SWOT Analysis of Distance Learning System in LIS Education

Running head: DE MONTFORT UNIVERSITY
DE MONTFORT UNIVERSITY
Name of Student
Name of University
Author’s Note

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Table of Contents
Part 1....................................................................................................................................2
SWOT analysis................................................................................................................2
SWOT diagram................................................................................................................4
Recommendations............................................................................................................4
Part 2....................................................................................................................................5
Porter’s Competitive Forces Model.................................................................................5
Objectives........................................................................................................................8
Critical success factors and performance indicators........................................................8
Part 3....................................................................................................................................9
Ways to address cultural and trust issues........................................................................9
Use of online communication for reaching out to target audience................................10
References..........................................................................................................................11

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Part 1
SWOT analysis
Nowadays, LIS education in distance mode is becoming popular gradually. This system
opens the door for those learners who have difficulties to enter conventional education in LIS
(Ricoy and Feliz 2016). In this regard, the strengths side of the said system is highlighted here:
Strengths
Large number of youth population waiting to go for higher education, but are not able to
attend regular classes, due to many causes, like person in-service, living in remote places, etc.,
will be able to pursue higher education (Hassaskhah 2016). Low cost of the education within the
reach of rural people and financially handicapped students. Side by side, in university point of
view, expenditure on account of salaries is also less than the conventional system. Requisite
individual learning opportunities, like self-learning materials (SLMs), personal contact
programme, etc., are provided by the DLS (Anderson 2017). Abundance of technology and cyber
culture makes the DLS more sophisticated and easy accessible. Multimedia programmers are
also easily understandable, which are provided by some open and distance learning institutions.
Weaknesses
Finance is a major issue. Without appropriate financial support, it is not possible to
make any resource available. The agencies issuing grants like the UGC, university authorities
and other bodies do not support LIS schools needing special grants for infrastructure,
faculty and other necessary items (Shankar 2017). Practical and Real-Field Hands on
Experiences because of professional education, LIS needs some practical and real-field hands on
experience to fit different types of work environment (Vasconcelos, Balula and Almeida 2016).

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Most of the distance education study centers conducting LIS education are not equipped with
well-furnished computer laboratory and library facilities, communication equipments and other
information science components that are required for LIS departments.
Opportunities
There is no restriction of physical boundary, so any eligible person from anywhere can
pursue the required course (Goldbach, Cetina and Manea 2018). With the help of Internet, more
programmers become effective (online communication and feedback) and systematic, where
anyone would be able to reach host website from remote place within least possible time.
Threats
Authenticity of practical skills development may be questioned, although in-service
learners have good practical exposure; but some of the fresher’s face the lacuna of hands- on
practice and to be fit for real-field scenarios (Smith 2016).