13
21ST CENTURY LEARNERS OF HIGHER EDUCATION (ODL & CONVENTIONAL SYSTEM)
IN RELATION TO THEIR LEVEL OF ASPIRATIONS: A CRITICAL STUDY
Manoj Kumar Dash1 and Sandhya Rani Dash2
12

Regional Director, IGNOU Regional Evaluation Center, Bhubaneswar, India
Former Faculty, Elect. and Comm., Universal College of Polytechnic, Mahua, Rajasthan, India
Email: drdash@ignou.ac.in

How to cite this paper:

Dash, Manoj Kumar &Dash, Sandhya Rani (2022)
21st Century learners ofhigher education (ODL &conventional
system)inrelation to their level ofaspirations: A critical study,
Journal of Global Resources,
Vol. 08 (01)DOI:
10.46587/JGR.2022.v08i01.013

Received: 14 Oct. 2021
Reviewed: 30 Oct. 2021
Revised: 14 Nov. 2021
Final Accepted: 18 Nov. 2021

Abstract: In the field of education motivation to learn isimportant for learners in all types of system in general and
ODL (Open and Distance Learning) system is particular. In
ODL system learners should take ownership of the learning
process, should link what they are being taught and toward
which they are directing their efforts. These can becharacterized as their aspirations of learners.
ODL
institutions should know the aspirations of learners and havea mechanism to assess the level of aspiration of learners. It’s
important to match between learner’s aspirations andbehaviors. It is important for learners aspiring to careers,
choice of courses, and enthusiasm for doing the kinds ofthings necessary to achieve their aspirations. Understanding
learners’ aspirations is important to develop a learning cultureof learners in any system of education. This type of a culture
helps the learners to be a self learner, they need to consider
their aspirations and make clearer and connect their plan ofaction with their goals. The ultimate aim is to improve theoverall learning environment and supports to the success oflearners. Knowing and understanding more about learner’s
aspirations; valuing and implementing on such important
information is crucial for any educational institution to
improve learner’s outcomes and the quality of the educational
process.
Key words: Learning Environment, Level of Aspiration,
Conventional system.

Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 109

Introduction
Learner’s aspiration is one of the key components for designing, development andimplementation of instructional design in the field of Higher Education (HE) in general and in thefield of Open and Distance Learning (ODL) system in particular. In ODL system it has a great
bearing on the policy perspectives of the Universities, Government and its outcomes as well,particularly in today’s world of communication and technology. Aspiration of adult learners has
an important role in overall development of learners in the field of education. For educational
administrators, policy makers, teacher educators/trainers it is always important to understandfactors contributing to shape realistic aspirations of adult learners. Aspiration of learners has adirect bearing on the academic achievement of learners at all levels. For learners of ODL
system challenges are different from that of the learner’s o conventional system. Ability andcompetency of learners to cope up with new challenges depends upon the availability ofresources, system, and structure of implementation in the institution. These are essential tocontribute to the positive development in children which leads to shape the aspiration of adultlearners. Present study is an attempt to assess the level of aspiration of young adults perusing
under graduate programmers in ODL system and Conventional system in higher education in
our country. Attempt has also been made to compare the level of aspiration of learners of ODL
system with that of the learners of Conventional system in terms of gender, category, and areas
to understand the young adult’s aspirations, needs and expectations in the system.
Review of Literature
In India Open and Distance Learning (ODL) system is a potential alternative of education andtraining to democratize quality education for all sections of the society at all levels. Costeffectiveness, flexibility and accessibility of ODL system are some of the important parameters
in widening its scope for all. In our country the movement of ODL system with separate Open
University is in place since the 1980s, is proved to be at its peak to achieve the target of GER in
the field of higher education. In last four decades the ODL system has established its credibility
and recognition in our country with establishment of Indira Gandhi National Open University in
1985. Indira Gandhi National Open University (IGNOU) played a vital role in this movement.
Research in the field of ODL system increasing progressively in our country with the initiativesof NCERT to have an exclusive chapter of ‘Open and Distance Education’ in the Fifth Survey of
Educational Research (1988-92). With the rapid expansion of ODL system research andinnovations in ODL system also gain its momentum. The main issues of research studies wereenrolment trends, learner’s characteristics, policy, planning and management, problems of
distance learners, role of multimedia, economics of ODL SYSTEM etc. Koul (1997) It is clearly
known that distance education provides adult learners with the advantage of life-long learning
due to its flexibility. Distance education is defined as the planned teaching and learning
activities provided through the use of a communication channel within an institutionalorganization without any time and place limitations (Moore and Kearsley, 2011). With theadvancement of ICTs, online distance education empowered the flexibility of educational
opportunities where adult learners comprised the largest target for online distance education(Ke and Xie, 2009; Lim, 2001). The heterogeneity among the distance learners is due to thefact that they mostly continue their education with their work and family responsibilities. Adult
learners have distinct characteristics in comparison to traditional conventional students. They
are aware of why and what they need to learn (Knowles, 1996). Adult learners, with diverse
educational background and goals, want to reflect their experiences on their educational
process (Lindeman, 2015). Adult learners are different from other learners in terms of their
responsibilities in their daily lives, which influence their educational experience (Cercone, 2008).
Therefore, there is a need for an educational environment where adult learners are allowed todetermine their own educational processes; to share their ideas comfortably, and to sustain
Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 110their educational process alongside their private lives. ODL system offers those opportunities
through its flexibility to all distance learners who are aware of their own learning responsibilities
and are expected to manage their own learning processes. Though there is increase in thenumber of adult learners and increase in diversity of the learners in ODL system, there are very
few studies than those studies about conventional learners (Chu and Tsai, 2009; Ke, 2010;
Remedios and Richardson, 2013). Adult Learners in ODL system, considering the learnercentered approach to all instructional design models, it is a necessity to design and implement
programmes that meet the needs of diverse learners including adults. Interaction is also
considered as a key factor in ODL system and it is a good predictor of learning (Picciano, 2002).
The learners who have low perception of competency in these issues or the older adult learners
might have challenges in this process and this might cause learner dropout (Appana, 2008).
Therefore, the purpose of this study is to investigate the challenges faced by adult learners in
ODL system through their level of aspiration to create such a framework. Specifically, thecurrent study is an attempt to answer the research questions such as what is the level ofaspiration of adult learners in the field of ODL system in 21st century in our country. Distanceeducation to provide alternatives and interaction among the students and teachers (Ashen,2006). Distance education is a flexible means of learning and an alternative means of self
learning. It is used by the learners in most common way and become most common among thelearners (Roy et al., 2004, Ghalib Ashen et al., 2006). There is a positive attitude towards
distance education among the adult learners. It will be worthwhile to review these studies
throwing light on the phenomenon of aspiration for education. It is also seen that a very few
works have been done on the subject of educational aspiration of distance (adult) learners andits comparison with aspiration of learners of conventional system.
Size of the family, educational facilities and recreational facilities were influencing
educational aspirations; Parental education and income were found to have significant
influences on educational aspiration. A positive relationship was found to exist between
attainment and the level of educational aspiration. Urban male had higher educational aspiration
than rural male (Bisht, 1972). Educational and vocational aspirations are influenced by sex,socio-economic standard and locality. Urban students differed significantly from their ruralcounter parts in their educational preferences and vocational aspirations. While rural students
were found to aspire for high academic degree / a degree in arts, the urban students aspired forhigh professional degree / a degree in science Kaur (1990). There is a consistent pattern ofrelationship between the intelligence level and the socio-economic status; as the educational
level increases, the socio-economic status and intelligence profile shows an upward trend;
location, too, exerts an influence; level of education does influence the vocational aspirations ofurban and rural female Nagar (1991).
Research Questions
The findings of the study would answer to the following research questions:
1. Whether there is a difference in level of aspiration of learners of ODL system with that of thelevel of aspiration of learners of conventional system?
2. Whether there is a significant difference between the level of aspiration of learners of ODL
system and conventional system in terms of gender?
3. Whether there is a significant difference between the level of aspiration of learners of ODL
system and conventional system in terms of gender and area?
Objectives
The following objectives are set forth in the present study:
1. To assess the level of aspiration of learners of ODL system and conventional system in thefield of higher education.
Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 111

