12A STUDY ON STUDENT SUPPORT SERVICES OF IGNOU REGIONAL CENTRE JAIPUR
DURING PANDEMIC
Kuldeep Sharma1 and Indu Ravi2
1

IGNOU Regional Centre, Jaipur
Assistant Regional Director, Indira Gandhi National Open University (IGNOU),
Regional Centre, Jaipur, Rajasthan, India
Email: induravi@ignou.ac.in2

How to cite this paper:
Sharma, Kuldeep and Ravi,
Indu (2021) A Study on
Student Support Services of
IGNOU Regional Centre
Jaipur During Pandemic,
Journal of Global Resources,
Vol. 07 (02)DOI:
10.46587/JGR.2021.v07i02.012

Received: 28 March 2021
Reviewed: 25 April 2021
Revised: 17 May 2021
Final Accepted: 25 May 2021

Abstract: The present study is focused on the importanceof Open Distance Learning and Student Support Services
provided to the learners during Covid-19 Pandemic. The
study emphasizes on the Online Technology MediatedServices provided to learners to facilitate their learning whenregular mode of education is on hold. The purpose of thispaper is to analyse the changes in the pedagogical shift fromtraditional methods to new approaches adapting online
teaching learning process and student support services
during lockdown. The first phase of national wide lockdown
in India began from 25th March, 2020 which continued andis not completely open till date. A number of Online Support
Services is provided by IGNOU from admissions to result
declaration for facilitating the learners. The finding of thepresent study indicate that 93 percent learners are satisfied
with the Online Student Support Services provided by
Regional Centre Jaipur during Covid-19 pandemic.
Keywords: IGNOU, ODL, Student Support Services,
Pandemic

Freely available Online
www.isdesr.org

Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 117 | 8

Introduction
The Indira Gandhi National Open University (IGNOU) established by an Act of Parliament in1985 is continuously striving to offer quality programmes through Open and Distance Learning(ODL) mode of education. The University has attained major milestones in the history of Openand Distance Learning system and majority of the population in India and abroad gained higher
education through IGNOU. Among the world population records, India is second highest
populated country and the present formal higher educational institutions are quite not adequate
to meet the educational demands of the society. IGNOU as a pioneering leader in ODL has
tried to increase the Gross Enrolment Ratio (GER) in the country through its innovative quality
programmes. During Covid-19 pandemic the whole education system from school to higher
education collapsed not only in India but all over the world. On 11th March, 2020 the World
Health Organization declared COVID-19 a global pandemic. Due to social containment notmuch information on best practices was available to guide such abrupt transitions in higher
education. The goal was to identify student academic challenges and the benefits of distancelearning and to use that information for the benefit of students.
IGNOU offers about 228 certificate, diploma, degree and doctoral programmes withstrength of nearly 810 faculty members and 574 academic staff at the headquarters andRegional Centres and about 60,000 academic counsellors from conventional institutions ofhigher learning, professional organizations and industry among others. IGNOU Regional
Centre Jaipur covers 20 districts of Rajasthan (Jaipur, Dausa, Tonk, Alwar, Karauli, Dholpur,
Bharatpur, Ajmer, Bhilwara, Chittorgarh, Sikar, Jhunjhunu, Hanumangarh, Churu,
Sriganganagar, Bundi, Kota, Baran and Jhalawar) offering variety of programmes at different
levels (Masters, Bachelors, PG Diplomas, PG Certificates, Diplomas, Certificates andAwareness) related to all disciplines. There are a total 57 Learner Support Centres under
Regional Centre Jaipur which includes 27 Regular Centres, 14 Programme Study Centres, 04
Special Study Centres and 13 Jail Centres. IGNOU is providing free education to all the Jail
Inmates. A large number of SC/ ST students have been admitted to various programmes of
the University and the Fee exemption scheme is being offered from Ministry of Education,
Govt. of India. Distance learning programmes of IGNOU are popular nowadays specially after
the pandemic situation across the world. The Enrolment in different IGNOU programme offeredat Regional Centre, Jaipur shows an increasing trend over the last five years (Fig. 01).
Student Support Services
Student support service is one of the key areas on which the success of any Open andDistance Learning system depends. As far as IGNOU is concerned, the Regional Centres are
entrusted with the key task of providing various kinds of support services. IGNOU in generalfollows a multimedia approach for instruction using print media (soft copy also available on eGyankosh) and web-based services. The learners are facilitated through the website of
IGNOU to ascertain the current status related to their admission, re-registration, material
dispatch, address change, results etc. They are also provided online support for filling-up of
the examination form, assignments and study material related queries etc. for quick disposalof their grievances without any additional cost. In the Open and Distance Learning mode, thelearner enjoys the privilege of self-learning at his/ her own pace and most of them are adultlearners who need frequent support from the host institution at different stages of theirlearning. The following services are offered to learners:• Induction Meetings at Learner Support Centers• Self-Instructional Materials (SIM)• Counselling Session on weekends (Saturday & Sunday) at Learner Support Centers
Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 118 | 8

