CONVERSION OF AVAILABLE SELF INSTRUCTIONAL MATERIAL OF MASTER OF VALUATION (REAL ESTATE ) DISTANCE MODE COURSE FOR SEMESTER - I INTO

ONLINE FORMAT AT CENTRE FOR DISTANCE EDUCATION, SHIVAJI UNIVERSITY, KOLHAPUR.

A MINOR RESEARCH PROJECT SUBMITTED TO CENTRE FOR DISTANCE EDUCATION, SHIVAJI UNIVERSITY, KOLHAPUR

BY SUMITA RAKESH SHIRKE

M. Com., M. Phil., G.D.C. & A.

CO-ORDINATOR CENTRE FOR DISTANCE EDUCATION SHIVAJI UNIVERSITY KOLHAPUR JUNE 2011

- : DECLARATION : -

I hereby state that the Minor Research Project entitled Conversion of available Self Instructional Material of Master of Valuation ( Real Estate ) Distance mode course for Semester I into online format at Centre for Distance Education, Shivaji University, Kolhapur has been undertaken by me with the assistance of the experts in the field of Distance Education and concerned faculty of the course consulted. I hereby declare that the research work incorporated in the present report is the outcome of my individual efforts except the references to the earlier works that have been duly acknowledged. The finding and conclusion derived at the end of the study is based on data collected and analyses thereon. I also herewith declare that this research study is not submitted for award of any degree, diploma or any other course of this or any other university.

Smt. Sumita Rakesh Shirke Researcher Place : Kolhapur Date :

ACKNOWLEDGEMENT I herewith express my sincere gratitude to the DEC, IGNOU, New Delhi for making the funds available to conduct this research work under its part of a developmental grant allotted to Centre for Distance Education, Shivaji University, Kolhapur to undertake minor research projects under the head Research and Development. I shall fail in my duties if I shall not mention and sincerely thank Prof. (Dr.) Cima M. Yeole, Director, Centre for Distance Education, Shivaji University who constantly was the source of inspiration and encouragement to undertake and successfully complete this minor research proposal. I also thank all the experts and faculty associated with the Master of Valuation ( Real Estate ) course and for their expert opinions and suggestions for my minor project. I express very sincere thanks to all my colleagues and the staff of Centre for Distance Education for the kind support they rendered.

Sumita Rakesh Shirke Researcher

: CONTENTS : I. INTRODUCTION
1.1 Introduction 1.2 Shivaji University, Kolhapur 1.3 Centre for Distance Education. 1.4 History of Distance Education. 1.5 Open Education. 1.6 SIM Development process at Centre for Distance Education. 1.7 Master of Valuation (Real Estate) course. 1.8 Statement of the Problem. 1.9 Significance of the Problem. 1.10 Assumptions 1.11 Objectives of the Study. 1.12 Scope of the Study. 1.13 Research Methodology 1.14 Research Procedure of the Study 1.15 Limitations of the Study 1.16 Chapter Scheme.

II.

REVIEW OF RELATED LITERATURE 2.1 Review of related literature 2.2 Conclusion RESEARCH METHODOLOGY
3.1 Introduction 3.2 Method of Research 3.3 Sample 3.4 Tool for the Study 3.5 Preparation of the Tool. 3.6 Application of the Tool. 3.7 Conclusion.

III.

IV.

DATA ANALYSIS AND INTERPRETATION 4.1 Introduction 4.2 Objective wise Analysis of Data. 4.3 Conclusion.

V.

FINDINGS, CONCLUSION AND SUGGESTIONS 5.1 Introduction 5.2 Findings of the Study 5.3 Conclusion 5.4 Suggestions 5.5 Acknowlegement.

REFERENCES

Appendix - A

List of Tables
Table No. 1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 Particular Page No. 21 49

Subjects of Semester I of MoV(RE) distance mode course Analysis of MoV distance learners responses on the question - How did you come to know about the MoV ( RE ) distance mode course? Analysis of MoV distance learners responses on the question -Your Opinion about the Self Instructional 50 Material provided by the Centre for Distance Education? Analysis of MoV distance learners responses on the question - Do you avail the basic knowledge and 51 Skills required to use and operate computers? Analysis of MoV distance learners responses on the question - Which of the following accessibility of 52 ICT do you have to accommodate online learning? Analysis of MoV distance learners responses on the question- Do you prefer learning through 53 online learning/e-learning than to classroom learning? Analysis of MoV distance learners responses on the question - Do you think it is easier to get course 54 contents through ICT? Analysis of MoV distance learners responses on the question - Asking questions and interaction with 55 peers through online is easier than through F2F? Analysis of MoV distance learners responses on the question - Submission of assignments through ICT 56 will be more convenient than existing practice? Analysis of MoV distance learners responses on the question - Appearing for Exams online is 57 easier and economically convenient than current practice? Analysis of MoV distance learners responses on the question - Online study will help you curtail your 58 travel time and cost as well? Analysis of MoV distance learners responses on the question - Online study will not require fixed time 59 and place for study providing more flexibility? Analysis of MoV distance learners responses on the question - Do you prefer to receive the study 60 material in digital from than print material? Analysis of MoV distance learners responses on the question - Online study will help students to 61 interact with other students and share ideas and updated information. Analysis of MoV distance learners responses on the question - Online study will help enhance 62 motivation and improve communication skills? Analysis of MoV distance learners responses on the question - Will the communication method and response in 63 computer based learning create ambiguity and confusion? Analysis of MoV distance learners responses on the question - Will the information provided through online/e64 learning contents have quality? Analysis of MoV distance learners responses on the question - Will online study help you enhance the performance 65 in examination? Analysis of MoV distance learners responses on the question - Do you need additional skills to cope up 66 and upgrade yourself with the ICT/online learning? Analysis of MoV distance learners responses on the question - How will bringing Master of Valuation 67 ( RE) course into online mode benefit the students? Analysis of MoV distance learners responses on the question - Will there be need of Contact 68 Sessions, if the course goes into online mode?

CHAPTER - I INTRODUCTION

1.1 Introduction :

Today to survive and sustain, for oneself quality education has become an important aspect. In our country there are number of institutions, Colleges and universities working towards providing quality and dynamic educational needs according to the changing time and demand. But there are many who are forced to remain deprived from education due to various reasons. For such students who have aspirations for learning Distance Education has proved as A dream come true. The emergence for research and writing about open and distance learning with a collection of articles is a pleasure particularly in developing Asian countries like India and China. The open and distance learning is not only playing its important role in increasing the access to higher education but is also constantly focusing on the constraint of improving the quality of teaching by showing the immense and effective use of electronic technology and learning materials.

It is need of time to focus on inclusion of new technological features and exploration of software standards in web-based e-learning education.Developments in technology and media have highly influenced the education sector in general as other sectors of the economy. Significant innovations in the technology have led to constant changes with the modules and software leading further making space for adaption of newer development by updating and upgrading the older technologies. Broadcasting, telecommunications and computing that the three independent technological developments leading to converging the developments of Web technology and contribution of the current web2.0 technological such as digital broadcasting, mobile phones and personal computers are converging to one stop portal to all the technological services. Hence the latest developments taking place in the

internet and web-based technology provides immense opportunities to communities. The growth and transformation in Communication techonolgies based on computer and information technologies has made significant impact in different areas of development in our learning society. In today`s world of web and internet electronic communication media and its capabilities have made the system easily accessible and economically viable too. The main objective of the distance and open mode institutions and centres is to provide the facilities and services to the distance learner at their doorsteps. To fulfill this major objective the distance and open mode universities and educational institutions can easily adopt and adapt the Information and Communication technologies in imparting the higher education to its learners by offering online courses and online course contents.

At present the Centre for Distance Education, Shivaji University is using ICT to some extent such as the course details and admission process, syllabus/subjects offered through distance mode are kept on website, the distance learners of the CDE have to enroll

themselves for the various courses by filling the online registration and examination form available on its parent university`s web link. In some instances it uses the web link for publishing various circulars, admission notification, exam schedule, hall tickets, etc Hence this research will focus on the maximum use of technology in imparting online course contents and possible allied services to the open and distance learners. Though it will not cater to the needs and knowledge of the rural distance learners but it will definitely be useful and time saving for the professional and urban distance learners.

1.2 Shivaji University, Kolhapur :

Shivaji University, was established in 1962. It is named after the Great Maratha Warrior and founder of the Maratha Empire, Chhatrapati Shivaji. It was inaugurated on 18th November, 1962 by Dr. Radhakrishnan, eminent philosopher and educationist the then President of India. One of the major objectives of this University is to cater to the needs of higher education in South Maharashtra.

The University was founded under the Shivaji University Act of 1962, with the prime objectives set before the University included making opportunities of higher education accessible to rural youth, for conducting fundamental and applied research in the field of science and humanities and to ensure regional growth and development. Now, the University has entered into the global perspectives with number of tools and products of higher education. Initially, the University started functioning with 34 affiliated colleges and about 14000 students with 5 post-graduate departments on the campus in 1962-63, today the number of the affiliated colleges has gone upto 219 and the strength has reached 2,17,000, with 39 post-graduate Departments on the campus. The University imparts education in 9 major faculties of Arts and Fine Arts, Social Science, Science, Commerce, Education, Law, Medicine, Ayurvedic, Homeopathy, Engineering and Technology.

In the last couple of years, several attempts have been made to overcome the image of University as a regional University. Several steps have been taken to raise the standards of teaching and research so as to attain the global standards in higher education. This is being achieved by exploring new areas of higher learning and research in the rapidly emerging fields like Industrial Chemistry, Space Science and Applications, Environmental Science,

Bio-Chemistry, Sericulture, Computer Science, Environmental Biotechnology, M. Tech in Energy Technology, Computer Science, Engineering, Environmental Science Technology, Electronics and Biotechnology in addition to the basic science disciplines. The University Departments of Physics and Economics have been recently identified by the UGC for their Special Assistance Programme (SAP) and recognised as Departments of Special Assistance (DSA). New research areas in these Departments are concentrated on Superconductors, Energy, Bio-diversity and Bio-technology, Agro Biotechnology and Agricultural & Environmental Economics respectively.

