We request authors to send their original research-based articles and book reviews on issues concerning education. As Quest in Education publishes peer-reviewed articles, the authors should be ready to wait for seeing their article in print.

2. 1
Editorial
We are happy to present this issue of Quest in Education on the eve of
Mahatma Gandhi’s birthday in the context of fast changing world and
newer and newer challenges faced by higher education system. This
issue has made a humble effort to meet some of the challenges.
Dr. Sunayana Kadle’s article shows that the use of information and
communication technology as a tool for enhancing students’ learning,
teachers’ instruction, and as catalyst for improving access to quality
education in formal and non-formal settings has become a necessity.
Dr. Mira Desai’s article examines journey of Extension Education,
Home Science Extension Education and provides analysis of existing
Home Science extension programmes in traditional universities
(excluding agriculture universities), retrospect the past and evaluate the
growth prospects.
Dr. Sulabha Natrajan’s examines 21st
Century skills, namely- applied
skills, cross-curricular skills, cross-disciplinary skills, interdisciplinary
skills, transferable skills, transversal skills, non-cognitive skills and soft
skills, among others. The following list provides a brief illustrative
overview of the knowledge, skills, work habits, and character traits
commonly associated with 21st
Century skills.
Ms. Vaishali Sawant and Dr. Madhura Kesarkar’s paper based on
survey research with respect to opinion of student teachers about online
training package on Scaffolded Problem Based Learning Strategy is
favourable.
We request authors to send their original research based articles and
book reviews on themes related to education. As Quest in Education
publishes peer-reviewed articles, the author’s should be ready to wait
for seeing their article in print.
Editorial Team
Vibhuti Patel Sonal Shukla Ratnabrabha Rajmane

3. 2
FLIPPED CLASSROOM MODEL-CREATING
ENGAGING LEARNING EXPERIENCES
Dr. Sunayana J Kadle,
Asst. Prof, Gandhi Shikshan Bhavan’s
Smt. Surajba College of Education Mumbai.
Email: sunayanakadle@yahoo.co.in
“We need technology in every classroom and in every student and
teacher’s hand, because it is the pen and paper of our time, and it is the
lens through which we experience much of our world.”- David Warlick
Introduction
Information and Communication Technology (ICT) has been
developing very rapidly in the 21st
Century. The influence of ICT
cannot be ignored as it is influencing all the sectors of life. There is no
escape from ICT in the Education sector too as ICT and especially the
internet is influencing our students’ lives. A report made by the
National Institute of Multimedia Education in Japan, proved that an
increase in student exposure to educational ICT through curriculum
integration has a significant and positive impact on student
achievement, especially in terms of Knowledge, Comprehension,
Practical skill and Presentation skill in subject areas such as
mathematics, science, and social study. The use of information and
communication technology as a tool for enhancing students’ learning,
teachers’ instruction, and as catalyst for improving access to quality
education in formal and non-formal settings has become a necessity.
Worldwide research has shown that ICT can lead to improved student
learning and better teaching methods. Through ICT, images can easily
be used in teaching and improving the retentive memory of the
students. Teachers can easily explain the instructions and ensure
students comprehension. Through ICT teachers are able to create
interactive classes and make lessons enjoyable which could improve
student attendance and concentration. Thus it becomes essential to
ensure that the student teachers taking up the B.Ed. course are well
equipped to use technology effectively in the classroom as well as to
develop and adapt to new technologies that emerge in the future.

4. 3
The teacher education programmes have therefore incorporated ICT in
the curriculum and along with the training given to the student teachers
in the use of ICT for teaching learning purpose, the teacher educators
themselves need to use ICT during training the students for the various
courses in the curriculum.
In Gandhi Shikshan Bhavan’s Smt. Surajba College of Education ICT
is used for helping student teachers understand methodology using the
content cum methodology approach for which Audio-Video
Conferencing was used, E- Seminar, Online Videos and interaction
with the experts or Viewing live Lectures, Using available free tools
like Google Groups for uploading presentations and study materials and
student teachers also trained to use ICT effectively and abundantly in
the practice teaching schools.
A new Experiment was tried - Flipped classroom
What is Flipped Classroom
The flipped classroom describes a reversal of traditional teaching where
students gain first exposure to new material outside of class, usually via
reading or lecture videos, and then class time is used to do the harder
work of assimilating that knowledge through strategies such as
problem-solving, discussion or debates.
Vanderbilt University, Center for Teaching
Bergmann and Samms at Woodland Park High School, Colorado, in
2007 popularized the term "Flipped Classroom", where they adopted a
strategy to reverse the timing of homework and lectures. Video lectures
were provided for students before class and then exercises (homework)
was done in class under regulation. Every implementation of this model
differs because of the variety of variables such as class size, discipline,
teaching style, technology and resources. A common theme is that there
is a greater focus on students' concept exploration, meaning making
and demonstration with more opportunities for discussion, formative
assessment and feedback.

5. 4
Learning opportunities of the flipped classroom (adapted from
Gerstein)
Flipped classroom technique can be conducted without digital
technologies, and teacher can provide reference materials or students
can use books for collecting information. However, using technology
is beneficial as it helps to acquire the content such as lecture material,
readings, interactive multimedia, and can be read by the students at
their own accessibility and suit their pace of learning. It also helps the
students to gather their own resources. Students can present learning
materials such as text, videos, audio, multimedia, in a variety of plans
to suit different learner styles and multimodal learning. This helps
teachers to deliver timely information, updates and reminders for
students through micro-blogging and announcement tools. It helps to
provide instantaneous and anonymous feedback for teachers and
students to hint revision points.
Flipped classroom is a model in which the lecture and the course
elements are reversed. If it has to be represented diagrammatically a
Flipped classroom, it looks different from the traditional model as
below:

6. 5
How the Flipped Classroom was organized in Smt. Surajba College
of Education
This model was used for teaching a topic in Course 1 - Childhood and
Growing up. The topic was – Cross-sectional, Cross cultural and
longitudinal research studies. As per this pedagogical model, the
students teachers were given certain material in the form of videos to
be viewed from the you tube from the online sites, power point
presentations and names of websites to read on the research studies
conducted related to the topic A stipulated time (3 days) was given to
students to view and learn from the provided sites at home. The student
teachers were expected to search research studies and then bring it to
the class for discussion. The students went through the presentations
and also read about the various research studies conducted -cross
sectional, cross cultural and longitudinal. After three days during the
Classroom interaction session, the student teachers presented the
different research studies they came across in the classroom which
generated a lot of discussion and students got enriched with the various
researches found by the student teachers. There was a lot of interaction
and interest created in the subject due to the interesting discussion that
took place in the class. Few students who were not having the facility at
home had used the facility in college during the library reading time
and collected the information. When the students were asked about
their learning and to reflect on their own learning, the feedback given

7. 6
was positive. Such learning experiences should be organized if learning
in the true sense has to happen.
In Earlier times the facility of internet was used by few as it was not
available at the fingertips. With the advent of the latest phones like
smart phones and internet packages which are affordable, every
college-goer is all the time online and connected via internet.
Tremendous amount of data is available to the student anytime and
anywhere. He/ She is using face book, Twitter, Instagram, WhatsApp
etc. Student is spending so much time doing things online, which may
or may not be useful. Hours are spent online. The students should be
encouraged to learn at home too and use the facilities available to him
for learning. It becomes essential for teachers to see that the child is
engaged in learning.
Advantages:
Students learn more intensely: As a result of students taking
accountability, networking meaningfully and often with their
instructor and peers, and getting and giving frequent feedback,
they acquire a deeper understanding of the content and how to
use it.
Students are more energetic participants in learning: The
student role shifts from passive recipient to active constructor of
knowledge, giving them opportunities to practice using the
intellectual tools of the discipline.
Interface increases and students learn from one another:
Students work together applying course concepts with guidance
from the instructor. This increased interaction helps to create a
learning community that encourages them to build knowledge
together inside and outside the classroom.
Instructors and students get more feedback: With more
opportunities for students to apply their knowledge and
therefore demonstrate their ability to use it, gaps in their
understanding become visible to both themselves and the
instructor.
Challenges
Can create or intensify a digital divide. One of the most bulbous
issue is the necessity for students to have access to a computer

8. 7
and Internet in order to view the lectures. This is particularly
hard on students from low-income districts who already have
limited access to resources or in villages or areas where there is
power cut or network issues.
Dependence on preparation and trust: Flipped classrooms
are dependent on student participation; one must trust students
to watch the lectures at home. Unluckily, there is no assurance
that the students will oblige or cooperate with the flipped
model.
Extra workload on teachers: Implementing a flipped
classroom adds an extra workload on teachers, as there are
numerous elements that must be combined carefully to allow
the class to flourish. Tasks comprise of taping and uploading
condensed lectures, which take time and skill, and introducing
activities in the classroom that will enhance the subject matter
as well as encourage students to participate and prepare for
class. Though teachers can gradually integrate flipped elements
into their classrooms, it will still require additional time and
effort from teachers.
Not a form of learning for preparing students for test:
Flipped classrooms do not “teach to the test.” Flipped
classrooms do not follow the model of teaching to improve
standardized test scores. However, teachers and students are
still required to spend a sizable portion of time preparing for
state directed testing, which interrupts the flipped classroom
process.
Time in front of screens–instead of people and places–is
increased: There is a belief that if every teacher starts flipping
their classrooms, students will spend hours in front of a
computer watching the lectures and this has the potential to
cause serious problems to student’s learning processes, as not
every person may be as skillful to learning through a computer.
Conclusion
Despite the challenges of the flipped classroom model, it can still a
very effective, hands-on approach to improving student achievement
and involving them in their own education. The experiment tried out in
Smt. Surajba College of Education, was successful as most of the

