A Report of Research Skill Development on

A
RESEARCH WORK SUBMITTED TO
Medi-Caps University,
in the partial fulfillment for the award of Degree
of
Master of Business Administration
2022

Dr. Mukesh Porwal Nandini Singh Chouhan

Paridhi Jaiswal
Prateek Hingorani
Omprakash Kushwah
Prachi Nagar
Praveen Joshi
 CERTIFICATE

This is to certify that Nandini Singh Chouhan, Paridhi Jaiswal, Prateek Hingorani,
Omprakash Kushwah, Prachi Nagar, Praveen Joshi has executed the research
entitled under my
supervision and the report submitted there with is the result of work done under my
supervision.

Place : Name of the supervisor

Date: Dr. Mukesh Porwal
 ACKNOWLEDGEMET

In this accomplishment of this research successfully, many people

have best owned upon us their blessings and the heart pledged
support, this time we are utilizing to thank all the people who have
concerned with this research.
Primarily, we would like to thank our supervisors Dr. Mukesh
Porwal & Dr. Naveen Sharma for their considerate support
whenever and wherever needed.
We would like to express our gratitude towards many people for
their kind cooperation and encouragement which helped us in the
completion of this research.
Our sincere thanks and appreciation to our faculties and classmates
who have helped us with their valuable suggestions and guidance and
by responding to the questionnaire which has been very helpful in
various phases of the completion of the project.

Place : Name:
Date: Nandini Singh Chouhan
Paridhi Jaiswal
Prateek Hingorani
Omprakash Khushawah
Prachi Nagar
Praveen Joshi
 DECLARATION

We hereby declare that the topic entitled Distance

Learning in Management Programme which is submitted
herewith to Medi-caps University, Indore for the partial fulfillment
for the award of degree of Master in Business Administration, is
the result of review/work done by us under the guidance of Dr.
Mukesh Porwal at Medi-caps University, Indore.

We further declare that this work have not been previously submitted for any
degree.

Place:
Date :

Name:-
Nandini Singh Chouhan
Paridhi Jaiswal
Prateek Hingorani
Omprakash Kushwah
Prachi Nagar
Praveen Joshi
S.no Title Pg No.

1. Introduction 8-17
1.1 History of Distance
Learning
1.2 Distance learning as a
global movement
1.3 Theory of Distance
Learning
1.4 The purpose of
Distance Learning
1.5 The advantage &
disadvantage of
distance learning
1.6 Types of distance
learning
2. Review of literature 20-24

3. Research Methodology 26-27

3.1 Objectives
3.2 Methodology
4. Data Analysis and Data 29-34
interpretation
4.1 Data Analysis
4.2 Data Interpretation
4.3 Data collected from
students
4.4 Data collected from
faculties

5. Conclusion 35-36

6. Suggestions 38

7. References 40-41

8. Questionnaire 43-44
CHAPTER: 1
INTRODUCTION
 1. INTRODUCTION

Distance learning or education, is a structured learning in which the student and

instructor are separated by time and place, is currently the fastest growing form of
domestic and international education. What was once considered a special form of
education using nontraditional delivery systems is now becoming an important
concept in mainstream education.
Due to the rapid development of technology, courses using a variety of media are
being delivered to students in various locations in an effort to serve the educational
needs of growing populations. In many cases, developments in technology allow
distance education programs to provide specialized courses to students in remote
geographic areas with increasing interactivity between student and teacher.
Although the ways in which distance education is implemented differ markedly
from country to country, most distance learning programs rely on technologies that
are either already in place or are being considered for their cost effectiveness. Such
programs are particularly beneficial for the many people who are not financially,
physically, or geographically able to obtain traditional education.
Distance education has experienced dramatic growth both nationally and
internationally since the early 1980s. It has evolved from early correspondence
education using primarily print-based materials into a worldwide movement using
various technologies. The goals of distance education, as an alternative to
traditional education, have been to offer degree-granting programs, to battle
illiteracy in developing countries, to provide training opportunities for economic
growth, and to offer curriculum enrichment in nontraditional educational settings.
A variety of technologies have been used as delivery systems to facilitate this
learning at a distance.
In order to understand how research and research issues have developed in distance
education, it is necessary to understand the context of the field. Distance education
relies heavily on technologies of delivery. Print materials, broadcast radio,
broadcast television, computer conferencing, e-mail, interactive video, satellite
tele-communications, and multimedia computer technology are all used to promote
student-teacher interaction and provide necessary feedback to the learner at a
distance. Because technologies as delivery systems have been so crucial to the
growth of distance education, research has reflected rather than driven practice.
Research in distance education has focused on media comparison studies,
descriptive studies, and evaluation reports. Researchers have examined those issues
that have been of particular interest to administrators of distance education
programs, such as, student attrition rates, the design of instructional materials for
large-scale distribution, the appropriateness of certain technologies for delivery of
instruction, and the cost effectiveness of programs.
However, recent developments in interactive multimedia technologies that promise
to facilitate "individualized" and "collaborative" learning are blurring the
distinctions between distance and traditional education. These technologies also
have the capability of creating such new environments for learning as "virtual
communities." Students in traditional settings are being given entire courses on
CD-ROM multimedia disks through which they progress at their own pace,
interacting with the instructor and other students on electronic mail or face-to-face
according to their needs. Through international collaboration, students around the
world participate in cooperative learning activities, sharing information through the
use of computer networks. In such cases, global classrooms may have participants
from various countries interacting with each other at a distance. Many mediated
educational activities allow students to participate in collaborative, authentic,
situated learning activities. In fact, the explosion of information technologies has
brought learners together by erasing the boundaries of time and place for both site-
based and distance learners.
Research in distance education reflects the rapid technological changes in this
field. Although early research was centered around media comparison studies,
educators have recently become more interested in examining how the attributes of
different media promote the construction of knowledge. It is within the theoretical
framework of knowledge construction and expert systems that some of the most
promising research on mediated learning appears.

