Discovering Quality

A presentation slides on 'Discovering Quality' by Prof Dr Mansor Fadzil, Senior Vice-President OUM during OUM Seminar Series 05/2013 on 13 May 2013 at Theatrette, OUM

Mobile learning in open and distance learning : issues and challenges

PowerPoint presentation on mobile learning in open and distance learning (ODL) environmen

Encouraging lifelong learning : the Malaysian context

The unveiling of the Blueprint on Enculturation of Lifelong Learning for Malaysia (2011-2020) in November 2011 demonstrated Malaysia’s commitment to inculcate lifelong learning as an important component in the nation’s education agenda. Three years on, the implementation of the Blueprint is still an ongoing process that would benefit from greater participation from all Malaysians. At this juncture, encouraging lifelong learning – through a comprehensive set of strategies – will be crucial in order to ensure the success and long-term impact of the Blueprint. This will require participation and contribution from all education stakeholders, especially the Government, higher education institutions and various training providers. For Malaysia to achieve a developed nation status by 2020, the role of education is an undeniable imperative, especially so at the tertiary and post-tertiary levels where continued learning is becoming an increasingly important element to ensure a knowledgeable and skilful workforce and consequently, a more robust and competitive economy. Thus, encouraging lifelong learning must be acknowledged as an important step in achieving Malaysia’s national aspirations. This paper will describe several crucial strategies that can contribute to this national initiative. These strategies will take into account the roles, responsibilities, capacities and potential of different education stakeholders. All-inclusive participation from all Malaysians can certainly bring many positive outcomes for lifelong learning and ultimately, for the nation’s continued growth and development. (Abstract by author

Latest Strategic Initiatives to Improve Teaching and Learning at Open University Malaysia

Open and distance learning (ODL) as we recognise it today came into prominence in the 1960s, historically marked by the world’s first open university in the United Kingdom in 1969. Aided by global high demand and priority in expanding education, as well as developments in communications technology, the impact and influence of ODL have certainly grown. Four decades on, the idea of studying virtually and at a distance is no longer foreign; many nations have embraced ODL as a viable way of making higher education accessible, affordable and attainable to all who seek it. Open University Malaysia (OUM), the nation’s premier ODL institution, was established on similar grounds. As a relatively young private university, OUM now caters to over 86,000 learners enrolled into 71 academic programmes nationwide. Remaining relevant in the current higher education scene requires OUM to constantly search for new ways to meet the demands of learners, as well as explore novel strategies to enrich the ODL experience. This paper will illustrate strategic initiatives that have been implemented at OUM as a means to improve teaching and learning processes as well as make quality higher education a true possibility through ODL. (Author's abstract

Coping with short-term sustained peak demands : several cost-effective strategies

For most open universities, there will arise occasions when some online activities will have to be completed by all students in a very short time interval. This paper will look at some cost-effective approaches to meeting these short-term peak demands

Towards a More Effective Engagement of Learners and Tutors in Online Discussion Forums

Online discussion forums have the potential to add value to the total learning environment in open distance learning. A study analysing more than a hundred online forums from twenty courses offered by four faculties was conducted at the Open University Malaysia (OUM). The study aimed to determine how effective online forums were in contributing to the blended learning pedagogies adopted by the university. Using the Community of Inquiry model to evaluate the effectiveness of the forum discourse, the forums were examined to determine the extent of social presence, cognitive presence and teaching presence in the forums. The study also looked at similarities and differences in interactions in the various forums. Several interesting observations were made as a result of the analysis. One major observation made was the need for tutors to be trained on how to field questions, pose questions and lead as well as moderate the discussions. The study was timely to ensure that online discussion forums contribute further to the blended learning environment at OUM. (Authors' abstract

Enhancing Institutional Effectiveness And Efficiency: A Case For Open University Malaysia

Open University Malaysia (OUM) is a unique Open and Distance Learning (ODL) institution, as it operates as a private university that is indirectly owned by the Malaysian government through a consortium of the nation’s 11 public universities. OUM first opened its doors in 2001, with an inaugural intake of 753 learners into four academic programmes. Eight years on, the University now has a learner enrolment of 84,000 with almost 70 programmes and 61 learning centres nationwide. This phenomenal growth signifies the acceptance of ODL as a viable channel for higher education attainment in Malaysia. In our experience, this growth has also come with challenges that must be addressed appropriately. This paper describes a number of innovations undertaken recently at OUM in order to address those challenges and at the same time enhance its effectiveness and efficiency. (Abstract by authors

Enhancing Teaching and Learning : Development of a New e-Learning Model at Open University Malaysia

This paper is about rapid process of change, particularly in areas that concern the quality of its graduates and their professional competencies. Quantity and quality are both important considerations as it seeks to continuously improve its services to its increasing number of learners. Learners have become increasingly diverse, bringing with them a variety of backgrounds and experiences. In its efforts to meet the challenges posed by this diversity, OUM has adopted a “flexible mode of delivery” through a “blended learning” approach