The document discusses the development of a distance learning system that utilizes both synchronous and asynchronous technologies like print, audio, video and computer-based tools to provide education to students who are separated geographically from instructors. It outlines the objectives of designing an affordable and interactive web-based system with tools for communication, instruction and assessment between students and instructors. The system is intended to help address issues with traditional education delivery and expand access to basic education.

1. ITT TRAINING PROJECT
2015
DISTANCE EDUCATION
SYSTEM
ALTERNATIVE LEARNING SYSTEM BEYOND
BORDERS
Pranveet Kaur
J A L A N D H A R B R A N C H O F N I R C

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DISTANCE EDUCATION SYSTEM
n a modern societythat is increasinglydriven by the exploitation and
development of science,technology, andinformation, there has never
been a greaterneed than there is today for well trained and educated
people. Basic educationis the very foundation upon which a nation’s future
rests. The building of more traditional brick and-mortar schools is a natu-
ral way of investing in basic education. However, the high illiteracy rate in
developing countries demands huge and continued resource commitments
that is unlikely affordable by these countries. Our project aims to utilize an
innovative blend of the “high-tech” and the “low-tech.” The low-techin-
cludes approaches suchas using the transportationof mobile storage devic-
es via the postal systemto provide high bandwidth interaction without rely-
ing on a well-developednetworking infrastructure. The high-tech ap-
proaches seekto exploit an integration of multiple types of communication
channels (including both data transmissions through the Internet and stor-
age devices carriedby the postalsystem) in a peer-to-peersystemthat
bridges the space and time gap among geographicallydistributed teachers
and their students. If successful, we believe that the proposed effort will not
only dramatically improve the basic educationlandscape, but also put in
place a digital communication infrastructure that will serve the needs of a
wider array of applications in health care, commerce, information dissemi-
nation, and entertainment.
Due to the massive demand for basic education, addressing the education
delivery issue using traditional means is likely to continue to face serious
difficulties. The building of traditional brick-and-mortar schools is costly
and slow. The sheernumber of the illiterate demands huge and continued
resource commitments over many years. There is a lack of teachers, espe-
cially those that are well trained, well qualified, and highly motivated.
There are many needy remote regions, which may have difficulty attracting
and retaining goodteachers. Distancelearning may allow children who
need to help their parents with farm work to learn at a more flexible pace
and schedule. Forteachers who are enthusiastic about helping needy chil-
dren, but are reluctant to live in less developed regions, distance teaching
offers an attractive alternative. The system also gives volunteers the option
of more flexible time commitment.
I

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Summary
Distance Education has drawn a great deal of attention in the field of distance
and continuing education. Distance Education has proved to enhance learning
and teaching environments. The types of available technologies used in distance
learning are divided into two groups: synchronous and asynchronous. One of
the main advantages of distance learning is that web-based courses can be ac-
cessed at any time or place feasible. This project is to establish a Web-based
distance learning system, where instructors and students participate in learning
activities while geographically separated from each other. This study is aimed to
design and implement a distance learning system and use internet as the deliv-
ery mode. The motivation of this study is from Hawkins “a cheap and easy-to-
use technology must be used in schools to allow greater use among students and
teachers”. This report discusses in detail background research on distance edu-
cation and different modes of delivery technologies used. It also discusses ad-
vantages and disadvantages of distance learning. It also gives tips for successful
distance learning and who should optdistance learning, as it is not suited for
everyone.
This report presents the design and implementation of this new and inexpensive
distance learning system. It was developedusing Java-basedsoftware. Ithan-
dles three different kinds of users: Student, Instructor and Admin. Various
tools have been developed like Course Tool, Message board tool, Discussion
board tool, Exam tool, Grade tool etc. Based on the role of the user the func-
tionality of the tools changes.
 The Instructor has add/edit privilege in creating course material
 The Student has view-only functionality
 Admin use does not have access to all the tools. They can add/edit/delete
courseinformation and can add/edit/delete user profile.
This report discusses pros and cons of this newly developed distance learning
system. These observations are based on tests performed by ten people. This re-
port concludes the results of the system and suggests future work to be done to
the system.

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INTRODUCTION
Technology is changing the way teacher teaches and learner learns. Difficulty
in obtaining higher education increasesfor a number of reasons. Itcould be
their possible limit of capabilities with an educational environment or disabili-
ties that limit their access to educational institutions. There are also a number of
people that live a great distance from the educational institutions. The need to
commute becomes an encumbrance to achieving higher education. Also, the job
markets are so competitive that employees find that they must obtain higher ed-
ucation for further employment success.With synchronous schedules in present
educational institutions, individuals are required to resign from their current
employment to further their education. Some form of educational reform must
take place to address the problems. Distance education or Distance learning
programs are the solution to the above problems. The greatestappealofdis-
tance learning is that one can study without having to leave home or a job
to obtain higher education. These programs made it possible for students to
complete their education without having to sacrifice their career and family
time.
Key features of Distance Learning
 First, distance learning is by definition carried out through institutions; it
is not self-study or a non-academic learning environment
 Second, geographic separation is inherent in distance learning, and time
may also separate students and teachers.
 Third, interactive telecommunications connect individuals within a learn-
ing group and with the teacher
 Finally, distance education, like any education, establishes a learning
group, sometimes called a learning community, which is composed of
students, a teacher, and instructional resources—i.e., the books, audio,
video, and graphic displays that allow the student to access the content of
instruction

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TECHNOLOGIES USED IN DISTANCE LEARNING SYSTEM
Technologies Used in Delivery the types of available technologies used in dis-
tance education are divided into two groups: Synchronous and Asynchronous.
Synchronous means that the teacherand the student interact with each
other in "real time." Forexample, with two-way videoconferences,students
interact with "live" video of an instructor. Less complex technologies, such as
telephone conversations, are also synchronous.
Asynchronous delivery does not take place simultaneously. In this case, the
teacher may deliver the instruction via video, computer, or other means, and
the students respond at a later time. Forexample, instruction may be delivered
via the Web or videotapes, and the feedback couldbe sent via e-mail mes-
sages.The various technologies used in distance learning can be roughly divid-
ed into four categories:
 Print
 Audio (voice)
 Computer
 Video
Print
Textbook
Study Guides
Workbook
Fax
Voice/Audio
Telephone
Voicemail
Audio conferences
Audiotape
Radio
Computer
E-mail
Web-based courses
Videoconferences
CD-ROM
Collaboration software
Video
Videotape
Satellite delivery
Microwave
Broadcastvideo
Desktop Video
 Fig:1 Distance Learning System Technologies

