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UGC-WRO sanctioned Minor Research Project Entitled
English Language and Literature Teaching
through Distance Mode in Maharashtra:
Problems and Prospects
Submitted to
University Grants Commission
Western Regional Office
Savitribai Phule Pune University Campus
PUNE
BY
Dr. Vasant Devidasrao Satpute
Principal & Head, Deptt of English
Late Ramesh Warpudkar Arts, Commerce And
Science College, Sonpeth Dist. Parbhani 431516
(Maharashtra)
DECLARATION
I hereby declare that the work- 'English Language and
Literature Teaching Through Distance Mode in Maharashtra:
Problems and Prospects' has been carried out by me with the
financial assistance of University Grants Commission, WRO, Pune.
This work has not been earlier submitted either in full or in part for
any degree, any diploma or any fellowship at any university. I
further declare that whatever material has been borrowed from
other sources and incorporated in the thesis has been duly
acknowledged and I could be held responsible and accountable for
plagiarism, if any, detected later on.
Date: 08/05/2020 Dr Vasant D. Satpute
Place: Sonpeth (Principal Investigator)
Acknowledgement
At the very outset, I take this as an opportunity to extend my
sincerest thanks to The Joint Secretary UGC WRO, Pune who
sanctioned financial assistance to undertake this study. I am also
grateful to official staff of WRO who replied to my queries as and
when I needed. I am also indebted to the Director of Centre of
Distance Education of SNDT Women’s University, Mumbai late Dr
Chandrakant Puri whose sudden demise shocked me. He has been
very guiding and responsive to my efforts.
My special thanks go to Prof M A Anuse, Director, Dr Bansode,
Deputy Director and Dr Bandgar, Course Coordinator of CDE,
Shivaji University, Kolhapur, for their kind hospitality and
cooperation during my visit to Kolhapur. I am very much thankful to
Dr Ram Jadhav, Director- Distance Education, SRTM University
Nanded for his timely help and elderly advice.
I mention the cooperation offered to me by the director of
Director of Institute of Distance and Open Learning of University of
Mumbai for his cooperation. I thank Dr Deepak Kondawar of
Distance Education Department of SRTMU, Nanded. I am very
thankful to Principal Dr Bedre R T, Co Principal Investigator, for
visiting most of the distance education centers for collecting the data
required. I tender my thanks to Deputy Director, Department of
External Education and Learning, KBCNMU, Jalgoan, and staff at
SGBAU, Amravati.
I take this opportunity to express my sincere gratitude
towards the President of Hanuman Shikshan Prasarak Mandal, Shri
Permeshwar Kadam, Vice President Mrs. Jyoti Kadam, Secretary
Shri Rameshrao Kharwade, Treasurer Hon Vyankatrtao Kadam for
their constant support in academic and research activities. Finally
yet importantly, I would like to mention all my colleagues (Teaching
& Non-Teaching staff) and friends who directly or indirectly helped
me in number of ways.
Dr V D Satpute
Principal Investigator
CONTENTS
Chapter I: Introduction to Distance Education 1-13
1. Introduction to Distance Education
2. Distance Education: Theory
3. Distance Education: Open Education and Correspondence Education
4. Need of Re-naming DE and Conventional Face to Face Education
5. Objectives of the Project
6. Statement of the Problem
7. Overview of Literature
8. Conceptual Framework
9. Research Questions or Hypotheses
10. Research Methodology
11. Implications
Chapter II: Higher Education Scenario of Conventional
Universities in Maharashtra
14-30
1. State Universities
2. Educational Regulatory Authorities
3. The Questionnaire
4. Composition of the Questionnaire
5. Analysis of the Data Collected
6. Observations after the Analysis
Chapter III: Quality of English Language Teaching in Distance
Education Mode in State Universities: its Analysis 31-41
1. Introduction
2. Objective Based Composition of the Questions
3. Analysis of the data collected
Chapter IV: Findings and Recommendations 42-48
1. Overall Findings of the Study
2. Recommendations
Bibliography 49-52
Chapter I
Introduction to Distance Education
1. Introduction
In a vastly populated country like India giving access of higher
education to all eligible youths (18-23 age groups) is a highly
challenging task for the government. Though the growth of HE in
last 70 years has been remarkable and commendable having 864
universities, 40026 colleges and 11669 standalone institutions
(http://currentafairs.gktoday.in ), it is inadequate to include all of
them in the mainstream of HE. The statistical data published by
NITI Ayog based on AISHE for 2017-18 is 21.1 at the national level,
Tamil Nadu topping among the states with 42 and Chandigarh
among the union territories with 51.3 (http://niti.gov.in). The target
set by the government is 30% by the year 2020 which is still far
behind the countries like USA with 85.8 % and China 43.39%.
(http://currentafairs.gktoday.in). In the given number of institutions
and infrastructural constrains, the conventional mode (campus
based/ regular/ face to face) of HE will be unable to meet the
challenge of the growing young population of the country. The policy
makers in the country have been exploring and devising other modes
of HE to achieve the target. In the recent times, Distance Education
has emerged as a viable complementary in the beginning and
competent alternative in recent times to the conventional formal
mode of HE in the country.
2. Distance Education: Theory
There have been several efforts to define distance education
based on its characteristics distinct from the conventional mode of
education. Educationists like Charles Wedemeyer, Michael Moore,
Borje Dohmen, Otto Peters, and Holmberg have defined DE focusing
on one or other aspect of DE.
Wedemeyer (1977) in his article ‘Independent Study’ favors
this term to other terms like Open Learning and Distance
Education. The same is used and preferred in USA to mean the both.
