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P. KHIDMAT MAKLUMAT AKADEMIK UNIMAS

iiuumimuuuNiimn 1000165979

READINESS FOR SELF-DIRECTED LEARNING AMONG DISTANCE

LEARNERS IN KUCHING

BIBIANA LIM CHIU YIONG

A thesis submitted in fulfillment of the requirements for the

Degree of Master of Science

Faculty of Cognitive Sciences and Human Development

UNIVERSITI MALAYSIA SARAWAK

2007

KESEDIAAN UNTUK PEMBELAJARAN KENDIRI DI KALANGAN

PELAJAR PENDIDIKAN JARAK JAUH DI KUCHING

BIBIANA LIM CHIU YIONG

Tesis yang dikemukakan

Untuk memenuhi keperluan bagi Ijazah Sarjana Sains

Fakulti Sains Kognitif and Pembangunan Manusia

UNIVERSITI MALAYSIA SARAWAK

2007

ACKNOWLEDGEMENTS

I have indeed learned a lot of things from this post-graduate master program

and I would not have been able to complete this study all by my own. Therefore,

I would like to thank the people who have helped me through the completion of

my master study and research dissertation.

First of all, I am very grateful to my supervisor, Dr. Hong Kian Sam, for his

patience, comments, suggestions and advice concerning my research and

dissertation. His critical thinking and analytical skills have helped me to

develop my research and writing skills.

I am also grateful to Dr. Frank Kiong, Director of the Regional Learning Centre

for Open University Malaysia (OUM), Sarawak and Puan Dayang Sofia Abang

Haji Bohan, Chief Operation Officer of Universiti Tun Abdul Razak (UNITAR)

Sarawak campus, for giving me the consent to conduct the study at their

universities. I am also thankful for the Student Council of UNITAR for helping

me to coordinate the administration of the questionnaires among their students. To the staff and students of OUM and UNITAR, I express my sincere

appreciation for their assistance and voluntary participation in this study.

I am deeply grateful to Dr. Bryan Lim Choon Yang, my uncle, who believed in

me and taught me in many ways to be a good researcher; Dr. Nagarajah Lee, for

his help in using the SPSS and suggestions in statistical analysis and my

beloved husband, Joseph for his help in data entry.

Many thanks are due to my family members for their support and prayers. To

those who have helped me directly and indirectly in this study, my sincere

appreciation and thanks. Most importantly, I thank God for his mercy and

blessings throughout my entire life.

I

ABSTRACT

This study aimed to investigate distance learners' acceptance of e-learning and

readiness for self-directed learning in two major Malaysian distance learning

higher education institutions. This cross-sectional survey research used a

questionnaire to obtain the research data. The questionnaire used to measure

distance learners' acceptance of e-learning and readiness for self-directed

learning was adapted from the research instruments used by Poon, Low and

Yong (2004) and Guglielmino (1977). A total of 229 students from the Open

University of Malaysia and the Universiti Tun Abdul Razak campuses in

Kuching responded to the questionnaires, representing a return rate of 82.417c.

The majority of the students reported a moderate level of acceptance of e-

learning and perceived themselves to be at the moderate level of self-directed

learning readiness. Acceptance of e-learning and readiness for self-directed

learning was found to have a moderate but significant positive relationship.

Students with higher readiness of self-directed learning were found to accept e-

learning more readily. Generally, the students experienced moderate

satisfaction with their e-learning studies and also had moderate achievement in

their e-learning course. However, students' satisfactions with e-learning and

achievements in their e-learning course were not significantly related to AEL

and readiness for SDL. Single and younger students were found to have lower

levels of both acceptance of e-learning and self-directed learning readiness.

Students with more working experiences and with only Form 5 or Form 6

education background tended to have higher level of acceptance of e-learning.

However, computer use experience and gender did not have significant influence

1I

on the levels of acceptance of e-learning and readiness for self-directed learning.

