

432

QUESTIONNAIRE FOR POLICY MAKERS Biographical Information 31.

Name__________________________ (Not necessary)

32.

Residence:

33.

Age:

Urban

Rural

a. 20-30 years b. 31-35 years c. 36-40 years d. Above 40 years 34.

35.

Academic qualification:

BA/BSC

MA/MSC

M. PHIL

PhD

Any other (please specify) _________

Professional qualification:

B Ed

M Ed

Given below are some statements. Please indicate your level of agreement by ticking (3) the appropriate box. SA A UNC DA SDA

Strongly Agreed Agreed Uncertain Disagreed Strongly Disagreed

S.No Item Statement SA A 6. The Open University maintains the quality of student support services. 7. Different technologies are used in student support services. 8. The regional offices/ centres are fully equipped with the media equipment. 9. Student support services facilitate the students and strengthen the distance education courses at different levels. 10. The planning, execution and monitoring of student support services is appropriate. 11. The Open University ensures that distance learners are fully benefitted from the student support services. 433

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12. 13. 14. 15.

16.

17.

The Open University has appointed competent experienced tutors. Proper student support services is provided to the distance learners. The government is encouraging distance education in the country. The provision of resources are adequate to promote distance education in the country: a. Physical & human b. Financial/ economic The staff development/ training/ orientation programme of the university is certainly beneficial for the academic activities. The coordination between the following is adequate: a. Academician and tutors b. Students and tutors c. Students and regional office d. Regional office and tutors

18. 19.

20.

21.

22. 23. 24. 25. 26.

The Open University uses new strategies for its efficient delivery system. There exists good liaison with the heads of concerned schools and colleges for effective student support services. The varied functions to be performed in the study centres are fully monitored by the university. Open university undertakes academic activities related to student admission, counseling recruitment and orientation of counselors. The student support programmes are evaluated by the Director Regional Services. Sufficient funds are allocated for the student support services. The university provides financial help to the deserving students. Computer conferencing and e-mail facilities are encouraged in the university. The university is trying its best to facilitate the students by providing recorded audiocassettes on various courses.

434

27. 28. 29. 30. 31.

32.

The university is telecasting the schedule of student support services programme. Full coverage to whole of the country is provided through radio broadcasts. The broadcasts on student support services is extended to all SAARC countries also. Do you agree to the printing of results in newspapers or issuing a press release? Audio and video conferencing are being used on the basis of sufficient student numbers. Kindly provide the suggestions for the improvement of student support services: ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

435

Annexure-III

Subject:

QUESTIONNAIRE FOR REGIONAL DIRECTORS/ DRDs/ARDs

Assalam-o-Alaikum, I am conducting my Ph.D research on the topic “Developing a model for student support services at Allama Iqbal Open University”.

I have prepared a

questionnaire to seek your opinion concerning various aspects of students support services. Please feel free while responding. I assure you that responses will only be used for the research purpose. I hope that you will return the filled in questionnaire on the following address as early as possible. Thanks in advance for your kind cooperation. Yours sincerely, (Mrs. Amtul Hafeez) Lecturer (DNFE Department) Block 5- AIOU H-8, Islamabad

436

QUESTIONNAIRE FOR RDs/DRDs/ARDs Biographical Information 1.

Name__________________________ (Not necessary)

2.

Residence:

3.

Age: a. b. c. d.

4.

Urban

Rural

20-30 years 31-35 years 36-40 years Above 40 years

Academic qualification: BA/BSC

MA/MSC

M. PHIL

Ph.D

Any other (please specify)______________________ 5.

Professional qualification:

B Ed

6.

Region: ______________________

M Ed

Given below are some statements. Please indicate your level of agreement by ticking (3) the appropriate box. SA A UNC DA SDA

Strongly Agreed Agreed Uncertain Disagreed Strongly Disagreed

PART-I General Services S.No Item Statement 7.

8.

SA A

Regional center has close contact with press, radio and television for publicity of distance education programmes. Admission forms and other related information were available in the regional office.

437

UNC DA

SDA

9. 10.

Regional office actively supervises the performance of tutors. The communication facilities given below were available at the regional office: a. Telephone b. E-mail c. Fax

11. 12.

