Relevant bibliographies by topics / Indira Gandhi National Open University (IGNOU)

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Academic literature on the topic 'Indira Gandhi National Open University (IGNOU)'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Indira Gandhi National Open University (IGNOU)"

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Jena, PravatKumar. "ACADEMIC COUNSELLING SERVICES IN INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU)." International Journal of Advanced Research 6, no. 4 (2018): 441–48. http://dx.doi.org/10.21474/ijar01/6877.

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Board, Editorial. "An Innovator in Blended Learning mode of Education." Global Journal of Enterprise Information System 8, no. 2 (2017): 49. http://dx.doi.org/10.18311/gjeis/2016/7664.

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Prof. Manoj Kulshrestha, Ph.D from Indian Institute of Technology (IIT), Delhi, New Delhi is Professor of Civil Engineering in School of Engineering & Technology (SOET) at Indira Gandhi National Open University (IGNOU), New Delhi, where he teaches Construction Project Management. Additionally, he is Director of National Centre for Innovation in Distance Education (NCIDE).
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Singh, Kaushalendra Pratap. "Reaching the unreached — IGNOU's interventions in Tihar Central Jail." Asian Association of Open Universities Journal 8, no. 2 (2013): 33–43. http://dx.doi.org/10.1108/aaouj-08-02-2013-b003.

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According to the late Indian Prime Minister Indira Gandhi, "Education is a liberating force, and in our age it is also a democratising force, cutting across the barriers of caste and class, smoothing out inequalities imposed by birth and other circumstances." In India, not all are able to avail opportunities for education due to various reasons including accessibility. In this regard, the Indira Gandhi National Open University (IGNOU) provides education to the disadvantaged and unreached learners (some of them living in special circumstances) to build an inclusive knowledge society through inc
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Mishra, Arundhati, Vijayshri, and Suresh Garg. "Evaluation of an undergraduate physics programme of Indira Gandhi National Open University: A case study." International Review of Research in Open and Distributed Learning 10, no. 6 (2009): 106. http://dx.doi.org/10.19173/irrodl.v10i6.753.

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The undergraduate science programme was launched at the Indira Gandhi National Open University (IGNOU) in 1991-92 with an enrolment of 1,210 students. The programme was well received, and enrolments increased over the years. However, the success rates have not kept pace with enrolment. 
 
 In this paper, the authors report the results of an evaluation of the undergraduate Physics programme at IGNOU. The evaluation, the first of its type for this programme, adapted the major tenets of the CIPP model. The findings are based on the responses from a randomly chosen sample of 509 learners
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Singh, Bhanu Pratap, and Amit Kumar Srivastava. "An Evaluative Study of Awareness Programme on Dairy Farming (APDF) in Indira Gandhi National Open University (IGNOU)." Journal of National Development 31, no. 1 (2018): 75–88. http://dx.doi.org/10.29070/31/57439.

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Kumar, Sanjeev, and Praveen Babel. "An evaluative study of egyankosh (Institutional repository) of Indira Gandhi National Open University (IGNOU)." Journal of Library and Information Communication Technology 10, no. 1 (2021): 1–6. http://dx.doi.org/10.5958/2456-9399.2021.00001.8.

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Mandal, Sayantan, and Sheriya Sareen. "Self-Talk: Musing on Distance Education. (2023)." Canadian Journal of Learning and Technology 49, no. 3 (2024): 1–5. http://dx.doi.org/10.21432/cjlt28620.

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Self-Talk: Musings on Distance Education is a compilation of blogs and a series of reflective writings written by the author on open and distance learning (ODL) and online learning, accounting for over three decades of his experience. The cornucopia of his ideas and anecdotes pertains to the key innovations that hallmarked developments in ODL and online learning. The book shares much-needed pathways to re-imagine compromised education in the post-pandemic world. At the time of writing this book, Dr. Sanjaya Mishra worked as the director of education at the Commonwealth of Learning (CoL) in Bri
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Bhardwaj, Rohini Sharma. "COMPARISON OF SATISFACTION OF DISTANCE LEARNERS IN AN UNDERGRADUATE PROGRAMME OF INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU) AMONG REGIONS OF JAMMU AND DELHI 1." INTERNATIONAL JOURNAL OF RESEARCH AND ANALYTICAL REVIEWS 7, no. 1 (2020): 407–12. https://doi.org/10.5281/zenodo.14043595.