The quest for academic enrichment and pursuit of excellence of the University are facilitated by efficient administration. The smooth conduct of about 323 examinations per year for about 2,00,000 students and the timely declaration of results have been appreciated by the Honble Chancellor of the University. The University has maintained the high standards of general administration, prudent financial management and a cordial relationship with funding agencies.

The future plans of the University include the establishment of School of Rural Management and Research, Institute of Bio-technology, Institute of Leather Technology, Radio Station, Science Park, Bio-Technology Park, various training schemes for students and the staff, etc. Keeping in view the regional needs, the need-based courses like Bachelors Programmes in Foundry, Pharmaceuticals, Food Sciences, Water Resource Management, Herbal plantations, etc. are planned.

To provide education and to reach out to a larger segment of society, who for various reasons have remained away from the different portals of Higher Education, Shivaji University as a social responsibility towards the society, started the Centre for Distance Education ( CDE) by providing all the necessary support and facilities.

1.3 Centre For Distance Education Distance Education is a that mode of offering higher education to the target sector which includes the range of teaching learning strategies variously described as home study, correspondence education, distributed learning or independent study.

Taking education to the doors of those willing to acquire higher education but who are unable to do so owing to lack of resources or paucity of time or due to some other commitments or responsibilities or any other reason, is highly appreciable and need of time. Distance Education opportunities at the University level have increased enormously in a developing countries like India and China. Conventional education system is being forced by many Open and Distance Institutions to take review and amend their existing policies and procedures on the basis of new trends and technological changes emerging in the field of Distance Education. The result of which is that the Shivaji University, Kolhapur took the decision to establish its Centre for Distance Education in the year academic year 2008-09.

The Centre for Distance Education was initially supported by Distance Education Council (DEC), Indira Gandhi National Open University ( IGNOU ), New Delhi. The Centre of Distance Education became functional with the oppointment of a Director and Deputy

Director and by incorporating External Section of the Shivaji University, in August 2007. External section had been providing educational facilities to over 2500 external students each year, who due to various reasons were unable to join the regular courses. The External students who were registered with the University were entirely responsible for their own learning and which fell a pray to the numerous sub standard guides available in the market. With the formation of CDE the distance learners and the external students of Shivaji University jurisdiction were grateful as they were provided with facilities such Pre-admission counseling, Course Orientation, Contact Sessions, Post Exam counseling and most importantly the Self Instructional Material (SIM) prepared both in English and Marathi medium. At present the CDE has 19 UG and 7 PG study centres within the jurisdiction of Kolhapur, Sangli and Satara Districts. It has 2 regional centres one at Sangli and the other at Satara. The distance learners from those respective districts can avail admissions to the distance mode courses through its nearest study centre. Contact Sessions and Counseling programs are undertaken at the respective study centres of the CDE.

The SIM is prepared by experts involved in teaching that particular subjects and having vast experience which can be rightly said as the backbone of the CDE. The SIM is responsible for the growing popularity of Centre for Distance Education. It not only helped in increasing the enrolment number but has also proved to improve the results of distance learners. SIM produced and developed by CDE is not only used by the distance learners but it is also used by most of the regular students of the university affiliated colleges. Several have reported it to be useful for Classroom teaching too. This indicates the quality of SIM. Hence the investigator through this study would like to bring forward the entire system of development of SIM. This research is basically carried out to find out the possibility of production of online learning packages and possibility of transforming SIM of 7 subjects of

Master of Valuation Semester I into online mode. The study would also give recommendations for developing other learning packages which will be useful for the distance learners.

1.4 History of Distance Education The basis of Distance Education is the Correspondence Education which came into existence 1840 in England. Postal services were used for the first time to provide educational facilities. The correspondence education was introduced as one of its sub-domain by the conventional educational system. But, this form of education remained unnoticed for years though the courses offered through this mode of education were unabated. With the

beginning of the British open University, in England about 30 years ago, Distance Education emerged as a concept different and much more wider than Correspondence Education and Open Education. The Distance educators took more than 15 years to realize the facts that Open and Distance Education is much wider concept of informal education than that of Correspondence education. The Twelfth World Conference of the International Council (ICCE) which was held at Vancouver in the year 1982, was renamed as the International Council for Distance Education ( ICDE ) in order to work out and frame strategies for the growth and development of one of the significant mode of imparting higher education to sector which is remained deprived from the main stream of education. The first open

university in India also came into existence in the year 1982 which is Dr. Babasaheb Ambedkar Open University in Andhra Pradesh. Correspondence Education and Distance Education are treated as synonyms by most of the people who are unaware of the facts that the scope, purpose, orientation, media through which education is imparted of Distance education is different that of Correspondence Education and Open and Distance mode of Education.

The recommendations of the working group of the National Knowledge Commission on Open Access and Open Educational Resources are very positive and hopeful. The Commission recommends the Government of India should lead and insist that all course materials and other educational content developed with public funds be made freely available under open licenses. This would further help the higher education institutions to direct best learning practices and resources and concentrate their efforts on supporting and mediating the student`s interaction with the study material supplied. If the Asian countries have to achieve their potential and accommodate with the challenges of the 21st century it has to develop a habit among the learners to use self-directed learning materials and it also has be cost effective. The most important concern for India today is Higher Education in general and open and distance learning in particular. No doubt the development that India since its independence has made in the field of higher education is tremendous both in terms of quantity and quality. But then too, it is far behind in achieving the target set for Gross Enrollment Ratio (GER) in higher education compared to the world average which is 58%. At the end of the XIth Plan the GER in India is 12.5% only against the set target of 15%. Indian government aspires upto 20% GER by 2020. The conventional mode of education alone cannot increase the enrolment and accessibility to higher education mere by giving open new colleges and institutions every new day. There is need for massive and inclusive expansion in the education sector. Because there is huge part of the society which is forced to remain allied from the main and conventional stream of higher education as they have to opt for earning their bread rather pursue higher education due to various factors such as poverty, social and economic problems. Hence now the policymakers and the educational experts have realized that distance education has emerged as a social need for the betterment and benefit of the society in general and the overall growth and development of the nation in particular.

1.5 Open Education Often Distance education is interrelated and termed with another term that is Open education. Open education refers to that kind of non-conventional education which has been weaning away from the conventional constraints such as limited number of admissions, age limit, attendance, specific courses and program, classroom teaching, etc that characterize the traditional university education. But the basic and important characteristics of Open education are non-restrictive admissions, multi-point entry, no age and qualification restriction, no attendance restriction, teaching at a distance in a non-contiguous manner, no restrictions on the period of time devoted to a course no restrictions on the number of examinations given and taken in a year, no restrictions on subject combinations for a particular degree, credit accumulation, learner autonomy etc. It should be clear that Correspondence Institutions or even Distance Education Institutions may or may not be Open Institutions, or may be so only to a limited degree. And at the same time, even a traditional college/university may becomes `open` to a recognizable degree. With increasing competition among the conventional institutions a few institutions are trying to follow openness in some way or the other to attract clientele and face the competition. It should be understood that there can be various degrees of the `openness` of education. However, at the moment it is difficult to say as to which level of `openness` may legitimize the nomenclature `open university` for a university. The relationship between distance education and open education is progressively

increasing. Through the effect9ive modes of distance education systems Open Education can be effectively and easily imparted and on the other hand the advances and practices of distance education can help and encourage education access and become more and open to the society in general.

The flexibility and potential in Distance mode education allows the educational systems to have Open access and the openness of the educational systems are suitably blended with the promotion of distance education. The increased number of distance institutions, number of students and number of programs offered through distance and open mode of education itself reveals the expansion of ODL`s in 21st century. Hence, both Open and Distance Education go hand in hand so well together.

In past two decades, great proliferation of open universities as well as institutions and directorates of distance education in many dual mode universities has been seen. To reach out to the unreached and to address to the inaccessibility of the marginalized categories Distance education is one of the important sources of imparting higher education. Distance and Open Education is able to provide and open new disciplines that are relevant for self employment and employment potential. It has proved over years that Distance and Open Education is playing a significant role in increasing the equity, access and quality of higher education by emerging as complementary to conventional higher education.

1.6 SIM Development Process at the Centre for Distance Education.

The centre for Distance Education being a part and parcel of the Shivaji University has adopted the Curriculum, Syllabus and Examination / Evaluation pattern offered by the Shivaji University to its conventional mode students. Hence the first and primary stage in development of a Self Instructional Material (SIM) is that it has to acquire the Syllabus from the Board of Studies(BOS) of the Shivaji University which has been approved by the Academic Council of the University and then organize a workshop on Development of SIM

comprising of Deans, BOS Chairman, and teachers of respective subjects to develop SIM in accordance with the format and guidelines framed by the Distance Education Council (DEC), New Delhi. The BOS chairman identifies the unit writers and editors for a particular subject and distribution of units among different writers and editors is done. All the writers and editors are provided with the necessary guidelines, SIM format, syllabus, course contents, list of reference books etc. 2-3 meetings are conducted for taking review of the progress of the units allotted to the writers and finalization of the manuscript and then finally the manuscript is send for proof reading. Till date 37 workshops and 158 meetings are conducted by CDE from the year 2008-2011 with the involvement of 1234 academicians and developed nearly 465 different SIM. Once the final proof reading is done, with due and prior approval from the University authorities the manuscript is send to the University press or some private press which have a tie-up with the University for printing of the SIM. The printed and ready SIM is kept for open sale at the Consumers Stores of the Shivaji University and is distributed to the distance learners through its various approved study centres.