The findings of this study indicated that institutions offering e-learning should

provide some non-credit courses to improve students' acceptance of e-learning

and their readiness for self-directed learning. These courses should also be

targeted at certain types of students such as those that are single and younger

in ages. Further research could be carried out to extend the findings of this

study to include more e-learners in Malaysia, investigating rural and urban

students, issues of digital divide and including the use of more qualitative data

to further illuminate understanding on self-directed learning readiness for e-

learning.

111

ABSTRAK

Matlamat kajian ini adalah untuk menyelidiki tahap penerimaan e-

pembelajaran dan kesediaan untuk pembelajaran kendiri di kalangan pelajar

pendidikan jarak jauh di dua buah institusi pengajian tinggi berasaskan

pendidikan jarak jauh di Malaysia. Kajian ini berbentuk kajian survei keratan

rentas yang menggunakan soul selidik untuk mendapat data kajian. Soul selidik

digunakan untuk mengukur penerimaan e-pembelajaran dan kesediaan untuk

pembelajaran kendiri di kalangan pelajar jarak jauh, diubahsuai daripada

instrumen kajian yang telah digunakan oleh Poon, Low dan Yong (2004) dan

Guglielmino (1977). Seramai 229 pelajar jarak jauh dari Universiti Terbuka

Malaysia dan Universiti Tun Abdul Razak, Kampus Kuching, telah memberikan

respons kepada soal selidik dengan kadar respons 82.4%. Majoriti pelajar

melaporkan penerimaan e-pembelajaran dan kesediaan untuk pembelajaran

kendiri pada tahap sederhana. Wujud perhubungan yang sederhana positif dan

signifikan di antara penerimaan e-pembelajaran dan kesediaan untuk

pembelajaran kendiri. Pelajar yang menpunyai kesediaan yang lebih tinggi

untuk pembelajaran kendiri didapati lebih sanggup menerima kaedah e-

pembelajaran. Pada amnya, pelajar melaporkan kepuasan yang sederhana

terhadap e-pembelajaran dan juga mempunyai kadar pencapaian pembelajaran

yang sederhana. Walau bagaimanapun, kepuasan dengan pengaji. an dan

pencapaian pembelajaran didapati tiada hubungan dengan e-pembelajaran dan

kesediaan untuk pembelajaran kendiri. Pelajar yang lebih muda and masih

bujang didapati menunjukkan tahap penerimaan e-pembelajaran dan kesediaan

mengikuti pembelajaran kendiri yang lebih rendah. Pelajar yang berpendidikan

iX

sekolah menengah (Tingkatan 5 dan Tingkatan 6) dan berpengalaman bekerja

menpunyai tahap penerimaan e-pembelajaran yang lebih tinggi. Walau

bagaimanapun, pengalaman menggunakan komputer dan jantina tidak

menpengaruhi tahap penerimaan e-pembelajaran dan kesediaan mengikuti

pembelajaran kendiri. Dapatan kajian juga menunjukkan institusi yang

menawarkan e-pembelajaran perlu menyediakan kursus tanpa kredit untuk

mempertingkatkan tahap penerimaan e-pembelajaran dan kesediaan untuk

pembelajaran kendiri di kalangan pelajar mereka. Kursus perlu disasarkan

kepada pelajar tertentu seperti mereka yang masih bujang dan berusia lebih

muda. Kajian lanjut diperlukan untuk memperluaskan dapatan kajian ini

dengan melibatkan lebih pelajar e-pembelajaran di Malaysia, melibatkan

pelajar dari bandar dan luar bandar, serta mendapatkan data kualitatif untuk

memberikan gambaran dan pemahaman yang lebih mendalam tentang kedua-

dua proses yang dikaji.