1.1 History of Distance Learning

The beginnings of distance education can be traced back to 1840, when Sir Issac
Pitman thought of a way to deliver instruction to an infinite audience. His idea was
to offer correspondence courses by mail. The concept was successful and within a
few decades extensive correspondence programs were available in the United
Kingdom, Germany, the United States, and Japan (Curran, 1997). By the 1900s,
the first department of correspondence teaching was established at the University
of Chicago and by 1911 the University of Queensland in Australia had developed a
Department of External Studies (Matthews, 1999).
Open University (OU) was founded. This marked another phase in distance
learning, as Open University used a mixed-media approach to teaching (Matthews,
1999). The Open University sent learning materials to students by mail. The
materials were in text format, as well as in audio and video formats, and the
courses were supplemented with broadcasts on radio and television. Open
University students were assigned tutors who assisted them over the phone and
through in-group sessions (D.N., 1997). After the opening of Open University in
1969, there was tremendous growth in distance education. By 1994, Open
University was teaching more than 2,00,000 students. There are now Open
University offices in Austria, Belgium, France, Germany, Greece, Italy,
Luxembourg, the Netherlands, Portugal, Ireland, Spain and Switzerland (Peck
1995). The arrival of the World Wide Web (WWW) further promoted the growth
of distance education (Lichtenberg, 2001). In 1995, 33% of higher education
institutions in the U.S offered distance education courses and by 1998 that
percentage had grown to 44%. The Internet was the primary medium for delivering
those programs, constituting 66% of the delivery methods in 1998 (Borland, Jr.,
Lockhart, & Howard, 2000). Between 1995 and 1998, the number of distance
courses doubled, from 25,730 to 52,270 (Dyrud, 2000). As the number of courses
available online grew, so did the number of students taking advantage of them.
Enrollment in such courses grew from 3,00, 000 in the mid-1980s to 1.6 million in
1998. In the wake of this growth, questions are being asked about the quality of
distance teaching and learning and how to assess distance education in general
(Borland Jr., Lockhart, & Howard, 2000). A significant amount of research has
been conducted on the quality of distance education (IHEP, 1999). Most of the
research on quality relates to student perceptions and student outcomes. This
literature can be conceptualized in three groups. The first group focuses on student
attitudes toward learning (IHEP, 1999;
toward distance learning are generally favorable. One study examined the
perceptions and attitudes of students toward computer-mediated learning and
courses broadcast over a local television channel. The students chose distance
education because of the flexible schedule this form of learning offers. They
preferred not to commute to campus to take a class and appreciated not having a
specific time block during which they had to be in class (IHEP, 1999).
attitudes to online instruction. This study examined responses from 400 students
enrolled in 72 online courses offered by 15 different institutions. In general,
students responded positively. They cited flexibility of time and place as the major
reason for taking an online course. They also stated that good communication and
interaction were reasons for taking the course. Many students felt they could be
more open and honest online and felt freer to disagree with others than they would
be in a traditional classroom. Over 90% of these students stated they would take
another online course and would recommend the same to others (Goldsmith, 2001).
The second group of studies examines student satisfaction with distance education.
Overall, students participating in distance education are satisfied with their
learning experience. In the spring of 1999, 18 public community colleges
participated in a study to find out if students were satisfied with the on-line courses
they were taking. Five hundred fifty-five students enrolled in 113 different online
courses responded to a 34-item survey designed for the study. The questionnaire
examined course administration, course instruction, access, and delivery format. A
majority of participants were satisfied with all of these areas. Eighty-four percent
of respondents said they were satisfied or very satisfied with the course they were
taking. Eighty-six percent would recommend their course to other students and
90% would take another online course (Bower & Kamata, 2000).
In another study, graduate nursing students were asked about their satisfaction
regarding their distance education course. The majority of respondents said they
had a positive experience and requested more distance learning opportunities
