BEST PRACTICES IN OPEN UNIVERSITIES

Shakila Shamsu*
Joint Adviser (Education), Planning Commission

(Modified version of the paper presented in a Seminar on Distance

Education, conducted by the Institute of Distance Education, University
of Mumbai)

Open and Distance learning systems have come stay as a global phenomenon.
Distance education is seen a panacea for most of the problems besetting the
conventional educational system as it is aimed at providing quality education to
large numbers within the limited resources. The objectives of setting up Open and
Distance learning systems academic programmes offered, course delivery
mechanisms, assessment and evaluation, structure and forms of student support
services vary from country to country. Generally, the variations may be due to the
availability of financial, technological, infrastructural and human resources, the
stated educational objectives and the target learner clientele among other factors.

In India , IGNOU is at the apex as the National Open University ,13 State Open
Universities and 104 Dual Mode Universities are engaged in imparting distance
education to nearly 2 .3 million learners across the length and breadth of the
country. The range of curriculum offerings cover a wide spectrum of General and
Liberal education, Management, Computers, Professional programmes, Women and
Continuing education, Teacher Education, Self-Enrichment programmes ,Agriculture
and Extension Education, Health Sciences, Vocational education etc. The levels of
academic programmes include Certificate level, Diplomas, PG Diplomas, Graduation,
Post-Graduation, M.Phil and also Doctoral programmes.

In order that Distance Education realizes its goal of effective and efficient
education, it is mandatory to subject itself to some form of self-assessment and
Quality Control. This is imperative for sustaining a viable and constantly dynamic
educational process with a vision to effect improvements. This has led to evolving
parameters and standards of Quality Assurance, Benchmarking as well as adopting
Best Practices. Issues of Quality or Quality Concerns in Distance Education as
practiced by the ODL systems stem from the need for both internal and external
accountability.

From the learner’s perspective, Desmond Keegan has recommended a four-

point self evaluation model:
(1) The quality of the learning achieved,
(2) The quantity of learning achieved,
(3) The status of learning achieved and
(4) The relative cost of the learning achieved.

Based on these four factors, Best practices can be evolved to cover a wide
range of educational activities involved in Distance Education. Each and every Open
University and Directorate of Distance Education within a Dual- Mode set up has
clear cut goals and mission. With a view to realizing these objectives, the
Universities and Institutes develop their own ideal, sound and best practices in each
and every activity by either adopting, adapting, experimenting or even by
innovation. Best Practices and Benchmarking and developing Performance Indicators
in ODL systems mainly serve the following purposes:
• Tool for Self-Assessment
• Achieve efficiency of purpose.
• Optimal utilization of available resources
• Streamline internal procedures and organizational structures.
*The views are solely those of the author.
 • Facilitate assessment and evaluation pattern.
• Improve learner performance.
• Avoid and pre-empt setting of bad practices.
• Ensure on –going viability and sustainability.
• Increase general public acceptability and establish its own credibility vis-à-vis
conventional education.

Generally, all best practices in distance education should be learner-centered and

achieve highest standards of pedagogical instruction. I would like to give special
attention to pedagogy, in general, and learner-centeredness, in particular, and
discuss best practices in the following areas:

 Self-instructional course materials

The nature of study materials used in distance learning greatly determines the
didactic effectiveness. Self-instructional materials (SIM’s) or teacher built- in text
help learners academically and psychologically. SIM’s are justified in view of the
non-contiguous nature of the learner and teacher who are physically separated and
not in the confines of the four walls of classroom. Effective pedagogy well supported
by theories of adult learning and also communication theories give credence to the
need to follow the modular, systematic, sequential arrangement of information . At
the same time, SIM’s motivates the learner psychologically and breaks his/her sense
of isolation.

 Use of multi-media technology and ICT.

One of the significant and distinguishing characteristics of distance education

methodology is the engagement of multi –media technology. A variety of media
ranging from print, face-to face counselling, audio and videocassettes/CD’s,
computers, broadcast, telecasts, audio-video conferencing , interactive radio and
television ,telephones, satellite, emails, online learning, Mobile phones , virtual
learning and most contemporary ,the Information and Communication technology
(ICT enabled education)etc. are all harnessed for distance teaching mainly to widen
the reach and access, provide quality education irrespective of location and socio-
economic background, enrich the learning experience, encourage and facilitate two
way communication and interaction, conduct practical and lab-based courses,
sustain the motivation of learners, increase the comprehension of the subject
matter, reduce costs in programme delivery and cater to larger audiences but
maintain equity.

