CHAPTER I MANAGEMENT EDUCATION THROUGH DISTANCE EDUCATION

1.1 INTRODUCTION Higher Education in India has expanded many folds since independence. The number of universities has increased from 20 in 1947 to 378, colleges from 500 to 18064, teaching staff from a meager 15,00 to nearly 4.80 lakhs and students population in higher education from 1 lakh in 1950 to over 112 lakhs in 2005. Many fold expansion in institutional capacity of higher education has enhanced enrolment ratio from less than 1% in 1950 to about 10% in 2007.Since independence, the system has grown around 22 fold in terms of Universities and 33 folds in terms of number of colleges suggesting a transition from an elitist system of education of the British India to a mass system of education characterizing a democratic republic.1 The success stories of green revolution, space technology, nuclear energy and information technology superiority India has achieved - we owe these all to the higher education system as it evolved during 60 years of Indias independence. It can not be denied that it is Indian higher education system that to a significant extent has contributed to India rising to become the Worlds second
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fastest growing economy, the Worlds third largest economy, fastest growing mobile phone market, owner of the largest bandwidth capacity and contributing second largest portion of scientists and engineers in the world. Thus to suggest that Indias higher education system is basically a robust, resilient and cost effective system cannot be termed to be unfair and unrealistic. India has experienced appreciable growth in the number of institutions of higher education during last six decades and particularly since 1990. This growth has already been because of expansion of number of State Universities and institutions deemed to be Universities. The period since 1990 has also seen the emergence of private Universities. The expansion of central universities has rather been slow and skewed in terms of regional distribution. (Seen in this context the recent announcement by the government and provision in the XI plan for setting up 30 Central Universities at least one each in the states not having any central university established so far is very laudable).2 It be also mentioned that a significant majority of Universities, particularly managed by the state governments ate affiliating in nature. Given the current number of universities in the country the burden of affiliating colleges per University is unmanageably high and incongruous, in some cases the number of colleges affiliated to a University runs as high as many hundreds. Thus despite appreciable growth in number of

universities there is scope rather need for further expansion in the number of universities and also colleges. If the enrolment from the eligible group has to rise from present 10% (approx.) to 15% (which is much lower than U.S. and Canada where the enrolment is somewhere 40% and even in case of other developing nations where the enrolment is about 20%), the portion of Indias population that enters higher education is around 7%, which is half the average of Asia. There is about one University for nearly four million people.3 This figure is too small for any

significant impact of higher education on the country in the changed time where societies unlike in the past are fast growing into knowledge society, where knowledge is wealth. Thus we need more number of Universities and colleges. While establishing these new institutions the planners need to respond to the need for removing disparities in higher education systems operation and make it easily accessible to every deserving and desiring citizen whether he or she belongs to rural, backward or other marginalized groups or geography. These is no need fro me to labour and burden you with statistics to prove what is so vastly known that expansion of higher education has not been equitable. Expansion that has taken place reflects rural urban disparities, inter-state variation, inter-religions group disparities, disparities across income, and caste and gender disparities. Speaking illustratively according to the figures available for the
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year 2003 the gross enrolment ratio between rural and urban; female and male; Muslims and Hindus: rural poor and non-poor; urban poor and non-poor has been 7.76 to 27.20; 11.02 to 15.25; 8.19 to 12.00; 1.30 to 7.12 and 5.51 to 27.15 respectively.4 Thus there is not only need but urgency for expansion with equity. While talking of accessibility, it needs to be emphasized that accessibility for the sake of accessibility would not only add to the nations financial burden bur would also result in waste of human resources unless we are able to ensure that what is made accessible is quality education and an education which is relevant. Simply producing graduates after graduates and adding to the queue in front of the employment exchanges is to add to the frustration of youth leading to a culture of cynicism. According to a study, out of 4, 95,000 engineering graduates produced annually only 8 10 per cent is employable.5 The 11th plan emphasizes on inclusive and equitable higher education. This will call for conscious efforts to ensure that the achievement in higher education does not suffer from disparities across region, gender, social groups such as scheduled castes, scheduled tribes, other backward castes, minorities, physically challenged and poor. The 11th plan strategy for inclusion recognized three imbalances namely inter regional, inter-social group and gender. proposed some measures to reduce these imbalances. The Plan

Firstly, it proposed support to universities and colleges located in districts having lower GER and under Prime Ministers initiative also opening of new colleges, with matching contribution from the states in 350 districts, which have lower enrolment than all India average. Secondly, since the districts with lower enrolment rate also happen to be from the rural, hilly, remote, and tribal and border areas and small towns, the UGC proposed additional support to the universities and colleges in these areas. Thirdly, simultaneously, it also proposed that the colleges/universities with high concentration of SC, ST, OBC and Muslim students will be provided with enhanced support.6 It is to be emphasized that when we talk of quality it is essential to bear in mind quality to whom and quality education for what. In other words quality needs to be understood in objective terms and in the context. It is saddening to note that 128 universities who got themselves accredited by the NAAC only 32 percent could get A or above level of rating while another 52 percent of them could manage with B or above grade. The remaining 16 percent fall in grade C or above.7 NAAC assessment indicates that 68% of colleges are rated as B while another 23% colleges are rated as C grade; and only the remaining 9% are A grade. Universities are somewhat better for only 46% universities are rated as B grade while another 23% are C grade; and the remaining 31 are A grade.8

Ensuring quality education demands structural and institutional reforms in addition to committing enhanced financial resources. Imparting quality education would entail better infrastructure; greater use of ICT; teaching and learning in smaller groups; granting autonomy to the faculty, department and individual teachers.9 But more than that, imparting quality education requires faculty development or what many call faculty recharge programmes so that the faculty does not go stale, it retains its vibrancy and dynamism in doing research, in learning, and innovating and in devising new methods of teaching. Faculty development demands providing better research facilities, creating more teaching fellowships, and better service conditions. In order to attract more qualified and more meritorious to join teaching faculty it is important to give them incentives, more so when today private industry and multinational corporations are in a position and are willing to offer attractive and mind boggling pay packages.10 No quality enhancement can be perceived unless the course curricula are periodically revised revised not only to reflect the latest developments in concerned subject to study but also responding to the needs of the context such as of industry, profession and community.11 Greater accountability of institutional leadership to all involved stake holders and also of faculty to students and community constitutes an essential component of any plan designed to introduce quality enhancement of education and educational experience of its recipients.
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Methods of assessing the students require thorough reexamination. Instead of aiming at testing the capacity of student to memorize and reproduce, the system needs to assess itself as to how much it has been able to identify student strength, and to what extent it has sharpened those strengths and creativity in students.12 A student needs to be assessed on a regular basis as to how critically; analytically and creatively he or she can think. There has been the talk of introducing semester system and introduction of schemes of grading of students performance rather than giving marks are probably suggestions which need to be tried at least in some of the well established Universities such as central Universities.13 These and other such suggestions of course constitute the menu of bring a revolution in doing the education and in kind of education. But it is needed if India has to march ahead in this age of knowledge economy. India can reap the advantage of being a young nation with its 54% of the population being below the age of 30 years contrasting to other development nations who are aging fast. This can be achieved only if Indias youth is equipped with quality education and relevant education.14 1.2. IMPORTANCE OF DISTANCE EDUCATION 'Distance education' connotes a variety of new aspects of the delivery of instruction. Students have the choice of paced vs. non-paced courses, continuous vs. fixed times of enrolment, and print vs. electronic media (among a variety of other choices). The logistics of distance education are compounded by the
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increasing complexity of types of enrolment, methods of delivery, and mediums of presentation.15 Thus, many institutions either steer clear of distance delivery or utilize only a simplified version because of the perceived difficulty of management and the resultant increased costs. In 1984 we were fast approaching an unmanageable volume of paper records and an inability to determine the progress of individual students in a timely manner.16 Some Personalities begun to approach the limits of our student monitoring system which kept track of student progress within a course. It was clear that they had to move to a more advanced technology. It was soon apparent that the resultant product would be different than automated student record systems at other institutions in that our system would have to allow for asynchronous enrolments and self-pacing.17 Automating student monitoring was a challenging prospect. Distance education implies that there is no face-to-face interaction among the teacher and the students. The student progresses through the course in relative isolation. Most of the courses utilize print-based material packages that have been developed through an extensive instructional design and production process. These packages are mailed to the student. The materials are directly supported by tutors who, via free telephone access, act as instructors, answering questions, administering quizzes, grading exams, and providing feedback on student performance. In
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addition, the students use the mail to submit paper assignments and receive feedback. Exams are usually administered at centers near the student. Thus, while there is considerable instructional support for the student, there are also numerous potential delays in the system which can render the supports instructionally useless. It was the goal to develop a system that would not only make the record system more efficient and effective, but also be instructionally useful in the delivery of the courses.18 Scenarios in business, commerce and industry have been changing at frenetic pace. Management learning and teaching have therefore to adjust to this accelerated pace. In order to extend management education to the needy people, University and colleges are taking maximum efforts to offer the course both in regular as well as through distance education.19 Each and every year, the enrollment for management education is increasing not only in regular stream but also in distance education. So many people who missed their college education in a regular stream are gifted with distance education to do their higher studies.20 Management education through distance education plays a vital role in developing skills as well as knowledge to build the economy more vulnerable for the global changes. India will become globally competent with more & more management studies graduates.

1.3 HIGHER EDUCATION IN INDIA India has more than 100 million people in the 18-24 yrs age group. Only 10% of these have access to higher education. For an economy that is growing at 9% and more and projected to grow even more rapidly, and with an industrial growth of over 10.4 %, the need for skilled work force and trained graduates is estimated at 750000 annually.1 To achieve this, the quality and quantity of education institutions needs to be augmented. With this in mind the government of India set up an advisory body The Knowledge Commission in 2005 with a view to bridge this gap and makes India a knowledge powerhouse. 2 The Knowledge Commission has submitted its report and recommendations on educational reforms to the government. Here below is a brief description of the Indian education system. Important Bodies associated with Higher Education in India/ 1.3.1. Association of Indian Universities (AIU): This is a body comprising the Vice chancellors of all member universities, with a view to coordinate the work of all universities, establish equivalence between degrees awarded by Indian and foreign universities, conduct research on various aspects of university development, organize training and development
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programmes for administrators, develop databases on higher education and publications, represent the universities in national and international forums. The AIU and CPU have signed an agreement in 2006.3 1.3.2.University Grants Commission (UGC): The Indian constitution makes education a responsibility of the centre as well as the federating states. The coordination and determination of standards in institutions of higher education or research and scientific an technical institutions is exclusively the responsibility of the centre. To take care of this provision the UGC was established as a statutory body required to regulate academic standards in addition to giving funds .The UGC is thus a coordinating as well as a grant giving body for academic purposes. Grants given by the UGC are meant to develop the academic and research programmes in the universities. The National Accreditation Association Council of India (NAAC) works under the UGC and helps in quality maintenance through accreditation procedures for universities.4 1.3.3. Council for Scientific and Industrial Research (CSIR) Established in 1942, it is an autonomous council and the premier organization for industrial research. To this end the council carries out researches as well as sponsors research to accelerate industrial development. It undertakes contract based R and D for the industry. The CSIR has 39 national laboratories and
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institutes which specialize in different areas of industrial research. There are an additional 47 extension centres of the CSIR across India.5 1.3.4. All India Council of Technical Education (AICTE) The AICTE was established in 1987 for ensuring proper planning and coordinated development of technical education (this includes engineering, management education amongst others) and for the regulation of proper norms and maintenance of standards.6 For this the council constituted the NBA (National Board of Accreditation) that periodically reviews and evaluates technical institutes or programmes and recommends their recognition or de-recognition. The AICTE also provides funds to institutes for development and new initiatives. The NBA has accredited 1221 programmes and 331 institutions across India until May 2006.7 1.3.5. Indian Council for Social Science Research (ICSSR) The ICSSR constituted in 1969 is entrusted with the responsibility of the development of social science disciplines. It finances research in these disciplines, maintains databases, funds training programmes in research methodologies, funds organizations for developing documentation services and research information,
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funds and organizes visits from abroad, seminars and bringing out publications. It also assists in giving fellowships and study grants. Today it assists 27 research institutes in the field and six regional centres across India.8 1.3.6. Indian Council for Medical Research (ICMR) The ICMR New Delhi is the body that formulates, coordinates and promotes biomedical research in India. It funds research institutes in the field entirely and through grants-in-aid given to non ICMR institutes. Intramural research today for the ICMR is being carried out in 29 permanent National Research institutes and Regional Research Institutes.9 The permanent institutes are mission oriented labs that address topics like Tuberculosis, leprosy, cholera, viral diseases including AIDS, malaria, diahorreal diseases, vector control, nutrition food and drug toxicology oncology, immunohaemotology medical statistics etc. The regional centres of research focus more on regional health problems and aim to generate research pools and different geographical locations. In times of contingencies they serve to coordinating nodes of governmental efforts.

1.3.7. Indian Council for Agricultural Research (ICAR)

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This is an organization under the Department of Agricultural Research and Education of the Ministry of Agriculture with the role of developing agricultural technologies, input material, and critical scientific base for attaining self sufficiency in food. It is a national autonomous body. Its activities are organized into those pertaining to Crop sciences, Horticulture, Natural Resource Management, Agricultural Engineering, Animal Sciences, Fisheries, Agricultural Extension and education. It has also been instrumental in the setting up and growth of agricultural universities that have today led to Indias self sufficiency in foodgrains. 1.3.8. Universities in India In the Indian system, higher education begins after the 10+2 stage (equivalent of the French baccalureat or higher secondary education) . The higher secondary certificate (which can be issued by the Central Board of Secondary Education CBSE or a State Board of Secondary education) is the basis that allows for entry into universities.10Students wishing to enroll for higher education courses seek access to the various colleges that are affiliated to the universities in India. Universities offer the Bachelor ,Master, M-Phil and Doctoral degrees. At present there exist 354 universities or university level institutions in India. Of these 172 are conventional universities ( including 33 institutions for
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specialized studies in different disciplines), 37 institutions provide education in agriculture , 16 in Health Sciences, 38 in engineering and technology, 1 in journalism, 5 in law and 10 are open universities.11 Apart from this there are a very large number of deemed universities as well as autonomous institutions that may be public or private. Despite such a large and extensive education system, India is woefully short of adequate higher education institutions in view of its young population.11 1.3.9. Union Budget Outlays for Education A massive determined resource mobilization effort needed to universalize foundational and primary education was indicated almost a decade ago by the Saikia Committee report in 1997 comprising education ministers of state governments which had recommended an additional outlay of 7,000,000,000 euros Rs in the ninth plan period (1997-2002)12 This was ignored and subsequently the Tapas Majumdar committee recommended an additional 2,450,000,000 euros annually for the decade ending 2010 2005-2006 euros 3,209,150,000 , 2006-2007 euros 4,220,125,000 (percentage increase 31.5%). There has been an introduction of 2% education cess as taxation on all services to mobilize funds for the education sector.Current spending in 2005
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on education is 4 % of the GDP which is well below the target of 6%. Estimates indicate that the target itself needs to be revised to 8-10 % of GDP13

1.4. Education Policy in India Prevailing thought: In India education has always been governed by the tenets of accessibility, quality and social inclusion. In plain speak this translates to low tuition fee,accreditation by governmental authorities and reservation quotas on caste basis. In India where the number of higher education institutions (358 universities and about 200 professional colleges of repute) is so scarce, the common student finds himself at a loss due to the quota system, as qualifying for these exams becomes more a matter of elimination than selection. Education reforms on the one hand are supported by liberal leaders such as the Prime Minister Manmohan Singh, Mr Montek Singh Ahluwalia( Deputy chairman of Plannnig commission) and Mr Kamal Nath (the Commerce Minister) who advocate a complete revamp of the existing system in keeping with the recommendations of the knowledge commission and also support private investment as well as FDI( foreign direct investment) in education.14 On the other hand education reforms as seen by an intelligentsia (read most academics as well as M Arjun Singh with strong socialist leanings) mean quota system seats and
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stemming the foreign education providers or at least making their entry extremely difficult. Industry and services sectors say that only a miniscule number of graduates are readily employable and that they incur heavy expenses on retraining the youth to acquire skill sets required for employment. The industry academia divides needs to be addressed and for this liberalists advocate reforms as set forth by the knowledge commission.

1.5. CONCEPT OF DISTANCE EDUCATION Understanding the history of distance education is valuable in that it shows there was more than one historical path to distance education and that the evolution of distance education has not been easy. Many of the same problems facing implementation and acceptance of educational innovations today have been faced by distance education throughout its history. The history of distance education could be tracked back to the early 1700s in the form of correspondence education, but technology-based distance education might be best linked to the introduction of audiovisual devices into the schools in the early 1900s. The first catalog of instruction films appeared in 1910 (Reiser, 1987) and in 1913, Thomas Edison proclaimed that, due to the invention of film, "Our school system will be completely changed in the next ten years" (Saettler, 1968, p. 68).

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This dramatic change didn't occur, but instructional media were introduced into many extension programs by 1920 in the form of slides and motion pictures just as they were in the classroom. In tracing the history of distance education, the introduction of television as an instructional medium appears as an important entry point for theorists and practitioners outside of the correspondence education tradition, and marks parallel paths for correspondence study and instructional media. Although instructional radio failed in the 1930s, instructional television was viewed with new hope. In 1932, seven years before television was introduced at the New York World's Fair, the State University of Iowa began experimenting with transmitting instructional courses. World War II slowed the introduction of television, but military training efforts had demonstrated the potential for using audio-visual media in teaching (Wright, 1991). The apparent success of audio-visual generated a renewed interest in using it in the schools and in the decade following the war there were intensive research programs (Reiser, 1987). Most of these studies were directed at understanding and generating theory on how instructional media affected classroom learning.

The 1940s saw great interest in television by educators but little action (Adams, 1958), and by 1948 only five U.S. educational institutions were involved in television with Iowa State being the first on the air.

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Early studies by educators tended to show that student achievement from classroom television was as successful as from traditional face-to-face instruction. A study by Parsons (1957) showed only borderline differences in achievement, and Lapore and Wilson (1958) offered research showing that learning by television compared favorably with conventional instruction. By the late 1950s, 17 programs used television in their instructional materials. The use of educational television tended to grow slowly but by 1961, 53 stations were affiliated with the National Educational Television Network (NET) with the primary goal of sharing films and coordinating scheduling (Hull, 1962). Although instructional television would never realize what many thought was its potential, it was having limited success and had, unlike instructional radio, established a foothold in the minds of educators. In 1956 the Correspondence Study Division of the NUEA conducted a study of the use of television to support correspondence instruction (Wright, 1991). The survey report recommended research to measure the effectiveness of television as an educational tool and, with a grant from the Ford Foundation, Gayle Childs studied television instruction in combination with correspondence study. In one of the earliest education vs. media studies, Childs concluded that television is not an instructional method, but an instrument for transmitting instruction. He also found no appreciable difference in the achievement level of students taught in regular classrooms by means of television or by a combination of correspondence study and television (Almeda, 1988).

In the early 1960s, the innovative Midwest Program on Airborne Television

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Instruction (MPATI) launched its "flying classroom" from an airfield near Purdue University in Lafayette, Indiana to broadcast instructional programs to school systems and the general public in Indiana and five surrounding states (Smith, 1961). At its peak, MPATI would transmit educational television programs to nearly 2,000 public schools and universities reaching almost 400,000 students in 6500 classrooms in Indiana and five surrounding states (Gordon, 1965). This experiment in learning was the culmination of an educational vision for some educators and the result of a $7 million grant from the Ford Foundation (Carnegie Commission, 1979), a small part of the $170 million spent by the foundation. Although the airborne teaching experiment came down in 1968, the MPATI project succeeded in several ways, including stimulating enough interest in educational television (ETV) in its region that new ETV stations were started. Many schools began using their own closed circuit television (CCTV) systems, and others began experimenting with Instructional Fixed Television Service (ITFS) microwave systems. An even greater accomplishment (Wood and Wylie, 1977, p. 209) was that the MPATI project got educators from the six-state region to work together to select curriculum and to design and produce "the best example of an agreed-upon body of inter-institutional curriculum materials." And finally, it succeed in organizing hundreds of autonomous school districts to work together for a common educational goal. The number of educational television stations grew more rapidly in the 1960s and, by 1972, 233 educational stations existed (Carnegie Commission, 1979). Ohio
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University, University of Texas and the University of Maryland were among the earliest universities to create networks to reach for both on-campus and off-campus student populations (Brientenfield, 1968), and many universities were considering how to bring distance learning to select student populations. By the mid 1960s, much of the interest in funding instructional television had abated, and the Ford Foundation shifted its support to public television. Much of the blame was placed on the mediocre quality of the instructional programming which was often little more than a teacher delivering a lecture (Reiser, 1987). The 1967 Carnegie Commission on Higher Education concluded that "the role played in formal education by instructional television has been on the whole a small one... With minor exceptions, the total disappearance of instructional television would leave the educational system fundamentally unchanged" (pp. 8081). Reasons given for instructional television not being adopted included teacher resistance to television in the classroom, the expense of the television systems, and the inability of television alone to meet the various conditions for student learning (Reiser, 1987). In the late 1960s and early 1970s, microwave technology developed, costs went down, and universities began to set up microwave networks to take advantage of the Instructional Television Fixed Service (ITFS) authorized by the Federal Communications Commission. The Carnegie Commission on Higher Education predicted that, by the year 2000, more than 80 percent of off-campus and 10 to 20 percent of on-campus instruction would take place through telecommunications (Carnegie Commission, 1972).

