This is due to the fact that the growth in the infrastructure for face-to-face instruction is unable to match the educational demands of the ever-increasing number of aspiring students. The number of dual mode universities offering programmes through the distance mode (DEIs) has risen to more than 200. Single-mode open universities have increased from 4 in number during the 8th Plan period to 14 in the 10th Plan period. As it is said, the temporal and spatial boundaries have disappeared ( Kulandaiswamy, 1992) due to the impressive number of ODL institutions in the country bears testimony to the fact. With the proliferation in the ICT, the boundaries of classroom or campus are becoming blurred. Besides that, the changing dynamics of the ODL system in the last six decades have been encouraging. The open and distance learning (ODL) system in India has emerged as an important mode for providing education to diverse sections of society. The full terms of this licence may be seen at ĭistance education has become a platform for delivery of education around the globe ( Gabriel et al., 2015). Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Published in Asian Association of Open Universities Journal. Copyright © 2019, Bishnu Mohan Dash License
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