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Purpose – The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education. Design/methodology/approach – The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires. Findings – Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available. Research limitations/implications – The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology. Practical implications – The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses. Social implications – Students who are taken and studying online courses would be aware of Student Support Services. Originality/value – This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to know the institutions who are developing electronic theses and dissertations (ETDs) in India, and to compare the ETDs in India based on a predetermined parameter. Design/methodology/approach – The methodology used for this research paper was a descriptive method. The institutional web sites were browsed and searched to collect the data. A relevant literature review was also carried out to describe the current status and other relevant information. Findings – Institutional repositories are a concept gaining movement today. India is moving ahead in this direction and major education and research institutes have already created their own institutional repositories. In analysis and findings, a detailed report of the analysis of data collection and its subsequent interpretations are given. Practical implications – If anybody would like to develop ETDs they can this overview of all the previous developed ETDs in India. It will be helpful for planning, developing and implementing new ETDs. Originality/value – This type of research study has not made till now. It is very important to study current and different types of ETD projects in India and its status. The study of special subject repositories is important for the students, scholars and researchers as well as for the LIS professionals. [ABSTRACT FROM AUTHOR]

Purpose – The present study was carried out to explore the concept of e-learning and to study the e-learning courses run by institutions/universities at the national and international level. The paper aims to discuss these issues. Design/methodology/approach – A survey method of research has been adopted for the present study. A total 23 universities that are running 89 LIS courses through e-learning methods have been examined for the current study. Findings – It is observed that a total of 23 universities are running e-learning programmes for LISc at Master's degree level, certificate level and bachelor's degree level. Most of the universities run short-term e-learning courses for LIS education and are using Moodle software. All the 23 universities are using Web 2.0 tools for information communication and dissemination. Research limitations/implications – This study will be a help to the students as well as faculty of library and information science to develop the e-learning model in their respective departments. Students will learn what e-learning courses are being run by various institutions in view of the technology, content and facilities provided by particular institutions. Practical implications – Those institutions that have not developed any e-learning programmes, after viewing this paper, will be able to understand the e-learning courses of LIS education. Originality/value – No similar studies have been carried out before. [ABSTRACT FROM AUTHOR]