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Towards Understanding The Successful Learner: A Case Study Of IGNOU

Year 2012, Volume: 13 Issue: 2, 322 - 335, 01.06.2012

Abstract

The growth of enrolment in the ODL system has been considerable. However, another parameter of significance in the context of Open and Distance learning is the learner success rate. While enrolment rates have been very encouraging in distance education, the pass-out rates haven’t been similar. There is a need to focus on the dynamics involved after a learner enrols himself in an OU and what drives him to stay focussed and complete his academic pursuit successfully or alternatively what holds or slows his academic progress and eventually makes him drop out. The study highlights that there are both institution-based (that is OU-based) and learner-centric factors that could facilitate learners to successfully complete their studies. There are both controllable and uncontrollable factors that affect the OU learners’ success rate. This study attempts to capture the learner-centric factors and OU-related factors that have facilitated the learners to successfully complete their study. The paper delves into those key aspects or factors which would have facilitated the passed out learners in successfully completing their programmes in the open system. The findings are of direct interest, both from an institution perspective and that of a distance learner. It provides inputs to the Open and distance learning system, towards formulating appropriate strategies that further facilitate learners to successfully pass out. Also the findings serve as indicators/guide rules for any learner in the open system.

Year 2012, Volume: 13 Issue: 2, 322 - 335, 01.06.2012

Abstract

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Details

Primary Language English
Journal Section Articles
Authors

Sindhu P. Naır This is me

Publication Date June 1, 2012
Submission Date February 27, 2015
Published in Issue Year 2012 Volume: 13 Issue: 2

Cite

APA Naır, S. P. (2012). Towards Understanding The Successful Learner: A Case Study Of IGNOU. Turkish Online Journal of Distance Education, 13(2), 322-335.