(IHEP, 1999). In additional studies, evaluations indicate that satisfaction levels in
distance education classes are at least equal to those obtained for traditional
classroom offerings (Jennings, Siegel, & Conklin, 1995; Kelley, 1993; Potts &
Hagan, 2000). In the third area of research, student outcomes, most studies suggest
that students in distance education classes fare just as well as their counterparts in
traditional
improved while taking online English courses. The two English classes were
monitored over the course of a semester. Writing samples of students were
examined at the end of the semester to see if
writing skills dramatically improved over the semester and this improvement was
attributed, in part, to the online class discussion and feedback from peers. In one of
the courses, the students were writing up to 50 times as much as the students in
comparable on-campus courses (Mulligan & Geary, 1999).
Numerous studies, such as the one above, compare traditional and distance
education student outcomes. There is research that suggests that such comparisons
are flawed. The comparison of distance courses to traditional courses is called the
media comparison approach. This approach suggests that comparing one medium
to another is in
attributes and characteristics, to learner needs, or to psychological learning theories
(Lockee, Moore, & Burton, 2001). What is important to measure is whether
students learn and not compare between the two mediums. The literature on
distance learning also includes a wealth of advice on what should be included in
the design of on-line classes. Some authors have identified principles of learning
that could be combined to create a conceptual framework for assessing distance
teaching and learning (Borland, Jr., Lockhart, & Howard, 2000).
Others have described types of interaction in distance education (Moore, 1989) or
have created instructional models (Chickering & Gamson, 1987). In 1989, Moore
proposed three types of interaction in distance education that are viewed as good
principles of distance education practice: a) learner-content, b) learner instructor,
and c) learner-learner. A fourth type, learner-interface (technology) interaction,
was later offered by Hillman, Willis, and Gunawardena (1994). Interaction, though
a significant element to promoting learning, is frequently reported as the missing
component in distance education (Wagner, 1997). Chickering and Gamson (1987)
developed a conceptual model for planning and assessing education. They
assembled findings from research on the undergraduate experience and published
Seven Principles for Good Practices in Undergraduate Education. Good teaching
practices:
1. Encourage contact between students and faculty
2. Develop reciprocity and cooperation among students
3. Encourage active learning
4. Include prompt feedback
5. Emphasize time on task
6. Communicate high expectations, and
7. Respect diverse talents and ways of learning (Chickering & Gamson, 1987).
Chickering and Gamson developed an inventory, based on these seven principles,
to help faculty members identify methods and activities they might include in
traditional classrooms. In one study, Borland, Jr., Lockhart, & Howard (2000) used
the four types of interactions in distance education in combination with these seven
principles to develop an instrument which gathers faculty and student perspectives
on the same course. The instrument asked questions about how students
communicated with each other, how feedback was provided to the students, and
how the teachers communicated their expectations. Since the seven principles were
created in 1987, there have been significant changes in higher education due to the
growth of technology.
In summary, distance education has changed dramatically since its advent in the
19th century. It has gone from solely correspondence courses to a mix of
correspondence and other multimedia classes, to online courses offered through the
WWW. Since the inception of the WWW, millions of students have engaged in
online learning and their numbers continue to grow. Because of this growth, there
is a need to evaluate the quality of distance education courses. There is a great deal
of research on distance education classes, i attitudes toward
distance learning, student satisfaction with distance learning, and outcomes of
students in distance learning classes. There is also a wealth of research on the
instructional design of distance education classes. A missing element in this body
of research appears to be the views of instructors who design distance education
courses. There is still a need to assess whether instructors are aware of good
teaching practices with respect to distance learning and whether they are
implementing those practices into their online classes. This study sought to address
that gap in the literature.