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Systems utilizing ITFS technology were able to reach regional campuses and other universities, but it remained a closed circuit concept (Wood and Wylie, 1977) reaching only the sites linked to the system and not the general public. It did appear that, for the first time, distant students were considered part of the extended classroom, and television existed to access those not able to come to campus (Dean, 1982). Defining Distance Education "Distance education is beset with a remarkable paradox - it has asserted its existence, but it cannot define itself." (Shale, 1988, p. 25). How distance education is best defined or differentiated from other educational approaches has been the subject of much debate. From the perspective of many educationaltechnologists, distance education is "inexorably linked to the technology" (Garrison, 1987) and seems to be viewed as different from other forms of education, a factor which may contribute to course development and acceptance problems.Focusing on the distance factor and on technology takes the emphasis off the "dialectical relationship between teacher and student" which Shale feels is the foundational principle in the educational process (Shale, 1988, p. 25). To Shale, "distance" (and the technology which accompanies it) is an incidental consideration and not a "defining criterion" for education. A broadening of the definition of distance education is urged by Barker, Frisbie and Patrick (1989) who acknowledge correspondence study as the historical foundation of distance education but suggest that there is really two forms of distance education. One is the traditional correspondence- based distance education which is independent study oriented and the second is telecommunications-based

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distance education which offers the teaching and learning experience simultaneously (1989, p. 23). The Garrison and Shale definition of distance education (1987a, p. 10-11) offers a minimum set of criteria and allows more flexibility. They suggest that:

distance education implies that the majority of educational communication between teacher and student occurs non contiguously distance education involves two-way communication between teacher and student for the purpose of facilitating and supporting the educational process

distance education uses technology to mediate the necessary two-way communication. Philosophy and Organization of Distance Education The organizational pattern and operating practices of a distance education facility are generally based upon the educational philosophy of that institution as well as economic and political restrictions (Verduin & Clark, 1991). Most educators would prefer a more student-centered model while politics and economics might dictate a more institution-centered approach with greater control and a larger number of students.Three different modes of operation under which distance education can operate are identified by Rumble (1986), including: Sole responsibility - where the institution and its administration have distance education as their sole responsibility and purpose, such as with the Open University in the United Kingdom. Administration and faculty focus on distance education teaching methods and student needs, and are not controlled by other programs or purposes. Development of teaching techniques and innovative practices are seen as primary benefits.
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Mixed mode - institutions where both distance and conventional education occur, such as the University of New England in Australia and most traditional American universities. Organization may fall under a single department with university administration being responsible, several departments may offer distance education with each department administering its own program, or a distinct unit may offer distance education in a variety of areas and be solely devoted to this purpose. The mixed mode approach may have the advantage of being able to draw upon the resources of the resident faculty and services, but a disadvantage is that some faculty and administrators may consider distance education to be less effective and less important than campus-based instruction. Consortium - a group of institutions or distance education programs devoted to distance education as a means of broadening or sharing distance education programming. Students may register with their own institution and use centrallydeveloped learning materials with credits being easily transferable. This is one of the fastest growing segments of distance education (Verduin & Clark, 1991) but it also experiences administrative problems when it comes to collaboration between universities and conflicts in philosophical differences, teaching resources, and cost sharing. The University of Mid-America failed in its attempt at a consortium but efforts such as the Mind Extension University(r) are viewed as a success. Any organizational or administrative structure must have effective communication for it to succeed. Distance education, with its diversity of activities and staffing, the nature of its students, and externally based instructional programming, requires very effective communication. According to Verduin and Clark (1991), information must flow in such a manner that all involved are aware of common goals, activities and procedures, and the appropriate feedback is possible whenever necessary.
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Kaye and Rumble (1981) cite the problems of educational institutions in introducing distance learning programs, and suggest that a major issue confronting many universities is how to resolve the conflict between distance education, which often requires the management and structure of a business enterprise, and traditional academic areas which have a completely different style of governance. These differences "often find expression in a conflict between academic 'freedom of action' and the necessity for maintaining effective production mechanisms" (p. 179) necessary for distance education course development and distribution. The separation between innovation and organization can "converge" as the innovation moves toward institutionalization through boundary expansion and resolution of conflicts (Levine, 1980, p. 14). It is this integration process which is the goal of most distance education programs at traditional universities, but studies suggest that there are often institutional barriers to the convergence of distance and mainstream education. To focus on technologies without considering their role as a catalyst for change can adversely affect the ability of technologies to enact change (Heinich, 1982). Heinich suggests that we tend to treat all technological innovations almost the same, yet technologies such as television can affect the power structure in education, and faculty prefer the power structure the way it is. Power and politics are primary forces in the implementation process; and school systems, like other social systems, have to be viewed in terms of the seeking, allocation and use of power (Meyer & Rowan, 1978). According to Sarason (1990), the communication network, which is dependent on personal contact and on who knows whom, often identifies the path for implementation of an innovation.
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Innovators have been accused of being so passionate about their innovation that their reality is distorted and they fail to consider the importance of building constituencies to help support their cause (Sarason, 1990) and Rogers (1983) even identifies a "pro-innovation bias" which often appears in the implementation of an innovation and any related research which follows. Educational innovations seem to receive strong support from a relatively small segment of adopters but may have limited support from the group effected. Bardach (1978) suggests that even when an effort is made to develop support from constituents, it is difficult to find a cause with "a broad commonality of interest that would form the basis for coalition building" (p. 42).

Educational change is technically simple and socially complex, and definitely not a linear process. Educational innovations such as the early distance education programs were probably motivated by a "vision" that Fullan (1991) would suggest "permeates the organization with values, purpose, and integrity for both the what and how of improvement ... its formation, implementation, shaping and reshaping in specific organizations is a constant process" (p. 81-82). For a vision to become a reality, Miles stresses that it must be "shareable" and be shared with others; "it provides direction and driving power for change, and the criteria for steering and choosing" (1987, p. 12). And this vision must include a shared vision of the change process which can provide a strategy for implementation.

Although there are clear strategies for implementing innovations, change is often at the mercy of organizational culture. "Attempts at innovation in schools have usually ignored the cultural and structural traditions of the sociocultural system ...
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If a school has a culture in place, and there is ample evidence to suggest it does, those involved in the rigorous maintaining of the status quo are not going to be eager candidates for innovation" (Schrum, 1991, p. 37).

A case study of Athabasca University in Alberta, Canada by Shale (1985) showed some surprising results. Although the university was an "open" distance education facility and with a commitment to trying innovative educational approaches, over time it had become more and more traditional. In the beginning, the core of the academic program was the instructional designer with few academic staff, and multi-media was used heavily. But this emphasis on innovation changed and now the role of the instructional designer is not as important as that of the teacher, courses follow a more traditional lecture approach, and little use is made of media except to enhanced written materials.

Shale suggests that understanding this shift back to the traditional lies "in a deeper understanding of what a university is" (1985, p. 11) and whether a traditional university allows for change and innovation. The educational technology point of view appears to regard education as "packageable" while universities are traditionally characterized by process, academic staff, and research. Costs andthe time required to produce distance education courses are two factors suggested for this tendency to the traditional, but Shale also feels distance education has not dealt with some of the natural boundaries such as jurisdiction and coordination, factors which impact on the institutionalization of distance education programs.Directions in Research
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Much of the research done to date has centered around the use of new technologies

for teaching and distance education's effectiveness as a teaching medium. A predominance of this research has used survey questionnaires with closed-ended questions with the range of options determined by the researcher (Morgan, 1984). This empirical research is useful for studying drop-out rates, learning about student preferences, and attempting to compare the variety of media used for delivery, but Morgan (1984) has urged that qualitative research methods be used to study distance education as a whole. Coldeway (1988) acknowledges that the focus of most distance education institutions is on the technology but suggests that the research is shifting to "the more human side" of the system as the programs age.

Holmberg (1984), as an international authority on distance education, strongly urges undertaking inductive studies of distance education "organization" to look at administrative framework, processes of developing and distributing learning materials, interaction between system members, and other activities required by society and the educational establishment. This type of study has not been done and seems to have value for establishing new distance education programs or making comparisons with other traditional and nontraditional programs. Roles in the instructional process A team approach to the development of learning materials is often considered the most appropriate for distance education. The team would be responsible for assessing adult needs, designing learning packages, providing guidance, and assessing performance, and it would include academic content specialists, instructional designers, writers and editors, media specialists, and specialists in adult learner behavior and curriculum development (Verduin & Clark, 1991).

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These instructional development activities should support the institution's philosophy and goals, and the mission of the distance education program. If anything is evident in this team approach, it has the potential to be complex and open to interpretation. The roles of academic content specialists, instructional designers, writers and editors, media specialists, and specialists in adult learner behavior and curriculum development can be seen to overlap and to not be very clearly defined. An educational technologist may have skills in instructional design, as a media specialist, in adult learning behavior and in curriculum development, and their job may begin with assessing program needs and end with product implementation. But their role may be perceived as someone working primarily to implement electronic technology into the learning system or simply be misunderstood. The counter problem is that "use of computers, television, teleconferencing, and other means of transmission does not make one an educational technologist" (Wagner, 1990, p. 62). The relationship between distance education and educational technology is viewed as strong, but the problem of defining roles for instructional designers/ developers is difficult. And the role of the educational technologist may be defined, not by the field, but by the organization's philosophy of education and their broader educational goals. Wagner (1990) suggests that an issue to consider is whether "distance education can afford to emphasize technology" or whether "it must emphasize instruction" (p. 62). Wagner suggests that educational technology can serve as a holistic approach where process and product are both components of the system. Teachers in Distance Education

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The likelihood of significant increases in distance learning enrollments within the next decade will have a profound impact on faculty members' instructional roles, according to Beaudoin (1990). The changes that he envisions are tied to distance education's more learner-centered system, and he predicts that teachers accustomed to more conventional teaching modes will have to "acquire new skills to assume expanded roles not only to teach distance learners, but also to organize instructional resources suitable in content and format for independent study" (Beaudoin, 1990, p. 21) A key player in the distance education team should be the teacher since the use of telecommunications inhigher education requires faculty acceptance (Dillon, 1989). But "negative faculty attitudes, ranging from apathy to open antagonism, remain a major barrier" to implementation of distance education programs (Brock, 1987, p. 40). A growing acceptance among university faculty is acknowledged by Brock and he blames faculty attitude on a resistance to required changes in familiar teaching patterns and the faculty having to relinquish a degree of control over the teaching-learning process. A survey of Oklahoma administration, faculty and telecourse coordinators led Dillon to suggest expanded rewards and more faculty development efforts, and to express the belief that the success of distance education will "require changes in the practices and attitudes of faculty in an environment that is still suspicious of or threatened by the nontraditional. Only the system which effectively rewards it will succeed at change" (1989, p. 42). A survey of teachers using satellite delivery methods showed a significant growth in credit course delivery since 1984, but it also identified several problem areas. According to Albright (1988), needs assessments were rarely conducted prior to course development, interactivity was minimal due to the practice of uplinking videotaped lectures, the visual
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components of most courses were underutilized, faculty training was limited to technical considerations, and faculty efforts were largely unrecognized for promotion and tenure. A study by Clark (1993) has also attempted to measure faculty attitudes toward distance education and specific media used in distance education. Among Clark's finding were: 1) that university faculty who were slightly positive about the concept of distance education were more negative about their personal use of distance education, 2) faculty who were more familiar with distance education were more receptive, and 3) faculty was more positive toward telecourses and video conferencing, and less positive toward correspondence and audio conferencing. Respondents expressed the normal concerns about course quality, student-teacher interaction, and faculty rewards for teaching distance education courses. Clark suggests that, with faculty still being ambivalent about distance education, a cautious optimism regarding the future of distance education in the U.S. is appropriate.

Technology and teaching Most educational technologists do link distance education to technology (Garrison, 1987) and may view it as different from other forms of education. Claims about the affect of new technologies on learning have caused many people to suggest a change in the way new technologies are evaluated for distance learning (Clark, 1989). Although Salomon (1981) and Clark (1991) make the point that instructional strategies and not the medium are the key to effective learning, technology and production considerations rather than teaching-learning theory or the instructional development process are often the driving force behind distance education programs.
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The interest in utilizing "instructional technologies" to accomplish a variety of educational delivery needs has grown to the point where "preparing teachers to use technologies is assumed to be the main function and primary intellectual interest of the educational technologist" (Heinich, 1982). While Heinich feels that teacher preparation is needed, he points to this as a problem in defining the field of educational technology. Romiszowski (1981) suggests that the educational field "has been plagued with more than its fair share of solutions looking for problems" and suggests that developers often reflect a vested interest in technology or make premature decisions to the instructional solution before fully understanding the problem. Studies on the use of various media in distance education have supported Schramm's view that "learning seems to be affected more by what is delivered than by the delivery medium" (1977, p. 273) and Clark's analogy of media "not influencing learning any more than the truck that delivers groceries influences the nutrition of a community" (1983, p. 3). Also, studies comparing education in the classroom with technologically-deliveredclasses (Beare, 1989; McCleary and Egan, 1989) showed no significant differences in academic performance.

Recent developments in technology are believed to be removing some of the disadvantages associated with media in distance education. Bates (1984) suggests that new technologies promise "a wider range of teaching functions and a higher quality of learning, lower costs, greater student control, more interaction and feedback for students" (p. 223). In fact, the 1990s are experiencing the emergence of digital media which has the potential to blur the lines which separate various media, as predicted by Baltzer (1985).The issue of media vs. method is likely to
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continue to be debated in relation to distance education, but there is no doubt that distance education is different from other instructional approaches. A study by Gehlauf, Shatz and Frye (1991) on the reaction of teachers to the teaching experience in the traditional classroom compared to interactive television shows teachers wanting to cling to more traditional approaches but finding these methods not as effective, teachers feeling the need to be better organized, and feeling the need for training for distance education teaching.

1.5.1. The added value of distance education DE has often been considered a second best educational strategy, offered to make up for lost opportunities to those who have not been able to avail themselves of traditional educational facilities for social, economic or geographical reasons. This approach to DE has commonly been termed the deficiency model.

Recently, however, with the development of computer-based technologies and the advent of the Internet, the tendency is increasingly to emphasise educational quality gains provided by DE models, the value added model. Taking an optimistic view of the potentials of DE, William Saint points to several advantages of DE over traditional face-to-face, on-campus tertiary educational programs. Enhancing access to education to those who have been deprived of traditional educational opportunities for social and economic reasons, DE also more conveniently facilitates life-long learning. According to Saint DE is the
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most modern form of educational delivery, in no way inferior to traditional courses.

Distance Education: access, economy and quality Value added arguments in favour of utilizing DE models of education often focus on aspects of access, economy and quality.

Access The access argument is particularly relevant when the target group is geographically scattered and find it impossible to congregate on university or college campuses for their courses for geographical and/or social and economic reasons. In Nigeria the great majority of primary schools are situated in the countryside, where a large percentage of primary school teachers live. To reach under-qualified and unqualified teachers practising in such schools DE may therefore offer new and ample opportunities. One prerequisite for the validity of the access argument is the use of generally available technology for the distribution of teaching material and facilitation of interactive communication between teacher and student.

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Economy: Cost-efficiency vs. cost-effectiveness Whereas cost effectiveness describes the balance between cost and output in terms of the quantity of graduates and the quality of learning, cost efficiency involves minimizing expenses. Cost efficiency does not necessarily imply cost effectiveness.

William Saint argues that distance education is cost-efficient in four different ways: DE courses lower costs for students, who do not have to give up employment and cover residential and/or commuting expenses. Besides, tuition charges for DE courses are expected to be lower than for on-campus courses Staff/student ratios are often more efficient in DE, which also often minimizes the needs for investments in, and maintenance of expensive physical facilities. The effects of these factors may, however, be counteracted by the need for more development hours in DE courses, the need for frequent and high-quality student-teacher interaction, the use of expensive technology etc. Tertiary DE courses offer declining marginal costs, unlike traditional face-toface courses

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 DE courses are often based on modular approaches making updating and modifying course materials less expensive

One can, however, easily be misled by a one-sided focus on cost per registered student instead of cost per successful student. The drop-out rate is normally higher among DE students than it is among on-campus students. Furthermore, student support costs tend to increase with the number of students. This is particularly true in DE programs with a high level of student-teacher interaction, which is also a significant quality marker. Investments in, and maintenance of, modern technology will also propel per student costs. One significant point with regard to the use of computers in education which frequently seems to be overlooked, is the fact that hardware costs represent no more than 25% of the total costs.7

DE has occasionally been conceptualised as an industrialised, massproduced deliverable whose major costs are limited to up-front investments in technology, infrastructure and teaching materials, and not to the high quality and high frequency communication between student and teacher which has proved to be so significant to support distance learners as knowledge builders. In this respect,

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as with regard to the choice, use and maintenance of technology, quality drivers are often cost drivers in DE. With regard to the financial planning of DE programs Butcher and Roberts emphasise the following generic points, which seem to hold true for Nigeria as well as other developing countries:

Face-to-face tutorial support may be crucial to educational outcome, but too expensive to implement There are too few strategies for reliable investments in appropriate course materials Professional development for teaching and technical staff is insufficient. Appropriate administrative systems are not in place. Distance education innovations rely on unsustainable sources of funding.

High quality and low cost DE is hard, if not impossible to achieve for teachers as it is for other target groups. This point seems to have escaped some experts in their campaigns to establish new educational models based on modern technologies: 8

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From the perspective of cost-effectiveness, one of the major advantages of DE over conventional methods is that once the DE system is operational, it can be expanded almost infinitely at very low incremental per-pupil cost.

The assumption that cost per student will be lower in open learning is not necessarily well founded. Cost per student depends generally on the ration between investments and running costs on the one hand, and enrolment and completion rates on the other. The outcome of the equation is highly sensitive to completion rates, which again depend on quality measures such as choice of technology and the frequency of student-teacher interaction.

1.5.1. Quality in distance education High quality distance education programs normally share the following characteristics: Updated course material relevant to course targets and students prior knowledge Frequent interaction between student and instructor, mediated through technologies which are easily and affordably accessed and utilised by all parties A plurality of appropriate, accessible and affordable technologies and learning modalities
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 Adequate student support systems Smooth and predictable administration

Some of the critical issues that need to be addressed are briefly sketched in the following.

How can support structures be established that enable individuals to tackle the loneliness of the long distance learner, knowing that this community of learners includes individuals in distant and sometimes isolated locations, some of whom have not had access to traditional educational facilities or failed to utilise available opportunities empower the distant learner to meet the pressures of everyday life, related for instance to family life, work and economy reduce job attrition among educated teachers? Allegations have been heard that some un- and under-qualified teachers take an education mainly to leave the profession

It is a well established fact that learner support affects student motivation and consequently fulfilment rates positively. High drop-out rates remain a prime

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challenge in many DE courses. Student support systems come in different shapes, and have a variety of functions. Some of these are:

Individual or group tutorials, face-to-face and/or technologically mediated on a distance Individual or group counselling on course requirements and personal matters Appropriate, accessible and affordable technological support Transparent mechanisms for assessing student contributions formally or informally Financial support systems combined with Civil rights regimes enabling the distance student to remain working and when relevant - taking care of his/her family while studying

To produce high quality distance education the distance teaching institution must be staffed by personnel with profound knowledge of their subject areas as well as deep insights into the particular needs of the distance student. Teaching at a distance is different from teaching face-to-face, in many ways. From the point of view of the student it is imperative that courses taught on a distance are accredited in such a way that degrees and diplomas are commonly accepted to be on a par with those earned in more traditional educational
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programs.If these elements are in place DE may in fact offer educational opportunities which not only equal, but also surpass traditional courses. Enabling the student to remain in work while studying, they may offer unique opportunities to merge theory with practise.

1.6. Conceptual Definitions of the terms The terms "distance education" or "distance learning" have been applied interchangeably by many different researchers to a great variety of programs, providers, audiences, and media. Its hallmarks are the separation of teacher and learner in space and/or time the volitional control of learning by the student rather than the distant instructor and noncontiguous communication between student and teacher, mediated by print or some form of technology. Employers For an employer, as a buyer of a distance education product or as a sponsor of an individual student, a distance education programme is an investment in training. Thus, the higher the quality of the programme, the more the organisation profits from its investment. Professional bodies Professional bodies and associations aim at the maintenance of acceptable professional standards and may also be concerned, at least indirectly, with the
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quality of distance education through accreditation systems and by a code of ethics or good business practice. Quality controllers International standards (ISO 9000-04) have created a new approach to quality in distance education. In the ISO system external controllers examine and interpret the quality of a distance education system (an institute) by means of documentation and guidelines.All the interest groups described so far belong to the 'exoteric' (outside) influences. Their perceptions of quality are especially important when a need exists for an overall framework for taking actions and constructing a set of quality Guidelines for distance education that can be customised. However, because educational institutes are operating in different training markets and under different conditions, it is clear that the 'optimal quality' for a certain institute will be determined more according to esoteric (inside) influences derived from the practitioners of distance education.19 Esoteric influencers have access to 'field' information which creates a basis for an in-depth, comprehensive and tailor-made evaluation of quality for their institute.Esoteric InfluencesManagementIn the management's view, quality represents a very important asset. The management (directors, president, a management group) traditionally measures the quality of training by study completion rates, overall grades, profitability or similar performance indicators. At the moment quality is one of the basic objectives in a
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distance education institute's strategy.Quality helps to establish a good reputation and image for the correspondence school and thus attracts more students to enrol on courses. Quality is one of the key aspects of business competitiveness... it helps to ensure the completion rates of studies and diminishes dropout figures and results in satisfied students who may in the future be willing to start new studies (AECS Quality Guide). Total quality management (TQM) is seen as playing a key role in developing and maintaining quality in distance education institutes. It has also provided management with applicable models, systems, tools and techniques in the field of distance education, which take account of the complexity of distance education systems.20 TQM has created a new focus on accountability. The definition of quality is no longer based on what the management regards as appropriate, but rather on the customers' and the students' perceived needs, expectations, and preferences. Teachers Nunan draws attention to the fact that the majority of studies on quality in distance education focus on the opinions of managers and consultants (advisers), who regard the distance education system as an enterprise. What is lacking in the studies of quality in distance education are the perceptions of teachers. Teachers' perception of quality may generally be academic or subject-oriented, i.e., they judge quality from the perspective of a particular discipline. However, there are
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also generic factors which affect quality in distance education when thinking of the work done by tutors or teachers at a distance.Customers, Students A product becomes a quality product when it is of value to the customer. This is one thing that seems to be universal in most approaches to defining the word quality, that is concerned with customer satisfaction . In the end, students in distance education systems are in the best position to assess the quality of any particular distance education programme. They buy, use and perceive not only the physical products but also tangible and intangible services, such as marketing, counselling, tutors' behaviour, etc. Their judgements of quality are personal and subjective, based on their individual needs, demands, desires and experiences.22 They may have different levels of expertise when it comes to determining the quality of a particular study programme. However, their judgements are decisive for the future of any study programme, because the student-customer is the one who makes the investment in terms of money, time and effort. In the TQM philosophy the goal of any successful study programme should be satisfied customers who feel they have received good value for their investment. Satisfied customers continue to study and pay for tuition and recommend programmes to their colleagues and friends. While there will a lways be differences in quality assessment between individuals, the management should be especially responsive
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to group feedback. A differing individual judgement may be a cause for personal feedback or corrective practice but a negative or diminishing value judgement made by a group should give rise to more pervasive actions for quality improvement

1.7. Issues in Distance Learning Distance education technologies are expanding at an extremely rapid rate. Too often, instructional designers and curriculum developers have become enamored of the latest technologies without dealing with the underlying issues of learner characteristics and needs, the influence of media upon the instructional process, equity of access to interactive delivery systems, and the new roles of teacher, site facilitator, and student in the distance learning process. The issues addressed in this report reflect some of the primary research issues covered by Schlosser and Anderson , those stressed in the Far View I-IV videotape series, descriptions and evaluations of current distance education delivery systems by key administrators of open universities and open learning agencies, and issues deemed important by participants in the Needs Assessment for Distance Learning. These include redefining the roles of key participants, technology selection and adoption, design issues, strategies to increase interactivity

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and active learning, learner characteristics, learner support, operational issues, policy and management issues, equity and accessibility, and cost/benefit tradeoffs. 1.8. Conclusion Little happens of any magnitude without administration buy-in, and the best way to achieve that is to succeed on a small level first. Put most of your effort into finding the right people rather than the most exciting technology...Some teachers works well on camera, behind a microphone, or running a computer conference, and others do not. Find teachers who feel comfortable and work well with the media, then give them all of the technical support you can afford. Their job is to teach, not splice cords together or figure out why their conferencing software is misbehaving. The more transparent the media are to them, the better service they will deliver. This has a financial payoff too: the better a teacher works with media, the less necessary the expensive elements of distance delivery coursework (like graphics and sophisticated editing) become to the creation of a quality product.

Endnotes: 1. Ball D A and McCulloch, W H (1993). The Vies of American Multinational CEOs on Internationalized Business Education for Prospective Employees. Journal of International Business Studies, 24(2).
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2. Baruch Y and leeming A (1996). Programming the MBA programmequest for curriculum. The journal of Management Development, 15(7).
3.

Bickerstaffe G (1996). Which MBA?: A Critical Guide to the Worlds best Programmes, 8th ed., Addison-Wesely Longman Ltd, Cambridge, UK.

4. Boyatzis R E and Renio A (1989). Research Article. The impact of an MBA on managerial abilities. Development, 8(5). 5. COSMODE Ranking Surveys of Business School in 1998, November 2000, August 2002. 6. Eberhardt B J (1997). Business concerns regarding MBA education: Effects on recruiting. Journal of Education for Business, May/June. 7. Espey J and Batchelor P (1987). Management by degrees: A case study in Management Development. The journal of Management Development, 6(5). 8. Kagano T (1996). Part-time MBA education in Japan. The journal of Management Development, 15(8). 9. Kane K F (1993). MBAs: A Recruiters Eye view: Business Horizons, 36(1), January-February. 10.Kretovics M A (1993). MBA: What do our students learn? The journal of Management Development, 18 (2). 11.Neelankavil J P (1994). Corporate Americas quest for an ideal MBA. The Journal of Management Development, 13(5). 12.Porter L (1997). A decade of change in the business school: From complacency to tomorrow. Selections, Winter, Santa Monica, CA. The journal of management

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13.Porter L and McKibbin L (1988). hill, New York, NY.

