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Introduction
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Distance education
Distance education or distance learning is the education of students who may not always
courses wherein the student corresponded with the school via post. Today it involves
online education. Courses that are conducted (51 percent or more) are either hybrid,
blended or 100% whole instruction. Massive open online courses (MOOCs), offering
large-scale interactive participation and open access through the World Wide Web or
of other terms (distributed learning, e-learning, online learning, etc.) are used roughly
History
One of the earliest attempts was advertised in 1728 in the Boston Gazette for "Caleb
Philipps, Teacher of the new method of Short Hand," who sought students who wanted to
The first distance education course in the modern sense was provided by Sir Isaac Pitman
in the 1840s, who taught a system of shorthand by mailing texts transcribed into
shorthand on postcards and receiving transcriptions from his students in return for
correction. The element of student feedback was a crucial innovation of Pitman's system.
This scheme was made possible by the introduction of uniform postage rates across
England in 1840.
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This early beginning proved extremely successful, and the Phonographic Correspondence
Society was founded three years later to establish these courses on a more formal basis.
The Society paved the way for the later formation of Sir Isaac Pitman Colleges across the
country.
The first correspondence school in the United States was the Society to Encourage
The University of London was the first university to offer distance learning degrees,
establishing its External Programme in 1858. The background to this innovation lay in
the fact that the institution (later known as University College London) was non-
denominational and, given the intense religious rivalries at the time, there was an outcry
against the "godless" university. The issue soon boiled down to which institutions had
The compromise solution that emerged in 1836 was that the sole authority to conduct the
called the "University of London", which would act as examining body for the University
of London colleges, originally University College London and King's College London,
and award their students University of London degrees. As Sheldon Rothblatt states,
"thus arose in nearly archetypal form the famous English distinction between teaching
and examining, here embodied in separate institutions." With the state giving examining
powers to a separate entity, the groundwork was laid for the creation of a programme
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within the new university that would both administer examinations and award
self-directed study.
higher education to students from less affluent backgrounds, the External Programme was
chartered by Queen Victoria in 1858, making the University of London the first
during the late 19th century, and its example was widely copied elsewhere. This program
In the United States, William Rainey Harper, first president of the University of Chicago,
developed the concept of extended education, whereby the research university had
satellite colleges of education in the wider community. In 1892 he also encouraged the
concept of correspondence school courses to further promote education, an idea that was
put into practice by Columbia University. Enrollment in the largest private for-profit
explosively in the 1890s. Founded in 1888 to provide training for immigrant coal miners
aiming to become state mine inspectors or foremen, it enrolled 2500 new students in
1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached
900,000. The growth was due to sending out complete textbooks instead of single
lessons, and the use of 1200 aggressive in-person salesmen. There was a stark contrast in
pedagogy:
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The regular technical school or college aims to educate a man broadly; our aim, on the
contrary, is to educate him only along some particular line. The college demands that a
student shall have certain educational qualifications to enter it, and that all students study
for approximately the same length of time, and when they have finished their courses
they are supposed to be qualified to enter any one of a number of branches in some
particular profession. We, on the contrary, are aiming to make our courses fit the
Education was a high priority in the Progressive Era, as American high schools and
colleges expanded greatly. For men who were older or were too busy with family
responsibilities, night schools were opened, such as the YMCA school in Boston that
became Northeastern University. Outside the big cities, private correspondence schools
training programs for new employees. The National Association of Corporation Schools
grew from 37 in 1913 to 146 in 1920. Starting in the 1880s, private schools opened across
the country which offered specialized technical training to anyone who enrolled, not just
the employees of one company. Starting in Milwaukee in 1907, public schools began
Only a third of the American population lived in cities of 100,000 or more population In
1920; to reach the rest, correspondence techniques had to be adopted. Australia with its
vast distances was especially active; the University of Queensland established its
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held its first meeting in 1938. The goal was to provide individualized education for
differentiation.
Open universities
The Open University in the United Kingdom was founded by the then serving Labour
Party government under the prime minister, Harold Wilson, based on the vision of
Michael Young. Planning commenced in 1965 under the Minister of State for Education,
Jennie Lee, who established a model for the OU as one of widening access to the highest
Engineering at the time, James Redmond, had obtained most of his qualifications at night
school, and his natural enthusiasm for the project did much to overcome the technical
The Open University revolutionized the scope of the correspondence program and helped
to create a respectable learning alternative to the traditional form of education. It has been
at the forefront of developing new technologies to improve the distance learning service
as well as undertaking research in other disciplines. Walter Perry was appointed the OU's
first vice-chancellor in January 1969, and its foundation secretary was Anastasios
Christodoulou. The election of the new Conservative Party government under the prime
minister, Edward Heath, in 1970 led to budget cuts under Chancellor of the Exchequer
Iain Macleod (who had earlier called the idea of an Open University "blithering
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nonsense"). However, the OU accepted its first 25,000 students in 1971, adopting a
radical open admissions policy. At the time, the total student population of conventional
Athabasca University, Canada's Open University, was created in 1970 and followed a
similar, though independently developed, pattern. The Open University inspired the
FernUniversitt in Hagen (1974). There are now many similar institutions around the
world, often with the name "Open University" (in English or in the local language).
Most open universities use distance education technologies as delivery methods, though
some require attendance at local study centres or at regional "summer schools". Some
Technologies
Although the expansion of the Internet blurs the boundaries, distance education
technologies are divided into two modes of delivery: synchronous learning and
asynchronous learning.
In synchronous learning, all participants are "present" at the same time. In this regard, it
resembles traditional classroom teaching methods despite the participants being located
as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-
based VoIP. Web conferencing software helps to facilitate meetings in distance learning
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courses and usually contain additional interaction tools such as text chat, polls, hand
raising, emoticons etc. These tools also support asynchronous participation by students
(notably SecondLife) have also been used to enhance participant presence in distance
education courses. Another form of synchronous learning that has been entering the
classroom over the last couple of years is the use of robot proxies including those that
Some universities have been starting to use robot proxies to enable more engaging
synchronous hybrid classes where both remote and in person students can be present and
interact using telerobotics devices such as the Kubi Telepresence robot stand that looks
around and the Double Robot that roams around. With these telepresence robots, the
remote students have a seat at the table or desk instead of being on a screen on the wall.
schedules. Students are not required to be together at the same time. Mail
delivery technology, as are message board forums, e-mail, video and audio recordings,
The two methods can be combined. Many courses offered by both open universities and
day teaching to supplement the sessions delivered at a distance. This type of mixed
distance and campus based education has recently come to be called "blended learning"
or less often "hybrid learning". Many open universities uses a blend of technologies and a
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blend of learning modalities (face-to-face, distance, and hybrid) all under the rubric of
"distance learning".
Distance learning can also use interactive radio instruction (IRI), interactive audio
instruction (IAI), online virtual worlds, digital games, webinars, and webcasts, all of
The rapid spread of film in the 1920s and radio in the 1930s led to proposals to use it for
distance education. By 1938, at least 200 city school systems, 25 state boards of
education, and many colleges and universities broadcast educational programs for the
public schools. One line of thought was to use radio as a master teacher.
