Editorial
Abstract
This is the second issue of the UGC-CARE Indian Journal Open Learning which includes seven peer-reviewed research papers, and one book review, and abstracts of papers in Hindi. The themes covered range from online learning and smart phone to online inclusion education, ECCE through ODL, learner support system, online teaching, and social media.
In the first paper, Kanvaria and co-authors present the findings of a study on the effectiveness of online learning among teachers studied through questionnaire, survey and focus group discussion. Teachers’ agreement and disagreement with various aspects of online learning have been discussed in respect of teachinglearning processes. Goswamee and co-authors, in the second paper, present the findings of a study on the use of smartphone by college students during the pandemic. Students used smartphone mainly for attending online classes, uploading assignments, accessing online resources, among others. In the third paper, Kazmi and Nadeem discuss the findings of a study on the experiences of MOOC participants who revealed that most MOOC courses were based on the principles of UDL and WCAG; and that many faced problems relating to cost of devices and internet, language, and insufficient digital competency.
Sen, Khare, and Dev, in the fourth paper discuss the findings of a study on ECCE through ODL, conducted through a mixed methods research, combining quantitative and sequential exploratory designs. While the sampled learners expressed high nation-wide acceptance of the ODL programme, and that most benefitted from knowledge and skills useful for their professional career, there were constraints releting to programme accreditation by concerned regulatory bodies. However, as the authors discuss, the findings of this study could provide norms and guidelines which may be handy for regulators to develop their regulations, and norms and standards.
In the fifth paper, Chetna Thapa discusses the factors responsible for perceived and actual provision of learners support system in elementary teacher education offered through distance learning. Qadiri and Iqbal, in the next paper, focused on the effectiveness of online teaching during Covid-19 in Jammu and Kashmir, the results of which showed considerable student inclination towards F2F interaction, based on which the authors suggest consideration of blended learning in higher education. In the seventh paper, Lalithambika discusses the findings of a study on the impact of social media on academic performance of higher education students, which suggest that while social media has contribution to student study and academic performance, factors like socialization and entertainment should be factored in while designing such technology-enabled learning.
The book review on learning diversity by Navita Abrol, and the abstracts of the papers in Hindi by Ali Asgar should be useful to our readers. We hope this issue of IJOL shall be of interest and useful to our readers in their research and practices.