1.7 Master of Valuation ( Real Estate ) course.

With changing need and time Shivaji University has geared up to transcend from its regional image and has emerged as one of the premier institutes of higher education and research in the country by providing professional courses through distance mode. In post globalization period, there is heavy boom in the real estate business in India. Thus the role of professional valuer has increased a lot. A valuer is highly skilled professional, who with matured technical expertise and skill prepares a valuation of land, buildings or possessions for specific purpose. The work of valuation extends from residential property to large estates, factories, offices & shops. In view of growing importance of professional valuer in real estate

business, the Centre for Distance Education, Shivaji University, Kolhapur has started Masters Course in Valuation of Real Estate at Distance Mode from the academic year 2008-09. Shivaji University is the first University in PAN India to offer this course through distance mode. The University has made it possible to enlist the support of the best available experts in the country, in different streams of studies that make up the valuation course and prepared Self Instructional Material for all the subjects which is one of the greatest strengths, due to which Shivaji University has gained National Recognition.

Master of Valuation ( Real Estate ) is a two years 2 months post graduate course divided into 4 Semesters. Besides Semester exams the candidate has to complete the

assignments as prescribed by the study centre. Two contact sessions per semester are arranged by the study centre. Presently Deccan Institute of Technology, Kolhapur is the Study centre for MoV ( RE ) course. The course orientation and Admission process is conducted by the CDE, Shivaji University and all the contact Sessions, Assignments, Projects etc are looked by the study centre. The entire course is for 2400 marks out of which 600 marks for Semester I for 7 subjects, 700 marks for Semester II for 8 subjects, 600 marks for Semester III for 6 subjects and finally 500 marks for project work in Semester IV. Students from all corners of the country have enrolled for this prestigious course.

1.8 Statement of the Problem :

The statement of the problem which is the title of the present research study is Conversion of available Self Instructional Material of Master of Valuation (Real Estate) Distance mode course for Semester I into online format at Centre for Distance Education, Shivaji University, Kolhapur

1.9 Significance of the Problem : The print material i.e. the Self Instructional Material (SIM) prepared by the Centre for Distance Education (CDE) is indeed very useful and has become a vital aspect in learning and education for Distance learners. But with changing time and need the CDE also has to come up with development of modern and unique learning packages such as online courses, online discussions and projects, e-learning, use of CDs and internet, virtual learning classes etc. By providing Master of Valuation ( Real Estate) through distance mode CDE Shivaji University has made its existence felt nationwide. These distance learners are spread all over the country and have to come to CDE, Shivaji University Kolhapur for Registration, Course Orientation, Collection of SIM etc. Most of them are practicing Valuers, architects Engineers and eminent professionals in their respective fields. It is very inconvenient and not practical for the students to travel frequently to fulfill the numerous course. If the entire course of MoV(RE) goes online it will benefit the students to a larger extent. They do not need to travel to Kolhpaur every time if all the course formalities and processes are completed and available on line on internet. Most of the MoV(RE) students being professionals have access to internet and quite familiar with the use of computers and its technology. Hence if CDE could make the entire registration/admission process, contact sessions, and the course material online it will benefit the students who are scattered over different parts of the country.

Online education is yet in its infancy hence, researches in the area of its quality are limited. This study will attempt to analyze the learning packages prepared by CDE so far and focus on incorporation of online education for 7 subjects of Semester-I of Master of Valuation ( RE) distance mode course as follows.

Table No.1 shows the subjects of Semester I of MoV(RE) distance mode course

Sr. No. 1. 2. 3. 4. 5. 6. 7.

Course Title Principles of Economics Book Keeping and Accountancy Elementary Surveying Introduction to Statistics Principles of Valuation : Real Estate Town & Regional Planning Law-1 Total

Marks 100 50 100 50 100 100 100 600

1.10 Assumptions :

The Master of Valuation ( Real Estate) distance mode students :1. Need suitable online course content and e-learning facilities to cater with their professional and educational requirements.

2. The MoV(RE) distance learners are familiar with computers and internet.

1.11 Objectives of the Study :

Following are the objectives of the present minor research study.

1. To study the different types of learning packages available for Distance Courses. 2. Limitations of MoV SIM to distance learners.

Mode

3. To find out possibilities of Converting the available MoV Semester-I SIM into online mode/format. 4. To find out the possible benefits of online learning packages from MoV distance learners, Faculty members and Counselors. 5. To make appropriate suggestions for Distance learning centre regarding benefits of online learning packages for MoV distance mode courses.

1.12 Scope of the Study :

The study will cover the suggestions for preparing online contents for 7 subjects of Master of Valuation ( Real Estate ) Semester I of Centre for Distance Education, Shivaji University, Kolhapur from available print material to online learning packages based on the analysis of the students needs and requirements.

1.13 Research Methodology :

a. Method

The Survey method was used for collecting the necessary data from distance learners of the MoV distance mode course of CDE Shivaji University, Kolhapur for the present research study by help of a standardized questionnaire.

b. Sample of the Study :

The students enrolled for the Master of Valuation ( Real Estate ) course is the sample for the study. The students enrolled from the academic year 2008-09 to academic year 20102011 which constitutes to 245 in number. Questionnaire prepared by the researcher was send to all of these 245 students registered for MoV ( RE) course. Total of 175( 71.43% of the total of 245 students) duly filled in and completed questionnaires were received during the month of March 2011.

c. Tools used for the Research :-

For identifying and understanding the expectations and requirements of the distance learners for the said course Questionnaire (Appendix-A) was developed by the researcher and to collect desired information with regard to the objectives formulated for the research study. Along with Questionnaire the researcher also took help of personal interactions, interviews and personal discussion with the distance learners and the peers of the distance mode education system.

1.14 Research Procedure of the Study:

The standardized questionnaire prepared were sent to the sample of the study and duly filled in questionnaires were sent back by the sample with the help of which the study is conducted.

1.15 Limitations of the Study :

1. The present research study is limited only to suggest the possibility of preparing online format of the course content for Semester I subjects of Master of Valuation ( Real Estate ) distance mode course from available print material. 2. Study is only limited to the Master of Valuation ( Real Estate ) distance mode course offered by the Centre for Distance Education, Shivaji University, Kolhapur, Maharashtra. 3. The study is an initial preparation step and not the development of the entire online course content. 4. The sample selected was 245 distance learners to whom Questionnaire prepared by the researcher was sent but only 175 distance learners have responded. 5. The present study is submitted to the Centre for Distance Education, Shivaji University, Kolhapur, Maharashtra for further development of the online course / e-learning package for Master of Valuation ( Real Estate ) course. 6. The financial applications and practical implementations for the development of the online course contents is not a part of the present study.

1.16 Chapter Scheme: 1) Introduction 2) Review of Related Literature

3) Research Methodology 4) Data Analysis 5) Findings, Conclusion and Suggestions

This chapter covered the Introduction part on use of Information and Communication Technology in Distance Education, Shivaji University, The Centre for Distance Education, History of Distance Education, Open Education, SIM development process, Master of Valuation ( Real Estate ) course, Statement of the Problem, Significance of the problem, Master of Valuation Part I semester I subjects, No. of Students enrolled for Master of Valuation, Objectives of the study, Scope of the study, Research Methodology, Sample for the Research, Tools used for the Research, Limitations of the study and Chapter Scheme. In the next chapter we will take Review of related literature.

CHAPTER - II REVIEW OF RELATED LITERATURE

2.1 REVIEW OF RELATED LITERATURE

In the first chapter we discussed the background of the present study, introduction and brief history of Shivaji University, Centre for Distance Education, Master of Valutaion ( Real Estate ) course, Statement of the problem, Significance, Scope and Limitations of the present study etc. Now in this chapter we shall take review of all related literature to help formulate and plan a Research procedure of the study

1. According to Prof. Santosh Panda, STRIDE, IGNOU, New Delhi The progression from the early correspondence education to the current IT-enabled collaborative learning and social network based learning is still unfolding with promising possibilities in store. Post industrialization period critical perception has been considerably focused on learning-in-context. Significant innovations have led to constant changes in technologies with the older technologies making space for the new though all the earlier technologies remain tandem with newer developments. Developments of web technology and Digital broadcasting, mobile phones and personal computers are contributing to provide one window solutions to all the technological services(Panda 2009)

2. Jonassen, Howland, Moore and Marra(2003) argued that learning throught he internet encourages a better student-centered learning environment compared to the traditional, didactic approach of teaching and learning. It is also indicated from numerous studies that learning through the Internet does establish a positive impact on student learning. This also further encourages students inquiry and reflective thinking. 3. Dehoney and Reeves 1999 stated that often it appears to be a predisposition for the Internet to be used in traditional ways which results in electronic versions of a traditional course. Hence it is necessary to point out that awareness of escalating cases

of these e-traditional courses is very important considering that technology, is usually seen to be embedded in the teaching and learning process but in most cases fails to get reflected in the practice of important learning strategies. 4. Fernando Alonso, Genoveva Lopez, Daniel Manrique and Jose M Vines reported in their paper that with the integration of computers and especially the web into the education system there has been a shift from centralized classroom-based education towards distributed e-learning courses that can be taken anytime and anywhere. Research and development into this type of teaching has focused mainly on the implementation of technological resources and the definition of standards for sharing and reusing the learning objects. To define instructional processes suited for this type of teaching more efforts and research has to take place. And this necessity has led us to define an instructional learning model as a guide for instructors to create the learner`s self-paced learning process. 5. Gibson, 1998 argues that due to ICTs distance learners simultaneously engage and interact with multiple contexts which extend beyond the classroom. There has been a clear emphasis on the dynamics of interpersonal communication in the online environment. Online learning encourages and improvises the cognitive learning an pace collaborative instruction that a designer explicitly includes learning in social context. 6. According to Akerling & Trevin, 1995, there the introduction of computers in constructivist learning involves providing students with greater autonomy as learners, this commonly conflicts with the students past educational experiences and can require a shift in their conception of what learning involves and what constitutes appropriate roles of students and teachers.

