Role of Distance education in agriculture

1. Role of distance education in agriculture
Seminar on
Navinkumar.Kalmood
Ph.D scholar
UAS raichur

2. Definition and Meaning
Distance learning is a structured learning in which the instructor and
students are separated by time and space, uses the latest technology to
bridge the gap between participants in education (McIsaac and
Gunawardena, 1996).
 Instructor and student are separated by space and time.
 Gap is filled by audio tapes, videoconferencing, satellite broadcasts and
online technology - and/or more traditional delivery methods, such as the
postal service and notes.
Distance Education also called as Distance learning, Correspondence
learning and Home studying.

3. Objectives
To understand the concept of distance
education
To know the elements of distance education
programme
To know the role of distance education in
agriculture
To review research studies related to distance
education

4. McIsaac and Gunawardena (1996)
Distance Learning is a structured learning in
which the instructor and students are separated by time
and space, uses the latest technology to bridge the gap
between participants in education
Honeyman and Miller (1993)
Distance Learning is a process to create and
provide access to learning when the source of
information and the learners are separated by time and
distance, or both

5. Elements of Distance Education programme
Distance
education
Faculty
Syllabus
Technologies
Learners

6. In distance education 5 things need to
considered
Identify the relevant course
Check institutional background
Never lose focus
Be consistent
Never skip the exams

7. Types of distance education
Open
Schedule
Blended
Learning
Computer
Based
Learning
Fixed Time
E-Learning

8. Role of distance education in agriculture
 Improve and sustain productivity and quality of human.
 Agricultural information to remote area farmers.
 Improve agricultural knowledge, skills and entrepreneurial
capabilities.
 Promote national and international co-operation, networking
and linkages.
 Establish linkages with institutions in India and abroad
having expertise and experience in Distance Education.

9. Steps involved are
Get certificate, Diploma or Qualification
Submit assignments
Information from institution through multimedia
Get materials and study
Payment
Register
Pick a course

10. Scope of Distance Education in Agriculture
 Enhance knowledge of farmers.
 Financial constraints
 Organized through correspondence courses
a. Through institutions
- Open Universities
- Agricultural Universities
b. Means of Correspondence Courses
- Postal correspondence
- Radio farm school
- Doordarshan (Krishi Darshan)
- Information Communication Technology (ICT)
- Through FM services
- Through mobile services

11. Advantages of distance education
• You can take any and all of our courses through distance
learning
• Study completely from home
• Save money
• Study at your own place and in your own time
• Get a private tutor
• Flexible in time table

12. Disadvantages of distance education
• Juggle job and studies.
• Feedback problem.
• Social isolation.
• Less seriousness students.
• Lack of interaction.
• Motivation.
• Farmers unable to understand clearly.

13. (Agriculture and Allied sciences)
 Dr. B. R. Ambedkar Open University (BRAOU) (1982) at
Hyderabad, Andhra Pradesh
 Indira Gandhi National Open University (IGNOU) (1985) at
New Delhi
 Vardhaman Mahavir Open University (VMOU) (1987) at Kota,
Rajasthan
 Nalanda Open University (NOU) (1988) at Patna, Bihar
Open Universities in India

14.  Yashwantrao Chavan Maharashtra Open University (YCMOU)
(1989) at Nashik, Maharashtra
 Madhya Pradesh Bhoj Open University (MPBOU) (1993) at
Bhopal, Madhya Pradesh
 Dr. Babasaheb Ambedkar Open University (BAOU) (1994) at
Ahmedabad , Gujarath
 Karnataka State Open University (KSOU) (1996) at Mysore,
Karnataka

15.  Netaji Subhash Open University (NSOU) (1997) at Calcutta,
West Bengal
 Uttar Pradesh Rajarshi Tandon Open University (UPRTOU)
(1999) at Allahabad, Uttar Pradesh
 Tamilnadu Open University (TNOU) (2003) at Chennai,
Tamilnadu
 Pandit Sunderlal Sharma Open University (PSSOU) (2003) at
Bilaspur, Chchattrisgarh

16. Top 5 universities offering Agriculture
distance learning courses
1. Annamalai University-Tamil Nadu
2. IGNOU-New Delhi
3. Allahabad Agricultural Institute-Allahabad
4. Karnataka State Open University-Mysore
5. Yashwantrao Chavan Maharashtra Open University-Nashik

17. Technologies used in delivery
Synchronous technology
Synchronous technology is a mode of online
delivery where all participants are "present" at the
same time requiring a timetable to be organized
• Telephone
• Videoconferencing
• Web conferencing
• Direct-broadcast satellite
• Internet radio

18. Asynchronous technology
Asynchronous technology is a mode of online
delivery where participants access course
materials on their own schedule, students are not
required to be together at the same time
• Audiocassette
• e-mail
• Message board forums
• Print materials
• Voice mail/fax
• Videocassette/DVD

19. Academic programmes at State Agricultural
Universities (SOU) through Distance Education
Mode
. Agricultural Programmes
a. Certificate Courses
b. Diploma Courses
c. Post-graduate Diploma Courses
d. Bachelors Degree Courses
e. Master Degree Courses

20. UAS Bangalore started Distance Education Unit in 2012.
Mandates:
• To diffuse technical “Know-how” to the farmers
• To disseminate information at the convenient time and
place of the farmers
• To teach farmers who are residing at remote places
• To provide selected technologies for the target group of
famers

