Role of ICT in Evaluation System of IGNOU for ...
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Role of ICT in Evaluation System of IGNOU for strengthening the Student
Support Services : A Special Reference to IGNOU Regional Centre Delhi-3
Ekta Sharma
Assistant Regional Director, IGNOU Regional Centre Delhi-3, New Delhi
ABSTRACT
Learning is an on going process. Every moment an individual is acquiring some knowledge
and gaining some learning experience. Every educational system focuses on the adequacy and
appropriateness of the learning experiences to be given to learner in order to achieve its pre
determined instructional objectives, for which a systemically designed evaluation process is
indispensable.With the rapidly growing demand of skill oriented professional and
technological know-how, the curriculum of different programmes and courses of universities
and educational institutions are being designed and revised accordingly, since decades. Indira
Gandhi National Open University is a mega university which is providing educational
opportunities to all prospective learners through Open and Distance Learning. At present,
there are 241 programmes being offered by the university catering to need of skill oriented
professional and technological knowledge acquistion of learners and the cumulative student
strength is more than 3.0 millions. By making various challenging efforts, it has not only
increased access to education but is following continuous system of evaluation for enabling
the learners to successfully complete their registered programme within the stipulated time in
accordance with the standards of performance. Recording and maintaining the huge database
of evaluation records- grades and marks- of such big student strength is onerous task which
could be possible only with effective and efficient role of information and communication
technology. As assignment, practical, project, workshops, theory term end examination are the
components of evaluation for its programmes, based on their specific structure, there are
separate online portals being developed by IGNOU for student data management. The
investigator intends to present the process of recording and maintaining evaluation data with
the help of these online portals for final reflection in the student’s result record, and
ultimately, for more prompt and effective academic support service to its learners.
Keywords: academic support service, continuous and comprehensive evaluation, learning, open
and distance learning.
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Introduction
Learning is an ongoing process. It begins in womb of mother and continues till grave. Every
moment an individual is acquiring some knowledge and gaining some learning experience.
Further, any type of new knowledge and understanding is a kind of advancement over existing
one which is likely to bring behavior modification of an individual. In this way, learning is said
to have a relatively permanent change in behavior. It continues further depending upon the
interaction of individual with his/er environment.
Every educational system focuses on the adequacy and appropriateness of learning experiences
to be given to learner in order to achieve its pre-determined instructional objectives. “An
instructional objective is a statement that will describe what the learner will be able to do after
completing the instruction”. (Kibler, Kegla, Barker, Miles, 1974). Instructional objectives are
content specific and their achievement can be measured. They indicate the desired learning
outcome(s) of content matter to be taught in a particular teaching-learning process. Further for
ascertaining the level of achievement of desired learning outcome (s), a systematic and efficient
system of evaluation is inevitable. It must be continuous in nature and capable of assessing
cognitive, affective and psychomotor domain of learning. Such continuous and comprehensive
evaluation is, indeed, required as Indian Higher Education system is going through its
transformation stage for coping up demands of Global Economy.
The term evaluation, in its broader sense, is meant for value judgement whereby a learner is
expected to have developed the higher cognitive abilities of application, creativity, analysis, and
synthesis. Likewise, our evaluation system is expected to judge these abilities in a learner.
Earlier, it was more of a typical examination system assessing the cramming ability of learner.
The universities were conducting examinations at the end of academic session and learners were
faced with term end examinations without any feedback for improvement in their learning.
Further, it prevented learners to quench their thirst of knowledge; thrill of discovery and
innovation; and joy and pleasure of new learning. This rigid examination system was only
making the learner fed their memory with doses of information. Also learners were just in the
race of scoring percentages and divisions and as such, their instinct of creativity and innovation
was compromised. Thus, at higher education, only assessment of knowledge and understanding
was done and as such development of higher cognitive abilities and skills were almost ignored
by our evaluation system.
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The Indian Higher Education System, though, has shown remarkable quantitative achievement
but it is yet to achieve desirable qualitative outcome. For shouldering the path of multifarious
economic, social, cultural growth and development with developed countries, our education
system is required to increase the access, equity, accountability, quality and of course,
employability. Accordingly, educational institutions are required to follow teaching – learning
pedagogy for creating and constructing new knowledge, capacity building, innovative teaching,
linking of classroom teaching with hands-on and field experience, academic resource pooling,
qualitative and ethical research work. For the accomplishment of these objectives, continuous
evaluation has a vital role in our educational system.
