Education - Research Publications

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    Teachers Attitude towards Use of ICT in Technical and Non-Technical Institutes
    (MCSER Publishing, 2014) Farrukh, Sameena; Singh, Shireesh Pal
    In this study the group of teachers working in technical colleges and non-technical colleges both are selected to find out their attitudes towards use of ICT as their instructional resources in classrooms. As it is the fact that normally in technical colleges the teachers themselves have quite a good knowledge and are well aware with new technologies and therefore for these teachers the use of ICT as their instructional resource is not a big deal whereas the teachers of non-technical background may or may not be well aware of these new technological issues and therefore for these teachers it can be little difficult to adopt ICT as their instructional resources and they feel more convenient with the traditional mode of instructions in classrooms. Results revealed that there is a significant differences between the Mean attitude scores towards use of ICT of technical and nontechnical institute teachers
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    Effectiveness of Student Support Services Provided by Indira Gandhi National Open University
    (MCSER Publishing, 2014) Mirja, Saba; Singh, Shireesh Pal
    Student Support Service is one of the key areas of which the success of any Open University depends. However, in classical mode of Open and Distance Learning (ODL) system, the most important components of evaluation are the print materials and the student support which contribute to the success or failure of a course. (Kumar & Fozdar 2009). To provide effective and efficient student support service, IGNOU has set up a number of study centers all over the country. Students are allotted one of these study centers, taking into consideration their place of residence.Studnets usually approach theses center for getting solved their problems related to course and transition. The Regional Service Division of IGNOU is therefore giving utmost importance to various kinds of support services provided at different learner centers in the state. At Regional Centre all the unsolved problems of the study centers are taken care of and the students are given utmost freedom to approach Regional Centre functionaries for solving their problems. Most of the Regional Centers have a single window enquiry system having internet facility. Besides student queries and student problems, a lot of academic input is also being given from time to time from Regional Centre .This paper is based for knowing the strengths and weaknesses of Student Support Service provided by IGNOU and to find out difference on the basis of Gender and Demographical structure.
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    Mental illness among school children: Causative factors, consequences and remedies
    (Gupta Publications, 2018) Sunder, Shyam; Kaur, Amandeep; Dhillon , Shamshir Singh
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    Redesigning the Mathematics Classroom through TPACK enriched Pedagogical Strategies
    (Krishma Educational Centre, 2018) Arora, Richa; Pany, Sesadeba
    Technology continues to change with the changing demands of society. With the integration of new technologies in the classroom, the evolution of changes in classroom instruction has been a perpetual feature. But, the efficiencies of teachers vary from each other considering their way of integration of content, pedagogy and technology with each other. For effective teaching-learning process, a balanced knowledge of these three components is expected on the part of teacher i.e. an adequate level of Technological Pedagogical and Content Knowledge (TPACK). The conventional pedagogies need to be strengthened through the application of technology or can be replaced if situation demands for so. As such the application of flipped teaching improves the learning of students. Mathematics is considered as least preferred subject so new pedagogies should be thought of for better comprehension and achievement of students. Innovative pedagogical strategies like animated content demonstration may support in increasing the engagement of students in mathematics. The dynamic and interactive learning environment can be created in the classrooms through the interactive software like GeoGebra, Geometer Sketchpad and the activities based on concrete and virtual manipulative can contribute in enhancing the effectiveness of technology oriented pedagogies.
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    Developing Multiplication Skills using Vedic Aphorisms Embedded with Multimedia
    (PEDAGOGY OF LEARNING, 2018) Rekha; Bawa, Surinderjit Kaur
    The promising development of humankind is reflected in the education system of any nation. The progress of society is the mirror of investments in the education of young generations. To the best of the knowledge of the authors, the pedagogy used by teachers in our country is still dominated by the conventional system. Contemporary nations leave no stone unturned to build a mathematically literate society to compete with the advancements of the new technological era. Therefore, it is the need of the hour to reframe pedagogy with modern techniques. The change can be brought by integrating technology in the present system of imparting instructions in the classroom of mathematics. The abstractness of mathematics makes it hard for the students to understand the concepts and do calculations with an ease. Teaching through multimedia integrated with technology brings out the best in the child. The combination of multimedia with Vedic mathematics will help students to do smart work. Through amazingly easy methods of Vedic Mathematics, students can solve complex problems with relative ease. Vedic mathematics through multimedia can help the students to develop their mathematical skills too. This paper is an attempt to bring technology and Vedic aphorisms in the pedagogy of mathematics for the development of multiplication skill of mathematics.