Experts in given fields broadcast lessons for pupils within the many schoolrooms of the
public school system, asking questions, suggesting readings, making assignments, and
conducting tests. This mechanizes education and leaves the local teacher only the tasks of
A typical setup came in Kentucky in 1948 when John Wilkinson Taylor, president of the
University of Louisville, teamed up with NBC to use radio as a medium for distance
project and predicted that the "college-by-radio" would put "American education 25 years
ahead". The University was owned by the city, and local residents would pay the low
tuition rates, receive their study materials in the mail, and listen by radio to live
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Charles Wedemeyer of the University of WisconsinMadison also promoted new
methods. From 1964 to 1968, the Carnegie Foundation funded Wedemeyer's Articulated
faded away in the 1950s. Many efforts to use television along the same lines proved
From 1970 to 1972 the Coordinating Commission for Higher Education in California
funded Project Outreach to study the potential of telecourses. The study included the
University of California, California State University and the community colleges. This
study led to coordinated instructional systems legislation allowing the use of public funds
for non-classroom instruction and paved the way for the emergence of telecourses as the
precursor to the online courses and programs of today. The Coast Community Colleges,
The Dallas County Community College District, and Miami Dade Community College
led the way. The Adult Learning Service of PBS came into being and the wrapped
series, and individually produced telecourse for credit became a significant part of the
Internet
The widespread use of computers and the internet have made distance learning easier and
faster, and today virtual schools and virtual universities deliver full curricula online. The
capacity of Internet to support voice, video, text and immersion teaching methods made
earlier distinct forms of telephone, videoconferencing, radio, television, and text based
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education somewhat redundant. However, many of the techniques developed and lessons
The first new and fully online university was founded in 1994 as the Open University of
was launched as the first fully online university accredited by a regional accrediting
Between 2000 and 2008, enrollment in distance education courses increased rapidly in
almost every country in both developed and developing countries. Many private, public,
non-profit and for-profit institutions worldwide now offer distance education courses
from the most basic instruction through to the highest levels of degree and doctoral
programs. New York University, for example, offers online degrees in engineering and
widely respected universities such as Stanford University and Harvard now deliver online
coursesbut other online schools receive little outside oversight, and some are actually
fraudulent, i.e., diploma mills. In the US, the Distance Education Accrediting
In the United States in 2011, it was found that a third of all the students enrolled in
institution. Even though growth rates are slowing, enrollment for online courses has been
seen to increase with the advance in technology. The majority of public and private
colleges now offer full academic programs online. These include, but are not limited to,
training programs in the mental health, occupational therapy, family therapy, art therapy,
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physical therapy, and rehabilitation counseling fields. Even engineering courses that
require the manipulation and control of machines and robots that are technically more
challenging to learn remotely are subject to distance learning through the internet.
Distance education has a long history, but its popularity and use has grown exponentially
as more advanced technology has become available. By 2008, online learning programs
were available in the United States in 44 states at the K-12 level. Internet forums, online
discussion group and online learning community can contribute to an efficacious distance
education experience. Research shows that socialization plays an important role in some
forms of distance education. E-courses are also a viable option for distance learning.
Distance education can be delivered in a paced format similar to traditional campus based
models in which learners commence and complete a course at the same time. Paced
Alternatively, some institutions offer self-paced programs that allow for continuous
enrollment and the length of time to complete the course is set by the learner's time, skill
and commitment levels. Paced courses may be offered in either synchronous mode, but
self-paced courses are almost always offered asynchronously. Each delivery model offers
Kaplan and Haenlein classify distance education into four groups along the dimensions
Courses): Open-access online course (i.e., without specific participation restrictions) that
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allows for unlimited (massive) participation; 2) SPOCs (Small Private Online Courses):
Online course that only offers a limited number of places and therefore requires some
access online course that allows for unlimited participation but requires students to be
Courses): Online course that only offers a limited number of places and requires students
Paced models are a familiar mode as they are used almost exclusively in campus based
schools. Institutes that offer both distance and campus programs usually use paced
models as teacher workload, student semester planning, tuition deadlines, exam schedules
and other administrative details can be synchronized with campus delivery. Student
familiarity and the pressure of deadlines encourage students to readily adapt to and
pace is often too fast for some students and too slow for others. In addition life events,
complete tasks to an external schedule. Finally, paced models allow students to readily
Self-paced courses maximize student freedom, as not only can students commence
studies on any date, but they can complete a course in as little time as a few weeks or up
to a year or longer. Students often enroll in self-paced study when they are under pressure
to complete programs, have not been able to complete a scheduled course, need
additional courses or have pressure which precludes regular study for any length of time.
The self-paced nature of the programming, though is an unfamiliar model for many
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students and can lead to excessive procrastination resulting in course incompletion.
Assessment of learning can also be challenging as exams can be written on any day,
making it possible for students to share examination questions with resulting loss of
activities, though some schools are developing cooperative models based upon networked
Benefits
Distance learning can expand access to education and training for both general populace
and businesses since its flexible scheduling structure lessens the effects of the many time-
activities off-site alleviates institutional capacity constraints arising from the traditional
for increased access to more experts in the field and to other students from diverse
at large becomes more involved in lifelong learning beyond the normal schooling age,
institutions can benefit financially, and adult learning business courses may be
particularly lucrative. Distance education programs can act as a catalyst for institutional
innovation and are at least as effective as face-to-face learning programs, especially if the
Distance education can also provide a broader method of communication within the
realm of education. With the many tools and programs that technological advancements
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and their professors, as well as students and their classmates. The distance educational
classmates is an improvement that has been made to provide distance education students
education. The improvement being made in distance education is growing in tandem with
students to associate with accredited schools and programs throughout the world that are
out of reach for in-person learning. By having the opportunity to be involved in global
through communication with their classmates. This is beneficial because students have
the opportunity to "combine new opinions with their own, and develop a solid foundation
for learning". It has been shown through research that "as learners become aware of the
wide array of viewpoints in education. To increase the likelihood that students will build
effective ties with one another during the course, instructors should use similar
assignments for students across different locations to overcome the influence of co-
The high cost of education affects students in higher education, to which distance
education may be an alternative in order to provide some relief. Distance education has
been a more cost-effective form of learning, and can sometimes save students a
be able to help to save students a considerable amount financially by removing the cost of
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transportation. In addition, distance education may be able to save students from the
economic burden of high-priced course textbooks. Many textbooks are now available as
electronic textbooks, known as e-textbooks, which can offer digital textbooks for a
in technology have resulted in many school libraries having a partnership with digital
publishers that offer course materials for free, which can help students significantly with
educational costs.
Within the class, students are able to learn in ways that traditional classrooms would not
be able to provide. It is able to promote good learning experiences and therefore, allow
students to obtain higher satisfaction with their online learning. For example, students can
review their lessons more than once according to their need. Students can then
manipulate the coursework to fit their learning by focusing more on their weaker topics
while breezing through concepts that they already have or can easily grasp. When course
design and the learning environment are at their optimal conditions, distance education
can lead students to higher satisfaction with their learning experiences. Studies have
shown that high satisfaction correlates to increased learning. For those in a healthcare or
mental health distance learning program, online-based interactions have the potential to
foster deeper reflections and discussions of client issues as well as a quicker response to
client issues, since supervision happens on a regular basis and is not limited to a weekly
supervision meeting. This also may contribute to the students feeling a greater sense of
support, since they have ongoing and regular access to their instructors and other
students.
