Santosh Panda

INDIRA GANDHI NATIONAL OPEN UNIVERSITY, National Fellow, Faculty Member

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Prof Panda is (retired) professor of distance education, and former director of Staff Training & Research Institute, Indira Gandhi National Open University, is currently a National Fellow at the National Institute of Educational Planning & Administration, Government of India. Has been in university teaching since 1984 after obtaining PhD in Education. Obtained education and training on ETV from BBC/ UK, online teaching from University of Maryland/ USA, Fulbright post-doctoral from University of New Mexico/ USA. Has been: director of policy & research at the Association of Indian Universities, chairperson of NCTE/ Govt of India, director of flexible learning at University of South Pacific/ Fiji, and visiting professor at universities of London, Manchester Metropolitan, Beijing Normal, and Guadalajara. He researches, keynotes and keeps interest in areas of: economics of education/ distance education, higher education management and accreditation, distance learning and blended learning, teacher education, OER and OEP, curriculum and course design, student learning, continuing professional development, ICT policy and practice, among others.
Phone: +91-7042173838
Address: Professor Santosh Panda
National Fellow, NIEPA, Govt of India.
(Retired), Staff Training & Research Institute,
Indira Gandhi National Open University,
New Delhi 110068, INDIA.

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International Review of Research in Open and Distance Learning (November-2004)

Learning, Nov 1, 2004

The Internet is the world's largest knowledge common and the information source of first res... more The Internet is the world's largest knowledge common and the information source of first resort. Much of this information is open and freely available. However, there are organizations and companies today that are trying to close off the Internet commons and make it proprietary. These are the “copyright controllers.” The preservation of the commons and expanding access to digital content and applications are very important for distance educators. The educational exemptions for “fair use” in the United States and “fair dealing” ...

format_quoteThe Sonny Bono Copyright Term Extension Act obstructs many works from entering the public domain, harming educational access and cultural heritage.format_quote

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Teaching English Through Open Non-Formal Education (Onfe) in Bangladesh with an Effective Integration of Ict to Support Learning

The Turkish Online Journal of Distance Education, Sep 1, 2012

The program entitled "English in Action (EIA)", 9 year period DFID funded project in Bangladesh, ... more The program entitled "English in Action (EIA)", 9 year period DFID funded project in Bangladesh, was launched in 2008, for the desire to bring a change in the learning of English language. EIA works to reach a total of 25 million primary and secondary students and adult learners through communicative language learning techniques and the use of ICT, textbooks and supplementary materials in an innovative way. The project has been running, with the help of BBC World Service Trust and BBC Learning English, the program entitled "BBC Janala", an initiative that is providing English language lessons to citizens via their mobile phones as part of the wider English in Action program in Bangladesh. Survey research found that women are particularly interested in learning by mobile (especially given its "any time, any place" nature). That means, it is absolutely being implemented as a non-formal education (NFE) under the Open and Distance Learning (ODL) mode what is known as Open Non-formal Education (ONFE). BBC Janala allows Bangladeshis to access short (2-3 minute) audio lessons through a simple voice call by calling a four digit short code. The program has been a real challenge as it has the ability to address the need of students with an effective integration of ICT to support learning. This paper discusses how one increasingly ubiquitous ICT device -the mobile phone-has become increasingly relevant to learners in Bangladesh, in various ways and contexts.

format_quoteThe English in Action program targets 25 million learners in Bangladesh using innovative educational techniques and resources.format_quote

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Developments in TEL Pushing the boundaries of open education

Journal of Learning for Development, 2024

The paper takes stock on varieties of technology-enabled learning that push the boundaries of ope... more

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Learning for Development: Lessons from Diverse Contexts and Perspectives

Journal of Learning for Development

There has been a contemporary trend in educational delivery, as also in education research studie... more There has been a contemporary trend in educational delivery, as also in education research studies, toward technology-enabled learning, which offers scope for contexualisation and appropriateness for effective and quality individual and group learning. This trend, though, does not preclude the age-old and conventional campus-based learning. The trend, in fact, has more been toward diversified forms of 'blended teaching-learning'-with the nature of the 'blend' varying according to the context and current provision in respective educational/ national contexts. In the developing countries, the discourse is more vulnerable in respect of appropriate decision-making for an equitable and inclusive educational provision. Practical field experiences, as also rigorous research studies, should significantly contribute to such decision-making at governmental, institutional and faculty level. Keeping this in view, we have put together, in this issue of the Journal, the following research articles/ studies, case studies, reports from the field, and book reviews which may inform us in further visualising and implementing our actions.