He writes:
Independent study consists of various forms of teaching-
learning arrangements in which teachers and learners carry
out their essential tasks and responsibilities apart from one
another, communicating in a variety of ways. Its purposes are
to free on campus or external learners with the opportunity to
continue learning in their own environments, and developing
in all learners the capacity to carry on self directed learning,
the ultimate maturity required of the educated person.
(IGNOU, ES311-2.p15)
To Michael Moore (1973), in distance education, teaching
behavior remains separate from learning behavior, face to face
teaching-learning also form part of system and media (print and
electronic) also plays a significant role in the DE. (IGNOU, ES311-2.
p15)
Borje Dohman (1971) focuses four major aspects of DE; self
study, study material, supervision of teachers and media to
minimize distance. To him:
DE is a systematically organized form of self-study in which
students counseling, the presentation of learning material and
securing and supervising or students’ success is carried out by
a team of teachers, each of whom has responsibilities. It is
made possible at a distance by means of media which can
cover long distances. (IGNOU, ES311-2. p16)
Otto Peters (1973) finds DE more like an industrialized form of
teaching –learning. To him, DE is a method of imparting knowledge,
skills, and attitudes which is rationalized by the application of
division of labor and organizational principles as well as by the
extensive use of technical media specially for the purpose of
reproducing high quality teaching material which makes it possible
to instruct great number of students at the same time wherever they
live. (IGNOU, ES311-2. p17)
Holmberg (1981) defines DE which covers:
The various forms of study at all levels which are not under
continuous immediate supervision of tutors present with their
students in lecture room on the same premises, but which,
nevertheless, benefit from the planning, guidance and tuition
of a tutorial organization. (IGNOU, ES311-2. p17)
3. Distance Education: Open Education and Correspondence
Education
The terms like Correspondence Education (postal), Open
Education and Distance Education are more often than not are used
as synonyms for one another. The minute distinction among them
becomes explicit in contrast with the conventional face to face mode
of education. The conventional education term refers to education
taking place at college/university campus where the definitions of
eligibility, maximum age for admission, attendance in the time-
bound schedules of teaching and methods evaluation are
predetermined and rigid which do not offer any relaxation/exemption
for any learner to attain a particular degree of a course.
The open education is meant for those who are not in position
to comply the conditions of the conventional mode of education.
These conditions of the conventional mode are relaxed to a large
extent in open education. To Wedemeyer, open education is system
which does not operate through the conventional admission
restrictions, attendance restrictions, restrictions on the candidature
for examination, restrictions on the period of time to be devoted to
the course, restrictions on the number of examinations given and
taken in a year, restriction on the subject combination and
restriction on the modes of didactic communication and didactic
tasks. Such openness is a utopian non-existing entity even today.
These two terms are often confused with each other. Openness
in methodology is a characteristic of distance education mode,
however, the openness may be found in distance education mode as
well and distance education is possible without being open.
The term used for mode other than conventional mode before
the 12th World Conference of International Council held in Canada
1982 was Correspondence Education. It earns its title as in it, the
printed material and assignment were dispatched and received at
both ends (teachers and learners) by postal service. Many
conventional universities till today follow the same method.
The difference between correspondence education and distance
education lies in their aims, methods and orientation. The former
may be taken as extension of the conventional education as far as its
aim of imparting prescribed knowledge and issuing certificate is
concerned.
Distance education has many more aims than imparting
knowledge and issuing certificates. It includes personal growth,
training for better job prospects, and enhancement. Distance
education may employ all the aspects of correspondence and open
education, and multimedia means with human contact additionally.
In brief, in correspondence education, the delivery and
evaluation takes place with the help of post, while open education
aims at freeing the learners of all the restrictions observed in
conventional mode of education. Distance education, on the other
hand, incorporates possible openness in approach and uses all the
means of communication including the latest ones. The distance
education and open education share most of the characteristics.
4. Need of Re-naming DE and Conventional Face to Face Education
DE is contrasted with the conventional education in terms of
space in time, place and support services. DE, in contrast to regular
mode, offers the learner autonomy to a large extent, if not complete
freedom, to learn at his/her own time, place and support unlike in
regular mode, where the learners have to attend the class rooms
sessions confined to college/ institutes’ campuses in the stipulated
time frame only and she/he has to rely on the teachers only. In DE,
the learners need not have to follow this time and campus constrains
designed to suit the availability of the teachers.
Spatial separation of the learners from the teachers is hall
mark of the DE which makes it distinct from the conventional mode
of education. The use of technically advanced media is deemed to be
a replacement of teacher which forms another feature of DE but
today the same can be/ is used in regular mode of education as
supplementary to teachers. The only thing that distinguishes the DE
from regular mode drastically is the degree of necessity of frequency
of the physical visits of the learners to the campus of college/
university. Therefore, it is necessary to re-baptize DE and face to
face education anew to make these two modes of education distinct
from each other.
It would be more appropriate to name the conventional face to
face/ regular mode of education as the Campus Based Education
(CBE) as its operations (teaching, learning, supervision, monitoring,
examination and evaluation) take place in the campus of
college/university. CBE is campus teaching in oriented. The learning
activity in CBE is not only contemporaneous with teaching activity
but also co-terminus process which ends as the teaching ends.
On the other hand, the use of the word ‘distance’ which used to
refer to physical distance between teachers and learners in Distance
Education has lost its meaning in the wake of advances in
technology that have changed the world of media (Video
Conferencing, whatsapp video calls, Skype, Google Duo and many
more) which have minimized/ reduced and sometimes removed
distance between the teachers and the learners. Therefore, DE needs
to be re-named as Off Campus Education (OCE) as in it, the
operations of education take place anywhere but not confined to
campuses. The process of learning is the learners’ domain, it is
mostly, self-learning assisted by others (including teachers and
others means like study material in print, soft copy, in audio-visual
form or any other modern form mostly available in smart phones) in
CBE and OCE, only difference is that in OCE, the learner is allowed
to undertake the self-learning at his/her own home, workplace or
any place and time suitable to him/her. The reliance on teachers and
the institute for learning goes on reducing in OCE. It is learning
oriented.
