1.3 Size of class

1.3.1 Each year the number of students enrolled in colleges and universities is increasing. An average number of students in degree classes of different subjects was found to be 60 students in the sample colleges. The strength of students is upto 70 to 80 in the classes of science faculty n the Government colleges as well as in Physics department of a constituent college of Rajasthan University, Jaipur. Likewise 70 students in a private college of Jaipur were admitted in one section of the class. The strength of students pursuing post grated degrees in different subjects varies from 20 to 50 students in these educational institutions. However, subjects like statistics and English literature were less preferred by students at the post graduate level as the number of students in each classes of such subjects ranged from 15 to 20 students. In Rajasthan University, Jaipur and Jodhpur University, number of students pursuing M.Phil/Ph.D. in Social sciences vary from 10 to 15 students in each subject, whereas it was double in science and commerce faculties. Teachers of subject concerned in sample colleges/universities have stated that 30-40 students at the undergraduate level would be an ideal size of a class in different faculties. Infact, more number of students registered in a class is difficult to manage by the teacher with the conventional mode of teaching.

1.3.2 No personal instruction / evaluation

1.3.2.1 Teacher is not able to teach his class-room students effectively nor he can find out the extent to which latter have grasped the lecture. Students sitting in the rear in a class-room lectures find that neither the teacher is audible to them nor they can see what is written on the black board. Further, in this set up there is very little room for teacher-students dialogue on important topics of the subject. The teacher on his part has no way to objectively evaluate his students.

1.3.3 Curriculum development not updated

1.3.3.1 General apathy among students gradually culminates into a sort of indifference among teachers as well. As a result, most teachers become apathetic towards curriculum development. It is often observed that a vast majority of college teachers in India do not revise heir notes for several years. Partly this is due to lack of response from students and partly due to their apprehension that such revision of notes may not be appreciated by majority of even such students who attend their lectures.

1.3.4 Stereotyped and monotonous lectures in class-room

1.3.4.1 The present university and college structure in India places heavy reliance on lectures. Class room teaching is based on the age-old curricula.

1.3.4.2 It is generally assumed that students in their classes form a homogeneous group. They are expected to have uniformity in grasping the contents of lecture delivered through conventional mode of teaching in the class room. Teacher uses a similar pattern of teaching to students irrespective of their heterogeneous characteristics. While students within a class-room differ in their socio-economic background, personality traits and learning behaviour.

1.3.4.3 In fact, ineffective communication and monotony of the traditional lecturing in class-rooms are the twin major lacunae of our higher education in India. Lack of interest among students and the resultant absenteeism are merely an outcome of the stereotyped lectures delivered by teachers in our colleges, though there may still be a few exceptions. Under these circumstances even an improvement in the curricula may not bring about a shift in the attitude of students towards class-room teaching.

1.3.4 Advancement in Knowledge

1.3.4.4 Advancement in knowledge and new literature on various subjects related to Science, Humanities and social sciences are being added to the existing stock. Both teachers and students feel that in the context of Scenario which is fast emerging around us, the conventional methods of lecturing with the aid of black-boards and chalk-sticks have outlived their utility. However, the opinion of teachers is divided on the methods of teaching. Among the sample teachers, about 60 per cent teachers appeared disillusioned with the conventional method of lecturing and favoured modern teaching aids like TV and VCR for teaching students in the class-rooms, albeit about 30 percent across the subjects and types of college/ university strongly supported the necessity of strengthening the conventional method of teaching.

1.3.5 Present communication technology in education

1.3.5.1 In different parts of the world two major types of communication methods are prevalent. While the thrust of the first or traditional technology is on lectures (with or without the use of black-board, maps etc.), under the second (modern) technology, audio/video hard wares, overhead projectors, computers are used. Yet as will be explained later, the two are not mutually exclusive.

1.3.5.2 As stated earlier, instructional methods used in the centers of higher learning in India are predominated by traditional media communication i.e., lecturing. In majority of the Indian universities and colleges, teaching community belonging to science, commerce and arts faculties do practice the class-room lectures through blackboards and notes which remain unrevised for several years. Since modes of communication have been stationary for generations, neither teachers seem to have made any attempt to develop their faculty or learning through modern methods nor the students have been able to keep their interest in acquiring advanced knowledge.

1.3.5.3 It is generally contented that these modes of teaching have virtually no concern with the receptivity of students. The black-board class-room teaching method stressing m memorizing and cramming bookish information may not be innovative. Sine lectures are generally repetitive and communication of teachers with students is ineffective, the students show very little response to class room teaching.

1.3.5.4 In the developed countries communication technology has witnessed a major change. The use of modern media in higher education has enhanced the receptivity of students. This has opened new vistas for the constant thinking on different subjects of arts, commerce and science, the creativity thus generated makes the teaching and research interesting and relevant to the growth of the nation. Similarly to bridge the communication gap between the teachers and students, technology congenial to the diverse conditions of India needs to be emulated. This would enable students as well as teachers to have communication in the process of learning.

1.3.6 Communication gap

1.3.6.1 Indiscipline, unionism and politics of vested interests presently rampant in the universities and colleges are also the manifestations of communication gap between teachers and students. In this set-up teachers on their part endeavour to eschew hard work and pains involved in updating their notes in the light of latest advancements in their respective disciplines.

1.3.6.2 Past experience has shown that neither teachers nor the students have ever thought of bridging communication gap. Perhaps it was convenient to teachers and irrelevant to students to do so. No attempt was made even by our planners and educationists to suggest improvements in the methods of communications in colleges/universities.

1.3.7 Curricula and Communication Technologies

1.3.7.1 Most curricula in Indian Universities have been adopted from the Universities of Western World, especially the U.K., the U.S.A., Germany etc. it is obvious that the relevance of methods used in imparting higher education in these countries need to be assessed carefully while contemplating any change in the technology of higher education in India. For instance, the modern methods of communication such as audio-visual and electronics in vogue in these countries may also be effective in conditions prevailing in our country. Stated differently, a crucial issue which has recently emerged in India is: Should we continue to teach our new curricula, if any, in arts, commerce and science via conventional methods or should we adopt the modern methods? Further, even if our decision goes for a switch over to the modern methods of communication, the crucial issues related to cost, effectiveness, feasibility, acceptability etc., will be important in view of the diverse socio-cultural and economic conditions prevailing in this country.

1.3.7.2 The protagonists of modern communication technology believe that introduction of communication audio-visual and electronic media would bring about the desired change in the teaching/learning system in formal education from primary, secondary to higher levels in India. The adult education, distant education and vocationalisation of education cal also be promote by using these teaching aids, vis, Television, V.C.R. and Computer.

1.3.8 Creativity

1.3.8.1 A college or university is conceived to be a centre of higher learning. Students and teachers pursuing higher education are expected to create innovative thinking. It is expected that in these institutions knowledge and ideas will be generated and constant efforts will be made to assimilate in their curricula the advancements made in knowledge all over the world.

1.3.8.2 It would also be fair to expect that the methods used in colleges and universities for imparting knowledge would change to make higher education more effective and meaningful to the society.                                                        Back