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Student satisfaction is an important indicator of the quality of learning in distance education. This paper explores the quality of support received by distance learners enrolled in Undergraduate Bachelor of Arts programme of IGNOU at two study centers located at Jammu and Delhi with a view to evaluate the level of satisfaction of the distance learners by survey research approach. The paper compares the satisfaction of the distance learners in these regions which are different in terms of location, infrastructure and expertise of counselors. The findings of the study reflect that irrespective
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Thomas, Gracious. "Supportive role of the “CBCI Chair” at IGNOU in ODL programme development." Asian Association of Open Universities Journal 8, no. 1 (2013): 83–89. http://dx.doi.org/10.1108/aaouj-08-01-2013-b008.

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The Catholic Bishops' Conference of India (CBCI) Chair at Indira Gandhi National Open University (IGNOU) was established with the signing of a Memorandum of Understanding (MoU) between CBCI and IGNOU on 29 February 2000 to plan, design, develop and launch socially relevant programmes of study in the areas of HIV/AIDS social work, philosophy, etc. The one-time endowment grant of US$125,000 facilitates the programme development process without any financial contribution from IGNOU. In the 13 years of its existence, the CBCI Chair has developed eight programmes – from Certificate to Doctoral prog
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Dimri, Anil K., and Amit Chaturvedi. "HIERARCHY OF E-LEARNING DELIVERY MECHANISM: A PARADIGM SHIFT." Asian Association of Open Universities Journal 2, no. 1 (2006): 66–75. http://dx.doi.org/10.1108/aaouj-02-01-2006-b007.

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In the present paper an attempt has been made to develop an e- learning programme delivery mechanism model for distance mode of learning so that effective student support services could be ensured by making online learning possible in the diversified socio-economic and geo-physical settings of a country like India. The paper also seeks to analyze the growth of the distance and open learning in India with special reference to Indira Gandhi National Open University. Attempt has also been made to analyze the delivery mechanism of IGNOU for providing better students support services. The paper fin
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Books on the topic "Indira Gandhi National Open University (IGNOU)"

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Śarma, Lakshmīnārāyaṇa. Opana viśvavidyālaya, Bhāratīya pariprekshya. Cintā Prakāśana, 1987.

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Śarmā, Lakshmīnārāyaṇa. Opana viśvavidyālaya, Bhāratīya pariprekshya. Cintā Prakāśana, 1987.

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Yādava, Sīmā. Bhārata meṃ mukta viśvavidyālayī śikshā ke prati mahilā anukriyāśīlatā. Navajīvana Pablikeśana, 2013.

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4

Ayyar, R. V. Vaidyanatha. Making of National Policy on Education, 1986. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0003.

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This chapter briefly narrates the great hopes aroused by Rajiv Gandhi’s accession to power and his dashing initiatives such as the reorganization of Central Government ministries and critiques the formation of the Ministry of Human Resource Development. It outlines other policy initiatives such as the establishment of Navodaya Vidyalayas and the Indira Gandhi National Open University, and describes the process followed for the formulation of the National Policy on Education (NPE), 1986, and its Programme of Action (POA). It narrates and critiques the key policy postulates of NPE, 1986, such as
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Book chapters on the topic "Indira Gandhi National Open University (IGNOU)"

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Panda, Santosh, and Ved Prakash Rupam. "Indira Gandhi National Open University." In Handbook of Open Universities Around the World. Routledge, 2025. https://doi.org/10.4324/9781003478195-31.

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Sharma, Ramesh C., and Sanjaya Mishra. "Applications of E-Tutoring at Indira Gandhi National Open University." In Cases on Online Tutoring, Mentoring, and Educational Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch015.

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The education system in India has witnessed various transformations: from ancient system of Gurukul (where the teacher and the taught used to attain educational objectives living in proximity) to online or virtual education where the teacher or students interact through Internet technologies only. There have been a lot of improvements in telecommunications and educational facilities. The country as a whole has noticed developments in many areas of social, economical, scientific and infrastructure sectors. Therefore educational systems need to be integrated with such sectors so that the investm
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Babbar, Parveen. "Towards Innovative Library Services." In Library Science and Administration. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3914-8.ch057.

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This chapter discusses emerging innovative technologies and examines how Indira Gandhi National Open University (IGNOU) Library is increasingly benefited by its new and future services. It discusses the National Open Distance Learners' Library and Information Network (NODLINET), a project of IGNOU Library created for distance learning libraries for sharing collections, e-resources, and services on a common platform. The chapter discusses how IGNOU Library is moving towards innovative Library Services by providing its users with updated contents and constantly strengthening service capability i
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Nair, Geeta, and Robert Hindle. "ICT in the Indian Classroom." In Advances in Human and Social Aspects of Technology. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0556-3.ch004.