It is found that today, the non-formal education is offered
under the banner of distance and open education system all over the
world intermingle the characteristics of both.
Apart from these major terms, there are few more terms (names of
modes existing in education) which are not formal and are localized.
External Studies (Australia)
Independent Study (North American countries)
Home Studies (Europe)
Extra-mural System (New Zealand)
Off-campus Studies (South East Asian Countries)
Adult and lifelong learning system (in some Indian
universities)
In Indian universities and in the State, one comes across
candidates who appear at university examinations privately. In
some universities they are called external candidates. These
candidates are not to be counted as distance learners because these
candidates are entirely on their own. They are loners; they receive
any kind of support- neither study material, nor counseling as they
are not enrolled in any particular campus. They are no body’s
responsibility, either of the University for which Degree they are
appearing for examination or the college where they have opted to
appear for examination. Yet they are awarded the same degree of
the university carrying the equivalence with the regular ones. On
the other hand, the DE learners have all the necessary support
available, this support is denied to the candidates appearing
externally or privately.
5. The following aims of the project were set
i. To study the English Language Teaching in the DE mode in
State Universities in Maharashtra
ii. To study the academic aspect of the English Language
Teaching in DE mode in State Universities in Maharashtra
iii. To review the achievements of the State Universities in
Maharashtra in the English Language Teaching of distance
education
6. Statement of the Problem:
ELT in the distance education in the state conventional
universities is unheeded.
7. Overview of Literature
To this date, a good number of literatures has been produced
and published on the relevance of the distance mode of learning at
elementary, secondary and higher education level by various
governmental agencies like UGC, AIU and DEC. (University News
Special Number on Open & Distance Learning in Higher Education
appeared in 2002 and Handbook on Distance Education. Association
of Indian Universities appeared in 2010). All of them have advocated
the need and merits of distance education mode, to use their own
term, open distance learning. Most of them give the statistical data
of the DEIs (distance education institutions existing in the country,
courses they offer and enrolment they have made but none of them
have addressed the distance education mode in the state
conventional universities those were in operation long before the
national and state open universities appeared on the scenario. This
is high time to study the DE mode in such state universities in terms
of their governance, access and quality. Maharashtra would be the
finest case study for this purpose.
8. Conceptual Framework
Chapter I: Introduction
Chapter II: Higher Education Scenario in Maharashtra
Chapter III: Quality of English Language Teaching in
Distance Education Mode in State Universities
Chapter IV: Conclusions/ suggestions
9. Research Questions or Hypotheses:
Questions:
1. Whether the state conventional universities in
Maharashtra pay attention to the ELT in distance
education
2. Whether the state universities have made sufficient
training arrangements for the counselors of ELT for proper
delivery of the course contents.
3. Whether the state universities in Maharashtra offer
support services in terms of financial assistance, use of ICT
for dissemination of instruction and placement.
4. Whether the state universities in Maharashtra take into
cognizance the distinction of EL learners in the DE mode
learners
Hypotheses:
1. Distance Education to a large scale seems to have remained as
a neglected activity in state universities
10. Research Methodology
a). coverage: the proposed study is confined to the state
conventional universities in Maharashtra state only. All
the officers /key post holders of DE unit in state
universities are sought.
b). Data Collection: sources to data collection are
questionnaires for the state university administration,
and interaction with the policy makers.
c). Data Analysis: The data collected shall be analyzed in
terms administrative arrangements, their freedom,
academic distinctions and access to learners in terms of
learner support services.
11. Implications
It will invite attention of the state higher education policy
makers to the underdeveloped area for its betterment in terms of
their administrative and academic matters. The present study, being
unique, will provide a guideline study for all the state universities in
India to develop and improve their functioning for distance learners.
Chapter II
Higher Education Scenario of Conventional
Universities in Maharashtra
Maharashtra is acknowledged as one of the educationally
progressive states in India. Mumbai, then Bombay had one of the
first four universities established in 1858. Deccan Education Society
in Pune had started in 1885. Today Maharashtra is one of leading
states of the Indian republic.
The HE scenario of the Maharashtra State is given below:
State Universities
1. Dr. Babasaheb Ambedkar Marathwada University, Aurangabad.
2. Mumbai University, Mumbai.
3. Rashtrasant Tukdoji Maharaj Nagpur University, Nagpur
4. Kaviyatri Bahinabai Choudhari North Maharashtra University,
Jalgaon
5. Savitribai Phule Pune University, Pune
6. Sant Gadge Baba Amravati University, Amravati
7. Shivaji University, Kolhapur
8. Punyashlok Ahilyabai Holkar Solapur University, Solapur,
9. Swami Ramanand Teerth Marathwada University, Nanded
10. Godnavana University, Gadchiroli
11. Smt. Nathibai Damodar Thackersey Women's University,
Mumbai
12. Kavi Kulguru Kalidas Sanskrit Vishwavidyalaya, Ramtek
Nagpur
Educational Regulatory Authorities
All the above-mentioned universities, colleges and institutes are
governed by the following directorates/ departments of the state
government of Maharashtra.