9. 8
students came up with a number of research studies and there was
fruitful discussion in the class and the topic was dealt in depth.
Students’ feedback on the novel type of learning was very positive.
This method is very suitable to undergraduate and Post graduate
learners as they are well equipped with technology and resources. The
Traditional classroom is not any challenge for them. Whenever
possible, this model should be incorporated in the teaching learning
process.
REFERENCES
Feenberg, A. (1989). The written world: On the theory and practice
of computer conferencing. In R. Mason & A. Kaye (Eds.),
Mindweave: Communication, computers, and distance education
(pp. 2-39). Toronto: Pergamon Press
Walther, J. B. (1996). Computer mediated communication:
Impersonal, interpersonal, and hyper-personal interaction.
Communication Research, 23(1), 3-43.Forcier, R.C., Descy, D.E.
(2005). The computer as an educational tool: productivity and
problem solving. 4th ed. Upper Saddle River, NJ: Pearson
Education, Inc.
C. M. Reigeluth (Ed.), Instructional design theories and models: A
new paradigm of instructional theory (Vol. II), New Jersey:
Lawrence Erlbaum Associates, 115-142.
http://www.educationworld.com/a_tech/tech/tech005.shtml
Kadel, R. (2005, February). How teacher attitude affect technology.
Learning and Leading with Technology, 39 (5), 34-47.
Wilson, B. (1997). Thoughts on theory in educational technology.
Educational Technology, 37(1), 22-26.
https://net.educause.edu/ir/library/pdf/eli7081.pdf
http://www.uq.edu.au/teach/flipped-classroom/what-is-fc.html
http://www.teachthought.com/learning/blended-flipped-
learning/10-pros-cons-flipped-classroom/
If we want to reach real peace in this world,
we should start educating children.
Mahatma Gandhi

10. 9
Role and Relevance of ‘Extension Education’:
Retrospect and Prospects
Dr. Mira K Desai
Associate Professor, University Department of Extension Education
SNDT Women’s University, Juhu Campus, Mumbai
Twenty first century has brought about changes and challenges never
envisaged in the history of human societies. Onset of Information and
Communication Technologies (ICTs) in daily life has impacted trade
patterns, migration, gender relations and everyday life. Home Science
education celebrated 100 years of its existence at Home Science
Association of India 30th
biennial conference at Vadodara in 2013.
Intellectually sharp and rigorous discourses are taking place within
various disciplines of hoe science to make the extension education
component capable of meeting the challenges of knowledge economy.
Introduction
This paper attempts to examine journey of Extension Education, Home
Science Extension Education and provides analysis of existing Home
Science extension programmes in traditional universities (excluding
agriculture universities), retrospect the past and evaluate the growth
prospects. The methodology adopted is content analysis of websites of
selected institutions offering Home Science Extension Education (HSEE)
programmes, personal observational analysis and material from
secondary sources. It borrows from diverse disciplines and sources to
debate about role and nature of ‘extension education’ as an area of study
within HSEE. Another objective also is to explore disciplinary
boundaries of HSEE as a subject of specialization. ‘Home Science
Extension Education’ is becoming more and more important aspect of
human societies with added impetus of technology since the discipline is
centered around premise of ‘technology transfer’ and ‘community
development’.
This paper limits itself to Home Science Extension Education unlike
other branches of extension education. It examines evolution and status
of extension education within Home Science. Unlike other branches of

11. 10
extension education, HSEE is defined as branch to extend knowledge of
Home Science specializations to individuals/groups/community.
The Journey
Home science as a science about home refers to fundamental basics of
human existence- food, shelter and clothing. Globally the term that
described Home Science is Home Economics, pioneered by American
Chemist and founder of Home economics movement in United States,
Richards Ellen Swallow (1842-1911). She is credited with building of
bridge between scientific analysis and household management through
series of conferences at Lake Placid, New York.
Number of scholars elaborates the journey of Home Science in India as
an academic area of study (Shukla and Rajlakshmi 1980, Parlikar 1983,
Chandra et.al. 1989, Vibhu 1998, Malaviya 2007). Home Science
education traces the origin of the discipline in pre-independence era.
Vibhu (1998:10) notes, “Initially Home Science was introduced by social
reformers, to dislodge Britishers ‘Carte-blanche’. Opening of ‘Zanana
schools’ was the starting action for the emancipation of Indian women”.
Chandra et.al. (1989:10) notes, “Between 1920 and 1940, under British
Administration Home Science was referred as domestic science, house
craft or domestic economy”.
Shukla and Rajlakshmi (1980) note that the first schools to introduce
Home Science were the Convents, the Mission schools and Anglo Indian
schools. The subject originated at school level and eventually grew into
graduate and postgraduate academic discipline. Vibhu (1998: 10)
remarks that in the second milestone was introduction of Home Science
in 1927 by educational planners at All India Women’s Conference. Later
on in 1966 Report of Education Commission (Kothari Commission)
recommended that Home Science in addition to giving education should
equip its students on a scientific basis for work in the professional fields.
In National Policy of Education (NPE) 1986 Home Science gained status
of a subject. University Grants Commission created two separate model
curriculums for Undergraduate as well as postgraduate courses in Home
Science in 2001, unlike was done in other subjects.

12. 11
Extension Education: An Academic Discipline
Extension education has mainly two connotations. One is about adult and
continuing education where universities or academic set ups extend the
knowledge to societies. Another is rooted in agriculture sciences. The
objective mainly is to ‘reaching out’ to individuals, groups or
communities in terms of innovation, practice or idea. There is also the
dimension of scientist/researchers’ ‘lab’ product/process to be ‘delivered’
to ‘land/people/society’. Unlike Social Work, it is about ‘helping people
to help themselves’ by creating awareness (knowledge) or changing their
behavior (attitude and practices) or providing them skills.
In addition to several traditional universities, almost all the State
Agricultural Universities (SAUs) and four National Institutes/Deemed
Universities of the Indian Council of Agricultural Research (ICAR) offer
Master’s and doctoral programmes in different branches of extension
education like agriculture, fisheries, dairy, veterinary, rural development,
and so on. Indian Agricultural Research Institute (IARI), New Delhi
offers programmes in M.Sc. and PhD in Agricultural Extension
Education. Indian Veterinary Research Institute (IVRI), UP offers
courses in Master of Veterinary Science (M.V.Sc.) and PhD in
Veterinary Extension Education. National Dairy Research Institute
(NDRI), Haryana has courses in M.Sc. and PhD in Dairy Extension
Education. Central Institute of Fisheries Education (CIFE), Mumbai
offers courses in Master of Fishery Science (M.F.Sc.) and Ph.D. in
Fishery Extension Education.
Extension Education (EE) refers to varied definitions by different
scholars. Sharma S R (1998) notes it as ‘teaching rural people how to live
better by learning ways that improve farm, home and community
institutions’. Singh U K and A K Nayak (1997) remarks that EE started
in India to bridge the gap between scientists and farmers. Its main thrust
is to solve problems faced by farming community to increase agricultural
production. Dhama and Bhatanagar (1991) remark that Home science
extension and agricultural extension are complementary and mutually
dependent upon each other. They list down five types of extension
education- agriculture, agriculture engineering, veterinary and animal
husbandry, home science and industry extension and further it with
health and sanitation extension.

13. 12
Tracing the history of agricultural extension Dhama and Bhatnagar
(1991) remark that it has been the most important concern of extension
since its commencement in 1952 and by 1955 took form of community
development programmes. Joshi (1989: 225) states that HSEE was
launched in colleges and agricultural universities after community
development programme was launched in 1952. Dhama and Bhatnagar
(1991: 30) states that the general aim of extension education discipline is
to provide body of organized facts and generalizations that will enable
teachers, researchers, extension workers and administrators to
increasingly realize both cultural and professional objectives. Joshi
(1989) focuses more on homemakers’ awareness as a function of HSEE
and uses the term as Home Science Extension rather than Home Science
Extension Education.
Evolution of HSEE in India
There is not enough analysis on how specializations within home Science
evolved except that food science and nutrition, human development and
textiles and clothing seem to be the lead specializations wherein resource
management and extension education remained subsidiaries. At the same
time Jaswal and Gill (1998) while examining entrepreneurial avenues
within Home Science specialization do not discuss HSEE at all. If the
evolution of HSEE departments at Home Science institutions is
examined, that can give clue to evolution of HSEE in India.
At the Lady Irwin College, University of Delhi, the Department was
established in the year 1964 as Rural Community Extension under the
aegis of the Ministry of Food and Agriculture, Government of India and
was later taken over by the University of Delhi. Later, the course was
restructured and the nomenclature Community Resource Management
and Extension (CRM&E) came into being in 1983. The Department was
renamed as Development Communication and Extension in 2007.
At Maharaja Sayajirao University, Vadodara the Department of
Extension and Communication was started in 1953 in the name of “Home
Science Extension and Communication” which has been retained even
today.
Dr. Bhimrao Ambedkar University at Agra has The Institute of Home
Science located at Khandari was established in 1968 and was initially