21. UAS EXPERIENCE IN CORRESPONDENCE
COURSE
1. On Paddy Cultivation
 Started during the year 1974
 Five batches were organized
 Covered 1764 farmers of Karnataka
2. On Sericulture Farming
 Started on demand from farmers
 Organized in four batches
 Covered 956 farmers of Karnataka
3. On Organic Farming
 First course conducted with 174 farmers
 Second course is being conducted at present including 275 farmers.
• Started during the year 1974
• Five batches were organizedCovered 1764 farmers of Karnataka

22. Students enrollment in convention Universities V/S ODE
Universities

23. Student‘s enrolment data from various distance education
universities & institutes
Sl.
No.
Name of the University/Institutes Total Enrolment up to
Dec.2010
1 Indira Gandhi National OpenUniversity, New Delhi 3200000
2 YCM Open University,Nasik 2432000
3 Dr.B.R.Ambedkar Open University, Hyderabad 465000
4 Delhi University, Delhi 322000
5 Tamil Nadu Open University,Chennai 250000
6 M.P. Bhoj University, Bhopal 205000
7 Sikkim Manipal University, Gangtok 185000
8 Annamalai University,Annamalai Nagar 179000
9 Maulana Azad National Urudu University Hyderbad 169000
10 University of Madras 150000

24. Level wise
Distribution of Distance Enrolment
Level Distance Enrolment
Male Female Total
Post
Graduate
772328 531536 1303864
Under
Graduate
1213524 785429 1998953
PG Diploma 44661 18003 62664
Diploma 70580 45595 116175
Certificate 37231 38671 75902
Integrated 1523 478 2001
All 2139847 1419712 3559559

25. 16-11-
2017
25

26. ATTITUDE TOWARDS APPLICATION OF DISTANCE
EDUCATION IN AGRICULTURE FIELD
Kaushikkumar et al.(2015)

27. Attitude of agriculture students towards application of distance
education in Agriculture field.(n =120)
Sl.
No.
Statement Frequency Per cent
1 I feel that DEAAF is need of hours to fill gap between actual need
of able human recourses for agricultural Development and their
availability. (+)
37 30.80
2 I believe that there is need to implement DEAAF programme
because of its flexibility. (+)
73 60.83
3 I don't think offering master's and doctorate programme on
agriculture through DE is possible. (-)
28 23.33
4 I dislike the DEAAF because it does not follow the formal way of
learning. (-)
17 14.16
5 I like to learn through DEAAF as it provides opportunity to learn at
any time. (+)
87 72.50
6 I feel that DEAAF creates educational opportunity to those
who want to learn while earning. (+)
96 80.00
7 I feel that DEAAF is relevant to the ever increasing higher
agricultural educational needs of India. (+)
68 56.66
8 I believe that DEAAF has the potential to bring out innovation. (+) 52 43.33

28. Effectiveness of distance education on food
and nutrition(n=120)
SOUJANYA et al., (2015)

29. Sl. No. Particulars Before After
F % F %
1 Cereals 105 87.50 120 100
2 Pulses 98 81.66 120 100
3 Root
vegetables
105 87.50 110 91.67
4 Spice 87 72.50 113 94.16
5 Food for
growth
117 97.50 120 100
6 Energy food 113 94.16 116 96.66
Knowledge of respondents before and after distance
education about food. (n=120)

30. Learners’ Choice and Perception of Distance Learning
Degree Programme of the National Open University of
Nigeria (NOUN)
(Fami and Ibrahim, 2010)

31. Summary of Reasons for Learners’ Choice of NOUN Degree Programme (n=1100)
(Fami and Ibrahim, 2010)
Factors/Variables Factor
Alpha
Mean Standard
Deviation
F1: Course Characteristics
0.8951
- -
Additional qualification to improve career prospects 6.5 1.05
Standard nature of their programmes 5.9 1.11
High quality of their course materials and facilitations 6.2 1.15
Satisfaction with the mode of operations which include studying
at one’s pace
6.1 1.28
F2: Administrative Characteristics
0.9406
- -
Federal government-owned university 5.8 1.14
Easier to secure admission than traditional university 7.7 0.94
F3: Cost Characteristics
0.9064
- -
No sponsor for traditional face-to-face university 5.5 1.20
Opportunity to pursue studies and at the same time taking care
of family
7.4 0.92
Cheaper to other traditional face-to-face universities 5.3 1.32

32. Summary of Learners’ Perception of NOUN Degree Programme (n=1100)
Factors/Variables Factor
Alpha
Mean Standard
Deviation
F1: Course Characteristics
0.9058
- -
NOUN degree programme typical of distance learning mode 5.6 1.32
NOUN degree programme technology-driven efforts are of
high quality
5.8 1.14
NOUN degree programme assessment style is standard 4.9 1.34
NOUN degree programme is of high quality 6.9 1.11
F2: Administrative Characteristics
0.8002
- -
NOUN facilitators are hard working 4.6 1.29
NOUN facilitators are punctual and humane 5.4 1.18
NOUN degree programme is interesting 6.5 1.05
NOUN degree programmes are society-driven 4.0 1.32
F3: Cost Characteristics
0.8842
- -
NOUN degree programme quality is comparable to the
traditional face-to-face universities programmes
4.5 1.14
NOUN degree programme enhances job performance 6.0 1.05
(Fami and Ibrahim, 2010)

33. Problems and prospectives in
distance education in India in the 21st century
Sadhasivam (2011)

34. Problems
• The latest problem faced by students is that they are not eligible for high
level posts in India. Especially MBA and MCA.
• Lack of proper infrastructure.
• The internet and multimedia has become a key role for communication
between teacher and student .
• The majority of dropouts in distance education is the exam pattern, and the
results. The distance education and universities must have separate
controller office to conduct, evaluate and publish the examination results
on time.

35. Conclusion