• Higher and Technical Education Department, Maharashtra
Maharashtra is has the largest number (5035) of higher
education institutes (colleges) and 46 universities spread over its 32
districts and affiliated to its 20 state universities (12 non- technical,
04 agricultural, 04 law, 01 technical, 01 health sciences, 01 animal
and fisheries, and 01 Open University). In addition to these,
Maharashtra is having 20 deemed universities and 01 central
university.
Directorate of Maharashtra, Higher and Technical Education
Department, controls this set up higher education in the state. The
largest number of colleges and universities belong to the non-
technical categories. The non-technical universities in the
Maharashtra have both the aided and non-aided colleges and
government aided colleges and institutes. The number of the latter is
28 (09 non-technical, 12 education, 04 science institutes and 03
forensic studies) spread over the state.
The university wise number of affiliated colleges is higher as
compared to the other state universities in other states of the
country. The aided and un-aided colleges affiliated to the state
universities are as given. University of Mumbai ( 310 aided and 326
unaided), SPPU, Pune (166 aided and 368 unaided) Shivaji
University, Kolhapur (132 aided and 80 unaided) Dr Babasaheb
Ambedkar Marathwada University, Aurangabad (112 aided and 281
unaided), Kaviyatri Bahinabai Choudhari North Maharashtra
University, Jalgaon (83 aided and 84 unaided), Swami Ramanand
Teerth Marathwada University, Nanded(aided 97and 276 unaided),
Sant Gadgebaba Amravati university, Amravati(149 aided and244
unaided) , Rastrsant Tukdoji Maharaj Nagpur University, Nagpur
(122 aided and 234 unaided), Godavana University, Gadchiroli (60
aided and 45 unaided), Punyashlok Ahilya Devi Hokar University,
Solapur ( 69 aided and 69 unaided).
Shrimati Nathibai Damodhar Thakarasi Mahila Vidyapith,
Mumbai is national, as it has given affiliation to colleges in states
like Gujrat, Goa, Assam, Madhya Pradesh, Uttar Pradesh and
Bihar. Kavikulguru Kalidas Sanskrit Vishawavidyalya, Ramtek has
the entire state as its catchment area unlike the remaining above-
mentioned universities that are confined to district based
geographical area. The former one has having 166 (the bifurcation
between aided and unaided is not available) and the latter has 93
colleges and institutes (the bifurcation between aided and unaided is
not available).
These 12 state conventional universities grew as the academic
centers for examinations and research activities only. These
universities for a long time worked as affiliating centers for colleges
and focused on the functioning of the campus-based education only.
None of these universities seems to have given serious thought of
developing off-campus education to those dropouts or deprived of the
higher education. These universities offered off campus education to
some willing learners under the various names like external
education, correspondence education, distance education but did
little to address their needs and problems. Distance Education
remained as the least cared function in the state universities. It
necessitates a review study of the achievements of these
conventional state universities in the field of distance education.
With these hypotheses, the present research project has been
undertaken. The present study is confined to these 12 state
universities offering conventional education. It does not cover
universities offering agricultural, technical, health sciences, animal
husbandry and fishery sciences, law education. The private
universities, deemed/ deemed to be universities, autonomous
colleges, standalone institutes remain outside the purview of the
present research. The data collected refers to the statistics of the
year 2017-18.
The present researcher has sought the data of the higher
education offered in distance education mode in these 12 state
conventional universities in Maharashtra. The data has been
collected through the units/ departments/ centers of these 12 state
universities offering higher education through distance mode. The
data was sought through a well-planned questionnaire addressing
all the administrative set up, academic issues, financial provisions,
learner support services and quality issues of distance education.
The questionnaire consists of 30 questions addressed to the
administrative head of the DE unit. The questionnaires were sent to
the registrars of these 12 universities by post and email. However,
the researcher has to visit the universities where these DE units are
in operation.
The questionnaire prepared is given below:
Questionnaire for UGC-WRO Sponsored Research Project
Quality of ELT in Distance Mode in State Conventional Universities
Project Director: Prin. Dr V D Satpute
Late Ramesh Warpudkar College of Arts, Comm. & Sci. Sonpeth Dist.
Parbhani
Mob. 9423779000 Email id: [email protected]
_______________________________________________________________
Sr.
No.
Question Response Numerical
data if any
1 Name of University/Higher
Education Institution
2 Year of establishment of
University/Higher Education
Institution
3 Year of Establishing the
External Education Unit
4 No. of Courses offered in ELT Certificate
Diploma
UG
PG
5 Whether the DE unit has
academic autonomy
If Yes,
Yes
No
Academic
Administrative
Financial
6 Whether teaching faculty
appointed to ELT courses for
academic support the External
Education programs:
If yes, provide details
Yes
No
Professors
Associate
Professors
Assistant
Professor
7 Whether there is separate BoS
for framing curriculum for
External Education programs:
Yes
No
8 Whether the curriculum is
different from that of regular
mode courses
Yes
No
9 Whether study material is
provided for ELT learners
Yes
No
10 Whether the evaluation
programs are centralized
Yes
No
At university level
District level
Study center level
11 Whether the moderation of
answer sheets made
Yes
No
12 Whether the counselors of
ELT are given training
If yes, duration of training
Yes
No
Two- Four day
Six day
More than six
days
13 No of students admitted in the
ELT in the academic year
2017-18
Certificate
Diploma
UG
PG
14 Whether feedback mechanism
is used for ELT students
Yes
No
15 Whether any placement
mechanism established for DE
students,
If yes, furnish its nature,
functioning and its output
Yes
No
Place: Signature of the Competent
Date: Authority of University
with seal
The researcher collected the responses to his questionnaire in the
following way.
Sr.
No.