13. 14. 15.

16.

The staff of regional center is cooperative in providing information to the needy persons. Regional office arranges briefing sessions for tutors about their duties/ assignments as tutor. Student’s problems are normally solved immediately by the regional office. Regional office arranges course workshops and involves competent resource persons. The tutorial meeting arranged at the study centres provide guidance to students regarding the course. The workshop arranged at the study centres provide guidance to students regarding the course.

PART-II: Tutorial Services 17. Study material and tutor file were provided well before the start of semester. 18. The study centers were established within the access of students. 19. Tutors mark student assignments and return them on time. 20. Tutors give remarks on the students’ assignments. 21. Tutors help the students in solving their study problems. 22. The study centres have the facility of radio and television. 23. Sufficient instructional equipment were available in the study centre. 24. Trained staff is available at study centre for practical work. 25. Tutors have good coordination with the 438

regional office. 26. Tutors forward continuous assessment result to the regional office on time. PART-III: Counseling Services 27. A team of specialist career guidance counselor is available at regional centre. 28. Counseling cell provides the opportunity of learning study skills. 29. The counseling and guidance staff was available at regional centre. 30. Counselor provides pre-admission and postadmission guidance to the students. 31. Counselor helps the students to solve their personal or family problems related to the studies. 32. The guidance process is helpful to the students. 33. Counselors help the students in finalization of the course. 34. Counseling Cell provides booklet on how to study the system of distance education. 35. Counseling cell uses modern techniques of counseling and guidance for the students. 36. Students get guidance by telephone.

PART-VI: Library Services 37. Regional centre has a well-equipped library of books. 38. Library staff provides book list and information to all needy students. 39. Regional library is equipped with sufficient audio-visual equipments. 40. If students request, then the library staff mail photocopy materials to the students on payment. 41. Student has an easy access to books and audio visual aids in the library. 42. Students contact with library staff is properly working.

439

a. Phone b. Fax c. E-mail d. In person 43. Library provides the latest material to the students. PART-V: Media Support 44. Media provision is necessary for the learner during the study. 45. Open University approach of audio/ video is good. 46. Availability of audio-video material at the study centre is adequate. 47. There is hardly any interaction opportunity by TV/radio especially for the students. 48. There is no broadcasting facility for SAARC countries. 49. If you have any suggestion for improvement of student support services, please indicate below: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

440

Annexure-IV

Subject:

QUESTIONNAIRE FOR TUTORS

Assalam-o-Alaikum, I am conducting my Ph.D research on the topic “Developing a model for student support services at Allama Iqbal Open University”.

I have prepared a

questionnaire to seek your opinion concerning various aspects of students support services. Please feel free while responding. I assure you that responses will be used only for the research purpose. I hope that you will return the filled in questionnaire on the following address as early as possible. Thanks in advance for your kind cooperation. Yours sincerely, (Mrs. Amtul Hafeez) Lecturer (DNFE Department) Block 5- AIOU H-8, Islamabad

441

QUESTIONNAIRE FOR TUTORS Biographical Information 1.

Name__________________________(Not necessary)

2.

Residence:

3.

Urban

Rural

Age: 20-30 years 31-35 years 36-40 years Above 40 years

4.

Academic qualifications:

BA/BSC

MA/MSC

M. PHIL

PhD

Any other (Please specify) _____________

5.

Professional qualification:

B Ed___________

M Ed___________

6.

Program (in which you were appointed)______________________ Given below are some statements. Please indicate your level of agreement by ticking (3) the appropriate box. SA A UNC DA SDA

Strongly Agreed Agreed Uncertain Disagreed Strongly Disagreed

PART-I: General Services S.No Item Statement SA A 7. Many shortcomings of distance education have emerged from ineffective system of student support services. 8. The Open University has an adequate network of support services. 9. The tutors must know how to guide the distance education students through: a. Telephone b. Non-broadcast media 442

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c. Comments on assignments d. Mass media radio/TV 10. 11.

12. 13.

14. 15.

16.

17.