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Print
The original form of distance learning was correspondencecourses, in which
print materials were mailed to students and returned to the teachers through the
postalsystem. Even though there are numerous new options for distance learn-
ing, print remains a significant component of most courses. Print materials may
serve as the primary sourceof instruction, or they may be supplemental. As a
primary source, distant students might use a textbook and read various units on
a specific timetable. Other technologies, such as e-mail, could then be used to
ask questions or send assignments back to the teacher.
Audio
Audio or voice technologies offer cost-effective ways to enhance distance learn-
ing courses. The audio componentof a distance learning course can be as sim-
ple as a telephone with voicemail, or it can be as complex as an audio confer-
ence with microphones, telephone bridges, and speakers.
 Voicemail: Voicemail is becoming extremely common. There is a
great deal that voicemail can offer to distance learning initiatives

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 Audiotapes: Audiotapes (cassettes)are inexpensive, easilydu-
plicated, and very versatile. They can be used to deliver lectures,
panel discussions, or instructions for the distant learner. Audio is
especially useful in courses that require the nuances of inflection,
such as foreign languages, or those that are designed for non-
readers
 Audio conference:Telephones are one of the simplest, most ac-
cessible technologies used for distance learning. Telephone con-
versations can be used to mentor individual students or to reach
numerous students simultaneously via a conference call (audio
conference). If more than one person is at each location, audio
conferences can be set up using speakerphones and telephone
bridges
Computer: With the increased popularity of the Internet, computer technolo-
gies are receiving more and more attention as a means of delivering dis
tance learning. The primary computer technologies used for distance education
include e-mail, online collaborations, and Web-based education.
 Email: Sending e-mail messages is a common and inexpensive way for
students to communicate with instructors. In some cases, an entire dis-
tance learning coursemay be structured using e-mail as the only method
of communication. In other cases, e-mail may be used to supplement au-
dio or video technologies.
 Online Collaboration:Internet Chat and Conferencing: Online chat re-
fers to a two-way, interactive exchange on the Internet. In chat mode,
two or more people at remote computers connectto the same chat
"room" and type messages. Online chat allows students and teachers to
communicate in "real-time." Shared whiteboards are another form of col-
laboration of the Internet. If two or more people are connected to the In-
ternet at the same time, they can communicate through graphic images
on a shared whiteboard. The student and teacher are both able to input
data and make revisions.
 Web-basedEducation: The World Wide Web has opened a whole new
arena for distance Learning System and the access to remote resources.
The Web can be used to enhance education through remote access to re-
sources or experts or it can be used to deliver educational programs. As

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an enhancement to education, teachers can locate relevant Web sites for
students to explore or have students conductsearches for information re-
lated to a specific topic.
Video: The ability to see and hear an instructor offers opportunities for behav-
iour modelling, demonstrations, and instruction of abstractconcepts. Video
techniques for distance learning are often characterized by the transmission me-
dia (videotapes, satellites, televisioncables, computers, andmicrowave).
 Videotapes:Videotapes offer a popular, easy-to-use format for instruc-
tional materials. Almost all students have access to a videotape player in
the homes, and they are also common at school. Videotapes can be used
for demonstrations or documentaries. In addition, it is quite easy to vide-
otape a lecture for a student who is unable to attend class.
 Satellite Videoconferencing:Full-motion video teleconferencing (re-
ferred to as videoconferencing) offers the "next bestthing to being there."
Satellite transmission is one of the oldest, most established techniques for
videoconferencing. In most cases, satellite delivery offers one-way video
and two-way audio. Satellite videoconferencing is very expensive.
 Microwave TelevisionConferencing:Satellites are a popular method
for enabling video communications over long distances. Microwave
transmissions provide a cost-effective method for videoconferencing in
more localized areas. Most microwave systems are designed to transmit
video signals to areas that are not more than 20 miles apart.
 Cable and BroadcastTelevision:Cable and public broadcast television
have been used to distribute instruction for years. In addition to the edu-
cational networks, suchas CNN, the Learning Channel, almost all
public cable televisionsystems allow schools to transmit television
courses.
 Digital (Desktop)Videoconferencing:Desktop videoconferencing uses
a computer along with a camera and microphone at one site to transmit
video and audio to a computer at another site or sites. The remote sites al-
so transmit video and audio, resulting in two-way video and two-way au-
dio communications.
 Internet Videoconferencing:It is also possible to conductvideoconfer-
ences over the Internet. Two popular software programs that allow vide-
oconferences are CUSee-Me from Cornell University and NetMeeting
from Microsoft.

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Objectives and design goals
With the introduction of new media and technology for learners and teachers,
universities have introduced distance learning/distance education. With the
above technologies in mind the objective of this project is to develop a system
using this internet as one of the delivery mediums. The objective of this re-
port/project is to design and implement a web-based system that allows interac-
tion between instructors and students. This involves developing an intuitive user
interface for both instructor and student. Instructors and students are the exter-
nal entities to the system who can log into the system and use the functionality
provided by the system. The instructors and the students enter the system
through a login tool component. The objective of this system is to develop non-
expensive interactive tools like message board tool, discussiongroup tooland
chat toolto provide interaction between the student and the instructor. The addi-
tional objective of this project is to design a system with reusable components,
feasibility and provision for system expansion without compromising system
performance.
A positive by-productof a digital distance learning undertaking, if well execut-
ed, is a software and hardware infrastructure that can serve other causes for the
targeted disadvantaged areas. Some possible examples are:
 Rudimentary health care
 Promotion of local commerce
 Richer social interactions and entertainment.
In general, it allows disadvantaged areas to be better connected to the larger
world, and fosters innovative economic and social development. At the dawn of
the industrial age, physical infrastructures in the form of railways, roads, and
interstate highways served as powerful catalysts to bring progress to isolated
parts of the world. In our current information age, digital infrastructures should
serve equally critical roles. Distance learning provides a compelling initial im-
petus for the development of such an infrastructure.