14. Roth

Management Education and

Development: Drift or Thrust into the Twenty-first Century>, McGrawW (1990). Keeping the jungle out of MBA classrooms. Personnel, Argyris, C (1961), Explorations in Consulting-Client

67(9).

relationships, Human organization, 20(3), 121-133. 15.Argyris, C (1970), Intervention Theory and method: A Behavior Science View, Reading, Adreson Seskey. 16.Association of Consulting Management Engineers, (1971), interviewing and testing techniques used in selecting management consulting personnel, New York, 22 pp.

CHAPTER II REVIEW OF LITERATURE 2.1 Introduction A study of related literature is very important step, not only in finding a problem but also in the formation of hypothesis and in the selection of methods and tools to be respondents in the interpretation of results. A familiarity with the literature in any problem area helps the student to discover what is already known, what others have attempted to find out and what problems remain to be solved. Moreover, a brief analysis of related literature is also helpful for the investigator in

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giving future suggestion by avoiding duplication. So the study of related literature plays a vital role in the field of research in education. 2.2 Need and Importance of Related Studies The review of the related literature is of immense help to the investigator to find out the significance of the research problem in relation to the connected area of educational research. A survey of related literature immensely helps the investigator to acquaint of equip with what had been done in the past. According to Best John [1977], a brief summary of the previous research and the writings of the experts on the field provides the known and what is still unknown. Since, the effective research must be based on past knowledge, this helps to eliminate the duplication of what has been done and provides useful hypothesis and helpful suggestions for significant investigation.

2.3 Studies related to attitude about open distance learning The present article describes a research that identified students and professors attitudes regarding the interaction, the professors role, and their expectations toward graduate courses in Production Engineering offered through
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distance in a Brazilian institution. The article also describes the influence of students attitudes in their course completion time. The theoretical background was the attitudes theory, the concept of schemas, and the constructs regarding attitudes toward different aspects of distance education. Data was collected by means of a survey questionnaire. The sample comprised of 471 graduate students and 30 professors. The educational model of the courses comprised a set of face-to-face meetings, videoconferencing classes and interactive web based activities. This experience of academic masters at a distance is unique in Brazil and its educational model received a quality award by the Brazilian Association of Distance Education in 2002. On the basis of the research study this paper reports that the attitudes of students and professors were predominantly positive regarding all researched aspects. The students time to finish their courses was very close to the quality scale developed by the Brazilian regulatory agency. This time was better than that of the students enrolled in the same face-to-face courses offered by their own university and the students enrolled in the same courses offered by other universities. Regarding this aspect, we hypothesize that the positive result is related to the support structure, set specially for the masters courses at a distance that the students had during their course. This support structure could have prevented the students from identifying fundamental differences between the prototypical
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experience of face-to-face education and their current experience of doing a masters course at a distance. Further, in contradiction to the results of some studies regarding the role of attitudes in distance education courses, the results of this research suggest that positive (or negative) attitude towards distance education courses are related both to their pedagogical model and also to the media used. The results in this study set the road to a more detailed research regarding the role of students and professors attitudes toward masters courses in Production Engineering at a distance. There has been a growing interest in the understanding of students and professors attitudes towards the adoption of educational innovations (Ocker, 2001; Waugh, 2002; Berge, 2002). For instance, Inmann et al. (1999) identified the existence of negative attitudes towards distance education as one of the factors that influence the low adoption of this educational innovation at educational institutions. The professors and students role, in distance education, is one aspect that influences the attitudes towards this educational innovation. This role does not have the same corpus as the one in a traditional classroom, which defies the actual representation schemas. Schemas are cognitive organizations that represent knowledge regarding a concept, which are developed through past experiences. They influence the way in which new information and situations are organized (Fiske & Taylor, 1984).
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Since schemas represent a prototypical relation, they will lead the individual to compare and judge all their new educational experiences compared with their schema. The established schema regarding formal education is based on the presence of professors and students at the same place and time. As a result, it is assumed that there is a basic need of maintaining this configuration, so that learning can occur (Inman et al., 1999). Due to this aspect, educational configurations that differ from this schema tend to be judged with apprehension and skepticism. Considering these aspects, this article aims at collaborating with the current discussions on students and professors attitudes towards distance education. Towards this end, we analyze data from a report developed by a university located in the south of Brazil, which evaluated its masters courses in Production Engineering at a distance. The data were about three aspects evaluated in the report regarding the professors and students attitudes towards distance education: a) professors and students attitudes regarding the interaction of the course; b) students attitudes regarding the professors role; and c) students expectations from the course. The article also analyzes the possible influence of those three aspects on the time for the students to accomplish their masters degree, since some studies report the existence of a so called non significance difference phenomenon (Philipps &
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Merisotis, 1999). In order to reach its goal, the article is structured as follows. The first section deals with the theoretical foundations: the definition of attitudes and the results of studies dealing on identifying professors and students attitudes towards educational innovations. After that, the method is presented and the results are analyzed. Lastly, the conclusions are drawn. Attitude is considered one of the main constructs of the social and behavioural sciences. There is theoretical consensus on the understanding of attitudes as mental dispositions towards the evaluation of a psychological object, expressed in dimensions of attributes, such as good/bad, pleasant/unpleasant, etc. (Ajzen, 2001; Wood, 2000, Bargh & Chartrand, 1999). Attitudes are simultaneously influenced by cognition and affect. When cognition and feelings towards an object have opposite valences, the influence of feelings prevails (Lavine et al., 1998). Attitudes functions are related to the increase of the individuals adaptation in their environment. They have a biased effect on judgment and memory. Individuals tend to accept materials and ideas consistent with the existing attitude and not to consider what is in conflict with it (Ajzen, 2001; Havice, 1999). There is evidence that students attitudes towards distance education are indicators as important as their performance to identify the efficacy of courses and programs at a distance (Valenta et al., 2001). Considering this aspect, there is a
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need for identifying students attitudes before the implementation of an educational innovation (Ocker, 2001). According to Havice (1999), attitudes influence the motivation to learn and the human action, including the acceptance of educational content. Literature regarding students attitudes towards their courses suggests that the medium used as an educational method does not influence their attitudes (Havice, 1999). Despite this aspect, the research on the effects of teachers and students attitudes towards different courses is still inconclusive (Mcgreal, 1994). For instance, an experimental study compared if there was a difference in university students attitudes regarding an integrated media system, when compared with a traditional lecture method. The results indicated that there were not significant differences in their attitudes towards the course in the experimental and control groups (Havice, 1999). Conversely, in a study with university professors in the US, Inmann et al (1999) identified conflicting attitudes on distance education. Akerlind and Trevitt (1999) did a review on some factors that induced students to resist technology mediated education. These authors concluded that, in general, the more satisfied students are with their learning experiences, without the technology, the less they will be prepared to accept non familiar learning methods. A study with undergraduate students on their attitudes towards the use of technological self-learning systems indicated that their attitudes depended on their
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motivation to succeed in the chosen profession and/or on their curiosity and involvement with the course (Bennet & Kottasz, 2001). A study was carried out with 847 students registered in graduation courses from different countries in the European community. It was registered that the majority of the students had a positive attitude concerning the chances offered by technology on educational process. Despite this, there were a significant number of students who considered that technologies could also add complexity on the educational process (Dondi et al., 2004). In this section we describe the main studies regarding professors and students attitudes towards distance education. Despite the increasing number of studies concerning attitudes towards distance education, theoretical consensus is still to be established. Sanjaya Mishra, & Santosh Panda, (2007), Development and Factor Analysis of an Instrument to measure Faculty Attitude towards e-Learning, This article describes the process of the development of an empirically-based psychometrically-sound instrument to measure faculty attitude towards e-learning. In order to accelerate the acceptance of e-learning and implementation of institution-wide adoption of e-learning in single-mode distance teaching institutions, it is important to understand faculty attitude and accordingly plan for managing the change process. The 12-item attitude towards e-learning scale developed shows a high probability of differentiating between positive and
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negative attitudes towards e-learning. However, the authors suggest that the scale may be used alongside a social desirability scale to reduce the limitations of attitude measurement. Fueling an exponential growth in e-learning, more and more education and training institutions are jumping onto the e-learning bandwagon, particularly because of the numerous advantages it provides to the students as well as to the institution in terms of increased revenue (Kosak et al, 2004). The single-mode distance teaching institutions are under pressure to expand their media repository and also to achieve economies of scale. Notwithstanding the adoption of e-learning and its innovative deployment, it is being increasingly realized that the role of faculty in the whole process is highly significant. Teachers who play the dual role of being subject-matter experts as well as technology specialists (Sherry, 1995) are the real innovators in the teaching-learning system. Evans & Leppman (1968) concluded that faculty receptivity to innovation is highly innovation-specific, and is also based on individual considerations of feasibility, desirability and familiarity. However, despite the popularity of elearning, there is a lack of clear consensus on the attitude and ability of academic staff in higher education to participate in these developments (Newton, 2003). Faculty attitude towards online instruction affects their willingness to teach online (Kosak et al, 2004). There are number of studies (Olcott & Wright, 1995 ; Fabry
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& Higgs, 1997 ; Pajo & Wallace, 2001 ; Sellani & Harrington, 2002 ; Naidu, 2004 ; Kosak et al, 2004 ; Jamlan, 2004 ; Lee & Busch, 2005) which have identified significant barriers to staff participation in web-based instruction. Yet there is no standardized instrument to measure faculty attitude towards e-learning. When planners and managers understand how faculty react to a new innovation and what the new experiences mean to them, then their planning becomes more effective and the decisions made might be more acceptable to the faculty. This is particularly true to technology-enabled systems like distance education. If teachers are not comfortable with the technology, students may suffer leading to a poor reputation for the program and the institution. Positive attitudes can help teachers to deal with the new situation with less stress and so enable them to take steps. Dr. Kageni Njagi, Clemson University (Kenya) Professor Ron Smith, Massachusetts Maritime Academy (USA) Dr. Clint Isbell, Clemson University (USA), "Assessing Students' Attitudes Towards Web-based Learning Resources", The purpose of this study was to assess students' attitude towards web-based learning resources. Specifically, the study assessed (a) differences in attitude change, towards the Western Civilization class, for students using web-based resources and those using traditional textbooks; (b) differences in attitude change, towards computer technology, for students using web-based resources and those using traditional textbooks; (c) if age, gender, level in college, owning a personal
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computer, Internet accessibility at home, hours spent on the Internet per day, Internet time used for class work and percentage of project time used on the Internet, were predictors of attitude and (d) if level of computer literacy predicted students' attitudes toward Western Civilization class and computer technology. Participants (N=127) were students enrolled in Western Civilization classes at Clemson University, Massachusetts Maritime Academy, and Bridgewater State College. To assess differences in attitude-change, a pretest- posttest, nonequivalent control group design was used. ANOVA was used to assess differences in attitude-change and regression analysis was used to assess the relationship between demographic variables, computer literacy, and student attitudes. Alpha was set at .05. Results indicated no significant difference in attitude-change between the groups. However, there was a positive significant relationship between computer literacy and attitude towards computer technology. Among the demographic variables, gender and time students spent on the Internet for class projects were found to predict positive attitude. Ramzi Nasser, Notre Dame University- Lebanon Kamal Abouchedid, Notre Dame University- Lebanon, (2000), "Attitudes and Concerns towards Distance Education: The Case of Lebanon", this study investigates the attitudes of schoolteachers and directors towards the worth and value of implementing a distance education program in Lebanon. The study surveys 7 school directors and
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112 schoolteachers unequally divided among fourteen urban and rural schools. School directors were negative about the possibility of distance education meeting the training needs of schoolteachers. In addition, they reported costly training and the purchase of technologies for distance education as inconceivable. On the other hand, teachers held a more positive view of distance education. Though more than 50% of the teachers reported little acquaintance with the specifics of distance education, they reported willingness to put forth the effort needed to familiarize themselves with the new technologies and practices. More significantly, the exceptionally high level of unawareness between the two groups points to the need to organize workshops and technology seminars so that schools can better understand the structural, curricular, and pedagogical practices needed for full blown distance education programs in Lebanon. David Olugbenga Ojo and Felix Kayode Olakulehin (June 2006), National Open University of Nigeria, Attitudes and Perceptions of Students to Open and Distance Learning in Nigeria, In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This single mode of
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open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally hold a positive perception and attitude towards ODL, compared to traditional forms of higher education. Dr. Panos Arvanitis & Dr. Despoina Kaklamanidou Aristotelian University of Thessaloniki, Greece A Database of Filmed Novels: Methodology & Didactic Use The close relationship between film and literature can be easily identified through the great number of films based on literary sources, the great box-office success filmic adaptations encounter, and the artistic recognition via numerous awards. Let it be noted that from 1927 to 1995, the 42 of the 68 films that won the Oscar for Best Picture (a percentage of 61,7%) are based on novels,
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proving the indisputable relationship between literary production and movie industry. In the context of exploring this relationship, an extended corpus composed of 2,800 filmic adaptations was produced, which covers the years 1914-1996. Next, a database was set up, aiming at filing, processing, analysis and presentation of the information that refer to the films and the novels in question. Furthermore, a working website was composed in order to offer access to interested parties to the Database content and facilitate information exchange. The present paper will present the methodology of construction of the above-mentioned database, the potential and the possibilities of evolution and didactic exploitation of its content in distance-learning environments, which include film students as well as anyone interested in filmic and literary issues. Professor Laura Borrs Castanyer & Professor Joan Elies Adell Universitat Oberta de Catalunya / Hermeneia Research Group, Spain The UOC Experience of Teaching Literature in a Virtual Campus: 1998-2005.To think about the way in which we transmit information for educational purposes is never a neutral action. The new digital paradigm invites us to reflect on the tactical decisions that we must adopt and, of course, on the way we transmit or allow the generation of knowledge in the era of media literacy. Thats why when we started teaching in a completely virtual university as UOC it was necessary to reformulate
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and reorganize in a new way the relationship between sources, information or knowledge and the modalities of its transmission. Since then we have developed a degree in Catalan Philology with a large number of subjects on literature that were designed specifically depending on the didactical target that we wanted for each of them. Nowadays, our gamble in the day by day work as virtual lecturers combines electronic didactic materials, on line resources, digital libraries, web-sites of reference, virtual exhibitions, etc. and a virtual workshop that is very well valued by the students because it allows them to compare their exercises with those of their colleagues and to benefit from their corrections.

It is necessary to seriously consider that the act of online teaching using these digital resources means being detached from acquired habits and transform the discourse communicative techniques. The ways of testing validity in a literary analysis have been deeply modified since we can develop our speech according to a logic that is not any longer linear and deductive, but open and relational. We must react to the transfer of knowledge by accompanying students in their process of intellectual maturation, taking part in the virtual blackboard or inciting the debate in the virtual forum, correcting exercises in a very personalized way, answering doubts, considering new questions... After all, it is a holistic and beneficial task for the students, since it obliges them to read, to compare, to listen to their colleagues, as well as to the lecturer, to participate, to organize their ideas
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in a logical form and to present them coherently. In other words: to organize and build their learning process in a radically subjective way, using their own initiative and capacities. This use of philology has been defined as much more attentive to the subject it has to interpret than to the text that has to be interpreted and to its objective historical reality. It is more focused on the person that is learning than on the lecturer, which is completely different in a traditional university model. Professor Laura Borrs Castanyer Universitat Oberta de Catalunya / Hermeneia Research Project, Spain To Teach Literature in a Virtual University: A Way to Enhance Imagination! The introduction of digital technologies in the learning processes has meant the creation of new educational spaces known as VLE (Virtual Learning Environments). This pedagogic reality should answer to the users needs, their educational purposes, the curricula with which they work and, specifically, the formative needs for the people that integrate them. Technologies are tools capable of building a learning frame, although it is necessary to endow them with contents and humanity. Different voices have warned of the sterility of a technological environment that does not have any pedagogic or didactic specificity (different from the traditional models). After all, learning is learning whether it has an extra 'e' or not and so VLE are only as good or as bad as the ways they are used. Thus, the revolutionary point of its use would not be the technological aspect, but whether they really offer new ways of teaching. In this sense, we will show the
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example of a completely virtual university, Universitat Oberta de Catalunya (UOC), where the learning process takes place in a virtual campus, focusing on two specific subjects: Medieval Romance literature and Literary Studies and Digital Technologies. For the first one we have developed a medieval itinerary in a metaphor of the medieval pilgrimage way where the students have to travel through the different medieval genres (epic, lyric -the troubadours-, and the roman) and their theories and studies; for the second we have finally created a piece of Digital Literature in Catalan (the Diary of an Absence), to show our students what a piece of digital narrative could be and to provide them the real and complex experience to read the new literature in its own medium and with its own rules. Since we wanted the students to act as literary critics of works of digital literature but the existing works worldwide would have been a challenge to the linguistic competence of most of the students, we have designed a work of digital literature with different surfing possibilities so that students can undertake an authentic and complete exercise of literary criticism. Arranged in the form of a diary, this narrative follows the paths of absence by delving into the pain that is caused by desire, a desire that is reflected in this particular box of raptures in the face of a separation from the loved one. To the idea of introspection arising from the exercise of spiritual reflection and the flood of torn feelings that this brings, there appears the idea of the house as a cloister, which is the scenario in which the tale in
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our hypertext exercise has been set. The apparently illogical ups and downs of the narrators thoughts are metaphorically translated into the maze where the reader gets lost, this reader who has come in search of words that will lead towards the interior that tells a story of love, of the loss of love, of passion and of impossibility. The Diary is an eminently textual product, situated in a determinate visual and musical dimension, which also offers the reader a pilgrimage, a journey to be undertaken. Professor Alessandra Briganti Universita Telematica Guglielmo Marconi Advanced Technologies: Towards a Future Paradigm of Thinking and Representing Reality in ODL Literature Studies.Over the last few decades, digital revolution has penetrated every aspect of daily life pervasively, overcoming scientific knowledge barriers, which appeared insurmountable, deeply modifying profoundly rooted cognitive paradigms. But, with respect to a revolution that emphasizes technological values, digital beings, in the entirety of progressive changes, paradoxically, we rediscover the knowledge and actual neo-humanism centrality, since the most radical reconfiguration concerns its forma mentis. Just like every scientific revolution, which is moved by inventions and discoveries, it has conducted to the adoption of a new paradigm, the revolution of invisible connectivity (Barman,) it has moved a cognitive paradigm, from a
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consolidated linear acquisition of knowledge to a circular acquisition of knowledge that takes shape in a constant mobile discontinuity.The new paradigm regards elearning as a diffusion force of a new culture and it finds within literature and arts, potential representative modalities, almost metaphors, that make sense through discontinuous and circular unions. Professor Ellie Chambers The Open University, UK, Literature Pedagogy for Distance Education: A Socio-Cultural Approach The paper addresses the early stages of an undergraduate education in Literature and, in particular, the challenge of engaging and successfully teaching adult students and those from non-traditional educational backgrounds at-adistance. Taking as an example the UKOUs course Living Arts, it promotes a discourse model of teaching and studying Literature; it discusses the practical consequences for course teams of applying a theoretical framework in which learning is conceived as a socio-cultural process of meaning making. Here the emphasis is on the analytical, interpretative and evaluative processes that are central to the discipline, and on certain related pedagogic principles: of engagement, intelligibility, and participation. This approach is contrasted with the outcomes model of higher education which currently prevails in the UK, and with a related benchmarking exercise designed to regulate teachers objectives/the learning outcomes, curriculum and course design, and student assessment. By
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contrast, it is argued that an outcomes approach is reductive and distorting of a (discursive, hermeneutic, participatory, value laden, context dependant, relatively indeterminate) discipline such as Literature. Theodoros Chiotis University of Oxford, UK, The Art of the Elegantly Folded Text: Hypertext, Literary Theory and ODL Practices My paper seeks to test a two-fold hypothesis; first, the manner in which literary theory is used and presented in a hypertextual environment and second, the manner in which the conceptual framework of literary theory can be used and applied in the construction of hypertexts effective and appropriate for an ODL situation. The conceptual framework of critical theory makes particular demands on the effective construction, presentation and reception of a critical hypertext. Anyone who has used/read a hypertext knows that protocols of reading traditionally taught at school lose their degree of effectiveness in a hypertextual environment and by extension in an ODL situation. This happens because in hypertexts we find that layers of wildly different and often opposing reading/writing protocols interpenetrate and combine. I will illustrate my paper with a number of examples and argue that critical hypertexts have to be thought of more as origami-like texts rather than as jigsaw puzzles to be assembled. Much like the folder in origami folding brings out the shape of paper which was not evident before folding, the reader of a hypertext brings out in the hypertext a shape of meaning which was not evident
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before he or she began. Critical hypertexts with their multiple layers and codes abandon the long-held Cartesian conception of textual space (static and prescriptive) in favour of a hypertextual space which is dynamic and performative. In this manner critical hypertexts perform a complex self-reflexive process: in critical hypertexts, knowledge and meaning as well as the processes engendering them are consistently questioned, subverted and affirmed. I will argue that critical hypertexts provide us with brand new ways of reading and teaching literary theory. Dr. Sara Hauptman Achva College of Education, Israel Freshmen Literature Students in a DEL Training Program for Developing Alternative Ways of Teaching Literature in a Teachers College: A Better Connection Between Technological and Pedagogical Issues Is Needed Our research focused on the evaluation of a model for freshmen Literature students, University graduates, participating in a DEL training program for developing and improving their Literature instruction proficiency. In this DEL program our students had to choose a poem or a story they intended to teach at school and create two different/alternative lessons plans following three E-instructions: (a) to use a different Literary Critical Theory for each lesson while relying on electronic background information for creating two different interpretations; (b) to use different teaching strategies for following each interpretation and (c) to use available media implications for each lesson plan. Students were required to add an
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electronic reflection following their process and describing their (two) products. Following E-mail correction notes, the students corrected their works. The finial drafts of the lessons plans were available for all students as an E- teaching guide. This DEL training was performed at the end of each semester as the practical training part of a face-to-face course: Literary Critical Theories and Teaching Methods. The data collected from students products and reflections pointed at a highly significant improvement of students products followed by deeper reflections - at the end of the second semester. One the other hand, interviews and written reports in both semesters indicated that our goals, for better confidence in E- usage and less conceptual conflicts about using technology in literature lessons at school, were not entirely met. Our conclusion is, that better connections between technological and pedagogical issues need to be practiced in Teaching Literature courses. Professor Ayesha Heble Sultan Qaboos University, Oman Walk TALL! (Technology Assisted Language/literature Learning): Teaching English Literature online This paper is based on a comparative study between two sections of an Introduction to Drama course for 2nd year Arts students at Sultan Qaboos University in the Sultanate of Oman. One of these was taught in a traditional face-to-face manner, while the other was taught using an online programme, WebCT, to supplement classroom teaching. The contents of the two
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sections were almost identical, as was the composition of the students. I was interested in studying the impact of online teaching on literary education, and whether it would make any difference to the students reading and critical skills, their motivation, and their literary skills. Would it really achieve the claims of learning without limits, as the makers of WebCT would like to suggest? The paper describes the actual course as designed, and then focuses on the response of the students, their feedback, and their achievements vis--vis the face-to-face section. Although this may not be completely within the definition of Open and Distance Learning, I hope that my experiences might be useful in the area of using electronic and other digital tools for literary studies. Professor Martin Huber FernUniversitt / University of Hagen, Germany Literary Theory in Distance Learning What is Interpretation, what is an argument in literary studies, why do we need literary theory at all, how to deal with theoretical controversies? Unlike Literary history, general information about writers, periods and genres, topics in literary theory seem to be a field of study, which should better be presented and exercised in face-to-face communication. This paper discusses a set of approaches with different media and practices in distance learning to gather competence in general theoretical and methodological problems. Shortly: the paper focuses on one single question. How to teach literary