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Distance learning may enable students who are unable to attend a traditional school
setting, due to disability or illness such as decreased mobility and immune system
suppression, to get a good education. Children who are sick or are unable to attend
classes are able to attend them in "person" through the use of robot proxies. This helps
the students have experiences of the classroom and social interaction that they are unable
to receive at home or the hospital, while still keeping them in a safe learning
environment. Over the last few years more students are entering safely back into the
classroom thanks to the help of robots. An article from the New York Times, "A
Swiveling Proxy Will Even Wear a Tutu", explains the positive impact of virtual learning
in the classroom, and another that explains how even a simple, stationary telepresence
robot can help. Distance education may provide equal access regardless of socioeconomic
status or income, area of residence, gender, race, age, or cost per student. Applying
universal design strategies to distance learning courses as they are being developed
(rather than instituting accommodations for specific students on an as-needed basis) can
increase the accessibility of such courses to students with a range of abilities, disabilities,
learning styles, and native languages. Distance education graduates, who would never
have been associated with the school under a traditional system, may donate money to the
school.
Distance learning may also offer a final opportunity for adolescents that are no longer
permitted in the general education population due to behavior disorders. Instead of these
students having no other academic opportunities, they may continue their education from
their homes and earn their diplomas, offering them another chance to be an integral part
of society.
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Criticism
and unreliable technology, as well as students' program costs, adequate contact with
Some students attempt to participate in distance education without proper training with
the tools needed to be successful in the program. Students must be provided with training
opportunities (if needed) on each tool that is used throughout the program. The lack of
The results of a study of Washington state community college students showed that
distance learning students tended to drop out more often than their traditional
Distance learning benefits may outweigh the disadvantages for students in such a
few more disadvantages should be considered. However, through the years, all of the
obstacles have been overcome and the world environment for distance education
continues to improve.
Some say a negative to distance education is the lack of direct face-to-face social
interaction, however as more people become used to personal and social interaction
online (for example dating, chat rooms, shopping, or blogging). It is becoming easier for
learners to both project themselves and socialize with others. This is an obstacle that has
dissipated.
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Not all courses required to complete a degree may be offered online. Health care
profession programs in particular, require some sort of patient interaction through field
work before a student may graduate. Studies have also shown that students pursuing a
medical professional graduate degree who are participating in distance education courses,
online courses because online courses may have no upper size limit. Daniel Barwick
noted that there is no evidence that large class size is always worse or that small class
size is always better, although a negative link has been established between certain types
of instruction in large classes and learning outcomes; he argued that higher education has
determine whether large class size is always negatively correlated with a reduction in
learning outcomes. Early proponents of Massive Open Online Courses (MOOC)s saw
them as just the type of experiment that Barwick had pointed out was lacking in higher
There may also be institutional challenges. Distance learning is new enough that it may
academic learning environment. Furthermore, it may be more difficult for the instructor
to organize and plan a distance learning program, especially since many are new
programs and their organizational needs are different from a traditional learning program.
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Another benefit of distance education is one for developing countries. Judith Adler
Hellman states, "In the face of the pressure on these countries to join the global
information economy, distance education appears to provide the opportunity to train more
Even though there are advantages in advancing industrial countries, there are still
negative sides to distance education. Hellman states, "These include its cost and capital
intensiveness, time constraints and other pressures on instructors, the isolation of students
from instructors and their peers, instructors enormous difficulty in adequately evaluating
students they never meet face-to-face, and drop-out rates far higher than in classroom-
based courses."
student and teachers and among students. Distance programmes tend to be more diverse
as they could go beyond the geographical borders of regions, countries, and continents,
and cross the cultural borders that may exist with respect to race, gender, and religion.
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Educational technology
The modern use of electronic educational technology (also called e-learning) facilitates
distance learning and independent learning by the extensive use of information and
classroom. "The focus is shifted to the education transaction in the form of virtual
One of the most significant issues encountered in the mainstream correspondence model
of distance education is transactional distance, which results from the lack of appropriate
communication between learner and teacher. This gap has been observed to become
wider if there is no communication between the learner and teacher and has direct
implications over the learning process and future endeavors in distance education.
procedures to increase the amount of interaction between learner and teacher. These
measures e.g. more frequent face-to-face tutorials, increased use of information and
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Open and distance learning in India
At the school level, National Institute of Open Schooling (NIOS) provides opportunities
for continuing education to those who missed completing school education. 14 lakh
students are enrolled at the secondary and higher secondary level through open and
distance learning. In 2012 various state governments also introduced "STATE OPEN
At higher education level, Indira Gandhi National Open University (IGNOU) co-
through 53 regional centers and 1,400 study centers with 25,000 counselors. The
universities. While distance education institutions have expanded at a very rapid rate, but
most of these institutions need an up gradation in their standards and performance. There
infrastructure, both human and physical. There is a strong need to correct these
imbalances.
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About the Company
Jaro education is one of the leading companies in Indian Education Sector, catering to the
Taking ahead the legacy of providing quality, our company believes in catering to the
ethereal quality of education tailored-in with the relevance to the present times and the
current industry standards; thus projecting a complete educational experience for the
students. The companys strategy is to respond meticulously and diligently to the needs
With various academic achievements and accolades, jaro education is known for
providing one of the most Innovative & Successful Online MBA programs in India.
Promoters
Jaro education is promoted by Dr. Sanjay Salunkhe, an Engineer with an MBA Degree,
Credentials
With team strength exceeding 500 and 11 offices across India, Jaro education has a track
jaro has a pan India presence through offices across seven cities- Mumbai, Pune, Delhi,
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jaro education provides online MBA programs in association with leading International
jaro education has academic collaboration with leading Indian management institutes and
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Jaro education is an enrollment partner for these universities.
WeSchool, Mumbai
Program Offered : Bharathiar University, Coimbatore
PGDM-HB Program Program Offered : 2 Years Online
We School is one of the MBA
leading business schools of Asia.
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Jaro education is building programs that develop global managers & entrepreneurs. While
many multi-national companies are setting up base in India, they scout for professionals
Thus, the need for an International program in management and business administration
arises.
Our association with International University like URAL Federal University, which is
ranked among top 500 universities in the world and among top 5 universities in Russia,
brings the prestigious International MBA to India. Our main aim is to nurture managers,
leaders and entrepreneurs in every field and industry. We want to help working
Science, and Project Management programs brings you focused, integrated, and
multidisciplinary education. The curriculum has been designed after extensive research
Also, jaro education in association with iFEEL i.e Institute for Future Education,
business. iFEEL is an AICTE approved residential B-School based at Lonavala and and it
Jaros Family Managed Business program aims to suffice the need of entrepreneurs who
seek empowerment through practical knowledge to start new Family business, maintain
them, diversify if needed, Turn them around and consolidate them at any appropriate
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time. Jaro believes that educating an individual means enlightening and enriching them.