Presently, the focus is on continuous engagement of learner in the academic activities. There are
various tools and techniques for assessing scholastic and co-scholastic aspects of learning. For
assessment of scholastic areas (knowledge, understanding, application and skill) written, oral and
practical examination; and for Co-scholastic areas (physical health, interest, attitudes, habits,
life-skills and values, and other related activities) exercises, medical examination, and
observation is used. (CBSE Manual, 2010).
Most of the Indian universities are also following the continuous evaluation system. The students
are now being exposed to formative evaluation through assignments, practical, projects,
dissertations, field work, community work , seminars, conferences, and workshops, before
appearing for final examination i.e. summative evaluation , for deciding the fate of learner.
ICT in Indian Evaluation System
Like other human activities viz., banking, trading and marketing, advertising, retailing, tourism,
tele-communication, e-business, accounting, insurance, health, and cooking , ICT has been used
for teaching- learning viz., Desktop and laptops, Projector, Digital cameras, Printer accelerated
the qualitative growth of our educational system. It has become an effective tool of increasing
the knowledge. Further, ICT has done value addition to teaching pedagogy, as it has enabled
teachers to make their lessons more interactive and learner friendly. There are variety of ICT
tools viz., “Photocopier, tablets, Popplet, Pen Drive, Ipods, Ipads, Webboards, Scanners,
Microphones, interactive white board, DVDs and CDs, Flash discs, video Games. Also there are
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ICT tools available for Special Needs Children viz. text magnifier, head wands, keyboard for
cerebral Percy, braille, typing aids, large prints, audio books.” (Koech, D., (2018))
ICT has, not only, influenced the overall functioning of the educational institutions but also
affected significantly the academic life cycle of learner, beginning from enquiry of academic
prospects, curriculum design, teaching- learning pedagogy, evaluation system, and maintenance
of records of students‟ performance, teaching and non-teaching staff, and certification. It has
also supported many educational institutions in record keeping of alumni and placement status
of students. In addition to teaching-learning system, ICT has also affected the conduct of
examination and evaluation system to a larger extent, as in most of educational institutions, on-
line examinations, in addition to existing off-line–traditional system of examinations, are
conducted. It is both learner friendly and system friendly. Besides conducting online
examination by some universities, almost every Indian University is effectively using ICT for
its educational management and administration purpose, as transparency in affairs and
transactions along with proper dissemination of information is essential for meeting quality
standards. Some of the evaluation related information being uploaded by Five Indian State
Open Universities, on their respective website, is given in the following table.
Table no. 1. : Indicating type of evaluation related information being uploaded on website by
five Indian State Open Universities. Sr.
No.
Name of the University Information related evaluation as uploaded on Website of
Universities.
1 U.P. Rajshri Tandon
Open University,
Prayagraj
Information related to year wise assignment status, regional centre
wise assignment login, result, result correction, Ph.D. notification,
and Entrance test.
2 Yashwantrao Chavan
Maharashtra Open
University
Effectively using web services for disseminating examination
information related to Datesheet and scheme of annual
examination of its various courses, online applications for
duplicate convocation, statement of marks, migration, re-
evaluation, transcript of certificate, verification, photocopy or
scan copy of the answer book,Hall Ticket, circulars or notices
regarding Convocation.
3. Dr. B.R. Ambedkar
Open University
Disseminating information related to declaration of result, hall
ticket, examination fee structure, re-evaluation.