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

Library/ Audio-Video/ Teleconferencing/ Radio Counselling
Maximum duration facility to complete the Programme
Change of Programme/ Course/ Regional Centre/ Study Centre
Exam anywhere in India at IGNOU Exam Centers
Distribution of Study Material to learners
Online Admission
Online Re-registration
Guidance for Early Declaration of Result Facility
Guidance for Re-Evaluation Facility
Guidance for Improvement of percentage / Division Facility
Guidance for Credit Transfer/ Exemption Facility
Issue of Duplicate Identity Card
Guidance for Issue of Duplicate Grade Card
Guidance for Issue of Duplicate Degree
Issue of Migration Certificate
Conduct of IGNOU Convocation every year
Student Grievance Redressal Camps

Every Study Centre has a head, designated as Co-ordinator, who coordinates different
activities at the Study Centre. Irrespective of the type of Study Centre, the following six major
functions take place at a Study Centre:• Counseling: Face-to-face counseling for the programmes are provided at the Study
centers.
• Project and Practical: Practical are conducted at Study Centers. Guide/ Supervisors for
project work are allotted at Study centers.
• Evaluation of Assignments: Tutor Marked Assignments (TMA) are evaluated by theacademic counselors empaneled for different courses at the Study Centre. These
assignments are returned to the student with tutor’s comments and marks obtained. The
comments help the student in their studies.
• Audio-Video Facilities: The Study Centers are equipped with audio-video facilities to help
the student make use of the audio and video cassettes prepared for different courses.
Media notes of these audio-video programmes are also available at the study Centre. This
helps the students to know the contents of each programme.
• Library: For each course some of the books suggested under ‘Some Useful Books’ areavailable in the Study Centre Library. Audio and video tapes are also available in the library.
• Information and Advice: At the Study Centre the students get relevant information
regarding the programmes offered by the University, counseling schedules, examination
schedule etc. The student also gets guidance in choosing elective and application-oriented
courses.
Objectives of the Study
The present study has been attempted to obtain the feedback and suggestions of distancelearners on the support services rendered by IGNOU Regional Centre, Jaipur during Covid19 pandemic with the following objectives:
1. Study on the growth of LSCs and enrollment trend under IGNOU Regional Centre, Jaipur
for the last five years.
2. Analysis of existing practices of Student Support Services at Study centers under IGNOU
Regional Centre, Jaipur.
3. To identify the learner’s response towards Student Support Services provided by IGNOU
Regional Centre, Jaipur by conducting online questionnaire through Google form.
4. Analysis of the support services provided to learners.
Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 119 | 8