14. 13
christened as Institute of Household Art and Home Science. In the
beginning B.A. [Household Art] and B.Sc. [Home Science] courses of
two years were pursued. In 1970, M.A. [Household Art] and M.Sc.
[Home Science] courses were introduced. Department of Home Science
Extension Education at Bachelors Degree level was established in the
year 1972-73 under the Directorate, Ministry of Agriculture, Govt. of
India. The nomenclature of discipline of ‘HOME SCIENCE’ was
adopted in accordance to the common pattern suggested by the UGC
visiting committee. In 1980 the institute was renamed as INSTITUTE
OF HOME SCIENCE. Accordingly the faculty of Home Science was
created in Agra University with the new statutes in 1980 with the five
departments having Department of Home Science Education and
Extension as one specialization which was in 1995 renamed Department
of Home Science Extension Education.
Unlike Home Science Extension Education in public universities, most
agriculture universities under Indian Council for Research in Agriculture
have strong departments in extension education. For example the College
of Home Science at Dharwad has Department of Extension and
Communication Management. Table 1 shows how HSEE Department at
Avinashilingam Institute at Coimbatore transformed over the years. The
pattern in a way shows how HSEE has become more of ‘Social Work’
discipline than Home Science specialization at Avinashiligam.
Table 1: Evolution of Home Science Extension at
Avinashiligam-Coimbatore
Year Courses
1961 -1962 Home Science Extension – Elective
1969 - 1970 M.Sc. Home Science Extension Education
1978 - 1980 B.Sc. Rural Development / Sociology / Economics
1978 - 1979 M.Phil. and PhD
2006 - 2007 B.Sc. Extension and Communication
2007 - 2008 Rural Development and Sociology
2009 - 2010 Master of Social Work
Source: (http://www.avinuty.ac.in/hse.htm)

15. 14
Calcutta University has Home Science department established in
1944 under Faculty Council for Post-Graduate studies in Fine Arts,
Music and Home Science but does not offer extension specialization till
date. Also at Banasthali Vidyapith (http://www.banasthali.org) at Jaipur
and Shri. Padmavati Mahila Vishvavidyalayam (http://www.spmvv.ac.in/
HomeScience.php) at Tirupati offer Home Science specializations mainly
in Nutrition and Human Development but not in HSEE. University of
Rajasthan has Department of Home Science under faculty of Science
being headed by Extension Education teacher but interestingly the
website provides no detail about inception of level of courses in Home
Science.
Magadh University at Bodh Gaya in Bihar offers bachelors and PhD
programmes in Home Science. Interestingly their website
(http://www.magadhuniversity.org/courses-phd.asp#) shows ‘Develop-
ment communication and Extension’, ‘Food and Nutrition’, ‘Human
Development and Childhood Studies’ and ‘Home Science’, all as
different links without more details. Dibrugarh University in Assam
(http://dibru.ac.in/) offers Home Science as subject in undergraduate but
does not have degree or Department.
Status of HSEE today
There can be debates about Home Science as a subject or discipline or
faculty and so is HSEE is a department, specialization or discipline in
itself. Extension Education is a discipline by itself which has been
offered as a specialization within Home Science as HSEE.
Table 2: Evolution of HSEE at selected Institutions across India
Institution Year Dept
Nomencla
ture
Place Level
Website
NORTH
Institute of
Home
Economics,
University of
Delhi
2004 Communi
cation and
Extension
Delhi UG and PhD
http://www.ihe-
du.com

16. 15
Lady Irwin
College,
University of
Delhi
1964 Develop-
ment
Communi
cation and
Extension
Delhi PG and PhD
http://www.ladyir
win.edu.in/dce.as
px
Institute of
Home Science,
University of
Kashmir
1982 Extension
and
Communi
cation
Kashmir PG and PhD
http://homescienc
e.uok.edu.in/
Institute of
Home Science,
Dr Bhimrao
Ambedkar
University
1972 Home
Science
Extension
Education
Agra UG, PG and PhD
http://www.dbrau.
ac.in
WEST
Department of
Extension and
Communicatio
n, MS
University
1953 Extension
and
Communi
cation
Vadodara UG, PG and PhD
http://www.msuba
roda.ac.in
University
Department of
Extension
Education,
SNDT
Women’s
University
1984 Extension
Education
Mumbai PG
www.sndt.ac.in
SVT College
of Home
Science,
SNDTWU
(Autonomous)
1959/
1977
Mass
Communi
cation and
Extension
Mumbai UG and PGD
http://www.svt.ed
u.in
SOUTH
Department of
Home Science,
Bangalore
University
1961 Extension
Education
and
Communi
cation
Bangalore UG, PG and PhD
http://www.bangal
oreuniversity.ac.in/
faculties/sci_dept_
home_science.aspx

17. 16
Specializa
tion
Institute of
Home Science
and Higher
Education,
Avinashilinga
m University
1961 Home
Science
Extension
Coimbatore UG, PG and PhD
http://www.avinut
y.ac.in/hse.htm
EAST
Department of
Home Science,
Berhampur
University
1983 Extension
Communi
cation and
Rural
Developm
ent
Berhampur,
Orissa
PG and PhD
http://www.bamu.
nic.in/index.htm
Assam
Agricultural
University
1992 Home
Science
Extension
Education
Jorhat,
Assam
UG, PG and PhD
http://www.aau.
ac.in/fhsc/index.
html
Table 2 illustrates the diversity of nomenclatures, inception and level of
study of HSEE at few of the institutions across India based on data
provided on the institutional website. The number of Home Science
institutions in North of India offering Home Science are higher compared
to other parts of India may be due to status of women and gender
relations. Also in spite of inception of Home Science in the given
institution is much older the specialization of HSEE is not very old and is
as recent as 2004 at Institute of Home Economics at Delhi. SVT College
of Home Science at Mumbai offers courses under ‘Mass communication
and Extension’ like Audio Visual Production, Still photography and so
on.
Retrospect
In spite of the fact that Social Work education and Journalism and mass
communication education has shorter history than Home Science
education as well as HSEE, the specialization still has not gained
visibility.

18. 17
Vibhu (1998: 10) notes the earlier efforts of Home Science was not very
successful due to lack of funds for specialized schools with special
demands, shortage of lady teachers, low marriage age, majority of
orthodox society, distance of schools from home etc. Today Home
Science has been recognized field of study but it is still a feminine
discipline and many debates on nomenclature and change of
nomenclature by M.S. University to “Family and Community Sciences”
is a step in the direction to move away from ‘Home’.
The analysis of HSEE across sampled institutions in India suggests that
the disciplinary interpretation of HSEE has varied. While the growth
trajectory for HSEE has been varied across geography and institutions,
there is no denial that it is much needed scope and applications makes it
important area of study within as well as outside Home Science. From its
older affiliations to rural and community development, HSEE today has
become much more tech-savvy and communication centric rather than
community centered.
Vibhu (1998) remarks that in women from high income families opted
for Home Science in 1930s and it was more of a ‘status symbol’ “as it
was incentive for parents who subsumed the same deeds that girls learnt
from elders at home” (Parlikar, 1983). According to Vibhu (1998:11)
looking at middle income men studying the subject the vocationalisation
of subject was attempted. Today fall in enrollments in higher education in
general and Home Science in particular is concern beyond the purview of
this paper. At the same time Assam Agricultural University enrolled male
students in Home Science way back in 1999-2000 and so now M S
University at Baroda. But most institutions offering Home Sciences
programmes are ‘only for women’ institutions with little scope of gender
integration of the discipline.
UGC in its model curriculum of 2001 for postgraduate courses provided
two sub-specializations for ‘Extension and Communication’. They are
Development project management and Media development. Analysis
reveals that none of the existing Home Science colleges/departments are
offering it as a specialization. Probably the present faculty situations
across HSEE departments/institutions do not agree to such focus but
undoubtedly to retain its ‘disciplinary’ location HSEE need to examine
its orientation and future direction.

19. 18
Disciplinary Boundaries
Home Science is in some institutions a faculty, whereas in others,
Department. It is situated under faculty of Arts or faculty of Science or
even clubbed like at University of Calcutta under Faculty “Council for
Post-Graduate studies in Fine Arts, Music and Home Science”. There are
degrees with Arts as well as Science. Indian Council of Social Science
Research lists down 20 subjects where ‘communication’ as well as
‘journalism’ are listed as separate subjects but Home Science is not even
named. University of Kashmir website has ‘Institute of Home Science’
and ‘Food science and technology’ listed as two separate Departments.
Dhama and Bhatnagar (1991:33) remarks that Extension Education has
long and distinguished history as discipline, profession and applied
behavioural science. They map the discipline of Extension Education
within Social Science space. Communication is also behavioural science.
Figure 1: Disciplinary location of Extension Education
Extension
Education
Social
Sciences
Political science
Anthropology
Economics
Sociology
Social
Sciences
Earth
sciences
Geology
Geography
Aesthetics
Psychology
Mental
sciences
Celestial
sciences
Astronomy
Meteorology
Physiology
Zoology
Botany
Biological
sciences
Physics Chemistry Physical
sciences
Source: Dhama and Bhatnagar (1991:33)
It needs to be understood that there have been newer disciplines not
represented in Dhama and Bhatnagar’s analysis like Social Work,
Development Communication and Journalism and Mass Communication.
Also they consider HSEE as complementary to agriculture extension but