Name of university Whether DE
unit is in
operation
Whether
response
received
1 University of Mumbai Yes Yes
2 SPPU, Pune No No
3 Shivaji University,
Kolhapur
Yes Yes
4 Dr Babasaheb Ambedkar
Marathwada University,
Aurangabad
No No
5 SRTMU, Nanded Yes Yes
6 Punyashlok Ahilyabai
Holkar University,
Solapur
No No
7 Rashtrasant Tukdoji
Maharaj Nagpur
University, Nagpur
No No
8 Sant Gadgebaba
Amravati University,
Amravati
No Yes
9 Kaviyatri Bahinabai
Choudhari North
Maharashtra University,
Jalgaon
No Yes
10 Gondavana University,
Gadchiroli
Not available No
11 Shrimati Nathibai
Damodhar Thakarsi
Mahila Vidyapith,
Mumbai
Yes Yes
12 Kavi Kulguru Kalidas
Sanskrit
Vishwavidyalaya,
Ramtek, Dist.Nagpur
Not known No
The response percentage has been 50% as only 6 universities
out of 12 state universities have responded to the questionnaire.
SPPU, Pune has External Section, Dr BAMU, Aurangabad has
Lifelong and Extension unit, RSTM Nagpur has Additional
Education, PAH, Solapur does not have DE unit. There has been no
response from Gondavana University, Gadchiroli and Kavi Kulguru
Kalidas Sanskrit Vidyapith, Ramtek.
Composition of the Questionnaire
The questionnaire prepared for this purpose consists of 15 questions
addressing various key issues of DE in state conventional
universities in the state. The issues are institutional data,
administrative setup, academic aspects, infrastructure, evaluation
provisions, financial aspects, students’ data, student support
services and quality issues.
The key point wise allocation of the questions in percentage is as
given below:
Sr.
No.
Key point Number of
questions allotted
Percentage
1 Institutional
information
3 20
2 Academic aspects 5 33
3 Student support
services
3 20
4 Evaluation 2 13.33
5 Students Data 1 6.66
6 Quality issues 1 6.66
The researcher collected the responses to his questionnaire in
the following way.
Sr. No. Name of university Whether DE
unit is in
operation
Whether
response
received
1 University of Mumbai Yes Yes
2 SPPU, Pune No No
3 Shivaji University,
Kolhapur
Yes Yes
4 Dr Babasaheb
Ambedkar Marathwada
University, Aurangabad
No No
5 SRTMU, Nanded Yes Yes
6 Punyashlok Ahilyabai
Holkar University,
Solapur
No No
7 Rashtrasant Tukdoji
Maharaj Nagpur
University, Nagpur
No No
8 Sant Gadgebaba
Amravati University,
Amravati
No Yes
9 Kaviyatri Bahinabai
Choudhari North
Maharashtra
University, Jalgaon
Yes Yes
10 Gondavana University,
Gadchiroli
Information
Not available
No
11 Shrimati Nathibai
Damodhar Thakarsi
Mahila Vidyapith,
Mumbai
Yes Yes
12 Kavi Kulguru Kalidas Information No
Sanskrit
Vishwavidyalaya,
Ramtek, Nagpur
Not available
Only five state universities out of 12 have DE units in proper
activation mode, in other words are dual mode state universities.
Analysis of the data collected
The responses of the state conventional universities in the
Maharashtra state have been analyzed in the following way.
Table No. 1 Types of Courses offered in DE units
Sr.
No.
Courses offered Total No. of courses
offered
Percentage
1 Certificate 1 17
2 Diploma 2 33
3 UG 5 83
4 PG 5 83
Table No. 1 points to the responses to the question 4 in the
questionnaire showing the percentage of the variety of courses
offered in the DEIs in universities in the Maharashtra state.
Table No. 2 Autonomy of DE units
Sr.
No.
Whether autonomy
given
Number Percentage
1 Yes 0 0
2 No 6 100
It shows that no DE unit in the state enjoys either academic or
financial autonomy.
Table No. 3 Details of Teaching Posts Appointed in DE units
Sr.
No.
Designation Number Percentage
1 Professor 0 0
2 Associate professor 2 33
3 Assistant professor 3 50
4 Contractual basis 1 17
It points to the fact that the number of teaching posts appointed in
DE units is not satisfactory. DE Units have not appointed any
teacher of the professor grade for DE units, only associate and
assistant professors have been appointed.
Table No. 4 Board of Studies for DE Mode
Sr.
No.
Whether separate BOS
is there
Number Percentage
1 Yes 0 0
2 No 6 100
It shows that no DE unit has formed its own Board of Studies for
academic purpose.
Table No. 5 Independent Curriculum for DE Mode
Sr.
No.
Whether curriculum
for DE Mode different
from the Regular mode
Number Percentage
1 Yes 0 0
2 No 6 100
It proves that no distinction is maintained for DE learners and
Regular learners in terms of curriculum.
Table No. 6 Study Material
Sr.
No.
Whether study material
provided
Number Percentage
1 Yes 5 83
2 No 1 17
This is the basic requirement of ODL, which is not fulfilled in one
unit of DE.
Table No. 7 Evaluation System
Sr.
No.
Whether the central
evaluation system is
used
Number Percentage
1 At University 2 33
2 At District place 2 33
At Study Centre level 2 33
All the DE units follow the central evaluation system for assessing
answer sheets of DE learners. It is operated at university, district
and study centre level equally.
Table No. 8 Moderation of Answer Sheets
Sr.
No.
Whether the answer
sheets of DE learners
are moderated
Number Percentage
1 Yes 4 68
2 No 2 32
In 2 DE units, the significant practice of moderation of answer
sheets is not followed.
Table No.9 Training for Counselors
Sr.
No.