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Background
Distance education dates back to at least as early as 1728, when "an adver-
tisement in the BostonGazette... 'CalebPhillips, Teacher of the new method
of Short Hand" was seeking students for lessons to be sent weekly. Modern dis-
tance education has been practiced at least since Isaac Pitman taught shorthand
in Great Britain via correspondencein the 1840s. The development of the postal
service in the 19th century leads to the growth of commercial correspondence
colleges with nation-wide reach. In the twentieth century, radio, television,
and the Internet have all been used to further distance education. Comput-
ers and the Internet have made distance learning distribution easier and faster.
In 2006 the Sloan Consortium reported that more than 96 percent of the largest
colleges and universities in the United States offered online courses and that
almost 3.2 million U.S. students were taking at least one online course during
the fall 2005 term.
The University of London was the first university to offer distance learning
degrees, establishing its External Programme in 1858. The background to this
innovation lay in the fact that the institution (later known as University College
London) was non-denominational and, given the intense religious rivalries at
the time, there was an outcry against the "godless" university. The issue soon
boiled down to which institutions had degree-granting powers and which insti-
tutions did not.
Education was a high priority in the Progressive Era, as American high schools
and colleges expanded greatly. For men who were older or were too busy with
family responsibilities, night schools were opened, such as the YMCA schoolin
Boston that became North-eastern University. Outside the big cities, private cor-
respondenceschools offered a flexible, narrowly focused solution. Large corpo-
rations systematized their training programs for new employees. The National
Association of Corporation Schools grew from 37 in 1913 to 146 in 1920. Start-
ing in the 1880s, private schools opened across the country which offered spe-
cialized technical training to anyone who enrolled, not just the employees of
one company. Starting in Milwaukee in 1907, public schools began opening
free vocational programs

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Characteristics
To learn more about distance learning programs, a look at the distance learning
students, teachers, and technology will be used to understand characteristics in-
volved with successfuldistance learning experience. Distance education is dif-
ferent from courses taught in a more traditional manner. Distance education has
several identifying characteristics that set it apart from traditional classrooms.
Keegan described the following characteristics, which were cited by Spooner, et
al. (1999)
 Separationof the teacherand the student (i.e., separation vs. face to
face, in the same room lecturing). The influence of an educational organi-
zation (e.g., department or college) in the planning, preparation, or deliv-
ery of material (vs. a stand-alone professorresponsible for content gener-
ation and delivery of courseinformation). This componentis not typically
found in most on campus courses.
 Use of technicalmedia. Historically, this has been mostly print. But as
technology advances, electronic media (computers, television studio de-
livery, and computer software presentation packages) contribute to a list
of technical options.

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 Provisionfor two way communication, which could be via a prear-
ranged telephone conference with a single student or group of students at
a prescribed time.
 The possibility of an occasionalseminar, which could be via a prear-
ranged telephone conference with a single student or group of students at
a prescribed time. The possibility of an occasionalseminar, which could
allow students working independently, perhaps viewing pre-recorded vid-
eo tapes, receiving paper assignments via the regular mail or watching the
lecture via the regular cable or satellite television in their own homes, to
assemble as a group in the presence of the instructor of record for the
class
Before enrolling for online education, the learner should make sure its right for
them. Earning a degree online is a rewarding experience, but distance learning
is not right for everyone. Successfuland happy distance learners have few
common characteristics.
Successfuldistance learners do just as well, if not better, without people looking
over their shoulder. While some people need teachers to keep them motivated
and on-task, distance learners are able to motivate them.
Successfuldistance learners never or at least rarely procrastinate. You’ll rarely
find them putting off assignments or waiting until the last moment to write their
papers. These students enjoy the freedom of working at their own pace and ap-
preciate the ability to complete their work in as much time as it takes them, in-
stead of waiting for an entire class. Successfuldistance learners have good read-
ing comprehension skills. While most people learn by listening to lectures and
taking notes, the majority of distance learners are expected to master material
through reading alone. Successfuldistance learners can resist constant distrac-
tions. Successfulstudents know how to filter out the constant disturbances that
threaten their progress. Successfuldistance learners feel alright about missing
the social elements of traditional schools.

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Issues and Concerns
Distance Education is becoming an increasingly important method of delivery
of many educational contexts. These online programs have many benefits, but
when compared to the traditional classroombased courses these online pro-
grams suffer from extremely low student completion rates. Few of these issues
and concerns are : -
 Lack of accessto the resources:Distance learners have expressed con-
cern of accessibility to the university's resources. This could be for many
reasons. The system does not give this provision or insufficient band-
width from home to access the university resources.
 Lack of Interaction with instructor: The survey concerns instructor in-
teraction. It addresses the importance given to the student and in-
structor interaction, which affects how well students learn. The im-
plied definition of interaction is direct physical interaction, like that ob-
served in a traditional classroom.
 Lack of interaction with other students: The student interaction is
very important. Distance education is a collegial, non-competitive
learning environment where it is not about who has the best grade,
but it’s about to succeed
 Confusioninvolved with classroomchats:Virtual classroomchats
may load and perform slowly. It causes confusion as several windows are
opened simultaneously. Classroom chats should be organized and im-
plemented in a better way. Without self-motivation the success with dis-
tance learning coursewould not be good. In systems that use computers
as the technology in delivering education, network access is a key com-
ponent and a major obstacle to improved utilisation. Not all employers
prefer employee’s that earn degree through online courses. Instructors
worry about putting their coursematerials online because oncethere, the
knowledge and course design skill in that material is out of their posses-
sion. This puts the administration in a position to hire less skilled, and
cheaper, workers to deliver the technologically pre-packaged course

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Advantages Of Distance Learning System
There are numerous advantages of distance learning which ought to be consid-
ered when electing an online distance learning course. Distance learning does
not require commuting. This saves money and times that student otherwise
spend on travel back and forth to school. The learner can schedule learning
around other aspects oftheir personal and professional life. The learner can
complete most of the classes at their convenience. Mostof the classesare
asynchronous, which means leaner does not have to attend a lecture at a
particular time and place.
 Review of the assignments anddoing homework canbe done during
off-hours or from home.
 Live anywhere, study from anywhere while pursuing the educationof
choice. Learners don’t have to live in the same city or the same coun-
try to attend the learning institution of choice.
 Learner canstudy whereverthey have access to a computer and In-
ternet connection.
 Gain extra knowledge.
 Learner can transfer the computer and Internet skills that they will
gain in the process ofyour distance learning experience to other fac-
ets of life.
 Self-pacedlearning for slow and quick learners. This reduces stress
and increasessatisfaction.
 Accessibility-Online classesaddress physicalaccessibility issues that
some people with mobility encounterwhen taking traditional classes.
 Learner canuse their comfortable furniture while enjoying free
movement and a chance to further education
Disadvantages of Distance Learning System
While thinking about the advantages and disadvantages of distance learning,
pros and cons, one may wonder if there are any distance learning disadvantages.
But these are Costly and complex technology. Despite the many opportunities
of distance education, there are inevitable accompanying costs. Live video
communication for example, requires careful planning of the equipment and fa-
cilities.

