Formative Evaluation of Technology Enabled Student Support Services Using Internet Radio – Implications for Scaling-up and Policy Decisions

Abstract

Abstract: Internet Radio or Gyandhara is a technology enabled interactive radio counselling (IRC) initiative of Indira Gandhi National Open University (IGNOU). The Gyandhara programmes were initiated in 2016 on pilot basis and later in full-fledged scale from 2017 onwards. The objectives of this formative evaluation were three fold – (a) to assess student’s participation in IRC sessions broadcasted for PG Diploma in Urban Planning and Development (PGDUPDL), (b) to suggest appropriate
ways to enhance student’s participation, and (c) to compare the economics and suggest interventions to reduce students support services cost. The experiment was conducted in two phases – (i) In October 2016 a pilot broadcast of eight sessions was transmitted targeting 826 PGDUPDL students admitted in July 2016, (ii) During October to December 2017, a full-fledged 26 IRC sessions were transmitted targeting 1041 PGDUPDL students admitted in July 2017. For the benefit of students who missed the sessions, the recorded versions were repeat broadcasted on the same day evening. In addition to hard copies, the digital copies of self-learning material and IRC sessions schedule were sent to all targeted students through e-mail one month
before and uploaded on website. An early morning e-mail reminder was also sent to all students on all broadcast days for listening and/sending chat questions. After every session, data were collected on: number of students logged on during broadcast and repeat broadcast and number of questions asked. The findings revealed that 45% of students listened
to sessions on an average, which is significantly high compared to regular face-to-face counselling at learner support centres (LSCs). The turnout of students and comparative economics of Gyandhara IRC vis-a-vis face-to-face counselling at LSCs point to the conclusion that University can save significant money by converting a proportion of face-to-face counselling into technology mediated IRCs. Specific policy interventions suggested and discussed included: reducing students support services cost through technology mediated IRCs; targeted and curriculum based IRC sessions; scaling-up of IRC sessions as open
education resource, and; further evaluation indicators for IRC programmes.