X'

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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS .....................................................................

i

ABSTRACT .......................................................................................

ii

ABSTRAK ......................................................................................... iv

TABLE OF CONTENTS ...................................................................... vi

LIST OF TABLES .............................................................................. x

LIST OF FIGURES ............................................................................. xiii

LIST OF ABBREVIATIONS ................................................................. xiv

CHAPTER 1: INTRODUCTION ............................................................ 1 1.0 Overview ................................................................................. 1 1.1 Self-directed distance learning ...................................................... 3

1.1.1 Definition of Self-Directed Learning (SDL) ..........................

4 1.1.2 The importance of SDL to distance learning

........................ 4 1.2 Distance learning in Malaysia

..................................................... 5 1.2.1 Background of Open University Malaysia (OUM) .................

6 1.2.2 Background of Universiti Tun Abdul Razak (UNITAR)......... 7

1.3 Problem statement ....................................................................... 8 1.4 Research questions .................................................................... 10 1.5 Research framework

................................................................... 10 1.6 Significance of the study .............................................................

13 1.7 Limitations of the study .............................................................. 13 1.8 Assumptions of the study ............................................................ 15 1.9 Definitions of important terms ..................................................... 15 1.10 Summary

................................................................................. 17

CHAPTER 2: LITERATURE REVIEW ................................................... 19

2.0 Background .............................................................................. 19 2.1 Overview of e-learning .................................................................

19 2.2 E-learning in Malaysia

............................................................... 20 2.2.1 E-learning among institutions of higher learning in

Malaysia ........................................................................

21 2.2.2 Open University Malaysia (OUM)

...................................... 23

2.2.3 UNITAR ........................................................................

25 2.3 Studies on e-learning in Malaysia

.................................................. 27

2.4 Studies on the level of acceptance of e-learning in Malaysia (AEL).... 29 2.5 Factors influencing the level of acceptance of e-learning (AEL)......... 31

2.5.1 Students' behaviour ......................................................... 32

vi

2.5.2 Technology support and system ........................................ 32 2.5.3 Institutional support .......................................................

33 2.5.4 Course content and knowledge management .......................

33 2.5.5 Online tasks or discussion groups ........................................

34 2.5.6 Instructors and peers interaction

.......................................... 35

2.5.7 Motivational factors ...........................................................

35 2.6 Measuring acceptance of e-learning (AEL)

..................................... 36

2.7 Self-Directed Learning (SDL) ......................................................

39 2.7.1 History of SDL

............................................................... 39

2.7.2 Definitions and development of SDL ..................................

40 2.7.3 Studies on the level of SDL

............................................... 45 2.7.4 Factors affecting SDL

....................................................... 47 2.7.5 SDL Instruments

............................................................. 49

2.7.6 Benefits of SDL ............................................................... 54

2.8 Relationship between AEL and readiness for SDL ..........................

55 2.9 AEL and distance learning students' demographics

........................ 57

2.9.1 Age, gender, marital status and ethnicity ........................... 57

2.9.2 Work experience, computer use experience and educational background

.................................................................... 58 2.10 SDL and distance learning students' demographics

........................ 60

2.10.1 Age, gender, marital status and ethnicity .......................... 60

2.10.2 Work experience, computer use experience and educational background

.................................................................... 62 2.11 Studies on students' satisfactions and achievements ......................

63 2.11.1 Studies on readiness for AEL with students' satisfactions

and achievements ........................................................... 63 2.11.2 Studies on readiness for SDL with students' satisfactions

and achievements in e-learning ............................................ 65 2.12 Distance learning students' demographics and students'

satisfactions and achievements with their e-learning course............ 66 2.13 Summary

................................................................................. 66

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY ..................... 70 3.0 Introduction .............................................................................. 70 3.1 Research design ......................................................................... 70 3.2 Research instruments

................................................................... 70

3.2.1 Section 1 of questionnaire: Demographics ...........................

71 3.2.2 Section 2 of questionnaire: Acceptance of e-learning (AEL)..... 71 3.2.3 Section 3 of questionnaire: SDLRS

.................................... 73

3.2.4 Section 4 of questionnaire: Students' satisfactions and achievements ................................................................. 77

3.3 Samples ...................................................................................

77 3.4 Data collection procedures ...............................................................