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theory and methodological base knowledge in distance learning universities most effectively? Dr. Alexandra Ioannidou University of Macedonia, Greece Teaching Russian Literature: Uses of the Internet During the last decades the reception of Russian literature has undergone immense changes worldwide: Due to the decline of Slavic studies, due to the drift from state-controlled into private publishing and the new freedom of literary expression in Russia, combined with the existence of an immense reading public, especially enthusiastic about belles letters which lead to the production of thousands of books annually, it becomes more and more difficult to follow the development of Russian literature from abroad. The immense quantity of books from Russia would be a problem to any philologist interested in contemporary and older Russian literature, were there not the very well constructed and presented websites, designed mostly in Russia (but also in the United States and other countries). In Russia exists, most probably because of its long tradition in computer science, a very wide selection of highly professionally designed sites with literary texts, discussion round-tables, bibliographies etc. whereas only during the last few months copyright is being gradually introduced. The proposed paper, after a short presentation of the situation, examines the possibilities such websites on Russian literature could offer to a Russian literature class. The main goal of the
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paper will be to collect, sort into different categories, present and evaluate the best websites about Russian literature and to show possibilities of using these websites as teaching tools in the environment of a university distant-learning platform. (The examples will be shown on the basis of the distant-learning platform of the University of Macedonia, which could be seen as a more or less typical platform for that purpose). Professor Dimitrios Kargiotis Universit Marc Bloch (Strasbourg II), France The Distance of Literature and the Space of the Aesthetic: Literary Theory in the Open Much of secondary literature on theoretical aspects of ODL literary studies has focused either on the tools or material that the new educational organization requires or on the methods or practices that this specific educational context demands. To put the educational process at the center of attention has meant that a certain view of the object of study itself has been largely presupposed. In view of modern epistemological interventions on the constitution of the disciplinary object, in both senses of the term, the hitherto unquestioned essentialism of an object of study is now considered to be to an extent due to a certain relativism of the processes that create it: its framing within an institution (the university); the laws that govern that institution (organization); the processes presupposed (weekly, in general, repetition; examination practices that control and sanction the body of knowledge produced; etc.); in short, the creation of a space in
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which the object of knowledge and its actors are inscribed. In what ways is this space different in ODL studies, and how even more so in ODL studies of literature? How are the traditional categories of author, work, reader, context transformed in an ODL framework? What are presuppositions that govern ODL studies concept of the canon, literary history and the function of literature? Can the production and consumption of knowledge in an ODL setting escape a historicist consideration of the aesthetic object? Professor Takis Kayalis The Hellenic Open University, Greece World literature and the isolation of ODL literary studies Literary studies programmes at Open Universities across Europe tend to approximate the ways in which literature is organised as an academic subject in the context of their respective national traditions (i.e. at conventional Universities). This leads to a widespread incompatibility among ODL literature programmes, which is evident in the different canonical concepts shaping their courses and modules, in the variety of educational goals and pedagogical procedures, as well as in the diversity of principles which guide the writing of educational material. Apart from blurring the cultural circumstances and educational needs pertaining specifically to ODL students, an excessive loyalty to established national frameworks of literary instruction restrains transnational academic dialogue, cooperation and collective experimentation among scholars in ODL literature programmes, thus effecting an
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anachronistic state of institutional isolation and also an impoverishment of creative resourcefulness. Recent theoretical conceptualizations of world literature, offering new perspectives on the content, aims and organisational procedures of literary education, may provide useful insights for the development of more independent, collaborative and effective methods and practices in ODL literary studies. Dr. Barbara Kolan Bar Ilan University, Israel Achva College of Education, Israel The Windmills of Your Mind: Teaching Literature Imaginatively with Technology This presentation investigates distance academic courses in literature designed for English Foreign Language (EFL) teacher trainees. It examines particular elements and activities as exemplary models of how we can design distance courses that enhance the study of literature. First, distance learning can utilize ICT to encourage student reflection on the amazing effects of words mere black marks on paper! on the human imagination. We will examine a plethora of simple digital tools which highlight the visual representation of ideas and the imaginative aspect of literature. The presentation will focus on concrete examples of ICT activities which help students develop greater sensitivity to figurative language and to the embedded metaphors of language. In addition, we will examine ICT activities which promote literary skills that foster independent literary analysis. These skills are helpful to teacher trainees when preparing their
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own literature lessons and for developing a higher critical understanding. Furthermore, distance learning courses can utilize easily accessible ICT tools to address the complexity of literary texts and the diversity of readers. A heightened awareness of multiplicity and difference encourages students to value diversity (Kramsch 1993, 1998) and creates greater sensitivity to layers of meaning in language (Spacks 1994, Nussbaum 1990, Game 1995, Phelan 1996). The presentation will give examples of how ICT is excellently suited as a medium that makes readers more open to contradiction, complexity and pluralism (Jonassen 1991, 1994). Professor Raine Koskimaa University of Jyvaskyla, Finland Teaching Digital Literature: Code and Culture This paper discusses the issues related to teaching digital literature. Special emphasis is paid on locating both digital literature in general, and specific individual works, in larger contexts. These include the literary tradition, digitalization of culture, and technologies used in digital literature. This kind of contextualization gives much needed breadth and depth for subsequent analyses and interpretations of individual works, based on careful close reading of the works, with attention paid to all levels of digital literature. The paper will include illustrative examples from specific works (eg. These Waves of Girls by Caitlin Fisher, Victory Garden by Stuart Moulthrop, Afternoon by Michael Joyce), showing how the various levels in each piece
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interact to produce the work as an aesthetic whole. Finally, the question of interpreting digital literature is addressed. Professor Asuncin Lpez-Varela Azcrate Universidad Complutense de Madrid, Spain Hypertextual Spaces of Representation: Learning and Thinking Differently The work of our research group L.E.E.T.H.Y has focused on the European Convergence didactic patterns and employed hypertextual models to create new didactic spaces which can generate novel learning processes. In the specific area of literary studies, these hypertextual spaces produce new ways of associative reading which lead to transversal and intercultural forms of learning and which we have termed transliterary. Our web space, simply called L.E.E.T.H.Y, is a place to meet the group, its historiography and its didactic tools. We have selected a dynamic interface that brings forward the constructivism of our mental representations, whether ideological, conceptual or textual, and which invites to complex reflections on the relationship between the reading-writing process and the development of conceptual thought. Our hypertextual space emphasizes the dialogical processes involved in the creation of our mental and cultural models, so that literary and critical activities become imperative. Ours is not only a didactic approach but an epistemological inquiry into the relationship between the literary event, its spaces of representation and the changes that we are experiencing in our cultural models,
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product of changing cognitive activities, related to the shifting in the modes of textual support and production of information. The following lines invite you to visit L.E.E.T.H.Y, present our didactic and cognitive model based on dialogic literary transactions, and attempt a preliminary inquiry into the nature of a possible paradigm shift, brought about by our changing spaces of representation and transmission of knowledge. Michalis Lykoudis University of Athens, Greece Audiovisual Technology in ODL Literary Studies: Educational Video and DVD The first part of the paper addresses the significance and general features of educational video and DVD: it describes their particular educational aims and discusses the importance of taking into consideration the differences between variable target groups, as the production of cognitive result is dependent upon the subjective cognitive constitution of Receptor-Spectator. As audiovisual discourse, educational video and DVD possess both narrative and representational qualities that have a privileged connection to the spectators everyday experience, thus offering a valuable lever of educational intervention. On the other hand both means have specific limitations that necessarily restrict them to being supplementary to printed material. On this basis, the second part of the paper attempts to sketch some major considerations for the ideal planning of a video/ DVD of literary content for students of humanities, based on the study of existing material from
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ODL literature programs as well as recent work of the research team openLit on production of a sample DVD for the course Modern Greek Literature (19th and 20th century) offered in the program Studies in Greek Civilization at the Hellenic Open University. Professor Colin Marlaire National University in San Diego, California The Evolution of Insight: Collaborative Reading in Distance Learning In an article published in the October-December 2005 issue of the International Journal of Distance Education Technologies, Juha Puustjrvi and Pivi Pyry assess the challenges faced by those currently participating in distance learning. [T]hey have to build global learning infrastructures, course material has to be offered in digital form, course material has to be distributed via the Internet, and learners must have access to various virtual universities (17). Instructors of literature face an additional challenge as the collaborative reading process, an important component of the educational experience where one learns to read and speak from several analytical stances, seems less applicable to an environment that from its very name implies distance. If, however, this challenge can be addressed, distance learning in English offers great promise as it can do more than merely replicate the collaborative educational experience of the traditional classroom. In moving the discussion beyond the limits of a class period, a distance learning course can exceed the bounds of the traditional class.
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Dr. Anastasia Natsina The Hellenic Open University, Greece European ODL Literary Programs: A Comparative Survey of Curricula, Structure of Educational Material, and Educational Procedures The paper presents some of the results brought forward by the research program undertaken by the research team OpenLit, operating under the auspices of the School of Humanities at the Hellenic Open University, during the last two years. One of the major aspects of the program has been a number of research visits to selected ODL Literature Departments, Programs, and Research Teams, in order to discuss ODL literary studies methodology and teaching material with colleagues and to consult printed, electronic and audiovisual material. The paper purports to register the tendencies in ODL literary education in terms of curriculum design, structure of educational material, and the educational procedures in nine European ODL literary programs or literary components of cultural studies programs, offered by the following institutions: Universite de Bourgogne-Dijon: Centre de Formation Ouverte et Distance, (France), Universite de Toulouse-Le Mirail: Service dEnseignement Distance (France), The Open University (UK), Oscail-National Distance Education Centre (Ireland), Universitat Oberta de Catalunya (Spain), Universidad d Educacion a Distancia (Spain), Fernuniversitaet Hagen (Germany), Universita Telematica Guglielmo Marconi (Italy), The Hellenic Open University (Greece).

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Professor Bob Owens The Open University, UK Masters-level Study in Literature at the Open University: Pedagogic Challenges and Solutions This paper gives an account of the development of a taught Masters programme in Literature at the Open University. Now the largest MA programme in the UK, with about 500 students each year, it was launched in 1983 at a time when taught MAs were relatively rare in conventional universities, and when it was thought by many even in the Open University that it would be impossible to offer Masters-level study to part-time students using open and distance teaching methods. The paper will outline some of the pedagogic challenges we faced, which included:

how to get students with widely varying experience of undergraduate study of literature up to a point where they could engage successfully with Masters-level study;

how to teach them about, and give them practice in using, a range of research methodologies and techniques;

how to deal with the problem that they would not have access to an Open University library, but would have to negotiate local library access for themselves;

how to develop skills and confidence in devising a suitable project and carrying out independent research towards a substantial dissertation (20,000 words) presented to scholarly standards.
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It will examine some of the solutions we found to these challenges, with examples of the course materials, tuition, student support and assessment methods we devised, and how we responded to student and tutor feedback and course evaluation. To conclude, the paper will consider some of the issues currently facing us as we seek to extend and develop the programme in a very different context, when there is fierce competition for the taught postgraduate market, and where new technologies offer vastly enriched study and research opportunities for MA students. Professor Joseph Pivato Athabasca University, Canada Digital Rib: Changing Behaviour and Hypertext Literature We will critically examine the changing behaviour over time (1998-2005) of both professor and students as they interact more and more with digital technology in the delivery of three literature courses at Athabasca University in Alberta, Canada. I have been using online home pages for my literature courses since 1998 when I initiated hypertext research methods for a course on Shakespeare (English 324). For this paper I will focus on three particular courses, which, by their very nature, involve the use of other media besides print and the commercial textbook. The courses are: English 373: Film and Literature English 423: Contemporary Literary Theory and Criticism English 475: Literature and Hypertext We will consider the following: 1. the theory behind the interaction with digital culture
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2. effects on the curriculum (and canons) 3. the student response to new media 4. speculation on Canadian Literature as a national literature Athabasca University has been a leader in open and distance education since 1975. Dr. Theocharoula Niftanidou University of Patras, Greece Dr. Ourania Polycandrioti National Hellenic Research Foundation, Greece Teaching Modern Greek Literature in ODL: Literary Theory and the Example of the Autobiographical Writing 1. The paper proposed is based on the belief that any introductory course on literature (and more specifically on modern Greek literature) should provide to the student a considerable amount of theoretical knowledge, which constitutes, as we believe, a necessary basis in the frame of literary courses in ODL.

We will try to point out which basic notions of literary theory, as the definition of terms of reference (e.g. literature / philology), the determination of the main issues demanded by the discipline of literature, as well as a small introduction on theory of literature (referring to the presentation of the principal questions and tendencies of the theoretical thinking of the 20th century), could be introduced in an ODL literary course. The aim of this paper is to determine those special thematic units that could be integrated in
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the curricula on literature and to focus on a special issue, the genre of Autobiography, as an example of how the knowledge of theory could contribute to the analysis and interpretation of the literary texts. 2. The literary genre of the Autobiography, in all its varieties (autobiographical novel, 1st person novel, interior monologue etc.) is a most appropriate example in order to clear up essential matters of literary theory and narratology, mainly because of its inherent narrative construction and its true or apparent dependence on reality. The functions and the textual veracity of the first person narration presuppose several narrative solutions related to the management of time and space, the narrative perspective and cognitive horizon of the 1st person narrator. Therefore, the main issue discussed would be the relation between literature and reality as well as the notion of literarity itself. The understanding of the basic notions of narratology and literary theory, through the study of the autobiographical writing, would serve to the students as a valuable key to the interpretation of literary texts, of all periods. Therefore, we propose to investigate how the main points of literary theory and narratology could be taught through an interactive ODL. We would like to propose study methods and interactive activities based on the comparative analysis of autobiographical texts (autobiography, 3rd person

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autobiography, interior monologue, 1st person novel) as well as on the students own writing exercises and attempts. Professor Amelia Sanz Universidad Comlutense de Madrid/ LEETHY Group, Spain Specific Competences and Cognitive Procedures for Literary Studies in b-Learning The Tuning Model for European Comparable degrees developed a generic program for identification of social needs, definition of academic and professional profiles at European level, and translation into desired learning outcomes. Nowadays we need a more precise and a more critical frame to focus European Literary Studies specificity, particularly in an Open Distance Education. Transparency and coherence are required in any kind of learning design. Thus some key questions as to whom or who determines the object and the methodology employed, that is to say, knowledge and contents, socio-cultural competences and procedures, values and attitudes, need to be posed. To do that, we must take into account the specific professional competences for new learners of literature and specific cognitive procedures that should be activated particularly by ODL systems to achieve these professional requirements. We would like to demonstrate and vindicate the complex cognitive and metacognitive capacities that used to remain passive in the printed paradigm and how they can now be particularly activated and worked in virtual environments within our contemporary digital paradigm.
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In this communication, we propose, firstly, a critical review of materials and approaches, secondly an empirical research on market needs, and finally, a specific OpenLit model of complex cognitive resources. We will develop our subject in several points:

A critical revision of European Convergence documents regarding the definition of the learning subject as individual, subject and/or worker, and their ideological dimension.

A revision of available material regarding specific competences for new learners in the field of European Literatures, leading to a professional integration in the market place.

A field study of the needs detected by Spanish contractors regarding these matters, taken from interviews and surveys carried out with this end in mind.

A reasoned proposal of specific competences. Cognitive and metacognitive complex resources specifically developed in ODL models for the proposed specific competences.

Proposal and working model for reading-writing learning process in a elearning blended university as Complutense University. Professor Didier Souiller Universit de Dijon, France European literature

and civilization in an ODL system : problems and method.From a comparative point of view, the first problem is to deal with the complex connexion between
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European Civilization as a whole and actual definitions of single national cultures. One must forget the old habit of focussing only on one literature or one specific national history, to give the students the main outlines of a new approach toward European history, as well as main esthetical trends (themes, genres and periods) and shifts in the anthropological outlook. The second problem, in an ODL system, is to use the ODL media possibilities to deliver to particular students (all round the world) without necessarily access to University Libraries, lectures and references to books and study guides. Third and last (?) problem is to define proper means of examination according both to the breadth of the topic and the individual work of the student on such or such literatures, periods, and countries. Dr. George Varsos University of Athens, Greece Distance Learning and Close Reading: The Specificity of Literature as an Object of ODL University Studies This paper intends to discuss how changes in the function of teaching, that characterise ODL university studies, may affect the way literature works as an object of academic learning. The approach will be historical and theoretical, drawing both on relevant bibliography and on personal experience (namely, the experience of preparing educational material and of tutoring for the course on "History of European Literature" offered by the Greek Open University). I intend, more specifically, to discuss the following:

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a. The role of the university teacher within the wider setting of evolving conditions of literacy and book culture in Western modernity. The particularity, in this respect, of literary studies, due to the distinctness of literature as an object of learning. Present-day tensions over the institution of the university and over the idea of literature. b. Eventual connection of the above to the formation and development of specific theoretical modes of studying literature such as exegetical commentary, philological critique and erudition, new critical techniques of close reading, more recent literary theory. c. Differences between conventional university teaching and ODL tutoring methods, as the latter connect to new conditions of studying, new forms of educational material and, more importantly, new modes of textuality and literacy. d. Eventual implications of ODL tutoring practices with respect to the study of literature: grounds on which the interest of literature may be postulated; role of the historical approach as a means of domesticating literary texts; difficulties with respect to the elaborate challenges of literary criticism and theory. Older texts concerning the institution of the university and the study of literature may be briefly commented upon (Humboldt, Nietszche). The
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presentation will be more systematically connected to arguments such as the ones of Paul de Man on "resistance to theory", of Bill Readings on the university in ruins and of Wlad Godzich on the "culture of literacy". Dr. Evi Voyiatzaki The Hellenic Open University, Greece Constraints and Potentialities in Understanding and Evaluating Literature: Flexible

Instructions and the Role of Literary Theory.This paper is an attempt to discuss problems related to certain difficulties in the comprehension and handling of educational material available for the introduction of distant learners into the subject of literature. One of the major problems is the tension between student misconceptions about literature and the complex nature of the educational field itself. The distance learners biases range from an undervaluation to an overestimation of the cognitive subject, namely the association of literature either to best sellers and/ or pulp fiction or to the highly speculative field of aesthetics (too difficult to deal with), respectively. On the other hand, the content complexity of the subject itself derives from the intertwining of the historical condition, the literary history (generic definition, classification and categorization of the literary work), and the demands for textual and critical analysis. Being itself an ill-structured domain of knowledge (R. Spiro, P. Feltovitch & Coulson), literary interpretation requires a flexible, instructional strategy which would involve all three domains and would neutralize differences in the learners
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cognitive background. How could an instructive methodology deal with these underlying biases and the preconceptions inherent in the distant learners cognitive background? What is the role of critical theory and how can it lead the learner into this complex system of multiple references to a web of knowledge that combines the history of literature with literary history and critical theory? This paper attempts to tackle the issue with regards to the existing educational material (printed or electronic) and the instructive opportunities at the disposal of the tutor through the currently available educational schemes (group meetings, the assignment of essays, the attendance of the reading schedule, personal contact, e. t. c.). Professor Dennis Walder The Open University, UK Decolonising the Distance Curriculum The teaching of English Literature as traditionally conceived in the UK underwent radical changes during the 1970s and subsequently as a result of certain well-known socio-historical and intellectual developments. This turn to theory undermined the canon, while producing a more questioning approach towards the way it was taught. But how was this change in the critical status quo reflected in distance teaching, with its emphasis upon access, and its inbuilt tendency towards an authoritarian or at least one-way pedagogy? Are there irreconcilable tensions between trying to radicalise or even merely reform the curriculum and the demands of the distance teaching context? This paper will draw
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on my personal experience of constructing Honours-level courses in literature at the Open University to explore how it became possible to introduce emerging ideas of postcolonial literary study, thereby decolonising the curriculum in at least one key area. The following factors seem crucial: (a) engaging with the contemporary context; (b) registering changes in the subject/discipline; (c) achieving synergy between teaching and research; (d) maintaining an emphasis upon relevant study skills; and (e) maintaining a balance between access and challenge. Dr. Anil Kumar, An investigation into the Indian open university distance learners' academic self-concept, study habits and attitude towards distance education: a case study at the Indira Gandhi National Open University in India The Constitution of India provides for equal educational opportunities for all. However, the goals envisaged in terms of overall coverage, equitable distribution and quality of education are still very distant in all stages of education. The disparities among male-female, rural-urban and region to region are especially higher and significant in higher education. The success rate of the efforts towards overcoming these disparities has rather been low. Consequently we could not achieve anything notable during the past five decades. In view of the fact that the world today is experiencing unprecedented changes spurred by the revolution in the information technology, rapidly increasing international trade, the newly emerging global economy envisages the need for trained manpower through higher
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and professional education. The Government of India has expressed its commitment to promote education in a planned manner. The task, however, is daunting. Almost half of our population does not enjoy access to even basic education. The situation is really pathetic. Formal system of education has, in general, two constraints. One is spatial and the other is temporal. Education takes place within the campus and in classrooms and laboratories. It is confined to the earlier period of one's life generally from 6 to 25 years of one's age. In the era of continuing and life long education a new class of learners has emerged and for them education does not terminate at the end of formal schooling. It is a life long process, which covers the entire life span of an individual. So we need today a system that helps transcend these limits of formal system and satisfy the learners immediate and long term needs. Distance education provides the answer to such situations. It has a prominent role to play for education of the people with focus on the human resource development. In India, we have at present eight open universities including one National Open University and more than fifty directorates of distance education/ correspondence education attached with the conventional universities imparting education through distance mode mainly at the tertiary level. Besides these, there are twelve open schools including one National open school imparting education up to senior secondary level through distance mode.
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CHAPTER III Research Design 3.1 Need and Importance of the study Teaching and learning at a distance is demanding. However, learning will be more meaningful and "deeper" for distant students, if the students and their instructor share responsibility for developing learning goals and objectives; actively interacting with class members; promoting reflection on experience; relating news information to examples that make sense to learners; maintaining self-esteem; and evaluating what is being learned. This is the challenge and the opportunity provided by distance education.
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In the present scenario, the MBA students must be fully equipped with the updated knowledge and one finds a fierce competition due to the globalization process. The distance education programme must cope up with the present day needs. The proposed study will focus on the core issues pertaining to MBA

programme vide distance education mode. 3.2 Objectives of the Study 1. To evaluate teaching methodology and its effectiveness. 2. To study the perception of students on University administration system. 3. To find out the effectiveness of PCP classes 4. To assess communication skills of Resource Person with respect to sociodemographic profile. 5. To find out the usefulness of course material. 6. To analyze the existing on line, e-learning and study centres facility under distance learning mode. 7. To render suggestions to enhance quality of MBA through distance mode. 3.3 Hypotheses

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Based on the objectives the following directional and non-directional hypotheses were formulated to find out the relationship between the study aspects and the socio-demographic profile of respondents. 1. 1. There is significant difference between constituents of socio-demographic aspects of the respondents and teaching methodology and effectiveness. 1. There is significant difference between respondents opinion and University Administration System. 2. There is significant difference between respondents opinion and Personal Contact Programme (PCP Classes). 3. There is significant difference between communication skills of the Resource Persons and the socio-demographic profile of respondents. 4. There is significant difference between Course Materials and opinion of the respondents. 5. There is significant difference between updating the course materials and respondents opinion. 6. There is significant difference between online facility and opinions by gender.

