Dr Parveen Singh
In the heart of the Himalayas, amidst the breathtaking landscapes of Jammu and Kashmir, I find myself at the forefront of a transformative educational odyssey. With over two decades spent as the Head of the Computer Science Department, overseeing annual admission processes, I’ve been a firsthand witness to a recurring and heart-wrenching scene. Every year, numerous students, brimming with dreams, fall short on 12th-grade marks or CUET Marks which has been recently introduced, leaving them with limited options for admission. Many end up settling for courses that don’t align with their passions or reluctantly embracing the distant learning route, a choice that chips away at their morale.
It’s from this poignant backdrop that the blended learning model emerges as a lifeline for these eager students. This model isn’t about flamboyant words; it’s about practical change – blending the flexibility of distance education with the existing infrastructure of more than 200 colleges linked with Cluster University, University of Jammu and other Universities in J&K. It’s a vision to open doors for students who might have faced closed pathways due to academic hiccups.
Traditionally, distance education has grappled with a stigma, often relegated as a second choice. To reshape this perception, the blended learning model injects excitement into the educational landscape. Picture this: engaging multimedia, game-like learning, and even virtual reality experiences replacing mundane textbooks. It’s not just about making education accessible; it’s about making it inherently interesting.
Jammu and Kashmir’s educational landscape, studded with large number of colleges, becomes a gold mine for this innovative approach. Repurposing these colleges into hubs for inclusive learning isn’t just a plan; it’s a game-changer, overcoming historical hurdles posed by tricky terrains. This change aims to turn Jammu and Kashmir into a hub for innovative and accessible education, smashing through barriers and ensuring every student can chase his dreams.
The perks stretch beyond academic inclusivity to cater to the diverse needs of students. Whether it’s lower 12th-grade marks, juggling family businesses, working jobs, tight budgets, or dedicating time to Sports, the flexibility in timing through Distance education becomes the gateway. No one gets left behind; it’s about including everyone in the educational journey :- mix of on-campus sessions and distance classes. It’s more than just classes; it’s a community, erasing the divide and building mutual respect among students; the hybrid model blends of offline and online experiences
For instance taking example of Govt. SPMR College of Commerce, significant proportion of students here hail from business families. These students are not just seeking an education; they are balancing the demands of family businesses. While their commendable 12th-grade marks or Good CUET Marks secure them admission, a considerable number of other students, potentially more dedicated to pursuing a career in commerce, are often overlooked. Moreover, the admission of female students, though crucial for gender inclusivity, further narrows the seats available for their male counterparts, particularly in the only commerce college within the city.
This is where the blend of distance and regular modes becomes a pivotal solution. By accommodating both distance and regular enrollment, students can seamlessly navigate between modes, catering to their evolving needs and ensuring that no one is left behind.
Incorporating Practical Steps for Blended Learning:
Now, let’s delve into practical steps to make this blended offline/distance education a reality:
Introduce a double or triple enrollment system during admissions
Implementing a double or triple enrollment system during admissions significantly boosts admission intake, attracting a more diverse student population. This strategic approach allows for seamless adjustments in enrollment modes, accommodating varying needs. It optimizes resources, making it possible to admit more students while addressing their individual preferences, ultimately creating a more inclusive and adaptable educational environment.
Customized Percentage Allocation
During the admission process, inquire about the percentage of time students wish to allocate to distance and offline modes. Providing this customization empowers students to tailor their education according to personal preferences and commitments.
Flexible Timing Based on Conveyance
Recognize the importance of convenience in students’ lives. Incorporate a system where students can specify the timing of their classes based on their conveyance, ensuring that education aligns with their daily schedules and reduces barriers to learning.
Mandatory Distance Mode Classes
Implement a policy where all students, regardless of their 12th-grade or CUET Marks, are required to attend a certain percentage of classes in distance mode. This inclusion ensures exposure to the benefits of blended learning, breaking down perceived barriers, removing stigma involved with distance education and fostering acceptance.
Conditional Full-Time Admission
Offer all students full-time admission status, irrespective of their chosen blend of offline and distance education. This approach ensures that every student has an equal opportunity to access educational resources and support, regardless of their chosen mode.
Establishment of Distance Mode Departments
Introduce dedicated distance mode departments within every college, collaborating closely with the University distance education department. This liaison aims to create a cohesive ecosystem that facilitates effective communication, resource sharing, and standardized practices across institutions.
Financial hurdles for creating new educational infrastructure often tie governments’ hands. The blended model emerges as a financial savior. By repurposing existing colleges, it slashes the need for massive investments. This redirecting of funds can ease the financial burden, directing resources toward better education, teacher training, and tech integration. It’s a win win situation for everyone, ensuring education stays a top priority even in tight budgets.
The blended mode will help in introducing curriculum with real-world needs as many times new curriculum teachers are not available, but in blended mode they can be easily arranged online. It’s not just about theory; it’s practical insights, making education relevant to challenges beyond the classroom. This partnership creates a dynamic and forward-looking educational system.
More over Worries about compromised quality in complete distance education can be tackled with the hybrid model by mixing virtual and in-person experiences. On-campus sessions, labs, and joint projects ensure distance learners get the same benefits of face-to-face interactions. It’s about balance, offering a complete and enriching learning experience.
In conclusion, the blended learning model is a beacon of hope for India especially for Jammu and Kashmir’s educational landscape. By blending distance education with existing college setups, it tackles terrain challenges, financial constraints, and promotes inclusivity. The mountains of Jammu and Kashmir, silent witnesses to history, stand ready to witness a new era in education – one marked by accessibility, excellence, and inclusivity, aiming to uplift the spirits of students who, for far too long, have felt disheartened by limited admission options.
(The authori is HoD Department of Computer
Sciences Govt. SPMR College of Commerce Jammu)
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