A Learning Analytics Approach to Identify Factors Influencing Enrolment in Open and Distance Learning in India

Main Article Content

Yasmin

Abstract

Knowing insights as to why learners from diverse social and demographic profile choose to enroll in distance education can be a useful tool for Open and Distance Learning (ODL) Institutions to understand the requirements of their target segment, help in fine-tuning service offerings for attracting potential students and finally retaining them throughout the course duration. Conducted in the Indian context and deploying a learning analytics approach using primary data, this study attempts to identify the dominating factors that can potentially affect the enrollment of students of diverse socio-demographic profile to distance education. The study finds that significant differences in perceptions exist across various demographic and social segments towards various factors influencing enrollment in ODL system such as affordable course fees, nearness of study centre, personal satisfaction etc. The study concludes that depending upon their social and demographic profile, ODL learners are likely to have highly diverse motivations to join distance courses and thus they cannot be considered as a homogenous group. 

Article Details

How to Cite
Yasmin. (2019). A Learning Analytics Approach to Identify Factors Influencing Enrolment in Open and Distance Learning in India. Asian Journal of Distance Education, 14(2), 16-25. Retrieved from http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/419
Section
Articles

References

Anderson, T. (2006). Higher education evolution: Individual freedom afforded by educational social software. In M. Beaudoin (Ed.), Perspectives on the future of higher education in the digital age (pp. 77-90).New York: Nova Science Publishers.
Burt, Gordon. (1996). Quality provision for students: The implications of social choice theory. The America Journal of Distance Education, 10(1), 37-49.
Gautam, R. (1990). A study of success in distance learning system in relation to some key learned and institutional variables. In M.B. Buch (2000) (Ed.), Fifth survey of research in education, Vol-II (1988-1992) (pp. 1573-1574). New Delhi: NCERT.
Gibson, C.C. (1998). The Distance Learner in Context. In C. C Gibson (Ed.), Distance Learners in Higher Education: Institutional Responses for Quality Outcomes (pp. 113-125). Madison, Wisconsin: Atwood Publishing, ISBN: 1-891859-22-6 (paperback).
Holmberg, Borje. (1995). Theory and Practice of Distance Education (2nded.). New York: Routledge, ISBN: 0-415-11292-3.
Indira Gandhi National Open University (IGNOU). (2018). Research in Distance Education, New Delhi. Retrieved May 26, 2019 from http://egyankosh.ac.in//handle/123456789/42441.
Jegede, O., Fraser, B., & Curtin, D. (1995). The Development and Validation of a Distance and Open Learning Environment Scale. Educational Technology Research and Development, 43(1), 89-94. Retrieved May 11, 2019 from http://www.jstor.org/stable/30220116.
Karka, S. (1996). Deterrents to participation in adult education, ERIC Digest No 59.ED 275889. Retrieved May 12, 2019 from https://eric.ed.gov/?id=ED275889.
Koul, B.N. (1982). Correspondence Courses.In Rao, B.A. &Ravishankar, S., (Eds.),Readings in Educational Technology. Bombay: Himalaya Publishing House.
MacBrayne, P. S. (1995), Distance education: The Way of the future for rural community colleges. New Directions for Community Colleges, Issue 90, 55-64. DOI:10.1002/cc.36819959008.
Mascreen, C., Pai,Y. P., & Pai, R. Y. (2012). Identifying Factors for the Enrollment of Students towards Distance Education for Master’s Course: A Student’s Perspective. International Journal of Digital Society (IJDS), 3 (3), 689-694.
McIntosh, N. E. (1978). What do we know about our students? Recent research on women in adult education: The Open University experience. International Council for Correspondence Education: Dynamic and Diversified, Vol.2, New Delhi.
Paulsen, M. F. (1993). The hexagon of cooperative freedom: A distance education theory attuned to computer conferencing. DEOSNEWS, 3 (2).
Powell, R. J. & Keen, C. (2006). The Axiomatic Trap: Stultifying Myths in Distance Education. Higher Education,52(2), 283-301.
Rathore, H. C. S. (1993). Management of Distance Education in India. New Delhi: Ashish Publishing House, ISBN: 81-7024-532-X.
Ridley, D. R., Bailey, B. L., Davies, E.S., Hash, S. G., & Varner, D. A. (1997). Evaluating the Impact of On-line Course Enrollments on FTEs at an Urban University. Annual Forum Paper. Retrieved May 4, 2019 from https://eric.ed.gov/?id=ED410871.
Sahoo, P. K. (1985). A Study of Correspondence Education in an Indian University, Unpublished Ph.D. Thesis. Baroda: M.S. University.
Schneller, Chripa., & Holmberg, Carl. (2014). Impact of Distance Education on Adult Learning: Distance education in European higher education - The offer (Report 1). UNESCO Institute for Lifelong Learning; International Council for Open Distance Education; StudyPortals B.V., ISBN: 978-92-820-1210-9.
Sharma, R. (2001). Online Delivery of Programmes: A case study of IGNOU. The International Review of Research In Open And Distributed Learning, 1(2). doi:http://dx.doi.org/10.19173/irrodl.v1i2.18
Sherry, L. (1997). Issues in distance learning. International Journal of Educational Telecommunications, 1(4), 337–365.
Singh, S., Singh, A., & Singh, K. (2012). Motivation levels among traditional and open learning undergraduate students in India. The International Review of Research in Open and Distributed Learning,13(3), 19-40.
Waniewicz, G. (1986). The adult learners: Who are they, why and where do they learn? ICDE Conference Paper.
Yasmin, Dr. (2013) Application of the classification tree model in predicting learner dropout behaviour in open and distance learning, Distance Education, 34(2), 218-231, DOI: 10.1080/01587919.2013.793642.