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7. There is significant difference between e-learning facilities with respect to age of the respondents. 3.4 Methodology The present Study is descriptive. The data necessary for the study is collected through structured questionnaire survey. There are number of Universities offering MBA through distance education, after acquiring required approval from Distance Education Council of India. In Tamil Nadu, more number of Students has been registering for MBA in the leading 3 Universities. They are Alagappa University, Karaikudi, Indira Gandhi National Open University (IGNOU), New Delhi and Tamil Nadu Open University (TNOU), Chennai. In an informal chat with the students pursuing course in these 3 Universities in various Study Centres opined that the existence of unleashed flexibility with these 3 Universities prompt them to prefer their choice of University in one of these three. This is the sole reason why Alagappa, IGNOU and TNOU students were taken for the study. However the questionnaires for the Study were collected from the Study Centres situated in Chennai, Madurai, Coimbatore, Salem, Trichy and Cuddalore. In all these 6 places, 3600 students have registered themselves for MBA Programme in the above 3 Universitys distance education programmes. Initially 20% of the samples (720) from the population (3600) were planned. Thus the Probability Sampling Methods such as Cluster Sampling, Stratified Sampling and
95

Simple Random Sampling had been adopted for selection of Samples. After rigorous and extensive distribution of questionnaires in all the 6 places, the researcher was able to collect 620 alone, which work out to 17.22% of the population. This collection itself took around 9 months as the distance learning candidates used to visit study centres for classes in weekends or Saturdays and Sundays. The secondary data are collected from the respective University websites, journals, and the pamphlets.

Tools used The Study used questionnaire method of data collection. The questionnaire consisted of 9 parts. Part I consisted of items related to biographic and general information of the respondents. Part II consist number of statements relating to Teaching Methodology and Effectiveness. Part III was the University

Administration System. The statements consisted in Part IV, Part V, Part VI and Part VII come under the dimensions of Personal Contact Programme (PCP Classes), Course Material, Assignment System and Examination System. In part VIII, some self explanatory questions found on online facility. Part IX consist statements pertaining to Study Centre alone. Framework for Analysis
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Following are the statistical tools used for analyzing the data. ii. One way ANOVA iii. t-test iv. Chi-square analysis v. Stepwise Regression Analysis vi. Correlation vii. Limitations 1. The Study represents only a cross sectional assessment of what is essentially a process Occurring over a period of time. 2. The present study is confined to three Popular Universities, which offer MBA in Tamil Nadu State taken for Study. 3. The sample size of the present study is drawn from Study Centres in Tamil Nadu and as such it is not appropriate to generalize findings of the study to other areas, located elsewhere. 4. The study to some extent suggest measures to enhance quality of MBA through Distance mode as the contentment of an individual may normally vary and hence
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Factor Analysis

Implementation strategies for enhancement of education will also vary.

Chapterization Chapter I Distance Education and Management Education 1.1 Introduction 1.2 Importance of Distance Education 1.3 Importance of Management Education 1.4 Management Education in Distance Learning 1.5 Concept of Distance Education- History Chapter II Review of Literature

Chapter III Research Design 3.1 Need and importance of the Study 3.2 Objectives 3.3 Hypotheses 3.4 Methodology Chapter IV Analysis and interpretation Chapter V Findings, Suggestions and Conclusion Bibliography Appendix Questionnaire
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CHAPTER V ANALYSIS AND INTERPRETATION Teaching Methodology and University An effort was made by the researcher to measure the effectiveness of teaching methodology. The measurement was made by the researcher in different angles like University, age of the respondents, gender, educational Status etc. Table 4.1: Opinion about Teaching Methodology and University

S.N o. 1. 2. 3. Source

Type of University Tamil Nadu Open University IGNO University Alagappa University Total :

Mean

SD

F-value

Level

of

Significance

180 210 230 620

20.97 21.89 16.22 20.28

2.10 1.90 2.11 2.81 11.51 0.01

Primary data

Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their type of university.

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Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their type of university. The above Table shows the Mean, SD and F-value of opinion about teaching methodology and effectiveness on the basis of their type of university. The calculated F-value (11.51) is statistically significant at 0.01 level and hence the null hypothesis was rejected and the Research Hypothesis was accepted. Therefore, the result infers that the universities differ in their teaching methodology and effectiveness. IGNO University groups are more satisfied about teaching methodology than other universities. The standard deviation obtained in IGNO University is very low i.e, 1.90 when compared with TNU (2.10) and Alagappa University.

Table 4.2 Teaching methodology and effectiveness with age The age of the Students Plays vital role in measuring teaching effectiveness of all Universities. Fvalue Level of

S.No. Age 1. 2. 3. Source Below 30 31 to 35 Above 35 Total : Primary data

N 150 220 250 620

Mean 20.30 17.00 16.78 20.28

SD 1.73 2.12 2.64 2.81

Significance

14.52

0.01

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Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their age. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their age. The above Table reveals that the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their age. The calculated F-value (14.52) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, result infers that the age groups differ their respondents opinion about teaching methodology and effectiveness. Below 30 years age group is more satisfied about teaching methodology than other age groups. Table 4.3 Teaching Methodology effectiveness and Gender It is essential to make an analysis in terms of gender wise effectiveness of teaching methodology to measure the level of reach. The researcher gathered ad analyzed the information related to gender wise effectiveness and listed in Table 5.3. It shows the t-test for respondents opinion about teaching methodology and effectiveness on the basis of their gender Level of

S.No. Gender 1. 2. Source Male Female : Primary data

N 420 200

Mean 23.00 19.59

SD 2.32 4.43

t-value

Significance 0.01

3.53

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Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their gender. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their gender. The above Table shows the Mean, SD and t-value of respondents opinion about teaching methodology and effectiveness on the basis of their gender. The calculated t-value (3.53) is statistically significant at 0.01 level and hence the null hypothesis was rejected but research hypothesis was accepted. Therefore, the result infers that the gender groups differ their respondents opinion about teaching methodology and effectiveness. Male group is more satisfied about teaching methodology than female group. Male group is showing high degree of satisfactory level then the female group in teaching methodologies used by the University. Table 4.4 Teaching Methodology effectiveness and Martial Status The students community will comparise both married and unmarried students. So, it is essential to measure the level of satisfaction obtained by both the category. Level of

S.No. Marital status 1. 2. 3. Married Unmarried Others Total

N 130 320 170 620

Mean 13.81 20.33 15.20 20.28

SD 4.29 3.16 4.97 2.81

F-value

Significance

7.72

0.01

102

Source

: Primary data

Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their marital status. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their marital status.

The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their martial status. The calculated F-value (7.72) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the marital status groups differ in their respondents opinion about teaching methodology and effectiveness. Unmarried groups are more satisfied about teaching methodology adopted by the University the unmarried group of students enrolled in University education. Table 4.5 Educational Qualification and Teaching methodology effectiveness Educational Qualification obtained by the respondent Play a mar role in determining their Understanding level. Educational qualification Fvalue Level of

S.No.

Mean

SD

Significance

103

1. 2. 3.

UG Degree PG Degree Others Total

300 200 120 620

26.19 27.56 30.44 20.28

4.38 5.50 0.53 2.81 3.60 0.05

Source: Primary data Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness and their educational qualification. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness and their educational qualification. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness and their educational qualification. The calculated F-value (3.60) is statistically significant at 0.05 level and hence the null hypothesis was rejected but research hypothesis was accepted. Therefore, the result infers that the educational qualification groups differ in their respondents opinion about teaching methodology and effectiveness. Others educational qualification group is more satisfied about teaching methodology and effectiveness and their educational qualification.

Table 4.6 Place of residence and effectiveness of teaching Methodology

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We cannot restrict the candidates admitting to the University only from Urban or rural. All regions are attracted by universities. Fvalue Level of

S.No. Place of Residence 1. 2. 3. 4. Source Rural Semi Urban Urban Others Total : Primary data

N 140 160 130 190 620

Mean 17.62 20.40 21.00 22.00 20.28

SD 2.87 1.40 1.00 2.69 2.81

Significance

4.19

0.01

Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their place of residence. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their place of residence. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their place of residence. The calculated F-value (4.19) is statistically significant at 0.01 level and hence the null hypothesis was rejected but research hypothesis was accepted. Therefore, the result infers that the place of residence groups differ in their respondents opinion about teaching methodology and effectiveness. Other groups are more satisfied about teaching methodology and effectiveness than other groups.
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Table 4.7 Religion & Teaching Methodology In order to measure the relationship between religion wise respondents and their opinion about the teaching methodology, the researcher gathered relevant data and listed below. Fvalue Level of

S.No. Religion 1. 2. 3. 4. Hindu Christian Muslim Others Total Source : Primary data

N 140 160 190 130 620

Mean 18.77 19.40 17.18 22.20 20.28

SD 4.32 3.11 1.81 2.68 2.81

Significance

30.26

0.01

Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their religion. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their religion.

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The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their religion. The calculated F-value (30.26) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the religion groups differ in their respondents opinion about teaching methodology and effectiveness. Others groups are more satisfied about teaching methodology and effectiveness than other groups. Almost all religion respondents are benefited through the teaching methodology adopted. Table 4.8 Community and effectiveness of Teaching Methodology Communities of the respondents are also having an impact the effectiveness of learning through teaching methodology adopted by universities. Fvalue Level of

S.No. Caste 1. 2. 3. 4. BC MBC SC/ST OC Total Source : Primary data

N 130 170 140 180 620

Mean 12.54 14.13 16.41 15.20 20.28

SD 3.13 3.25 6.28 4.97 2.81

Significance

5.38

0.01

Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their caste. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their caste.
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The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their caste. The calculated F-value (5.38) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, result infers that the caste groups differ in their respondents opinion about teaching methodology and effectiveness. BC community is more consistent satisfaction because their Standard Deviation is very low i.e., 3.13 when compared with C (3.25), OC (4.97) ad SC/ST (6.28).

Table 4.9 Teaching Methodology and Specialisation subject in MBA Numerous specialisation are offered in MBA programme. S.No. 1. 2. 3. 4. 5. Specialization Subject in MBA General HRM Finance E-commerce International Business Environmental Management Systems Operations N 50 40 90 60 80 Mean 27.69 26.27 26.24 32.00 24.92 SD 2.36 6.61 2.99 1.00 3.57 Fvalue 2.75 Level of

Significance 0.05

6. 7. 8.

70 120 50

19.7 3 4 .99 21.65 27.40 8.24 0.89

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9. 10.

Marketing Others Total

20 40 620

14. 85 19.20 20.28

3.00 3.59 2.81

Source

: Primary data

Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their specialization subject in MBA. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their specialization subject in MBA. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their specialization subject in MBA. The calculated F-value (2.75) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the specialization subject in MBA groups differ in their respondents opinion about teaching methodology and effectiveness.

Table 4.10 Teaching methodology and Occupation of the students The researcher made an attempt to gather information about the opinion of the different occupational students towards teaching methodology efficiency. Fvalue Level of

S.No. Occupation

Mean

SD

Significance
109

1. 2. 3. 4. 5. 6. Source

Professional Business man Govt. Employee Private Employee Teaching Others Total : Primary data

80 50 170 130 40 150 620

30.20 26.59 22.67 24.77 17.20 16.47 20.28

4.09 5.08 5.69 3.35 2.68 11.27 2.81 3.68 0.05

Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their occupation. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their occupation. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their occupation. The calculated F-value (3.68) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the occupation groups differ in their respondents opinion about teaching methodology and effectiveness. Table 4.11 Income and effectiveness of teaching Methodology

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It is essential to measure the degree of relationship between the income level of respondents and their opinion about the teaching methodology and its effectiveness. S.No. Income 1. 2. 3. 4. 5. 6. 7. Source Less than Rs. 1 lakh Between Rs. 1-1.5 lakh Between Rs. 1.5-2 lakh Between Rs. 2-2.5 lakh Between Rs. 2.5-3 lakh Between Rs. 3-3.5 lakh More than Rs. 3.5 lakh Total : Primary data N 140 70 90 110 80 60 70 620 Mean 26.19 27.56 30.44 27.20 24.03 18.67 20.89 20.28 SD 4.38 5.50 0.53 4.44 5.67 9.22 1.05 2.81 3.60 0.05 F-value Level of Significance

Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their income. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their income. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their income. The calculated F-value (3.60) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted.
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Therefore, the result infers that the income groups differ in their respondents opinion about teaching methodology and effectiveness. The group between Rs.1.52 lakh is more satisfied about teaching methodology and effectiveness than other groups. Table 4.12 Work experience and effectiveness of Teaching It is essential to measure the effectiveness of teaching along with work experience of the candidates. Level of

S.No. Years of service 1. 2. 3. Below 5 6 to 10 Above 10 Total Source : Primary data

N 90 420 110 620

Mean 19.25 16.56 17.11 20.28

SD 2.49 1.67 5.80 2.81

F-value

Significance

3.34

0.05

Research Hypothesis: There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their years of service. Null Hypothesis: There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their years of service.

112

The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their years of service. The calculated F-value (3.34) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the years of service groups differ in their respondents opinion about teaching methodology and effectiveness. Below 5 years groups are more satisfied about teaching methodology and effectiveness than other groups. Table 4.13 Purpose of the study and Teaching Methodology Each and every people have different objectives while learning a subject. Level of

S.No. Purpose of study To knowledge Need for career develop

Mean

SD

F-value

Significance

1.

190

18.38

3.36

2.

development To get better

130

16.56

12.31

4.95

0.01

3. 4.

employment Other reasons if any Total

120 180 620

15.89 16.89 20.28

4.48 13.18 2.81

Source

: Primary data

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Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their purpose of study. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their purpose of study.

The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their purpose of study. The calculated F-value (4.95) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the purpose of study groups differ in their respondents opinion about teaching methodology and effectiveness. Table 4.14 Type of Industry and Teaching effectiveness Students, who, are enrolling for distance education in Management Studies will be from different types of industry. The same information is gathered and listed in the following Table. S.No. Type of industry 1. 2. 3. 4. Manufacturing Software Transportation Education N 40 90 120 110 Mean 25.69 21.22 28.00 18.05 SD 5.14 3.23 5.00 5.02
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F-value 4.69

Level of Significance 0.01

5. 6. 7. Source

Service Banking & Insurance Others Total : Primary data

80 130 50 620

23.00 22.81 19.53 20.28

1.00 1.74 2.76 2.81

Research Hypothesis : There is a significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their type of industry. Null Hypothesis : There is no significant difference between respondents opinion about teaching methodology and effectiveness on the basis of their type of industry. The above Table shows the Mean, SD and F-value of respondents opinion about teaching methodology and effectiveness on the basis of their type of industry. The calculated F-value (4.69) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the type of industry groups differ in their respondents opinion about teaching methodology and effectiveness. Manufacturing Industry groups are more satisfied about teaching methodology and effectiveness than other groups.

Table 4.15 University Administration System and the type of University S.No. Type of University N Mean SD F-value Level of
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Significance 1. 2. 3. Tamil Nadu Open University IGNOU University Alagappa University Total 180 210 230 620 19.53 20.81 17.20 18.96 2.76 2.68 3.79 5.17 6.16 0.01

Source

: Primary data

Research Hypothesis : There is a significant difference between respondents opinion about universities administration system on the basis of the type of university. Null Hypothesis : There is no significant difference between respondents opinion about universities administration system on the basis of the type of university. The above Table shows the Mean, SD and F-value of opinion about university administration system on the basic of the type of university. The calculated F-value (6.16) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the type of universities they differ, their opinion also differs. IGNO University groups are more satisfied about university administration system than other groups. Table 4.16 Respondents opinion about University Administration System and their Age
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S.No. Age 1. 2. 3. Below 30 31 to 35 Above 35 Total Source : Primary data

N 150 220 250 620

Mean 13.47 21.20 15.31 18.96

SD 3.15 0.45 5.63 5.17

F-value

Level

of

Significance

5.72

0.01

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their age. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their age. The above Table shows the Mean, SD and F-value of opinion about university administration system on the basic of their age. The calculated F-value (5.72) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the age groups influence the opinion about university administration system. The age below 35 is more satisfied about the university administration system than other age groups. Table 4.17 University Administration System and Gender S.No. Gender 1. Male N 420 Mean 21.76 SD 1.95 t-value 3.47 Level of

Significance 0.01
117

2. Source

Female : Primary data

200

19.21

2.88

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their gender. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their gender.

The above Table shows the Mean, SD and t-value of respondents opinion about university administration system on the basic of their gender. The calculated t-value (3.47) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the gender groups differ in their respondents opinion about university administration system. Male groups are more satisfied about university administration system than female groups.

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Table 4.18 University Administration System and Marital Status Fvalue Level of

S.No. Marital status 1. 2. 3. Married Unmarried Others Total Source : Primary data

N 130 320 170 620

Mean 20.70 14.67 23.76 18.96

SD 3.16 5.72 0.44 5.17

Significance

20.57

0.01

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their marital status. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their marital status. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their marital status. The calculated F-value (20.57) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the marital status of the respondents differ in their opinion about university administration system.

119

Table 4.19 Respondents opinion about University Administration System and their Educational Qualification Educational qualification UG Degree PG Degree Others Total Source : Primary data Level of

S.No. 1. 2. 3.

N 300 200 120 620

Mean 21.02 19.74 18.33 18.96

SD 4.04 2.96 1.37 5.17

F-value

Significance

5.27

0.01

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their educational qualification. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their educational qualification.

The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their educational qualification. The calculated F-value (5.27) is statistically significant at 0.01 level

120

and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the educational qualification groups differ in their respondents opinion about university administration system. UG degree groups are more satisfied about university administration system than other groups.

121

Table 4.20 Respondents opinion about University Administration System and their Place of Residence Place Residence Rural Semi Urban Urban Others Total Source : Primary data of Fvalue Level of

S.No. 1. 2. 3. 4.

N 140 160 130 190 620

Mean 21.82 20.28 28.52 27.33 18.96

SD 2.24 2.81 3.75 2.42 5.17

Significance

3.48

0.05

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basis of their place of residence. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basis of their place of residence. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basis of their place of residence. The calculated F-value (3.48) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted.

122

Therefore, the result infers that the residence groups differ in their respondents opinion about university administration system. Urban groups are more satisfied about university administration system than other groups.

123

Table 4.21 Respondents opinion about University Administration System and their Religion Level of

S.No. Religion 1. 2. 3. 4. Source Hindu Christian Muslim Others Total : Primary data

N 140 160 190 130 620

Mean 25.06 20.37 24.17 22.50 18.96

SD 5.30 6.87 2.40 6.25 5.17

F-value

Significance

3.89

0.05

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their religion. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their religion. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their religion calculated Fvalue (3.89) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the religion groups differ in their respondents opinion about university administration system. Hindu groups are more satisfied about University administration system than other groups.

124

Table 4.22 Respondents opinion about University Administration System and their Community Fvalue Level of

S.No. Caste 1. 2. 3. 4. Source BC MBC SC/ST OC Total : Primary data

N 130 170 140 180 620

Mean 29.73 27.20 25.50 26.43 18.96

SD 1.58 4.44 6.96 3.41 5.17

Significance

4.12

0.05

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their caste. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their caste. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their caste. The calculated F-value (4.12) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted.
125

Therefore, the result infers that the caste groups differ in their opinion about University administration system. BC groups are more satisfied about University administration system than other groups.

126

Table 4.23 Respondents opinion about University Administration System and their Subject Specialization S.No. 1. 2. 3. 4. 5. Specialization Subject in MBA General HRM Finance E-commerce International Business Environmental Management Systems Operations Marketing Others Total Source : Primary data N 50 40 90 60 80 Mean 20.28 18.33 19.92 21.74 21.31 SD 2.81 2.99 1.78 2.34 0.48 8.99 70 120 50 20 40 620 21.26 16.30 20.28 20.31 18.85 18.96 2.41 2.00 2.81 2.06 2.16 5.17 0.01 Fvalue Level of

Significance

6. 7. 8. 9. 10.

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their specialization subject in MBA.

127

Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their specialization subject in MBA.

The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their specialization subject in MBA. The calculated F-value (8.99) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the specialization subject in MBA groups differ in their respondents opinion about University administration system. Students who opt E-commerce are more satisfied about university administration system. Table 4.24 Respondents opinion about University Administration System and their Occupation Fvalue Level of

S.No. Occupation 1. 2. 3. 4. 5. 6. Professional Business man Govt. Employee

N 80 50 170

Mean 17.20 18.90 11.54 15.41 19.40 15.20

SD 2.82 2.47 2.03 5.00 4.20 4.97

Significance

Private Employee 130 Teaching Others 40 150

24.49

0.01

128

Total Source : Primary Data

620

18.96

5.17

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their occupation. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their occupation. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their occupation. The calculated F-value (24.49) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the occupation groups differ in their respondents opinion about University administration system. Teaching group are highly satisfied about the University administration system. Table 4.25 Respondents opinion about University Administration System and their Earnings S.No. Income 1. 2. Less than Rs. 1 lakh Between Rs. 1-1.5 lakh N 140 70 Mean 26.69 24.89 SD 2.87 4.59 F-value 5.26 Level of Significance 0.01

129

3. 4. 5. 6. 7.

Between Rs. 1.5-2 lakh Between Rs. 2-2.5 lakh Between Rs. 2.5-3 lakh Between Rs. 3-3.5 lakh More than Rs. 3.5 lakh Total

90 110 80 60 70 620

30.20 27.20 14.85 19.20 20.12 18.96

0.92 4.44 3.00 3.59 1.50 5.17

Source

: Primary Data

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their income. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their income. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their income. The calculated F-value (5.26) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the income groups differ in their respondents opinion about University administration system. The income between Rs. 1.5-2 lakh groups are more satisfied about University administration system than other groups. Table 4.26 Respondents opinion about University Administration System and their Years of service
130

S.No. Years of service 1. 2. 3. Source Below 5 6 to 10 Above 10 Total : Primary data

N 90 420 110 620

Mean 21.83 18.96 20.39 18.96

SD 1.99 2.77 1.75 5.17

F-value

Level

of

Significance

4.24

0.01

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their years of service. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their years of service. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their year of service. The calculated F-value (4.24) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the service groups differ in their respondents opinion about year of service administration system. The respondents with below 5 years of service were more satisfied about University administration system than other groups. Table 4.27 Respondents opinion about University Administration System and their
131

purpose of study S.No. Purpose of study 1. 2. 3. 4. To knowledge Need To for get career better development employment Other reasons if any develop N 190 130 120 180 620 Mean 17.63 13.61 16.56 28.78 18.96 SD 2.29 5.61 3.97 3.09 5.17 F-value Level of

Significance

4.83

0.01

Total Source: Primary Data

Research Hypothesis: There is a significant difference between respondents opinion about university administration system on the basic of their purpose of study. Null Hypothesis: There is no significant difference between respondents opinion about university administration system on the basic of their purpose of study. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their purpose of study. The calculated F-value (4.83) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the purpose of study groups differ in their respondents opinion about University administration system.

132

Table 4.28 Respondents opinion about University Administration System and the Type of Industry they belong to. S.No. Type of industry 1. 2. 3. 4. 5. 6. 7. Manufacturing Software Transportation Education Service Banking & Insurance Others N 40 90 120 110 80 130 50 620 Mean 25.85 27.30 18.41 17.61 15.63 27.83 23.15 18.96 SD 5.01 3.11 5.26 7.66 10.18 3.89 5.25 5.17 2.53 0.05 F-value Level of

Significance

Total Source: Primary Data

Research Hypothesis : There is a significant difference between respondents opinion about university administration system on the basic of their type of industry. Null Hypothesis : There is no significant difference between respondents opinion about university administration system on the basic of their type of industry. The above Table shows the Mean, SD and F-value of respondents opinion about university administration system on the basic of their type of industry. The calculated F-value (2.53) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted.
133

Therefore, the result infers that the type of industry groups differ in their respondents opinion about University administration system. Banking and Insurance industry groups are more satisfied about University administration system than other groups. Table 4.29 Classes) and the type of the University in their study Level of Respondents opinion about Personal Contact Programme (PCP

S.No. Type of University Tamil Nadu Open University IGNOU University Alagappa University Total Source: Primary Data

Mean

SD

F-value

Significance

1. 2. 3.

180 210 230 620

19.96 21.08 15.24 27.20

2.10 1.90 2.11 4.44 10.48 0.01

Research Hypothesis: There is a significant difference between respondents opinion about personal contact Programme (PCP Classes) on the basis of their type of University. Null Hypothesis: There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their type of University.

