The term Distance Education received a formal recognition in 1982 when the four decades old International Council for Correspondence Education was renamed as the International Council for Distance Education. Distance education is the process of creating an educational experience of equal qualitative value for the learner to best suit their needs outside the classroom. The Indira Gandhi National Open University (IGNOU), which is a premier institute of Distance Learning in India, was established primarily to provide distance education to less advantaged sections of the society. At present there are 11 open universities in India that provide distance education. Moreover there are more than 54 distance learning institutes in India that cater to the needs of higher education in India.

Need for distance education

Distance learning has revolutionized higher education, making college degrees accessible to a broader population than ever before. The convenience of self-paced learning from a home office allows adults to find time for college coursework while still fulfilling family and work obligations. Advances in educational technology have driven this phenomenon.

The distance education mode was adopted by many universities to meet the ever-growing demand of those students who lacked means to pursue higher education through the regular stream. Also, there were economic constraints. Consequently, many universities in India in various regions started correspondence courses or programs by providing notes, developing a system of evaluation of response sheets. The success of these courses led to the establishment of Indira Gandhi National Open University, which is now rated as one of the best distance courses university in the world.

Distance Education makes education achievable from the comfort of home or an office or library. It is a perfect way to study for career people with jobs, children, disabilities, or other reasons that make it difficult to attend a campus or classroom. All types of qualifications can be gained through distance education – from certificates through to Diplomas, Degrees and PhD’s.

Distance education modes

Distance Education has various forms & definitions, and depending on the school and program in question, it can also be called distance learning, online learning, e-learning, web-based learning, home study courses, correspondence courses, further adult education and continuing education.
The old concept of distance education was exclusively associated with print material, while the new concept of distance education include supplementary material being used through non-print media, also such as radio, television, computers, laptops, Cd’s, through projectors, video lessons and satellites. These institutions may be called the dual mode institutions.
Now at present, India has two types of distance education institutions.

They are

1. Correspondence courses institutions.
2. Open Universities.

Distance education gets overwhelming response in India, the universities introduced many new distance-education job oriented courses according to the changing times and students requirements. However, in this process, the actual motive of providing quality education to all took the backseat as the main focus of universities slowly shifted to making more and more money. Currently in India, the Distance Education departments are generating the maximum revenue for their universities, in many cases more than even the professional and self financing courses.
The correspondence courses institutions are offering more than 400 programmes in India, about 50 percent of which are professional in nature. The enrollment in these institutions is of the order of 9,00,000 in year 1999, which forms 11.64 percent of the total enrollment in higher education in the country. An important point to be noted here is that the growth rate of enrollment in correspondence and distance education mode has been higher than that of higher education in general (Period,1990-2000,Source-UGC Reports).

Different Models of Distance Education

Since the beginning, correspondence education has passed through many phases. Professor James Taylor of Australia has mentioned four generations of distance education (Taylor, 1995). Each generation is based on a different model

Generation/Model	Delivery Technologies
First generation - The Correspondence Model	_ Print
Second generation - The Multi-Media Model	Print _ Audio tape _ Video tape _ Computer-based learning (eg CML/CAL) _ Interactive video disk (disk and tape)
Third generation - The Tele-learning Model	Audio teleconferencing _ Video conferencing _ Audiographic communication _ Broadcast TV/Radio and Audio-teleconferencing
Fourth generation - The Flexible Learning Model	Interactive Multi Media (IMM) _ Internet based access to WWW resources _ Computer Mediated Communication (CMM)

First Generation – The Correspondence Model

The Correspondence Model is regarded as the first generation of distance education. As you know, print is the only medium used in this system of education. In several cases, typed and/or xeroxed materials have been used. In this system, teachers and learners have no face-to-face contact. There is very little scope for interaction between the teacher and the learner; it occasionally takes place through correspondence only. There is little flexibility with respect to time, place and pace of study. In several cases, print materials are not highly designed and developed. Even today, several institutions in various parts of the world are depending upon this model of distance education.

Second Generation – The Multi-media Model

The Multi-media Model is regarded as the second generation of distance education. This model suggests the use of highly refined print material, audio cassettes, video cassettes, computer based courseware including computer managed learning, computer assisted learning and interactive video The learning materials are highly designed and developed. There is lot of flexibility with regard to time, place and pace of study. Only computer-based courseware and interactive video provide flexibility in interacting with the media based content. Several institutions in the world operate at this stage of distance education.

Print Material
Print materials used for distance education take many forms, eg. Selflearning text, specially written handbook, programme guide, study guide and so on. These materials are specially prepared keeping in mind the characteristics of the distance learners. Since inception, IGNOU has been developing printed texts known as self learning print materials. This material is prepared in booklet form, and is modular in nature. There is a well organised system. A particular programme of IGNOU is divided into few courses. A course is divided into a few blocks. A block is divided into a few units. A unit is divided into a few sections and a section is divided into a few sub-sections. A particular ‘unit’ is presented in such a way that it includes the activities and functions of a conventional classroom teacher. This is done by making the text easily accessible to the learners with the help of certain devices. These devices are called “Access Devices”. Some of the important access devices may be mentioned here:

• title of the unit
• structure of the content
• clear statement of the objectives
• clear introduction
• study guide
• division of the unit into sections and sub-sections
• appropriate section, sub-section headings
• summary
• glossary
• model answers etc.