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For online learning, learner must own a computer (possibly with access to the
Internet) or have access to one. Thus required technology is not always availa-
ble. Some learners may also be afraid of technology.
Advance planning. Both the instructors and students involved in distance
learning may need to make sacrifices at times to get things done in time.
Hidden costs. If learner works for the military for example, and they are on the
ship, how do they get the required materials? They may need to be mailed in
advance incurring extra shipping and handling costs.
Distance learning does not offer immediate feedback. In a traditional class-
room setting, a student's performance can be immediately assessed through
questions and informal testing. With Distance Learning System a student has to
wait for feedback until the instructor has reviewed their work and responded to
it.
Distance learning does not always offerall the necessarycourses online.
Students pursuing a specific certificate or degree program may not have all the
necessary courses available through distance learning so it is not suited for all
subjects. While student can study a history lesson completely online but cannot
perform nursing clinical online. Thus physical classroomattendance will be
mandatory to complete the course.
Distance learning may not be acknowledgedby all employers. Although
most employers do acknowledge distance learning, certain employers do not.
Students who want to work for a specific employer upon graduation should be
sure of that employer's perspective about online education. Distance learning
does not give students the opportunity to work on oral communication skills.
Students in distance learning courses do not getthe practice of verbal interac-
tion with professors andother students.
Socialisolation. Mostoften learner will be studying alone. Distance learners
may feel isolated or miss that social physical interaction that comes with attend-
ing a traditional classroom. However this impersonality has been lessening with
advances and use of communication technologies such as bulletin boards,
threaded discussions, chats, emailand conferencing.

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Tips for Successful Distance Learning
Before enrolling in a course, make sure to have access to the tools necessary to
complete assignments. Schedule: Everyday schedule sometime for study.
 Schedule this study time when mentally fresh and devout at least mini-
mum of one hour.
 Where to study: Choosean environment that is appropriate to study.
Choosea place that is free from distractions like library, work place be-
fore or after work.
 To be successfulat distance learning one really needs to be a good stu-
dent. It is a different way of learning but does’ntchange the principles of
learning.
 One has to pay attention in class or online.
 Learner have to study the material between classes.
 Learner have to complete all homeworks and assignments on time. And
have to ask questions or get extra help if stuck or bewildered.
 Paying attention online in a distance learning program is essential to your
success.
 Normally there will be one online class per subject a week and during
that period of time the instructor will try and guide through the basic the-
ory of a subject and give few examples to help understand and compre-
hend it. Sometimes these online classes are archived for a period of time
so that the students can go back and take that class again if they didn’t
get it the first time.
 Students should develop the discipline to get their assignments completed
and submitted on time. After grading and reviewing the should take time
to not just check their marks, but carefully review any comments that the
instructor may provide. This is one of the ways where your instructor can
give you feedback to improve your distance learning program.
 Finally, don’thesitate to ask for help if stuck. Most distance learning
programs have an e-mail responsesystem to deal with questions and con-
cerns. Many offer online tutoring if needed.

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Other Distance Learning Systems
This section gives an overview of other distance learning systems that
have been developed and are in use.
 UCCS Distance Learning (MBA) The existing MBA online
coursehas several collaborative tools to allow you to communi-
cate with instructors and your peers, and to help you contribute to
and view information about the course
 Grade book: You can use the Grade bookto view any as-
signments or other coursework your instructor has set up to
be gradable and viewable.
 Email: The Email tool is a convenient and effective way
for you, your instructor and other students to communicate
with each other, without leaving the course.
 Chat: Like a regular online chat room Distance Learning
System
 Search:With the Search tool, you can search your course
calendar, courseannouncements and other parts of your
online course for specific assignments or topics.
 Doc Sharing: The Document Sharing toollets you upload
and download documents, images, spreadsheets and HTML
pages.
 Journal: The Journal is a place where you can make notes
and record your thoughts. It's also a place where your in-
structor can make specific assignments.
 Webliography: The Webliography course toollets you
work with your instructor and with other students to create
an annotated bibliography of Worldwide Web sites that are
relevant to your course. Both you and your instructor can
submit sites to the Webliography.
 The Course Webs Learning Management System(LMS)
Our Learning Management System makes developing online courses easy!
The LMS lets any instructor create an online classroom that includes exams and
quizzes, discussion forums, a course calendar, and HTML content. The Instruc-
tor's Control Panel lets instructors create and modify course content, create ex-
ams and quizzes, administer students and their grades, and much more.

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Design and Implementation of this Dis-
tance Learning System
A distance learning system is a web-based system by which distance education
can be carried out over the Internet or Intranet. This chapter describes the setup
of the system. The following topics are discussed in detail below:
1. Software and framework used.
2. System architecture.
3. Different modules/tools developed in this system.
1. Software
The software design of this system focuses on the Java-based, client/server type
software model. The system is implemented using Java/J2EE technologies. It
includes windows XP as the operating system, MySQL as the backend.
A. Java/J2EE: Java (1.4) is an object oriented programming language
(OOPs). With Java complete applications can be built, featuring
accelerated 3D graphics and other multimedia features to strong
cryptography and network connectivity. On the web, Java can be
used on the client side to create applets and on the server side to
create dynamic web pages using Servlets and Java Server Pages
(JSP).
B. BEA Web logic Server: It is Java application server. It is a light
weight development server. Fast cycle times with rapid devel-
op/deploy/debug cycles.
C. MYSQL: The database is designed and implemented using
MySQL v4.1. MySQL is free and scalable.
D. Struts Framework (MVC model 2): Model-View-Controller is a
design pattern. MVC decouples interface from business logic and
data. A strut is an MVC implementation that uses Servlets 2.2 and
JSP 1.1 tags, from the J2EE specifications, as part of the imple-
mentation.

