This paper focuses on a parallel/remedial intervention programme in ODL strategy. This shows how a parallel module can make a real difference for tertiary-level learners who lag behind due to problems stemming from their socio-economic background. These learners are found lacking in productive skills i.e speaking and writing. The Open Distant Learning (Referred to as ODL hereafter) takers are unevenly exposed to a learning environment. They are still unable to write error-free English. The participants were not able to choose appropriate words from the context. They faced serious difficulties in writing a full-length answer. However, in "fill in the blanks", Grammar-based activities, and error correction in isolated sentences, these learners show relatively better control.
The following research questions were asked:
(i) Is there a need for ODL-learners to show foundational knowledge of Syntax, Lexis, and Context? This can be ascertained by conducting pre-entry behavioral text in an ODL environment.
(ii) Can there be a marked improvement in the LSRW skills of the participants of open and distance learners if a parallel course is administered.
(iii)Which one works better-process or product while teaching the ODL skills?
Alternative Student Support systems through online tools, teaching-learning, evaluation, and feedback opened new pathways. It helped to reach out to the students who have no access to the face-to-face instructions in a classroom due to remote learning. Online open courses or OOCs were seen as a potential replacement for physical campuses.
Cite this article:
Suchona Patnaik, Ashok Kumar Mohanty. Teaching without Text: An Alternative Open and Distant Learning Strategy. International Journal of Reviews and Research in Social Sciences. 2022; 10(2):63-5.
Suchona Patnaik, Ashok Kumar Mohanty. Teaching without Text: An Alternative Open and Distant Learning Strategy. International Journal of Reviews and Research in Social Sciences. 2022; 10(2):63-5. Available on: https://ijrrssonline.in/AbstractView.aspx?PID=2022-10-2-2
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