In the distance teaching institutions where e-learning initiatives are underway and where the planners and administrators grapple with effective adoption and deployment of technology-enabled education, faculty attitude and motivation assume considerable significance. Attitudinal pre-dispositions and institutional and allied barriers (including appropriate policy initiatives) are assumed to play a crucial role in making an effective shift from traditional distance education delivery to web-enabled education and training. Such issues are especially critical to single mode mega universities like the Indira Gandhi National Open University (IGNOU). This article reports the findings of a study conducted to examine the attitudes of faculty members from IGNOU towards e-learning, and to identify barriers and motivators of e-learning adoption and use. IGNOU, with about 1.5 million students scattered over 32 countries, has been offering e-learning programs for almost a decade. The findings suggest that extensive use of computers and email has a high relationship with positive attitudes towards e-learning. The most significant barriers perceived by the faculty included poor internet access by students and lack of training on e-learning, followed by institutional policy on and instructional design for e-learning. The important motivators included personal interest to use technology, intellectual challenge, and sufficient provision for technology infrastructure. L'E-Learning dans une Mega Université Ouverte: les attitudes du corps enseignant, les barrières et les facteurs de motivationDans les institutions d'enseignement à distance où des initiaitves de mise en place de l'e-learning sont en cours et où les planificateurs et les administrateurs luttent pour faire adopter et lancer des formations assistées par la technologie, l'attitude et la motivation des professeurs revêtent une signification considérable. On a tendance à penser que les attitudes acquises et les barrières institutionnelles ou autres (y compris les choix de politiques appropriées) jouent un rôle crucial pour effectuer le passage d'une distribution traditionnelle de l'enseignement à distance vers un enseignement et une formation assurés grace à Internet. Ces questions ont une importance critique particulière dans les mega universités [ L t ] univoques [ G t ] comme l'Indira Gandhi National Open University (IGNOU). Le présent article communique les résultats d'une enquête menée auprès des enseignants dans plusieurs facultés de l'IGNOU et portant sur leur attitude vis à vis de l'e-learning et sur les facteurs de blocage ou de motivation par rapport à l'adoption et à l'usage de l'e-learning. Cette université qui compte environ 1,5 millions d'étudiants répandus dans 32 pays, offre des programmes d'e-learning depuis près d'une décennie. A ce stade, cette enquête est primordiale et les résultats permettent de penser que « » 324 S. Panda and S. Mishra l'usage très répandu des ordinateurs et du courrier électronique a influé fortement sur les attitudes posit...

Enthusiasts and evangelists of open educational resources (OER) see these resources as a panacea for all of the problems of education. However, despite its promises, their adoption in educational institutions is slow. There are many barriers to the adoption of OER, and many are from within the community of OER advocates. This commentary calls for a wider discussion to remove these barriers to mainstreaming OER in teaching and learning and argues for a rethinking of the idea of 'open' to make it more inclusive by redefining the concept. It reminds us of the original thinking behind OER-which was to create universally available educational resources that can improve the quality of teaching and learning. This commentary posits arguments against conflating OER and open education, questions the narrow definitions of OER, and raises issues around how to be more flexible and open to mainstreaming OER and removing barriers from within the OER movement. Emergence of the OER movement The open educational resources (OER) movement has its roots in earlier work around learning objects, especially in relation to arguments in support of OER and learning objects (Weller, 2014). However, despite convincing arguments in favour of learning objects, research and platforms, the idea never took off for several reasons, including the need for contextualising learning materials (Mishra, 2004; Wiley, 2004), as well as the lack of interoperability and poor discoverability (Weller, 2014) of learning objects due to the technology of that time. The term OER was coined at the Forum on the Impact of Open Courseware for Higher Education in Developing Countries, held in 2002 (UNESCO, 2002). This forum was held to make sense of the open courseware movement raging on at the time. As part of this emerging phenomenon, Rice University had started Connexions (now OpenStax) in 1999 to 'provide authors and learners with an open space where they can share and freely adapt educational materials such as courses, books, and reports' (OpenStax, 1999-2017). Massachusetts Institute of Technology (MIT) had announced OpenCourseWare in 2001 with the publication of 50 of its courses online within a year (MIT OpenCourseWare, 2001-2017). There were other developments as well in relation to the sharing of educational materials at the

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The aim of this study was to analyze public opinion about online learning during the COVID-19 (Coronavirus Disease 2019) pandemic. A total of 154 articles from online news and blogging websites related to online learning were extracted from Google and DuckDuckGo. The articles were extracted for 45 days, starting from the day the World Health Organization (WHO) declared COVID-19 a worldwide pandemic, 11 March 2020. For this research, we applied the dictionary-based approach of the lexicon-based method to perform sentiment analysis on the articles extracted through web scraping. We calculated the polarity and subjectivity scores of the extracted article using the TextBlob library. The results showed that over 90% of the articles are positive, and the remaining were mildly negative. In general, the blogs were more positive than the newspaper articles; however, the blogs were more opinionated compared to the news articles.