Developing Quality Learning Materials for Effective Teaching and Learning in an ODL environment: Making the jump from print modules to online modules

This paper highlights the need to develop quality learning materials for effective teaching and learning in an online and distance learning (ODL) environment. This is especially important today as ODL institutions mushroom and compete on an increasingly global platform. While this has helped to widen access to education, it also means that more attention needs to be paid to the quality of teaching and learning materials if ODL institutions wish to continue attracting learners, reduce attrition rate and stay relevant. Attempts must be made to come up with good learning material which can offer ODL learners a fulfilling and enriching learning experience. At Open University Malaysia, a number of e-learning initiatives have been launched towards this end. One of these is the online, hypertext-linked or html modules. The first phase of this project has already been implemented. The rationale for this latest e-learning initiative is outlined. The paper also comes up with a taxonomy of best practice beliefs which identify the characteristics html modules should have if they are to be truly effective. It is hoped that this will provide some sort of benchmark, or standards, for html modules to strive for, as well as a set of criteria for a formative evaluation of the modules. Ultimately, this may provide guidelines for improving html modules and useful pointers for fine tuning this e-learning initiative in the future. (Author's abstract

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

Developing Quality Learning Materials for Effective Teaching and Learning in an ODL environment: Making the jump from print modules to online modules

This paper highlights the need to develop quality learning materials for effective teaching and learning in an online and distance learning (ODL) environment. This is especially important today as ODL institutions mushroom and compete on an increasingly global platform. While this has helped to widen access to education, it also means that more attention needs to be paid to the quality of teaching and learning materials if ODL institutions wish to continue attracting learners, reduce attrition rate and stay relevant. Attempts must be made to come up with good learning material which can offer ODL learners a fulfilling and enriching learning experience. At Open University Malaysia, a number of e-learning initiatives have been launched towards this end. One of these is the online, hypertext-linked or html modules. The first phase of this project has already been implemented. The rationale for this latest e-learning initiative is outlined. The paper also comes up with a taxonomy of best practice beliefs which identify the characteristics html modules should have if they are to be truly effective. It is hoped that this will provide some sort of benchmark, or standards, for html modules to strive for, as well as a set of criteria for a formative evaluation of the modules. Ultimately, this may provide guidelines for improving html modules and useful pointers for fine tuning this e-learning initiative in the future

Inspiring initiative

The food-versus-fuel crisis, the need for alternative energy resources and obstacles to forging closer East Asian economic cooperatio

Meeting the Needs of the App Generation: OUM Virtual Store

This paper highlights the need to look into setting up a Virtual Store to house the University’s teaching and learning materials. As the leading ODL provider in the country, Open University Malaysia (OUM) has been producing a wide range of learning materials ever since it was first established in 2001, ranging from print modules to technology-enhanced learning materials such as web-based modules, iLectures, iTutorials and iRadio broadcasts. However, while much thought has been put into the development of the learning materials, less has been paid to the issue of storage. This paper presents the case for setting up a Virtual Store utilizing the App environment. The App platform is trendy and popular with the younger and more tech-savvy generation. It is also easy to use, cheap, flexible, and engaging. As such, setting up the OUM Virtual Store via the App platform would not only be practical but also serve to enhance the University’s image. Collaboration with professional App developers is recommended to facilitate the transfer of technology. However, it is imperative that the University be an integral part of the development team for quality control and intellectual property rights issue purposes. The paper also recommends that the Virtual Store embeds a special functionality to host Open Educational Resources (OER) so that users can choose to purchase-and-view selected learning resources, or access free-share materials. (Abstract by authors

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

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

Learners’ perception of OUM video lectures

Leveraging on information and communication technology (ICT) has enabled education providers to come up with creative ways of engaging with learners. As a result, learners are constantly being exposed to new ways of learning and collaborating with their peers. Also, accessibility to affordable smart devices with fast connections has only intensified the integration of technology into the education sphere. Open University Malaysia (OUM) has long recognised this trend and has been actively developing various tools to deliver its learning materials through the online model. One such tool is its online video lectures. This paper describes an exploratory study of OUM learners’ perception of video lectures for certain courses in their studies. The study is based on a survey questionnaire to determine learners’ expectations and preferences for the video lectures used in OUM and also on what other additional features, if any, should be included. The motivation of this research is to help the institution make an informed decision on the future development of video lectures based on the feedback of learners so that they are aligned with the expectations of OUM learners. (Abstract by authors

Learners' evaluation of HTML modules

A major step taken by OUM, as part of the continuous effort to improve its learning system and tools was the conversion of the print module, used primarily as resource for selfmanaged learning, into the web-based HTML modules. This paper describes the research which was conducted to evaluate the efficacy of OUM’s HTML modules from learners’ perspective. A set of questionnaire was prepared for the purpose. Subsequently a user evaluation survey was administered at OUM’s various learning centres. The analyses of the study indicate that HTML modules are generally well accepted by the learners. A t-test conducted indicates that the male learners rated the HTML modules higher than the female learners. Another Pearson correlation test shows that the ICT competency of the users has little effect on their perceived quality of the HTML modules, even though the modules are basically computer-based. Recommendations for improvements are proposed. (Abstract by authors