Through the online medium we can reach large number of students who can learn
effectively and conveniently. Online education gives individuals the and convenience to
Above all, we are proud of our legacy of including key corporate values system, that
serve as a common thread connecting each of our students. Our faculty includes
entrepreneurs and industry leaders who share their experience and knowledge with the
Features
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Product Knowledge
Welingkar Institute of Management - one of the leading business schools of Asia, has
in India went beyond the geographical limitations, for promising aspirants who stayed in
distant cities. It's an alluring opportunity breaking physical barriers to learn from one of
the best distance learning B-schools in India, without having to leave home. Welingkar
Institute of Management is a part of the Shikshana Prasaraka Mandali, a 120 year old
trust that has over 43 schools and colleges under its purview. Eins Education has
centers are located in various metro cities like Mumbai, Bangalore, Pune, Hyderabad,
Welingkar is the best education institute in India that maintains to deliver quality
education, while providing distance learners with the flexibility & convenience they
need. In Distance Learning Hybrid PG Course, instructions are delivered, and the
program work is fulfilled from a remote location through print and web mode. This
technique of delivery allows students and instructors to network with each other even
though they are not at the same place. New trends in the online learning culture in recent
times have made distance learning Hybrid PGDM, an increasingly popular option for
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The Central Advantages of Distance Learning PGDM are:
Online and end-term exams from specified centers in a city close to your place
Opportunity for educational advancement according to your own schedule and at your
own pace
1. COURSE MATERIAL
On taking admission to the PGDM Hybrid Program, students are provided with study
material, and the student Identity Card. Also the student profiles are activated on the
system so that the student remains updated with various notices put up on the website.
The Institute conducts live lecture sessions for selected subjects from its campus studio.
Students availing VCF can attend these lectures using a computer. It is mandatory to have
a 256 kbps broadband connection to take advantage of this facility. Students get an
opportunity to interact with the professor during the two-way audio-video lectures.
However, students are required to register online and obtain their username to avail the
VCF lecture.
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Virtual Classroom Facility offers the following benefits:
Participate in live tests during the lecture to gauge your knowledge and understanding
As mere theoretical knowledge is not sufficient hence, to supplement the theoretical part
of the curriculum with hands on experience, and to develop the overall personality, the
Experiential Learning Methodology has been developed. As part of the second semester,
Workshop. At these workshops, students are tested on several fronts like perseverance,
decision making, problem solving, and thinking on their feet etc. The activities are
designed to guide through the process of identifying areas of weakness, and applying
solutions significantly & positively to improve their performance back on the job.
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VALUE ADDED SERVICES
Placement Support:
Placement updates including international job openings are uploaded over website
on the daily basis. After enrolling the Program, a student can access every job
Individual lecture CDs for all 1st year subjects are given to students at the time of
per subject.
Newswire Service:
Students are kept updated with news on the latest industry news and
website.
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Industry Visits:
In addition to the learning experience of our students, Industrial Visits are planned
at regular intervals during 2nd & 3rd semesters. Students can participate in these
We-Tube:
Video lectures on current topics are developed with the help of experts in various
management fields. New video lectures are uploaded every few days in the
Specializations
o Financial Management
o Marketing Management
o Operations Management
o Retail Management
o General Management
o International Business
o E-Business
o Services Excellence
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o Travel & Tourism
o Healthcare Management
o Hospitality Management
o E-Commerce
o IT Project Management
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ABOUT ALLIANCE UNIVERSITY
achieving success in the multifaceted business industry. jaro education - Alliance School
exclusively tailored for employed professionals who cannot pursue a full-time program.
The course is at par with top Executive PGDM programs in India in terms of curriculum
multinationals.
Recognition / Accreditation
Commission (UGC) and the All India Council for Technical Education (AICTE), New
Delhi.
Rankings
Ranked 9th amongst the best private B-Schools in India by CNBC-TV18 in The B-
School Rankings for 2013, while on many other parameters the School ranks in the
Alliance School of Business has been ranked as the top 8th B-School in India for its
Awarded the Brands Academy Education Excellence Award, 2013 for the Most
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Alliance University was honored with the "Shining Image of India Award" for the
Key Features
The course integrates global perspectives and functional knowledge in the curriculum
design.
time faculty
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ABOUT BHARATHIAR UNIVERSITY
APPROVED
Nadu in February, 1982 under the provision of the Bharathiar University Act, 1981 (Act
1 of 1982). In May, 1985 the University received recognition from University Grants
India's No.2 Non Professional Courses offered University - surveyed by Times of India
The website of Bharathiar University has been conferred an award by the Association of
Commonwealth Universities, the U.K. for having the Best web-based applications and being
user friendly.
Program Offered
Jaro education provides 2 Years Online MBA program offered by Bharathiar University.
This program is tailored for working professionals, students & entrepreneurs to develop
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Key features
Video lectures Jaro education would provide video lectures for common subjects in 1st
year and few specializations in 2nd year namely Marketing, Finance, Human Resources,
Chain Management, International Business for the MBA program from Bharathiar
University. This would help to foster critical thinking and intellectual exploration ability.
Industry speakers Jaro education would provide online guest lectures by eminent
corporate dignitaries that provide insight about changing needs of business & bridges gap
Student placement service Exclusive career fairs / job melas are conducted at
Bharathiar University for Distance Education students. Jaro education would also provide
placement assistance to students and also individual counseling and suggestions for
Study Material & Books Complete study resource which would include all study
Study Centers - Bharathiar University has established unique and prestigious off campus
academic study centers to enroll students for various courses and conduct Personal
Contact Classes for both theory and practical knowledge in their premises by the
experienced teachers.
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NMIMS Global Access - School for Continuing Education (NGA
SCE)
All the programs offered by SVKM'S Narsee Monjee Institute of Management Studies
(NMIMS), are highly flexible, and emphasize on self-paced learning. In fact, it is our
constant endeavor to improve the quality of programs in terms of content and deliver a
strong student support system available online 24 x 7. All programs cater to the diverse
housewives.
opportunities and using multiple modes for course delivery. We will reach out to a
Convenience, Timeliness and Accuracy. Through our values we will create a climate of
high expectations for the success of our students and corporate associates.
Approvals
The Post Graduate and Diploma programs at NMIMS Global Access School
38
Awarded as the "Top Distance Learning Institute in India for Excellence in
Ranked 2nd for consecutive years by Zee Business among the Top B-Schools
Corporate Solutions
NMIMS Global Access School for Continuing Education offers tailor made,
customised Diploma and post Graduate Diploma Programs to the corporates. Programs
are designed to suit the objectives of the corporate world and create opportunities across
the globe.
