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Learner-Institute Interaction and Third World Dilemmas

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dc.creator Surabhi BHARATI
dc.date 2004
dc.date.accessioned 2013-05-30T11:08:02Z
dc.date.available 2013-05-30T11:08:02Z
dc.date.issued 2013-05-30
dc.identifier http://tojde.anadolu.edu.tr/tojde13/pdf/bharati_pdf.pdf
dc.identifier http://www.doaj.org/doaj?func=openurl&genre=article&issn=13026488&date=2004&volume=5&issue=1&spage=32
dc.identifier.uri http://koha.mediu.edu.my:8181/jspui/handle/123456789/4379
dc.description This article describes the results of an inquiry undertaken to identify the learner-instituteinteraction in a teacher education programme offered in India. The purpose of this studywas two-fold ---to investigate some of the factors influencing learner-institute interaction as perceived by the adult in-service trainees and to see how these factors were related to the problem of isolation faced by distance learners. The study also reports how distance administrators tried to remove some of these factors and learned to accept others as socioculturalconstraints to interaction.
dc.publisher Anadolu University, Eskisehir, Turkey
dc.source The Turkish Online Journal of Distance Education
dc.subject in-service training
dc.subject -institute interaction
dc.subject learner-learner
dc.subject learner-instructor.
dc.title Learner-Institute Interaction and Third World Dilemmas

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