134

The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their type of university. The calculated F-value (10.48) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that respondents differ in their respondents opinion about personal contact programme (PCP Classes) of various university. IGNOU University groups are more satisfied about personal contact programme (PCP Classes) than other groups. Table 4.30 Respondents opinion about Personal Contact Programme (PCP Classes) and their Age Level of

S.No. Age 1. 2. 3. Below 30 31 to 35 Above 35 Total Source: Primary Data

N 150 220 250 620

Mean 19.30 13.09 16.60 27.20

SD 2.20 2.10 1.64 4.44

F-value

Significance

12.32

0.01

Research Hypothesis: There is a significant difference between respondents opinion about Personal Contact Programme (PCP Classes) on the basis of their age.

135

Null Hypothesis: There is no significant difference between respondents opinion about Personal Contact Programme (PCP Classes) on the basis of their age.

The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their age. The calculated F-value (12.32) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the age groups differ in their respondents opinion about Personal Contact Programme (PCP Classes). The age group below 30 was more satisfied about Personal Contact Programme (PCP Classes) than other age groups.

Table 4.31 Respondents opinion about Personal Contact Programme (PCP Classes) and their gender Level of

S.No. Gender 1. 2. Male Female

N 420 200

Mean 22.00 18.59

SD 2.52 3.83

t-value

Significance 0.01

2.83

Source: Primary Data Research Hypothesis: There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their gender.
136

Null Hypothesis: There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their gender. The above Table shows the Mean, SD and t-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their gender. The calculated t-value (2.83) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the gender groups differ in their respondents opinion about personal contact programme (PCP Classes). Male groups are more satisfied about personal contact programme (PCP Classes) than female groups.

137

Table 4.32 Respondents opinion about Personal Contact Programme (PCP Classes) and marital status Level of

S.No. Marital status 1. 2. 3. Married Unmarried Others Total Source: Primary Data

N 130 320 170 620

Mean 12.51 19.33 17.10 27.20

SD 4.12 3.10 5.87 4.44

F-value

Significance

5.90

0.01

Research Hypothesis: There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their marital status. Null Hypothesis: There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their marital status. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their martial status. The calculated F-value (5.90) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the marital status groups differ in their respondents opinion about personal contact programme (PCP Classes). Unmarried
138

groups are more satisfied about personal contact programme (PCP Classes) than other groups.

139

Table 4.33 Respondents opinion about Personal Contact Programme (PCP Classes) and their educational qualification Educational qualification UG Degree PG Degree Others Total Source: Primary Data Research Hypothesis: There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their educational qualification. Null Hypothesis: There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their educational qualification. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their educational qualification. The calculated F-value (2.70) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Level of

S.No. 1. 2. 3.

N 300 200 120 620

Mean 23.29 25.32 29.47 27.20

SD 5.55 4.40 0.43 4.44

F-value

Significance

2.70

0.05

140

Therefore, the result infers that the educational qualification groups differ in their respondents opinion about personal contact programme (PCP Classes). The category Others are more satisfied about personal contact programme (PCP Classes).

141

Table 4.34 Respondents opinion about Personal Contact Programme (PCP Classes) and the place of residence Level of

S.No. Place of Residence 1. 2. 3. 4. Rural Semi Urban Urban Others Total Source: Primary Data

N 140 160 130 190 620

Mean 18.42 18.40 22.00 19.02 27.20

SD 2.71 1.90 2.00 1.70 4.44

F-value

Significance

3.50

0.01

Research Hypothesis: There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their place of residence. Null Hypothesis: There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their place of residence. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their place of residence. The calculated F-value (3.50) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted.

142

Therefore, the result infers that the place of residence groups differ in their respondents opinion about personal contact programme (PCP Classes). Urban groups are more satisfied about personal contact programme (PCP Classes) than other groups.

143

Table 4.35 Respondents opinion about Personal Contact Programme (PCP Classes) and their religion Level of

S.No. Religion 1. 2. 3. 4. Hindu Christian Muslim Others Total Source: Primary Data

N 140 160 190 130 620

Mean 15.87 18.44 15.20 20.28 27.20

SD 4.22 2.19 2.21 2.58 4.44

F-value

Significance

28.29

0.01

Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their religion. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their religion. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their religion. The calculated F-value (28.29) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the religion groups differ in their respondents opinion about personal contact programme (PCP Classes). Others are the category
144

who is more satisfied about personal contact programme (PCP Classes) than other groups.

145

Table 4.36 Respondents opinion about Personal Contact Programme (PCP Classes) and their caste Level of

S.No. Caste 1. 2. 3. 4. BC MBC SC/ST OC Total Source: Primary Data

N 130 170 140 180 620

Mean 11.68 13.10 14.11 15.10 27.20

SD 3.05 3.52 5.20 4.57 4.44

F-value

Significance

4.68

0.01

Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their caste. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their caste. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their caste. The calculated F-value (4.68) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted.

146

Therefore, the result infers that the caste groups differ in their respondents opinion about personal contact programme (PCP Classes). OC category groups are more satisfied about personal contact programme (PCP Classes) than other groups.

147

Table 4.37 Respondents opinion about Personal Contact Programme (PCP Classes) and their specialization subject in MBA S.No. 1. 2. 3. 4. 5. Specialization Subject in MBA General HRM Finance E-commerce International Business Environmental Management Systems Operations Marketing Others Total Source: Primary Data Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their specialization subject in MBA. N 50 40 90 60 80 Mean 26.49 24.20 16.24 20.00 22.82 SD 2.31 5.82 1.75 1.00 3.27 2.45 70 120 50 20 40 620 15.53 19.65 25.40 14.65 15.20 27.20 4 .91 8.24 0.79 3.00 3.49 4.44 0.05 F-value Level of

Significance

6. 7. 8. 9. 10.

148

Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their specialization subject in MBA. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their specialization subject in MBA. The calculated F-value (2.45) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the specialization subject in MBA groups differ in their respondents opinion about personal contact programme (PCP Classes). Table 4.38 Respondents opinion about Personal Contact Programme (PCP Classes) and their income Level of

S.No. Income 1. 2. 3. 4. 5. 6. 7. Less than Rs. 1 lakh Between Rs. 1-1.5 lakh Between Rs. 1.5-2 lakh Between Rs. 2-2.5 lakh Between Rs. 2.5-3 lakh Between Rs. 3-3.5 lakh More than Rs. 3.5 lakh

N 140 70 90 110 80 60 70

Mean 22.39 25.52 31.44 27.20 22.03 15.67 18.89

SD 3.48 5.50 0.53 4.21 5.71 6.20 1.05

F-value

Significance

2.80

0.05

149

Total Source: Primary Data

620

27.20

4.44

Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their income. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their income. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their income. The calculated F-value (2.80) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the income groups differ in their respondents opinion about personal contact programme (PCP Classes).The income group between Rs. 1.5-2 lakh are more satisfied about personal contact programme (PCP Classes)than other groups. Table 4.39 Respondents opinion about Personal Contact Programme (PCP Classes) and their years of service

S.No. Years of service

Mean

SD

F-value

Level

of

Significance
150

1. 2. 3.

Below 5 6 to 10 Above 10 Total

90 420 110 620

17.20 15.48 15.24 27.20

2.49 1.36 4.94 4.44 3.47 0.05

Source: Primary Data Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their years of service. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their years of service. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their years of service. The calculated F-value (3.47) is statistically significant at 0.05 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the years of service groups differ in their respondents opinion about personal contact programme (PCP Classes). The years of servive below 5 are more satisfied about personal contact programme (PCP Classes) than other groups. Table 4.40 Respondents opinion about Personal Contact Programme (PCP Classes) and their purpose of study

151

S.No. Purpose of study To knowledge Need for career develop

Mean

SD

F-value

Level

of

Significance

1.

190

14.58

2.47

2.

development To get better

130

16.43

13.28

4.73

0.01

3. 4.

employment Other reasons if any Total

120 180 620

14.59 16.71 27.20

4.37 12.68 4.44

Source: Primary Data Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their purpose of study. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their purpose of study. The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their purpose of study. The calculated F-value (4.73) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the purpose of study groups differ in their respondents opinion about personal contact programme (PCP Classes). The

152

purpose Other reason if any is the category who are more satisfied about personal contact programme (PCP Classes) than other category groups. Table 4.41 Respondents opinion about Personal Contact Programme (PCP Classes) and their type of industry Level of

S.No. Type of industry 1. 2. 3. 4. 5. 6. 7. Manufacturing Software Transportation Education Service Banking & Insurance Others Total Source: Primary Data

N 40 90 120 110 80 130 50 620

Mean 20.45 19.20 25.70 16.25 24.00 20.41 15.73 27.20

SD 4.34 3.20 4.50 4.12 1.00 1.84 3.46 4.44

F-value

Significance

3.76

0.01

Research Hypothesis : There is a significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their type of industry. Null Hypothesis : There is no significant difference between respondents opinion about personal contact programme (PCP Classes) on the basis of their type of industry.

153

The above Table shows the Mean, SD and F-value of respondents opinion about personal contact programme (PCP Classes) on the basis of their type of industry. The calculated F-value (3.76) is statistically significant at 0.01 level and hence the null hypothesis was rejected but the research hypothesis was accepted. Therefore, the result infers that the type of industry groups differ in their respondents opinion about personal contact programme programme (PCP Classes) than other groups. Table 4.42 Cross Tabulation of University Administration System and opinion Statement University structure Conduct of fee the Highly Satisfied 310 Satisfied Neutral Dissatisfied 273 305 296 251 261 20 28 25 40 32 10 9 8 6 12 Highly Dissatisfied 7 7 3 8 14 Total 620 620 620 620 620 (PCP Classes). Transportation industry groups are more satisfied about personal contact

271 exams Examination fees 288 Response to queries 315 Transparency in the communication system University has 301

adequate access to library resources for 292 my papers and projects Selection of study 285 31 8 4 620

350 centers Selection of Exam 270

232 301

26 26

5 10

7 13

620 620
154

centers Updating pages Calculated value 75.20

web

250

321

26

12

11

620

Chi-square

Degrees of freedom 32

Level of significance 0.01

Research Hypothesis: There is an association between University administration system and respondents opinion. Null Hypothesis: There is no association between University administration system and respondents opinion. The result shows that the calculated chi-square value (75.20), which is significant at 0.01. hypothesis is accepted. It was concluded that there is an association between University administration system and respondents opinion. Table 4.43 Cross Tabulation of Personal Contact Programme (PCP Classess) and opinion Highly Satisfied 330 Highly Dissatisfied 7 9 4 Hence the null hypothesis is rejected but the research

Statement Schedule of PCP classes Availability of

Satisfied Neutral Dissatisfied 258 298 267 15 35 17 10 18 12

Total 620 620 620

155

260 Library facilities Duration of the 320

PCP classes Frequency of PCP classes Place Conducting of

286

275

33

14

12

620

PCP 316

274

21

620

classes Usefulness of PCP Classes in facing 276 the examinations Calculated value 49.08 Research Hypothesis : Chi-square 284 36 16 8 620

Degrees of freedom 20

Level of significance 0.01

There is an association between personal contact

programme (PCP Classes) and respondents opinion. Null Hypothesis : There is no association between personal contact programme (PCP Classes) and respondents opinion. The result revealed that the calculated chi-square value (49.08), which is significant at 0.01 level. Hence the null hypothesis is rejected but the research hypothesis is accepted. It was concluded that there is an association between personal contact programme (PCP Classes) and respondents of opinion. Table 4.44 Cross Tabulation of Course Material and opinion Highly Highly Statement Satisfied Neutral Dissatisfied Total Satisfied Dissatisfied Receiving the 265 310 31 12 2 620 course materials in
156

time Quality of the course material is good Subject matter of the Course Material is adequate Practical aspects of the course material is adequate Readability of the course materials is good Updating the course materials based on the current scenario is commendable Calculated value 52.18

285 324 276 319

277 268 298 273

28 15 23 16

22 7 12 7

8 6 11 5

620 620 620 620

299

268

38

620

Chi-square

Degrees of freedom 20

Level of significance 0.01

Research Hypothesis : respondents

There is an association between Course Material and opinion.

Null Hypothesis : respondents

There is no association between Course Material and

opinion. The result inferred that the calculated chi-square value (52.18), which is significant at 0.01 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between Course Material on the basis of opinion.
157

Table 4.45 Cross Tabulation of Assignment System and Opinion Statement The Assignments are of quality in nature Assignments are being updated Assignments have practical aspects Case Approach of assignment is appropriate The amount of work/reading assigned in this course has been very much useful The student assessment techniques (tests, reports, assignments, etc) are appropriate for the distance learning component of the course. The assignments (including reading, projects, and course activities) contribute to my understanding of the subject Calculated Highly Highly Satisfied Neutral Dissatisfied Total Satisfied Dissatisfied 258 279 309 336 326 287 268 246 21 25 19 27 8 17 13 6 7 12 11 5 620 620 620 620

286

272

35

12

15

620

258

315

26

13

18

620

329

257

23

620

Chi-square Degrees of freedom

Level of significance
158

value 70.28

24

0.01

Research Hypothesis: There is an association between Assignment system and respondents opinion. Null Hypothesis: There is no association between Assignment system and respondents opinion. The result exhibits that the calculated chi-square value (70.28), which is significant at 0.01 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between Assignment system and respondents opinion. Table 4.46 Cross Tabulation of Examination System and Opinion Statement Examination system flexible Receiving regarding examination ticket in time Present evaluation mechanism is good 283 278 29 16 14 620
159

Highly Satisfied highly 336 proper

Satisfied Neutral Dissatisfied

Highly Dissatisfied 7

Total

is

257

14

620

communication fee 320 269 18 9 4 620

payment and hall

Result announcement system appreciable Time taken to 293 26 15 18 620 publish the results 268 is reasonable Calculated value 57.73 Chi-square is 256 295 32 22 4 620

Degrees of freedom 16

Level of significance 0.01

Research Hypothesis: There is an association between Examination system and respondents opinion. Null Hypothesis: There is no association between Examination system and respondents opinion. The result shows that the calculated chi-square value (57.73), which is significant at 0.01 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between examination system and respondents opinion.

Table 4.47 Cross Tabulation of Communication skills of the Resource Persons and Age

160

Age Below 30 31 to 35 Above 35 Total Calculated value 5.436

Highly Satisfied 46 68 65 179 Chi-square

Satisfied Neutral Dissatisfied 28 39 44 111 33 46 47 126 20 33 40 93

Highly Dissatisfied 23 34 54 111

Total 150 220 250 620

Degrees of freedom 8

Level of significance NS

Research Hypothesis : There is an association between communication skill of the resource persons and the respondents age. Null Hypothesis : There is no association between communication skill of the resource persons and the respondents age. The result revealed that the calculated chi-square value (5.436), which is not significant. Hence the null hypothesis is accepted but the research hypothesis is rejected. It was concluded that there is no association between communication skill of the resource persons and the respondents age. Table 4.48 Persons and gender Cross Tabulation of Communication skills of the Resource

Gender

Highly Satisfied

Satisfied Neutral Dissatisfied

Highly Dissatisfied

Total

161

Male Female Total Calculated value 2.49

127 67 194 Chi-square

89 32 121

80 39 119

72 37 109

52 25 77

420 200 620

Degrees of freedom 4

Level of significance NS

Research Hypothesis: There is an association between communication skill of the resource persons and the respondents of gender. Null Hypothesis: There is no association between communication skill of the resource persons and the respondents of gender. The result inferred that the calculated chi-square value (2.49), which is not significant. Hence the null hypothesis is rejected but the research hypothesis is accepted. It was concluded that there is an association between respondents opinion about communication skill of the resource persons and the respondents gender.

162

Table 4.49 Cross Tabulation of Communication Skill of the Resource Persons and Marital status

Marital Status Married Unmarried Others Total

Highly Satisfied 34 99 56 189

Satisfied Neutral Dissatisfied 29 46 38 113 30 68 47 145 20 55 18 93

Highly Dissatisfied 17 52 11 80

Total 130 320 170 620

Calculated value 19.96

Chi-square

Degrees of freedom 8

Level of significance 0.01

Research Hypothesis: There is an association between communication skill of the resource persons and the respondents of marital status. Null Hypothesis: There is no association between communication skill of the resource persons and the respondents of marital status. The result exhibits that the calculated chi-square value (19.96), which is significant at 1% level. Hence the null hypothesis is rejected but the research hypothesis is accepted. It was concluded that there is an association between communication skill of the resource persons and the marital status.

163

164

Table 4.50 Cross Tabulation of Communication Skill of the Resource Persons and their educational qualification Educat ional Qualification UG Degree PG Degree Others Total Calculated value 16.29 Highly Satisfied 84 62 55 201 Chi-square Highly Dissatisfied 42 25 8 75

Satisfied Neutral Dissatisfied 69 49 22 140 50 36 18 104 55 28 17 100

Total 300 200 120 620

Degrees of freedom 8

Level of significance 0.05

Research Hypothesis: There is an association between communication skill of the resource persons and the respondents educational qualification. Null Hypothesis: There is no association between communication skill of the resource persons and the respondents educational qualification. The result revealed that the calculated chi-square value (16.29), which is significant at 0.05 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between communication skill of the resource persons and the respondents educational qualification.

165

Table 4.51 Cross Tabulation of Communication Skill of the Resource Persons and the respondents of place of residence

Place Residence Rural

of Highly Satisfied 44 48 56 89 237

Satisfied Neutral Dissatisfied 39 40 31 57 167 25 36 18 19 98 20 27 15 15 77

Highly Dissatisfied 12 9 10 10 41

Total 140 160 130 190 620

Semi Urban Urban Others Total

Calculated value 27.65

Chi-square

Degrees of freedom 12

Level of significance 0.01

Research Hypothesis: There is an association between communication skill of the resource persons and the respondents place of residence. Null Hypothesis: There is no association between communication skill of the resource persons and the respondents place of residence. The result inferred that the calculated chi-square value (27.65), which is significant at 0.01 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between communication skill of the resource persons and the respondents place of residence.

166

Table 4.52 Cross Tabulation of overall effectiveness of teaching and religion of the respondents

Religion Hindu Christian Muslim Others Total

Highly Satisfied 35 56 71 55 217

Satisfied Neutral Dissatisfied 28 41 44 26 139 34 32 39 20 125 27 22 25 17 91

Highly Dissatisfied 16 9 11 12 48

Total 140 160 190 130 620

Calculated value 17.78

Chi-square

Degrees of freedom 12

Level of significance NS

Research Hypothesis: There is an association between overall effectiveness of teaching and the respondents religion. Null Hypothesis: There is no association between overall effectiveness of teaching and the respondents religion. The result shows that the calculated chi-square value (17.78), which is not significant. Hence the null hypothesis was accepted but the research hypothesis was rejected. It was concluded that there is no association between overall effectiveness of teaching and the respondents religion.
167

168

Table 4.53 Cross Tabulation of overall effectiveness of teaching and caste of the respondents

Caste BC MBC SC/ST OC Total Calculated value 18.28

Highly Satisfied 42 63 58 64 227 Chi-square

Satisfied Neutral Dissatisfied 27 47 23 43 140 22 21 27 36 106 20 25 23 27 95

Highly Dissatisfied 19 14 9 10 52

Total 130 170 140 180 620

Degrees of freedom 12

Level of significance NS

Research Hypothesis: There is an association between overall effectiveness of teaching and the respondents of caste. Null Hypothesis: There is no association between overall effectiveness of teaching and the respondents of caste. The result revealed that the calculated chi-square value (18.28), which is not significant. Hence the null hypothesis was accepted but the research hypothesis was rejected. It was concluded that there is no association between overall effectiveness of teaching and the respondents of caste.

169

Table 4.54 Cross Tabulation of overall effectiveness of teaching and the respondents of occupation Occupation Professional Govt. Employee Private Employee Teaching Others Total Calculated value 20.39 Highly Satisfied 47 Satisfied Neutral Dissatisfied 15 10 47 37 10 43 162 12 9 23 25 8 21 98 4 5 19 14 5 15 62 Highly Dissatisfied 2 3 15 10 2 12 44 Total 80 50 170 130 40 150 620

Business man 23 66 44 15 59 254 Chi-square

Degrees of freedom 20

Level of significance NS

Research Hypothesis: There is an association between overall effectiveness of teaching and the respondents of occupation. Null Hypothesis: There is no association between overall effectiveness of teaching and the respondents of occupation. The result exhibits that the calculated chi-square value (20.39), which is significant. Hence the null hypothesis was rejected but the research hypothesis was accepted.

170

It was concluded that there is an association between overall effectiveness of teaching and the respondents occupation.

Table 4.55 Cross Tabulation of overall effectiveness of teaching and the respondents income Income Less Rs.1 lakh Between Rs.1-1.5 lakh Between 1.52 lakh Between Rs.2.5-3 lakh Between 2.5 lakh Between Rs.3-3.5 lakh More Total than Rs.3.5 lakh 2than Highly Satisfied 68 24 37 42 30 21 23 245 Satisfied Neutral Dissatisfied 33 17 24 27 22 17 15 155 26 14 15 18 13 11 17 114 10 10 10 14 10 8 10 72 Highly Dissatisfied 3 5 4 9 5 3 5 34 Total 140 70 90 110 80 60 70 620

171

Calculated value 16.67

Chi-square

Degrees of freedom 24

Level of significance NS

Research Hypothesis: There is an association between overall effectiveness of teaching and the respondents income. Null Hypothesis: There is no association between overall effectiveness of teaching and the respondents income. The result inferred that the calculated chi-square value (16.67), which is not significant. Hence the null hypothesis was accepted but the research hypothesis was rejected. It was concluded that there is no association between overall effectiveness of teaching and the respondents income. Table 4.56 Cross Tabulation of overall effectiveness of teaching and the respondents educational qualification Educational Qualification UG Degree PG Degree Others Total Highly Satisfied 87 64 55 206 Satisfied Neutral Dissatisfied 69 53 20 142 59 42 16 117 46 31 19 96 Highly Dissatisfied 39 10 10 59 Total 300 200 120 620

Calculated value 21.45

Chi-square

Degrees of freedom 8

Level of significance 0.01

172

Research Hypothesis: There is an association between overall effectiveness of teaching and the respondents educational qualification. Null Hypothesis: There is no association between overall effectiveness of teaching and the respondents educational qualification. The result shows that the calculated chi-square value (21.45), which is significant at 0.01 level. Hence the null hypothesis was rejected but the research hypothesis was accepted. It was concluded that there is an association between overall effectiveness of teaching and the respondents educational qualification.

173

Table 4.57 Cross Tabulation of usefulness of PCP classes in facing the examinations and the respondents age Age Below 30 31 to 35 Above 35 Total Highly Satisfied 60 82 79 221 Satisfied Neutral Dissatisfied 33 50 61 144 22 37 42 101 20 27 38 85 Highly Dissatisfied 15 24 30 69 Total 150 220 250 620

Calculated value 3.80

Chi-square

Degrees of freedom 8

Level of significance NS

Research Hypothesis: There is an association between usefulness of PCP classes in facing the examinations and the respondents of age. Null Hypothesis: There is no association between usefulness of PCP classes in facing the examinations and the respondents of age. The result revealed that the calculated chi-square value (3.80), which is not significant. Hence the null hypothesis is accepted but the research hypothesis is rejected. It was concluded that there is no association between usefulness of PCP classes in facing the examinations and the respondents age.

174

Table 4.58 Cross Tabulation of usefulness of PCP classes in facing the examinations and the respondents gender

Gender Male Female Total

Highly Satisfied 140 69 209

Satisfied Neutral Dissatisfied 90 51 141 87 47 134 62 20 82

Highly Dissatisfied 41 13 54

Total 420 200 620

Calculated value 5.51

Chi-square

Degrees of freedom 4

Level of significance NS

Research Hypothesis: There is an association between usefulness of PCP classes in facing the examinations and the respondents gender. Null Hypothesis: There is no association between usefulness of PCP classes in facing the examinations and the respondents gender. The result exhibits that the calculated chi-square value (5.51), which is not significant. Hence the null hypothesis was accepted but the research hypothesis was rejected. It was concluded that there is no association between usefulness of PCP classes in facing the examinations and the respondents gender.

