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Open AccessArticle

Allocation of Tutors and Study Centers in Distance Learning Using Geospatial Technologies

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Institute of Geographical Information Systems, School of Civil and Environmental Engineering, National University of Sciences and Technology, Islamabad 44000, Pakistan
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Department of Computer Sciences, Allama Iqbal Open University, Islamabad 44000, Pakistan
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Institute of Geo-Information and Earth Observation, Pir Mehr Ali Shah Arid Agriculture University, Rawalpindi 46000, Pakistan
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Author to whom correspondence should be addressed.
ISPRS Int. J. Geo-Inf. 2018, 7(5), 185; https://doi.org/10.3390/ijgi7050185
Received: 2 April 2018 / Revised: 3 May 2018 / Accepted: 9 May 2018 / Published: 11 May 2018
Allama Iqbal Open University (AIOU) is Pakistan’s largest distance learning institute, providing education to 1.4 million students. This is a fairly large setup across a country where students are highly geographically distributed. Currently, the system works using a manual approach, which is not efficient. Allocation of tutors and study centers to students plays a key role in creating a better learning environment for distance learning. Assigning tutors and study centers to distance learning students is a challenging task when there is a huge geographic spread. Using geospatial technologies in open and distance learning can fix allocation problems. This research analyzes real data from the twin cities Islamabad and Rawalpindi. The results show that geospatial technologies can be used for efficient and proper resource utilization and allocation, which in turn can save time and money. The overall idea fits into an improved distance learning framework and related analytics. View Full-Text
Keywords: geospatial technologies; distance learning; resource allocation; AIOU geospatial technologies; distance learning; resource allocation; AIOU
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Khan, S.N.; Mir, K.; Tahir, A.; Awan, A.; Nisa, Z.U.; Gillani, S.A. Allocation of Tutors and Study Centers in Distance Learning Using Geospatial Technologies. ISPRS Int. J. Geo-Inf. 2018, 7, 185.

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