Program Highlights
39
iFEEL Lonavala
Our DTE Code 6607: For Detailed information visit DTE Official
Website
While Top B-Schools work on skills and abilities, the mission at iFEEL Management
Institute is to work on developing the existing passion and talent amongst students.
iFEEL equips today's youth to share ideas, challenge conventions, innovate processes and
create new paradigms in the area of management. The mission at iFEEL is to create a
talent pool that doesn't just earn a degree, but also equips its students in becoming leading
Management - PGDM has the flexibility to incorporate the new trends in business while
The 2 years Full Time AICTE Approved PGDM Program at iFEEL Management
Institute has special focus on Entrepreneurship and Leadership excellence that takes into
one of the Best Management Institute in India. This association has helped iFEEL in not
just developing quality content, but also providing corporate exposure to its students. In
today's scenario, the corporate world is seeking professionals who are much more than
40
mere MBA's. They are looking out for the 'Torch-bearers of Tomorrow' - those who are
not just academically sound, but also possess qualities of innovation and leadership; those
who have the passion to excel in all walks of life and have the determination to emerge as
winners; those who don't just have great ideas but can also implement them.
Steve Jobs of Apple Inc., Bill Gates of Microsoft, Narayan Murthy of Infosys and many
more successful entrepreneurs are examples of passion combined with leadership and
innovation. This just goes to ascertain the fact that if you have strong determination to
association has helped iFEEL in quality academic delivery and vast exposure and connect
with corporate India. In today's scenario, the corporate world is seeking professionals
who are much more than mere MBA's. They are looking out for the 'Torch-bearers of
Tomorrow' - those who are not just academically sound, but also possess qualities of
innovation and leadership. Those who have the passion to excel in all walks of life and
have the determination to emerge as winners. Those who don't just have great ideas but
WeSchool has received the "AICTE-CII National Award for Best Institute for Industry
year 1977 with the main focus of diversifying the field of distance education so that each
aspirant receives the benefits of learning for a brighter tomorrow. This institute is a part
41
of the prestigious Shikshana Prasaraka Mandali which has 43 prominent institutes across
We-School has delivered best in class management education for years. It has well
deservingly entered the league of leading Business Schools in India and across South
East Asia. In addition to the various Awards and Accolades which has been named to
We-School, recently it has been ranked 1st in the West Zone by Careers 360 Education
Survey 2013.
We-School has redefined the meaning and essence of MBA education. Distance Learning
MBA programs from We-School have an edge over the rest due to their expert
deliverance and intellectualism. This Institute believes in giving the student an all round
development and not just mere theoretical knowledge. Experience and practical Industrial
42
ABOUT URAL FEDERATION UNIVERSITY
The Ural Federal University (UrFU) is one of the top universities in Russia that carries
out research in various subjects. Over a span of 90 years, it has molded over 300,000
professionals and scholars in different spheres of work. The university is ranked 6th in
Russia and it also features amongst the top 500 universities worldwide as per the QS
Ranking
Ural Federal University constantly works on building its global reputation and is
Universities)
Top-60 of the best universities of the Emerging Europe and Central Asia (QS
Quacquarelli Symonds);
Placed 13th in the ranking of national universities by the Interfax Rating Agency;
Rankings: BRICS);
Placed 3rd as per the number of patents among the companies in Russia (The
43
Why International MBA from Ural Federal University
Jaro education, a premier online education institution in India, has brought the prestigious
Russian International MBA from Ural University for management aspirants in India.
International MBA programs are a need of the day for management aspirants seeking
career growth at the global level. These programs create a base for knowledge and
corporate excellence of the global level so that you find a niche in leading multinational
organizations across the borders. The International MBA programs of jaro education -
Ural Federal University are specially tailored for working executives to impart
Programs Offered
knowledge, skills and business competencies essential for responsible positions at middle
& senior levels of management. The program moulds professional aspirants at par with
industry standards, thus making sure that you achieve faster promotions in your
organization. It can also yield you with opportunities at the international level or at your
dream organization. By enrolling for this program, you may witness the most productive
job opportunities that may lie at your doorsteps. You may also become your own boss by
starting own venture. The program duration is 2 years & validity of the program is 3
44
1 Year International Executive MBA
ideal for acquiring exposure of the international corporate world and to develop the
also elevates employment prospects at the global level. The program also exhibits
entrepreneurship. The duration of this program is 12-months & validity of the same is 24
months.
45
Education in India
Education in India is provided by the public sector as well as the private sector, with
control and funding coming from three levels: central, state and local. Under various
fundamental right to children between the ages of 6 and 14. The ratio of public schools to
India has made progress in terms of increasing the primary education attendance rate and
group, by 2011. India's improved education system is often cited as one of the main
education and scientific research, has been credited to various public institutions. While
enrolment in higher education has increased steadily over the past decade, reaching a
Gross Enrolment Ratio of 24% in 2013, there still remains a significant distance to catch
up with tertiary education enrolment levels of developed nations, a challenge that will be
At the primary and secondary level, India has a large private school system
complementing the government run schools, with 29% of students receiving private
education in the 6 to 14 age group. Certain post-secondary technical schools are also
private. The private education market in India had a revenue of US$450 million in 2008,
46
As per the Annual Status of Education Report (ASER) 2012, 96.5% of all rural children
between the ages of 6-14 were enrolled in school. This is the fourth annual survey to
report enrolment above 96%. Another report from 2013 stated that there were 22.9 crore
students enrolled in different accredited urban and rural schools of India, from Class I to
XII, representing an increase of 23 lakh students over 2002 total enrolment, and a 19%
education, the quality of its education has been questioned particularly in its government
run school system. Some of the reasons for the poor quality include absence of around
25% of teachers every day. States of India have introduced tests and education
It is important to clarify that while there are private schools in India, they are highly
regulated in terms of what they can teach, in what form they can operate (must be a non-
profit to run any accredited educational institution) and all other aspects of operation.
Hence, the differentiation of government schools and private schools can be misguiding.
In India's education system, a significant number of seats are reserved under affirmative
action policies for the historically disadvantaged Scheduled Castes and Scheduled Tribes
and Other Backward Classes. In universities, colleges, and similar institutions affiliated
disadvantaged groups, at the state level it can vary. Maharashtra had 73% reservation in
47
Research Problem
As we know that the scope of distance learning is increasing day by day it has become a
topic of sensation.
Distance learning has a lot going for it in the present state of technology. It is affordable,
flexible, and available on demand. It is the perfect learning venue for adult learners and
students anywhere with a reliable Internet connection, and the fastest way for eLearning
organizations to disseminate learning. However, it does have its challenges, one of the
biggest of which is to motivate students to complete the course.
Watching so many people around me including my Family members, Peers, Friends and
Colleagues opting for Distance Learning Program inspired me to do a Research on what
exactly the Distance Learning is all about and what are the basic factors that is motivating
them to go for the distance education.
Earlier distance education had not been given any importance but now a days all the
renowned Institutes like Symbiosis, Welingkars etc. are providing such facilities to
people and hence leading to growth of distance education.
To know the motivating factors as to what is motivating these people to opt distance
education inspired me to conduct research on it.