175

Table 4.59 Cross Tabulation of usefulness of PCP classes in facing the examinations and the marital status

Marital Status Married Unmarried Others Total

Highly Satisfied 47 101 59 207

Satisfied Neutral Dissatisfied 30 64 42 136 29 58 30 117 14 51 20 85

Highly Dissatisfied 10 46 19 75

Total 130 320 170 620

Calculated value 6.88

Chi-square

Degrees of freedom 4

Level of significance NS

Research Hypothesis: There is an association between usefulness of PCP classes in facing the examinations and the respondents marital status. Null Hypothesis: There is no association between usefulness of PCP classes in facing the examinations and the respondents marital status. The result shows that the calculated chi-square value (6.88), which is not significant. Hence the null hypothesis is accepted but the research hypothesis is rejected. It was concluded that there is no association between usefulness of PCP classes in facing the examinations and the respondents of marital status.

176

Table 4.60 Cross Tabulation of usefulness of PCP classes in facing the examinations and the respondents educational qualification

Educational Qualification UG Degree PG Degree Others Total

Highly Satisfied 87 65 58 210

Satisfied Neutral Dissatisfied 73 51 24 148 59 43 19 121 42 30 12 84

Highly Dissatisfied 39 11 7 57

Total 300 200 120 620

Calculated value 22.51

Chi-square

Degrees of freedom 8

Level of significance 0.01

Research Hypothesis: There is an association between usefulness of PCP classes in facing the examinations and the respondents of educational qualification. Null Hypothesis: There is no association between usefulness of PCP classes in facing the examinations and the respondents of educational qualification. The result inferred that the calculated chi-square value (22.51), which is significant at 0.01 level. Hence the null hypothesis rejected but the research hypothesis was accepted. It was concluded that there is an association between usefulness of PCP classes in facing the examinations and the respondents educational qualification.

177

Table 4.61 Cross Tabulation of usefulness of PCP classes in facing the examinations and the respondents place of residence

Place Residence Rural

of Highly Satisfied 40 53 49 79 221

Satisfied Neutral Dissatisfied 37 43 35 41 156 29 30 22 37 118 20 22 14 20 76

Highly Dissatisfied 14 12 10 13 49

Total 140 160 130 190 620

Semi Urban Urban Others Total

Calculated value 8.77

Chi-square

Degrees of freedom 12

Level of significance NS

Research Hypothesis: There is an association between usefulness of PCP classes in facing the examinations and the respondents place of residence. Null Hypothesis: There is no association between usefulness of PCP classes in facing the examinations and the respondents place of residence. The result reveals that the calculated chi-square value (8.77), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between usefulness of PCP classes in facing the examinations and the respondents place of residence.

178

Table 4.62 Cross Tabulation of updating the course materials based on the current scenario and the respondents caste

Caste BC MBC SC/ST OC Total

Highly Satisfied 51 55 60 63 229

Satisfied Neutral Dissatisfied 40 41 35 47 163 20 37 20 33 110 15 23 18 20 76

Highly Dissatisfied 4 14 7 17 42

Total 130 170 140 180 620

Calculated value 13.20

Chi-square

Degrees of freedom 12

Level of significance NS

Research Hypothesis: There is an association between updating the course materials based on the current scenario is commendable and the respondents caste. Null Hypothesis: There is no association between updating the course materials based on the current scenario is commendable and the respondents caste. The result exhibit that the calculated chi-square value (13.20), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between updating the course materials based on the current scenario is commendable and the respondents caste.

179

Table 4.63 Cross Tabulation of updating the course materials based on the current scenario and the respondents occupation Occupation Professional Govt. Employee Private Employee Teaching Others Total Calculated value 23.43 Highly Satisfied 44 Satisfied Neutral Dissatisfied 15 13 42 34 10 35 149 10 9 39 27 7 27 119 9 5 21 18 5 22 80 Highly Dissatisfied 2 3 18 8 1 10 42 Total 80 50 170 130 40 150 620

Business man 20 50 43 17 56 230 Chi-square

Degrees of freedom 20

Level of significance NS

Research Hypothesis: There is an association between updating the course materials based on the current scenario is commendable and the respondents occupation. Null Hypothesis: There is no association between updating the course materials based on the current scenario is commendable and the respondents occupation. The result inferred that the calculated chi-square value (23.43), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected.
180

It was concluded that there is no association between updating the course materials based on the current scenario is commendable and the respondents occupation.

Table 4.64 Cross Tabulation of updating the course materials based on the current scenario and the respondents income Income Less than Rs.1 lakh Between Rs.1-1.5 lakh Between 1.5-2 Highly Satisfied 66 28 31 42 28 20 24 239 Satisfied Neutral Dissatisfied 34 24 27 29 20 15 17 166 19 10 15 21 14 11 12 102 13 5 11 13 10 9 10 71 Highly Dissatisfied 8 3 6 5 8 5 7 42 Total 140 70 90 110 80 60 70 620

lakh Between Rs.2.5-3 lakh Between 2-2.5

lakh Between Rs.3-3.5 lakh More than Rs.3.5 lakh Total

181

Calculated value 15.39

Chi-square

Degrees of freedom 24

Level of significance NS

Research Hypothesis: income.

There is an association between updating the course

materials based on the current scenario is commendable and the respondents

Null Hypothesis: There is no association between updating the course materials based on the current scenario is commendable and the respondents income. The result shows that the calculated chi-square value (15.39), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between updating the course materials based on the current scenario is commendable and the respondents income.

Table 4.65 Cross Tabulation of updating the course materials based on the current scenario and the respondents educational qualification Educational Qualification UG Degree PG Degree Others Highly Satisfied 77 61 60 Satisfied Neutral Dissatisfied 69 56 26 58 49 16 50 24 11 Highly Dissatisfied 46 10 7 Total 300 200 120
182

Total Calculated value 42.04

198 Chi-square

151

123

85

63

620

Degrees of freedom 8

Level of significance 0.01

Research Hypothesis: There is an association between updating the course materials based on the current scenario is commendable and the basic of educational qualification. Null Hypothesis: There is no association between updating the course materials based on the current scenario is commendable and the basic of educational qualification. The result revealed that the calculated chi-square value (42.04), which is significant at 1% level. Hence the null hypothesis is rejected but the research hypothesis is accepted. It was concluded that there is an association between updating the course materials based on the current scenario is commendable on the basis of educational qualification.

183

Table 4.66 Cross Tabulation of updating the course materials based on the current scenario and the respondents age

Age Below 30 31 to 35 Above 35 Total

Highly Satisfied 51 86 72 209

Satisfied Neutral Dissatisfied 37 51 67 155 30 39 51 120 21 30 44 95

Highly Dissatisfied 11 14 16 41

Total 150 220 250 620

Calculated value 6.36

Chi-square

Degrees of freedom 8

Level of significance NS

Research Hypothesis: There is an association between updating the course materials based on the current scenario is commendable and the respondents age. Null Hypothesis: There is no association between updating the course materials based on the current scenario is commendable and the respondents age. The result exhibit that the calculated chi-square value (6.36), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between updating the course materials based on the current scenario is commendable and the respondents age.

184

Table 4.67 Cross Tabulation of Assignments are of quality in nature and the respondents educational qualification

Educational Qualification UG Degree PG Degree Others Total

Highly Satisfied 88 63 56 207

Satisfied Neutral Dissatisfied 75 51 24 150 62 43 19 124 43 26 14 83

Highly Dissatisfied 32 17 7 56

Total 300 200 120 620

Calculated value 13.25

Chi-square

Degrees of freedom 8

Level of significance NS

Research Hypothesis: There is an association between assignments is of quality in nature and the respondents educational qualification. Null Hypothesis: There is no association between assignments is of quality in nature and the respondents educational qualification. The result inferred that the calculated chi-square value (13.25), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between assignments is of quality in nature and the respondents educational qualification.

185

Table 4.68 Cross Tabulation of Assignments are of quality in nature and the respondents age

Age Below 30 31 to 35 Above 35 Total

Highly Satisfied 56 88 72 216

Satisfied Neutral Dissatisfied 33 55 61 149 24 32 53 109 20 27 48 95

Highly Dissatisfied 17 18 16 51

Total 150 220 250 620

Calculated value 15.10

Chi-square

Degrees of freedom 8

Level of significance NS

Research Hypothesis: There is associations between assignments are of quality in nature and the respondents age. Null Hypothesis: There is no associations between assignments are of quality in nature and the respondents age. The result shows that the calculated chi-square value (15.10), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no associations between assignments are of quality in nature and the respondents age.

186

Table 4.69 Cross Tabulation of Assignments are of quality in nature and the gender Gender Male Female Total Highly Satisfied 124 61 185 Satisfied Neutral Dissatisfied 91 53 144 89 41 130 75 31 106 Highly Dissatisfied 41 14 55 Total 420 200 620

Calculated value 3.04

Chi-square

Degrees of freedom 4

Level of significance NS

Research Hypothesis: There is an association between assignments is of quality in nature and the respondents gender. Null Hypothesis: There is no association between assignments is of quality in nature and the respondents gender. The result revealed that the calculated chi-square value (4.29), which is not significant. rejected. It was concluded that there is no association between assignments is of quality in nature and the respondents gender. Hence the null hypothesis accepted but the research hypothesis

187

Table 4.70 Cross Tabulation of Assignments are of quality in nature and the respondents marital status

Marital Status Married Unmarried Others Total

Highly Satisfied 46 101 53 200

Satisfied Neutral Dissatisfied 34 70 48 152 26 62 36 124 14 51 21 86

Highly Dissatisfied 10 36 12 58

Total 130 320 170 620

Calculated value 7.44

Chi-square

Degrees of freedom 8

Level of significance NS

Research Hypothesis: There is an association between assignments is of quality in nature and the respondents marital status. Null Hypothesis: There is no association between assignments is of quality in nature and the respondents marital status. The result exhibits that the calculated chi-square value (7.44), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between assignments are of quality in nature and the respondents marital status.

188

Table 4.71 Cross Tabulation of Assignments are of quality in nature and the respondents educational qualification

Educational Qualification UG Degree PG Degree Others Total

Highly Satisfied 88 64 53 205

Satisfied Neutral Dissatisfied 67 50 27 144 59 46 19 124 47 26 13 86

Highly Dissatisfied 39 14 8 61

Total 300 200 120 620

Calculated value 15.68

Chi-square

Degrees of freedom 8

Level of significance 0.05

Research Hypothesis: There is an association between assignments is of quality in nature and the respondents educational qualification. Null Hypothesis: There is no association between assignments is of quality in nature and the respondents educational qualification. The result inferred that the calculated chi-square value (15.68), which is significant at 0.05 level. Hence the null hypothesis rejected but the research hypothesis iaccepted. It was concluded that there is an association between assignments are of quality in nature and the respondents educational qualification.

189

Table 4.72 Cross Tabulation of respondents opinion about on-line facilities on the basis of gender

Gender Male Female Total

Yes 270 110 380

No 150 90 240

Total 420 200 620

Calculated value 4.92

Chi-square

Degrees of freedom 1

Level of significance 0.05

Research Hypothesis: There is an association between respondents opinion about on-line facilities on the basis of gender. Null Hypothesis: There is no association between respondents opinion about online facilities on the basis of gender. The result shows that the calculated chi-square value (4.92), which is significant at 0.05 level. Hence the null hypothesis rejected but the research hypothesis accepted. It was concluded that there is an association between respondents opinion about on-line facilities on the basis of gender.

190

Table 4.73 Cross Tabulation of respondents opinion about the facilities for elearning on the basis of age

Age Below 30 31 to 35 Above 35 Total

Yes 80 140 150 370

No 70 80 100 250

Total 150 220 250 620

Calculated value 3.95

Chi-square

Degrees of freedom 2

Level of significance NS

Research Hypothesis: There is an association between facilities for e-learning and the respondents age. Null Hypothesis: There is no association between facilities for e-learning and the respondents age. The result revealed that the calculated chi-square value (3.95), which is not significant. Hence the null hypothesis accepted but the research hypothesis rejected. It was concluded that there is no association between facilities for e-learning and the respondents age.

191

Table 4.74 Stepwise regression analysis for predicting Teaching Methodology and Effectiveness

Sl.No Step/Source 1. 2.

Cumulative R
2

R2 0.065* 0.083*

Step t 4.914

P 0.01

Type of University 0.068 Age 0.088

-3.220 0.01 * P < 0.01

Constant value = 22.741 The results of regression analysis such as cumulative R2, R2, step t and P value have been given in Table 74. An attempt was made to find out whether the variables respondents' type of university and age would be possible predictors of Teaching Methodology and Effectiveness. The results indicate that the two variables are very significant in predicting the Teaching Methodology and Effectiveness. The respondents' type of university is poised to predict Teaching Methodology and Effectiveness to an extent of 0.068 which is found to be statistically significant at 0.01 level.

The second variable respondents age jointly with respondents age, is able to predict Teaching Methodology and Effectiveness to a higher level of 0.088. (significant at 0.01 level).

192

Table 4.75 Stepwise regression analysis predicting University Administration System

Sl.No Step/Source 1. 2. 3. 4. 5. Gender Marital status Occupation Annual Income

Cumulative R
2

R2 0.037* 0.051* 0.064* 0.073*

Step t 3.075 2.623 2.013 2.401 2.332

P 0.01 0.01 0.01 0.01 0.01

0.040 0.057 0.073 0.085

Years of Service 0.100

0.086* * P < 0.01

Constant value = 16.587 Five variables viz gender, marital status, occupation, annual income and years of service have significantly contributed for predicting the University Administration System. The variable gender predictive value of University Administration System seems to be 0.040, when paired with the variable marital status is 0.051, with occupation 0.073, with annual income 0.085 and with years of service 0.100. The predictive value of these variables separately is 0.01.

193

Table 4.76 Stepwise regression analysis predicting Personal Contact Programme (PCP Classes)

Sl.No Step/Source 1. Basic Qualification

Cumulative R
2

R2

Step t -2.652

P 0.01

0.022

0.019* * P < 0.01

Constant value = 30.126 Basic Qualification is the only variable that has contributed significantly for predicting Personal Contact Programme (PCP Classes). The R2 value is 0.019. This R2 value is statistically significant. Table 4.77 Stepwise regression analysis predicting Course Material

Sl.No Step/Source 1. 2. Occupation Purpose of Study

Cumulative R
2

R2 0.016*

Step t 2.626 2.246

P 0.01 0.01

0.019 0.034

0.028* * P < 0.01

Constant value = 22.005

The variables namely occupation and purpose of study have contributed significantly predicting course material. The R2 value for income is 0.019, which is statistically significant.

194

The second variable purpose of study when added to purpose of study increases the R2 value to the extend of 0.034. The t-ratio for the increases in R2 is statistically significant

195

Table 4.78 Stepwise regression analysis predicting Assignment System

Sl.No Step/Source 1. 2. Age Educational Qualification

Cumulative R
2

R2 0.045* 0.074*

Step t 4.754 3.420 * P < 0.01

P 0.01 0.01

0.024 0.078

Constant value = 21.451

The results of regression analysis such as cumulative R2, R2, step t and P value have been given in Table 78. An attempt was made to find out whether the variables respondents' gender and marital status would be possible predictors of Assignment System. The results indicate that the two variables are very significant in predicting the Assignment System. The respondents' gender is poised to predict Assignment System to an extent of 0.024 which is found to be statistically significant at 0.01 level. The second variable marital status jointly with gender, is able to predict Assignment System to a higher level of 0.078. (significant at 0.01 level).

196

Table 4.79 Stepwise regression analysis predicting Examination System Sl.No Step/Source 1. 2. 3. 4. 5. Age Annual Income Years of Service Purpose of study Cumulative R2 R2 0.038 0.063 0.077 0.120 0.045* 0.048* 0.054* 0.068* 0.076* * P < 0.01 Step t 3.084 2.523 2.214 2.321 2.434 P 0.01 0.01 0.01 0.01 0.01

Type of university 0.059

Constant value = 15.126

Five variables viz age, type of university, annual income, years of service and purpose of study have significantly contributed for predicting the Examination System. The variable age predictive value of Examination System seems to be 0.038, when paired with the variable type of university is 0.059, with annual income 0.063, with years of service 0.077 and with purpose of study 0.120. The predictive value of these variables separately is 0.01.

Table 4.80 Stepwise regression analysis predicting Online facility

197

Sl.No Step/Source 1. Subject Specialization

Cumulative R
2

R2 0.027*

Step t 3.758

P 0.01

0.043

* P < 0.01 Constant value = 28.646

Subject Specialization is the only variable that has contributed significantly for predicting online facility. The R2 value is 0.027. This R2 value is statistically significant.

198

Table 4.81Showing the Stepwise regression analysis predicting Study centre Sl.No Step/Source 1. 2. Subject Specialization Purpose of Study Cumulative R2 R2 0.027 0.045 0.028* 0.032* * P < 0.01 Step t 2.781 2.451 P 0.01 0.01

Constant value = 18.012 The variables namely subject specialization and purpose of study have contributed significantly predicting study centre. The R2 value for income is 0.028, which is statistically significant. The second variable purpose of study when added to purpose of study increases the R2 value to the extend of 0.032. The t-ratio for the increases in R2 is statistically significant Table 4.82 Correlation between Teaching Methodology and Effectiveness and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Teaching Methodology and Effectiveness 0.150** 0.234** 0.094 -0.072 -0.533** -0.072 0.057 0.030 -0.564** -0.483**
199

Annual Income Years of Service Purpose of Study Type of Industry * Significant at 0.01 level

0.260** -0.038 0.039 0.019 ** Significant at 0.05 level

Teaching Methodology and Effectiveness is positively and significantly related to type of university (0.150), age (0.234) and annual income (0.260). It shows a weak positive relationship with gender, religion, caste, purpose of study and type of industry and negative relationship with marital status, place of residence and years of service. Table 4.83 Correlation between the University Administration System and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income

University Administration System 0.145** -0.147** -0.029 -0.037 0.561** 0.031 -0.006 -0.054 -0.469** -0.015 -0.022
200

Years of Service Purpose of Study Type of Industry

-0.030 -0.022 0.027

University Administration System is positively and significantly related to type of university (0.145) and basic qualification (0.561). It shows a weak positive relationship with place of residence and type of industry and negative relationship with gender, religion, caste, occupation, annual income, years of service and purpose of study. Table 4.84 Correlation between the Personal Contact Programme (PCP Classes) and demographic variables Personal Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Programme (PCP Classes) 0.143** 0.138** 0.200** 0.115* -0.482** 0.117* 0.011 0.095 0.090 0.380** 0.052 0.156** 0.115 0.098 Contact

201

Personal Contact Programme (PCP Classes) is positively and significantly related to type of university (0.143), age (0.138), gender (0.200), marital status (0.115), place of residence (0.117), occupation (0.380) and years of service (0.156). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry. Table 4.85 Correlation between the Course Materials and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry

Course Materials 0.042 -0.040 0.069 0.085 0.116* -0.095 0.138* -0.091 0.103 0.100 -0.063 0.000 0.030 -0.035

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Course material is positively and significantly related to basic qualification (0.116) and religion (0.138). It shows a weak positive relationship with type of university, gender, marital status, subject specialization, occupation, years of service and purpose of study and negative relationship with age, place of residence, caste, annual income and type of industry.

Table 4.86 Correlation between the Assignment System and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry

Assignment System 0.152** 0.128** 0.242** -0.124* 0.384** 0.124* 0.045 0.097 0.078 0.287** 0.052 0.244** 0.124 0.097
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Assignment system is positively and significantly related to type of university (0.152), age (0.128), gender (0.242), basic qualification (0.384), place of residence (0.124), occupation (0.287) and years of service (0.244). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

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Table 4.87 Correlation between the Examination System and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Examination System -0.164** 0.145** 0.185** 0.145* -0.245** 0.324* 0.025 0.074 0.068 0.264** 0.046 0.227** 0.114 0.047

Examination system is positively and significantly related to age (0.145), gender (0.185), marital status (0.145), place of residence (0.324), occupation (0.264) and years of service (0.227). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

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Table 4.88 Correlation between the Online Facility and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry

Online Facility 0.098 -0.054 0.098 0.374** -0.145* 0.115 0.147* -0.087 0.124 0.105 -0.047 0.001 0.048 -0.065

Online facility is positively and significantly related to marital status (0.374) and religion (0.147). It shows a weak positive relationship with type of university, gender, place of residence, subject specialization, occupation, years of service and purpose of study and negative relationship with age, caste, annual income and type of industry.

206

Table 4.89 Correlation between the Study Centre and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Study Centre 0.178** -0.189** 0.174** 0.129* -0.205** 0.314* 0.034 0.068 0.087 0.277** 0.098 0.245** 0.124 0.066

Study centre is positively and significantly related to type of university (0.178), gender (0.174), marital status (0.129), place of residence (0.314), occupation (0.277) and years of service (0.245). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

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Table 4.90 Principal Components method of Factor Analysis Sl. (1 Factors (2) ) Significant variables (3) a) Basic Qualification b Place of ) residence c) Subject Specializatio n d Occupation ) e) Teaching methodology and effectiveness f) Personal Contact Programme (PCP classes) g Course ) Material h Assignment ) System a) Marital status b Examination ) system c) Study Centre d University ) Administratio n e) Purpose of study Factor loadin g (4) 0.750 0.708 0.703 Eige Communalit n y (5) Valu e (6) 0.683 0.659 0.646 % of varianc e (7)

0.651 0.641

0.510 0.642 4.68 8

1.

Teaching methodology(F1)

12.669

0.629

0.679

0.617 0.568 0.835 0.829 0.807 0.772

0.624 0.646 0.751 0.720 0.705 0.676 3.57 6 9.664

2.

Administration(F 2)

0.737

0.620

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3.

Personal factor(F3)

4.

Information Technology(F4)

f) Type of industry a) Annual Income b Religion ) c) Caste d Basic ) qualification a) Type of university b Age ) c) Gender d Online ) Facility

0.590 0.818 0.790 0.723 0.592 0.718 0.713 0.697 0.674

0.596 0.736 0.694 0.661 0.492 0.680 0.649 0.626 0.605 2.12 2 3.06 9

8.296

5.736

Factor analysis: Factor analysis was done with the main objectives to find out the underlying common factors among 22 variables included in this study. Principal component factoring method with variance rotation was used for factor extraction. An eleven factors solution was derived using a score test.

Table shows the results of the factor analysis. Name of all the 22 variables and their respective loadings in all the four factors are given in the Table. An arbitrary value of 0.3 and above is considered significant loading. A positive loading indicates that greater the value of the variable greater is the contribution to the factor. On the other hand, a negative loading implies that greater the value, lesser its contribution to the factor or vice versa. Keeping these in mind, a study of the loadings indicates the presence of some significant pattern. Effort is made to
209

fix the size of correlation that is meaningful, club together the variables with loadings in excess of the criteria and search for a concept that unifies them, with greater attention to variables having higher loadings. Variables have been ordered and grouped by the size of loadings to facilitate interpretation.

Factor analysis was done among 22 variables used in the study. The principal component analysis with varimax rotation was used to find out the percentage of variance of each factor, which can be grouped together from the total pool of 22 variables considered in the study. The results are given in Table and column 1 shows the serial number, 2 shows the name given for each factor, 3 shows variables loaded in each factor, 4 gives the loadings, 5 gives the communality for each variables, 6 gives the Eigen value for each factor and 7 gives the percentage of variance found out through the analysis. The factor, variance percentage for each factor is 12.7, 9.7, 8.2 and 5.8. (36.4 percentage) The factors are arranged based on the Eigen value viz F1 F2 F3 F4 (Eigen value 4.69) (Eigen value 3.58) (Eigen value 3.07) (Eigen value 2.13)

These four factors are described as common factors. This model has a strong statistical support and the Kaiser-Maya-Olkin (KMO) test of sampling adequacy concurs that the sample taken to process the factor analysis is statistically sufficient (KMO value = 0.97523).

