Learners’ Perception towards Information and Communication Technologies: A Case Study of Indira Gandhi National Open University ASHOK K. GABA 1 and S.S. SETHY 2 ¹ School of Vocational Education and Training, IGNOU, New Delhi, India 2 Staff Training and Research Institute of Distance Education, IGNOU, New Delhi, India Abstract: In a rapidly growing information society, Information and Communication Technology (ICT) plays a pivotal role in all aspects of our life, and thereby covers the learning phenomena — both academic and non-academic fields. In the academic arena, ICTs are not only used as tools for support services but also embedded in instructional design of self-learning materials for assisting learners in their learning activities. In the context of Distance Education (DE), ICTs’ implementations are appreciated in all spheres. This is so, because it is an alternative method to establish didactic relation between ‘learner-tutor’ and ‘learner-learner’. Hence, its uses in DE are seen vicariously. Indira Gandhi National Open University (IGNOU) as a premier institute of India offers many of its programmes through technology enabled platforms and adopts various technologies in different learning contexts for its learners. This paper is a case study to discern the attitude of distance learners towards ICTs. The outcomes are derived from the filled up questionnaires received from students of BA, B. Sc, BCA, BTS, MCA, MBA programmes registered in IGNOU in the calendar year 2008. Keywords: Information and Communication Technology (ICT), World Wide Web (WWW), Online learning, Cognitive skills Introduction The use of Information and Communication Technology (ICT) in Open and Distance Learning (ODL) system has overwhelmed many learners in the world during the last few decades. At present, there have been outpouring of interests in how computers and Internet can be harnessed to improve the efficiency and effectiveness of education at all levels. Hence, ICTs can be seen in terms of its capacity to store and deliver teaching materials. The potential role of ICT can be seen as to search and locate to find and retrieve dispersed resources. In the context of communication, it facilitates and connects dialogue both synchronously and asynchronously (Krickwood & Price, 2006). If we have to implement ICT and its functionaries in various educational systems then we have to find out that teaching and learning in higher education is to be improved by the application of new technologies. This envisages that learning can be enhanced when innovations take place in pedagogic design, the context within which learning takes place, learner attitudes, their behavioural patterns, their prior experience, and lastly the most crucial issue is learners’ familiarity with the technologies. Indian Journal of Open Learning, 2010, 19(3), 143-157 ISSN 0971-2690, Printed in India, © Indira Gandhi National Open University