2. To compare the level of aspiration of learners of ODL system with that of the learners ofconventional system in the field of higher education.
3. To compare the level of aspiration learners of ODL system with that of the learners ofconventional system in terms of gender in the field of higher education
4. To compare the level of aspiration learners of ODL system with that of the learners ofconventional system in terms of area in the field of higher education
Methodology
The study was descriptive survey in nature. Survey was done using qualitative and quantitative
method together with a purpose to deeply analyze the aspirations of learners in the field of
higher education belonging to ODL system and conventional system. It is important to design
develop and implement pogrammes to meet the expectations of the digital learners in 21st
century.
Sample: The sample of the study constitutes 200 learners (100 from ODL system and 100 fromconventional system.) from the field of higher education using simple random samplingtechnique. From each system 50 male and 50 female samples were selected randomly torepresent the population. From each gender group, equal representation was made from ruraland urban areas. From each area 20 male and 30 female learners were selected to constitutethe sample. The questionnaire was administered on 200 learners of ODISHA through online tool
survey monkey. All precautions were taken to include the learners of same socio-economic
status as sample of the study in each category and from each area as well.
Tool: The present study was an attempt to understand the level of aspiration of learners ofhigher education belonging to different system such as ODL system and conventional system. A
question was developed to collect the desired information from them. The items of thequestionnaire focused on important factors such as i) willingness, ii) personality, iii) experience,iv) values, v) sex and environmental factors such as i) willingness of parents, ii) social
expectations, iii) peer group influence, iv) culture and tradition, v) family and social values andvi) responsibility and accountability etc. The items of the questionnaire were finalized with on thebasis of discussion and interaction with experts.
Data Collection: online link was created and used to collect the information from the selected
sample.
Statistical Analysis: Mean, Standard Deviation and z-test were used to analyze the data tounderstand the level of aspiration of learners and compare them as per the objectives of thestudy.
Analysis and Interpretation
On the basis of the perusal of the table 1, it is found that there exists a significance difference(t=3.16**; P<0.01) between the level of aspiration of learners of ODL system and conventional
system and the difference in the mean score of aspiration (12) goes in favour of learners ofconventional system. This shows that overall level of ODL system. In case of female learners
though there is a difference in mean score of aspiration of female learners among ODL system
and Conventional system and in conventional system the mean score of aspiration (M= 128.6)
is higher than that of the mean score of aspiration of learners in ODL system (117.2), however,Female learners of ODL system and Conventional system did not differ significantly in level ofaspiration (t=1.92). Thus, it can be said that female learners belonging to ODL system andConventional system occupied the similar position in their level of aspiration.

Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 112

Table 01: Comparison of the Level of Aspiration of Learners of ODL System andConventional System#

Systems of Higher Education

1.

ODL System(Male + Female)
Conventional System(Male + Female)MALE(ODL + Conventional)
FEMALE(ODL + Conventional)
Female(ODL System)
Female(Conventional System)Male(ODL System)
Male(Conventional System)

2

3.

4.

Sample Size
(N)
100

Mean
(M)
116.0

Standard Deviation
(SD)
23.4

100

128.0

30.4

100

121.1

25.8

100

128.0

21.1

50

117.2

24.8

50

128.6

31.3

50

114.8

21.9

50

127.5

29.6

t-Value

3.16**

2.09*

1.92

2.60*

*P<0.05 and **P<0.01
Complete profile of the level of aspiration of learners in terms of gender indicates thatthe measures of the level of aspiration of female learners (M=128.0) significantly higher thanmale learners (M=121.1; t= 2.01, P<0.05). On the basis of the intra group comparison it is foundthat there is no significant difference in level of aspiration of female learners belonging to ODL
system and Conventional system. However, mean score of aspiration of male learners ofconventional system (M= 127.5) is higher than that of the mean score of aspiration of malelearners of ODL system (M= 114.8). This difference goes in favour of male learners ofconventional system and was found to be statistically significant (t= 2.60, P<0.05).
On the basis of the comparison of the mean scores it can be concluded that the learnersof conventional system appeared to be superior in the level of aspirations than their ODL
counterparts. This reflects the efficacy of the systemic approach of conventional system over
and above the ODL system.
Table 02: Gender Wise Comparison of the Level of Aspiration of Learners of ODL System
and Conventional System
#
1.

2.