7. David H. Jonassen et al. 1995 belives that a constructivist approach to knowledge construction and learning can be well supported in distance education settings through a variety of technologies. Technology supported environments computer mediated communication, computer supported collaborative work, case based learning environments and computer based cognitive tools for example can offer the field of distance education alternative approaches to facilitating learning. 8. According to Duch, Groh and Allen(2001), students must have the capability to function in a global working world as forthcoming professionals will be expected to solve problems that cross disciplinary margins and subsequently demand more innovative and complex problem solving skills. The central task of curriculum is to ensure that students will benefit with optimum revenue from the continuous amplification of knowledge as well as to contribute productively to ones respective profession. An innovative curriculum steers and regulates an individual to a learning process that allows for the acquisition of an array of skills for instance workplace competencies, self regulated learning, teamwork and leadership, which prepares the individual for the realization of the real-world standpoint. It is quite evident that there is an urgent need to realize the e-learning paradigm in our present educational system. This realization must be sustained on a inclusive conformity of curriculum, e-learning initiatives and policies tailored to harvest human capital. 9. Apurba Jyoti Majumder and Gautam Kumar Sarma in their paper presented to ODL system in Transition Experiences and Reflections have concluded saying that Open courseware is a new and evolving concept beneficial immensely both to the learning and teaching community. In India open courseware can prove to be a boon for those learners who are not in the mainstream. It can greatly contribute to strengthening the

educational infrastructure of the institution providing distance education. However in India only few ODL institutes have adopted the open courseware project. Indian academicians can play significant role in creating open courseware materials for students to expedite and upgrade the teaching and learning process diluting the limitations of the traditional educational set-up and begin a new culture of learning beyond classrooms.

10. Appani Jaya Prakash in her paper of Enabled e-resource access for Distance Learners in ODL system submitted to ODL system in Transition Experiences and Reflections have concluded her paper saying that E-publications have had a deep impact on distance education. E-resources facilitate participation in a greater flow of information and scholarly communications. They provide new ways for teaching and presenting information that contribute to new thinking processes in the way that information is disseminated. The tremendous growth of distance education is changing the role of the academic Librarians. Librarian must develop a good knowledge of the variety of e-resources available in the market and be able to guide the best suited e-resource available in the market as per the information requirement and affordability of a distance learner. Distance learning libraries need to step in to impart proper guidance to users in the use of e-resource and services. Distance learning institutions should conduct useroriented programs for distance learners on using and browsing these e-resources. 11. Anjaiah Mothukuri and Prema Venkat Jangam in their research paper E-learning package for Distance Education Learners in India : Need of the Hour have firmly

stated that Today the information generated at the global level is flowing through the information super highway. New knowledge gets disseminated at the global level in no time. The possibilities of IT-disseminated information from the generator to the recipient at the faster rate has a high relevance in the present education scenario. The various aspects of education such as learning, teaching and research which need radical changes are amenable to the application of information technology. This plays a crucial role in the effective learning process of learners engaged in higher studies. The e-learning package is designed to help the distance student learn in a convenient computer-based environment. The student enjoys the flexibility of independent self study at his own pace, at their own time, through the e-learning package.

12. D. D. Aggarwal in his book Method of Distance Education has pointed out that Flexible learning in distance education requires the combination of institutional

vision and policy, technology and pedagogy. According to him learning arises from active engagement of the learner, and a communication oriented pedagogy. Ever changing society, students are increasingly diverse and therefore distance courses must become more flexible not only in terms of location but also in program. Types of interactions, types of communication and learning materials, use of well designed web system would make these flexibilities concrete. Technology will be used to impart good teaching and not to replace the instructor. And it has helped more student attending flexibly remaining at their jobs rather than traditionally coming to the campus most day.

13. The paper presented by Gaba and Sethy based on Research Project which was completed by them at Staff Training Research Institute in Distance Education and in their paper they have argued with extensive evidence that the distance learners are eager to learn through Information and Communication Technologies(ICT`s) provided the institutional arrangements to make technology based teaching learning available and accessible through careful planning and reliable support system as well as management systems. There have been outpouring of interest in how computers and Internet can be harnessed to improve the efficiency and effectiveness of education at all levels. Hence, ICT`s can be seen in terms of its capacity to store and deliver teaching materials.

14. According to Garrison & Cleveland-Innes, 2005, ICTs make learners competent and arouse confidence among them for pursuing their respective courses and even go for higher studies. Because it caters to the emerging learning needs. Learning through online mode is convenient and more effective therefore , when learners log into the course they view their goal as learning.

15. Gulati, 2008, in his research study mentions that new communication technologies and in particular the Internet offer exciting possibilities for overcoming geographical access and cost barriers to learning. ICT enables the most means in imparting education. 16. American Society of Training and Development (ASTD 2001) commented on a research work on learners perception on ICT`s where most of the learners preferred to

take digital courses while working hours and e-learning in a workplace office area. Many preferred e-learning than classroom training.

2.2 Conclusion : From the various review about the relevant literature it is quite clear and relevant that use of IT, Internet web based technology, e-learning package, e-learning

resources etc are very useful to the distance learning students. There are arguments in favour of using ICT inteaching learning process, Nevertheless, majority of the relevant literatures reviewed above indicated that there is an advantage of using technology, computer based, web based, e-learning in distance education. The review also mentioned the factors that contribute to an effective use of the Internet are numerous and thus beyond the scope of discussion. Some of the researcher also found opposite distance learners views in their use of technology in their process of learning. Some of the learners are totally new to the use of ICTs and not much familiar with the computers and internet. Many need more experience and guidance in using appropriate search engines, more web creation skills,etc. Some of the distance learners are not able to make out the most suitable online course/program, whether the same is relevant or not, the course material is in accordance to the latest curriculum or not etc. Poor regulation of the use of computers and the Internet in the teaching and learning process is the main reason behind it. Several authors have found that the most efficient teaching model is a blended approach, which combines self paced learning and face to face classroom teaching which has recommended implementation of a blended approach.

The target group of the present study is the registered distance learners under the Master of Valuation (Real Estate) professional course in CDE, Shivaji University, Kolhapur.

This chapter included the Review of related literature and in the preceding Chapter we will cover the Research procedure and data analysis.

CHAPTER III RESEARCH METHODOLOGY

3.1 Introduction:

In the last chapter review of related literature was discussed and with the help of the reviews it is evident that use of ICT is a need of time and particularly in Open and Distance mode learning where the distance learners have to adopt their own convenient learning process. The present chapter is devoted to the procedure of the present research study. A Research procedure of the study is a systematic and intensive scientific process of carrying a method of analysis with view of the objectives formulated for a research study. It helps the researcher to anticipate the problems and accordingly provide a symbolic model towards solution to the problem in accordance with the objectives of the study.

3.2 Method of Research :

Any researches that are undertaken, have a prime motive to provide systematic information relating to the statement of the study and follow a procedure that will enable to draw conclusions on the basis of data collected and analyzed and give valid and productive suggestions from the facts revealed.

The present study aims at finding out the possibility of converting the available printed form of course material into online format for the convenience and easy access of the distance learners and hence a feedback relating to their views and opinions of transforming the printed form of course material into online format was necessary and relevant. Hence, a survey method was used to collect the necessary data and information was used for the study.

3.3 Sample

All the distance learners admitted for the Masters of Valuation (Real Estate) course from the academic year 2008-09 to 2010-11 were selected to collect the primary data in view with the objectives of the study. The sample in total is 245 in number. Questionnaire prepared by the researcher was send to all of these 245 students registered and admitted students for MoV(RE) course. Out of which 175( 71.43% of the total of 245 students) duly filled in and completed questionnaires were received during the month of March 2011.

No. of Students Enrolled for the Master of Valuation ( Real Estate ) Course :

1st Batch June 2008 - 65 students 2nd Batch Oct 2008 26 students 3rd Batch - June 2009 77 students 4th Batch - June 2010 77 students

The profile of the sample is as follows : The entire respondents of 175 students are graduated from different universities and different states and different parts of the country. Many of them are even postgraduates. 15% of the respondents are female students and 85% are male students. 80% of the s respondents constitutes of qualified engineers and architecture. 100% of the respondents are from urban sector.

3.4 Tool for the study.

Taking into consideration the nature if the minor research project which is of descriptive type and the minimum time span allotted for the project, the questionnaire tool used for collection of data.

3.5 Preparation of the Tool

A questionnaire comprising of 30 questions relating the MoV(RE) course going into online format. The questionnaire was prepared with the help of experts in the field of Open and Distance Education and used as a tool While preparing the tool, it was assumed that the students are well versed with the computers and internet and online courses.

3.6 Application of the Tool. The questionnaire prepared was sent to the sample selected via post, e-mail, by hand through study centre etc. Out of the 245 sample number only 175 i.e. 71.43% of the total sample responded via post, courier, e-mail, in person and sent back the duly filled in questionnaire to the researcher. The respondents were assured that their feedback will be kept confidential and will be strictly used only for the research study work by the researcher. The details will be not used for any other purpose than the research work.

3.7 Conclusion

In this chapter we dealt with the Method of Research. Sample, Tool for the study, Preparation and application of the tool. In the preceding chapter the data and information collected through questionnaire is systematically and statistically analyzed and interpretations on the basis of data analysis are made.

CHAPTER IV DATA ANALYSIS AND INTERPRETATION

4.1 Introduction.

Survey method of research for the present study was selected and accordingly a questionnaire was formulated to collect the necessary data and information with relevance to the objectives of the study. All the students registered for the MoV(RE) course were selected as sample for the study and 70% of the sample selected has responded to the questionnaire on the basis of which the researcher herewith is analyzing the data and information. In the last chapter the Research methodology used for the study was discussed. This chapter deals with the analysis of the data collected and the interpretations thereon subsequently.

4.2 Objective wise analysis of the study:

The first objective of the present study is 4.1.1 To study the different types of learning packages available for Distance Mode Courses.

To fulfill this objective the review of related literature helped me to note down the following different types of learning packages which are available and can be effectively used by the Open and Distance mode Universities /Institutions to facilitate distance learning among distance learners. The e-learning packages are designed in such manner that a distance learner can study in a computer based convenient environment. The learners have the flexibility of independent self study to the e-learning contents and packages which are rich and valuable, enjoyable and more convenient than classroom teaching.