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Table 4.91 Factor matrix loadings between twenty two variables and four factors identified through Factor analysis Sl.no. Variable 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Type of university Age Gender Marital Status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of service Purpose of study Type of industry Teaching Methodology & Effectiveness University Administration System Personal 17. 18. 19. programme classes) Course material Assignment system 0.750 -0.204 0.017 0.068 0.141 0.121 0.123 0.718
211

Factor-I 0.092 0.153 0.121 -0.164 -0.040 0.003 -0.110 -0.131 -0.129 0.061 0.197 -0.086 -0.040 0.268 0.629 0.703

Factor-II Factor-III Factor-IV -0.010 -0.0002 -0.001 0.076 0.060 0.107 -0.120 0.093 0.069 -0.037 -0.023 -0.016 0.075 -0.097 -0.115 -0.050 0.058 0.106 0.290 -0.071 -0.149 0.034 0.100 0.086 0.132 0.115 -0.009 0.129 0.150 -0.013 -0.174 -0.114 -0.048 0.179 0.005 -0.018 0.034 0.068 0.032 0.068 -0.065 -0.101 0.070 0.058 0.025 0.713 0.227 0.210

contact (PCP 0.568 0.066 -0.146 0.269

20. 21. 22.

Examination system Online facility Study centre

0.708 0.641 0.617

-0.054 -0.027 -0.003

0.133 0.056 -0.040

0.003 0.066 0.038

Table 4.92 Stepwise regression analysis for predicting Teaching Methodology and Effectiveness

Sl.No Step/Source 1. 2.

Cumulative R
2

R2 0.065* 0.083*

Step t 4.914

P 0.01

Type of University 0.068 Age 0.088

-3.220 0.01 * P < 0.01

Constant value = 22.741 The results of regression analysis such as cumulative R2, R2, step t and P value have been given in table 75. An attempt was made to find out whether the variables respondents' type of university and age would be possible predictors of Teaching Methodology and Effectiveness. The results indicate that the two variables are very significant in predicting the Teaching Methodology and Effectiveness. The respondents' type of university is poised to predict Teaching Methodology and Effectiveness to an extent of 0.068 which is found to be statistically significant at 0.01 level. The second variable respondents age jointly with respondents age, is able to predict Teaching Methodology and Effectiveness to a higher level of 0.088. (significant at 0.01 level).
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Table 4.93 Stepwise regression analysis predicting University Administration System Sl.No Step/Source 1. 2. 3. 4. 5. Gender Marital status Occupation Annual Income Cumulative R2 R2 0.040 0.057 0.073 0.085 0.037* 0.051* 0.064* 0.073* 0.086* * P < 0.01 Step t 3.075 2.623 2.013 2.401 2.332 P 0.01 0.01 0.01 0.01 0.01

Years of Service 0.100

Constant value = 16.587 Five variables viz. gender, marital status, occupation, annual income and years of service have significantly contributed for predicting the University Administration System. The variable gender predictive value of University Administration System seems to be 0.040, when paired with the variable marital status is 0.051, with occupation 0.073, with annual income 0.085 and with years of service 0.100. The predictive value of these variables separately is 0.01. Table 4.94 Stepwise regression analysis predicting Personal Contact Programme (PCP Classes)

Sl.No Step/Source 1. Basic Qualification

Cumulative R
2

R2

Step t -2.652

P 0.01

0.022

0.019* * P < 0.01

Constant value = 30.126

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Basic Qualification is the only variable that has contributed significantly for predicting Personal Contact Programme (PCP Classes). The R2 value is 0.019. This R2 value is statistically significant.

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Table 4.95 Stepwise regression analysis predicting Course Material

Sl.No Step/Source 1. 2. Occupation Purpose of Study

Cumulative R
2

R2 0.016*

Step t 2.626 2.246

P 0.01 0.01

0.019 0.034

0.028* * P < 0.01

Constant value = 22.005

The variables namely occupation and purpose of study have contributed significantly predicting course material. The R2 value for income is 0.019, which is statistically significant. The second variable purpose of study when added to purpose of study increases the R2 value to the extend of 0.034. The t-ratio for the increases in R2 is statistically significant Table 4.96 Stepwise regression analysis predicting Assignment System

Sl.No Step/Source 1. 2. Age Educational Qualification

Cumulative R
2

R2 0.045* 0.074*

Step t 4.754 3.420 * P < 0.01

P 0.01 0.01

0.024 0.078

Constant value = 21.451

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The results of regression analysis such as cumulative R2, R2, step t and P value have been given in table 96. An attempt was made to find out whether the variables respondents' gender and marital status would be possible predictors of Assignment System. The results indicate that the two variables are very significant in predicting the Assignment System. The respondents' gender is poised to predict Assignment System to an extent of 0.024 which is found to be statistically significant at 0.01 level. The second variable marital status jointly with gender, is able to predict Assignment System to a higher level of 0.078. (significant at 0.01 level). Table 4.97 Stepwise regression analysis predicting Examination System

Sl.No Step/Source 1. 2. 3. 4. 5. Age Annual Income Years of Service Purpose of study

Cumulative R
2

R2 0.045* 0.048* 0.054* 0.068*

Step t 3.084 2.523 2.214 2.321 2.434

P 0.01 0.01 0.01 0.01 0.01

0.038 0.063 0.077 0.120

Type of university 0.059

0.076* * P < 0.01

Constant value = 15.126 Five variables viz age, type of university, annual income, years of service and purpose of study have significantly contributed for predicting the Examination System. The variable age predictive value of Examination System seems to be 0.038, when paired with the variable type of university is 0.059, with annual

216

income 0.063, with years of service 0.077 and with purpose of study 0.120. The predictive value of these variables separately is 0.01.

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Table 4.98 Stepwise regression analysis predicting Online facility

Sl.No Step/Source 1. Subject Specialization

Cumulative R
2

R2 0.027*

Step t 3.758

P 0.01

0.043

* P < 0.01 Constant value = 28.646

Subject Specialization is the only variable that has contributed significantly for predicting online facility. The R2 value is 0.027. This R2 value is statistically significant. Table 4.99 Stepwise regression analysis predicting Study centre

Sl.No Step/Source 1. 2. Subject Specialization Purpose of Study

Cumulative R
2

R2 0.028*

Step t 2.781 2.451

P 0.01 0.01

0.027 0.045

0.032* * P < 0.01

Constant value = 18.012

The variables namely subject specialization and purpose of study have contributed significantly predicting study centre. The R2 value for income is 0.028,
218

which is statistically significant. The second variable purpose of study when added to purpose of study increases the R2 value to the extend of 0.032. The t-ratio for the increases in R2 is statistically significant

219

Table 4.100 Correlation between the Teaching Methodology and Effectiveness and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry * Significant at 0.01 level ** Significant at 0.05 level

Teaching 0.150** 0.234** 0.094 -0.072 -0.533** -0.072 0.057 0.030 -0.564** -0.483** 0.260** -0.038 0.039 0.019

Methodology

and Effectiveness

Teaching Methodology and Effectiveness is positively and significantly related to type of university (0.150), age (0.234) and annual income (0.260). It shows a weak positive relationship with gender, religion, caste, purpose of study

220

and type of industry and negative relationship with marital status, place of residence and years of service. Table 4.101 Correlation between the University Administration System and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry

University Administration System 0.145** -0.147** -0.029 -0.037 0.561** 0.031 -0.006 -0.054 -0.469** -0.015 -0.022 -0.030 -0.022 0.027

University Administration System is positively and significantly related to type of university (0.145) and basic qualification (0.561). It shows a weak positive relationship with place of residence and type of industry and negative relationship with gender, religion, caste, occupation, annual income, years of service and purpose of study.
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Table 4.102 Correlation between the Personal Contact Programme (PCP Classes) and demographic variables Personal Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Programme (PCP Classes) 0.143** 0.138** 0.200** 0.115* -0.482** 0.117* 0.011 0.095 0.090 0.380** 0.052 0.156** 0.115 0.098 Contact

Personal Contact Programme (PCP Classes) is positively and significantly related to type of university (0.143), age (0.138), gender (0.200), marital status (0.115), place of residence (0.117), occupation (0.380) and years of service (0.156). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

222

Table 4.103 Correlation between the Course Materials and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Course Materials 0.042 -0.040 0.069 0.085 0.116* -0.095 0.138* -0.091 0.103 0.100 -0.063 0.000 0.030 -0.035

Course material is positively and significantly related to basic qualification (0.116) and religion (0.138). It shows a weak positive relationship with type of university, gender, marital status, subject specialization, occupation, years of service and purpose of study and negative relationship with age, place of residence, caste, annual income and type of industry.

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Table 4.104 Correlation between the Assignment System and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Assignment System 0.152** 0.128** 0.242** -0.124* 0.384** 0.124* 0.045 0.097 0.078 0.287** 0.052 0.244** 0.124 0.097

Assignment system is positively and significantly related to type of university (0.152), age (0.128), gender (0.242), basic qualification (0.384), place of residence (0.124), occupation (0.287) and years of service (0.244). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

224

Table 4.105 Correlation between the Examination System and Demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Examination System -0.164** 0.145** 0.185** 0.145* -0.245** 0.324* 0.025 0.074 0.068 0.264** 0.046 0.227** 0.114 0.047

Examination system is positively and significantly related to age (0.145), gender (0.185), marital status (0.145), place of residence (0.324), occupation (0.264) and years of service (0.227). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

225

Table 4.106 Correlation between the Online Facility and demographic variables

Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry

Online Facility 0.098 -0.054 0.098 0.374** -0.145* 0.115 0.147* -0.087 0.124 0.105 -0.047 0.001 0.048 -0.065

Online facility is positively and significantly related to marital status (0.374) and religion (0.147). It shows a weak positive relationship with type of university, gender, place of residence, subject specialization, occupation, years of service and purpose of study and negative relationship with age, caste, annual income and type of industry.

226

Table 4.107 Correlation between the Study Centre and demographic variables Demographic Variables Type of University Age Gender Marital status Basic Qualification Place of Residence Religion Caste Subject Specialization Occupation Annual Income Years of Service Purpose of Study Type of Industry Study Centre 0.178** -0.189** 0.174** 0.129* -0.205** 0.314* 0.034 0.068 0.087 0.277** 0.098 0.245** 0.124 0.066

Study centre is positively and significantly related to type of university (0.178), gender (0.174), marital status (0.129), place of residence (0.314), occupation (0.277) and years of service (0.245). It shows a weak positive relationship with religion, caste, subject specialization, annual income, purpose of study and type of industry.

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CHAPTER VI FINDINGS, SUGGESTIONS AND CONCLUSION

The data was analysed using statistical tools such as ANOVA, Chi-square, Correlation, Stepwise Regression and Factor Analysis. The major findings are enumerated below: 1. Teaching Methodology and Effectiveness: The number of statements come under this dimension was analyzed with the attributes such as type of University, age, gender, marital status, educational qualification, place of residence, religion and type of industry using one way ANOVA. It was found that there was no significant difference between the opinions of the respondent with respect to the above attributes showed that the null hypothesis was accepted and the research hypothesis was rejected. 2. University Administration System: The number of statements come under this dimension was analyzed with the attributes such as type of University, age, gender, marital status, educational qualification, place of residence, religion, caste, specialization subject in MBA,
228

occupation, annual Income, years of service, purpose of study and type of industry using one way ANOVA. It was found that there was no significant difference between the opinions of the respondent with respect to the above attributes showed that the null hypothesis was accepted and the research hypothesis was rejected. 3. Personal Contact Programme (PCP Classes) The number of statements come under this dimension was analyzed with the attributes such as type of University, age, gender, marital status, educational qualification, place of residence, religion, caste, specialization subject in MBA, occupation, annual Income, years of service, purpose of study and type of industry using one way ANOVA. It was found that there was no significant difference between the opinions of the respondent with respect to the above attributes showed that the null hypothesis was accepted and the research hypothesis was rejected. 4. The dimensions such as University Administration System, Personal Contact

Programme (PCP Classes) Course Material, Assignment System and Examination System with opinions of respondents were analyzed using Chi-square test for independence of attributes.
229

It was found that there was no association between opinion of the respondents and the dimensions mentioned above. Thus the result showed that the null hypothesis was accepted and the research hypothesis was rejected. 5. The most intensified statements in each dimension was analyzed with number of socio-demographic factors, using Analysis of Association, where Chi-square was used. The result showed that there was no association between the statements taken for analysis along with the number of socio-demographic factors. Thus the null hypothesis was accepted and the research hypothesis was rejected. The statements taken for analysis as follows: Communication skill of the resource person Overall effectiveness of teaching Usefulness of PCP Classes in facing the examinations Updating the course materials based on the current scenario is commendable The assignments are of quality in nature Satisfaction with on-line facilities Facilities for e-learning and

230

6.

Factor Analysis was employed to identify the common factors among 22

variables taken for the study. An arbitrary value of 0.3 and above is considered significant loading. The common factors according to percentages of variance are: Teaching Methodology, Administration, Personal Factors and Information Technology.

Suggestions The following are the list of suggestions based on the major findings. These suggestions are nothing but the shortcomings we encountered while analyzing the factors as per our study. Of course, at the end of this part, some general suggestions were also appended. Now-a-days distance education is very important to improve the literacy level of our country. In the present context, Management Education through

distance education is of extremely useful to develop management skills, which will help them to lead their daily activities effectively and efficiently. The teaching methodology in the distance education is simple and it should be made useful by every students. The teachers move in a friendly way and motivate the students to achieve greater merits.

231

In the present situation, information technology plays an important role in teaching. Teachers try to use ICT effectively for their teaching. The Universities try to provide better course materials and the quality of the materials is also to be improved. Indira Gandhi National Open University (IGNOU) students need to write assignments from their own practical experience or the article they read from newspapers/magazines/journals. The other Universities which offer MBA through distance learning mode should come forward to follow IGNOU pattern of assignments in order the candidates to understand the practical utility of the subject. All Universities to follow uniform administration system to avoid confusion that arises in the minds of distance learning candidates. It will help and motivate students to join in the courses of their preference. The Personal Contact Programme (PCP) Resource Persons must consider the distance education mode as like the full time entity and as such proper attention must be given to handling the paper similar to full time education. The Resource Person to give idea to candidates on how to prepare themselves for facing the examinations, correlating their practical experience with subject, solving the case etc. will enhance the interest of the candidate to face examination boldly. The time
232

and duration of the PCP classes are also fixed in accordance to the students convenience. This flexibility will encourage the students to attend the programme regularly. The best minds which have full-fledged knowledge in the subject and have confidence to sharpen the young minds alone be given opportunity in teaching profession. As we are living in the world of dynamic environment and change is the order of the day, the Universities to often modify the necessary changes in the subjects so that the candidates shall be able to face the challenging practical situation and to solve problems amicably. In case of on line facilities, the students do not avail to its fullest extent or many unaware of it. It should be the responsibility of the University to make it known to every candidate. It will help students to get any information pertaining to University, course, faculty, subjects et al. The existing study centres have very limited reference facility. The importance of e-learning concept to be familiarized. It will help them to refer quality books/e-books/magazines/e-papers/journals published by various

authorities. General Suggestions

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Increase expenditure from the current 4% to a minimum of 6% of GDP on education 1500 new universities and institutes of higher education required Creation of one single Indian Regulatory Board of Higher Education that shall stop the confusion arising out of multiple regulatory bodies trying to do each others job. Thus: UGC to only manage funding universities, AICTE to act only as an expert advisory body on curriculum designing etc, NAAC and NBA to be streamlined under the IRBHE for accreditation. Allow foreign education providers to set up off shore campuses Look for alternate funding mechanisms such as PPP( Public Pvt Partnership) institutions To achieve this in phased time frames: Limits of 2010 and 2025 set.

Conclusion The study aimed at finding the effectiveness of MBA Programme through Distance Education. Correspondence and Distance mode education have found overwhelming response in our country. According to one of the surveys, passed out students from graduation to Post Graduation is minimal, in terms of 15.6%. The remaining population almost tries for jobs and settle themselves with
234

Companies or with Government. A meager percentage of population alone either become entrepreneurs or continues doing their family businesses. When they want to progress in their career, they have to do some Post Graduation or continue to do research either in part-time mode or distance education mode. In order to achieve literacy, many Universities conduct correspondence, distance and Open University learning sources. In this regard, many Universities after securing permission from Distance Education Council, offer number of Under Graduation and Post Graduation Programmes, of which, MBA is the most popular one. In this study, the researcher took the samples of three University students and analyzed their opinions of effectiveness of MBA through distance mode. It is understood from the study that the candidates have more interest to pursue MBA. They want to have facilities on par with full time courses. In the present competitive world, if the quality education is not provided, such an education will be in vain. The study aimed to make an attempt to enhance the quality of education, for which number of suggestions were rendered based on analysis of the study. If such suggestions will be implemented, the course will attract many more youngsters and the Young India will be Super Power in the year 2020, as dreamt by the then President A P J Abdul Kalam.

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Teaching and Learning (14th, Madison, WI, August 5-7, 1998): 417421. Zheng, L. and S. Smaldina. 2002. Instructor and Student Perceptions/Attitude on the Design of Instruction for the Internet and ITV. In Distance Learning 02. Proceedings of the Annual Conference on Distance Teaching and Learning (18th,Madison, WI, August 13-15, 2002). A CRITICAL STUDY ON THE EFFECTIVENESS PROGRAMME THROUGH DISTANCE EDUCATION OF MBA

1. PERSONAL DETAILS

1. Name(optional)

2. Name of the University :

3. Age in years

Below 30

[ ]

31 to 35

[ ]

Above 35 [ ]

4. Gender

Male

[ ]

Female

[ ]

5. Marital Status

Married

[ ]

Unmarried

[ ]

Others

[ ]
246

6. Basic Qualification

UG Degree [ ]

PG Degree

[ ]

Others

[ ]

7. Place of Residence

Rural []

[ ]

Semi Urban [ ]

Urban

[ ] Others

8. Religion

Hindu []

[ ]

Christian

[ ]

Muslim [ ]

Others

9. Caste BC [ ] MBC [ ] SC/ST [ ]

OC

[ ]

10. Specialization Subject in MBA

General

[ ]

HRM

[ ]

Finance [ ]

E-commerce [ ]

International Business [ ] Systems [ ]

247

Environmental Management [ ]

Operations [ ]

Marketing [ ]

Others [ ]

11. Occupation: Professional [ ] Business man [ ] Govt. Employee [ ] Private Employee [ ] Teaching [ ] Others (Please Specify)

12. Annual Income

Less than Rs: 1 lakh [ ]

Between Rs: 1-1.5 lakh [ ]

Between Rs. 1.5-2 lakh [ ]

Between Rs: 2-2.5 lakh [ ]

Between Rs: 2.5-3 lakh [ ]

Between Rs: 3-3.5 lakh [ ]

More than Rs: 3.5 lakh [ ]

13. Years of Service

Below 5 [ ]

[ ]

6 to 10

[ ]

Above 10

14. Purpose of Study

248

To develop knowledge [ ]

Need for career development [ ]

To get better employment [ ]

Other reasons if any [ ]

15. Type of Industry in which you are engaged

Manufacturing Software Transportation Education Service

[ ] [ ] [ ] [ ] [ ]

Banking & Insurance [ ] Others [ ]

2. TEACHING METHODOLOGY & EFFECTIVENESS

Statement Attitude of the resource persons towards students Teaching Methodology adopted in the class room Teaching -Learning Process

Highly Satisfied Neutral Satisfied

Dissatisfied Highly Dissatisfied

249

adopted by the resource persons Confidence level of the resource persons over the subjects Interaction method teaching of

Communication skill of the resource persons Method of presentation in the classes Qualifications aspect of the resource persons. Behavior of the teachers in the class room Overall effectiveness teaching of

Questions and views are properly responded in a timely manner. The text materials used are appropriate to the course.

250

Providing opportunities ask questions

to

Demonstration of enthusiasm in teaching the course Preparation of lecture by the resource persons for each class Prior information to students about the criteria for grading

3. UNIVERSITY ADMINISTRATION SYSTEM

Statement University structure Conduct exams of fee the

Highly Satisfied Satisfied

Neutral

Dissatisfied Highly Dissatisfied

Examination fees Response queries to

Transparency in the communication system

251

University has adequate access to library resources for my papers and projects Selection of study centers Selection of Exam centers Updating pages web

4. PERSONAL CONTACT PROGRAMME (PCP CLASSES)

Statement Schedule of PCP classes Availability of Library facilities Duration of the PCP classes Frequency of PCP classes Place of Conducting PCP

Highly Satisfied Satisfied

Neutral

Dissatisfied Highly Dissatisfied

252

classes Usefulness of PCP Classes in facing the examinations 5. COURSE MATERIAL

Statement Receiving the course materials in time Quality of the course material is good Subject matter of the Course Material is adequate Practical aspects of the course material is adequate Arrangement & flow of the course material is appropriate Readability of the course materials is good Updating the course materials based on the current scenario is commendable

Totally Agree

Agree

Neutral

Disagree

Totally Disagree

253

6. ASSIGNMENT SYSTEM

Statement The Assignments are of quality in nature Assignments being updated are

Totally Agree

Agree

Neutral

Disagree

Totally Disagree

Assignments have practical aspects. Case Approach of assignment is appropriate The amount of work/reading assigned in this course has been very much useful. The student assessment techniques (tests, reports, assignments, etc) are appropriate for the distance learning component of the course The assignments (including reading, projects, and course activities) contribute to my understanding of the subject.
254

7. EXAMINATION SYSTEM

Statement Examination system is highly flexible Receiving proper communication regarding examination fee payment and hall ticket in time Present evaluation mechanism is good Result announcement system appreciable

Totally Agree

Agree

Neutral

Disagree

Totally Disagree

is

Time taken to publish the results is reasonable

8. ONLINE FACILITY

1. Are you satisfied the on-line facilities

Yes

[ ]

No

[ ]

2. Are you able to access the result in on-line?

255

Yes

[ ]

No

[ ]

3. Are you able to send application form through on-line

Yes

[ ]

No

[ ]

4. Are you able to enquire through on-line

Yes

[ ]

No

[ ]

5. Do you feel equal recognition in comparison to full time course while pursuing higher studies?

Yes

[ ]

No

[ ]

6. If no, what are the demerits you feel?

1.

2.

7. Do you have facilities for e-learning?

256

Yes

[ ]

No

[ ]

8. If yes, at what is the level of your satisfaction?

Highly Satisfied [ ]

Satisfied [ ]

Neutral

[ ]

Dissatisfied

[ ]

Highly Dissatisfied [ ]

9. Do you have facilities for self-evaluation?

Yes

[ ]

No

[ ]

10. Do you receive any scholarship facilities?

Yes

[ ]

No

[ ]

11. If yes, whether you receive the same in time?

Yes

[ ]

No

[ ]

12. Do you get any placement facilities from the Universities ?

Yes

[ ]

No

[ ]

13. If yes, what is the level of satisfaction

257

Highly Satisfied [ ]

Satisfied [ ]

Neutral

[ ]

Dissatisfied

[ ]

Highly Dissatisfied [ ]

8. STUDY CENTRE

Statement Level of service provided by the Study Centre Attitudes of the Employee working in Study Centre Hardware/ other equipment provided to me by the study centre Technical support provided in those areas where additional knowledge or assistance is required for my participation.

Highly Satisfied Satisfied

Neutral

Dissatisfied Highly Dissatisfied

258

The Classroom infrastructure (LCD Projector, Board & OHP) ICT facility for teaching

1. To what level the information provided by the study centre is helpful For your queries Very High Low [ ] [ ] High [ ] Average [ ]

Very Low [ ]

2. Do you want to increase the number of study centers.

Yes

[ ]

No

[ ]

259