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    Cultural Intelligence and Cross-Cultural Adjustment of Foreign Students in Punjab: A Relationship Study
    (Online Research Book Publication, 2018) Kaur, Kiranjit; Pany, Sesadeba
    This study aimed at exploring the relationship between cultural intelligence and crosscultural adjustment of foreign students studying in different universities of Punjab. The sample constituted of 120 foreign students with the gender wise break up of 71 male and 49 female students studying in three universities in Punjab namely Lovely Professional University, Phagwara; Punjabi University, Patiala and Punjab Agriculture University, Ludhiana. These universities cater a significant number of international students. Cultural Intelligence scale for adults was used for measuring foreign student’s cultural intelligence and cross-cultural adjustment test for foreign students was used to measure their adjustment in Punjab. The results of the study revealed a substantial correlation between cultural intelligence and cross-cultural adjustment of foreign students, as well as different components of cultural intelligence and cross cultural adjustment except that of cognitive cultural intelligence and academic cross cultural adjustment. Further it was also revealed that that the male and female foreign students studying in different universities of Punjab do not differ significantly on their cultural intelligence and cross cultural adjustment respectively. However the present study expects a well-coordinated and planned effort on the part of the concerned universities for enhancing the cultural intelligence of the foreign students admitted in their institutions in order to ensure better academic achievement as well as adjustment to the cross cultural situations.
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    Integration of Techniques of Art in Teaching of Mathematics: A Paradigm Shift in Methods of Instruction
    (Social Research Foundation, 2018) Rekha; Bawa, Surinderjit Kaur
    Mathematics and art are two subjects which are inseparable from each other, a lot of researches have been done on the integration of these two subjects world-wide, the combination of art in the teaching and learning of mathematics is still in struggling phase. In the present era where the education system of the whole world is focusing on STEAM, the unite of these two subjects has become of the utmost importance. The students who have been given instructions of mathematics using techniques of arts have shown significant improvement in their test scores achievement, development of cognitive abilities, creativity and critical thinking skills. Few students who were struggling in the subject, started finding it interesting when they were taught mathematics using art
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    Constructivist Pedagogy: The imperative for Meta Cognitive Reflection (MCR)
    (Regional Institute of Education,Ajmer, 2018) Behera, Biswajit
    The core of learning is to develop basic forms of understanding which is characterized by forms and processes of verification, validation and justification, knowledge creation and creativity. Both explicit and articulated knowledge as well as tacit and experiential knowledge, creativity and excellence are all integral to the form of knowledge and knowing. It is therefore to organize learning experiences to empower ‘learners’ and ‘transform learning’. Reflection is critical to learning and transfer; it means to be embedded in assessment. A related approach is to require learning to serve a Meta cognitive reflection (MCR). This strategy is the presentation of multiple perspectives to learners by providing multiple representations on the content because there is no single schema. Therefore, Constructivist pedagogy can become the medium for practices of reflection. Strategies like reflective lesson logs, reflective journal, self assessment questions, wait time and group processing which provide opportunities for use of Meta cognitive reflection are suggested. Key words: Constructivist pedagogy, Reflection, Meta cognitive reflection (MCR)
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    Sensitising the disadvantaged groups through participatory approaches: IGNOU's experiences in Madhya Pradesh (India)
    (Mediterranean Center of Social and Educational Research, 2015) Pandey U.C.; Chaudhary S.; Singh S.P.