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Furthering Research and Development in Technology-Enabled Learning

Journal of Learning for Development

Considerable attention has been paid, in the recent past, to technology-enabled learning (TEL) an... more Considerable attention has been paid, in the recent past, to technology-enabled learning (TEL) and how digital technologies have been facilitating teachers, learners and trainers in transforming the ways they approach teaching-learning and development (Kirkwood & Price, 2016; Sankey & Mishra, 2019). Institutions across the globe use TEL to 'enhance' the quality of learning and teaching with the use of technology (Browne et al, 2010) and invest considerably in technologies that could have an impact as such. But, the very 'enhancement' vis-à-vis 'impact' issue was subsequently contested to visualise an 'enabling' stance in the use of technology. Professional development initiatives based on the enhancement proposition had to struggle as to how to enhance quality in teaching-learning. Concurrent articulation on the scholarship of teaching and learning (

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Editorial: Professional Development and Capacity Building in Learning for Development

Journal of Learning for Development

format_quoteCarpe Diem's implementation at Stellenbosch University transformed teaching faculty and institutional practices significantly, particularly during COVID-19.format_quote

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Unit-3 Training Technology

Toward Leveraging Open Source Technologies: Training teachers in the use of Moodle (LMS) at the University of the South Pacific

The introduction of the learning management system (LMS) has been a challenge for many educationa... more The introduction of the learning management system (LMS) has been a challenge for many educational institutions in terms of providing proper training and up-skilling the teaching staff in the use of LMS and effectively incorporating it in their teaching. The University of the South Pacific (USP) which is owned by 12 island nations and which serves almost half of the 20 thousand students through flexible learning is no exception to this. In this paper, the authors describe the initiatives taken by USP to design and conduct professional development workshops for teaching staff embarking to use Moodle in their teaching. Since 2007, the training workshops have been conducted in several ways to meet the immediate needs and demands of the teaching staff. The training workshops comprised of a series of face-to-face 3-4 hour workshops, online introductory workshops and one-toone workshops in response to urgent requests.

format_quoteMoodle workshops aimed to train over 20,000 students and 3,000 staff, addressing significant demand for enhanced educational tools.format_quote

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Teacher Educators' Attitude Towards Technology-Enabled Learning during Covid-19...

by Santosh Panda and Debolina Halder Adhya

Educational Media International, 2022

To cite this article: Debolina Adhya & Santosh Panda (2022) Teacher educators' attitude towards t... more

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Unit-2 Cost Structures in Distance Education

Unit-3 Pricing in Distance Education

Learning for Development - Discourse and Practice

Journal of Learning for Development https://jl4d.org/index.php/ejl4d/article/view/593/704, 2021

‘Learningfordevelopment,’orforthatmatterthebroaderformulationof‘educationfordevelopment,’hasattra... more ‘Learningfordevelopment,’orforthatmatterthebroaderformulationof‘educationfordevelopment,’hasattractedgreaterattentionduringthepastdecadeswithfurtherarticulationswithinlifelonglearning/education,educationforsustainabledevelopment,anddigitalisationanddevelopment.Irrespectiveofvariedperceptionsandinterpretationsof‘development’,thegeneralviewhasbeenthateducationandlearningmustensurefreedomandleadtoaholisticdevelopmentofhumanbeingsinrelationtotheirenvironmentandcontext,andinrelationtoothers.DrawingontheworkofAmartyaSenon‘developmentasfreedom’,Daniel(2014)arguesthateconomicandeducationalequality,universalhumanrights,valuesandsustainabledevelopmentcontinueto(and, shall continue to)dominatethepolicyandpracticeofthedevelopmentagendaofnationstates.

Pedagogic Effectiveness of Print, Interactive Multimedia, and Online Resources: A Case Study of IGNOU

In the present paper, the authors report on a comparative study on the pedagogic effectiveness of... more In the present paper, the authors report on a comparative study on the pedagogic effectiveness of printed self-learning text with face-to-face tutorial support, interactive multimedia CD-ROM and online learning in an introductory computing module at the certificate level offered at Indira Gandhi National Open University(IGNOU), India. The study was based on an analysis of the existing instructional practices in open universities in India in respect of difficulties faced, learner preferences, quality of support structure and services, mode of interaction, instructional and technological ingredients for success in learning. Both descriptive as well as experimental research methods were used. A web server was established for use in the experiment with the students. An achievement test and a Response to Learning Activity Scale were developed and administered on the three groups of learners. The study reports that the use of interactive multimedia CD-ROM was found pedagogically more effe...