48
Chapter 2
Literature Review
49
The Concept of Distance Education Sherry-(1996) says that the term distance education
variety of programs, audience and media. Its hallmark is the separation of the teacher and
the learner in space and time. According to Keegan (1980) distance education is an
industrialized form of teaching and learning. It involves the method of using electronics
between students and the teacher mediated by print and technology. Humbergy (1986)
asserts that distance education is form of study at all levels which are not under
continuous immediate supervision of the tutor but students benefit from planning,
the learner to choose what to learn, whenever, wherever and however they want.
Wedmeyer (1971) called this form of learning independent study. Moore (2003) argued
that learners have autonomy of their learning. It is self directed. Universities use D.E to
increase access and enrollment to high education while companies use it to upgrade their
workers skills and keep them abreast of rapidly advancing technologies. (William et al,
Historians has suggested that distance education has been with man since time
immemorial. The early cave painting, St. Pauls letter in the Christian gospel and tribal
conventionally an acceptable practice in the period 1950s and 1960s. Sherry (1996)
suggest that the earliest correspondence course took place in Europe was as early as
1720. Correspondence education was the accepted form until the middle of the last
50
century when instructional radio and T.V became popular. Correspondence education
dates back to the advertisement in the Boston Gazette on March 1728. (Moore, 2003).
American universities followed suit and embraced distance education mode which
included state of Lowa, Ohio, Perry Sanio, Wisconsin and Colner in 1900. Moore (2003)
says most of the correspondence courses were non credit courses. One of the notable
institutions was the United States Armed Forces which trained armed personnel. In
France, correspondent education was used by state to continue schooling for the
displaced children during the First World War (1939). In 1995, enrollment had grown to
350,000 students from 170 countries. In Australia, Distance education was seen as an
emergence measure for universities and colleges, which provided continuing education to
armed service personnel adults and children. (Ngechu, 2007). In Britain Cambridge and
to former colonies in the commonwealth even in the post independence period. In China
distance education can be tracked from the provision of correspondence courses in the
early 1900. T.V. based programmes were started in 1960s but were 11 disbanded during
the Cultural Revolution and were re- opened with the establishment of National China
central television. Today the current system of ODL comprising of central universities in
Beijing develops courses to open universities spread in the provinces and municipalities.
The radio and Telephone Universities plays a big role in offering professional training
courses of teachers for all cadres (Moore, 2003) In South Africa the first distance
education institution UNISA was founded 1947. The freedom charter of 1954
demanded opening door of learning; and since then there had been a marked growth of
distance education institutions. The education white paper Gazette of 1995, encouraged a
51
national educational system and training that provided increased range of learning
possibilities that would be flexible. In 1997 124,000 distance education students both
locally and internationally were enrolled at UNISA (Mackenzie et al, 1998). Elsewhere in
Botswana, College of Distance and Open Learning (BOCODOL) was created by an act of
equivalency course at a distance for over 20 years. BOCODOL aims to provide high
quality learning that is accessible to out of school youth national- wide. (ADEA, 2004) In
Uganda Makerere University runs an external degree programme with the help of the
The ministry of Health in Uganda runs non formal (non credit) courses aimed at
providing high quality health services. They are run by satellite centre based at Fort
Portal, Kasese among others. (Magero 2005). In Tanzania Open University came into the
scene in 1994. Correspondent courses are offered through the institute of adult education.
education which has played a major role in the countrys national development.
T.V. University system, Indra Gandhi National Open University in India, University of
South African (U.N.I.S.A.), Open University in Britain just to mention but a few. In
Kenya the government is planning to establish an Open University so as to fast track and
open doors to many deserving students seeking higher education. This plan is expected to
Distance learning allows adult learners who have employment, family, and/or other
responsibilities to update knowledge and skills related to their job by saving travel costs
52
and allowing a flexible schedule. Moore and Kearsely (2005) indicated that most distance
education students are adults between the ages of 25 and 50. The number of programs for
adult learners delivered online in corporate settings as well as in higher education has
steadily increased over the last few years. According to the results of a survey
administered by the National Center for Educational Statistics (NCES), 56 percent of all
2001 academic year (Waits & Lewis, 2003). In 2003, 34 percent of 1000 representative
higher education institutions offered a complete online degree program (Allen & Seaman,
2004). In addition, Bersin (2005) indicated that online learning continued to grow in 2005
Sugrue and Rivera (2005) reported that training delivery via technology (or online)
2003.
In spite of the growth in online learning, high dropout rates have been of concern to many
of adult learners enrolled in a corporate online program did not complete it. The
Corporate University Xchange (2000) indicated that one of the difficult challenges of
online programs is to retain learners. A number of studies have shown that a higher
consider the higher dropout rate in distance learning a failure while others advise careful
interpretation of the issue because of unique characteristics and situations that online
53
learners have. Diaz(2002) indicated that uncontrollable factors influence dropout
decisions and a high dropout rate is not necessarily indicative of academic non-success.
Nonetheless, it is still not easy to explain to corporate executives that dropout rates do not
matter (Alexander, 2002), and it is certain that the issue of high dropout rates in online
training should be addressed and dealt with. Several theories and theoretical frameworks
In particular,Tintos student integration model (1993) and Bean and Metzners student
attrition model (1985) have guided dropout research studies. Tinto (1993) claimed that
during the students stay in a program. He indicated that social integration and academic
nontraditional students, who have different characteristics and nature from traditional
students, have found that Tintos model has limited applicability (Rovai, 2003; Bean &
Metzner,1985). Tinto himself indicated that it was necessary to modify his model when
Bean and Metzner (1985) developed a conceptual model for nontraditional students who
drop out that includes academic performance, intent to leave primarily influenced by
environmental variables. They asserted that the main difference between the attrition
process of traditional and nontraditional students is that nontraditional students are more
affected by the external environment than traditional students. However, Bean and
54
Metzners model is unlikely to be applied for distance learners because there is a
education and made suggestions for testing the model (e.g., developing reliable
longitudinal model recognizes that social and academic integration of students should be
persistence, that components change over time, and that students have to make dropout
decisions several times during lengthy courses. Kember, Lai, Murphy, Siaw, and Yuen
(1992, 1994) have tested this model in different sets of institutions, courses, and students
and emphasized the importance of social and academic integration to student progress in
distance learning. Since then, a couple of researchers have committed to comparing those
model explaining the process of dropping out ina particular population and learning
environment. Cabrera, Castaneda, Nora, and Hengstler (1992) reviewed Tintosand Bean
and Metzners dropout frameworks, and the results indicated that Tintos model is more
comprehensive and robust while Bean and Metzners model accounts for more variance
in persistence.