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2. System Architecture
This system architecture uses object-design principles and encompasses Java
web application running on BEA Web Logic server. In the approachof building
this system, J2EE is adapted as a fundamental platform. J2EE is defined by Sun
Microsystems Company to enable solutions for developing, deploying and man-
aging multi-tier, server-centric applications. J2EE provides e-business oriented
and multi-tier application architecture that supports Web-based applications.
This section explains the architecture of the software technologies used to build
the system and the architecture of the present system with design patterns.
Three-TierArchitecture A client makes an HTTP connection through URL.
Web logic Server handles the request sent for static HTML pages, Servlets and
JSPs. Servlets and JSPs are executed on Web logic Server. The browserrequest
accesses the web logic server directly. Web logic server connects to the backend
services on behalf of client request. The connection to the backend is done
through the JDBC connections. Below illustrates technologies used to construct
this system.
Figure: showing three tier system architecture
• The client tier consists ofweb browser. It is of programs used to build high-
ly interactive graphical user interfaces with JSP pages. The programs in client
tier can access. Web logic Server services using standard J2EE APIs.
• The middle tier contains Web logic Server. The Web logic Server distrib-
utes client requests and connects to the back-end using JDBC calls.
• The backendtier contains database system. The backend tier services are
accessible to the client browser through Web logic Server. A JDBC connection
pool, defined in Web logic Server, opens predefined database connections.
PresentSystem Framework This system is implemented using various design
patterns of the J2EE industry. The framework of this system provides scalable
and feasible architectural constructs so as to plug in the appropriate business

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codefor new tools. The application creates a standard for development. It pro-
vides supports forusers’ security with composite user roles and security con-
straints. This section explains the design patterns used and different components
of the application architecture.
o Use of Java/OO Design Patterns
o Detailed Component View
o Data Access Objects Design Pattern
o Value Objects – Value/Caching Pattern
o Logging Service
3. Different tools and modules developed under this system
Login Tool: This tool will validate user credentials. If valid, it allows user to
enter into the system else gives a login fail message.
Course Tool:This toolallows user with admin role to create/edit/view/delete
coursedetails. Only user with admin privilege has access to this tool.
User Tool:This tool allows user with admin role to create/edit/view/delete user
details. Only user with admin privilege has access to this tool.
Scheduled Course Tool: User with instructor and student role can view all
scheduled course details.
RegisteredCourse Tool:User with instructor and student role can view his/her
registered courses. When the user logs into the system only his/her registered
courses can be viewed through this tool.
Course MaterialTool:Through this toolinstructors can create material to
his/her courses. Only instructors can create/edit course material details. Both the
instructor and student have permission to view the coursematerial. Through the
search page users can search for any particular courseand view details. Users
can upload any document to the dedicated server. Users can also download any
document to their local machine. Users also have print option to print their
coursematerial.
MessageBoardTool: Through this tool the instructor can publish messages to
the students. Only instructors can create/edit messages. Both the instructors and
students can view the messages. In the search page, users can search for any
messages and view the details.

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DiscussionGroupTool: Through this tool instructor and students can partici-
pate in any discussion. Instructors and Students can create new discussion. Us-
ing search page users can search for any discussionand respond to it or view all
the responses given to any particular topic
Assignment Tool: Through this tool instructors can create new assignments.
Instructors can add short answer questions, essay questions, multiple choices,
true or false or blanks. Only instructors can create/edit assignment details. Stu-
dents can answer the questions. Both the instructor and student have permission
to view the assignment. Through the search page users can search for any par-
ticular assignment and view details. Users can upload any document to the ded-
icated server. Users can also download any document to their local machine.
Users also have print option to print their assignments.
Exam Tool: Through this tool instructors can create new exams. Instructors can
add short answer questions, essay questions, multiple choices, true or false or
blanks. Only instructors can create/edit exam question details. Students can an-
swer to the questions. Both the instructor and student have permission to view
the exam details. Through the search page users can search for any particular
exam and view details. Page automatically closes when the time expires. Users
cannot edit any exams with postdate. Users can upload any document to the
dedicated server. Users can also download any document to their local machine.
Users also have print option to print their exams.
Quiz Tool:Through this tool instructors can create new quiz questions. Only
instructors can create/edit quiz details. Students can answer to the questions.
Both the instructor and student have permission to view the quiz. Through the
search page users can search for any particular quiz and view details. Users can
upload any document to the dedicated server. Users can also download any
document to their local machine. Users also have print option to print their quiz.
Evaluation Tool:Through this toolinstructors can create courseevaluation
questions. Only instructors can create/edit evaluation questions. Students can
answer the questions. Both the instructor and student have permission to view
the evaluation questions. Through the search page users can search for any par-
ticular evaluation paper and view details. Users can upload any document to the
dedicated server. Users can also download any document to their local machine.
Users also have print option to print the details

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Grade Tool: instructors can add grades to the students. Only instructors can
create/edit grade details. Students can only view his/her grades. Through the
search page instructor or student for search for any particular course and see
his/her grades. Students can view only his/her grades. Home: This page gives a
short description about the system. It is a welcome page.
Help: It gives the system requirement information and also contacts infor-
mation. Logout: User can logout of the system by clicking this tab. If user has to
access any tool he/she has to re-enter into the system.
The future of distance education in India
In India Distance Education Council (DEC) is responsible for the coordination
of the Open University and accreditation for the distance education courses. The
Council was constituted under the Indira Gandhi National Open University Act
(1985) DEC in India provides accreditation for the distance education courses
offered by the Universities in India. These universities offer undergraduate, post
graduate and doctoralprogramme. They also offer diploma and certificate level
courses through distance education. In this page we have provided list of pro-
grammes approved by Distance Education Council.
With a modest genesis in 1962, the open and distance learning (ODL) system
has grown exponentially into a dynamic and vibrant mode of teaching and
learning that boasts ofone national open university, 13 state open universities
and more than 200 distance education centres functioning under conventional
universities and private/autonomous institutions. More than four million stu-
dents are enrolled in the ODL programmes and account for about 22% of the
total enrolment in higher education.
Until recently the ODL system in India was governed by the Distance Education
Council (DEC), established by the Indira Gandhi National Open University
(IGNOU) in 1991. DEC was primarily entrusted with the promotion, coordina-
tion and maintenance of standards of ODL system in India and expected to cre-
ate an effective regulatory framework. However, DEC was criticised for its in-
action, apathy and lack of effective mechanism to monitor implementation and
enforcement of its norms. Institutions offering ODL programmes found the