4. Vardhman Mahavir
Open University
Defaulter examination form, re-evaluation, improvement,
practical examination, degree verification, datesheet
5. Madhya Pradesh Bhoj
Open University
information related to examination schemes, Practical
schedules, practical examination, declaration of result, hall
ticket, examination fee structure, procedure for obtaining
degree, placement cell and other crucial information related to
student services. Source: Universities‟ websites of above five Universities retrieved on 27.7.2019
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Review of Literature
Information and communication technology has become pulse of educational system as its role is
not limited to the management of the educational administrative records but also in facilitation of
teaching and learning. Accordingly many research studies have been conducted for bringing
developmental changes in its role and contribution in education. In the year 2004 , a study on
ICT in Education :Possibilities and Challenges was done by Carnoy, M. According to him, at
that time ICT was mainly used in Business sector especially for accessing and processing of
information for human resource and management for optimal productivity. However there was
no such use for improving students‟ performance because there was no literacy among
educational managers for ICT management tools. Though there was a maximum access to ICT
by schools but this was scarcely used in their teaching pedagogy. Also there was a lack of
training for basic IT skills among the teachers. At the higher education level, ICT impacted to a
great extent in the field of teaching, administration, and of course, research. But there was still a
preference for traditional models of education. Tondeur, J., Van Braak, J., & Valcke, M. in the
year 2007 studied Curricula and the use of ICT in education: Two worlds apart? They found that
the teacher mainly focused on development of ICT skill but on the other hand its curriculum
centred on its integrated use with the teaching learning process that showed a gap between
proposed and actual use of ICT in education. This paper concluded for the translation of ICT
plan into ICT policy. In 2008, Anderson R.E worked on the implications of the information and
knowledge society for education. He stated that the knowledge of and advances in information
and communication technology was bringing the possible societal change .A connection in the
knowledge and ICT literacy assessment was explained thoroughly. Kinuthia, W. in 2009 studied
the Educational development in Kenya and the role of information and communication
technology. Through his article he provided acumen for the state of educational development in
Kenya and the role of ICT in narrowing the knowledge divide being created due to gap in the
implementation of information and communication technology in African countries, as compared
to the advancement of ICT in western countries. In the context of Kenya, his article gave an
overview of historical and economic context, social factors, and organization and state of
education. However, the same was also applicable in the other countries of Africa with similar
challenges.
Hoque, Kazi Enamul and Razak, Ahmad Zabidi Abdul and Zohora, Mosa Fatema (2012) studied
the areas of ICT utilization among school teachers and principals in Malaysia and it was revealed
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through findings that although the ICT policy existed in Malaysia but 84% of school teachers
were not aware of it. Further despite of availability of facilities and equipment of ICT in most of
the schools of Malaysia, there is no policy of ICT at school level. Further most of the teachers
were highly skilled in using computers. It was also found out through this study that percentage
of the availability of ICT peripherals in schools is high i.e. photocopy machines and scanners are
available in 95% schools while the multimedia projector is available in 85% schools. Also a
video camera, overhead projector and laptop are available in 72% schools. Based on these facts,
it was concluded that there was a disintegration of available ICT facilities and equipment with
their usage in the teaching-learning process. Barriers to the Introduction of ICT into Education in
Developing Countries: The Example of Bangladesh,was studied by Khan, M., Hossain, S.,
Hasan, M., & Clement, C. K in the same year 2012 whereby the author review various
international articles for barriers to introduction of ICT into the classrooms and the factors
influencing the teachers‟ decision for implementation of ICT in teaching-learning situation, in
Bangladesh. He, through his paper, gave recommendations for reduction in barriers and increase
in the beneficial use of ICT in educational setting. Further in the very same year, (2012) a study
on the role of ICT in higher education for the 21st century by done by Sarkar, S.According to
him , the considerable impact of ICT in education was less in period concerned but could be
increased rapidly in approaching time. Also it was reported that the constraint for using ICT in
education was the choice of ICT possibilities and not the educational needs. There was a kind of
insecurity among some teachers and students, as the ICT‟s educational use was more learners
centred. A very important suggestion was put forth through this paper that, in higher education
ICT was not only a technique for educational development but it was also a way of socio-
economic development of nation.
