Browsing by Author "Mishra, Sudarshan"

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    Open Access
    Best Practices in Open and Distance Education: Case Studies from Commonwealth Countries
    (2021) Panigrahi, Manas Ranjan; Mishra, Sudarshan
    The diversity of population with respect to age, qualifi cations, locality and social and economic status cannot be addressed through a single and traditional mode of education. Secondly, growing need for continuous upgradation of knowledge and skills and technological advances mean that traditional ways of organising education and learning systems need to be augmented with innovative, fl exible and technology-driven methods, so as to universalise education as a fundamental right of all people. It is well accepted that Open and Distance Learning is an indispensable part of mainstream education both in developed and developing countries due to widespread use of web-based multimedia technologies. It has become a powerful force for social and economic development. // During the last two decades, many institutions have undergone profound changes in their organisational structures, governance and modes of operation. ICT has been used in every sphere of institutional and teaching learning activities. Traditional universities are transforming themselves to dual mode universities and providing students with the best possible learning resources. More and more open universities and dual mode institutions are being established across the world.
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    Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India
    (2022-09) Mishra, Sudarshan; Panigrahi, Manas Ranjan; Gopal, Pranita
    PCF10 Sub-theme: Building Resilience // The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning. // Paper ID 1858
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    Online Teaching during Covid-19 Pandemic: Perspectives of Stakeholders
    (2022-09) Mohanty, Ajaya Kumar; Mishra, Sudarshan
    PCF10 Sub-theme: Building Resilience // The present paper studied the experiences and problems confronted by students and teachers of higher education institutions of India for online teaching during Covid-19 pandemic. The researchers through online survey, and interviews collected the data. The students’ engagement was characterized by reading of digital study materials, asking questions for doubt clearing, reading of PPTs, noting down important points in the class and preparing class notes. The teachers’ engagement was characterized by preparation of class note and PPTs, asking questions to students for making the class interactive, sharing of reading materials, delivery of lecture on the content, clarifying students’ doubts and collection of assignment and feedback from students; and reflections for improving teaching. Both students and teachers preferred online classes and viewed that it is preferred for self-motivated students. Regarding its benefits, both teachers and student viewed that online teaching saves time in course coverage, improves their self-learning habits and exposed to wide variety of digital materials and collaborative technologies and have increased presentation, communication and interpersonal skills. Students are confronted with serious problems like, poor network connectivity, high rate of data consumption and physical discomforts. The prominent problems confronted by the teachers are poor students’ attendance, poor participation, missing liveliness of teaching and no pedagogical orientation on online teaching. // Paper ID 3258