1.2 Distance Education as a Global Movement

In Europe and other Western countries, a global concern was beginning to

emerge. In a recent report, the 12 members of the European Association of
Distance Teaching Universities proposed a European Open University to begin
in 1992. This is in direct response to the European Parliament, the Council of
Europe, and the European Community (Bates, 1990). In this report, articles
from authors in nine European countries describe the use of media and
technology in higher education in Europe and reflect upon the need for
providing unified educational access in the form of a European Open
University to a culturally diverse population.
Telecommunication networks now circle the globe, linking people from many
nations together in novel and exciting ways. As the borders of our global
community continue to shrink, we search for new ways to improve
communication by providing greater access to information on an international
scale. Emerging communication technologies, and telecommunications in
particular, provide highly cost-effective solutions to the problems of sharing
information and promoting global understanding between people. In today's
electronic age, it is predicted that the amount of information produced will
increase exponentially every year.

In the developing world, since the 1950s, the population has doubled to over 5
billion people, most of whom want to be literate and want greater educational
opportunities for themselves and their children. The majority of this
expanding population is in Asia, where there are massive problems of poverty,
illiteracy, and disease. In most developing countries, such as Bangladesh,
distance education offers the promise of a system of information distribution
through which new ideas, attitudes, and understanding might begin to ooze
through the layers of the disadvantaged environments (Shah, 1989). Drawing
upon the well-known model of the British Open University, countries such as
Pakistan, India, and China have combined modem methods of teaching with
emerging technologies in order to provide low-cost instruction for basic
literacy and job training. Turkey has recently joined those nations involved in
large-scale distance learning. Only 12 years old, their distance education
program has enrolled almost I million students and is the sixth largest
distance education program in the world (Demiray & Mclsaac, 1993).

Because of the economies of size and distribution, both industrialized and

developing countries have embarked on distance education programs. In the
early 1980s, record numbers of students in developing countries have gained
access to higher education through distance education programs (Rumble &
Harry, 1982). In many cases, local experts are not available to develop original
programs in the language and culture of the people. For this reason, the
majority of educational programs are either used intact from the host country
or are superficially translated with very few adaptations to the local culture.
When this is done, the results are often unsuccessful. The cultural values of
the program designer become dominant, desirable, and used as the standard.
There are many examples of programs from North America, Australia, Great
Britain, and Europe that were purchased but never used in Africa and Asia
because the material was not relevant in those countries. Because the
appropriate design of instructional material is a critical element in its
effectiveness, the issue of "who designs what and for whom" is central to any
discussion of the economic, political, and cultural dangers that face distance
educators using information technologies (Mclsaac, 1993). There have been a
variety of efforts to identify theoretical foundations for the study of distance
education. Thus far, there has been little agreement about which theoretical
principles are common to the field and even less agreement on how to proceed
in conducting programmatic research.

1.3 Theory of Distance Education

The development of new technologies has promoted an astounding growth in

distance education, both in the number of students enrolling and in the
number of universities adding education at a distance to their curriculum
(Garrison, 1990). While the application of modem technology may glamorize
distance education, literature in the field reveals a conceptually fragmented
framework lacking in both theoretical foundation and programmatic research.
Without a strong base in research and theory, distance education has
struggled for recognition by the traditional academic community. Distance
education has been described by some (Garrison, 1990; Hayes, 1990) as no
more than a hodgepodge of ideas and practices taken from traditional
classroom settings and imposed on learners who just happen to be separated
physically from an instructor. As distance education struggles to identify
appropriate theoretical frameworks, implementation issues also become
important. These issues involve the learner, the instructor, and the
technology. Because of the very nature of distance education as learner-
centered instruction, distance educators must move ahead to investigate how
the learner, the instructor, and the technology collaborate to generate
knowledge.

Traditionally, both theoretical constructs and research studies in distance

education have been considered in the context of an educational enterprise
that was entirely separate from the standard, classroom-based, classical
instructional model. In part to justify, and in part to explain, the phenomenon,
theoreticians like Holmberg, Keegan, and Rumble explored the underlying
assumptions of what it is that makes distance education different from
traditional education. With an early vision of what it meant to be a
nontraditional learner, these pioneers in distance education defined the
distance learner as one who is physically separated from the teacher (Rumble,
1986), has a planned and guided learning experience (Holmberg, 1986), and
participates in a two-way structured form of distance education that is distinct
from the traditional form of classroom instruction (Keegan, 1988). In order to
justify the importance of this nontraditional kind of education, early
theoretical approaches attempted to define the important and unique
attributes of distance education.
1.4 The purpose of Distance Learning
The main goal of distance education is to overcome barriers of place and time.
have no
access to education. Other learners may have ready access to a private school or
college but that college might not offer the course of study needed by that learner.
Distance learning allows education to reach those who are not able to physically
attend courses in universities.
One of the most important purposes of distance education is to provide an
opportunity of education, often on an individual basis, to learners who are not
physically present in a classroom. Also, it provides equity in educational
opportunities by allowing access to quality education for those who otherwise
would have been denied.