DIFFERENT LEARNING PACKAGES AVAILABLE FOR DISTANCE MODE COURSES

The correspondence packages i.e. printed material which is distributed to the distance learners and which is popularly known as the first generation of Distance Education.

The multimedia package which comprises of print, audiotape, videotape, computer based learning, interactive video ( disk and tape ) which comes under the second generation of Distance education.

The teleconferencing package constituting of audio teleconferencing, video conferencing, audio graphic communication, broadcast TV/Radio and audio teleconferencing falling under the third generation of Distance education.

The Flexible Learning package which includes Interactive multimedia (IMM) online, Internet-based access to WWW resources, Computer mediated communication all coming under the fourth generation of Distance education.

The Intelligent Flexible Learning package comprising of Interactive multimedia (IMM) online, Internet-based access to WWW resources, Computer mediated communication along with using automated response systems, Campus portal access to institutional processes and resources known as the fifth generation of Distance education.

The Internet-instructional material in text and graphics (skillets), audio/video and moving images, variety of interactive sessions (chat sessions, newsgroups), assignments, and consulting mechanisms (e-mail) like tutorials, assignments and tests coming up as the sixth generation of Distance education.

E-Textbooks

A specifically designed e-textbook by the distance education

institutions for independent and comprehensive study. The units are structured and designed with objectives that the learners can derive in depth after studying the unit.

E- Lecture : The learners may log on to the e-lecturers if any units or chapters are not clear and some doubts are dwelling in mind. Each lecture has a voice over and animated presentations which give the distance learner a feeling of a being in an actual classroom. These lectures can be taken at their convenience and their own pace.

Articles and Additional Readings : Some of the relevant articles and references are provided to the distance learners at the end of the each chapter of E-Textbooks. These additional readings are the links to external resources available on the web. This helps in enhancing the understanding and updating the knowledge of distance learners.

Self Study : The distance learners are provided with a courseware consisting of textbooks, workbooks and books for reading and casebooks specially designed for

independent study. The distance learners are to achieve competence in a reasonable group of subjects through self study.

Glossary :

For quick reference of definitions, concepts and their meaning or

interpretations in various contexts alphabetically organized glossary is given which is easily accessible.

E-Practicals : This segment is very important to the distance learners to get answers and clarify their doubts and difficulties which plays a vital role in securing maximum number of marks at the final examinations.

The second objective of the study is 4.1.2. Limitations of MoV SIM to distance learners.

The students of Master of Valuation (Real Estate) course are indeed very happy with the Self Instructional Material (SIM) provided to them. The SIM is prepared in accordance to the course syllabus and is prepared by the experts in the field valuation and stalwarts practicing as eminent Valuers. No doubt there are certain revisions to be made and some contents to be included which are bound to be left out due to the lengthy and gigantic process of development of SIM which has to be completed within a minimum time allotment Many students have suggested to offer credits for the subjects which they have already undergone during their degree course and to add subjects pertaining to structural engineering which is not in the syllabus at the moment. There had been a lot of discussions and debates regarding the quality and course contents of the SIM. Despite minor changes and suggestions, the quality is appreciated by the students. The only concern regarding the SIM to the remote

students is that many of the students being actual practicing professional find it difficult to travel to fulfill the various formalities of the course. They complete the formalities such as registration and admission process by filling in the online form available and sending the same via post or courier. But for collection of SIM they have to travel or send some representative to collect the same from the Shivaji University, Kolhapur campus to collect on behalf of them. This major hindrance to the distance learners can be eradicated if the entire course and its contents are available online to the distance learners at any time and any place convenient and feasible for them. This will help many busy and practicing students to save their valuable time and money. If the Centre of Distance Education provides the entire course online, then the students will only have to travel to Kolhapur for exams. This can be avoided if the CDE takes steps to conduct the online exams for professional courses such as MoV(RE) and M.B.A at least at its initial stages.

Hence, the study reveals that the only limitation of the MoV course is that it is available only in the campus of Shivaji University for which the registered and admitted students have to travel long distance and come to Kolhapur to collect the same.

The next objective of the study is 4.1.3. To find out possibilities of Converting the available MoV Semester-I SIM into online mode/format.

Internet based computerized learning which is also called as e-learning has attracted the educators and policy makers especially in developing countries. With the use of new multimedia technologies and the computer aided learning, quality of learning can be improved. It also facilitates access to resources and services by way of exchange and

collaboration. According to D. D. Agarwal, in his book, Methods of Distance Education, he states that Social constructivist theories can be used in the design and development of online courses and in the training and pedagogy of online instructors to ensure quality in online courses. For delivery of partial or completely online courses can differ among themselves to great extent and include asynchronous course management systems, synchronous webcasts, video conferencing, web pages, instructional videos and web based chat rooms.

Online management systems developed by Lotus Learning space or Blackboard can be used for blended learning process approach. Here learners meet face-to-face for the first and last sessions and the rest are conducted online. Social constructivist theory with focus on complex and authentic activities, social interaction, intentional learning communities and guided assistance to learners offer a framework for course design as well as to teachers in teaching and training of faculty to teach online. Learning community can be established by motivating learners to participate in online discussions and projects, small group and team discussions, design question prompts, assignments and activities to create an environment that actively engage students to collectively construct meaning.

The print model is supported by a blended view of learning theories Behaviorism, Cognitive and Constructivism theories. E-lesson can be designed by blending the different educational theories and approaches into following psycho pedagogical prescriptions. Initially the content structure can be designed by organizing information into a conceptual framework allows for greater transfer. This enables to develop a coherent information structures that help to build knowledge domain in the learners mind. Secondly, the focus on the cognitive process of understanding how the mind works during the process of learning and the factors that determine it and condition the success of process. Thirdly, human

learning does not only confine with interacting with the contents but also with working together with colleagues and instructors. For this a sense of community in the learner group is essential to be developed for successful and effective learning process. Thus the activities which enable collaborative learning are included in the design and development of e-learning courses.

The mixture of the three learning types Self paced learning, live e-learning and faceto-face learning is an efficient blended learning solution. It has an instructor to direct learning. Personalized learner support through email and telephone is provided. Computerized videoconferencing where instructor can explain learning subjects to the group. Interaction between instructor and learners and between the learners and learners through chat rooms. Student support, assessments, examinations and certificates, diplomas and degrees to certify that a particular distance learner has passed the course.

With the integration of computers and web the education can be imparted through distributed e-learning courses that can be taken anytime and anywhere. The centre for distance education with the help of technological resources can make available the printed material into online mode by designing a online course. Computer supported constructivist environments can create situations and offer tools that stimulate students to make maximum use of their own cognitive potential simultaneously by guiding and structuring learning processes.

Constructivist principles can be infused in distance education where learners are not in close physical proximity with the teachers and where technology mediates the learning experience. This has created a strong need for the construction of technology supported

constructivist learning environments where students work collaboratively with each other, and to move the teacher from podium to sideline, from leader to coach, from purveyor of knowledge to facilitator of personal meaning. Constructivism and use of new technologies will transform significantly the way distance education should be conducted in virtual.

Blended learning should be adopted by distance institutions. Totally fully online courses are not appreciated by the students. In this process many students are bound to be eliminated from the courses. So a course has to be blended with technology appropriately and launched as per curriculum and control requirement. Phoenix university is one of the biggest online University in the world. The Open and distance educational institutions can visit the Phoenix University website for introduction and launching of online courses and curriculum.

For the institutions where print material ready and wants to transform the same into online mode certain changes are needed. Design and Development of online course researchers, content specialists, script writers, instructional designers, graphic artist, audiovideo producers, multimedia programmers are needed. For delivery of the course contents post/courier, PC with CD-ROM player, CD-ROM courseware units, students registrations, learner support, evaluation, hands on instructions to transform the course into e-learning mode. Web 2.0 tools which are available freely can be used for interactivity and creativity for information sharing. Different types of Learning Management Systems such as Moodle, Blackboard, Studywiz, Hotchalk, Joomia, Sharepoint etc can be used for adopting personalized learning and focusing on individual learning system. The fourth objective of the study is 4.1.4. Find out the possible benefits of online learning packages from MoV distance learners, Faculty members and Counselors.

To fulfill this objective the data collected was analyzed as follows: 4.2 Analysis and Interpretation of data collected through questionnaire 1. Table No. 4.1 Analysis of MoV distance learners responses on the question - How did you come to know about the MoV ( RE ) distance mode course?

Total Respondents No. % 175 100 Observation :

Newspaper No. 35 % 20

University website No. % 125 71.43

Friend / Colleague No. 15 % 8.57

Any other source please mention No. % 00 00

Table No.4.1 shows that the MoV students responses on the question How did you come to know about the MoV ( RE ) distance mode course? For this question 20%(35) students got information from Newspaper, 71.43%(125) students from Shivaji University website and 8.57%(15) students got information from friends/colleagues. None of them responded to any other source.

Interpretation : Majority of the students got the information related to the course from Shivaji University website which shows that most of them are computer familiar and use internet regularly.

2. Table No. 4.2 Analysis of MoV distance learners responses on the question - Your Opinion about Education? the Self Instructional Material provided by the Centre for Distance

Total Respondents No. 175 % 100

Excellent

Good

Average

Poor

Any other

No. 95

% 54

No. 40

% 23

No. 25

% 14

No. 00

% 00

No. 15

% 9

Observation: Table No.4.2 shows the responses of distance learners to the question- Your Opinion about the Self Instructional Material provided by the Centre for Distance Education? On this question 54%(95) students rated SIM as Excellent, 23% (40) students rated SIM as Good, 14%(25) students rated SIM as average, 0 students as poor and 9%(15) students opinion was any other wherein they stated SIM needs revision, up gradation, additions to the existing contents and introduction of subjects relating to Valuation such as Structural Engineering.

Interpretation: Majority of the students feel that the quality of SIM prepared by CDE is Excellent and few of them stated it needs revision and up gradation.

3. Table No. 4.3 Analysis of MoV distance learners responses on the question- Do you avail the basic knowledge and skills required to use and operate computers?