The distance learners need encouragement by the tutors with written remarks. The distance students feel difficulty in comprehending the reading material developed by Open University. The amount of information given in the study books was sufficient. Study guides and the provided allied materials give detailed information about the course. The study materials involve the students into the studies. The study materials do have the indication about different topics to be discussed in the tutorial meetings. The tutorial meetings arranged at the study centre provide monitoring/ guidance to students regarding the course. The workshops arranged at the study centre provide monitoring/ guidance to students regarding the course.

PART-II: Regional Office Services 18. The regional office solves students’ problems concerning their studies immediately. 19. Selection of tutors by the regional office is fair. 20. The students are satisfied with the performance of tutors in the study centres allocated by the regional office. 21. The regional office had good coordination with the study centres in order to make distance education programme effective. 22. Regional office provides the list of attached students to the tutors on time. 23. The regional office monitors the activity of study centres regularly. 24. Regional office helps students in problems concerning: a. Examinations 443

b. Assignments result c. General correspondence with the main campus 25. 26.

27.

Regional office ensures to take continuous assessment results from tutors on time. The regional office gets publicity of promoting distance education programmes from various agencies. Regional office ensures the quality of arranging practical nature programmes of distance education.

PART-III: Tutors Services 28. Appointment of tutors is carefully done by the regional office. 29. Regional office ensures the punctuality of tutors in the study center. 30. Tutors return students’ assignments without any delay. 31. Students are fully satisfied with the tutors’ standard of assignments marking. 32. Tutors give comments on the assignments. 33. Students are fully guided by their tutors in solving their study difficulties. 34. The environment of study centres is best suited to the needs of distance students. 35. Tutors help the students in solving their assignments during face-to-face contact. 36. Tutors find the study material easy to understand. 37. Tutors plan activities in the tutorial meetings to be completed carefully. 38. The study centres are established within the access of students. PART-IV: Counseling Services 39. Sufficient staff for counseling and guidance services is available at the regional office. 40. Counselor helps the student to solve their study related problems.

444

41.

Monitoring of counseling sessions can be helpful in: i. Ensuring effective support to learner ii. Bringing in qualitative improvements in counseling activity at study centres iii. Providing feedback to study centres and the headquarters

42.

Counseling Cell provides the opportunity for learning study skills to the students. Counseling Cell uses modern techniques in the counseling sessions. Students get benefits from the counseling sessions.

43. 44.

PART-V: Media Support 45. Students intend to be benefitted from radio broadcast concerning their course. 46. The students like to watch TV programmes which support the textual material. 47. Students from far-flung areas prefer audio programmes because of electricity problems. 48. On-line supporting programmes concerning courses can enhance the comprehension of students. 49. Media support programmes certainly make the teaching learning process more effective and efficient. 50. The study centre has the facility of media support equipment. 51. Media programmes which provide additional information than the text create much interest of students. 52. Sufficient audio-visual equipments were available in regional office library. PART-VI: Library Services 53. Library facility is available at the regional office. 54. Regional office library is equipped with sufficient textual materials and audiovisual

445

55. 56. 57. 58. 59. 60.

61.

aids to meet the students’ needs. Photocopy facility is available in the regional office library. The staff of regional library cooperates well with the tutors and students. A good cataloging facility was available in the library. Sufficient reference material was available in the library. Library facility at the study center level is necessary. Tutors contact the library staff for assistance and inquiries about reference materials by: i. phones ii.

fax

iii.

e-mail

iv.

in person

Please give suggestions to improve the student support services: -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

446

Annexure-V

Subject:

QUESTIONNAIRE FOR STUDENTS

Dear student, Assalam-o-Alaikum, I am conducting my Ph.D research on the topic “Developing a model for student support services at Allama Iqbal Open University”.

I have prepared a

questionnaire to seek your opinion concerning various aspects of students support services. Please feel free while responding. I assure you that responses will be used only for the research purpose. I hope that you will return the filled in questionnaire on the following address as early as possible. Thanks in advance for your kind cooperation. Yours sincerely, (Mrs. Amtul Hafeez) Lecturer (DNFE Department) Block 5- AIOU H-8, Islamabad

447

QUESTIONNAIRE FOR STUDENTS Biographical Information 1. 2. 3. 4.

5.