    Madhya Pradesh is home to sizeable proportion of Socio Economically Disadvantaged population of India. Human Development Index of the state is 0.375 which depicts poor socioeconomic conditions. Infant Mortality Rates in some of the areas of the state have been compared to the Sub-Saharan countries as per the World Bank Report titled 'India: Achievement and Challenges in Reducing Poverty' It depicts a challenging situation and calls for massive Educational Upliftment of the people working in rural and tribal areas. Government of India has sincerely prioritized these issues through successive five year plans, however the situation on the ground leaves a lot to be desired. Millennium Development Goals (MDGs) have placed renewed emphasis on the capacity building of these communities. India Gandhi National Open University (IGNOU) which is the biggest role player of Open and Distance Learning (ODL) in India has a mandate to bring such disadvantaged groups in to fold of Higher Education. However it has been a challenging job from several points of views as most of the target groups requiring immediate attention are too vulnerable, poorly capacitated to adopt new practices and nearly cut off from the urban centred educational facilities. The areas inhabiting such communities have low penetration of Newspapers, TV or Radios and ODL systems with their paradigmatically different ways of teaching learning are yet to take roots in these areas. It has been a big challenge for IGNOU to reach out to such Disadvantaged Communities, sensitize them through suitable Confidence Building Measures and involve them in the ODL Programmes to strengthen their livelihoods. Despite various initiatives taken up by ministry and other institutions, there is a vacuum of information among the disadvantaged communities. It is now well realised and understood that capacity building systems for such target groups need to be radically different from 'Business as Usual Approach'. Authors of this paper have the experience of working for the Promotion, Monitoring and Supervision of ODL programmes in these areas. During 2012-13 a series of "Out of Box Approaches" were initiated by the authors for sensitising these communities. Results have been overwhelming with sizeable participation of people from disadvantaged communities. This paper highlights such new participatory approaches to sensitise the communities and results of such interventions. The paper has been divided in to Four Parts. Part-I describes the socio economic conditions of these areas and the constraints by the people in accessing information. Part-II describes the Confidence Building Measures like 'Khula Manch' [Open Interactive Sessions with Community] initiated by the IGNOU Regional Centre Bhopal (Madhya Pradesh) and the response of the communities for such interventions. Part-III describes the initiatives taken by the Regional Centre to sensitise Slum Dwellers in Bhopal. This section also highlights Academic Support Services extended to Slum Dwellers in Slum Areas and the results of such interventions. Part 'IV describes the experiences of joint initiatives with 'Village Panchayats' in rural areas of District ' Khandwa in Madhya Pradesh and lastly Part-V describes overall Conclusions and Recommendations. - 2015, Mediterranean Center of Social and Educational Research. All rights reserved.
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    Sensitising the disadvantaged groups through participatory approaches: IGNOU?s experiences in Madhya Pradesh (India)
    (Mediterranean Center of Social and Educational Research, 2015) Pandey, U.C.; Chaudhary, S.; Singh, S.P.
    Madhya Pradesh is home to sizeable proportion of Socio Economically Disadvantaged population of India. Human Development Index of the state is 0.375 which depicts poor socioeconomic conditions. Infant Mortality Rates in some of the areas of the state have been compared to the Sub-Saharan countries as per the World Bank Report titled ?India: Achievement and Challenges in Reducing Poverty? It depicts a challenging situation and calls for massive Educational Upliftment of the people working in rural and tribal areas. Government of India has sincerely prioritized these issues through successive five year plans, however the situation on the ground leaves a lot to be desired. Millennium Development Goals (MDGs) have placed renewed emphasis on the capacity building of these communities. India Gandhi National Open University (IGNOU) which is the biggest role player of Open and Distance Learning (ODL) in India has a mandate to bring such disadvantaged groups in to fold of Higher Education. However it has been a challenging job from several points of views as most of the target groups requiring immediate attention are too vulnerable, poorly capacitated to adopt new practices and nearly cut off from the urban centred educational facilities. The areas inhabiting such communities have low penetration of Newspapers, TV or Radios and ODL systems with their paradigmatically different ways of teaching learning are yet to take roots in these areas. It has been a big challenge for IGNOU to reach out to such Disadvantaged Communities, sensitize them through suitable Confidence Building Measures and involve them in the ODL Programmes to strengthen their livelihoods. Despite various initiatives taken up by ministry and other institutions, there is a vacuum of information among the disadvantaged communities. It is now well realised and understood that capacity building systems for such target groups need to be radically different from ?Business as Usual Approach?. Authors of this paper have the experience of working for the Promotion, Monitoring and Supervision of ODL programmes in these areas. During 2012-13 a series of ?Out of Box Approaches? were initiated by the authors for sensitising these communities. Results have been overwhelming with sizeable participation of people from disadvantaged communities. This paper highlights such new participatory approaches to sensitise the communities and results of such interventions. The paper has been divided in to Four Parts. Part-I describes the socio economic conditions of these areas and the constraints by the people in accessing information. Part-II describes the Confidence Building Measures like ?Khula Manch? [Open Interactive Sessions with Community] initiated by the IGNOU Regional Centre Bhopal (Madhya Pradesh) and the response of the communities for such interventions. Part-III describes the initiatives taken by the Regional Centre to sensitise Slum Dwellers in Bhopal. This section also highlights Academic Support Services extended to Slum Dwellers in Slum Areas and the results of such interventions. Part ?IV describes the experiences of joint initiatives with ?Village Panchayats? in rural areas of District ? Khandwa in Madhya Pradesh and lastly Part-V describes overall Conclusions and Recommendations. ? 2015, Mediterranean Center of Social and Educational Research. All rights reserved.