ICT in Evaluation System of IGNOU: National Open University
The educational providers in conventional system have limited financial, physical, technical and
human resources of providing educational opportunities to all prospective learners. In parity with
the growing socio-economic needs of society, there is mammoth increase in the number of
educational aspirants. Due to this, there is tremendous pressure on higher education system to
prepare and develop knowledge equipped and skilled human capital for accelerating our
economic growth in all sectors viz., agriculture, industry, and service. “The total enrolment in
higher education has been estimated to be 36.6 million. The Gross Enrolment Ratio (GER) in
Higher Education in India (2017-18) is 25.8%, for 18-23 years of age group”. (AISHE Final
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Report 2017-18). “The 12th Plan Document has fixed targets of 25.2 % GER by 2017-18 and
30% GER by 2020-21. As per All India Survey on Higher Education (AISHE 2017-18), the
Gross Enrolment Ratio (GER) in higher education has increased from 24.5% in 2015-16 to
25.8% in 2017-18” (Press Information Bureau, GOI). Further, “enrolment in Distance Education
constitutes about 11.0% of total enrolment in higher education”.(AISHE Final Report 2017-18)
This number is not confined to enrolling oneself in a programme or course but for knowledge
and skill acquisition in a time bound manner, for urge of social mobility. Also there is a call for
continuation and up gradation of knowledge acquisition. “The need for continuing education for
employability in the “information age” has led to an increase in demand for new and more
flexible ways of accessing knowledge.”(Moore, M. 2002)
With the rapidly growing demand of skill oriented professional and technological know-how, the
curriculum of different programmes and courses of universities and educational institutions are
being designed and revised accordingly, since decades. Indira Gandhi National Open University
is a mega university which is providing educational opportunities to all prospective learners
through Open and Distance Learning, for more than 30 years. The university has a very
significant contribution in developing and offering different academic programmes to meet such
growing demand to a larger extent. These programmes are from disciplines of Science,
Commerce, Tourism and Hospitality Service Management, Translation Studies and Training,
Vocational and Educational Training, Education, Languages (Hindi, English), Economics, Public
Administration, Psychology, Computer and Information Science, Engineering and Technology,
Extension and Development Studies, Foreign Languages, Gender and Development Studies,
Health Sciences, Library and Information Science, Social work, History, Sociology, Journalism
and New Media Studies, Law, Management Studies, Performing and Visual Arts, Agriculture,
and are offered at Masters, Bachelors, Post Graduate Diploma , Diploma and / or Certificate
level. At present, there are 241 programmes being offered by the university catering to need of
skill oriented professional and technological knowledge acquisition of learners, and the
cumulative student strength is more than 3.0 millions. (IGNOU Profile, 2019)
As IGNOU is imparting education to learner through distance mode, utmost care with dedicated
efforts is being taken to minimize the physical distance with its learners by maximizing the
interaction with them. Accordingly, it follows well-defined instructional system for effective,
adequate and appropriate learning experiences to learners through Multi-Media (Audio- Video
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Tapes), Radio and Television Broadcasting Channels- Gyan Darshan, Gyan Vani,, Self-
Instructional Print Material, Academic Counselling, Continuous Evaluation System. Such
instructional system revolves around the Learner Centred Approach of teaching-learning. Also
the university is extensively using its website, in addition to other available modes of
communication, for disseminating important and updated information to all its learners.(IGNOU
website )
By making various challenging efforts, IGNOU has not only increased the access to education
but is following continuous system of evaluation for enabling the learners to successfully
complete their registered programme within the stipulated time, in accordance with the standards
of performance. The evaluation system includes self-checked questions within each unit of print
material, tutor marked assignments, practical counselling sessions and examinations, seminar,
workshops, extended contact programmes, project work and term-end examinations.(IGNOU
Common prospectus, 2019)
For any effective evaluation system, the knowledge of learners‟ background is important. The
type of learner being enrolled in IGNOU is , generally, 10+2 passout who aspires for higher
education; already employed who wants to upgrade educational and professional qualification;
women who cannot attend regular college; learners in the old age group who wish for updated
knowledge; and others having inadequate resources of education. For fulfilling the aspirations
and educational needs of such learners from diversified background, the continuity in their
learning and assessment becomes essential for constructive feedback. It not only gives a
diagnosis about the strength and weaknesses of a learner in learning the content matter, but also
helps learner in improving the learning of same content matter. As the learner remains updated
for his /er performance, by bringing necessary changes and improvements in content learning,
he/ she is actively involved in his/er own learning process. Such continuity in evaluation of
learners‟ performance minimizes the learners‟ distance from teaching-learning situation. It also
regulates and maintains learner‟s achievement motivation for better learning, which may not be
present or may fluctuates, if there is a gap in learning extending to a relatively longer period.
This is very crucial in open and distance learning system of education in IGNOU, where its
learners are not only located at different places across the country but also at overseas, with in its
specified operational jurisdiction. As these learners may also being engaged in their personal,
social and professional obligations simultaneously , while pursuing their studies from IGNOU,
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their continuity in their learning and sustenance of their achievement motivation is indispensable,
otherwise the learner (s) may not complete the registered programme and drop-out. Also it is
equally important that a learner should be able to successfully complete the registered
programme with in stipulated period. Asking the learner, in distance mode, to straightaway
appear in the term end examination, without any exposure to the relevant teaching- learning
environment , and any feedback of his learning performance, having any scope of learning
improvement , would affect the related learning outcomes, and further affecting the successful
completion of programme. That is why, various learning components viz., print material,
assignments, practical, seminar, workshops, extended contact programmes, project work and
term-end examinations constitute the structure of different academic programmes in IGNOU.