Total Respondents

Yes

No

Cannot Say

No. 175

% 100

No. 160

% 91.50

No. 00

% 00

No. 15

% 8.50

Observation:

Table No.4.3 shows the responses of distance learners to the question Do you avail the basic knowledge and skills required to use and operate computers? Here 91.50%(160) students do have the basic knowledge and skill required to use and operate computer and 8.50%(15) students were in dilemma and answered cannot say whether they had enough knowledge or not to use and operate computers.

Interpretation:

Majority of the distance learners of MoV(RE) course do posses the basic knowledge and skill required to use and operate computer.

4. Table No. 4.4 Analysis of MoV distance learners responses on the question- Which of the following accessibility of ICT do you have to accommodate online learning?

Total Respondents

Mobile phone

Landline Telephone

Audio/Video

Computer/Laptop internet None

and CD/DVD with player facility % No.

No.

No.

No.

No.

No.

175

100

175

100

150

86

160

91.50

160

91.50

Observation:

Table No.4.4 shows the responses of distance learners to the question - Which of the following accessibility of ICT do you have to accommodate online learning? It is amazing to note that 100%(175) students have mobile phones, 86%(150) students have landline telephones, 91.50%(160) students have audio/video and CD/DVD player, 91.50(160) students have computer/laptop with internet facility and 0%(0) students responded to none option.

Interpretation: The above table reveals that majority of the MoV (RE) distance learners have accessibility of ICT to accommodate online learning such as mobile, computers, internet, and audio/video and CD/DVD players.

5. Table No. 4.5 Analysis of MoV distance learners responses on the question - Do you prefer learning through online learning/e-learning than to classroom learning?

Total Respondents No. 175 % 100 No. 155

Yes % 88.50 No. 15

No % 8.50

Cannot Say No. 5 % 3.00

Observation:

Table No.4.5 shows the responses of distance learners to the question- Do you prefer learning through online learning/e-learning than to classroom learning? 88.50%(155) students said yes, 8.50%(15) students said no and 3%(5) said cannot say whether they prefer learning through online learning/e-learning to classroom learning.

Interpretation:

Majority of the distance learners of MoV(RE) course do prefer online learning/elearning than to classroom learning. This shows the distance learners have the willingness to cope up with the technological changes and upgrade themselves with the use of Information and Communications Technology in the field of availing distance education and possessing professional qualifications along with practical experiences.

6. Table No. 4.6 Analysis of MoV distance learners responses on the question - Do you think it is easier to get course contents through ICT?

Total Respondents No. 175 Observation: % 100 No. 155

Yes % 88.50 No. 15

No % 8.50

Cannot Say No. 5 % 3.00

Table No.4.6 shows the responses of distance learners to the question- Do you think it is easier to get course contents through ICT? 88.50%(155) students said yes, 8.50%(15) students said no and 3%(5) said cannot say whether it will be more easier to get course contents through ICT or not.

Interpretation:

Majority of the students agree that it will be easier to get course contents through ICT.

7. Table No. 4.7 Analysis of MoV distance learners responses on the question- Asking questions and interaction with peers through online is easier than through F2F?

Total Respondents No. 175 Observation: % 100 No. 115

Yes % 66 No. 45

No % 26

Cannot Say No. 15 % 8

Table No.4.7 shows the responses of distance learners to the question- Asking questions and interaction with peers through online is easier than through F2F? In response to

this questions 66%(115) students replied saying yes, 26%(45) students replied saying no and 8%(15) students were not sure whether it will be more comfortable or easier to interact with peers through online through face to face learning.

Interpretation:

Majority of students feel that interacting with peers and faculty of the course will be easier than that of face to face interaction with them. Some of them did not agree to it.

8. Table No. 4.8 Analysis of MoV distance learners responses on the question- Submission of assignments through ICT will be more convenient than existing practice?

Total Respondents No. 175 Observation: % 100 No. 155

Yes % 88.50 No. 15

No % 8.50

Cannot Say No. 5 % 3.00

Table No.4.8 shows the responses of distance learners to the question- Submission of assignments through ICT will be more convenient than existing practice? 88.50%(155) students felt yes, 8.50%(15) students felt no and 3%(5) said cannot say if the submission of assignments through ICT will be more convenient than existing practice.

Interpretation:

Majority of the students are of opinion that submission of assignment through ICT will be more convenient rather than the existing practice which is to submit the hard copy of assignments to the study centre by post / courier.

9. Table No. 4.9 Analysis of MoV distance learners responses on the question- Appearing for Exams online is easier and economically convenient than current practice?

Total Respondents No. 175 % 100 No. 155

Yes % 88.50 No. 15

No % 8.50

Cannot Say No. 5 % 3.00

Observation:

Table No.4.9 shows the responses of distance learners to the question- Appearing for Exams online is easier and economically convenient than current practice? 88.50%(155) students felt yes, 8.50%(15) students felt no and 3%(5) said cannot say.

Interpretation:

Majority of the students feel and agree that if the exams are conducted online rather than the current practice of travelling down to Kolhapur twice a year for exams it will be easier and rather economically convenient to appear for online exams.

10. Table No. 4.10 Analysis of MoV distance learners responses on the question- Online study will help you curtail your travel time and cost as well?

Total Respondents No. 175 % 100 No. 165

Yes % 94 No. 00

No % 0.00

Cannot Say No. 10 % 6

Observation:

Table No.4.10 shows the responses of distance learners to the question- Online study will help you curtail your travel time and cost as well? In response to this question 94%(165) students feel yes and 6%(10) students were in a state of confusion and reported as cannot say as to if online study will help them in curtail their travel time and cost.

Interpretation:

Majority of the distance learners agree that online study will help them curtail their travel time as well as travel cost.

11. Table No. 4.11 Analysis of MoV distance learners responses on the question- Online study will not require fixed time and place for study providing more flexibility?

Total Respondents No. 175 % 100 No. 135

Yes % 77 No. 36

No % 21

Cannot Say No. 4 % 2

Observation:

Table No.4.11 shows the responses of distance learners to the question- Online study will not require fixed time and place for study providing more flexibility? 77%(135) students answered yes to this question and 21%(36) students replied no to the question with 2%(4) students reporting as cannot say.

Interpretation:

Majority of the students are of the opinion that for online study fixed time and place will not remain a constraint and will provide them with more flexibility to study at their own pace and convenience.

12. Table No. 4.12 Analysis of MoV distance learners responses on the question- Do you prefer to receive the study material in digital from than print material?

Total Respondents No. 175 % 100 No. 155

Yes % 88.50 No. 15

No % 8.50

Cannot Say No. 5 % 3.00

Observation:

Table No.4.12 shows the responses of distance learners to the question- Do you prefer to receive the study material in digital form than print material? For this question 88.50%(155) students replied yes, 8.50%(15) students replied as no and 3%(5) said cannot say.

Interpretation:

Majority of the students are in favor of preferring the study material in digital form than in print material.

13. Table No. 4.13 Analysis of MoV distance learners responses on the question- Online study will help students to interact with other students and share ideas and updated information

Total Respondents No. 175 % 100 No. 142

Yes % 81 No. 29

No % 16.50

Cannot Say No. 4 % 2.50

Observation:

Table No.4.13 shows the responses of distance learners to the question- Online study will help students to interact with other students and share ideas and updated information. 81%(142) students replied yes to this question and 16.50%(29) students replied no to the question with 2.50%(4) students reported as cannot say.

Interpretation:

Majority of the students firmly believe that online study will help them to interact with other students and share ideas and updated information.

14. Table No. 4.14 Analysis of MoV distance learners responses on the question- Online study will help enhance motivation and improve communication skills?

Total Respondents No. 175 % 100 No. 142

Yes % 81 No. 29

No % 16.50

Cannot Say No. 4 % 2.50

Observation:

Table No.4.14 shows the responses of distance learners to the question- Online study will help enhance motivation and improve communication skills? 81%(142) students answered yes to this question and 16.50%(29) students answered no to the question with 2.50%(4) students reply as cannot say.

Interpretation:

Majority of the students agree that online study will help them to enhance motivation among themselves and improve communication skills.

15. Table No. 4.15 Analysis of MoV distance learners responses on the question- Will the communication method and response in computer based learning create ambiguity and confusion?

Total Respondents No. 175 % 100 No. 15

Yes % 8.50 No. 140

No % 80

Cannot Say No. 20 % 11.50

Observation:

Table No.4.15 shows the responses of distance learners to the question- Will the communication method and response in computer based learning create ambiguity and confusion? For reply to this question 8.50%(15) students answer was yes, 80%(140) students answer was no and 11.50%(20) students answer to the question was cannot say.

Interpretation:

Majority of the students feel that the communication method and response in computer based learning will not create any ambiguity and confusion as they are well versed with the Learning Management Systems.

16. Table No. 4.16 Analysis of MoV distance learners responses on the question- Will the information provided through online/e-learning contents have quality?

Total Respondents No. 175 % 100 No. 115

Yes % 66 No. 24

No % 14

Cannot Say No. 36 % 20

Observation:

Table No.4.16 shows the responses of distance learners to the question- Will the information provided through online/e-learning contents have quality? In reply to this question 66%(115) students answer was yes, 14%(24) students answer was no and 20%(36) students answer to the question was cannot say.

Interpretation:

Majority of the students opinion regarding the quality of the information provided through online/e-learning was positive.

17. Table No. 4.17 Analysis of MoV distance learners responses on the question- Will online study help you enhance the performance in examination?

Total Respondents No. 175 % 100 No. 142

Yes % 81 No. 29

No % 16.50

Cannot Say No. 4 % 2.50

Observation:

Table No.4.17 shows the responses of distance learners to the question- Will online study help you enhance the performance in examination? The answer to this question was 81%(142) students said yes, 16.50%(29) students said no and 2.50%(4) students answer to the question was cannot say.

Interpretation:

Majority of the students believe that online study will help them to enhance their performance in the examinations.

18. Table No. 4.18 Analysis of MoV distance learners responses on the question- Do you need additional skills to cope up and upgrade yourself with the ICT/online learning.