20. 19
today HSEE has become specialization offered within agricultural
universities.
Bangalore University website states that Home Science is part of
faculty of Science and Eligibility for M.Sc. in Home Science -
Extension Education and Communication Specialization is- B.Sc.,
Integrated I Composite Home Science, B.Sc., or BA with Home Science
as one subject, Bachelor of Home Science from Agricultural University,
B.A., B.Sc., Honors’ in Home Science, BBM, Economics, Environmental
Science, Journalism, Psychology, Sociology and Women Studies.
The above eligibility criteria clearly indicate inclusive nature of HSEE by
which social science and even Arts graduates can enter into HSEE. But is
it true other way round? Today at least at SNDT many Home Science
graduates are going into Education Technology and Journalism and Mass
Communication or even Social Work but other way round is less
observed. The idea is not to keep disciplinary boundaries watertight
rather the intention is to explore mutual inclusiveness. Personally author
has occasionally seen students from other disciplines entering HSEE
whereas many HSEE graduates do not enter into PG degree of HSEE.
What are the factors responsible for lack of loyalty amongst home
science students about their own discipline needs to be examined.
Analysis of teacher qualifications of HSEE indicates many non-HSEE
teachers teaching HSEE. Many of them come from other specializations
of Home Science or even from allied disciplines. Probably that has been
one of the factors responsible for lack of expansion of HSEE as a strong
specialization within Home Science. Many institutions like SNDT
Women’s University who pioneered Home Science education in India
even today do not have Bachelor’s programme in HSEE leading to
challenges to enrollments at postgraduate level.
Today communication for social change or Development Communication
is an accepted subject of study. HSEE within Home Science still does not
have visibility except at few of the institutions. The growth has been
hampered partially because of the need for media laboratory, trained
teacher, more visibility of agricultural extension and agriculture
university setups, medium of instruction (extension demands local
language proficiency whereas most PG degrees are offered in English.
Vernacular students do not want to opt for English medium and English

21. 20
medium students do not want to work in local languages), are some of the
factors responsible.
Prospects
FAO (1993) in its manual on Extension training suggests that there are
five particular aspects of local culture that the extension agent should be
aware of: the farming system, land tenure, inheritance, ceremonies and
festivals, and traditional means of communication. There can be larger
project in terms of mapping status of HSEE across India and curricular
aspects within the specialization. HSEE programmes within university
system, unlike agricultural universities, cover agriculture or farming
system in their syllabus.
HSEE can focus on Social and cultural change happening in the society
and expand the scope of extension to urban areas. It can include
technological and economic influences on family-community and
society. Interestingly FAO (1993) in extension training module limits
Communication (factors in change) to “Contact between different
cultures is far more widespread than it used to be. New methods of
communication bring societies throughout the world relatively easily into
contact”. Within HSEE communication can broaden itself to language,
semantics, symbols, transaction, outcomes, role and many other
dimensions of communication.
Information and Communication Technologies (ICTs) and development
are vibrant areas of research. HSEE can contribute immensely to the area
of ICT4D. Even with the new legislative norms in Corporate Social
Responsibility (CSR) when stakeholders like community-employees-
government-corporate need a facilitator in form of Extension Educator.
There is a scope for HSEE to expand as EE specialization and relocate
itself outside HSEE space. By doing that graduates can be trained in
message delivery mechanisms rather than nutrition or development
content concentration. At the same time HSEE can actually make it
possible to reach out to remotest corner of India without the need for
laboratories and expensive infrastructure. Low cost aids and interpersonal
methods of communication like theatre for development or folk media

22. 21
can be incorporated within HSEE curriculum to make it geographically
relevant and technology independent.
Considering privatization of health and education, extension appears to
be an exciting area to develop even as medical extension where medical
professionals can be mediated with patients or pharmacists by extension
professionals in similar way as farmers and agriculture scientists. There
could have been technologists mediated by educationists.
Conclusion
Home Science is recognized as a field of study and Extension Education
today has its own theoretical frameworks borrowed from multiple
disciplines. It is much more relevant in the context of liberalization,
privatization and globalization. HSEE in the process to transform itself
seem to have entered into other disciplines like Development
Communication and communication management. In twenty first century
HSEE need to consolidate its position within Home Science and innovate
into newer areas of academic discourse. The communication aspects
within HSEE, in place of getting into mass communication domain, need
to focus on educational and development communication direction.
Another alternative can be to strengthen the stream of interpersonal
methods or technology mediated methods of communication.
Let us all hope that the next 100 years of Home Science in India would
have newer stories to share and it gains gender neutral identity in the
coming century unlike its past. HSEE expands its horizons in the newer
directions and we all contribute to the growth of this fascinating branch
of knowledge in human history. It was a privilege sharing my thoughts
with you all. Thank you for your time and patience.
REFERENCES
Chandra A, Anupama Shah and Uma Joshi (1989) Fundamentals of
teaching Home Science, Sterling Publishers Pvt. Ltd, New Delhi.
Dhama G P and O P Bhatanagar (1991) Education and
communication for development second edition, Oxford & IBH.

23. 22
Mira K (2013) Mapping Communication within ‘Extension
Education’: Retrospect and Prospects, Plenary paper at the 30th
Biennial National Conference of the Home Science Association of
India on the theme ’100 years of Home Science - Retrospect and
Prospect’, Vadodara.
FAO (1993) Guide to Extension Training, 1993, Economic and
Social Development Department, FAO Corporate Document
Repository, FAO training Series. URL:
http://www.fao.org/docrep/t0060e/t0060e04.htm accessed on
November 1, 2013.
Jaswal S and Rippen Gill (1998) Entrepreneurship in Home Science,
University News, 36(29), p-8-10, July 20, 1998.
Joshi Uma (1989) What is Home Science Extension? and
Communication in Home Science Extension Ch-18 and Ch-19, p-
225-245 In Chandra et.al. (1989) I.bid.
Malaviya Renu (2007) Evolution of Home Science Education: The
Metamorphosis, University News, 45 (08), p-1-7.
Parlikar Kalpana R (1983) What is Home Science, Diamond Priting
Press cited in Vibhu (1998) Ibid.
Sharma S R (1998) Extension Education, Omsons Publications, New
Delhi.
Shulka A and Rajlakshmi (1980) History and development of Home
Science in India, The Indian Journal of Home Science, March-June-
September 1980, 3(1-2-3).
Singh U K and A K Nayak (1997) Extension Educaion- Perspectives
in modern education series, Commonwealth Publishers in association
with Dr Zakir Hussain Institute for Non-Formal and Continuing
Education, New Delhi.
Vibhu (1998) Evolution of Home Science in India, University News,
36(28), p-10-11, July 13, 1998.

24. 23
Education in the 21st
C: A Futuristic Perspective
Dr. Sulabha Natraj
Professor & Head, Waymade College of Education, Vidyanagar
“Education is the most powerful weapon which you can use to change
the world.” -Nelson Mandela
The World in the 21st
Century
The theme of the paper unveils the future. What is meant by the 21st
C?
Those of us, who survive 20 more years, may find the world absolutely
incomprehensible. Unimaginable changes are forecasted. This is the
Exponential Age. Softwares have disrupted numerous traditional
industries and continue to do so. For example, Uber is just a software
tool; they don't own any cars, yet the biggest taxi company in the
world. Airbnb is now the biggest hotel company in the world, although
they don't own any properties. Even cars will be autonomous,
manouvering themselves without drivers. Advances in artificial
intelligence will make us free from manual work. In terms of health
there will be a medical device that works with the phone, which takes
retina scan, blood sample. When breathed into it, it would analyse 54
biomarkers that will identify nearly any disease. It will be inexpensive,
so in a few years everyone on this planet will have access to world
class medicine, nearly for free. What will be the need for medical
experts, then? An app called ‘moodies’ can already tell in which mood
you are. By 2020 there will be apps that can tell by facial expressions if
a person is lying. Most of the jobs will be for software engineers and
restaurant workers. Everyone else will be replaced by a smart phone.
This description can go on making us feel like a fairy land
simultaneously making us fear the future! But fear cannot help in any
manner. We need to comprehend the complexities and face them by
arriving at a variety of solutions. This paper is an attempt in this
direction.

25. 24
Survival Skills for the 21st
C
Let’s begin by enumerating the skills needed to live successfully and
thrive in the 21st
c. The expression ‘21st
century skills’ refers to a broad
set of knowledge, skills, work habits and character traits that are
believed to be critically important for success in today’s world. The
‘21st
century skills’ concept is not easy to define. It has not yet been
very neatly and officially codified. However, the term is widely used in
education, leading to divergent interpretations. A number of related
terms are also widely used with reference to the general forms of
knowledge and skill commonly associated with 21st
century skills.
They are- applied skills, cross-curricular skills, cross-disciplinary skills,
interdisciplinary skills, transferable skills, transversal skills, non-
cognitive skills and soft skills, among others.
The following list provides a brief illustrative overview of the
knowledge, skills, work habits, and character traits commonly
associated with 21st
century skills.
Critical thinking, problem solving, reasoning, analysing,
interpreting, synthesizing information, scientific literacy
Research skills and practices, interrogative and probing-
questioning
Creativity, artistry, curiosity, imagination, innovation, personal
expression
Perseverance, commitment, self-direction, self-discipline,
adaptability, initiative
Oral and written communication, public speaking and presenting
Leadership, teamwork, collaboration, cooperation, facility in using
virtual workspaces
Information and communication technology, media and internet
literacy, data interpretation and analysis
Civic, ethical and social-justice literacy
Economic and financial literacy, entrepreneurial skills
Global awareness, multicultural literacy, a broad perspective
Environmental and conservation literacy
Health and wellness literacy, nutrition, diet, exercise, and public
health and safety