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norms prescribed by DEC too rigid and unrealistic, lacking the flexibility to
meet the diversity of local contexts and emerging concerns.
Given the regulatory uncertainty surrounding the authority and functioning of
DEC and regulation of the ODL system, in August 2010, the ministry of human
resource and development (MHRD) constituted a committee under the chair-
manship of NR Madhava Menon to “suggest measures to regulate the standards
of education being imparted through distance mode”. The Madhava Menon
Committee questioned DEC’s authority as the apex regulator of the ODL sys-
tem mainly on the basis of ‘conflict of interest’ and lack of adequate manpower
and technological support. According to the Madhava Menon Committee, DEC
being an unit of IGNOU and working under the control of IGNOU, lacked the
moral authority to regulate other universities which are also autonomous bodies
created by the Acts of various state legislations and have the authority to pre-
scribe their own norms and standards.
The Madhava Menon Committee observed that DEC, UGC and AICTE do not
have the wherewithal to enforce their norms in the distance education space.
The Committee found the ODL system ‘practically unregulated’ and recom-
mended the dissolution of DEC and the establishment of an ‘independent’ and
‘effective’ regulatory authority to regulate ODL system.
In view of the findings and recommendations of the Madhava Menon Commit-
tee, the MHRD and IGNOU dissolved DEC by the notifications issued by them

24. 24 | P a g e
in May 2013 and entrusted UGC and AICTE to perform the roles and responsi-
bilities of DEC in their respective jurisdictions. The dissolution of DEC is a
welcome move in the direction of long-awaited reforms in the ODE system in
India. However, is this adequate reform?
Lack of a pragmatic approach
The MHRD’s decision to replace DEC with UGC and AICTE is not in conso-
nance with the Madhava Menon Committee’s recommendation to replace DEC
with an ‘independent’ and ‘effective’ regulatory authority. The rational offered
by the MHRD for not accepting the Committee’s most important recommenda-
tion is pendency of the National Commission for Higher Education and Re-
search (NCHER) Bill. Given the uncertainties surrounding the NCHER Bill and
the news reports that the MHRD has given up on the NCHER Bill and is instead
working on a coordination mechanism for the education sectorregulators, the
MHRD’s decision to substitute DEC with the old regulators UGC and AICTE,
which in view of the Madhava Menon Committee have no expertise and experi-
ence to regulate the ODL system, lacks a pragmatic approach. Substitution of
DEC with UGC and AICTE would effectively take the regulatory regime back
to pre-DEC era.
Are UGC and AICTE ready?
The readiness of UGC and AICTE to take over roles and responsibilities of
DEC is doubtful. The MHRD order required UGC and AICTE to prepare an ac-
tion plan for the growth and development of distance education system in India
in light of the Madhava Menon Committee Report within ‘three’ months of the
MHRD’s December 2012 order. However, neither UGC nor AICTE has issued
any such action plan so far. Further, UGC and AICTE were supposedto take all
necessary steps to ensure that as soonas IGNOU notification dissolving DEC is
issued, UGC and AICTE should be in a state of readiness to take over the roles
and responsibilities of DEC without any confusion or delay. However, it has
been more than one and a half months since the IGNOU notification dissolving

25. 25 | P a g e
DEC was issued, and UGC and AICTE have not yet given any firm indication
as to when and how they will take over the roles and responsibilities of DEC.
No clarity on other criticalissues
In line with the Madhava Menon Committee’s recommendations, the MHRD
order reversed the ban imposed by AICTE on technical and professional educa-
tion programmes through ODL mode, except MBA and MCA, as being against
the provisions of the National Policy on Education, 1986.
The Madhava Menon Committee has strongly recommended for review of
UGC’s blanket ban on MPhil and PhD programmes through ODL system and
running of ODL programmes by deemed universities. It has been observed that
the concern for quality has to be addressed through a comprehensive and effec-
tive regulatory mechanism and not by imposing bans. However, MHRD has not
clarified its stand on these issues.
The government has also missed this golden opportunity to clarify certain other
critical issues pertaining to the regulation of the ODL system, viz regulation of
‘non-technical’ institutes which are not regulated by UGC and AICTE, the le-
gality of state universities offering ODL courses outside the state territory, the
legality of franchising of education, etc.
Given the above, this regulatory overhaul appears inadequate. The dissolution
of DEC is not the complete solution. The fate of millions of students using the
ODL system is uncertain unless immediate sustainable reforms are carried out
in the ODL system.
What is required is an ‘independent’ and ‘effective’ regulator, strengthening of
the implementation and enforcement mechanism and a more efficient bureau-
cracy. The need of the hour is better coordination and consensus on major poli-
cy issues and not conflict among the regulators.

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TOP 10 DISTANCE LEARNING UNIVERSITIES OF INDIA
SOURCE:
http://www.university.careers360.com/Universities/Ranking-30-best-
distance-education-institutes-in-India

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A BRIEF INSIGHT INTO SOME ESTEEMED DISTANCE
LEARNING UNIVERSITIRS IN INDIA
1 The Indira Gandhi National Open University - IGNOU
IGNOU is a distance learningnational university located in IGNOU road, Mai-
dan Garhi, New Delhi, India. Named after former Prime Minister of India Indira
Gandhi, the university was established in 1985 with a budget of ₹20 billion (20
billion Indian rupees), when the Parliament of Indiapassed the Indira Gandhi
National Open University Act, 1985 (IGNOU Act 1985).[2] IGNOU is run by
the central government of India.[3]
IGNOU, the largest university in the world with over 4 million students,[4] was
founded to impart education by means of distance and open education, provide
higher education opportunities particularly to the disadvantaged segments of so-
ciety, encourage, coordinate and set standards for distance and open education
in India and strengthen the human resources of India through education.
Apart from teaching and research, extension and training form the mainstay of
its academic activities. It also acts as a national resource centre, and serves to
promote and maintain standards of distance education in India.[6] IGNOU hosts
the Secretariats of the SAARC Consortium on Open and Distance Learn-
ing (SACODiL) and the Global Mega Universities Network (GMUNET) initial-
ly supported by UNESCO.
IGNOU has started a decentralisation process bysetting up five zones, viz,
north, south, east, west and north east. The first of the regional headquarters, ca-
tering to four southern states, Pondicherry, Andaman and Nicobar and Lak-
shadweep, is being set up in the outskirts of Thiruvananthapuram in Kerala

