Editorial
सार
This is the first issue of the refereed Indian Journal of Open Learning (UGCCARE) 2023, which contains nine research papers, two book reviews, and abstracts of papers in Hindi. The research papers focus on traditional and emerging technologies including online/digital learning, MOOCs, social media, integrated e-learning, flipped classroom, virtual counselling, as also attitude to/perception of distance learning, online learning versus offline (F2F) learning.
In the first paper, Gopika and Rekha present analysis of MOOCs during Covid-19, based on Google trends time series and country interest points. The results show differential rates of enrolment in MOOCs across countries; and the author suggests that based on the requirements of learners, teachers and the learning environment, a comprehensive model of MOOCs needs to be developed. In the second paper, Diksha and Tarun also studied digital learning during post-Covid-19 among higher education students, and suggest that the variables of perceived benefits, personal satisfaction, and blended learning should be considered by the designers and teachers in the future. Faiza Altaf in the third paper presents the findings of a SCOT analysis of online learning during Covid-19 with pre-service student-teachers, which should be useful to designers of teacher education. In the fourth paper, Rimple Manchanda studied the relationship between addiction to social media, and life satisfaction, the results of which showed a negative relationship, though there was mediation by online social capital in the process toward life satisfaction. In the paper on integrated e-lesson plan, Puthenedam reports a multimodal lesson plan and its effectiveness through a survey which yielded the variables of student satisfaction for online learning, new multimodal pedagogic tools, and the programme plan of action.
Kumar and Moral, in the sixth paper, reports the findings of a survey on the effect of flipped classroom on active learning of student-teachers. The results suggested positive contribution of flipped learning to increase in knowledge, comprehension and application in comparison to the traditional method of teaching-learning. In the seventh paper, Stanley reported above average attitude of university masters level distance learners towards distance education, and that there existed a positive relationship between attitude to DE and academic achievement. In the next paper, Baskar and colleagues reported the finding of survey on formative and summative support and assessment in a DE programme on environmental and occupational health. Though there was high preference for online and digital learning, there was equal suggestion for online examination (45%) and pen-and-paper examination (42%), and that future teaching-learning should be delivered through a blended mode. In the final paper, Srivastave and Srivastava report the findings on student context with respect to online verses offline teaching-learning during the Covid-19 pandemic.
The two book reviews on digital teaching by Priyadarshini and on scholarship of teaching-learning by Pulist should be useful to our readers. It is hoped that this issue of the journal shall be useful to our readers and encourage them to conduct meaningful research on technology-enabled teaching-learning.