However, the capability of each ODL system in tapping the technology for
instructional purposes would greatly depend upon the financial resources and
infrastructural facilities at its disposal. Considering the fact that some Universities
have already developed its own technological capability in production of multi-media
materials, for instance IGNOU; other DE Institutions can adapt these same materials,
wherever possible, in comparable curriculum offerings. There is an urgent and
imperative need to share multi-media resources among the fraternity of DE
institutions within the country for maintaining high standards and quality in teaching
–learning, reducing overall costs by avoiding duplication.

 Network of learner/student support services

Borje Holmberg described a distance learner as ‘alone’ but not a ‘loner’ who is
supported in a variety of ways by the distance teaching institution. In keeping with
this philosophy, all distance teaching institutions have established a network of
study centres in existing colleges which provide learners with a wide range of
academic and administrative support such as Information services, Admissions and

*The views are solely those of the author.

pre-entry counselling, Counselling and contact programmes, Library services, Multi-
media instruction, Examinations and Administrative support and assistance.

The nature of study centres, functions, staffing patterns, facilities provided, linkages
with the Headquarters/Regional Centres differ from University to University. The
study centres give both the academic and non- academic support to the so-called
isolated but highly motivated learners. It is, therefore, essential that the study centre
be fully equipped in terms of furniture and equipments, adequate staff to carry out
all the activities and services. The optimal utilization of existing resources in the host
institution where the study centre is located on certain prescribed rates is both
viable and mutually beneficial. At the same time, the attitude of the staff at the
study centre plays a paramount role. Most of time one hears of constant complaints
by learners of non-cooperative attitude, rude, indifferent and even callous behaviour
by the study centre staff. Hence, we must take extra efforts in properly moulding
and orienting the staff towards a more understanding, empathic, proactive and
learner friendly approach.
 Counselling and personal contact programmes.
All the theorists of distance education advocate some degree of face to face
interaction between the distance learner and the distance teacher. This viewpoint
has manifested in the form of counselling or personal contact programmes where
both the learners and the distance teacher in the role of tutors or counsellors meet
for some duration at some specified regular interval. Counselling includes informing,
advising and counselling and can be academic and non- academic in nature. The
purpose of counselling is NOT TO TEACH the course curriculum but to solve the
difficulties in understanding and perception of the course contents. The counsellor is
not a teacher but a facilitator who helps the distance learner in the learning activity
by explaining what are difficult concepts and overcoming barriers and bottlenecks in
the comprehension of a course.
Ideally, there should be regular weekend counselling. However, this not always
feasible and hence, many Universities would opt for extended contact programmes
spread over a period of five to ten days either annually or bi-annually depending on
the total credits allotted for the course. Whatever the model adopted, it is important
that the counsellor and learner come prepared for the face to face contact so that
the pedagogic function of counselling is achieved. If either the counsellor is attuned
to an ideal counselling but the learners have come for capsule coverage of the entire
course or the learners are expecting to solve their difficulties but the counsellor has
come to TEACH the entire course on a speed track; in both cases the purpose of
counselling has been defeated. The counsellor must also know how to combine the
multi-media components in the face to face sessions. Allowing learners to use the
multi-media without the presence of the counsellor might not have the desired
learning outcomes. All of us in the distance education set-up today are drawn from
the conventional system and most of us are convinced that developing the right
skills suited for distance teaching is achievable and can pay rich dividends to
furthering the learning process.

 Assignments as a tool for feedback and continuous assessment

The evaluation methods within the academic programme determine both the
effectiveness in achieving the desired educational objectives as well as the level of
success by the learners. Given the distinguishing characteristics of both the distance
learners and nature of distance education, a summative evaluation would place the
learners at a definite disadvantage. John Baath opined that assignments are a tool
for two-way communication between the learner and the counsellor in distance
education. This was possible in the form of detailed, constructive and teaching type
tutor comments written on the body of the assignment response. The evaluated
assignment responses must be regularly returned back to the learner so that he/she
can benefit from the academic inputs and thereby make remarkable improvements
in their performance.

*The views are solely those of the author.

 With this factor in mind, IGNOU and several State Open Universities have
incorporated assignments as a part of the continuous assessment of academic
programmes. There are a certain prescribed number of assignments in each course
as per its allotted credits which must be compulsorily submitted by a learner. The
marks/ grades obtained carry some weightage and are included in the final course
grades.

At the basic level, an assignment gives the learners a feedback on their performance
and helps them to make a self assessment of their strengths and what areas need to
be improved. Since the learner is expected to draw benefits from the comments
written on the assignment responses, the time taken to return the evaluated
assignments or the turn around time (TAT) must be kept reasonable and should
reach the learners before their final examination.