Every such component is assigned a weightage in final assessment of learner and accordingly, is
evaluated separately. Learner is required to secure minimum passing score in each of these
learning components. A proper record of the obtained score (marks or grade) of its learners, in
each of the specified learning component, is crucial responsibility of university. One can imagine
the difficulty and meticulous efforts involved in recording and maintaining of these awards for
over a long period of time. This is important as a learner, once registered in a programme,
remains academically associated with IGNOU for a long time due to its flexible system of
teaching- learning. This can be understood by following table.
Table no.2.: Indicating valid period for completing programmes at different levels in IGNOU.
Level of
programme
Minimum
duration of
programme
completion
Maximum duration of
admission validity
Period of re-admission ,
may be availed after expiry
of Maximum duration of
admission validity
Under Graduate
Degree
3 years 6 years 2 years
Post Graduate
Degree
2 years 5 years 2 years
Post-Graduate
Diploma / Diploma
1 year Upto 4 years
(based on specific
programme structure)
1 year
Source: IGNOU website as on 27.7.2019
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As per above table, it becomes clear that it is an obligation of university for keeping proper
records of students‟ academic performance because these could be referred or accessed at any
point of time viz., for complete declaration of result, for ascertaining the academic session in
which the programme is completed by a learner, for award of degree/diploma/certificate, for
checking the status of specific course(s) completion for re-admission , or internal credit transfer
system , as and when required.
Earlier, these records were maintained manually, through prescribed procedure at various stages,
beginning from Study Centres to Regional Centres and then to concerned Division at IGNOU
headquarters. But as enrolment got increased year by year, manual system became vulnerable
and more susceptible to error in data handling, thus leading to inefficiency in providing academic
support services to learners. To overcome this issue, the procedure of recording and managing
evaluation data was getting done through the support of ICT, for more than eight years, through
the development of IGNOU Student Management System. As mentioned above Assignment
Record Submission and Management System (ARSMS); Practical Marks Submission Service;
Project Marks Submission Service, are online portals through which assignment, practical,
project, dissertation, internship, workbook awards are entered and submitted to IGNOU hqrs,
after verification of their authenticity by IGNOU Regional Centres located at different places
across the country. These awards are then got reflected in online grade card of the concerned
student, after further approval from the head of evaluation division at IGNOU Hqrs. Such an
authentic online procedure of evaluation records‟ submission and maintenance is giving easy and
quick access to awards of all students concerned. These are not only accessible to the authorized
officials of IGNOU but also to student(s) for information about the stage of forwarding and
processing of their awards, either at the level of Regional Centre or at the IGNOU Headquarter.
Further, when same awards get reflected in online grade card, the status of course completion in
a programme is updated as „not completed‟ or „completed‟ ,as the case may be, for information
to students for enabling them to effectively pursue their registered programme and complete it
successfully within the validity of their registration.
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IGNOU Regional Centre Delhi-3
The IGNOU Regional Centre Delhi- 3 being situated at Dwarka, New Delhi, is having the area
of West, South West Delhi; and Gurugram and Mewat districts of Haryana state as its territorial
jurisdiction for providing educational opportunities through Open and Distance Learning System
to prospective learners and necessary academic support services to its existing learners. At
present, Regional Centre Delhi-3 is having 36 active learners support centres for fulfilling the
academic requirements of the learners. (retrieved from http://rcdelhi3.ignou.ac.in/Ignou-RC-
Delhi-3/userfiles/file/Annexure_1_Active%20LSC%20as%20on%20July2019(1) .pdf on 5-8-
2019 ) The Regional Centre Delhi-3 is using online portals of IGNOU Student Management
System , as mentioned above, for transmitting data of students awards of assignment,
practicals,, project, dissertation, internship, workbook to Student Evaluation Division at IGNOU
Headquarters, with in specified time limit for enabling the university to declare the complete
result of all concerned students under concerned term end sessions. The quantum of student data
for all important academic components that had been submitted by the Regional Centre Delhi-3,
to Student Evaluation Division at IGNOU headquarters in different sessions, is mentioned in the
following tables.
Table no.3:. Indicating data of Assignment Awards being transmitted on line by Regional
Centre Delhi-3.