26. 25
In an age where we have so much information at our fingertips through
the internet, the ability to store facts is not as useful as it used to be. It
has become less relevant in our digital age. On the other hand, ‘higher
order’ skills, like acquiring, analysing and synthesising information, are
extremely valuable – as are ‘wider’ skills such as teamwork, using
initiative, problem-solving and creativity.
Let’s look at the situation in a holistic way, from multiple perspectives.
These are psychological, philosophical, sociological, pedagogic
perspectives. There is certainly an overlap among these scenarios. In
each perspective, there are challenges along with opportunities.
Psychological Perspective: The complexities and challenges of the
21st
c demand grit, determination, a positive self image and readiness to
understand others’ perspectives because migration of people across the
globe would place people of different cultures and countries together
not only at work places but also in the neighbourhood. Also, people
will have to get used to isolation because a large number of people will
be working from homes. So, there will be fewer occasions for
socialization like tea in the office canteen or ‘gupshup’ in the staff
room. Since much work will be accomplished through automation,
there will be little drive to do anything manually. Therefore, people will
have to choose to work, they will have to be driven by love for work, or
a wish to contribute or make a difference. Psychologically, otherwise
they will feel worthless. Cognitively, more resilience will be needed to
face new situations. As such no choice is guaranteed to be safe for ever.
Further, in an era of quick changes, adapting to changes will have to
become our habit. This also implies that our EQ will have to be
stronger!
Search and research are the essence of mankind. The resultant
awareness leads to an individual’s physical, psychological, social and
spiritual evolution. Extensive scientific and medical research studies
have proved that the concept of rehabilitation is not limited to physical
rehabilitation. Ultimate rehabilitation for the human race is one that can
recognize and simultaneously encompass all the above elements that
make an individual a complete personality.
Philosophical Perspective: Spiritual Quotient (SQ) has attracted quite
a few people these days. One indication is the rush towards ‘Yog-

27. 26
shibirs’ (camps for Yoga activities). Although yogasan exercises have
little to do with spiritual development, it may be a step of the masses
towards spiritual development. Sri Aurobindo’s integral education is
offered in courses other than teacher education. Gradually, the Indian
perspective on education seems to be in demand. Similarly, vedic
mathematics, Ayurved and Sanskrit also are likely to be sought after
than today. Good education is the education which would encourage an
individual to think of questions such as who am I, where I have come
from, where am I going, why am I here.
Liberal arts education (LAE) can be of great help in this context.
Some forward-looking universities have already introduced LAE even
at their technology courses. LAE consists of the areas of learning that
cultivate general intellectual ability rather than only technical skills.
The purpose of liberal arts education: is to inculcate all round human
development. It improves our understanding of the world, universe and
people. It allows us to become better citizen, friend, spouse, parent and
human being. It strengthens virtues of tolerance, sympathy, empathy
and respect to others. It helps us to engage in the controversies of our
time about our environment, ecological aspects, cultural diversity,
social justice, ethnic strife, gender relations and foreign policies. It is
not intended to train people for a job but prepares them for the world of
work. Real world problems rarely have text book solutions. LAE aims
to mould its students into well-rounded, well-informed global citizens
with a wide skill-set. Skills can be learnt but good thinking cannot.
LAE cultivates minds to enjoy and feel happy. An engineer who has
studied philosophy, music or theology or other such subjects can
become a better engineer than one who has instead read only few extra
engineering books. Education for self realization will be sought after by
more number of people.
Sociological Perspective: The World in 2030 would mean automated
life. What new jobs are we ready for? Which current jobs will become
obsolete? Are we ready for the change? Will there be more Indians
within India or abroad? Will the society become really global or will it
become more communal and community - oriented? Individual
freedom will find more importance. Signs in this direction are already
visible. More movements towards empowerment are seen. Each
community is asking for freedom. Sections of the society are asking for

28. 27
more privileges. Once again the world seems to be shrinking: England
separating from the European Union, Andhra Pradesh divided into
Telangana and Andhra Pradesh, Naxalites asking for separate space, the
Patidar and Jat aandolans, etc. Will the diaspora return? What kind of
habits and expectations will they bring with them?
With little manual work to do, there will be a lot of time on hand. What
will be our leisure time activities? How will people spend their time?
This is an important issue because it is both a challenge and an
opportunity. It is a challenge in terms of ‘An idle mind is a devil’s
workshop’. We know of juvenile crimes. Criminals are becoming
younger. ‘Udata Punjab’ is happening almost everywhere. It is an
opportunity because people will have sufficient time and resources to
develop their talents and potential in fine arts, craft apart from reading-
writing, scientific research, discoveries, inventions, etc. Some among
the young generation have already developed novel fields of hobbies:
travel, adventure, voluntary service to the needy, dance and music and
other performing arts, culinary art, hospitality and tourism industries,
fine arts, cultural studies, sports and entertainment industry.
Some awakened souls have already taken to social work such as
poverty eradication projects, looking after the old and the incapacitated,
environment protection and preservation, creative and intellectual
enrichment, hospitality and tourism industries, fine arts, cultural
studies, sports and entertainment industry. Mr. Kailash Satyarthi, Nobel
Peace Laureate of 2015 saved 82,000 children from child labour. India
stands at 135th
out of 185 on the Human Development Index. In Mr.
Satyarthi’s words, “What we need is globalization of human
compassion.” Younger generations must be involved in community
outreach programmes and helped to inculcate volunteerism.
At the individual level, people will become global citizens but the
vested interests will continue to fight for the boundaries and bounties
such as rivers. Water will be the most valuable commodity. Recent
clashes between Tamilnadu and Karnataka are an indication. We might
even once again exchange water for other valuables going back to the
barter system! Education is needed for water conservation and
rainwater harvesting, ecological preservation. Colleges and Universities
should adopt areas for preservation and green development. Sustainable

29. 28
development is already being discussed a great deal. The World
Commission on Environment and Development, commonly called the
Bruntland Report, defined sustainable development as ‘development
that meets the needs of the present without compromising the ability of
future generations to meet their own needs”. (WCED, 1987).
Essentials of education for sustainable development are as enumerated
below.
1. Envisioning: Imagine a better future.
2. Critical thinking and Reflection: Learning to question belief systems
and recognize the assumptions underlying knowledge perspectives and
opinions.
3. Systemic thinking: Building synergy, team building
4. Building partnerships: Learning to co-operate and collaborate.
5. Participation in decision making, empowering people.
There already is food shortage and starvation across the globe.
Innovative ways will have to be thought of to overcome this challenge.
In fact, some one in Pune has already successfully manufactured and
used spoons made from maize flour. Apart from being edible, such
spoons are hygienic as well as eco-friendly, an easy replacement for
plastic. Similarly, housing and other problems will have to be
addressed through education. Education for Sustainable Development
(ESD) will be in the fore front. Methods of dealing with dump yards,
gutter water, digital waste etc. will have to be thought of. Education
will be needed for sustainable society through good governance, long-
term planning and policies, civic participation, commitment etc.
Education will have to get real with projects. Today, a growing number
of young people are learning by carrying out interdisciplinary projects,
create a professional-quality product that demands multiple drafts and
publicly present their work to their peers, their parents and the wider
world.
A particularly striking example of this is the Build San Francisco
Institute, a high school programme for students interested in design and
architecture. As part of their project, they decorated a section of the San
Francisco Bridge. It was completed as a real assignment wherein
students created numerous drafts before producing a final product.
There were frequent opportunities to critique each others’ work, and the

30. 29
finished product was judged by public through real use. These three
things – redrafting, critique, exhibition – are critical, because they instil
an ethos of high-quality work in both students and staff. This is how
students go through the different stages of learning: ‘learning about a
subject (information), learning from the text/subject (entering into
interaction, processes), learning with (higher order thinking skills and
interpreting beyond lines) and learning beyond the textbook (creating
new knowledge, skills, products, processes, theorizing practices, etc).
(Natraj, S. 2013)
India and China, the most populous nations on the earth lose millions
of years of healthy life to mental disorders. This is an observation based
on the Global Burden of Disease Study of 2013, following a report in
Lancet which revealed that suicide is a significant cause of death in
India in the age bracket of 10 to 24 yrs. How do we account for the
shocking statistics that there have been over 1,700 suicides among the
nation’s children below age 14 in a single year? Why is a generation
that should be full of joy and confidence being driven to hopelessness
and despair? It is clear that as a society, we are doing something
fundamentally wrong. We have indoctrinated a younger generation into
believing that their happiness is commensurate with the marks they get,
the number of degrees they acquire or the wealth they accumulate.
When they realize that this is an absolute chimera, the result is
bewilderment and despair. Counseling will be a major need to take care
of an acknowledged but unaddressed problem of youth suicide rate.
Pedagogical Perspective: Opportunities for learning will have to be
made available to students, faculty members, administrators even
support staff. The formal system of education seems to be becoming
one of the variety of subsystems for learning or delivery of education.
Democratization: The principles of lifelong education (LLE) hold that
education should be available to all and in forms that are adapted to
meet the needs of people of different capacities and backgrounds. LLE
is antielitist. It creates opportunities for all.
Flexibility: The curricula, learning resources, processes and goals of
education must be continually adapted to meet new knowledge and
competency requirements in modern societies.

31. 30
Technology: MOOCs, world wide web, social media, video
conferencing, skype, WhatsApp groups, FB, ezine, cyberzine and other
learning spaces place learners at the centre of learning, simultaneously
conceive learning as a social process. Learners become co-producers,
not just consumers of learning. Role of teachers will change rather than
disappear. Learning spaces are personal digital spaces. They are trusted
spaces, pleasant and emotional spaces are creative/flexible spaces, are
open and reflexive spaces (plug-in when needed). Cognitive and
affective abilities can be developed through these Academic
Networking sites.
Reflective pedagogies will be needed leading to intuitive knowledge
and a deep sense of self. Education is to make the child actualize his
creative self lost in the intricacy of technology. Lifelong education is a
necessity, not a luxury in the 21st
c. it is not an individual choice any
more. It is a means as well as an end of a learning society. In the
present times, information may be at a click away. However, skills,
abilities, capacities will have to be developed; adaptations in one’s
attitude will have to be made; widening of perspectives will have to
continue to take place.
Teacher Quality: Teachers will need to be skill power houses. They
will be expected to have personal knowledge, contextual knowledge,
pedagogical knowledge, social knowledge, (immediate environment),
sociological knowledge (world culture scenario). Educators, agencies
offering education, teachers will have to spread a broad-based menu
from which learners will serve themselves. In fact, ‘Learning to learn’
would imply and encourage, even demand that learners should become
producers of TLMs. For instance, in TE programmes they have been
producing teaching aids, exercises, charts, lesson plans, reports, case
studies. In some institutions they also prepare scrap books, games for
different purposes, their own developmental profiles, confidence logs,
portfolios, college magazines, newsletters, etc. In yet other institutions
they have participated in scripting the college pledge and college song.
These initiatives reflect their enthusiasm and passion to develop
themselves. In the process they are going beyond collecting
information from textbooks and are creating new knowledge. The 21st
c. requires such knowledge creators. Then only India will have rich
research output and patents.