1.5 The advantage and disadvantage of Distance Learning

The main advantage of distance learning is that the students can study wherever,
whenever, and whatever he/she wants. So, it can be said that flexibility is the most
important advantage of distance learning. The other advantages of distance
learning are as follows:
The students have the convenience of course materials being delivered to his/her
home or office.
Students may gain useful, transferable skills, such as planning and research.
Students can make their feedback easily.
There is no waste of time in transport.

Distance learning p

learning.
Distance education can reach a wider audience.

Distance learning can equalize access to education.

Distance learning makes information and lecture notes open to everyone.
Distance learning minimizes the costs of stationery.
 Distance learning increases the effectiveness of education through the use of
items such as sound and image.
Although distance learning has numerous benefits, it has some disadvantages that
are listed as follows:
There is a lack of eye contact between the students and the lecturers.
It can be occasional Internet provider downtime.
Student must be more active in education environment.
The cost of developing course materials is too much, and it is needed more
time to prepare course materials.
There is unconsciousness in the use of educational technology.
Distance learning is not suitable for undisciplined learners or inflexible
instructors.
Laboratory and experimental courses cannot be given remotely.
Students who have little technological knowledge cannot follow the courses.
Students and instructors need to take technical training and support.
Some of the students cannot access the necessary facilities, such as
computers, Internet, etc.

1.6 Types of Distance Learning

In general, distance education is collected under two main headings:
Synchronous
Asynchronous
Synchronous learning requires all students to participate the classes at the same
time. The method of delivery is usually interactive and includes Internet chat
sessions, teleconferences, telecourses, and web conferencing. Synchronous
distance education is less flexible than asynchronous distance education because
synchronous distance education requires all enrolled students and the teacher to be
online at a specific time. Asynchronous instructions do not require simultaneous
participation of all students in the class, so it is more flexible. Asynchronous
instruction gives students the freedom to interact with the material and instructor at
a time that is convenient for them.
reasons according to the Institute for Higher Education Policy (IHEP):
First, Internet is quickly becoming the predominant technology in distance
education, because of its increasing telecommunications bandwidth capabilities.
ion

distance education is, in many ways, fundamentally different from traditional

st have the following features:

The identification and management of users
Preparation of online course contents
Managing courses
Monitoring and analyzing student behaviors

The creation and management of interactive communication media

CHAPTER:- 2
REVIEW OF LITERATURE
2. LITERATURE REVIEW:-

1. Anil K. DImri, & Amit Chaturvedi (2009):- In the present paper an

attempt has been made to critically analyze the crucial issues of student
support services with reference to Indira Gandhi National Open
University (IGNOU) by taking the perception of successful learners into
consideration. Paper mainly focuses on strategy for information
dissemination in order to popularize the ODL programmes and to identify
most popular means of communication beneficial for ODL learners.

2. Ashok Gaba and Shinja Koo (2007):- The first part of the paper
compares the growth of distance education through analysis of the
admission policies, enrolment trend, students support services and
instructional system of both these institutions. The second part of the
paper highlights the status, review and areas of research and research
policies of these institutions. The findings of the paper are based on
primary and secondary source of information.

3. Avani Trivedi , & Kalpana Gupte (2010):- The article is mainly

intended to identify various aspects concerned with improving the quality
of Counselling in Open and Distance Learning . The characteristics of
distance education , the distance learner , the various mechanisms of
learner support , the important role of the academic counselor in
maintaining quality in distance learning are discussed and some measures
are suggested based on TQM for maintaining the quality of counseling in
distance learning with particular reference to IGNOU.

4. Kamal Yadava (1996):- Some of the most attractive programmes of

open universities have been the management programmes all over the
world, including India. However, if the programmes fail to update or
reorient themselves fast in response to the rapidly changing global
economy, trade, technology etc, the institutions offering the management

would prompt those who are in the management education to take note of
the need for responding to the changing global scenario in the
management field.
5. Lalita Rajasingham (2011):- The paper examines potential challenges
of new educational approaches within the framework of more traditional
open learning and e-learning environments. The main challenge is to
develop a university that shifts the paradigm from the conventional
national university to a sustainable global learning system that maintains
quality in teaching, learning, processing and applying knowledge to real-
life problems in diverse cultural contexts.