Whether any training is
given to the counselors
Number Percentage
1 Yes 4 67
2 No 1 17
3 Not responded 1 17
Again, counselor training for updating the knowledge and technology
for the counselors is not given proper attention in 33% DE units.
Table No. 10 Feedback Mechanism for DE Learners
Sr.
No.
Whether any feedback
mechanism is followed
for DE learners
Number Percentage
1 Yes 1 17
2 No 3 51
3 Not responded 2 33
Quite satisfactorily, 67% DE units have feedback mechanism for DE
learners to improve the quality of higher education.
Table No. 11 Placement Mechanism
Sr.
No.
Whether any Placement
initiatives are
undertaken by DE
Number Percentage
1 Yes 1 17
2 No 3 51
3 Not responded 0 0
Only in 1 DE unit, placement initiatives are undertaken, perhaps in
other DE units the DE learners are already employed.
Observations after the Analysis
1. Most DE units in the State Conventional universities offer UG
and PG courses in Arts faculty (languages and social sciences)
and in Commerce, however, short-term diploma and certificate
courses are offered in three DE units.
2. No DE units in the state enjoy academic and financial
autonomy. Not all the DE units have appointed a director of
the cadre of Professor.
3. Teaching for faculties for academic services are appointed in
University of Mumbai, SNDT Women’s University, Mumbai
and Shivaji University, Kolhapur only.
4. Study material is provided in all DE units except in SGBAU,
Amravati where no DE is in its proper sense.
5. The distinction of DE learners is not maintained in terms of
curriculum as there are no Boards of studies for DE courses
and the course curriculum of Regular mode is offered for DE
learners.
6. The difficulties of the DE learners are not taken into account
as the examination schedule and same evaluation methods
meant for regular mode are used for DE learners as well.
7. Decentralization of assessment, moderation of evaluation and
grievance redressal mechanism is used in all DE units.
8. There is no ceiling on the enrolment in DE mode, thereby
counselor –learners ratio is not maintained and quality of
education seems to be ignored, however, counselor trainings of
short term period is organized in four DE units.
9. Feedback from the DE learners is collected only in one DE
unit.
10. Placement Mechanism established is attempted only in one
DE unit.
11. One DE unit claims to be following reservation policy,
however, it seems impossible as there is not ceiling on enrolment.
Chapter III Quality of English Language Teaching in Distance Education Mode
in State Universities
1. Introduction:
Needless to say, in next twenty years, perhaps India will be the
largest English speaking single country in the world. Today it is
passport to the world outside. It is the language of opportunities on
which Indians thrive worldwide. Despite these significant roles
English plays for Indian, its position and approach of Indian towards
it remains unsettled even after seventy years of Indian
independence. Today, one reads/hears slogans that to save mother
language (regional languages in India) English must be banished
away. On every literary, vernacular meet, regional political/non-
political organization meetings, the same tune are harped. Quite
often one listens to the complaint that English is given undue
importance in India, whereas Chinese, Russian, German, and
French are very much respected and are matter of pride in those
countries. Such one sided judgments are found at every nook and
corner in India. These show the immaturity of the speakers and
betray their lack of knowledge. Before one has to arrive at some
concrete judgment, one has to take into consideration the pros and
cons of entry and stay of English in India.
When one looks at the benefits India reaped in the long term
because of English, it appears that the introduction of English
education in India a boon in guise of curse (temporary), as some
moderate leaders of the times thought of British power to be. If one
asks who brought India to the renaissance from the darkness of the
feudal medieval ages, the only answer is education in English. The
visionary leaders like Raja Rammohan Roy insisted on English
education that became instrumental for the emergence of Indian
renaissance.
A prominent leader of British parliament had said while
opposing the idea of English education in India, “We have lost our
colonies in America by imparting our education there, we need not
do so in India too” (Mukherjee in Krishnaswamy, 14).These fears
came true when Indians inspired by English education studied
liberal arts, history and philosophy of Europe and learnt how they
fight against their mighty rulers for freedom and realized hypocrisy
of the British in India. English education shook the foundation of the
English. The political unification of India and the rise of Indian
National Congress were the byproducts of English education.
Indians started fighting against their English masters in English
language for freedom and self-government that English education
had acquainted them. To use William Shakespeare’s Caliban’s words
from William’ Shakespeare’s The Tempest, “You taught me language
and my profit on it is that I knew how to curse; the read plague rid
you, for learning (teaching) me your language”.
English education opened doors of education to all irrespective
of castes. English education made the caste barriers little mild and
united the people belonging of various castes against the British
power.
English played an important role in making India a
democratic country. Mahatma Gandhi’s practice of non-violence
reached to the world when it was translated in English. Pandit
Jawaharlal Nehru discovered India in English. The great architect of
the Constitution of India Dr B. R. Ambedkar could prepare the
world’s largest written constitution for India because some of best
constitutions of the countries were available in English and he could
have access to them.
Today English is the tongue of India’s expression. Swami
Vivekananda and Aurobindo introduced the principles of Hinduism
to the world in English. Dr S. Radhakrishnan spoke on Indian
theosophy in English. The English translation of Rabindranath
Tagore’s Gitanjali brought him the only Noble Prize for literature in
1913. The Former Secretary of State of USA and Nobel winner,
Henry Kissinger said, “We know Indian and Indian democracy only
because Indians speak English”. (India Today, 28 February 1985)
When one weighs the losses English caused to India against the
benefits heaped upon India, the latter outdo the formers. The most
important of all, English serves India in the form of a unifying force.
It is well said that only English (and cricket) binds India together.
