Research articles
Application of Cognitive Dissonance Theory to Reduce Dropouts in Distance Education System
Authors:
G. Radhakrishna ,
Indira Gandhi National Open University, New Delhi, IN
Anurag Saxena
Indira Gandhi National Open University, New Delhi, IN
Abstract
The Distance Education System has taken the shape of a gigantic and intricate system. Gigantic because it has huge number of students, programmes, courses, operations and problems in managing them. It is an intricate system as there are lots of complications in ensuring support to the large number of students. While many things go to its advantage, there are some things, which work as disadvantages. For example, there are a lot of cases of students dropping out midway during their educational sojourn.
Most students drop out because of personal circumstances, initial expectations, quality of college facilities or to take up employment, etc. On the other hand, students find that good curriculum design, teaching methods and teacher-student and student-student relationships will have greater impact on dropout rather than the measures that improve facilities. The primary goal of this paper is to study the reasons for student dropout and suggest measures to reduce dropout. This paper applies Cognitive Dissonance Theory and tries to build a model with the help of ICT that can be employed in the Distance Education System (with special reference to IGNOU) to reduce the dropout rates.
How to Cite:
Radhakrishna, G., & Saxena, A. (2006). Application of Cognitive Dissonance Theory to Reduce Dropouts in Distance Education System. Open Praxis, (1), 62–66.
Published on
01 Sep 2006.
Peer Reviewed
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