Literature Review
An effective student-support service is an important pre-requisite for the success of any
educational intervention and IGNOU as a premier institution of Open and Distance Learningin the country has developed several mechanisms in this regard to make the learning process
much easier. An open learning system is one in which the restrictions placed on students areunder constant review and incorporates the widest range of teaching strategies, using
independent and individualized learning (Coffey, 1977). According to Kishore (1998), thesuccess or the failure of the Open and Distance Learning system and overall corporate imageof an ODL institution are contingent on the strengths and weaknesses of the student support
services sub-system.
Student support in Open and Distance Learning has been a fundamental question toaddress since Open and Distance Learning system has existed. Despite the transformation ofOpen and Distance Learning into a technology-based system, the principles of support
services for distance learners remain the same, in which students are engaged in learning andmotivated to learn independently and autonomously. Recent research highlights theimportance of academic and non-academic support and the roles of technologies to enable
the development of more flexible, interactive and personalized learning environments that
require new ways of providing learning support for open distance and online students(Sánchez-Elvira Paniagua and Simpson, 2018).
Simpson (2000) identified two major areas of learner support i.e., academic andadministrative support services are very much important for the success of the Open andDistance Learning system. Further, he defined that academic support as the incorporation ofa variety of functions such as explaining concepts, providing hands on practical experience,developing learning skills etc. Student satisfaction in distance education has been examinedby a number of researchers (Hilgenberg & Tolone, 2000; Jones, 1992; McCleary & Egan,
1989). One of the most common problems of many distance learning courses is the limitationof dialogue between teachers and learners, and amongst learners themselves. Tait (1997) has
pointed out that modern ODL institutions have been practicing many elements of quality
control and assurance system with a motto to rule out bad practices. The measures tostrengthen quality control and quality assurance should be focused to improve the system.
During Covid-19 pandemic teachers and students both find themselves in the situation where
they felt compelled to embrace the digital academic experience of the online teaching-learning
process (Lederman, 2020). Mishra et al. (2020) analyzed online teaching learning in higher
education during lockdown due to Covid-19 and they concluded that acquaintance with online
teaching learning is essential for both teachers and students for future education.
Every distance education learner needs awareness about Open and Distance Learning
system and the functioning of the University and thus IGNOU conducts induction meeting at
the beginning of every academic session for its learners at the study center level. Hence, fromthe overall perspective the role of Regional Centre in IGNOU system is very much crucial inmaintaining smooth relationship with the study centers and abiding the rules and execution ofwork entrusted by the Headquarters from time to time. The present study has attempted toanalyze the importance of student support services at IGNOU Regional Centre, Jaipur toascertain the perception of learners to pave way to find nuances in the services for effective
implementation of student support services for student satisfaction.

Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 120 | 8

Methodology
Both Quantitative and Qualitative methodology were used to study the changes in the student
support services provided to the learners during Covid-19 pandemic. The study is delimited tothe support services provided to the learners of Regional Centre, Jaipur.
25000
21674
20000
16853
15000

13253
Fresh

10000
5000

Re-Registration

8238

7252
2446

3059

3799

4435

4751

0
2016

2017

2018

2019

2020

Figure 01: Enrolment Trend for The Last Five Years Under Regional Centre Jaipur
Population/Sample and Data Collection
200 Learners were randomly taken as a sample to survey their perception towards student
support services provided to them by the Regional Centre/ Learners Support Centres. For thisa Google Form was developed and sent to the Masters/ Bachelors Programme Learners to
submit the responses within a stipulated time period. About 150 Learners including learners inrural and urban areas responded to the questionnaire and the feedback of the learners wascollected in Excel Work Sheet for data analysis.
Findings and Discussions
Student support service is the crux of the Open and Distance Learning System as most of thelearners are adult in nature and employed. They seek routine help from the ODL institution fortimely completion of the study and to avoid subject related fears and depression. Even though
the study centres arrange Academic Counselling on weekends and holidays, there is always
need for communication to students about the schedules and timings for prior preparations attheir end. The IGNOU Regional Centre, Jaipur provides all types of student support services
to its learners and conducts routine monitoring of Learner Support Centres for the conduct ofcounselling sessions, ICT engagement, Multimedia lesson facilities, library facilities,
assignment evaluation, conduct of practical sessions and guidance on projects. Since IGNOU
conducts Term End Examinations twice a year viz. June and December, the academics at
Regional Centre routinely visit the examination centres for effective conduct of theexaminations. IGNOU in the recent years has made several online facilities like Online
Admission, SLM delivery information, e-Gyankosh web repository for all SLMs, Assignment
Download, Library Facilities, i-Gram portal for Student grievances redressal mechanism, ReRegistration, Term End Examination form for the Learners and with the help of smart phones
could be able to seek all the study related information anywhere and anytime basis.

Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 121 | 8

Table 01: Student Support Services provided by Regional Centre Jaipur during Covid19 pandemic
S.N.

Parameters

Responses – Total 150 out of 200
Satisfactory
Not Satisfactory1.

Online Pre-admission Counselling

2.

Online/Admission process at Regional Centre

3.

Issue of guidelines and Student ID card through
Online mode
Study Material Delivery Mechanism

142(94.66%)142(94.66%)141(93.99%)140(93.33%)134(89.33%)144(95.99%)143(95.32%)142(94.66%)08(05.33%)08(05.33%)09(06.01%)10(06.67%)16(10.67%)06(04.01%)07(04.68%)08(05.34%)142(95.66%)08(04.34%)140(93.33%)10(06.67%)136(90.66%)137(91.33%)139(92.66%)140(93.33%)14(09.34%)13(08.67%)11(07.34%)10(06.67%)141(94.00%)09(06.00%)141(95.00%)139(92.74%)09(06.00%)11(07.26%)

4.
5.