6. Lalita S. Kumar, Bharat I. Fozdar (2009):- Evaluation of a distance

learning course is a very critical phase of course improvement and is an
indicator of the strengths and weaknesses of the course. In classical mode
of Open and Distance Learning (ODL) system, the most important
components of evaluation are the print materials and the student support
which contribute to the success or failure of a course. The analysis of the
feedback (from the experts in the field, peers, counsellors transacting the
course at study centres and the learners in terms of the counselling,
assignment and the content of the course) calls for revision of the course
and inclusion of a laboratory component.

7. Manjulika Srivastava (2002):- In this article, the author studies the

growth pattern of Distance education In both Canada and India and
observes that, DE opportunities at the university level have increased
enormously. Many trends are putting new pressures on the conventional
education system, forcing many institutions to review and amend their
existing policies and procedure.

8. Manjulika Srivastava, Jayashree Menon Kurup, Rose

Nembiakkim(2007):- A baseline study of the NE region was conducted
in order to analyse the role of distance education in general and IGNOU
in particular in terms of pattern and growth of enrolment and expansion
of institutional outreach through establishment of study centres in the
region. The demographics of the learners of this region had also been
analyzed in order to find out who were enrolling in the ODL system and
in what programmes. Policy implications have been suggested to
augment distance education in the region.
9. Manoj Killedar (2009):- Evidence indicates that application of the

simultaneously optimize quality, access and cost. Thus, a better learning

experience can be provided even in open and distance education system,
which can be comparable with the best. This study found that, regarding
is not more
.

10. Monika Mital , & Renu Luthra (2006):- Technological advances are
dramatically altering company in-service training and development in
India. Authors found no age correlation in attitude towards e-learning or
towards its uptake and effectiveness. Findings suggested that eliciting
actual e-learning needs from the employees, rather than company top-
down directive, would enhance attitudes, uptake and effectiveness.

11. Murugan Krishna Pillai (2011):- In this article , the quality concerns in
the ODL system against those of the campus education are examined
with a view to establishing the fact the indicators of quality in both the
education systems are not identical. In closing , a compendious account
of the benchmarks of quality as they pertain to the various activities that
come under the area in focus is given.

12. Ram Chandra and Moni Sahay (2008):- In this paper, the authors

through a case study of regional center , Patna. They observed that there
is tremendous variations in comments and evaluations done by evaluators
for evaluation of projects submitted by students of BCA and MCA
programs. They have also recommended some corrective measures to
improve upon these issues for overall improvement in the quality of
projects.
13. Ravi k. Mahajan (2009):- The paper shares the changing cantors in the
studies on performance of distance learners and highlights the omission
of psychological variables in the process. Finally, the paper puts for some
ce learners.

14. Sanat Kaul (2006):- This paper by Sanat Kaul reviews the prevailing
policy environment to evaluate its efficacy in ensuring that India is
successfully able to address various challenges in the higher education
sector. Given the well established constraints on public funding of
education, the role of the private sector specially in the provision of
higher education and technical training has been highlighted.

15. Sandhya Sangai, Suresh Chand Garg (2009):- In this paper authors
report their findings on the evaluation of B.Ed programme of IGNOU
based on the feedback of a sample population of 858 learners from across
the country. Their analysis shows that student-teachers show little
aptitude for problem solving, asking probing questions and skill of
logical explanation. It brings forth one of the major weaknesses of our
schools and explains why rote memorisation is so dominant in Indian
education.

16. Sanjaya Mishra (2003):- In this research paper, the author makes the
projection of enrollment of students in Distance Mode of Education and
emphasizes that with estimated increase in student enrollment, the
present system of Distance Education has to plan for how to
accommodate this gigantic enrollment and thus prepare itself to meet the
challenges ,before it actually happen.

17. Sanjaya Mishra (2008):-The paper makes an attempt to advocate for

rethinking professional training of distance educators at the masters
degree level through an international Delphi study. It reviews the training
opportunities for distance educators available at the master degree level
in the world, and through a Web-based three round Delphi study
proposes a curriculum framework for adoption as a 'core of distance
education discipline'.
18. Siran Mukerji , & Purnendu Tripathi, (2006):- One of the
developmental goals of countries like India is not only ensuring literacy
for all but also access to education irrespective of geographical
disparities. Although India has a literacy rate of 65.38%, this rate varies
from state to state from a minimum of 47.53% in Bihar to a maximum of
90.92% in Kerala. In this paper, we present a state-by-state profile of
India on the parameters of literacy, higher education and infrastructure -
in both modes. Also we present a road map for development of distance
education set up in collaboration with conventional mode in the sofar-
inaccessible areas as indicated by the analysis.

