programmes of DTIs have eventually been equipped with skills that have high significance in their own teaching and research activities. While educational technology and distance education are converging, this has inevitably contributed to improvement in the practices of higher education in general and open distance education in particular, with distance education (enriched through staff development and other innovations) playing the lead role. In the whole process, however, the issue to be addressed and worked out by both the players is how to ensure interactivity in learning, active learning, and learning effectiveness. Finally, the debate on parity of esteem notwithstanding (which is gradually receding), within the framework of open learning, it is worth noting Smith (1987:34): ‘As distance education becomes more open, opportunities for the application of distance education methods in campus-based education will increase’. The convergence that is emerging in India would inevitably embrace the above and vice versa.
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