If you are looking for MESE-061 IGNOU Solved Assignment solution for the subject Open and Distance Learning Systems, you have come to the right place. MESE-061 solution on this page applies to 2022-23 session students studying in MAAE courses of IGNOU.
MESE-061 Solved Assignment Solution by Gyaniversity
Assignment Code: MESE-061/TMA/2022-23
Course Code: MESE-061
Assignment Name: Open and Distance Learning System
Year: 2022-2023
Verification Status: Verified by Professor
Answer the following questions in about 500 words each.
Q1) Discuss different modes of instructional delivery in distance education.
Ans) The different modes of instructional delivery in distance education are as follows:
Print: The majority of the print resources used in distant education are manuals, programme guides, and other materials for self-study. A print mode can also indicate line print mode, colour vs. monochrome, portrait vs. landscape, or printer resolution.
Audio: Audio is the preferred medium for remote learning due to its adaptability, affordability, and user-friendliness. Due to the degree of human engagement, it provides, audio has the ability to support interactive learning. Additionally, it makes asynchronous learning possible so that each learner can proceed at their own pace. Traditional uses of audio technologies in education include voice mail, radio, audio conferencing, audio CDs, and many others.
Audio CDs: The audio CD has been shown to be useful in fostering an emotional bond between the teacher or speaker and the audience.
Voice Mail: A voice mail feature is available on a telephone's answering machine. This function is mostly utilised in the UK and Australia in conventional and remote learning systems for micro lectures, timely teacher comments, and various forms of tasks needing a student response.
Audio Conferencing: A phone call involving three or more people constitutes an audio conference. In order to send and receive voice signals, a two-way interactive communication system is used.
Radio: The fundamental simplicity, low cost, easy access, broad reach, and diversity of radio make it the little media. These characteristics let it to adapt to novel and interactive formats and make it a well-liked medium for exchanging information and enjoyment.
Visuals: Visuals can be sent in non-broadcast formats like video cassettes, CDs, and D VDs that can be played on video players, computers, and during video conferences, or they can be delivered in broadcast formats like television shows.
Film Slides and Transparencies: In a 2" by 2" cardboard or plastic mount, a slide is a film transparency of a photograph or other image. Each slide functions as a separate entity. A slide projector is used to display it on a screen. An apparatus called a slide projector is used to project slides by inserting the slides into a slide cartridge.
Video cassettes/CDs/DVDs: Moving images and audio can be found on video cassettes, CDs, and DVDs.
Television: An essential broadcasting media in distant learning is television. Because of the visual impression, watching television has a bigger effect on students' minds.
Teleconferencing: Teleconferencing refers to interactive electronic communication between individuals who are physically located in two or more different locations. Teleconferencing allows teachers and student groups spread across multiple locations to engage live over the phone, computer, or television in the context of distance learning.
M-Learning: The development of education as a viable and sustainable learning choice is currently experiencing a new wave thanks to mobile learning. It is based on the fusion of wireless infrastructure and mobile technologies. These fundamentally constitute a continuum of advanced technology-based e-learning. Mobile computing and e-learning come together to form m-learning. It can also be seen as the fusion of networked databases, instant messaging, multimedia, and ambient intelligence.
Q2) Explain the role of open and distance learning system in globalisation of education.
Ans) The role of open and distance learning system in globalisation of education are as follows:
Pressure for Efficiency, Responsiveness and Flexibility: First, due to the altered circumstances, higher education has come under pressure to be effective, quick to respond, adaptable, and energetic from both financial agencies and numerous other stakeholders. With every increase in GNP, education spending has not increased proportionally in many countries.
Need to Cater to Diverse Student Populations: Second, the effects of globalisation on education have been profound. Additionally, to the emergence of new alliances, partnerships, and consortia, there is pressure on individual institutions to broaden and internationalise curriculum and instruction in order to meet the demands of diverse student groups that are increasingly seeking access to education in response to the demands of global markets. In order to prevent duplication and maximise efficiency, globalisation also necessitates the pooling of educational resources. This allows for the provision of different curricular inputs that may be tailored to the needs of the local community.
