Students Perceived Value towards Quality of Distance Education in Tamil Nadu
Turkish Online Journal of Distance Education Volume 15, Number 2, ISSN 1302-6488
The quality of education of any distance learning programme is maintained by various ways, such as: quality of study material, internal and external evaluation, and student support methods and so on. The above aspects should be available in aspects to the Post graduate degree students. In this research Ex Post Facto research with field survey is used. It was carried out all over Tamil Nadu. The students who have enrolled for Distance post graduate Programme through Study Centres of Tamil Nadu Open University (TNOU), Anna Malai University and Alagappa University were taken into consideration for collecting data. The total sample size was 600 respondents who were selected equally from all locations. The primary data were collected through questionnaire cum interview schedule method. The questionnaire is well structured and tested for reliability, testability and analytical ability. This study concludes that distance education programmes. With such a huge network spanning across the country, and the growth being exponential in a comparatively short period of time, there is a growing concern for the quality in education being imparted through such institutions. This study has confirmed that most of the students are highly satisfied towards the management education by the distance education mode expect few facts, there are students not satisfied with the PCP time schedule, syllabus covered by the course material and stipulated time for the payments of course fees. This study has identified some of the dissatisfying factors and suggested various ways and means to overcome those problems. Based on this research it may presume that there would be grater satisfaction towards most of the tested variables.
Jeyaraj, P., Sugumar, D., Thandavamoorthy, K. & Xavier, S.J. (2014). Students Perceived Value towards Quality of Distance Education in Tamil Nadu. Turkish Online Journal of Distance Education, 15(2), 201-208.