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2. The Yashwantrao Chavan Maharashtra Open Universi-
ty (YCMOU)
was established in July 1989 by Act XX- (1989) of theMaharashtra State Legis-
lature, named after Yashwantrao Chavan, Maharashtra’s great political leader
and builder of modern Maharashtra. It is the fifth Open University in India. The
jurisdiction of the university, originally for the State of Maharashtra, has now
been extended beyond this State and the university can now operate anywhere
across the globe. The YCMOU has been recognised under section 12 (B) of
the University Grants Commission Act, 1956.
It is a member of associations and bodies like the Association of Indian Univer-
sities, Association of Commonwealth Universities,Asian Association of Open
Universities, and Commonwealth of Learning, Canada.
MODES OF EDUCATION IN YCMOU
 Satellite-based education
 Video-on-demand
 Mobile learning vans
 Dai (Midwife) training programme
THE UNIVERSITY MISSION
“THROUGH OUR TECHNICAL , VOCATIONAL , PROFESSIONAL AND
LIBERAL EDUCATIONPROGRAMME , APPLICATION OF MODERN

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COMMUNICATION TECHNOLOGIESAND ADOPTION OF DISTANCE ED-
UCATION METHODOLOGYWE STRIVE TOWARDDEVELOPINGAN IN-
NOVATIVE , FLEXIBLEAND OPEN SYSTEM OF EDUCATION”
3. Sikkim Manipal University (SMU)
It is a co-educational public-private funded university located in Gangtok, Sik-
kim, India. It was established in 1995 and is the first government-private initia-
tive in the region.
Sikkim Manipal University (SMU) formerly known as Sikkim Manipal Univer-
sity of Health, Medical and Technological Sciences came into existence on No-
vember 15, 1992 as a result of the agreement signed between the Government of
Sikkim and the Manipal Pai Foundation, with the aim of imparting exemplary
education and health care services in the state of Sikkim and country wide. It is
the first ever Public Private Partnership in the country for higher Education and
Health Care Services. The University has two campuses: Medical campus and
the Technology campus. Government of Sikkim provides a grant of Rs. 2.25
Crores per annum for the hospital against which CRH provides free treatment to
BPL families and concessionaltreatment to other residents of the State.

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The University was established in 1995 vide Sikkim Manipal University of
Health, Medical and Technological Sciences Act (Act No. 9 of 1995). SMU is
recognized by the University Grants Commission under Section 2(f) of the
UGC Act, 1956 vide letter No F. 9-7/96(CPP-I) dated 9th Dec 1998 and ap-
proved by the Government of India.
4. IMT Centre for Distance Learning - Your Career Accelerator
IMT-CDL offers a wide spectrum of management and information technology
programmes. The curriculum is constantly updated to be in touch with the dy-
namic global and Indian environment. Learning is further enhanced by infor-
mation technology that connects students to resources and data around the
globe. The approachto management education is founded on continuous inno-
vation, development of practical knowledge and a relentless commitment to ac-
ademic excellence.
Recognisedby University Grants Commission(UGC)
UGC has recognised IMT-CDL to offer various post-graduate manage-
ment programmesvide letter no. UGC/DEB/IMTII/08/1143-1146 dated:
20-08-2013 through distance education mode:
 Two Year Post-Graduate Diploma in Management (PGDM)
 One Year Post-Graduate Diplomas in Business Administration
(PGDBA)
 One Year Post-Graduate Diploma in Management (Executive) in -
 Financial Management (PGEMFM)
 Operations Management (PGEMOM)

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 Human Resource Management (PGEMHR)
 Marketing Management (PGEMKTG)
 Information Systems (PGEMIS)
5. Distance Education - University of Mumbai
The introduction of Correspondence Courses in the Mumbai University, in the
year 1971-72,Was primarily for the benefit of students who. Would have other-
wise been deprived of the access to higher education. The Annual Report of the
University for the year 1970-71, submitted by the Syndicate to the Senate, states
as follows."Correspondence Courses
The Syndicate at their meeting held on 26th September, 1970, considered
proposal made by Shri A. N. Namjoshi, a member of the Syndicate, that the
possibility of introducing Correspondence Courses and External Degree Cours-
es in the University for the benefit of a large number of Students who cannot
avail themselves of the facilities of Morning/Evening classes, be explored. The
suggestion was referred by the Syndicate to the Academic Council and the
Council appointed a committee to consider it.
COURSES OFFERED
 B.A.(F.Y.,S.Y.& T.Y.): 3 Year's Degree
 B.Com. (F.Y., S.Y.& T.Y.): 3 Years Degree
 3. B.Sc. (Information Technology) Three Years (Six Semester)
 4. B.Sc. (Computer Science) Three Years Degree Course
 5. B.Sc.(Nautical Technology) Three Years Degree Course
 6. M.A. (Education) Two Years Post -Graduate Degree Course
 7. M.Com. Two Years Post -Graduate Degree CourseE

32. 32 | P a g e
EDUCOMP SOLUTIONS – A NEW PARADIGM OF
IMPARTING EDUCATION IN INDIA
Educomp is the largest Education Company in India and the only company
spread across the entire education ecosystem. From schools to skills; Educomp
group empowers over 22.8 million learners and educators across ~34,500
schools to imagine, think and create a better future.
Our presence in each of the education verticals is marked with technology-
enabled products, high quality people, structured processes and entrepreneurial
leadership, that come together to deliver unmatched value. From pre-school
toddlers to postgraduate students, from core curriculum subjects at the school
& college level to vocational & employability skills for young, about-to-enter-
the-job-market adults; Educomp reaches out to the entire education life cycle.
Founded in 1994, the company today has 27 offices worldwide including an of-
fice in Canada, two in Singapore, three in the United States, and 21 in India.
Educomp reaches out to over 6.7 million students across 14,561 private schools,
over 5.9 million students across 10771 government schools. We also run over
209 pre-schools, 51 Brick and Mortar K12 schools, six colleges, one higher ed-
ucation campus, 94 Test Prep Centers, and have 5.5 million users of our online
learning properties. It is because of our obsessionwith high quality in every-
thing we do that Educomp is fast becoming a single trusted brand that defines

