Incorporating Motivational Elements in a Web-Based Learning Environment for Distance Students : A Malaysian Experience

The Internet has prompted educational institutions world wide to de- liver their distance learning programmes via the Web. Malaysian institutions are following suit. However, the success of Web-based distance learning pro- grammes is largely dependent on how well we keep the students sufficiently in- terested, energized and enthusiastic to complete the degree requirements. There are techniques that designers and instructors can use to make the virtual learning environment attractive and meaningful. As such, the virtual learning team at the International Medical University developed a motivation model based on Hor- ton’s recommendations for a motivating environment to help sustain the stu- dents’ interest. VENuS (Virtual Education for Nursing Sciences) was developed not only using the systematic model of instructional design but had also applied the motivation model. The paper describes the application of the model and highlights the feedback received on the prototype. (Author's abstract

E-learning readiness : a crucial factor in managing teaching and learning

PowerPoint notes on the 'e' factors in Open & Distance Learning (ODL) and the research on Malaysian E-learning readiness

Blended learning

Blended learning : an overview -- What is blended learning? -- Blended Learning Models -- What is a good blend? -- How do we blend

Ubiquitous Learning for the 21st Century: Implications for Higher Education

Being on the verge of yet another ICT "revolution" we are seeing other ways to learn, gain information and communicate. Social media and mobile devices such as tablet computers and smart phones have the potential to help bring new and exciting changes to higher education. Unlike before, Asian countries are more ready and excited with these developments. Malaysia, for example, has designated e-Learning as a critical agenda in both public and private higher education institutions. The Ministry of Higher Education wishes to see e-Learning succeed as one of the learning approaches and it is hopeful that with reducing infrastructural and technology costs, e-Learning will lead to ubiquitous learning in the next decade. However, for the success of any agenda, implementation is key. A model for the implementation of 21st Century learning is crucial in providing a framework that will contribute towards effective use of mobile technologies. The model as well other implications will be part of Zoraini's presentation

Handwriting solution 29

Many higher education institutions have embarked on e-learning as a means to support their learning and teaching activities. In distance learning institutions, e-learning has enabled them to reach out to students dispersed over a wide geographical area, locally and internationally. In some countries, e-learning has also given students the opportunity to pursue further education from wherever they are irrespective of time and place. Malaysian higher educational institutions have generally been keen on e-learning. However, it is in the distance learning institutions such as the Wawasan Open University and Open University Malaysia, where e-learning has thrived and has been utilized for both pedagogical and administrative support. For example, by early 2009, the latter had an enrollment of over 78,000 students. Growing from a mere 753 students in 2001, the university's e-learning implementation, which is part of its blended learning pedagogy, is considered a huge success story. This article will outline Malaysia's e-learning scenario in general and highlight the success of e-learning in the country's first open and distance learning institution. [PUBLICATION ABSTRACT

E-Readiness among Enablers of E-Learning: Impact on Higher Education in Malaysia

The global impact of E-learning is felt by many nations including Malaysia. Hence, ELearning has been included as one of its primary activities in the country’s national Information Communications Technology (ICT) agenda. In planning for the future, it was imperative that the Malaysian government knew the level of readiness in the country, in particular among policy-makers, providers, enablers and receivers. It is important as Elearning has been viewed as a way to further the goals of its national education agenda. A nation-wide study to determine the state of E-learning readiness in the country was conducted in 2004. This paper reports the findings of the study jointly conducted by the Ministry of Energy, Water and Communication and the Open University Malaysia in particular among 977 enablers of E-Learning. The e-readiness as perceived by the respondents was examined from several dimensions: learner readiness, management readiness, personnel readiness, content readiness, technical readiness, environmental readiness, cultural readiness and financial readiness. The findings of the study and how it has impacted on some of the government’s decision for further development of higher education is included in the paper. (Author's abstract

Dispelling the myths of e-learning through blended learning

E-learning is becoming increasingly popular. The rapid growth of the Internet and the exponential increase in the number of netizens has created significant interest among education providers to consider the use of elearning to deliver instruction. Despite experiencing several setbacks at the turn of the century, e-learning has now proven effective as an instructional tool to providers of distance learning. E-learning has enabled some of these distance learning providers to utilise technology as a means to reach out to learners. These learners are spread out geographically over a large area or have limited time for frequent face-to-face interactions. As such, access to instructional resources via e-learning has been a crucial factor for distance learners. The Open University Malaysia (OUM) has proven that its blended pedagogy of learning model comprising both electronic and non-electronic learning resources works. It is today the leading distance learning provider in Malaysia. With about 53,000 learners enrolled since its first intake in 2001, the university has been able to support increasing enrolments due to its various e-learning solutions. Nevertheless, its success is due to its proper understanding of some of the issues and challenges associated with implementation. With this understanding, the impact on its group of learners has been generally positive. However, the continual addressing of issues is necessary. This includes establishing a culture of enthusiasm among its academics, tutors, learners and administrators. The paper describes OUM’s experiences with e-learning and highlights the various issues and challenges. (Author's abstract