Year Academic session Total records in the
year
June December
2014 70,233 55,260 1,25,493
2015 80,116 59,836 1,39,952
2016 1,01,208 68,329 1,69,537
2017 1,15,033 74,815 1,89,848
2018 1,30,579 89,893 2,20,472
Total 4,97,169 3,48,133
Grand Total (5years) 8,45,302 Source: Database of Regional Centre Delhi-3, IGNOU
The above table shows an annual increase of 11.52% from 2014 to 2015; 21.13% from 2015 to
2016 ; 11.98% from 2016 to 2017 ; and 16.13% from 2017 to 2018 in total assignment awards
which were transmitted by the regional centre to IGNOU headquarter during the period of five
years.
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Table no.4.: Indicating data of Practical Awards being transmitted on line by Regional
Centre Delhi-3.
Year Academic session Total records in the
year
June December
2014 5,315 4,622 9,937
2015 5,851 6,342 12,193
2016 5,145 5,366 10,511
2017 6,313 5,570 11,883
2018 6,290 6,669 12,959
Total 28,914 28,569
Grand Total (5years) 57,483 Source: Database of Regional Centre Delhi-3, IGNOU
The above table shows an annual increase of 22.7% from 2014 to 2015. There is a decrease
13.79% from 2015 to 2016 . Again there is an annual increase of 13.05% from 2016 to 2017 ;
and 9.05% from 2017 to 2018 in total practical awards which were transmitted by the regional
centre to IGNOU headquarter during the period of five years .
Table no.5: Indicating data of Project,Dissertation,Internship,Workbook Awards being
transmitted on line by Regional Centre Delhi-3
Year Academic session Total records in the
year
June December
2014 564 291 855
2015 607 284 891
2016 645 327 972
2017 553 382 935
2018 586 303 889
Total 2,955 1,587
Grand Total (5years) 4,542
Source: Database of Regional Centre Delhi-3, IGNOU.
The above table shows an annual increase of 4.21% from 2014 to 2015; 9.09% from 2015 to
2016 . There is a decrease of 3.80% from 2016 to 2017 ; and 4.91% from 2017 to 2018 in total
of project,dissertation,internship,workbook awards which were transmitted by the regional centre
to IGNOU headquarter during the period of five years
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Table no.6.: Indicating data of students being issued Hall Tickets for Term End
Examination pertaining to Regional Centre Delhi-3
Year Academic session Total records in the
year
June December
2014 90,375 90,681 1,81,056
2015 1,32,332 98,037 2,30,369
2016 1,54,177 1,15,067 2,69,244
2017 1,68,934 1,23,017 2,91,951
2018 1,62,407 1,36,636 2,99,043
Total 7,08,225 5,63,438
Grand Total (5years) 12,71,663
Source: Database of Student Evaluation Division, IGNOU.
The above table shows an annual increase of 27.23% from 2014 to 2015; 16.87% from 2015 to
2016 ; 8.43% from 2016 to 2017 ; and 2.42% from 2017 to 2018 in total no. of students who
were issued Hall Tickets for Term End Examination during the period of five years.
Table no. 7.: Indicating total evaluation data of five years pertaining to Regional Centre
Delhi-3
Year Total records in the year
Assignment
Awards
Practical
Awards
Project,
Dissertation,
Internship,
Workbook
Awards
Grand Total of
Awards
(Grade/Marks)
issued Hall
Tickets for
Term End
Examination
2014 125,493 9,937 855 136285 1,81,056
2015 1,39,952 12,193 891 153036 2,30,369
2016 1,69,537 10,511 972 181020 2,69,244
2017 1,89,848 11,883 935 202666 2,91,951
2018 2,20,472 12,959 889 234320 2,99,043
Total 8,45,302 57,483 4,542 907327 12,71,663
Grand
Total
(5years)
30,86,317
Source: Database of Regional Centre & Student Evaluation Division, IGNOU.
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The above table shows an annual increase of 12.29% from 2014 to 2015; 18.28% from 2015 to
2016 ; 11.95% from 2016 to 2017 ; and 15.61% from 2017 to 2018 in total evaluation data of
five years pertaining to regional centre.
Graph no.1 showing year wise Regional Centre Delhi-3 graph of total awards transmitted to, and hall
tickets issued by IGNOU headquarter.