Name__________________________ (Not necessary) Residence: Urban Rural Gender: Male Female Age: a. 20-30 years b. 31-35 years c. 36-40 years d. Above 40 years Academic qualification: BA/BSC

MA/MSC

M. PHIL

Ph.D

Any other (please specify)______________________ 6. 7.

Professional qualification: B Ed___________ M Ed___________ Programme (in which you enrolled): ______________________ Given below are some statements. Please indicate your level of agreement by

ticking (3) the appropriate box: SA A UNC DA SDA

Strongly Agreed Agreed Uncertain Disagreed Strongly Disagreed

PART-I General Services S.No Item Statement 8. The study material was timely received. 9. 10. 11. 12. 13.

The study material was self-explanatory and involved the students. Admission forms and related information were easily available to the students. The system of assessment and evaluation was satisfactory. The planning, execution and monitoring of supper services were satisfactory. Educational programmes of open university

448

SA A

UNC DA

SDA

broadcast were valuable. 14. Information about telecast/ teleconferencing was timely provided. 15. Workshops were arranged at convenient places. 16. The number of tutorial meetings was adequate. 17. Students who submit their assignments in time get special advantages. 18. Tutors were accustomed to give guidance and encouraging comments on assignments. 19. Assignments returned well in time to the students with detailed instructions. PART-II: Regional Office Services 20. Admission forms and information were easily available well in time at regional office. 21. Regional office fully cooperated to meet students’ needs. 22. Counselling process was helpful to the students in solving their study problems. 23. Appropriate mass media (radio, TV and newspaper) was used to provide relevant information by the regional campus. 24. Regional office gives instant response to students’ queries. 25. Regional office helps students in difficulties concerning examinations. 26. Supplementary/ additional books and material were available in the regional office. 27. Group discussions were held to solve students’ problem in the study centre. PART-III: Tutorial Services 28. Study centres had an easy access to the students. 29. Competent persons were appointed as tutors in the related subject. 30. Tutorial sessions were helpful to solve the study problems of students. 31. Tutors were punctual in the tutorial meetings. 32. Tutors give comments on student

449

assignments. 33. Tutors return the marked assignments well in time with instructions and further guidance. 34. Sufficient A.V aids were available at the study centres to meet the student needs. 35. Tutorial meetings provided the students to identify their deficiencies and difficulties in their studies. PART-IV: Counselling Services 36. Guidance and counselling services were provided to the students. 37. The student guide was helpful to understand the system and to follow the programme systematically. 38. Guidance and counselling centre was established in the university. 39. Advisory process remained active in providing proper guidance to students in selecting courses. 40. Counsellors helped the students in their course difficulties. 41. There was a provision of telephone counselling in the university. 42. Computer assisted career guidance facility was available at the regional office. 43. There is a need of more guidance and counselling provision at the regional office. PART-V: Media Support 44. Open University approach of audio-video and print support was appropriate. 45. The time schedule of the media programmes was adequate. 46. The schedule of the media programmes was provided in the study package. 47. Media programmes were interesting, motivating and helpful for the students. 48. TV educational programmes were relevant to the studies. 49. Educational programmes broadcasted through video were helpful. PART-VI: Library Services 50. The facility of library was available at the

450

regional office/ centre. 51. Regional library was equipped with sufficient referenced materials to meet student needs. 52. The facility of photocopy was available at the regional library. 53. Staff of the regional library cooperate well with the students. 54. The opportunities were created to involve the students into the discussion on the subject. 55. The facility of interaction between student and teacher was provided through correspondence and teleconferencing. 56. There is a provision of interaction between the student learner and tutor through e-mail. 57. The student record was well maintained by the tutor. 58. Kindly provide the suggestions for the improvement of the student support services. -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

451

Annexure-VI LIST OF EXPERTS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.