Total Respondents

Yes

No

Cannot Say

No. 175

% 100

No. 160

% 91.50 00

No. 00

% 15

No.

% 8.50

Observation:

Table No.4.18 shows the responses of distance learners to the question- Do you need additional skills to cope up and upgrade yourself with the ICT/online learning? The answer to this question was 91.50%(160) students said yes, 0%(00) students said no and 8.50%(15) students answer to the question was cannot say.

Interpretation: Majority of the students stated that they did not feel it is necessary to have some additional skills to cope up and upgrade themselves with the ICT/online learning.

19. Table No. 4.19 Analysis of MoV distance learners responses on the question- How will bringing Master of Valuation ( RE) course into online mode benefit the students?

Total Respondents

Easy regular Can updates during time

study Do not have to 24 X 7 any place any free hang around. at time availability of course material

office /work No. 175 % 100 No. 175 % 100 No. 175 % 100 No. 175 % 100

facility No. 175 % 100

Observation:

Table No.4.19 shows the responses of distance learners to the question- How will bringing Master of Valuation ( RE) course into online mode benefit the students? 100%(175) students feel that bringing Master of Valuation (RE) course into online mode will benefit the students in many ways.

Interpretation:

All MoV(RE) distance learners believe that the course going into online mode will benefit them in many ways.

20. Table No. 4.20 Analysis of MoV distance learners responses on the question- Will there be need of Contact Sessions, if the course goes into online mode?

Total Respondents No. 175 % 100 Yes No. 115 % 66 No No. 25 % 14 Cannot Say No. 15 % 9 Any Other No. 20 % 11

Observation:

Table No.4.20 shows the responses of distance learners to the question- Will there be need of Contact Sessions, if the course goes into online mode. 66%(115) students feel yes there will be need of contact sessions, 14%(25) students say no, 9%(15) students say cannot say and 11%(20) students have replied to any other such as there should be online sessions or by way of video conferencing or by chat rooms etc.

Interpretation:

Majority of students feel the necessity of contact sessions and they should be by way of online sessions, video conferencing, chat rooms, distributed learning sessions etc which will true sense make the course operate in online mode.

21. The advantages of the course going into online mode as stated by the MoV(RE) students is as follows : a) Online / e-learning resources offer enormous benefits to the distance learners. Faster, easier, more convenient, 24hour desktop access from home/workplace, learn anywhere anytime even while travelling etc. b) Distance learners are scattered all over the different corners of the county. They cannot come to one place to access the desired courses and curriculum. Hence online course contents can be more convenient to the distance learner who can get access to education from their place itself.

c) E-publications have a deep impact on distance education. E-resources facilitate participation in a greater flow of information and scholarly communications d) Online /e-learning can provide new ways to present and disseminate information and knowledge. e) Distance learners can enjoy the flexibility of independent self-study through the elearning package. f)online/e-learning makes learning experience more in-depth, flexible, convenient, personalized and more over enjoyable. g) Upgrade knowledge and skills according to their schedule. h) Access the resources on 24 x 7 basis. i) Enable them to take the courses of their interest at their own pace. j) With help of audio-visual aids the distance learners can have number of retention levels k) Study online chapters and other resources available in the package. l) Can test their understanding by evaluating their progress from time to time. m) Online/e-learning can motivate and encourage to enhance ones skills. 22.. The disadvantages of the course going into online mode as stated by the MoV(RE) students is as follows :

The only disadvantage for the course going into online mode as indicated by most of the distance learners is the unavailability of the internet resources due to technological barriers such as unstable or slow access to the internet, bandwidth limitations of the internet to make information resources unavailable to access and out of reach for potential users. Web pages can prove as an effective tool but if the distance learners are unable to download the pages in a reasonable amount of time it could be a waste of experiment.

4.3 Conclusion:

The data collected from distance learners is put in the 20 tables. The information collected is analyzed and interpretation is made on the basis of using percentage device. In this chapter is it quiet clear that majority of the students are willing and prefer online/elearning packages and the experiment if undertaken will prove to be successful and useful to all the distance learners aspiring higher and professional education to cope up with their career needs and objectives. The next and final chapter V is about the finding and the Suggestions made and Conclusions drawn.

CHAPTER V FINDINGS, CONCLUSION AND SUGGESTIONS

CHAPTER V

FINDINGS , CONCLUSION AND SUGGESTIONS

5.1 Introduction: The present study was conducted on the basis of data and information collected through survey method, being a descriptive research study in nature. Based on the analysis and interpretations made of the data the findings of the study are stated below and conclusions are drawn after studying the findings. The present minor research study has also

made some suggestions to the Centre for Distance Education, Shivaji University which will be useful in Conversion of the available printed course material and contents into online mode or format.

5.2 Findings of the Study: Approximately Seventy-one percent of distance learners got the information related to the course from Shivaji University website which is quite relevant that most of them are computer familiar and use internet regularly. Fifty-four percent of the students have rated the SIM prepared by CDE as Excellent. Nine percent of the total respondents stated SIM needs revision, up gradation,

additions to the existing contents and introduction of subjects relating to Valuation such as Structural Engineering. Ninety-two percent students have the basic knowledge and skill required to use and

operate computer which assures that if the course goes online there will be no difficulty for the distance learners to get access to online course or e-learning packages. Approximately Ninety-two percent respondents have accessibility of ICT to

accommodate online learning such as mobile, computers, internet, and audio/video and CD/DVD players. Approximately Eighty-nine percent respondents prefer online learning/e-learning than

to classroom learning. Approximately Eighty-nine percent respondents agree that it will be easier to get

course contents through ICT. Sixty-six percent respondents feel that interacting with peers and faculty of the course

will be easier than that of face to face interaction with them. Twenty-six percent students did not agree to it.

Majority of students i.e. Sixty-six percent respondents feel that interacting with peers and faculty of the course will be easier than that of face to face interaction with them. Twenty-six percent of them did not agree to it.

Majority of the students i.e. 89% are of opinion that submission of assignment

through ICT will be more convenient rather than the existing practice which is to submit the hard copy of assignments to the study centre by post / courier. Eighty-nine percent respondents opinion was that appearing for exams online is easier

and economically convenient than current practice. Majority of the distance learners i.e. Ninety-four percent agree that online study will

help them curtail their travel time as well as travel cost. Seventy-seven percent respondents agree that online study will not require fixed time

and place for study providing more flexibility. Eighty-nine percent respondents are in favor of preferring the study material in digital

form than in print material.

Eighty-one percent respondents were of opinion that online study will help students

to interact with other students and share ideas and updated information. Eighty-one percent respondents agree that online study will help enhance motivation

and improve communication skills? Eighty percent respondents were of opinion that the communication method and

response in computer based learning will not create any ambiguity and confusion. Sixty-six percent respondents stated that the information provided through online/e-

learning contents will have quality and twenty percent respondents stated that they cannot say anything on the equality of online and e-learning course.

Eighty-one percent respondents were of opinion that the online study will help them

enhance their performance in examination and Sixteen percent respondents were of opinion that online study will not really help to enhance performance in examinations. Ninety-one percent respondents agreed that they need additional skills to cope up and

upgrade yourself with the ICT/online learning. All the respondents i.e. 100% distance learners believed that the course going into

online mode will benefit them in many ways. Majority i.e. 66 percent of the respondents feel that there is necessity of contact

sessions. All the respondents i.e. 100% distance learners agreed that there are many advantages

of a distance mode course going into online mode. The study points out that the limitation of the MoV distance mode course is that it is

available only in the campus of Shivaji University for which the registered and admitted students have to travel long distance and come to Kolhapur to collect the same. The study has listed the available online learning packages available for distance

learners which can be adopted or created by the Centre for Distance Education to facilitate its distance learners. The findings obtained from the analysis of survey data reveals that learners could be

successful in online courses in terms of their acquiring knowledge and rich experience in online format. Online / e-learning can prove to be a boon for distance learners who are not in the

mainstream. Academics can play a significant role in developing online courses for students to

expedite and upgrade the teaching and learning process.

5.3 Conclusions: In accordance with the objectives formulated for the present research study, the following are the conclusions drawn.

1. To study the different types of learning packages available for Distance Courses.

Mode

The study proves that corrective steps can be taken to offer various programmes through ICT and e-learning packages available to transform the course contents by way of introducing webcast programmes, online programmes, online learning, SMS alert services etc. The findings of the study indicate clearly that the distance learners are quiet aware of ICT and online education and have shown preference towards it.

2. Limitations of MoV SIM to distance learners. The findings of the study reveal that the only limitation of the MoV SIM to distance learners is that it is available only in the campus of Shivaji University for which the registered and admitted students have to travel long distance and come to Kolhapur to collect the same. Besides some revisions and up gradation the SIM has been graded as excellent by the distance learners. The Suggestions made by the distance learners with regards to its contents, revisions, additions, introduction of subjects such as structural Engineering etc are to be considered and appropriate changes are to be incorporated by the CDE. If the SIM or the course contents are made available online by the CDE, the remote students who are unable to travel frequently for fulfilling the various formalities will be benefited at large.

3. To find out possibilities of Converting the available MoV Semester-I SIM into online mode/format. Web 2.0 tools which are available freely can be used for interactivity and creativity for information sharing. Different types of Learning Management Systems such as Moodle, Blackboard, Studywiz, Hotchalk, Joomia, Sharepoint etc can be used for adopting personalized learning and focusing on individual learning system. The policy makers can reformulate the structure of ICTs by taking into account the positive and negative views on ICT`s expressed by the distance learners in the present minor research study.

4. To find out the possible benefits of online learning packages from MoV distance learners, Faculty members and Counselors. The study found that ICT`s can help CDE, Shivaji University in various ways. It will help to use ideas and understanding and present it to audiences in a meaningful way. Communication between known and unknown peer groups is possible with use technology and online learning. Knowledge building among the peer groups is possible. Learning can be supported by locating information from wide range of on-line and multi-media resources. It builds confidence to understand the distance course contents without any ambiguities and any ones assistance. the

One can develop their own concepts on a subject/topic through ICT and online learning.