In spite of the known advantages of assignments in distance teaching, some Open

Universities are on the way to removing this component totally or diluting the same
by reducing the number of assignments. These are due to problems of managing
and coordinating this massive activity. Further, the updating of the assignments
record in a learners mark sheet /grade card poses a lot of hurdles and challenges.
There is another grave issue about assignments being corrected like answer scripts
without writing any tutor comments or merely doing lip sympathy by writing null or
meaningless comments.

 Study skills for learners

Most of the discussion above prescribes what the academic counsellor is expected to
do ideally.
What needs to be realized is that most of the learners are first time distance learners
and it is very essential that they are adequately prepared to make the most of this
new learning experience. Hence, there germinated the idea of induction of distance
learners in this innovative and hitherto unknown type of learning. Open Universities
have now developed the practice of conducting Induction meetings of learners at the
commencement of the academic year informing the learners of what they can
expect from the University’s different divisions, wings and offices, from the
counsellors etc. In addition, they are educated about the right study skills essential
for success in a distance education programme such as reading skills, writing skills,
time management, how to get the best of counselling, how to interact with fellow
learners.

 Sharing of resources
One of the rationales of distance education was to limit the costs of education while
balancing quantity and quality. This is possible only by optimally harnessing all
available resources such as in the form of manpower, capital, infrastructure and
technology. Open Universities have had successful marriages with other educational,
media, governmental and non-governmental organizations in reaching their goals.

 Training of staff at all levels

The training of academic counsellors in counselling and evaluation of assignments as
also training of the study centre staff has been already justified. Needless to say,
distance education, being a fairly new form of enterprise there is an imperative need
for training among all the various functionaries. Training must be an ongoing activity
and adequate budgetary provision must be made for conducting the same by all
distance teaching institutions.

Bad practices or DON’T’s in Distance education.

Any analysis of benchmarking practices would be half-hearted, partial and
pathetically incomplete if a conscious effort is not made to identify the DON’T’s or
Negative practices. All the functionaries must not only be aware of them but
SHOULD take painstaking efforts to AVOID any conception and growth of these bad

*The views are solely those of the author.

practices. In short, there must be a sustained and persistent attempt to nip the bad
practices in the bud as and when they emerge or show any visible signs. Bad
practices can be attitudinal or procedural such as:
• Treating distance education as correspondence education
• Using textbooks as learning materials for distance learners
• Total absence of face to face contact programmes
• Discouraging dialogue and interaction during counselling
• Assignments totally absent or a mere formality
• Lack of technology mediated or ICT enabled education
• No provision for handling student queries and difficulties
• Tendency to become mere Diploma churning mills
• Too much dependency on a casual staff force for many activities
• Lack of accountability
• Rude, indifferent behaviour of support staff.
• Improper procedures leading to unwanted delays
• Lack of coordination among the operating units
• Bureaucratic approach
• Improper utilization of resources
• Highly centralized with no delegation
• Improper record maintenance
• No provision for training
• Feeling secondary to conventional education

While all distance teaching institutions irrespective of whether they are Open
Universities or Directorates of distance education must be experiencing one or more
of the unhealthy practices, there must be a modest and sustained effort to make
themselves move closer to the ideal.

In conclusion, I would like to bring in Sir John Daniel’s views on sustainability of

distance education. ODL encourages increased access, improved quality and
reduced costs - all at the same time. Distance education is an innovation which must
be nurtured and developed in a healthy manner and should not be pursued in a
haphazard manner and abandoned when the going gets tough. It is, therefore,
essential that ODL systems are designed and developed in a successful and
sustainable manner. Sir John Daniel identifies six ingredients of sustainability in ODL:
• Clarity of Purpose and Intention
• Economic viability
• Institutional autonomy
• Good Leadership
• An Effective and Balanced Teaching and Learning System
• Intellectual excitement

Eventually, only such Distance education institutions will survive which has the
ability to provide an enduring value to education and development. In order to be
sustainable, following good practices and keeping healthy is mandatory for a longer
life span.

REFERENCES

1. Prof. K. Murali Manohar: National Seminar on Best Practices In Distance Higher

Education Cases in Adoption, Adaptation, and Experimentation and Innovation,
Round Table Conference,Warangal,December,2005
2. Sir John Daniel: The Sustainable Development of Open and Distance Learning
for
Sustainable Development, Commonwealth of Learning Institute, June2004

*The views are solely those of the author.

*The views are solely those of the author.