32. 31
Teachers will have to become enhancers of creativity and critical
thinking among their students even to cater to the diversity among
learners, including differentiated instruction (accelerated programmes)
and special education. There will certainly be a need for reskilling of
teaching competencies. The future of education will be influenced by a
need for new skills which are ‘generic, transversal and cross-cutting’
through which learners will be able to benefit as part of their life-long
learning path. There is a need to shift from knowledge to competencies,
problem solving, reflection, creativity, critical thinking, learning to
learn, risk-taking, collaboration, entrepreneurship, etc.
Textbooks deliver knowledge in a capsule form. The textbook treats the
world as a knowable place wherein knowledge is imparted, received,
studied, revised and tested. The idea of a `subject' itself is hardly the
self-evident and singular category it professes to be. For instance, can
geography be separated that cleanly from history, physics or geology?
By drawing sharp boundaries and creating elaborate categories of
knowledge and then collapsing this complexity into a narrative that is
fragmented and sequential, the typical textbook makes knowledge
independent of the questions. The subject and the material are
transmitted for their own sake, rather than as an outcome of an enquiry.
Why should we use textbooks at all given that information is now
freely available to most? Textbooks represent an efficient way of
transmitting information in a standardized way, but the process of
doing so effectively kills many of the benefits that education is meant
to provide. With a view to catering to the diverse learner groups,
teachers will be required to make their own teaching learning materials.
Deepening of knowledge requires a grasp of the psychology of
ambiguity. There is a science called agnotology, i.e. study of
ignorance. This emerging field of inquiry emphasizes that knowledge
emerges from lack of clarity, confusion, awareness of ignorance
leading to arousal of inquisitiveness among learners. There are also
courses called ‘Ignorance 101’, ‘A course on Scientific Ignorance’ etc.
which focus on uncertainty as the need for learning.
Teachers at all levels will have to work with families, not just
students. ‘Student voice’ has come a long way since the experiments
of a few radical schools in the 1970s. Schools now have School
Councils. However, even now very few students are involved in key

33. 32
strategic decision making in their school, and fewer still at a regional or
national level.
Academic Networking sites (in place of Social Networking sites) can
encourage peer-to- peer learning and collaborative research. In some
progressive institutions students run Facebook science groups
containing revision material, videos, links to articles and discussions to
which other institutions can contribute and use for their own learning.
At primary schools in the UK, learners as young as five blog about
their lessons, compete for a blog of the week prize and communicate
with students around the world – with increased literacy levels, as a
result.
Teachers will have to tap into students’ digital expertise. Using
technologies in which students are already well versed is a powerful
way to support independent, enquiry-based learning and peer-
collaboration, increase standards of written work and allow for instant
and reflective forms of assessment. By integrating technology into
learning experiences, we can better integrate school into students’ lives,
which means students are more engaged in their learning inside and
outside of school.
What we choose to assess inevitably determines what is taught.
New methods of assessment beyond pencil-paper tests will have to be
incorporated into our system of education. They could be portfolio
development, confidence logs, projects, case studies, idea contests,
phenomenological evaluation, etc. Comprehensive and Continuing
Evaluation (CCE) is a step in this direction but is not implemented with
such an understanding. Creating lifelong learners who are equipped
with a whole range of skills involves a mix of types of learning,
including learning that is self-directed, collaborative, and enquiry-
based. Measuring students’ proficiency when they are learning in these
ways requires richer forms of assessment such as learning journals,
portfolios, viva voce, presentations, etc.
By 2030, UNESCO plans to ensure that all girls and boys have access
to quality early childhood development, care and preprimary education
so that they are ready for primary education; by 2030 equal access for

34. 33
all women and men to affordable and quality technical, vocational and
tertiary education, including university. To meet the increased and
increasing number of people at varied programmes and to comply with
the needs of the differentiated programmes, a wide range of evaluation
tools and techniques will have to be developed.
Educational Implications of the changes
Constant and very different change has led to confusion, thus creating
possibilities to misread the future. There can be no life as our script.
But an attempt can be made to comprehend and even create future on
the basis of the current trends.
1. Political science as a field of study will be in the fore front.
Benevolent yet autocratic leadership will be needed to face
issues such as strategic planning and development, protection of
boundaries in a boundary-less era, intellectual, ideological-
practical chaos etc. Chanakya and Sardar were such leaders.
They were considered autocratic but they had always worked
towards nation-building which was very much necessary during
their time. Similar leadership traits will be necessary to tackle
the confusion, chaos, conspiracies and corruption rampant in the
society. Historian Toynbee had predicted that academicians will
have to take interest in running the state otherwise their own
interests will be lost. Today most are followers. Leaders of
integrity, sharp intellect and grit determination to develop the
society will be the need of the time.
2. Regarding work culture at universities research reveals that
faculty members are seldom passionate about their
organizations. They are primarily interested in jobs, salary,
increments, promotion, perks etc. When the sense of
accountability lacks, performance also ends. There will be a dire
need to bring back sensitivity, truthfulness, commitment,
perseverance, compassion, aesthetic sense. Therefore, study of
the Humanities will once again be in demand.
3. There are challenges of population explosion, poverty and
hunger, migration of people, corruption, insecurity, etc. Public
institutions viz. Parliamentary, Judiciary and Bureaucracy

35. 34
systems are at stake. Society is moving from inclusion to
exclusion. Owing to a high degree of stress and loss of support
due to breaking down of old institutions and systems,
counselors will be sought after.
4. Owing to longevity, the number of old people is increasing.
There will be a demand for help in terms of health care, care at
home, modes of entertainment/ leisure time activities, special
food, nursing etc. This can be seen as a great opportunity at the
job front.
5. Survival itself will be at risk without the habit of learning, for
individuals as well as organizations. In the days to come,
lifelong education will be a necessity, not merely a luxury or
individual choice any more.
6. The formal system of learning will become one of the
subsystems of learning. There will be other competing systems
to impart education. Therefore, the teacher will need to be a
skill power house.
In a Nutshell
India today is a land of opportunities. We are the largest democracy in
the world, with a fair record of rule of law. Ours is the third largest
economy in purchasing power parity basis, with per capita income
having almost tripled over the past decade. What was our salary when
we began? What is it now? What was it in the times of my parents?
When much of the world is struggling to avoid recession, India is
growing handsomely at 7 plus percent real rate on a sustainable basis.
We have a realistic chance of becoming US $ 10 trillion economy over
the next couple of decades.
India is also blessed with a youthful demography with a third of the
population under 15 years of age, and more than half under 24. Every
3rd
Indian is between 15 and 32 years. With such demography, it is
natural that the popular aspirations are set higher, tolerance towards
‘business as usual’ lower, and the yearning for change is a little louder.
Ours is a progressive society, though the pace of our progress needs to

36. 35
be a little faster. Leaving one’s comfort zone and taking risks is the
call of the day for all those who wish to succeed. As India gets ready to
become a leading economy and spiritual guru, there will be limitless
opportunities for all. However, to give India a definitive edge in the
evolving world order, we should also be willing to shoulder
responsibilities. Each one of us has a role and responsibility to make
India a better place to live and develop, prosper. Together we can
certainly prevail through the present challenges.
REFERENCES
Akiner, S. (1998). Sustainable Development in Central Asia, New
York: St. Martin’s Press.
Digumarti, Bhaskar (1997). Education for the 21st
C. New Delhi:
Discovery Publishing House.
Frerie, P. (1984). Pedagogy of the Oppressed. New York:
Continuum.
Hall, P. (2008) Mentoring New Teachers, Thousand Oaks CA:
Corwin Press.
Hargreaves, A. (2003). Teaching in the Knowledge Society New
York: Teachers College Press.
Joshi, Kireet (1988). A Philosophy of the Role of the
Contemporary Teacher Indian Journal of Philosophical Research
Natraj, Sulabha (2013). ‘Education: Philosophy, Process and
Product’ in UNIVERSITY NEWS, New Delhi: AIU Publication
Yves, et al (2006). The Future of ICT and Learning in the
Knowledge Society in 2020, Luxembourg: Office for Official
Publications of the European Communities. Downloaded from
http://www.jrc..es/home/pages/publications.cfm

