Efficacy of Innovative Technological Approach Ensuring Quality Assurance in Teaching Learning Process in Open and Distance Learning


The present study discusses innovative approach ensuring quality assurance taking into account two important aspects namely: pedagogy and evaluation strategies integrating the effective use of technology. Open and distance learning system plays a key role in enhancing the enrollment ratio in higher education. Therefore, sustaining quality assurance is essentially pivotal in the current digital era. Considering these issues, the paper work illustrates one of the effective ways of evaluation strategies. The study is focused on the undergraduate teacher education program (B. Ed) offered mostly through open and distance education in India. As this course attracts students from urban, rural, with or without technology acquaintance, it should be assessed with transparency by the effective use of technology. The teaching and evaluation procedure used for the students enrolled for the B. Ed degree course includes group discussions integrating brain storming sessions followed by on line tests during their contact classes conducted in the university affiliated institutions. During the evaluation the student’s identification should be made authentic by installing software program which detects malpractice. For e.g. if a student logs in to take up online test his/her identification could be detected by the verification of pre-installed photograph. This strategy works out effectively by having proper co-ordination between the Host University and affiliated institution. Maintaining student’s authenticity strategy suggested in the present study prevents malpractices during evaluation and enhances student’s involvement as it provides transparency without any bias developing faith amongst students enrolled in distance learning.

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Navaneedhan, C. and Kamalanabhan, T. (2015) Efficacy of Innovative Technological Approach Ensuring Quality Assurance in Teaching Learning Process in Open and Distance Learning. Open Access Library Journal, 2, 1-5. doi: 10.4236/oalib.1102166.

Conflicts of Interest

The authors declare no conflicts of interest.


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