Teaching and Learning in an ODL University: Bridging the Gap between the Learning Environment, Learners and Instructors

Many researchers have commented that educators need to use different techniques and methodologies in an online, distance learning (ODL) environment. The constructivist perspective is said to be especially relevant to the ODL environment as it emphasizes independent learning and the active construction of knowledge, which suits ODL learners as they are usually self-motivated and more mature. However, two questions come to mind – do instructors and learners in the ODL environment really embrace constructivist principles in teaching and learning, or is there a gap between the learning environment, learners and instructors? This paper attempts to answer these questions by determining the preferred teaching and learning styles of instructors and learners in an ODL university, to gauge if they are more behaviourist or constructivist in their teaching beliefs and practices. It also attempts to identify the constructivist elements present in an ODL university and come up with conceptual framework for nurturing constructivist practices.(Authors' abstract

The freshwater pulse—a numerical model with application to the St. Lawrence Estuary

The freshwater pulse, characterized by a salinity minimum, has been observed in many coastal areas. A 2-D numerical model was developed to investigate the laterally averaged estuarine circulation, and the freshwater pulse in the St. Lawrence Estuary. The effects on the circulation and salinity of various parameters, including vertical eddy coefficients, river runoff, the bottom friction coefficient and the open boundary condition were studied.The freshwater pulse in the St. Lawrence Estuary was simulated using a seasonal variation of the freshwater runoff. In addition to simulating the downstream propagation and the reduction of the pulse\u27s amplitude toward both the ocean and the deep water in most of the areas, several interesting results were produced. These include (I) the finding of the maximum and minimum amplitudes of the pulse, (2) the increase of the amplitude from surface to deep water in the far upstream region, (3) the initial formation of the pulse at two surface locations, (4) the increase of the arrival time from surface to deep water, and (5) the increase of the arrival time for deep water pulses (at 25 m or deeper) toward the slope region where the upstream shallow water and the downstream deep water separates. The responses of the horizonal and vertical velocities to the freshwater pulse were described. Dynamics associated with the distribution, formation and propagation of the pulse were discussed

Designing information systems' applications for public transport system in Singapore

Master'sMASTER OF ENGINEERIN

Service Negotiation Model for Response Time in Distributed Networks

The important thing of QoS is that response time of service is transparently suggested to resource management system and network users. This helps to schedule jobs or guarantee the service level agreement. This paper proposes to specify a negotiation policy for response time of distributed network using network latency function. To monitor and manage service response time in distributed network, we identified the relationships between network/application performance and QoS parameters. We also provided the statistical analysis on mapping user level response time to application and network level parameters. To show the validation of the network latency function, we used the NS-2 network simulator and showed the efficiency of that function. Finally we suggested the negotiation of policy for response time of requested service

Continuous quality improvement in module development in an ODL institution

Open University Malaysia (OUM) is an open distance learning (ODL) institution; adopting the blended learning pedagogy which provides flexibility and timeeffectiveness for self-paced study to its learners. Learners do self-learning most of the time. This calls for quality learning materials to support the learning process in an ODL setting. OUM responded to this call by leveraging on Internet-based technology to deliver educational content such as e-modules, video lectures, e-forums etc. to its learners. Learners can now access the University’s e-content (2,431 e-modules and 288 video lectures) anytime, anywhere, via OUM’s learning management system, myINSPIRE. Using descriptive and inferential statistics as the main analytical tool, this study aims to gain insight into learners’ feedback on one of the core learning materials – the e-modules. Responses from learners from various programmes and clusters were collected via online surveys for two semesters (January 2018 and May 2018). A total of 238 and 488 learners responded to the January and May surveys respectively. This paper discusses thee-modules in 10 dimensions from the instructional design perspective encompassing areas such as the design, formatting, self-check and activity questions, organisation of the content, ease of reading, graphics as well as overall satisfaction. The results of this study would be able to provide some insights to the education provider on the quality of the e-modules from the instructional design perspective. (Abstract by authors

New challenges in online and distance learning: Making the jump from printed module to hyperlinked-integrated module

In recent years open and distance learning (ODL) has become widely accepted and implemented by many higher education institutions. ODL aims at delivering education to learners in a distributed learning environment. Ccontrary to general perception that ODL education signifies e-learning, learners in ODL institutions still appear to rely heavily on the use of printed modules. Current learning management systems in most ODL environment do not seem to have been very successful in promoting active constructivist learning. This paper seeks to analyze the needs of ODL learners as compared to conventional learners. Based on their differing needs, the authors identify the limitations of the conventional printed modules and propose elements that need to be included in the design of effective ODL learning systems. Following that, the authors suggest the development and use of hyperlinked-Integrated Modules (HIM) to replace the conventional printed modul. Some functionalities of HIM are discussed. (Authors' abstract

The Impact of Distance on the Accuracy of Luminance Measurement

AbstractMany researchers want to reduce the severe luminance difference caused by artificial lights or natural lighting and when luminance is highly uniform. This paper focused on the correlation between measured luminance and the distance of measurement from the light source. For this task, two types of luminance measuring methods were adopted. Namely, High Dynamic Range (HDR) image processing and CS-100 instrument for measuring surface luminance and point luminance respectively. The results indicate that there was a 3% decrease in measured luminance as the distance from the light source was increased by 1m

Mobile Learning Initiative through SMS: A Formative Evaluation

Mobile technologies such as mobile phones are becoming cheaper and easy to use. Almost all learners enrolled at the Open University Malaysia (OUM) own mobile phones. In a 2008 study to determine learners’ perceptions toward mobile learning, most (82.8 percent) indicated that they could imagine themselves learning through mobile devices. Hence, in mid-2009, a mobile learning initiative via text messaging was piloted for one of OUM’s first semester courses entitled, “Learning Skills for Open and Distance Learning.” The initiative was expected to provide learners with an enhanced learning environment that will, among others, spur them to perform various learning tasks in a timely manner, feel guided on what or how to learn as well as be reminded on certain aspects of the course. In addition, some of the messages sent were designed to motivate the learners. The main objective of the mobile learning initiative was to complement the print module and the two main modes of learning: face-to-face tutorials and online discussions. To determine learners’ response to the Short Message Service (SMS) messages, a formative evaluation through focus group discussions at six learning centres in the middle of the semester. Feedback and suggestions given were considered and adjustments were made in the implementation of the initiative for the second half of the semester. (Authors' abstract