Receipt of Counselling Schedule timely through
Online mode
6. Quality of the Academic Counsellor through
Online mode
7. Usefulness of Academic Counselling through
Online mode
8. Guidance in Writing Assignments, Projects,
Practical, Internship, Workshops through Online
mode
9. Responding of queries by Regional Centre
submitted by learners through Online Mode iGram, Email, Quick Contact, Telephonically,
Letters etc.
10. Receiving of SMS alerts, Emails, Telephones
calls
timelyregarding
submissionofAssignments, Term End Examination, Reregistration, Online Admission and other IGNOU
activities
11. Guidance for filling Term End Examination Formthrough Online mode
12. All type of Online Web Based Support Services
rendered by Regional Centre
13. Online
Student
Grievance
Redressal
Mechanism
14. All type of Academic and Administrative Support
Services rendered by Regional Centre through
Online mode
15. All type of Academic and Administrative Support
Services rendered by Learner Support centersthrough Online mode
16. Overall perspective on Student Support
Services through Online mode
Average in Number andPercentage

The enrolment status of IGNOU Regional Centre, Jaipur shows an increasing trend in
the admissions cycles over the last five years (Fig. 01). IGNOU has been following online
admission procedure since the last two years. The Enrolment status for July 2020 session
during pandemic had 13099 admissions. During the Covid-19 pandemic situation across thecountry IGNOU Regional Centre, Jaipur developed online mechanism for submission of
Assignments which greatly helped the learners to submit their assignments online in soft copyrather than to go to submit the hard copy at allotted Study Centres or Regional Centre. IGNOU
Regional Centre, Jaipur extended all possible online support to learners during Covid-19
pandemic which are listed below:• Online Submission of Assignments in soft copy through Google Link and upload guidelines on
Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 122 | 8

Home page of Regional Centre, Jaipur for wider dissemination and information of learners
http://rcjaipur.ignou.ac.in/news/detail/1/Submission_of_Scan_Copy_of_Hand_Written_Assign
ment_Link-162• Links for downloading soft copy of study material
http://rcjaipur.ignou.ac.in/news/detail/1/Digital_study_materials_available_on_IGNOU_websit
e_e_Gyankosh_-159• Link for downloading study material from e-Gyankosh for BA General, Honours, BCOM, BSCG
and BAVTM http://rcjaipur.ignou.ac.in/news/detail/1/ website• Guidelines for Online Submission of Project synopsis, projects of various IGNOU
programmes.
• Uploading of all information, circulars, announcements on Home page of Regional Centre,
Jaipur as well as on Facebook, Twitter http://rcjaipur.ignou.ac.in/news/1• Online Counseling Schedule uploaded on home page of Regional Centre, Jaipur for
information of learners.
• Online Counseling sessions conducted at various Learners Support Centers under Regional
Centre, Jaipur from subject experts using Webex, Cisco, Zoom App, Google Meet Online
platforms.

• Responding of learner’s queries received through Emails, i-Gram, during Counseling sessions,
telephonically.
• Uploading monthly Interactive Radio Counseling schedule on Regional Centre, Jaipur website
as well as regular updates about Counseling sessions organized by HQs on social medial
platform of Regional Centre, Jaipur like Facebook, Twitter etc.

• IGNOU Gyanvani FM Radio Channel 105.6 MHz plays an important role during Covid-19
pandemic situation to deliver information to the learners within 100 Km range.