33. 33 | P a g e
Education. The Company is listed on the Bombay StockExchange and the Na-
tional StockExchange.
Educomp is a leader in digital content solutions for the K12 segment. Educomp
smartclass is our teacher-led educational content solution that dramatically im-
proves learning outcomes in Private Schools. Recently launched new, improved
version of Educomp smartclass has raised the barriers to entry for competition
even higher. The smartclass Class Transformation System (or CTS)and the
smartclass Digital Teaching System (or DTS) are the biggest and most innova-
tive initiatives in the spaceof digital classroom content and digital classroom
hardware respectively. Forgovernment schools our EduReach has partnered
with 14 state governments, implementing large scale public-private-partnership
projects, taking IT education and IT enabled learning to the remotest of schools
across the nation. As part of this program, the Company sets up Computer Labs
in Government Schools, provides Multimedia Content in regional language,
testing and certification in computer education, full time assistants as well as
teacher training, monitoring and supervision.
Educomp shines in kindergarten spacethrough Little Millennium, most sought
after chains of pre-schools. Our high schoolchains offer quality education
across the socio-economic spectrum from the richest of the rich to the poorestof
the poor. Our chains of Schools under the brands of The Millennium Schools,
Takshila Schools and Universal Academy Schools straddle across top tier cities,
middle tier cities and semi-urban areas respectively. Our International Schools
have been planned to become benchmark of the best practices in education. The
Company also has a portfolio of iconic brands for co-branded schools with
Shriram Schools, PSBB Group of Schools, Vasant Valley Schools, and Sri Kan-
chi Kamakoti Peetam.
Our engineering college, management institute and design colleges already car-
ry a reputation of excellence. Raffles Millennium International Colleges are an
Educomp Raffles Joint Venture. These design colleges are operational in Delhi,
Bangalore, Kolkata, Hyderabad, Ahmadabad and Chennai. Armed with an in-

34. 34 | P a g e
ternational faculty, drawn from US, UK, Italy, Spain and Singapore, they offer
courses in Fashion Design, Interior Design, Fashion Marketing, Graphic De-
sign, ProductDesign, Jewellery Design, Commerce and Interactive Multimedia
Design. Our JRE Group of Institutions deliver AICTE approved postgraduate
and undergraduate programs in Management and Engineering.
Our bouquet of online and supplemental education solutions is consistently
reaching out to students and teachers with innovative solutions leveraging the
best of technology. Educomp Online and WizIQ are premium elearning plat-
forms. LearbHub and and Studyplaces are admissions advisory services of Edu-
comp. EduIgnite is an assessmentand counseling arm of Educomp. Vidya
Mandir Classes and Gateforum are Educomp’s populartest prep verticals.
Educomp entered US and Asia Pacific markets through acquisitions and part-
nerships. Our subsidiary, Wizlearn Technologies (formerly known as ASKn-
Learn) focused on Pan Asian market place is based out of Singapore. Wizlearn
also caters to institutions of higher learning and corporateclients in Singapore,
China, Thailand, Philippines, Indonesia and Brunei. Our subsidiary Learn-
ing.com is the leading web based K12 Company in USA. In Middle East our
Joint Venture Company is called Educomp Arabia Co Limited.
The backboneof our expansion across the global value chain is a strong R&D
dedicated to creating quality Content and IP to serve the entire education eco-
system. The innovative bouquet of educational aids include 750 text books and
work books, 19,000 lesson plans, 26,000 work sheets, 11,000 activities and
3,000 projects, over 500 teaching manuals.
If education is all about intellectual and mental evolution, then Educomp is
about raising the pace and scale of that evolution and achieving new echelons of
success. Themaking of Educomp is a story of building equity across the educa-
tion value chain; of being the change that is needed in the world of education, to
ignite the fire of learning and the desire to teach, impacting entire communities,

35. 35 | P a g e
and changing lives of millions of students and teachers and showing … What
Learning Can Be .
SCOPE AND GROWTH OF DISTANCE LEARNING
IN INDIA
The scopeof open distance education in India is actually much wider. Apart
from propercourse works, some E-learning portals in India are also conducting
ridicule mock tests for various competitive examinations like engineering, med-
ical, management etc. There are many E-learning portals in India which are
providing tutorials for schoolstudents also. Thus, the reach of E-learning in In-
dia has expanded from adults to youth. The future of E-learning industry in In-
dia seems to be vibrant as number of Internet users is growing . The global rev-
enue of world stands about US$36 billion by 2010 and e-learning market in In-
dia stands at US$11 million in 2010. The e-learning market in India is in an in-
fant stage and in 2002 it was approximately US$ 4-5 million with an expected
four year annual growth rate of 20-25 per cent. Companies such as McGraw-
Hill, Digital Think, SkillSoft, and Mentergy are setting up operations in India
which is a positive sign for the e-learning segment. In the recently published re-
port ‘E-Learning Outsourcing 2009: Advantage India’, the estimated growth in
the e-learning offshoring industry at a Compound Annual Growth Rate (CAGR)
of 15% through 2012 is reaching USD $603 million (it is now US$ 341 million)
(BANDUNI, 2008). While the economic recession will impact growth for the
next few quarters, the market will recover and grow faster until 2012. 3.1 Chal-
lenges to E-Learning Some of the challenges that e-learning initiatives from the
Institutions of Higher Education Management could face are:
 Forthose Institutions offering online e-learning course, awarding a Recog-
nized Degree for students might become imperative. Most students and their po-
tential employers are happy only when a certifying endorsement is given.
 A fall out of the above could be escalating a number of Online Institutions
offering courses with spurious certificates, which may not have any value.

36. 36 | P a g e
 Since, the e-learning method is self-paced and self-learnt, the attention length
of the student may not be enough for him/her to learn a concept.
 Generally the duration of the course also matters in this mode of lecture de-
livery.
 Lastly, the Legal implications of e-learning come into play. Once again, we
should not forget that e-learning over internet is across geographical boundaries.
This makes it all the more, tougher for the enforcing authorities to have a global
legal framework for the net offender.
CONCLUSION
The DISTANCE LEARNING is emerging as the future trend of learning
in India would be dominant in the times ahead. D-LEARNING has created
new dimensions in education, both within and beyond the curriculum and
is still looking at further opportunities of becoming more practical. A word
of concernat this juncture would serve good, though, the D-learning seems
to be a solution for an absent teacher, deploying such an atmosphere would
be requiring much thought. Both the instructor and the learner need to
shift their methods of teaching and learning. Educational Institutions need
to have suitable strategies in place for successful deployment of the e-
learning process. But, call it Web-based Training (WBT) or Border-less
Education; D-learning is here to stay. I strongly believe that D-learning will
soon substitute classroom learning
in India.

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