Prof. Dr. M. Zafar Iqbal Dr. Muhammad Rashid Dr. Irshad Ahmed Farrukh, Dr. Muhammad Bashir Gondal Dr. Muhammad Javed Iqbal Dr. N.B. Jumani Dr. M. Aslam Asghar Dr. Azhar Hameed Ali Asghar Hasnain Mrs. Shagufta Haroon Prof. Munawar Hussain Sulehri Syed Zia ul Hasnain Naqvi Ubaid Aslam Dr. Qudsia Riffat Dr. Tanzila Nabeel Dr. M. Mahmood Hussain Awan Dr. Ibrahim Khalid Dr. Iftikhar Ahmed Baig Dr. Naveed Sultana Dr Irshad Hussain

Professor/ Dean Profession/ Ex-Dean Lahore. Assistant Professor Assistant Professor Ex-DRS Ex-DRS DRS Director Adivisory Cell Regional Director Rawalpindi Deputy Regional Director Islamabad Assistant Regional Director Associate Professor Assistant Professor Associate Professor Professor Chairman BISE Assistant Professor Assistant Professor

452

Annexure-VII Subject:

TRYOUT OF THE PROPOSED MODEL

I am a student of Ph.D Education (Specialization in Distance and NonFormal Education) in Allama Iqbal Open University. Topic of my research is “Developing a Model for Student Support Services at AIOU”. In this perspective intensive data was collected and on the basis of that data a model for Student Support Service has been proposed (copy attached). Following seventeen (17) components of student support services are mentioned in this model. The components are: 1. Student Advisory Cell 2. Admission Cell 3. Instructional Material 4. Library/ Digital Library 5. Laboratory 6. Computer Based Services 7. AV Aids/ Resource Centre 8. Broadcast and Non-Broadcast Media 9. Guidance and Counseling 10. Tutor 11. Mentor 12. Study Centers 13. Regional Centers 14. Telephone Tutorials 15. Workshop/ Study Meetings/ Tutorials 16. Academicians 17. Examinations Now in the second phase, this model is being presented to the experts for tryout so seeking their opinion about the components identified and their relationships with each other in the model so that you can give your opinion on the proforma attached. Your opinion will be kept secret and only be utilized for the improvement of the model. You are requested to kindly give your opinion on both the parts and suggest alterations. Thanking for your cooperation and contribution.

(Mrs. Amtul Hafeez) Ph.D Scholar Faculty of Education, AIOU, Islamabad

453

PROPOSED MODEL OF STUDENT SUPPORT SERVICES Regional Office

Examination

Admission Cell

Instructional Materials

Digital Library

Student Advisory Cell

Study Canter

Library

Laboratory

Tutors

Academicians

STUDENT

Mentor

AV Aids Resource Center

Telephone Tutorials Student Meetings

Workshop

Guidance and Counseling

SUGGESTIONS -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

454

Computer based Support Service

Non-broadcast Media

Broadcast Media

Annexure ANALYSIS OF OPINIONS OF EXPERTS ON THE COMPONENTS OF STUDENT SUPPORT SERVICES S.No Suggestions Frequency Percentage 1.

Placement of components and their relationship

8

40

4

20

2

10

2

10

4

20

need to be look into minutely. 2.

The components in the model many cases need to have to way flow.

3.

Relationship of components should be focused to direct student.

4.

Mentor relates to regional center it should be direct link to student and regional center.

5.

Add continuous assessment in components.

The above table shows that 40% of experts suggested that placement of components should be changed.

10% of experts suggested that relationship of

components should be focused to direct students while 10% experts suggested that mentor should be direct link to student also.

20% experts suggested that the

component in the model many cases should be to way flow.

20% of experts

suggested that add continuous assessment in components of student support services.

455

SHOWING THE NUMBER AND PERCENTAGE OF RESPONSES OF EXPERTS ON THE RELATIONSHIP WITH EACH OTHER COMPONENTS OF STUDENT SUPPORT SERVICES S.No Suggestions Frequency Percentage 1.

Components like (lab, digital library and student

12

60

2

10

6

30

advisory cell guidance and counseling instructional material, broadcast and non-broadcast, online etc) (tutorial, telephonic support face to face meeting etc) may be grouped together. 2.

Add more component like recorded model lessons or lectures of expert in study centers.

3.

Add continuous assessment in components

The above table shows that 60% of experts suggested that lab, digital library and student advisory cell and guidance and counseling, instructional material, broadcast and non-broadcast media, tutorial, telephonic support face to face meeting etc should be grouped together while 10% of experts suggested that add new think like recorded lectures of experts in study centers.

456