Systems of Higher
Education
Female(ODL System)Male(ODL System)
Female(Conventional System)
Male(Conventional System)

Sample Size
(N)
50

Mean
(M)
117.2

Standard Deviation
(SD)
24.8

50

114.8

21.9

50

128.6

31.3

50

127.5

29.6

t-Value

0.52

0.18

*P<0.05 and **P<0.01
On the basis of the examination of the table 2 it is found that in ODL system the meanscore of aspiration of female learners (M= 117.2) was found to be higher than that of the meanscore of aspiration of their male counterparts (M =114.8). However, the difference in meanscore of aspiration (2.4) is not statistically significant (t= 0.52). This shows that level ofaspiration of male and female learners in ODL system was found to be at par with each other.
Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 113

Similar is the situation among the learners of male and female in conventional system.
However, in both cases (comparison of learners within ODL system among male and female
and within Conventional system among male and their female counterparts) the mean score of
aspiration is tilted towards female learners.
The mean score of aspiration of female learners belonging to conventional system wasfound to be 128.6 which are the highest mean score in comparison to other groups. On theother hand, male learners belonging to ODL system are found to be at lowest level (M= 114.8).
This shows that in terms of gender level of aspiration of learners belonging to ODL system andconventional system are at par with each other. Overall analysis shows that though thedifferences in mean score of the level of aspirations of male and female learners are notstatistically significant but the mean score of female learners are comparatively higher than thatof their male counterparts in each system of education.
Table 03: Area Wise Comparison of the Level of Aspiration of Learners of ODL Systemwith that of Conventional System
#

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Systems of Higher Education

RURAL ODL System
RURAL Conventional System
URBAN ODL System
URBAN Conventional System
RURAL FEMALEODL System
RURAL FEMALE Conventional System
URBAN FEMALE ODL System
URBAN FEMALE Conventional System
RURAL MALE ODL System
RURAL MALE Conventional System
URBAN MALE ODL System
URBAN MALE Conventional System
RURAL FEMALE ODL System
URBAN FEMALE ODL System
RURAL FEMALE Conventional System
URBAN MALE Conventional System
RURAL MALE ODL System
URBAN MALE ODL System
RURAL MALE Conventional System
URBAN MALE Conventional System

Sample Size
(N)

Mean
(M)

50
50
50
50
30
30
30
30
20
20
20
20
30
30
30
30
20
20
20
20

116.6
123.7
125.5
131.2
101.7
117.6
116.4
120.6
131.5
129.8
134.6
142.8
101.7
116.4
117.6
120.6
131.5
134.6
129.8
142.8

Standard
Deviation
(SD)
22.8
25.9
23.9
35.1
19.7
25.6
29.9
37
25.8
26.1
18.0
33.1
19.7
29.9
25.6
37
25.8
18.0
26.1
33.1

t-Value

1.44
0.95
2.74**
0.49
0.21
0.97
2.26*
0.37
0.44
1.38

*P<0.05 and **P<0.01
Mean score, standard deviation, t-value (i.e., in level of aspiration) of learners for various
group combinations generated by gender (male and female learners), area (rural and urban) of
ODL system and Conventional system are given in table-3. The mean score of the level ofaspiration of rural female in conventional system were found to be 142.8 which are the highest
mean score in comparison of other groups. On the other hand, rural female learners from ODL
system are found to be at lower level (M= 101.7). Statistical analysis reveals that there is no
significant difference in rural learner’s level of aspirations of ODL system and Conventional
system. Similar was the situation with respect to urban learner’s level of aspirations in two
different system of education. This indicates that learners of learners of rural areas belonging to
ODL and Conventional system occupied similar position in level of aspiration. Similar is thesituation with respect to learners of urban areas belonging to the two different system of
education such as ODL system and Conventional system.

Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 114

The difference in level of aspiration of female learners of urban areas belonging to ODL
system and Conventional system are not statistically significant (t= 0.49, P<0.05). Similar is thesituation between the learners of rural male belonging to ODL system and Conventional system(t= 0.21, P<0.05) and urban male learners of two systems of education (t= 0.97, P<0.05). On
the basis of the comparison of the mean scores it can be concluded that urban female, urban
male and rural male belonging to Conventional system found to possess higher level of meanscore in level of aspiration than their counterparts belonging to ODL system, though thedifference are not statistically significant. In Conventional system mean score of the level ofaspiration of urban female (M= 120.6) was found to be higher than rural female (M= 116.4).
Similar is the situation in terms of rural male (M= 129.8) and urban male (M=134.6). In eachcase the difference in mean score of aspiration was not found to be significant. This holds goodamong learners of urban male and rural male belonging to ODL system. This reflects that there
is no difference in level of aspiration of learners in terms of gender in each system of education.
Findings and Implications
The major findings of the present study establish the perception of learners belonging to two
different system of education (ODL system and conventional system) in our country. ODL
system is one of the potential alternatives to meet to the expectations achieving the target of
GER with quality higher education in the present context of our country. It’s high time to design,develop, and implement the programmes through ODL system to sustain and further improve
the level of aspiration of learners. With this the learners of ODL system can compete with thelearners of conventional system in all dimensions in the open market one hand and a positive
perception can be developed towards ODL system at all level by all stakeholders in true senseon the other hand. The findings of the present study would be of immense help to strengthen
the real implementation of ODL programmes in general and improving the instructional delivery
mechanism of the system to meet the level of expectations of the distance learners in particular.
• The overall mean score of aspiration of learners of conventional system is higher thanthat of their ODL counterparts and the difference is statistically significant. Learners ofconventional system appeared to be ahead in the level of aspirations than their ODL
counterparts. It reflects the efficacy of the systemic approach of conventional systemover and above the ODL system. This necessitates improvement in various aspects anddimensions in the implementation of programmes in ODL system, as the sample of thestudy in both systems are at par in terms of socio-economic status and age level isconcerned.
• There exists a difference in mean score of aspiration of female learners of ODL systemand conventional system, however, this difference is not significant. This shows thatfemale learners are inclined towards ODL system for quality education and contributesignificantly in the national development. To add strength to it the present study showsthat measures of the level of aspiration of female learners as a whole is significantly
higher than that of their male counterparts. Intra group comparison reflects that there isno significant difference in level of aspiration of female learners belonging to ODL
system and Conventional system.
• In ODL system the mean score of aspiration of female learners was found to be slightly
higher than that of their male counterparts, though this difference is not significant
difference. The situation is also equally the same in conventional system. However, inboth cases (comparison of learners within ODL system among male and female andwithin Conventional system among male and their female counterparts) the difference inlevel of aspiration is tilted towards female learners. This is a positive indication in thelight of education of women in higher education. With change in time, technology shareof women education is improving in the digital era in terms of their willingness,
Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 115

motivation to peruse higher education in our country. This shows that in terms of genderlevel of aspiration of learners belonging to ODL system and conventional system are atpar with each other.
• In rural areas no significant difference in level of aspirations was found among learnersof ODL system and conventional system. However, mean sore of the level of aspirationof rural female learners in conventional system was found to be highest in comparisonof other groups. On the other hand, in rural female learners from ODL system were
found to be at lower level. Similar was the situation with respect to urban areas also.
This shows that learners of rural areas belonging to ODL and conventional system
occupied similar position in terms of their level of aspiration. Similar is the trend withrespect to learners of urban areas also. Difference in two different systems of education(ODL and conventional) hardly matters among learners in each area. We can say thatpeople want quality education for their sustainable livelihood from the institutions ofhigher education. On the other hand, ODL system seems to have progressive andsignificant impact on the learners in terms of quality, cost effectiveness and its
accessibility for the poorest of the poor in the society and many other target groups forwhom conventional system is a distance dream.
• In urban areas the difference in level of aspiration of female learners of belonging to
ODL system and conventional system are not statistically significant. Similar is thesituation between the learners of urban male as well. However, overall findings showsthat learners of urban female, urban male and rural male belonging to conventional
system found to possess higher level of mean score in level of aspiration than theircounterparts belonging to ODL system.
• In conventional system mean score of the level of aspiration of urban female was foundto be higher than rural female (M= 116.4). Similar is the situation in terms of rural maleand urban. In each case the difference in mean score of aspiration was not found to besignificant. Similar is the situation in ODL system as well. With this one can conclude
that that there is no difference in level of aspiration of learners in terms of gender ineach system of education. This reflects the efficacy of ODL system in one hand and a
sprite of competition among the two systems in providing quality need-based education
to people in the society.
Conclusion
Aspirations of people for quality higher education are growing day by day in terms skill
development and competency enhancement in our country. Skill components constitute animportant dimension of undergraduate programme in all system (ODL and conventional) of
education. Need based education for competency enhancement of people is considered to be
the prime focus policy makers, educationists and implementers at all levels. There is acompetition among all education institutions for providing quality education to all. In ODL system
the competition is providing quality education to all segments of the society in one hand andcontributing to the national target of increasing GER on the other hand. There are multiple
options with ODL system to design, develop and implement programmes as per the needs andexpectations of the society and level of aspirations of young adults associated with ODL
system. The most significant demographic differences were between males and females’
learners. Findings of the present study show that female’s learners exhibit higher levels of
aspiration towards quality higher education over and above their male counterparts in both
systems of education. In view of the strength and weaknesses of the system it’s high time intoday’s world to make the system of education flexible with integration of technology. Distancelearners are not just at a distance, they are all digital learners they expect the gap to be bridged
through quality digital learning interventions. With these issues of access, equity and
Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 116