Though the students are completing their respective components i.e. assignments, practical, project,
dissertation , internship , workbook under different sessions , with in their valid period of
admission, the following table indicates the number of students who had completed their
programme and obtained their certification as per their sessions of programme completion.
Table no.8.: Indicating data of Awardees of Degree / Diploma / Certificate
Convocation
(1)
Held in
Year
(2)
Session of Term End
Examination covered
(3)
No. of Awardees of Degree /
Diploma / Certificate.
(4)
IGNOU
(as a whole)
Regional Centre
Delhi-3
28th
Convocation 2015 Dec., 2013 & June, 2014 1,91,775 8,610 (4.48%)
29th
Convocation 2016 Dec., 2014 & June, 2015 1,93,662 5,959 (3.07%)
30th
Convocation 2017 Dec.2015 & June, 2016 2,10,811 7,739 (3.67%)
31st Convocation 2018 Dec.2016 & June, 2017 2,11,129 9,607 (4.55%)
32nd
Convocation 2019 Dec. 2017 & June,2018 2,00,190 10,847 (5.41%)
Total 10,07,567 42,762 (4.24%)
Source: Database of Student Evaluation Division, IGNOU.
The total strength of awardees in IGNOU, (28th
Convocation to 32nd
Convocation) is 10, 07,567
having 42,762 awardees pertaining to Regional Centre Delhi-3 constituting 4.24 % of the total
figure.
0
200000
400000
600000
800000
1000000
1200000
1400000
2014 2015 2016 2017 2018 GrandTotal
Grand Total ofAwards(Grade/Marks)
Issued Hall Ticketsfor TEE
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It is evident from table nos.3 to 5, that the Regional Centre Delhi-3 had been processing and
transmitting huge evaluation data of assignment, practicals, projects, dissertation, internship,
workbook. Also, as per table no.6 the data of lakhs of eligible students who had submitted their
examination form , in offline mode, for appearing in the term end examination concerned, was
transmitted to Student Evaluation Division vide online portal specifically designed and created
for such purpose, till December, 2016 TEE session. However, from June, 2017 onwards the
university made the system of submitting the examination form exclusively online, except for jail
inmate students of IGNOU.
Conclusion
Such an effective and most efficient contribution of Information and Communication
Technology in transmission and further reflection in the online grade cards of students has
enabled this university for extending the qualitative academic support services to learners. It had
been a general impression among IGNOU students that it is easy to Enter IGNOU but difficult
to Exit but now with this systemic efficiency and intactness, large no. of students are exiting
being awarded with degree, diploma, certificate , as the case may be, which is evident from the
table no. 8 above. As also IGNOU RC Delhi-3 is giving its effective contribution in extending
necessary academic support services to its learner by processing and transmitting the evaluation
records online to IGNOU headquarter in a time bound manner, for enabling the learners to
pursue and further complete their programme of study. Further, such intervention of ICT in
strengthening the academic support services has not only helped the IGNOU learners in
maintaining their achievement motivation, complete their studies and obtain their certification,
but also worked as a strategy for increasing its enrolment.
Acknowledgements:
The author is grateful to Indira Gandhi National Open University (IGNOU), New Delhi, for
providing valuable research support.
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Reference Weblinks:
http://aishe.nic.in/aishe/viewDocument.action;jsessionid=D4E613B3B6E3BBBB3D5F3B725CE
343C9?documentId=245
http://www.bhojvirtualuniversity.com/
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List of Tables :
Table no. 1. : Indicating type of evaluation related information being uploaded on website by
Five Indian State Open Universities.
Table no.2.: Indicating valid period for completing programmes at different levels in IGNOU.
Table no.3.: Indicating data of Assignment Awards being transmitted on line by Regional Centre
Delhi-3.
Table no.4.: Indicating data of Practical Awards being transmitted on line by Regional Centre
Delhi-3.
Table no.5: Indicating data of Project/Dissertation/Internship/Workbook Awards being
transmitted on line by Regional Centre Delhi-3
Table no.6.: Indicating data of students being issued Hall Tickets for Term End Examination
pertaining to Regional Centre Delhi-3
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Table no. 7.: Indicating total evaluation data of five years pertaining to Regional Centre Delhi-3
Table no.8.: Indicating data of Awardees of Degree / Diploma / Certificate
List of Graph:
Graph no.1 Showing year wise Regional Centre Delhi-3 graph of total awards transmitted to, and
hall tickets issued by IGNOU headquarter.
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