37. 36
Opinion of Student Teachers about Online training
package on Scaffolded Problem Based Learning Strategy
Ms. Vaishali Sawant,
Asst. Professor, Hansraj Jivandas College of Education, Mumbai
Dr. Madhura Kesarkar,
HOD, Dept. of Education,
SNDT Women’s University, Mumbai
Abstract
Online learning continues to grow rapidly and offer new learning
opportunities to learners thus promoting the idea of lifelong learning.
Online learning saves learners’ time, is cost effective and can be
accessed 24*7. Also the 21st
century learner needs to learn important
skills such as problem solving that would help them to solve complex
problems efficiently. Being able to successfully solve problems is more
than just accumulating knowledge- it involves development of flexible,
cognitive strategies that help analyse different problem situations to
produce meaningful learning outcomes. Online training package on
Scaffolded Problem Based Learning Strategy is intended to guide
student teachers to become experts in the field of study, capable of
identifying the problems based on the domain knowledge of the
discipline and analyzing and contributing to the solutions in a
completely online mode. In this study on 41 Student teachers
undergoing the online training on Scaffolded Problem Based Learning
(PBLS), the opinion of student teachers towards the package in terms of
its objectives, tasks, scaffolds, instructional procedure, assessment
strategies and utility of the package was studied. Findings indicate a
favorable opinion of student teachers about the package with respect to
the nature of the package and its utility. The findings point towards
inclusion of the aspects considered favorable in the design of Online
training packages for learners especially pre service and in service
teachers.
Introduction
Online learning is a form of distance education that uses the internet
and computer technologies to connect to teachers and students and
deliver the content. Learners may also communicate with their

38. 37
classmates online, students in other institutions around the world and
experts to whom they may not have access. Typical online course may
include simulations, virtual laboratory activities, collaborations with
other students in online group project, multimedia demonstrations of
real life examples and live sessions in which the teacher uses screen
sharing technology to facilitate interaction among students.
Anytime, anywhere and anyone learning is a defining feature of Online
learning due to its ability to transcend time and space. Online learning
make possible asynchronous learning, or learning characterized by a
time lag between the delivery of instruction and its reception by
learners. Online course materials, for example, may be accessed 24
hours a day, 7 days a week. Online learning also dispenses with the
need for all learners and the instructor to be in one physical location.
Additionally, Online learning enables instruction to be received
simultaneously by multiple, geographically dispersed learners (i.e.,
synchronous learning).
Online learning is learner centered. Students are better able to control
the learning process. They can review material as often as necessary to
result in full understanding of the content and concepts. They can use
the training module as a refresher at any time. Students can also
initiate the communication process with the facilitator as the need
arises, thus increasing student feeling of control. Online learning can
stimulate or encourage self-discovery, which enhances the learning of
the participant.
Online training is cost effective in several ways and can result in a cost
savings of as much as 50% (Bartley & Golak, 2004). The obvious
reason online training is less expensive is learners do not incur travel
costs from remote locations to a centralized training site, making it cost
effective. Lodging and per day costs are eliminated as well (Seligman,
2000). The learner also spends less time away from work, which
impacts on training costs. Additionally, the learner is often able to
complete the training faster than in a traditional instructional setting,
skimming over parts of the material that are familiar and not held to the
average pace of a whole class (Seligman, 2000). Learners who want to
update their knowledge and skills anywhere in the world can access the
Online training as per their convenience. Distribution costs are also

39. 38
lower. There is no need to mail large amounts of printed material or
computer disks to students, saving on printing, materials and postage
costs.
Findings from various studies indicate that online training can be used
for teachers for overcoming time and space dependency and
accommodation and transportation issue scan be resolved. The online
course promotes the use of various resources (Kokoc, Ozlu, Cimer &
Karal, 2011). Studies also points towards effectiveness of
Constructivist web-based learning in a Teacher preparation course
(Casas, 2006). Results of a study conducted on the use of Online
learning indicate students were motivated to engage in collaborative
learning and its use promotes students learning (Chou & Chen, 2008).
Training can be easily updated. Since the original training package is
available in electronic format, it can be revised to reflect changes in
corporate policies or procedures, changes in national or local laws, or
changes in regulatory guidance, as needed. Online training is adaptable
to almost every instructional need. It can take advantage of a variety of
training strategies to maximize student involvement and learning.
When on-line discussion groups are used, facilitators often find that
students think more carefully before composing and submitting a
written comment, thus enhancing the learning experience for all
students involved (Serwatka, 1998).
Online training can also take advantage of electronic means of testing,
tracking, and evaluation. Testing can be conducted, scored and
recorded electronically. End of course evaluations can be conducted
electronically, and the data can be automatically transferred into a data
base for ease of analysis. Institutions can monitor which learners
complete the training packages, how long the training takes, when they
access the training, and how often the training is accessed. This data
can be used to make decisions about future training.
Disadvantages of Online Training
The previous discussion of the advantages of Online training may have
made it seem like the ideal solution to every training situation. There
are, however, disadvantages to Online training.

40. 39
There is a relatively high cost for initial development of Online
training. It takes more time to design and develop online training as
compared to classroom training. Some experts estimate that it takes
about 150 to 200 hours to design and develop one hour of Online
training, as compared with approximately 50 hours for one hour of
classroom training (Boisvert, 2000).
Users from a remote site who attempt to access the training package
and encounter technical difficulties will experience frustration and
dissatisfaction. Students simply read text on line, have no interaction
with other students or the instructor, have no opportunity to clarify the
content or concepts presented and become bored, gaining little value
from the training.
Inspite of the disadvantages of Online learning, it is an ideal option to
train people online looking at the myriad advantages offered by online
training in terms of cost, saving travel time and self paced nature of
such online packages.
Online Training Package on Scaffolded Problem Based Learning
Strategy (PBLS)
Problem based learning, based on the premise of constructivist
epistemology, represents a major development in higher education
practice that continues to have a large impact across subjects and
disciplines around the world. It is the need of today's society that
people are able to solve complex problems efficiently. Being able to
successfully solve problems is more than just accumulating knowledge-
it involves development of flexible, cognitive strategies that help
analyse different problem situations to produce meaningful learning
outcomes. Online training package on Scaffolded Problem Based
Learning Strategy is intended to guide student teachers to become
experts in the field of study, capable of identifying the problems based
on the domain knowledge of the discipline and analyzing and
contributing to the solutions in a completely online mode.
Since Problem Based Learning is a novel and complex task for the
student teachers who are novices in area of constructivism, they need to

41. 40
be provided with scaffolds for Problem Based Learning Strategy
(PBLS). The scaffolds provided help in reducing the cognitive load of
learners as they encounter the problems to be resolved leading to
effective learning. Also the various online resources available for
interaction and collaborative work acts as scaffolds which is possible
only in an online mode.
The salient features of the Online Training Package on Scaffolded
PBLS are as follows:
It is designed on the lines of ADDIE model,
It incorporates Problem Based Learning Strategy which is based on
Constructivism,
It has provision of variety of Scaffolds,
It is available 24*7,
It makes good use of activity features of MOODLE and
It has provision for collaborative learning.
Research Question
What is the opinion of student teachers towards Online training
Package on Scaffolded Problem Based Learning Strategy (PBLS)?
Method
Participants
The study was conducted on 41 student teachers of Hansraj Jivandas
College of Education. The student teachers were selected on the basis
of their competence in the use of computer and internet. None of the
student teachers were exposed to online training before and most of
them were not aware of Problem based learning as well the scaffolding.
The student teachers undertook the online training in Scaffolded
Problem Based Learning strategy (PBLS) wherein the student teachers
had to solve ten problems related to difficulties faced by school
teachers and administrators in the implementation of various aspects of
PBLS.

42. 41
Opinionaire about online training package on Problem Based
Learning Strategy (PBLS)
The opinionaire, developed by the researchers is a 4 point rating scale
used to measure the opinion of the student teachers about the online
training package on Scaffolded Problem Based Learning (PBLS) after
the student teachers underwent the training. The tool was given to five
experts for content validity. The favorable or unfavorable opinion of
student teachers about online training package on Scaffolded PBLS was
studied with respect to
1) Nature of the package which included the following aspects
 Learning Objectives of the course
 Problems
 Instructions
 Tasks assigned
 Scaffolds
2) Utility of the package which included the following aspects
 Development of Problem solving skills
 Knowledge acquired about theory of PBLS
 Competence in designing problems for PBLS
 Competence in planning for the instructional procedure of
PBLS
 Competence in providing effective scaffolds in PBLS
 Competence in planning for effective assessment procedures in
PBLS
 Development of positive attitude towards PBLS
 Development of Confidence to employ PBLS for teaching
Effectiveness of Activity Features of MOODLE
Data collection Procedure
The student teachers were given an orientation for the online training on
Scaffolded Problem Based Learning Strategy (PBLS) that they were
expected to undergo. After which they underwent the online training on
Scaffolded Problem Based Learning Strategy (PBLS).

43. 42
At the end of the training, the opinionaire was administered to the
student teachers.
Data Analysis
The data collected was quantitative in nature. The quantitative data was
analyzed by finding the percentage for agreement or disagreement for
the various aspects of the training package by the student teachers.
Results
Table 1. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to learning
Objectives of the course
(SA- Strongly Agree, A- Agree, D- Disagree, SD- Strongly
Disagree)
Sr.
No.
Learning Objectives of the
course
SA A D SD
1 The objectives of the course were
clearly stated
70.73% 29.27% 0% 0%
2 The stated objectives of the
course were in line with what one
actually learns
58.54% 41.46% 0% 0%
3 The stated objectives helped me
to understand what to expect from
the course
70.73% 29.27% 0% 0%
Total 100% 0%
 100% of the student teachers display favorable opinion with
respect to Learning Objectives of the course which they feel has been
stated clearly, are actually in line with what one learns and helped them
to understand what to expect from the course.