opportunity to quality higher education for all Indians will be at their reach. The two systems ofeducation (conventional system and ODL system) should complement and supplement to eachother for the achieving national target of enhancing the GER in higher education and also
proved to be a weapon for providing constitutional right to all segments of the society in the
country.
References
1. Anand. S, (1979).“University without walls”, Vikas Publishers, New Delhi.
2. Appana, S. (2008). A review of benefits and limitations of online learning in the context of thestudent, the instructor and the tenured faculty. International Journal on E-learning, 7(1), 5–22.
Retrieved from https://www.learntechlib.org/primary/p/22909
3. Bisht, G.S. (1972). A study of the level of educational aspiration in relation to socioeconomic
condition and educational attainment. Ph. D., Edn, Agra University.
4. Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning
Design. AACE Journal, 16(2), 137–159. Retrieved from
5. Chu, R. and Tsai, C. C. (2009). Self-directed learning readiness, Internet self-efficacy andpreferences towards constructivist Internet-based learning environments among higher-aged
adults. Journal of Computer Assisted Learning, 25(5), 489–501. https://doi.org/10.1111/j.13652729.2009.00324
6. Desai, A (2010).“Distance Education” Alfa Publications, New Delhi 11002 (India). Distance
Education, A system under stress, by Bhatnagar; Concept Publishing Co., New Delhi 1997
7. Good, C.V. (1973).” Distance of education” McGraw Hill Book Company, Inc, New York.
8. Jabee, J. A. (1994). A comparative study of perceptions and aspirations of women students ofcolleges and Kashmir University. Indian Educational Abstract, Issue-3, July 1997, NCERT, p. 56
9. Kaur, D. (1988-92). Educational and Vocational Aspirations of students belonging to different
socio-economic locales of Jammu Division.Fifth Survey of Educational Research,Vol-1.
10. Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students.
Computers and Education, 55(2), 808–820. https:// doi.org/ 10.1016/ j.compedu. 2010.03.013
11. Ke, F. and Xie, K. (2009). Toward deep learning for adult students in online courses. The
Internet and Higher Education, 12(3), 136–145. https://doi.org/10.1016/j.iheduc.2009.08.001
12. Knowles, M. (1996). Adult Learning. In Robert L. Craig (Ed.), The ASTD Training andDevelopment Handbook (pp. 253–264). NY: McGraw-Hill.
13. Reddy, L.M.V. (2001).Towards better practices in Distance Education, Kanishka Publishers,
New Delhi.
14. Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors ofsatisfaction and future participation of adult distance learners. American Journal of Distance
Education, 15(2), 41–51. https://doi.org/10.1080/08923640109527083.
15. Lindeman, E. (2015). The meaning of adult education. Andesite Press.
16. Moore, M. G., and Kearsley, G. (2011). Distance education: A systems view of online learning.
Belmont, CA: Wadsworth Cengage Learning.
17. Nagar, R. (1988-92). A study of the vocational aspiration of educated female in Gorakhpur
division and facilities available to them. Fifth Survey of Educational Research, Vol. I
18. NCERT (1997) Trends in Open and Distance Education in Fifth Survey of Educational Research,
NCERT, New Delhi.
19. Picciano, A. G. (2002). Beyond student perceptions: Issues of interaction, presence, andperformance in an online course. Journal of Asynchronous Learning Networks, 6(1), 21–40.
Retrieved from http:// citeseerx.ist.psu.edu/ viewdoc/ summary? doi=10.1.1.98.6506
20. Remedios, R. and Richardson, J. T.(2013). Achievement goals and approaches to studying:evidence from adult learners in distance education. Distance Education, 34(3), 271–289.
https://doi.org/10 .1080/01587919.2013.835776
21. Sharma, A. (2010) “Distance Education” Global Publications, New Delhi.
22. Sharma, M.(2006).“Distance Education”, Concept and Principles, Kanishka Publishers, New
Delhi.
23. https://www.pearsoned.com/student-aspirations-key-to-powerful-learning/

Journal of Global Resources, January 2022, Volume 08 (01) Manoj Kumar Das and Sandhya Rani Das Page | 117