19. S.K. Gandhe (2009):- This paper is divided into two parts : The first part
deals with the emergent need for Quality assurance in Indian Open and
Distance Learning, the policy framework developed over the years for
assuring quality in education and efforts made towards attaining it. The
second part presents a case study on quality concerns and the practices in
the Symbiosis Center for Distance Learning, Pune, India.

20. S. Raja Rao (2008):- The present paper is an attempt to understand the
social base for inclusive growth and make it more accessible to the
disadvantaged sections of the Indian society like Scheduled castes (SC),
Scheduled tribes (ST), women and rural learners.
CHAPTER:- 3
RESEARCH METHODOLOGY
3.1 Objective:-
To provide an effective alternative path to wider opportunities in education
and especially in higher education.
To provide an efficient and less expensive education.
To provide education facilities to all qualified and willing persons
To provide opportunities of academic pursuits to educated citizens willing to
improve their standard of knowledge

3.2 Methodology:-
Research methodology is the specific procedures or techniques used to identify,
select, process, and analyze information about a topic.
Research is a process of systematic inquiry that entails collection of data;
documentation of critical information; and analysis and interpretation of that
data/information, in accordance with suitable methodologies set by specific
professional fields and academic disciplines.

A. Primary Data: Data that has been generated by the researcher

himself/herself, surveys, interviews, experiments, specially designed for
understanding and solving the research problem at hand.
A primary source provides direct or firsthand evidence about an event, object,
person, or work of art. Primary sources provide the original materials on which
other research is based and enable students and other researchers to get as close as
possible to what actually happened during a particular event or time period.
Published materials can be viewed as primary resources if they come from the time
period that is being discussed, and were written or produced by someone with
firsthand experience of the event. Often primary sources reflect the individual
viewpoint of a participant or observer. Primary sources can be written or non-
written (sound, pictures, artifacts, etc.). In scientific research, primary sources
present original thinking, report on discoveries, or share new information.
Examples of primary sources:

1. Autobiographies and memoirs

2. Diaries, personal letters, and correspondence
3. Interviews, surveys, and fieldwork
4. Internet communications on email, blogs, listservs, and newsgroups
5. Photographs, drawings, and posters
6. Works of art and literature
7. Books, magazine and newspaper articles and ads published at the time
8. Public opinion polls
9. Speeches and oral histories
10.Original documents (birth certificates, property deeds, trial transcripts)
11.Research data, such as census statistics
12.Official and unofficial records of organizations and government agencies
13.Artifacts of all kinds, such as tools, coins, clothing, furniture, etc.
14.Audio recordings, DVDs, and video recordings
15.Government documents (reports, bills, proclamations, hearings, etc.)
16.Patents
17.Technical reports
18.Scientific journal articles reporting experimental research results

B. Secondary Data: Using existing data generated by large government

Institutions, healthcare facilities etc. as part of organizational record
keeping. The data is then extracted from more varied data files.

1. Government publications
2. Websites
3. Books
4. Journal articles
5. Internal records etc.
CHAPTER:- 4
DATA ANALYSIS AND
INTERPRETATION
4.1 Data Analysis :-
Data analysis is defined as a process of cleaning, transforming, and modeling data
to discover useful information for business decisionmaking. The purpose of Data
Analysis is to extract useful information from data and taking the decision based
upon the data analysis.

Data Analysis consists of the following phases:

Data Requirement Gathering

Data Collection

Data Cleaning

Data Analysis

Data Interpretation

Data Visualization

4.2 Data Interpretation:-

Data interpretation is the process of reviewing data through some predefined
processes which will help assign some meaning to the data and arrive at a relevant
conclusion. It involves taking the result of data analysis. Data analysis is the
process of ordering, categorizing, manipulating, and summarizing data to obtain
answers to research questions. It is usually the first step taken towards data
interpretation.
4.3 Data Collected From Students
Q1. According to you Distance Learning is Good or not?

Q2. Are you interested in Distance Learning from Medicaps?

Q3. What do you think about distance learning?

Q4. What major graduation you want?