44. 43
Table 2. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to Problems
Sr.
No
Problems SA A D SD
1 The problems aroused my curiosity
and initiated me into learning
51.22
%
48.78% 0% 0%
2 I found the problems interesting
and relevant for learning the topics.
53.66
%
46.34% 0% 0%
3 The problems created in me a
desire to participate in the various
tasks assigned
48.78
%
51.22% 0% 0%
Total 100% 0%
 100% of the student teachers display favorable opinion with
respect to problems included in the package which they feel have
aroused their curiosity initiated them into learning, are interesting,
relevant for learning the topics, and created in them the desire to
participate in the various tasks assigned to them as the problems are
real context based faced by teachers during the teaching learning
process.
Table 3. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to Instructions
Sr.
No
Instructions SA A D SD
1 The instructions with respect to
various tasks were clear
70.73
%
29.27% 0% 0%
Total 100% 0%
 100% of the student teachers display favorable opinion with
respect to clarity of the instructions about various tasks included in the
package.

45. 44
Table 4. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to tasks assigned
Sr.
No
Tasks assigned SA A D SD
1 The group tasks assigned were
interesting
51.22% 46.34% 2.44% 0%
2 The group tasks motivated me
for completion of the tasks
46.34% 53.66% 0% 0%
3 The group tasks assigned were
relevant
53.66% 46.34% 0% 0%
4 The individual tasks assigned to
me were interesting
48.78% 51.22% 0% 0%
5 The individual tasks motivated
me for completion of the tasks
58.54% 39.02% 2.44% 0%
6 The individual tasks assigned to
me were relevant
51.22
%
48.78% 0% 0%
7 Time limit assigned for
completion of various tasks was
appropriate
48.78
%
48.78% 2.44% 0%
Total 98.96% 1.04%
 98.96% of the student teachers display favorable opinion with
respect to the group and individual tasks assigned to them which they
feel are interesting, motivated them to complete the tasks, were relevant
and time assigned for completion of the tasks was appropriate.1.04% of
the student teachers display unfavorable opinion with respect to group
and individual tasks assigned to them with respect to development of
interest, motivation and time limit for completion of group tasks. The
reason for this unfavorable opinion may be due to the busy schedule of
the of the student teachers pursuing B.Ed. course wherein they had
other activities of the B.Ed course along with the completion of tasks of
the online package on scaffolded PBLS.

46. 45
Table 5. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to Scaffolds provided
 98.64% of the student teachers display favorable opinion with
respect to the scaffolds provided in the package which they feel they
were satisfied with, motivated them throughout the course, useful in
performing the tasks, got whenever needed, helped them to stay on the
path to the solution to the problem, helped them in considering various
aspects of the problems, helped them to know whether they were on the
Sr.
No
Scaffolds SA A D SD
1 I was satisfied with the
feedback received
73.17% 24.39% 2.44% 0%
2 The feedback received kept
me motivated throughout
the course
75.61% 21.95% 2.44% 0%
3 The scaffolds provided
were useful in performing
the tasks.
70.73% 29.27% 0% 0%
4 I got a scaffold whenever I
wanted
65.85% 29.27% 4.88% 0%
5 The concept map provided
helped me to stay on the
path to solution to problem
60.98% 39.02% 0% 0%
6 The questions prompts
provided helped me to
consider various aspects of
problem
53.66% 46.34% 0% 0%
7 The worked examples
helped me to know whether
I was on the right path
60.89% 39.02% 0% 0%
8 The scaffold on problem
solving process guided me
to the solution of
problems
63.41% 34.15% 2.44% 0%
9 Motivational scaffolds
helped me to give my best
63.41% 36.59% 0% 0%
Total 98.64% 1.36%

47. 46
right path and guided them to solution to the problem. Over and above
the scaffolds showed them direction in a new learning environment
which incorporated a new learning strategy.1.36% of the student
teachers display unfavorable opinion with respect to the feedback
provided in the package which they feel they were not satisfied with,
did not motivate them throughout the course and the scaffolds received
guided them to solution to the problem. The reason for the unfavorable
opinion maybe the feedback received by individual students of the
group was visible to the concerned group members which led to
dissatisfaction about feedback received by some members.
Table 6. Percentage of Agreement or Disagreement of student
teachers about the online training Package on Scaffolded Problem
Based Learning Strategy (PBLS) with respect to Overall Utility of the
package
Sr.
No
Overall Utility of the package SA A D SD
1 The package is effective in
development of problem solving
skills
56.10% 43.90% 0% 0%
2 The package is effective in
acquiring knowledge about PBLS
68.29% 31.71% 0% 0%
3 The package developed in me the
competence in designing problems
60.98% 39.02% 0% 0%
4 The package developed in me the
competence in planning for the
instructional procedure
48.78% 48.78% 2.44% 0%
5 The package developed in me the
competence in providing effective
scaffolds
39.02% 58.54% 2.44% 0%
6 The package developed in me the
competence in planning for
effective assessment procedures
51.22% 48.78% 0% 0%
7 The package fostered in me
positive attitude towards PBLS
73.17% 24.39% 2.44% 0%
8 The package developed in me the
confidence to employ PBLS for
teaching
68.29% 31.71% 0% 0%
9 The package developed in me the
positive attitude towards online
learning
60.98% 39.02% 0% 0%
99.19% 0.81%

48. 47
Utility of the package with respect to
 99.19% of the student teachers display favorable opinion with
respect to the effectiveness of the package in terms of
development of problem solving skills.
acquisition of knowledge about PBLS
development of competence in designing problems for PBLS.
development of the competence in planning for the instructional
procedure of PBLS.
development of the competence in providing effective scaffolds
in PBLS.
development of the competence in planning for effective
assessment procedures in PBLS.
fostering positive attitude towards PBLS.
development of confidence to employ PBLS for teaching.
development of positive attitude towards online learning.
 0.81% of the student teachers display favorable opinion with
respect to the effectiveness of the package in terms of
development of the competence in planning for the instructional
procedure of PBLS.
development of the competence in providing effective scaffolds
in PBLS.
fostering positive attitude towards PBLS.

49. 48
The reason for the unfavorable opinion maybe the student
teachers are not yet comfortable with planning the instructional
procedure of PBLS, providing effective scaffolds and hence did not
foster positive attitude towards PBLS.
Sr.
No
Overall Utility of the Activity
features in MOODLE
SA A D SD
1 The discussion forum in the
package facilitated effective
discussions
46.34% 53.66% 0% 0%
2 The wikis in the package were
effective for collaboratively
arriving at solutions to the
problems
65.85% 34.15% 0% 0%
3 The resources provided were
beneficial in arriving at solution
to the problem
68.29% 31.71% 0% 0%
4 The formative assessment
activities provided were engaging
58.54% 41.46% 0% 0%
5 Moodle is an effective LMS for
learning the content of PBLS
68.29% 31.71% 0% 0%
Total 100% 0%
Utility of the Activity features in MOODLE with respect to
 100% of the student teachers display favorable opinion with
respect to MOODLE as an effective LMS for learning the content
of PBLS as they feel
the discussion forum in the package facilitated effective
discussions.
the wikis in the package were effective for collaboratively
arriving at solutions to the problems.
the resources provided were beneficial in arriving at solution to
the problem.
the formative assessment activities provided were engaging.

50. 49
Summary and Concluding Discussions
The student teachers exhibited almost 99-100% agreement about the
online training package on Scaffolded Problem Based Learning
Strategy (PBLS). They found the Online training Package on
Scaffolded PBLS to be highly effective with respect to its nature such
as objectives, scaffolds, instructional procedures, tasks provided, and
the package useful in terms of acquiring knowledge about PBLS,
development of competence in problem solving skills, planning
instructional procedures, providing scaffolds, planning the assessment
procedures. Also they found the Online training Package on Scaffolded
PBLS effective with respect to development of positive attitude
towards PBLS, online training, confidence in use of PBLS. They found
the LMS MOODLE effective for online training with respect to its
discussion forums, wikis, resources and various other activities. Thus
the findings are in line with the studies conducted by Casas (2006)
about effectiveness of constructivist web based learning in a teacher
preparation course. The findings are also in accordance with the
findings of Chen Chou (2008) that the technological tools provide for
collaborative learning and promote students’ learning. Based on the
above findings the researchers recommend use of online training
packages for development of 21st
century skills in learners especially
the pre service and in service teachers. Also the study recommends
provision of scaffolds in the design of package which would reduce the
cognitive load of learners.

51. 50
REFERENCES
Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost
effectiveness of online and face-to-face instruction. Educational
Technology & Society, 7(4), 167-175. Retrieved May 2, 2016 from
http://www.jstor.org/stable/jeductechsoci.7.4.167
Boisvert, L. (2000). Web-based learning. Information Systems
Management, 17(1), 35-41.
doi:10.1201/1078/43190.17.1.20000101/31212.5
Casas, M. (2006). Implementing constructivist web-based learning
and determining its effectiveness on a teacher preparation
course. The Journal of Educators Online, 3(2), 1-17. Retrieved
May 10, 2016 http://www.thejeo.com/Volume3Number2/
CasasFinal.pdf
Chou, P. N., & Chen, H. H. (2008). Engagement in online
collaborative learning: A case study using a web 2.0 tool. Journal of
Online Learning and Teaching, 4(4), 574-582. Retrieved May 15,
2016 from http://jolt.merlot.org/vol4no4/chou_1208.pdf
Kokoc, M., Ozlu, A., Cimer, A., & Karal, H. (2011). Teachers'
Views on the Potential Use of Online In-Service Education and
Training Activities. Turkish Online Journal of Distance
Education, 12(4), 68-87. Retrieved May 10, 2016 f rom
http://eric.ed.gov/?id=EJ965084
Serwatka, J. A. (2002). Improving student performance in distance
learning courses. THE Journal (Technological Horizons In
Education), 29(9), 46. Retrieved May 20, 2016 from
.https://www.questia.com/library/journal/1G1-
86388448/improving-student-performance-in-distance-learning