decision to drop out of online learning. The model included two prior-to-admission
variables and two after-admission variables. The two prior-to admission variables are
student characteristics and student skills prior to admission. The two after-admission
55
variables are external factors (e.g., finances, hours of employment, outside
comprehensive previous frameworks (i.e., Tintos student integration model [1993] and
online learners who have characteristics similar to adult learners in organizations. This
model was also tested and expanded by Packham, Jones, Miller, and Thomas (2004).Park
(2007) reviewed studies that focused on identifying factors affecting non-traditional and
non-degree online program students who drop out and proposed a framework based on
Rovais model for understanding adult dropouts. Based on the review, she indicated that
the significance of the four factors from Rovais model is supported from many studies
with a variety of research methods. However, she suggested revision of the structure of
the model and elimination of some of the variables. Specifically, learner skills are in a
grey box because these have found little empirical support in previous studies, and their
inclusion can be determined only through relevant further investigation. The external
factors are moved between prior to and during the courses because these affect student
decisions not only during the course but also prior to the course. Adult distance learners
may drop out of the course due to increased workload or job change that happens during
the course, but some learners may drop out of a course even before they start because of
such external reasons. In addition, external factors and internal factors are likely to
interact with each other. For example, when learners have a heavy workload and little
time for study, they are more likely to drop out of a course when they cannot get
56
feedback or if it is hard to contact the instructors than when they can easily communicate
with them and get more responses. If proper course design and technology are being
used, some external problems are likely to be mitigated. So the relationship between
internal factors and external factorsare expressed as inter-correlation rather than as a one-
sided influence. In addition, it appeared that only internal factors would have a direct
influence on persistence decision, and others have an indirect affect through internal
factors in Rovais model. However, many studies have reported that some external
factors have been major reasons why online learners decided to drop out, particularly in
relation to adult distance learners. Therefore, a direct line from external factors to
Even though numerous studies have tried to identify factors affecting learners decision
to drop out, only a dozen research studies have empirically explored this issue, and no
consensus has been reached for which factors have definite influences on the decision
57
(Park, 2007). Although Park and Choi (2007) presented a research study investigating the
traditional adult learners decision to drop out, the study was limited in that the sample
size was too small (n = 47) so that the results could hardly be reliable. In addition,
relevance, one of the most crucial motivational factors considered to affect adult learners
Accordingly, the purpose of this study was to identify meaningful factors affecting
learners decision to drop out of online courses and ultimately to shed light on how we
participants and adding meaningful factors. Particularly, this study focused on the three
because these four are the most often cited factors in previous studies (Park, 2007).
External factors consist of family support and organizational support. Most adult learners
have many responsibilities for their family as well as for their job, and these two are key
factors affecting adult learners decision to drop out of online courses (Park, 2007).
Motivation is one of the most frequently studied variables in relation to dropout (Chyung,
2001; Chyung, Winiecki, & Fenner,1998; Doo & Kim, 2000; Jun, 2005; Levy, 2007;
of motivation that have frequently been studied (Chyung et al., 1998; Doo & Kim,
2000;Levy, 2003, 2007; Shea, Pickett, & Pelz, 2003) and are known to be highly
58
the online courses, instructors facilitation, and interaction (Sheaet al., 2003). This study
could not include other internal factors such as social integration, academic integration,
and technology issues shown in the above framework because the courses investigated in
this study were developed before conducting this study, and the researchers did not have
access to the course contents and were not involved with the design and development
process.
59
Chapter 3
60
Research Methodology
education.
2. To find factors that motivates and deters adult participation in distance education, in
3. To determine the extent to which physical facilities influence enrolment into Distance
Learning Programs
Learning Program.
5. To evaluate the strength of economic factors that influence enrolment into Distance
Learning Program.
61
Research Methodology
The success of the analysis mostly depends on the methodology on which it is carried
out. The appropriate methodology will improve the validity of the findings.
Research Design:
Descriptive research includes survey and fact-findings enquire of different kinds. The
present.
It does not answer questions about how/when/why the characteristics occurred. Rather it
addresses the "what" question (what are the characteristics of Minnesota state population
are usually some kind of categorical scheme also known as descriptive categories. Hence,
descriptive research cannot describe what caused a situation. Thus, descriptive research
cannot be used to as the basis of a causal relationship, where one variable affects another.
In other words, descriptive research can be said to have a low requirement for internal
validity.
62
Sample Design
The sampling design mainly consists of the sample taken for the study along with the
Sample Universe: All Adult Learners adopting for Distance learning Program
Sample Size: - 100 respondents form the sample size of the study
Research period:
63
Data Collection
The study is based on the data collected through primary and secondary sources.
Primary Data:
Survey was undertaken to collect primary data from various adult learners
Secondary Data:
Secondary data was collected from journals, magazines, web sites and from other
relevant publications.
Data Collection Technique: Structured questionnaire has been used in the study
H0: There is no difference in the perception of opting distance education according to Gender.
H1: There is significant difference in the perception of opting distance education according to
Gender.
64
Limitations of the study
Time Limitations was the major constraints because the study was only for a short
Cost Consideration was also important. The research that was carried out in Mumbai
region had a lot of cost involved like travelling from one place to other , food
expenses and other expenses which increased the cost of research. And no funds were
Problem of Rapid Change can also be seen. As we know lot many changes take every
day like the technology so the answers may vary on the basis of these changes.
Common Method Bias cannot be ruled out as the study was conducted cross sectional and
65
Chapter 4
66
Q1. Gender
Male 69 69
Female 21 21
Male
female
Gender of Respondents
Interpretation:-
Out of 100 respondents there are 69% Male adult learners and rest Female adult learners.
67
Q2. What is your occupation?
Service 50 50
Business 30 30
Home Maker 15 15
Others 5 5
50
45
40
35
30
25
20
15
10
5
0
Service Busines Home Maker Others
Occupation of Respondents
Interpretation:-
50% of respondents belong to Service sector and 30% are from Business background
while 15% are Home makers and rest are from other background
68
Q3. Age Group
20-30 66 66
31-45 24 24
46-60 6 6
60 Above 4 4
4%
6%
24%
66%
Age Group
Interpretation:-
Out of 100 Respondents 66% of them were from the age group as 20-30 years wherein
31-45 age groups had around 24% people and above that only 10% learners were found.
69
Q4. How many years of work experience do you have?
0-2 yrs 15 15
2 yrs -5 yrs 30 30
5 yrs- 10 yrs 45 45
10 yrs above 10 10
50
40
30
20
10
0
0-2 yrs 2 yrs -5 yrs 5 yrs- 10 yrs 10 yrs above
Interpretation:-
It was found that 45% Professionals having 5-10 years of work experience mainly prefer
Distance Education followed by 30% people with 2-5 years of work experience.
70
Q 5.Which program are you enrolled for with Jaro Education?
PGDM 20 20
MBA 35 35
EPGDM 40 40
PGPM+MBA 5 5
PGPM+MBA
5%
PGDM
20%
EPGDM
40%
MBA
35%
Interpretation:-
The working professionals are more inclined towards EPGDM that is Executive PGDM
where the percentage is 40 and followed by MBA which is preferred by 35% of people.
71
Q6. Which institute are you enrolled for?
Welingkars 50 50
Alliance University 30 30
Bhartiyar University 5 5
x:- Institute
y:-No. in %
60
50
40
30
20
10
0
Welingkars Ural Allaince Bhartiyar Narsee Monji
federation University University Institute
University
applicants for Distance Learning. Then we have around 30% of the applicants for
Alliance Business School followed by 13% of learners opting for Narsee Monji and 5%
72
Q7. Do you agree with the fact that your Age has motivated you to adopt
Distance learning?