78 3.5 Data analysis .............................................................................. 80 3.6 Summary

................................................................................. 82

CHAPTER 4: RESULTS AND FINDINGS ............................................... 83

4.0 Introduction ............................................................................. 83

vii

4.1 Description of the sample .............................................................. 83

4.1.1 Age ............................................................................... 85 4.1.2 Gender

.......................................................................... 85

4.1.3 Marital status ................................................................. 86

4.1.4 Computer use experience ................................................. 86

4.1.5 Work experience ............................................................. 87

4.1.6 Educational background .................................................. 87 4.2 Reliability of the questionnaires ..................................................

88 4.2.1 Reliability of the AEL factors

............................................. 88 4.2.2 Reliability of the SDLRS factors

........................................ 89

4.3 Research Question 1: To what extent was e-learning accepted by distance learners

......................................................................... 90

4.3.1 Factor 1: Students' behaviour and attitude ............................ 92

4.3.2 Factor 2: Technology and system ....................................... 93

4.3.3 Factor 3: Interactive applications ....................................... 95

4.3.4 Factor 4: Institutional factors ..............................................

97 4.3.5 Factor 5: Instructors' characteristics ...................................

99 4.4 Research Question 2: What was the level of readiness for self-

directed learning among distance learners? ..........................................

101 4.5 Research Question 3: Was there a relationship between the level of

AEL and the level of readiness for SDL? ...............................................

103 4.6 Research Question 4: To what extent did the level of AEL and the

level of readiness for SDL influenced students' satisfactions with e- learning and achievements in their e-learning course? ........................

104 4.7 Research Question 5: What were the effects of demographic

characteristics on students' AEL, SDL, satisfactions with e-learning and achievements in their e-learning course? .......................................

106 4.7.1 Age

.............................................................................. 106 4.7.2 Gender

.......................................................................... 109 4.7.3 Marital status .................................................................. 112 4.7.4 Computer use experience .................................................

114 4.7.5 Work experience ............................................................. 117 4.7.6 Educational background

.................................................. 119

4.8 Summary .................................................................................

124

CHAPTER 5: SUMMARY AND CONCLUSION ...................................... 126

5.0 Summary ................................................................................. 126 5.1 Summary of the study ................................................................ 126 5.2 Reliability and applicability of research instruments

...................... 127

5.3 Discussions of findings ...............................................................

128 5.3.1 Students' acceptance of e-learning .....................................

128 5.3.2 Readiness for self-directed learning

................................... 134

5.3.3 Relationship between the acceptance of e-learning and readiness for self-directed learning ....................................... 136

5.3.4 Relationship between acceptance of e-learning and readiness for self-directed learning, students' satisfactions with e-learning and achievements in their e-learning course ........................................................................... 136

5.3.5 Effects of students' demographics on students' AEL, SDL,

vlll

satisfactions with e-learning and achievements in their e- learning course ...............................................................

137 5.4 Implications

............................................................................. 142

5.4.1 Recommendations for future research ............................... 143

5.5 Conclusion ................................................................................ 144

REFERENCES ..................................................................................

145

APPENDICES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F

LIST OF SDLRS FACTORS .......................................... 172 QUESTIONNAIRE ..................................................... 179 OUM LETTER OF APPROVAL ..................................... 187 UNITAR LETTER OF APPROVAL ................................ 188 COVER LETTER ........................................................ 189 REMINDER LETTER ................................................. 190

ix

Table 2.1:

Table 3.1:

Table 3.2:

Table 3.3:

Table 3.4:

Table 4.1:

Table 4.2:

Table 4.3:

Table 4.4:

Table 4.5:

Table 4.6:

Table 4.7:

Table 4.8:

Table 4.9:

Table 4.10:

Table 4.11:

Table 4.12:

Table 4.13:

Table 4.14:

Table 4.15:

Table 4.16:

Table 4.17:

LIST OF TABLES

Components of SDL as defined in the literature (LeJeune,

2001) ............................................................................. 50

Sample of AEL statements in the questionnaires ................. 72

Sample of SDLRS statements in the questionnaires ............. 75

Readiness for self-directed learning based on SDLRS............ 76

Research questions and data analysis ................................. 81

Frequency and percentage of OUM and UNITAR students.... 84

Reliability of the AEL factors ..............................................