English has no longer remained language of the erstwhile White
Master; it has become very much Indians’ because India has the
largest number of English speakers. One has to dissociate English
language from the English nationals. Indians must treat English as
a means to an end of making India a super power, a comfortable
place to live.
Therefore, Indians need to use English as a means to success.
They need not be afraid of the western culture, as Indians have had
a long experience of multicultural co-existence due to the Indian
culture’s heterogeneous and accommodative nature. And one more
thing, Indians need not hate or discard their mother/regional tongue
to master and use English. To cite Almedia again, “we (should)
realize the urgent to give the rightful place to English in life. One’s
(India’s) rightful place in the global village of today much depends on
it”. (5)
Realizing the significance of the ELT in the distance mode in the
state conventional universities (technically known as universities
functioning in dual mode), the following objectives were set focusing
the ELT in distance mode.
2. Objective Based Composition of Questions:
i. To study the English Language Teaching in the DE mode
in State Universities in Maharashtra
ii. To study the academic aspect of the English Language
Teaching in DE mode in State Universities in Maharashtra
iii. To review the achievements of the State Universities in
Maharashtra in the English Language Teaching of distance
education
To seek answers to these objectives, following questions were asked
in the questionnaire prepared for the DE institutes of the state
universities .
Sr.
No.
Question Response Numerical
data if any
4 No. of Courses offered in ELT Certificate
Diploma
UG
PG
6 Whether teaching faculty
appointed to ELT courses for
academic support the External
Education programs:
If yes, provide details
Yes
No
Professors
Associate
Professors
Assistant
Professor
9 Whether study material is
provided for ELT learners
Yes
No
12 Whether the counselors of
ELT are given training
If yes, duration of training
Yes
No
Two- Four day
Six day
More than six
days
In addition to these, the researcher also looked for the use of
ICT in the functioning of DE units in these universities.
The researcher visited all the state conventional universities
and sought the response on the above questions in the following way.
Q. 4. No. of Courses offered in ELT
Sr.
No.
Name of the university Levels study Remark
1 University of Mumbai BA with English
MA in English Lit.
In
literature,
no course in
English
Language
Teaching
2 Shivaji University ,
Kolhapur
BA with English
MA in English Lit.
MA in Language
Tech.
PG Diploma in
Trans.
No special
course in
ELT
3 SNDT Women’s University,
Mumbai
BA in English No special
course in
ELT
4 SRTMU, Nanded BA with English
MA in English
No special
course in
ELT
5 KBC North Maharashtra
University, Jalgaon
B A with English
M A in English
No special
course in
ELT
Q. 6. Whether teaching faculty appointed to ELT courses for
academic support the External Education programs:
Sr.
No.
Name of the
university
No. of Teaching Posts in
English
Remark
1 University of
Mumbai
Institute of Distance
and Open Learning
(IDOL)
Professor:
00
Associate Professor:
00
Assistant Professor:
01
Any more:
00
DE Faculty
2 Shivaji University ,
Kolhapur
Professor :
00
Associate Professor:
01
Assistant Professor:
01
Any more: Teacher
& language Education :
01
Not clear
whether
these
teachers
belong to
DE
3 SNDT Women’s
University, Mumbai
Professor:
00
Associate Professor:
00
Assistant Professor:
00
Any more:
00
4 SRTMU, Nanded Professor:
00
Associate Professor:
00
Assistant Professor:
00
Any more:
00
5 KBC North
Maharashtra
Professor:
00
University, Jalgaon Associate Professor:
00
Assistant Professor:
00
Any more:
00
Q. No. 9 whether study material is provided for ELT learners
Sr.
No.
Name of the university Yes/ No Remark
1 University of Mumbai Yes
2 Shivaji University , Kolhapur Yes
3 SNDT Women’s University,
Mumbai
Yes
4 SRTMU, Nanded Yes
5 KBC North Maharashtra
University, Jalgaon
Yes
Q. No. 12. Whether the counselors of ELT are given training
If yes, duration of training
Sr.
No.
Name of the university Yes/ No Remark
1 University of Mumbai Yes No record of duration
found
2 Shivaji University ,
Kolhapur
Yes
No record of duration
found
3 SNDT Women’s
University, Mumbai
No No record of duration
found
4 SRTMU, Nanded No No record of duration
found
5 KBC North Maharashtra
University, Jalgaon
No No record of duration
found
Q. No. Nil. Use of ICT in DE Mode
Sr. Name of the Additional Video Online Online Remark
No. university Platforms of
online learning
(swyam,
e PGpathshala)
lectures
(Virtua
l
classro
om)
syllabu
s
notice
board
1 University of
Mumbai
Yes Yes Yes Yes Higher
use
2 Shivaji
University ,
Kolhapur
Yes
Yes Yes Yes Workabl
e
3 SNDT
Women’s
University,
Mumbai
No No Yes Yes Little
use
4 SRTMU,
Nanded
No No No No
record
found
No use
5 KBC North
Maharashtra
University,
Jalgaon
No No No No
record
found
No use
3. Analysis of the Data Collected:
The above analysis of the questions targeted in the questionnaire
brings the following infers regarding the ELT in DE mode.
a. No university offers any special course in ELT except in
Shivaji University where a MA in Language Technology is
offered
b. Only University of Mumbai and Shivaji University have
appointed faculty to look after the academic matters of courses
offered in English.
c. All the universities provide study material to the learners.
d. Only University of Mumbai and Shivaji University give
training to the counselors of ELT but the records of duration
of training is not available.
e. As far as the use of ICT (online learning, video lectures, online
syllabus and online notice board) is concerned, the university
of Mumbai makes the maximum use, second is followed by
Shivaji University and others are confined to only online
syllabus and notification.