Due to commitments in various organizations and other priorities distance learners could not attend Online lectures, live

teleconferencing sessions and contact sessions, they can be uploaded with the help of You tube facilities by the distance learners and can be referred as and when needed. Learners can receive SMS on their mobile regarding their concerned programmes and their queries. This will keep the distance learners update on their programmes without running from pillar to post. The qualitative learning objects can be shared by learners of different programs within open and distance learning (ODL) Anytime access to online course contents whenever and wherever the distance learner needs them. Online course learning builds awareness of unique contributions to the relevant fields and prevents duplication of efforts in preparing self learning study material by building global international curriculum awareness . Online course learning eliminates travel costs and time away from the jobs that travel mandates which has become the most costly aspect of corporate learning and education. Open and Distance learning institutions can have access to hundreds of courses for a fraction of the cost of classroom courses. Online and web based learning and internet resources, on a single web server updates are immediately available worldwide.

5. To make appropriate suggestions for Distance learning centre regarding benefits of online learning packages for MoV distance mode courses.

The final objective of the present minor research study is to provide appropriate suggestions for Distance Learning Centre regarding benefits of online learning packages for MoV distance mode courses. The Suggestions made are as follows

5.4 Suggestions: The following suggestions are made by the researcher to the Centre for Distance Education for Conversion of available Self Instructional Material of Master of Valuation ( Real Estate ) Distance mode course for Semester I into online format at Centre for Distance Education, Shivaji University, Kolhapur.

The ODL institutions can form a consortium in order to plan, coordinate, and implement a national level learning object for the benefit of distance learners of the country.

The CDE is suggested to deliver content and other services through mobile devices. Such devices are cheap in comparison to PC`s and are affordable to the learners. 100% distance learners have mobile phones and hence this service can be

implemented successfully. Using mobile device is certainly cost effective, time saving and real time communicator to distance learners. The CDE can bring out manuals, prospectus, brochures, on ICTs to guide them to use ICTs in a better and purposive way. Various circulars, exam schedule, timetable, hall tickets, course names, programmes etc information can be made available on web portals of the institutions which will assist them to follow the online instructions and get used to operate internet and web based programs. A well organized online course can disseminate knowledge efficiently and preserve it for large number of prospective distance learners too. Online and e-learning packages can greatly contribute to strengthen and empower educational infrastructure of the institution providing distance education. Distance Education institutions can adopt personalized learning systems by focusing on individual learning system. IGNOU sends 5 lacs SMS to its students with the help of corporate tie-up with telecommunication company IDEA. Likewise, CDE also can plan a tie-up with mobile companies for sending group SMS to students. CDE can use free Learning Management Systems such as moodle, blackboard, study wiz, hot chalk, joomia, sharepoint to develop and prepare online course contents for its various programmes. CDE can also use open source web links such wiki educator for online workshops, del.ic.ious for social bookmarking, face book, orkut, Wikipedia etc websites for development of its online coursewares. CDE should go for blended learning system. Totally or Fully online courses are not appreciated by the students. In this process many students are bound to be eliminated

from the courses so a course has to be blended with technology appropriately and launched as per curriculum and content requirement. CDE should take initiative steps to provide one stop access to administrative services including Registration, Fee Payment and Book Purchases. The target group of the distance learning education is basically the working group. Hence, CDE should take measures to provide every possible details pertaining to admissions, courses, exam schedule, results, circulars etc at the doorsteps of the student which is possible through technology. CDE will need researchers, content specialists, script writers instructional designers, graphic artists, audio-video producers, multimedia programmers, etc to Design and Develop a online course content. It takes nearly 300 hours to 500 hours to produce one hour of multimedia course material. The available SIM`s of CDE can be digitized and uploaded online on internet. CDE can take financial aid from MHRD and Sakshat: which is one stop education portal of IGNOU for developing online and e-learning packages. Here bandwith, infrastructure is taken care by the MHRD Ministry by providing 75% financial aid and 25% has to be borne by the concerned institution. To facilitate remote and primitive distance learners, CDE can provide a mobile van with 15-20 computers with V-satellite connectivity. CDE should also take initiative in conducting online exams especially for professional courses where the distance learners are widely scattered and have to travel twice a year for Exams, which is impels them to incur heavy costs as well as it is at the expense of being away from their job/work. Technology is a power tool in the teaching learning process both in the case of faceto-face and open and Distance Education which has to be fairly incorporated by

ODL`s. Technology is needed to facilitate learning and is free to choose what, when, where, and how to learn. Online learning, interaction is the order and need of the day. All the services provided through face-to face can be equally made successful and effective through online guidance. Various user / learners friendly packages can be evolved, experimented and be consolidated. The paperless office, pen and paper less examination can be made possible through technology. Action Research should be initiated to make online learning and e-learning approach more effective and workable.

Developing proper infrastructure is very important to net education and guidance. All the initiatives such as pre-entry, post entry, counseling media, material online, CD, Video, Writing examinations, getting other administrative services, research and data analysis are equally possible through Information and Communication technology.

5.5 Acknowledgement :

In my research study I have used the information which is compiled in the brochure prepared and printed by the Centre for Distance Education, Shivaji University. The references are from the reports published in the leading journals, newspapers and dissertations. I acknowledge the same with gratitude.

Appendix A Questionnaire for Students of Master of Valuation ( RE) Distance Mode Course of Centre for Distance Education, Shivaji University, Kolhapur. Name of the Student : ____________________________________________ Year - Part I Semester 1 OR Part - II Semester 3 Tick the appropriate one i) Male Semester 2 OR Semester 4

ii) Female PG _________________

Previous Qualification: UG _______________

Name and Place of your previous Institution/University ____________________ ? If working at present give details : ___________________________________________ Tick ( ) mark the appropriate alternative after reading carefully the questions given below. 1. How did you come to know about the MoV ( RE ) distance mode course?

i) Newspaper ii ) University website iii) Friend / Colleague iv) Any other source please mention ____________________________________________ 2. Your Opinion about the Self Instructional Material provided by the Centre for Distance Education? i) Excellent ii) Good iii)Average iv) Poor v) Any Other ____________________ 3. i) 4. Do you avail the basic knowledge and skills required to use and operate computers? Yes ii) No iii) Cannot say

Which of the following accessibility of ICT do you have to accommodate online learning? i) Mobile phone ii) Landline telephone iii) Audio/Video and CD/DVD player iv) Computer/Laptop with internet facility v) None

5. i) 6. i) 7. i) 8. i) 9. i) 10. i) 11. i) 12. i)

Do you prefer learning through online learning/e-learning than to classroom learning? Yes ii) No iii) Cannot say

Do you think it is easier to get course contents through ICT? Yes ii) No iii) Cannot say

Asking questions and interaction with peers through online is easier than through F2F? Yes ii) No iii) Cannot say

Submission of assignments through ICT will be more convenient than existing practice? Yes ii) No iii) Cannot say

Appearing for Exams online is easier and economically convenient than current practice? Yes ii) No iii) Cannot say

Online study will help you curtail your travel time and cost as well? Yes ii) No iii) Cannot say

Online study will not require fixed time and place for study providing more flexibility? Yes ii) No iii) Cannot say

Do you prefer to receive the study material in digital from than print material? Yes ii) No iii) Cannot say

13. Online study will help students to interact with other students and share ideas and updated information. i) 14. i) Yes ii) No iii) Cannot say

Online study will help enhance motivation and improve communication skills? Yes ii) No iii) Cannot say

15. Will the communication method and response in computer based learning create ambiguity and confusion? i) 16. i) 17. i) 18. i) 19. Yes ii) No iii) Cannot say

Will the information provided through online/e-learning contents have quality? Yes ii) No iii) Cannot say

Will online study help you enhance the performance in examination? Yes ii) No iii) Cannot say

Do you need additional skills to cope up and upgrade yourself with the ICT/online learning? Yes ii) No iii) Cannot say

How will bringing Master of Valuation ( RE) course into online mode benefit the students? i) Easy regular updates ii ) Can study during free time at office/work iii ) Do not have to hang around. iv) 24 X 7 any place any time availability of course material

20.

Will there be need of Contact Sessions, if the course goes into online mode? i) Yes ii) No iii) Cannot Say iv) Any Other ________________________________ .

21.

According to you what are the advantages of the course going into online mode. Please elaborate _____________________________________________________________________________ __________________________________________________________________ .

22.

According to you what are the disadvantages of the course going into online mode. Please elaborate _____________________________________________________________________________ _________________________________________________________________

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Distance Education Learners in India : Need of Hour, paper submitted to ODL System in Transition Experiences and Reflections, Vikas Publishing House Pvt. Ltd. 6. www.ignou.ac.in 7. www.dec.ac.in 8. www.wikieducator.org/images/9/90/PID_188.pdf 9. www.knowledgecommission.gov.in/recommendations/oer.asp 10. Indian Journal of Open Learning, Volume 19, No. 3, Sept.2010, New Delhi, STRIDE, IGNOU publications. 11. Prof. Santosh Panda, Technology, 2010, Distance Education and Lifelong learning A Discourse, paper submitted to ODL System in Transition Experiences and Reflections, Guwahati, Vikas Publishing House Pvt. Ltd. 12. Taylor, JC(1995), Distance Education Technologies: The fourth generation Australian Journal of Educational Technology, 11-2-1-7. 13. Apurba Jyoti Majumder & Gautam Kumar Sarma, 2010, Open Courseware Initiatives for e-learners in India, paper submitted to ODL System in Transition Experiences and Reflections, Guwahati, Vikas Publishing House Pvt. Ltd.

14. D. D. Aggarwal, 2007Methods of Distance Education, New Delhi, Sarup & Sons publications. 15. Brochure of Centre for Distance Education, Shivaji University, Kolhapur. 16. www.unishivaji.ac.in 17. Das, Anup Kumar. Open Access to Knowledge and Information in South Asia: Scholarly literature and Digital Library Initiatives the South Asian Scenario. UNESCO; New Delhi.