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| Published: January 25, 2025
Bridging the Digital Divide: Innovative Practices in Open and Distance Learning (ODL) in India
Research Scholar, Chaudhary Charan Singh University Campus, Meerut, India Google Scholar More about the auther
Assistant professor, Chaudhary Charan Singh University Campus, Meerut, India Google Scholar More about the auther
DIP: 18.01.039.20251301
DOI: 10.25215/1301.039
ABSTRACT
In AMRITK KAAL (75 years of independence) of India, the digital divide remains a significant challenge, impeding equitable access to education and socio-economic opportunities to achieve the SDG 4 till 2030. This research paper explores the innovative practices like AI, VR and AR employed in Open and Distance Learning (ODL) to conquer the digital divide across the diverse landscape of India. ODL institutions have emerged as pivotal agents in democratizing education, reaching learners in remote and marginalized regions. This paper investigates the strategies and technologies leveraged by ODL platforms to enhance digital inclusivity, including mobile learning, interactive multimedia content, and community engagement initiatives. Moreover, it examines the role of government policies and partnerships in fostering digital literacy and infrastructure development. By analyzing literature review as research paper, research article, case studies and empirical data, the paper elucidates successful models and best practices in ODL, highlighting their efficacy in narrowing the digital gap and fostering inclusive growth. Furthermore, it identifies key challenges and areas for improvement, such as internet accessibility, affordability, and pedagogical adaptation to diverse learning needs. Through a comprehensive analysis of the evolving landscape of ODL in India, this paper offers insights and recommendations for policymakers, educators, and stakeholders to foster digital equity and harness the transformative potential of technology-enhanced learning in the digital age.
Keywords
Digital divide, open and distance learning, Innovative practices, inclusive education, artificial intelligence, virtual reality, augmented reality
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2025, Pundir, J. & Goyal, J.S.
Received: September 23, 2024; Revision Received: January 22, 2025; Accepted: January 25, 2025
Article Overview
ISSN 2348-5396
ISSN 2349-3429
18.01.039.20251301
10.25215/1301.039
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Published in Volume 13, Issue 1, January-March, 2025