'Technologisation' or 'Electrification' of Education: Third, there is undue pressure on institutions to develop plans for and build their curricula on new technologies as a result of the "Technologisation or Electronification" of higher education. This has also been argued from the perspective that inputs from a variety of instructional media could bridge the gap between first-generation learners and mainstream learners, especially given the diverse groupings of learners' varying learning styles.
Quality Assurance and Accreditation: Fourth, issues of quality assurance and accreditation are becoming more important as a result of growing student population diversity and related curricular provisions. While institutional, departmental, and individual faculty performance is assessed and linked to budget allocations, there is growing demand on institutions to allow themselves to go through accreditation processes.
Increasing Student Population Base: Fifth, postsecondary institutions are under unanticipated pressure to increase their capacity in order to handle a growing student population. While it is exceedingly difficult to develop physical infrastructure and facilities, new avenues of learning are being implemented to strike a balance between scale and quality.
Emergence of Community Education: Sixth, the importance of community education is expanding as a component of lifelong learning, and efforts are being made to find alternative educational options that go beyond the extension programmes offered by higher education institutions. To meet the requirements of the neighbourhood, education, training, and research are required.
Continuing Professional Development and Lifelong Education: Seventh, the growth of worldwide and regional markets for education and training is a result of the economies' growing interconnectedness and integration, which have been facilitated by the development of information and communication technologies. Connecting to emerging networks, incorporating new technology into curricula, training instructors to exploit these resources, and connecting educational institutions to these networks are all essential.
Q3) What are the factors to be considered while selecting media for distance education? Explain their significance with suitable examples.
Ans) Distance education is characterised as institution-based, formal education with a separate learning group that connects students, resources, and teachers via interactive telecommunications networks. This widely accepted description is vague about the kind of media that are typically utilised for distant learning, if any. In order to teach and study remotely, instructors and students are said to employ a variety of technology tools, according to the definition of interactive telecommunications systems.
While choosing media, there are still a lot of other issues that need to be resolved. The queries could be about the teaching strategy, the nature of the learning task/content/activity, student characteristics, real-world limitations, media qualities, learning environment, etc. It's important to keep in mind that not every situation will be appropriate for a particular media selection model or medium.
The factors to be considered while selecting media for distance education are as follows:
Institutional Constraints: The institution ought to have enough tools, software, etc. at its disposal.
Course Content: The media that is used should be appropriate for the particular topic that you want your students to understand.
Learners: The traits of the learner, such as their personality, IQ, learning preferences, and motivation, among others, are key factors in the choice of a certain medium. Another important factor in this context is the learning environment, which may include individual or group instruction. The features of the learners will determine which media will work for them and aid in their learning. The features and needs of the learners should come first, and the media should adapt accordingly.
Teacher: When choosing media, it is important to take into account the teachers' associated variables, such as their attitude toward a particular medium, their proficiency in using it, their engagement in converting passive learning into active learning, the level of the course, the tutorial/class size, etc.
Teacher-Student Relationship: Effective teaching depends on the teacher's rapport with the students and their capacity to communicate subject matter material accurately. The media that is chosen should make it easier for students to interact with teachers and other stakeholders.
Location: The choice of media will depend on whether they will be used in open distance learning systems or a traditional classroom. Teachers and students might be geographically separated by using media like the phone, chat rooms, online courses, etc. In a traditional classroom, students follow a teacher's instructions but in the DDL system, they learn on their own. The demands of the students in both systems' learning environments should be met by the media.
Time: Both time and space can be compressed through media. Which technology we use will depend on whether we desire synchronous or asynchronous contact with the pupils. As opposed to asynchronous media, which include audio and video broadcast, e-mail, web-based information, etc., where we receive delayed feedback, synchronous media include telephone, teleconferencing, interactive audio, and video.
Media Richness: Media richness is the name for this quality of the medium. Every technology has some level of media richness, including graphics, audio-video programmes, OHP transparencies, email, teleconferencing, and so on.