4.4 Data collected From faculties

Data Interpretation
From the above data it can be interpreted as distance learning is good and students
are showing interest in distance learning programme as it is beneficial to those who
ach to the classroom physically. It develops new skills and knowledge. It
remove the barrier between teacher and student.
CHAPTER:- 5
CONCLUSION
5.1 Conclusion
In conclusion, Distance learning is a great technology evaluation to our generation
and has added a new level on higher education. Students are open to work over
their flexible schedule. Distance learning provide a bright future to our education
with its positive probability. Though almost all universities and college start to
focus on online education, some people find difficulty in distance learning for its
lack in guidance and technical support. However, it can be a great blessing to bring
success to the whole society with some proper development.
CHAPTER:- 6
SUGGESTIONS
6.1 Suggestion
Some suggestion for distance learning programme are:-

1. Help students to develop new routines and strategies.

2. Find new ways to meet students needs.
3. Double down on project-based learning.
4. This emphasizes on learners working together in a group, makes learning
collaborative and interesting.
CHAPTER 7:-
REFERENCES
 1. Abrioux, D. (1991). Computer assisted language learning at a distance: An
international survey. The American Journal of Distance Education, 5(1), 3-
14.
2. Arger, G. (1990). Distance education in the third world: Critical analysis of
the promise and reality. Open Learning, 5(2), 9-18.
3. Barker, B. O., Frisbie, A. G., & Patrick, K. R. (1989). Broadening the
definition of distance education in light of the new telecommunications
technologies. The American Journal of Distance Education, 3(1), 20-29.
4. Barnard, J. (1992). Multimedia and the future of distance learning
technology. Educational Media International, 29(3), 139-144.
5. Broadcast television in distance education: A worldwide perspective. In A.
W. Bates (Ed.), The role of technology in distance education (pp. 29-41).
London: Croom Helm.
6. Burge, L. (1988). Beyond Andragogy: Some explorations for distance
learning design. Journal of Distance Education, 3(1), 5-23.
7. Carl, D. R. (1989). A response to Greville Rumble's "On defining distance
education". The American Journal of Distance Education, 3(3), 65-67.
8. Gunawardena, C. N. (1988). New communications technologies and
distance education: A paradigm for the integration of video-based
instruction. Unpublished doctoral dissertation, . University of Kansas
9. Keegan, D. (1980). On defining distance education. Distance Education,
1(1), 13-36.
10. Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.),
The International Encyclopedia of Higher Education Boston: Northeastern
University.

11. Arger, G. (1990). Distance education in the third world: Critical analysis of
the promise and reality. Open Learning, 5(2), 9-18.

12. Barker, B. O., Frisbie, A. G., & Patrick, K. R. (1989). Broadening the
definition of distance education in light of the new telecommunications
technologies. The American Journal of Distance Education, 3(1), 20-29.

13. Barnard, J. (1992). Multimedia and the future of distance learning

technology. Educational Media International, 29(3), 139-144.

14. Broadcast television in distance education: A worldwide perspective. In A.

W. Bates (Ed.), The role of technology in distance education (pp. 29-41). London:
Croom Helm.
15. Burge, L. (1988). Beyond Andragogy: Some explorations for distance
learning design. Journal of Distance Education, 3(1), 5-23.

16. Carl, D. R. (1989). A response to Greville Rumble's "On defining distance

education". The American Journal of Distance Education, 3(3), 65-67.

17. Gunawardena, C. N. (1988). New communications technologies and

distance education: A paradigm for the integration of video-based instruction.
Unpublished doctoral dissertation, . University of Kansas

18. Keegan, D. (1980). On defining distance education. Distance Education,

1(1), 13-36.

19. Wedemeyer, C. A. (1977). Independent study. In A. S. Knowles (Ed.), The

International Encyclopedia of Higher Education Boston: Northeastern University.
CHAPTER 8:-
QUESTIONNAIRE
7.1 Questionnaire for Students:-
1. Age Group.
a. 18-21
b. 21-25
c. 25-30
d. Above 30
2. Hometown
3. What do you think about Distance Learning?
4. According to you distance learning is good or not?
a.
b.
5. Are you interested in distance learning from Medi-caps?
6. 12th stream
7. What major graduation you want to do?
8. Any job you are Doing?

7.2 Questionnaire for Faculties

1. Gender
a. Male
b. Female
2. Faculty of which subject and department?
3. What are your opinion about distance learning education?
a. it will be helpful for far away students
b. it will provide to experience and explore
c. many working and non-working people who wants to do MBA can easily do
with the help of distance learning
d. all of the above
4. What do you think is distance learning beneficial?
a. yes
b. no
5. Do you think our college should also provide distance learning programs?
a. yes
b. no
6. What do you think about learning disabilities?

b. no,
7. Do you think distance learning have drawbacks?
a. it has many drawbacks
b. some drawbacks
c. few drawbacks
8. Do you support distance learning?
a. yes
b. no