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The present research paper discusses the pivotal role of Information and Communication Technology (ICT) in education which is gaining currency in the new era of globalism as the telecom revolution has hastened the pace of globalization and vice-versa; along with the catalyst role ICT-enabled education plays in promoting inclusive growth and human development for all. These smart tools of the emerging smart economy would help to promote mass literacy and also narrow inter, as well as intra-generational gaps. Most importantly, it will provide ‘second opportunities' to the generation that missed
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Anjana, Anjana, and Siran Mukerji. "Governance, Administration, and Leadership for an Inclusive, Innovative, and Technology-Enabled Distance Education Institution in a Developing Nation." In Advances in Higher Education and Professional Development. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-4346-3.ch001.

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With an expansion of the network and infrastructure of higher education institutions including distance education institutions in post-independent India, the country has one of the largest higher education systems in the world. This network of open and distance education institutions along with the conventional education system caters to the educational needs of the populace of the nation. Indira Gandhi National Open University, with its national jurisdiction and overseas outreach has more than 3.7 million students on roll and has been actively providing educational opportunities and fulfillin
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Sunil, Kumar, and M. K. Salooja. "Using Web for Delivery of Open and Distance Learning Programmes." In Cases on Online Learning Communities and Beyond. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1936-4.ch013.

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This case study focuses on the usage of Web as a delivery mode for open and distance learning programmes in India. It describes the designing and delivering of a postgraduate level academic programme at Indira Gandhi National Open University. The university has been struggling with teething problems tied to the initial stage of acquisition of an online learning platform. It is a bit of an extensive chapter, as it documents academic and administrative policies being practiced by the largest university in the world to overcome these problems. The objective of this case study is to reflect on the
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Conference papers on the topic "Indira Gandhi National Open University (IGNOU)"

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Dewal, Om Prakash, and Amit Kumar. "Education for All: Practical Training for Heterogeneous Groups of Learners- An IGNOU Experience." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7457.

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The teaching-learning process has undergone a major shift due to the Covid-19 pandemic. The situation has necessitated the use of online media more aggressively to reach out to learners and address their academic needs. However, the digital divide prevalent in many parts of the world is a stumbling block. Academic Programme delivery through technological interventions, having a judicious mix of online and broadcast media, was the solution, Indira Gandhi National Open University thought of while delivering their MA (Journalism & Mass Communication) Programme. // The university has been usin
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Lakshmi, Pulla, G. Mythili, and Santosh Panda. "A Comparative Study on Training/Professional Development Needs of University Teachers on ODL Pre-Covid and Ongoing Pandemic in India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8780.

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Education is of utmost importance for social development and political change, regardless of whether it is dispensed through conventional, non-conventional or ODL mode. The Indian ODL system, geared toward this philosophy, is the second largest ODL system in the world, comprising 17 open universities and 110+ dual-mode distance education institutions. The Staff Training and Research Institute of Distance Education (STRIDE) of the Indira Gandhi National Open University (IGNOU) undertakes training needs assessment (TNA) studies from time to time for addressing the training needs of the ODL facul
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Priyadarshini, Anita, and Santosh Panda. "Professional Development through ODL during the Pandemic: A Comparative Study of India and Guyana." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8828.

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The Covid-19 pandemic affected educational systems all over the world, leading to shift from face-to-face teaching-learning to a system of emergency remote learning. There are many studies that have examined the impact of these developments on conventional education as well as open and distance learning (ODL) systems. The present study is a transnational study of learners engaged in professional development in ODL institutions of India and Guyana. The study investigates comparative learner experiences with respect to four dimensions namely, quality of technology, engagement with teachers, stud
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Kuba, Ruchika, Tapan Kumar Jena, and Biplab Jamatia. "Demonstration of Working Models of Medical Education through Open and Distance Education Mode." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3173.

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Medical Education is the backbone of health care of a country. Over the years medical education in India has been restricted mainly to the conventional system of education where graduation and post-graduation is offered through a network of medical colleges both by the government and the private institutions. However, they are not only a far cry for the health manpower resource of the country, but also are not able to address the continuing medical education requirements of the medical fraternity which is the dire need today due to changing disease patterns, advancement in medical management a
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Journal articles
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