89

Cronbach Alpha coefficient of the SDLRS factors ...................

90

Means and standard deviations for the AEL factors .............. 91

Responses to Factor 1: Students' behaviour and attitude....... 93

Responses to Factor 2: Technology and system ..................... 94

Responses to Factor 3: Interactive applications .................... 96

Responses to Factor 4: Institutional factors .........................

98

Responses to Factor 5: Instructors' characteristics ................. 100

Mean and standard deviation of SDLRS among students....... 101

Classification of SDLRS among the students .......................... 102

Independent t-test results for SDLRS for OUM and

UNITAR .........................................................................

102

Frequency of students' satisfactions with their e-learning

course ............................................................................ 104

Frequency of students' achievements in their e-learning

course ........................................................................... 105

Results of Pearson product-moment correlation coefficient

analysis on the levels of AEL, SDL, students' satisfactions

with e-learning and achievements in their e-learning

course ............................................................................ 106

Results of Kruskal-Wallis test for AEL, SDL, students'

satisfactions with e-learning and achievements in their e-

learning course based on age ............................................. 108

Results of Mann-Whitney U test for AEL and SDL based on

age ............................................................................... 108

x

Table 4.18: Results of Spearman rank correlation coefficient analysis for

AEL, SDL, students' satisfactions with e-learning and

achievements in their e-learning course based on age............ 109

Table 4.19: Results of Independent t-test for AEL, SDL, students'


learning course based on gender ........................................ 111

Table 4.20: Results of Pearson product-moment correlation coefficient

analysis based on gender .................................................. 111

Table 4.21: Results of Mann-Whitney U test for AEL, SDL, students'


learning course based on marital status .............................. 113



achievements in their e-learning course based on marital

status ............................................................................. 114



learning course based on computer use experience ................ 116


analysis based on computer use experience .......................... 116

Table 4.25: Results of Kruskal-Wallis test for AEL, SDL, students'


learning course based on working experience ....................... 119

Table 4.26: Results of Mann-Whitney U test for AEL and SDL based on

working experience .......................................................... 120



achievements in their e-learning course based on working

experience ....................................................................... 121



learning course based on educational background .................

123

xi



achievements in their e-learning course based on age............ 109



learning course based on gender ........................................ 111


analysis based on gender .................................................. 111

Table 4.21: Results of Mann-Whitney U test for AEL, SDL, students'


learning course based on marital status .............................. 113



achievements in their e-learning course based on marital

status ............................................................................. 114


satisfactions with e-learning and achievements in their e- learning course based on computer use experience ................

116


analysis based on computer use experience .......................... 116



learning course based on working experience ....................... 119


working experience .......................................................... 120



achievements in their e-learning course based on working

experience ....................................................................... 121



learning course based on educational background .................

123

xi


educational background .................................................... 123



achievements in their e-learning course based on educational

background .................................................................. 124

x11

LIST OF FIGURES

Figure 1.1: A snapshot of myLMS (OUM) homepage ..............................

6

Figure 1.2: A snapshot of myLMS online discussion webpage ................. 7

Figure 1.3: A snapshot of VOISS webpage content ................................ 8

Figure 1.4: Conceptual framework of the study .................................... 12

Figure 4.1: Scatter plot of the level AEL versus the level of readiness for

SDL ..................................................................................