Audio Cassettes
Audio cassettes have been used for educational purposes in many developed and developing countries including India. Audio cassettes present considerable freedom to the learners. They can choose their own time and place to listen to these. They can use these time and again until they master the course content. Keeping the advantages of audiocassettes in mind IGNOU has produced till date 1051 audio programmes on various disciplines/subject matters (IGNOU
Profile,2001).

Video Cassettes
Video can supplement broadcast television in distance education. Several open universities in the world including IGNOU have been using this technology quite effectively. IGNOU has developed 1102 video programmes on different areas/disciplines/courses (IGNOU Profile-2001). The main advantage of the video cassette is that you can watch it according to your schedule, you can stop it, replay it and even record some programmes.

Interactive Video
It includes video cassettes and video discs (digitally recorded video and sound) controlled by a special player or a computer. The learner can interact with the video images and sound. It is a one-way communication. Through this the learner can’t interact with the teacher. In India there has
not been any use of interactive video for distance education. Computer-Assisted Learning
In computer assisted learning, computers work interactively with the learners, provide instant feedback. Computer works as a tutor, provides information and tests the learner. Computer controls the route the learner takes.

Third Generation – The Tele-learning Model

This form of distance education is based on the use of information technologies which includes audio-teleconferencing, audio graphic communication systems, video conferencing and broadcast television radio with audio teleconferencing. Though interaction is possible through such media, there is no flexibility with respect to time, place and pace. Many distance education institutions have accepted this third generation tele-learning model.

Interactive Radio
Interactive-radio phone-in programme is an important innovation in distance education. Live counselling is provided by invited experts/resource persons on radio. The learners can ask questions to the experts/resource persons during the session from their homes, study centres or any other places on telephone. The experts/resource persons give answers to their questions
immediately from the studio at the radio station. IGNOU has been organising ‘live’ radio counselling sessions from a good number AIR stations in the country.

Audio-and-Video Conferencing/Tele-Conferencing
Several open universities in the world including IGNOU have been using teleconferencing on a regular basis. It may be of various types:

1. Two-way audio: teachers and learners interact over the telephone.
2. Two-way audiographic: while the telephone conversations between the teachers and learners are on, graphic and pictorial representations are transmitted via another (parallel) telephone line.
3. One way video and two-way audio: presentation of the teacher is transmitted from studio to different locations via satellite television. Learners interact through telephone. The teacher can’t see the learner.
4. Two-way audio and two-way video: this is a modified form of type ‘C’ described above. In this situation teachers can also watch learners while interacting. A complete reciprocal audio and video connection is established.

Fourth Generation – The Flexible Learning Model

The Flexible Learning Model suggests the enhancing of interactivity through multi-media, computer mediated communication offered by connection to the internet, and web based instructions It provides greater flexibility with respect to time, place and pace of study.
These technologies can support contiguous two-way communication between teachers and learners. Highly refined materials can be used through these technologies.

Benefits of distance education
In a country which is geographically as huge as India, it might not be possible to construct schools and colleges all over the country in all areas. This is where distance education can be utilized.
For students who might not have quality schools or colleges offering the course that the student wants to take up, then the student can take up a correspondence distance education course with another university or college which may be located else where. Hence in spite of being at home, the student will be able to take up a course and also study for it through the distance education program.
There are several students in India who have financial constraints and hence due to these reasons can not take up the full time courses which they might other wise have wished to. For such students the benefits of distance education are immense, for they can take up a distance education course with out having to pay too high a fees and while also having the option of being able to work and earn money thereby helping them make a living. Hence the distance education courses have several benefits to offer to students.
The primary benefit of it being, that students who might not be able to take up full time courses due to time or financial constraints can easily take up distance . For students who due to financial constraints are unable to take up full time courses, distance education courses may be a great option.
Since the arrival of the internet, it has become extremely easy to take up a distance education course through the internet. Now geographical boundaries have no meaning for where ever you may be sitting in the world, you can remain connected through the internet. If you have access to the internet then you can take up one of several distance education courses on the internet across various disciplines.
There are several web sites on the internet that offer courses as well as tutorials which students can take up with out having to pay a large salary. There also a large number of web sites that offer you free distance education courses to students. If you are looking for free distance education courses on the internet then you can log on to the following web sites in order to find a distance education course that suits your profile or educational aspirations.

References

http://www.distance-education.org/Articles/135-Completely-Free-Distance-Education-Courses-26.html

Assignment

1. Enlist the curriculum for distance education in Home Science and allied fields offered
   by different universities in India.
2. Through literature survey, identify the constraints associated with distance education and propose solutions to encounter them.