Strongly Agree 25 25
Agree 40 40
Neutral 10 10
Disagree 15 15
Strongly Disagree 10 10
40
35
30
25
20
% of Respondants
15
10
5
0
Strongly Agree Neutral Disagree Strongly
Agree Disagree
73
Interpretation:-
Also we can observe that 40% of people agree that the age of the adult learners have
motivated them to go for distance education where in 25% strongly agree with the Age
factor. 15% disagree with the fact and 10% of them strongly disagree with the others
74
Q8. Do you agree that for getting promotion you have adopted Distance
learning?
Strongly Agree 40 40
Agree 30 30
Neutral 15 15
Disagree 10 10
Strongly Disagree 5 5
Male Female
Mean 3.797468354 4.333333333
Variance 1.573839662 0.533333333
Observations 79 21
Hypothesized Mean Difference 0
df 55
-
t Stat 2.517189732
P(T<=t) one-tail 0.007386657
t Critical one-tail 1.673033966
P(T<=t) two-tail 0.014773315
t Critical two-tail 2.004044769
75
Interpretation:-
H0: There is no difference in the perception of opting distance education according to Gender.
H1: There is significant difference in the perception of opting distance education according to
Gender.
The alpha level used is .05. The p value is less than .05; therefore researcher hypothesis H1 is
accepted.
So we find that there is significant difference among the perception of opting distance
76
Q9. What is the reason to adopt Distance Education over full time program?
Lack of Time 50 50
Others 5 5
Lack of Time
Too Aged to go to college
Not enough money
Others
Interpretation:-
50% of the Respondent adopt distance learning just because there is lack of time. 30% are
too aged to go to college and 15% do not have enough money and 55 have other reasons
77
Q10. What attracts you to adopt Distance Learning Program?
No Relocation 20 20
Study+ Work 45 45
Online Classes 15 15
50
40
30
20
10
0
No Relocation Study+ Work Online Classes No travel and
Accomodation
Expenses
Interpretation:-
20% people prefer DLP just because they do not have to relocate. 45% prefer as they can
work and study together whereas 15% prefer it for online classes and left people prefer it
78
Q11. Who influenced you to take up distance learning program?
Peers 25 25
Colleagues 35 35
Family 15 15
Counsellor 25 25
40
30
20
10
0
Peers
Colleagues
Family
Counsellor
Interpretation:-
25% Respondent were influenced by Peers and then 35% were influenced by colleagues
and 15% were influenced by their family members others were into a contact of
counsellor.
79
Q12. Has your Work Experience motivated you to adopt Distance learning?
Strongly Agree 18 18
Agree 22 22
Neutral 35 35
Disagree 10 10
Strongly Disagree 15 15
Strongly Agree
Agree
Neutral
Strongly Disagree
Disagree
Work Experience
Interpretation:-
18% People strongly agree that Work Experience motivated them to adopt Distance
learning and 22% agree with it. Rests 35% are neutral about it. 10% disagree with it and
80
Q13. Do you agree that higher package has motivated you to adopt Distance
learning?
Strongly Agree 35 35
Agree 25 25
Neutral 15 15
Strongly Disagree 15 15
Disagree 5 5
Disagree
Strongly Disagree 5%
16%
Strongly Agree
37%
Neutral
16%
Agree
26%
Interpretation: -37% People strongly agree that Highest Package motivated them to
adopt Distance learning and 26% agree with it. 16% are neutral about it. 16% disagree
81
Q14. Is the program affordable for you?
Yes 66 66
No 34 34
Yes No
34%
66%
Interpretation:-
66% of the respondents find the fee structure affordable whereas 34% do not find it
feasible.
82
Q15. What extra paid service you prefer availing in your DLP course?
PCP Contact 25 25
Weekend Classes 15 15
Others 5 5
40
35
30
25
20
15
10
5
0
PCP Contact Doubt Solving Weekend Seminar & Others
Session Classes Conferences
Interpretation:-25% people pay for PCP contact whereas the Doubt Solving sessions
are being paid by 35% of people and 15% for the Weekend Classes. 20% pay for
83
Q16. Do you think that doing Distance Learning Program will add to your
skills?
Yes 72 72
No 28 28
No
28%
Yes
72%
Addition of Skills
Interpretation:-
72% of the respondent found that DLP will add to their skills whereas 28% do not find it
feasible.
84
Chapter 5
Findings
85
Findings
The findings and analysis of this study are based on the overall interpretation of the
1. The majority of the participants are male whereas few are female.
2. Half of the participants are mainly from the service sector and one-third
businessman whereas one-fourth are home makers and rest belonged to other
classes.
3. More than half of the students enrolled are between the age of 20 and 30, and the
31-45 age group had one-fourth of students few from 46-60 age group rest were
above 60 years
4. The working professionals are more inclined towards EPGDM that is Executive
them has 2-5 years of work experience other are from 0-2 years of experience
6. Around 1/4thpeople prefer DLP just because they do not have to relocate rest
prefer as they can work and study together whereas most of them are inclined for
online classes and left people prefer it because of no travel and accommodation
expenses.
7. Half of the respondents adopt distance learning just because there is lack of time.
8. 1/4th people prefer DLP just because they do not have to relocate. Most of them
prefer as they can work and study together whereas one-fourth prefer it for online
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classes and left people prefer it because of no travel and accommodation
expenses.
9. One-fourth of the respondents are influenced by peers and then many are
influenced by colleagues and few are influenced by their family members others
10. Around one-fourth people strongly agree that highest package motivated them to
adopt distance learning and few agree with it. Few are neutral about it. Rest either
11. Around one-fourth people pay for PCP contact whereas the doubt solving sessions
are being paid by most of people and one-sixth for the weekend classes. Few pay
for seminars & conferences whereas very few pay for other services.
12. Most of the respondent found that DLP will add to their skills whereas rest do not
find it feasible.
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Suggestions
On the basis of my research report I would like to recommend following things to the
1. They should try to focus more on the female adult learners as they are still
people.
3. More of the doubt solving sessions and campus mode should be promoted
so that people can face to face solve their queries and problems.
through families whereas very few of them get to know about the courses
getting discouraged due to Age Factor to adopt campus mode for distance
learning.
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Chapter 6
Conclusions
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Conclusions
The Distance Learning Program has become popular these days and many of the working
professionals as well as business people who cannot go to the classes due to lack of time
These are mainly the male adult learners who find the DLP to be very beneficial for their
promotions and the increments. They basically believe that their work experience and
Also when it comes to the adult learners mainly they are motivated by the peers and
All the paid and unpaid facilities provided by the institutes to these candidates are highly
appreciated by them as these factors also influence them to opt for these programs.
They have helped males and females who cannot attend regular classes can pursue their
higher education.
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Bibliography
Journals:-
Chyung et al., 1998; Doo & Kim, 2000; Levy, 2003, 2007; Shea, Pickett, &
Pelz, 2003
Chun, H., & Hinton, B. (2001). Factors affecting student completion in distance
Supplement.
Cabrera, A.F., Castaneda, M.B., Nora, A., & Hengstler, D. (1992). The
of Distance Learning.
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Books:-
Websites:-
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