Browsing by Author "Panda, Santosh"

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    Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU
    (Eskişehir Osmangazi University) Dikshit, Jyotsna; Garg, Suresh; Panda, Santosh
    In the present paper, the authors report on a comparative study on the pedagogic effectiveness of printed self-learning text with face-to-face tutorial support, interactive multimedia CD-ROM and online learning in an introductory computing module at the certificate level offered at Indira Gandhi National Open University(IGNOU), India. The study was based on an analysis of the existing instructional practices in open universities in India in respect of difficulties faced, learner preferences, quality of support structure and services, mode of interaction, instructional and technological ingredients for success in learning. Both descriptive as well as experimental research methods were used. A web server was established for use in the experiment with the students. An achievement test and a Response to Learning Activity Scale were developed and administered on the three groups of learners. The study reports that the use of interactive multimedia CD-ROM was found pedagogically more effective with a variety of learning activities than that presented through print with face-to-face support and that presented through the web with online learner support.
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    Sharing of Knowledge among Faculty in a Mega Open University
    (ICDE—International Council for Open and Distance Education) Santosh, Sujata; Panda, Santosh
    Developments in ICTs and knowledge societies have revolutionized the traditional paradigms of education. There is a lot of emphasis on a culture of sharing and collaboration in the education scenario of today though educators have certain inhibitions about sharing of knowledge, ideas and resources. The present study was undertaken to explore the sharing behaviour of the faculty of the National Open University in India. Data was collected through a structured questionnaire on knowledge sharing behaviour and barriers to sharing from 62 faculty members belonging to various disciplines. The findings suggested that sharing was less preferred voluntarily and in networks; publishing was most preferred knowledge sharing mechanism; sharing of learning materials was more encouraged in the institution; and borrowing from Internet was more preferred. The important perceived barriers included lack of recognition and absence of organizational knowledge sharing culture. The findings have been discussed in relation to related research and the existing institutional context.