103

111

LIST OF ABBREVIATIONS

AEL Acceptance of E-Learning

LMS Learning Management System (Open University Malaysia)

ODCLI Oddi Continuing Learning Inventory

OUM Open University Malaysia

SDL Self-Directed Learning

SDLPS Self-Directed Learning Perception Scale

SDLRS Self-Directed Learning Readiness Scales

UNIMAS Universiti Malaysia Sarawak

UNITAR Universiti Tunku Abdul Razak

VIOSS Virtual Online Instructional Support System (Universiti Tunku Abdul Razak)

xiv

CHAPTER 1

INTRODUCTION

1.0 Overview

Distance learning is fast becoming an important educational medium in

Malaysia and e-learning is one of the most important modes of learning for

distance learning (Jefferies & Hussain, 1998).

Distance learning first started in the 1980s with the two-way interactive video-

conferencing as the initial interaction methods. It had since evolved from

satellite-based video-conferencing in the 1980s to ISDN (Integrated Services

Digital Network, compressed video) in the 1990s and to Internet Protocol (IP)

based video-conferencing in the current decade (Tiedemann, 2002).

The appearance of the Internet in the 1980s did not lead to the development of

Internet-based learning right away (DeLacey & Leonard, 2002). However, by the

1990s, in tandem with the rapidly expanded use of the Internet, there was an

increase in the use of the Internet-based online learning to support distance

learning (Jefferies & Hussain, 1998). The Internet is dramatically affecting the

way people teach and learn (DeLacey & Leonard, 2002).

Distance-learning programmes were not popular until the 1990s, when an

increasing number of established universities began embracing distance

learning because of its benefits, especially of borderless, anytime and anywhere

I

learning using e-learning (DeLacey & Leonard, 2002). Since then, electronic

learning (e-learning) as a form of distance learning has become an increasingly

important medium of instruction (Jefferies & Hussain, 1998; Poon, Low, &

Yong, 2004; Volery & Lord, 2000). Nowadays, most institutions of higher

learning offer campus-based learning with some components of e-learning to

supplement face-to-face interaction.

E-learning includes web-based courses and multimedia enhanced delivery

medium and it has the potential to make the learning process an active one. E-

learning also consists of online and knowledge management (Rosenberg, 2001).

E-learning as a form of distance learning is being promoted as the educational

medium of the future (O'Malley, 1999). However, technology itself does not

improve learning (Alexander & McKenzie, 1998) but its use makes possible some

kinds of activity and limits others (Stephenson, 2001). The new learning

environments should reflect the change in the culture of education from teacher-

centred to learner-centred (O'Malley, 1999).

It is also important for distance learning students to be ready for this technology

in learning as past experience had shown that new technologies, do not

necessarily lead to major improvement in education (Stephenson, 2001).

1.1 Self-directed distance learning

In the 1980s, many researchers described distance learning as a learning

environment with a physical separation of instructors and students during

delivery of education (Holmberg, 1980). Hence, this kind of learning

environment required the students' learning to be independent and self-directed

as the students had to learn with minimal interaction with their instructors.

As technology improved, distance learning began to move away from merely

paying attention to technology and emphasizing the needs for the learners' self-

determination, self-direction and self-control in the learning process (Peters,

1983). Nowadays, it is generally accepted that students enrolled in distance

learning programmes using the e-learning mode should, in the first phase,

already have a certain level of self-motivation and possess a certain degree of

self-directed learning readiness (Jain & Lee, 2003).

Thus, distance learning students using e-learning as a mode of distance learning

should possess certain attributes such as self-independence, self-motivation and

seriousness about learning and achieving higher education. However, theses

attributes may differ among individuals depending on their different

characteristics and e-learning background (Jain & Lee, 2003).

Distance learning students are usually mature students with prior working

experiences. These characteristics meant that distance learning students

usually have confidence and additional skills to work independently based on

their work experiences (Gunasekaran, McNeil, & Shaul, 2002). Thus, an

important aspect to look at among distance learning student characteristics is

"self-directed learning".

1.1.1 Definition of Self-Directed Learning (SDL)

There are many definitions of self-directed learning (SDL). In this study, SDL

was defined as a blend of the learners' capabilities, learner's motivation and

learner's satisfactions with their own learning goals and the availability of

resources (LeJeune, 2001). LeJeune (2001) viewed SDL as the process in which

learners take control of their own learning, in particular regarding the decision

on the learning approaches based on their capabilities, locating appropriate

resources, setting learning goals, and evaluating progress based on their

performance.