• SMS alerts, Emails are also forwarded to learners on Email ID about latest IGNOU activities,
announcements, circulars, information about last dates, guidelines for newly enrolled learners
for timely submission of assignments, projects, project synopsis, re-registration form,
revaluation form, internships, term end examination form etc.
• Schedule of IGNOU online counseling offered by Faculty of different schools of IGNOU ofvarious disciplines through Gyandhara channel uploaded on Regional Centre, Jaipur website.
• Extensive use of Social Media platforms like Facebook, Twitter, Whatsapp etc. to provide
instant information to the learners.
The finding of the present study for student satisfaction related to student support
services provided by Study Centre and Regional Centre during pandemic were received from150 learners out of 200 (Table 01). From the table it is inferred that 75 percent learners
responded to the 16 parameters of the questionnaire. The parameters like Online preadmission counselling, Online Admission process and handling, Online Issue of guidelines andID card, SLM, information from LSC on counselling schedule, assignment submission,practical counselling, guidance, web related information on various issues and overall student
support services gains nearly 93 percent satisfactory levels from the learners of Regional
Centre, Jaipur. 7.26 percent learners were not satisfied with the Online Student Support
services provided. The reason for this was analysed and found to be that most of theselearners were from rural areas where internet facilities are not proper. Most of them were notfamiliar with the use of online platforms used initially for counseling sessions. Print study
material was not available to them during the initial lockdown phase which caused
inconvenience to many of them who could not study from the downloaded material available
on IGNOU website. The remaining 92.74 percent learners were satisfied with online student
support services provided. Most of these learners were from urban areas and possessed
proficient computer literacy. Further, it was observed during virtual classroom experience thatproper online etiquettes need to be followed by the learners about which many of them were
Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 123 | 8

unaware. After almost a year since the pandemic was declared we can now say that distancedigital learning is the new normal and requires a learning process for both stakeholders andwe need to accept the change in the pedagogical process. The findings inferred from theOnline questionnaire on student support services during Covid-19 pandemic suggested that
the Regional Centre need to proactively work on solving grievances on student related issues
and timely extend support to the learners in all the sphere of academic activities fromadmission to results declaration more efficiently and effectively to improve the image of IGNOU
among general public.
Conclusion
The students as well as Academic Counselors involved in distance learning will need to adjust
with the online mode of education and changes that have occurred in the pedagogical processduring the last one year. Everyone has to live with the present crises and it may continue in
future. Learners need to be more computer friendly and literate. The Government should thinkof providing high speed internet facilities even in remote rural areas. The learners today havesmart phones where knowledge is available at their fingertips. IGNOU Regional Centre, Jaipur
extended to provide all possible student support services during the pandemic situation due
to Covid-19 for smooth completion of their programme using technology mediated web
enabled ICT services. The students of regular colleges and Universities nowadays are
increasingly aspiring to take IGNOU ODL programmes as ADD ON courses to simultaneously
pursue during their regular study since the job markets in India are expecting multifarious skills.
There has to be excessive use of technology mediated services for providing student support
services to learners especially in marginalized and disadvantaged segment of the society. We
also require to promote distance learning as the future in education as of now is of online
teaching learning.
References
1. Coffey, J. (1977). Open learning opportunities for mature students. In Davies, T.C. (Ed.),
Working Paper 14: Open Learning Systems for Mature Students. London: Council for
Educational Technology.
2. Hilgenberg, C. & Tolone, W. (2000). Student perceptions of satisfaction and opportunities
for critical thinking in distance education by interactive video, The American Journal ofDistance Education, 14(3), 59-73.
3. Jones, T. (1992). IITS students' evaluation questionnaires for the fall semester of 1991. A
summary and report. (ERIC document Reproduction Service No. ED 345716) Journal ofOpen Learning, 7(2), 205-212
4. Kishore, S. (1998). Student Support and Quality Indicators in Distance Learning. Indian
Journal of Open Learning, 7(2), 205-12.
5. Lederman, D. (2020)) (March 18, Will shift to remote teaching be boon or bane for inline
learning?
InsideHigherEd.
Retrievedfromfile:///D:/COVID/
Most%
20teaching%20is%20going%20remote.%20Will%20that%20help%20or%20hurt%20onli
ne%20learning.html.
6. McCleary, I. D., & Egan, M. W. (1989). Program design and evaluation: Two-way
interactive television. The American Journal of Distance Education, 3(1), 50-60.
7. Mishra L, Gupta T & Shree Abha (2020). Online teaching- learning in higher education
during lockdown period of Covid-19 pandemic.
8. Sánchez-Elvira Paniagua, A. and Simpson, O. (2018), “Developing student support for
open and distance learning: the EMPOWER project”, Journal of Interactive Media in
Education, Vol. 1 No. 9, pp. 1-10, available at: https://doi.org/10.5334/jime.
9. Simpson, Ormond (2000). Supporting Students in Open and Distance Learning. Publisher
Kogan page. ISBN 9780203417003
10. Tait, A. (1997). Quality Assurance In Higher Education: Selected Case Studies.
Vancouver, BC The Commonwealth of Learning.
Journal of Global Resources, July 2021, Volume 07 (02) Kuldeep Sharma and Indu Ravi Page 124 | 8