Teacher Survival in a Web-based Constructivist Learning Environment: A Malaysian Experience

Educators are well aware of teacher support as a form of scaffold that helps learners reach their “zone of proximal development” (Vygotsky, 1978). An online case study conducted over 4 weeks in an elementary school in Malaysia showed that teacher support came in six multiple forms. However, the nature of an online constructivist learning environment presents a difficult task for the lone teacher in supporting all students reach their desired learning level. This paper will discuss the need for intelligent agent technology to support the teacher reach his/her ‘zone of proximal support’

Effectiveness of online discussion forum at Open University Malaysia (OUM)

Open and Distance Learning (OOL) is a concept that has received high praise, both within and outside academia. It has been praised for the flexibility it can offer learners in enabling them to fit their academic pursuits around their work and family obligations. ODL offers students considerable benefits, including increased access to learning. lifelong learning opportunities and convenience of time and place (St. Pierre, 1998). The contract between tutor and learner, whether in an actual classroom or virtual, requires that the learner be taught, assessed. given guidance and prepared for examinations. This must be accomplished by two-way communication. Learning may be undertaken eitherindividually or in groups; in either case, it is accomplished in the physical absence of the teacher during an online forum in ODL. Opcn and Distance teaching materials are provided to learners in the fonn of modules and e-material where they are structured in ways that facilitate learning at a distance

Repurposeable Learning Objects Based on Teaching and Learning Styles

Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor’s ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming. (Authors' abstract

Learning skills for distance learners : providing 21st century learning support

One of the main goal of open and distance education (ODE) programmes is to ensure that knowledge and skills gained possitively affect performance or bahaviour. Apart from that, ODE programmes should also ensure learners extend their existing learning skills