1.1.2 The importance of SDL to distance learning

SDL is valuable to students because this learning approach enhances creativity,

prevents blind acceptance of existing knowledge, encourages the use of

brainstorming to determine what is personally important and consistent with

personal values, and helps students to adapt to rapidly changing social and

physical environments (Ramsey & Couch, 1994).

From the e-learning point of view, SDL approaches provide students with

flexibility in acquiring knowledge but its effectiveness however may depend on

4

certain students' demographics. For example, most students enrolled in distance

learning programmes receive their previous education in conventional or

traditional institutions where teachers play the lead role in the teaching-

learning process (Jain & Lee, 2003). Therefore, although it is generally assumed

that distance learning students can fall back on their work experiences, it does

not necessarily mean that they can foster SDL for e-learning given their prior

educational experiences which are teacher-centred.

Hence, it is important to conduct research on e-learning looking into SDL to

examine the distance learning students' ability to learn analytically within this

learning environment (Gan, 1998; Jain & Lee, 2003; Ndubisi, 2004).

1.2 Distance learning in Malaysia

The Malaysian higher education system traditionally involved tertiary students

taught didactically in a lecture mode (Alhabshi & Hakim, 2003). This education

system put emphasis on rote learning, examinations and rigid curriculum.

However, Malaysia has embarked on e-learning as part of a series of measures

to achieve the applications of Multimedia Super Corridor (Ahmad Sarji Abdul

Hamid (1993), Ministry of Education (1997), and Corridor of Power (1997) cited

by Hong & Koh, 2002). In line with Malaysia's mission of providing excellence in

education, there are approximately 14 private colleges or universities in

Malaysia providing distance learning to their students (Alhabshi & Hakim,

2003). Two well established distance learning universities in Malaysia are the

Open University Malaysia (OUM) and Universiti Tun Abdul Razak (UNITAR).

5

1.2.1 Background of Open University Malaysia (OUM)

OUM was established on August 10, 2000 as the seventh private university in

Malaysia with more than 24,000 students enrolled in e-learning programmes

(Open University Malaysia, 2005) at the year 2004. The OUM e-learning system

is called the Learning Management System (LMS). It is user-friendly, with a

pleasant interface and is integrated with a single-login procedure. The LMS

serves as the contact between the university and the students (Latifah & Ramli,

2003). At OUM, students are expected and required to become self-directed

learners as they only meet and interact with their assigned tutors five times in a

semester. Therefore, OUM's students have to rely on self-instructional materials

such as printed modules, digital libraries and online discussion as the main

sources of learning (Latifah & Ramli, 2003). Figure 1.1 and Figure 1.2 are

snapshots of myLMS from OUM.

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6

1.2.2 Background of Universiti Tun Abdul Razak (UNITAR)

UNITAR first established its operation in 1998, with an initial batch of 162

students (Alhabshi & Hakim, 2003). By the year 2003, UNITAR had more than

8,000 students in several campuses all around Malaysia.

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lopi(. ) tit't'. J(lCltý l. n( 4(t1. i1( Postcd

i. . . , ý, lire

q harvncef hairA, 'M t a'a11 SnCh

tec (in 1 Na n5

ý"r

t. ý v : : ay . OUL 1;. 13.2a FM

I 1 +.:lý. f I+

Figure 1.2: A snapshot of myLMS online discussion webpage

UNITAR developed VOISS (Virtual Online Instructional Support System) as its

learning management system to provide a supportive e-learning environment

for its students. VOISS includes online discussion, online tutorials and lectures,

electronic bulletin-boards and other online material (Alhabshi & Hakim, 2003;

Jain & Lee, 2003). UNITAR students were exposed to the use of computer and

the Internet for their studies in all their courses. UNITAR uses a combination of

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