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People: Staffing, development and management

Researching Technology-Enabled Teaching , Learning , and Training

In a recent publication, Mishra and Panda (2020) reasserted ‘policy-capacity-technology’ as a the... more In a recent publication, Mishra and Panda (2020) reasserted ‘policy-capacity-technology’ as a theory of change model in effective implementation of technology-enabled learning (TEL), and at the same time underlined “to engage in capacity building in institutions and focus on our collective understanding of ‘learning’ in a ‘networked’ society, making use of resource-based learning within and beyond the Commonwealth in the broader sense as well as in the contexts of socio-cultural and educational ecologies” (p. 237). In this change model, research on TEL assumes considerable significance. The current focus on provisions and mechanisms notwithstanding, we need to go beyond to address if at all and how technology facilitates teachers’ teaching and learners’ learning (Kirkwood & Price, 2013).

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Teaching English Through Open Non-Formal Education (Onfe) in Bangladesh with an Effective Integration of Ict to Support Learning

The Turkish Online Journal of Distance Education, 2012

The program entitled “English in Action (EIA)”, 9 year period DFID funded project in Bangladesh, ... more The program entitled “English in Action (EIA)”, 9 year period DFID funded project in Bangladesh, was launched in 2008, for the desire to bring a change in the learning of English language. EIA works to reach a total of 25 million primary and secondary students and adult learners through communicative language learning techniques and the use of ICT, textbooks and supplementary materials in an innovative way. The project has been running, with the help of BBC World Service Trust and BBC Learning English, the program entitled “BBC Janala”, an initiative that is providing English language lessons to citizens via their mobile phones as part of the wider English in Action program in Bangladesh. Survey research found that women are particularly interested in learning by mobile (especially given its "any time, any place" nature). That means, it is absolutely being implemented as a non-formal education (NFE) under the Open and Distance Learning (ODL) mode what is known as Open Non-...

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Feedback on Self-Leaning Materials (SLMs) of the Junior School Certificate (JSC) Program of the Open School of Bangladesh Open University: Select Case Studies

The Open School of Bangladesh Open University (BOU-OS) uses print-based self-learning materials (... more The Open School of Bangladesh Open University (BOU-OS) uses print-based self-learning materials (SLMs) for its Junior School Certificate (JSC) program (Grade: 6-8) for the disadvantaged children graduated from the community/non-formal education (NFE) schools run by the NGOs under their innovative ways. The program was launched in 2007 under a project in association with the NGO coalition, Campaign for Popular Education (CAMPE). This networking organization has been very popular in the delivery of capacity building program for its member NGOs which have the NFE program. CAMPE is highly expert in developing NFE materials for continuing education (CE) program which is run under open and distance learning (ODL) approach and that’s why this is, sometimes, termed as Open NFE program in the field of education (Rahman & Panda, 2009). Both organizations have been very professional in developing self-learning materials. These two partnered organization developed curriculum under a joint effor...

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Financing Distance Education: Case Study of Lesotho Distance Teaching Centre, Southern Africa

This paper reports the results of a study aimed at finding out the financial status of the Lesoth... more This paper reports the results of a study aimed at finding out the financial status of the Lesotho Distance Teaching Centre (LDTC), Lesotho, a tiny country surrounded by South Africa. The Centre provides basic, junior and senior school certificate programmes and has been in existence since 1974 under the Ministry of Education and Training (MOET). The objectives were to study the funding pattern, income and expenditure, and the effectiveness of the management to reap economy of scale and achieve the planned activities within the given budget. Budget documents were analysed, and the officials at the MOET and LDTC (N = 13) were provided a questionnaire and were interviewed toward collection and analysis of data. The results of the study indicate: reduced student intake (except for basic education), decrease in financial support especially from the government, increase in nonacademic expenses, and lack of initiatives and efficiency in resource mobilisation and efficient resource deploym...

Unit-2 Educational Technology : Historical Developments

Implications for Planning and Management of Distance and Online Learning

Theory, Practice and Research, 2008

As editors, we worked hard to identify the ideal contributors to this volume. We were not disappo... more

Santosh Panda

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