Chapter IV
Findings and Recommendations
1. Overall Findings of the Study
1. The foregoing analysis of the data collected brings in light
some of the ground limitations of the DE in general and in
Maharashtra in particular. Until recently, DE, besides
increasing the access to a larger number of learners, mainly
contended with the campus-based education for academic
credibility and efficiency in transmitting knowledge and
information. The minimized role of human elements in DE,
which was crucial in campus-based education, develops lack of
esteem for distance education and attitude of suspicion.
Therefore, DE is prone to more rigorous public scrutiny than
the campus based education.
2. Centers/Schools of Distance Education at University of
Mumbai, SNDT Women’s University, Mumbai and Shivaji
University, Kolhapur are functioning in the proper mode as
per DEB regulations 2017, DE Unit at SRTMU, Nanded is still
in early stage, and SGBAU, Amravati does not run in
compliance with DEB-UGC Regulations 2017
3. A good number of state universities, prominent among them,
SPPU, Pune, RSTM, Nagpur, Dr BAMU, Aurangabad and
newer ones like Kavi Kalidas Sanskrit University, Ramtek,
Gondavana University, Gadchiroli and PAH Solapur
University, Solapur have not established DE units (
Centers/Schools of Distance Education) to this date.
4. Almost all the DE units in the state conventional universities
are offering the traditional liberal degree, certificate, and post
graduate courses. No courses with practical work portion are
offered through DE mode.
5. Differences of the DE learners are not recognized /catered and
no choices are offered in terms of subjects/ course selection. An
academic program offered in DE does not take into
consideration the divergence in learner characteristics, and is,
therefore, prepared for a hypothetical average learner. In a
way, these DE courses are also rigid like those in campus-
based education. The same curriculum and subject contents as
determined for the campus based education.
6. There is little attention paid to faculty improvement programs
in DE mode. The arrangements made available for the general
staff of campus-based education are extended to distance
education teachers also. In fact, the complexity of operations in
distance teaching needs special staff development programs
relevant to train them.
7. The policy makers are faced with a dilemma. They have
declared ‘education for all’ as their policy but find themselves
hard pressed for the necessary resources, both financial and
human to implement this policy quickly and efficiently.
2. Recommendations
1. There is a strong need of establishing Centers/Schools of Distance
Education at the universities of long standing like SPPU, Pune,
RSTM, Nagpur, Dr BAMU, Aurangabad and newer ones like Kavi
Kalidas Sanskrit University, Ramtek, Gondavana University,
Gadchiroli and PAH Solapur University, Solapur and the
uniformity in the functioning of the DE units of SRTMU, Nanded
and SGBAU, Amravati.
2. Students appearing externally /privately for examinations in
the state conventional universities need to be brought under
the DE system.
3. Needy learners of DE mode need to be given financial support
in terms of waiving of study material, exam fee and travelling
expenses for limited trips should be reimbursed.
4. As John Baath speaks, pre-enrollment counseling is necessary
for defining and identifying their learning goals, selecting the
suitable courses and material to achieve these goals, and
resolving their academic difficulties and promoting /
sustaining their motivation (IGNOU, p51). It seems to be
followed in Shivaji University, Kolhapur only as SU organizes
workshop annually for the newly enrolled DE learners.
5. The study centers of DE mode needs to be increased not at the
cost of quality in the state universities to increase the GER
viewing the limitations of the regular mode and the approach
of the State Govt.
6. Care needs to be taken in proper planning while setting goals,
implementing procedures, measuring the outcomes, and
maintenance of the quality.
7. Distinction of the DE learners must be recognized/ identified
and properly be addressed in terms of the courses offered,
examination schedules, evaluation methods, for this purpose
feedback mechanism needs to be geared with honesty and
transparency.
8. Specific staff development courses/ programs must be made
available for the teaching and supporting staff involved in DE
mode as it is observed that this issue is not taken seriously.
The key posts in DE mode like that of Directors/ deputy
directors/ assistant directors and coordinators must be given to
those who have expertise/ experience of DE field.
9. Skill enhancing courses to suit the need of the learners must
be priority of the DE availing the recent UGC’s kaushalya
vikas yojana because Most DE units in the State Conventional
universities offer UG and PG courses in Arts faculty
(languages and social sciences) and in Commerce.
10. As per the University Grants Commission (Open and Distance
Learning) Regulations, 2017, DE units of SNDT Women’s
University, Mumbai and Shivaji University, Kolhapur need to
take recourse to online courses, at least for the advanced
learners.
11. Massive training for the counselors and language skill
oriented practice based elements be incorporated in the
evaluation program.
12. Distance education centers should enter into agreements
(MoU) with the specialized institutions of the country like
EFLU, Hyderabad and SIEL, Aurangabad.
13. Research and Development cell for DE needs to be established
in every conventional university in the state and should
conduct research as per its requirements. These institutions
can formulate their research policies very early in their
following activities:
Administration of DE
Characteristics / requirements of the DE learners
Course design, Development and Delivery of DE
Effectiveness Analysis of the Outcome Performance of DE
Learners
Feedback Analysis of Learners in DE mode
Judicious Use of Media Considering the DE learners’ Access to
it
Methods of Evaluation for DE learners
Specific Recommendations for ELT
14. These universities functioning in dual mode need to offer more
courses (particularly short term courses on the line of EFLU
(English and Foreign Language University Hyderabad) for
teachers of the vicinity).
15. The counselors need to be given a sufficient training preferably
on the line of EFLU.
16. Assignment of these courses be focusing their skill
achievement of language teaching.
17. There is need of more and more use of ICT in teaching,
learning and evaluation on the line of University of Mumbai.
----------------------------------------
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