Build and Design 4 Stroke Engine EnglishPapers

3
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International Conference on e-Learning
Bandung, November 23-24, 2011

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BUILD AND DESIGN FOUR STROKE ENGINE SIMULATOR:
VISUALIZATION OF OTTO CYCLE

Dani Hidayatuloh
1
and Aciek Ida Wuryandari
2

1
Public Vocational High School of 8 Bandung
Kliningan Street 31, Bandung 40264

2
School of Electrical Engineering and Informatics
Bandung Institute of Technology, Ganesha Street 10, Bandung 40132, Indonesia

1
dani_hidayatuloh@yahoo.com, +62 856 24556001
2
aciek@lskk.ee.itb.ac.id, +62 811 220329

ABSTRACT

Visualization Otto cycle is the visualization in the form of three-dimensional (3D) of the crank shaft
mechanism which cooperate with the piston mechanism, the valve mechanism and several other
systems to meet the working principle of 4 stroke motor fuel in Otto cycle. Otto cycle is a motor fuel
cycle that applies in this type of motor gasoline 4 steps, namely to generate one-time effort (force /
power) then requires 4 (four) steps translasli / alternating piston and 2 (two) rotation / rounds (7200 )
crankshaft. Four piston step is composed of successive steps of suction, compression stroke, work
steps and exhaust step. Every single step piston will rotate the crankshaft of 1800 in other words 1
(one) step piston equal to 1 / 2 rotation of the crankshaft. Then the sequence of steps piston and
crankshaft rotation and processing the mixture of fuel gas that is chemically into gases force the gas-
producing mechanical torque is called the Otto cycle.

The process of chemical processing of fuel and air mixture is analyzed further with the calculation of
thermodynamic calculations that analyze the Otto cycle combustion pressure (P3) which is then termed
the gas force (Fg). While the mechanical process using a mathematical model of the crankshaft torque
formulation mechanical calculations to obtain the torque value due to a gas called gas crankshaft
torque (Tg). Tg influenced by variables such as style gas (Fg), crank angle () and the ratio of shaft
engkolnya itself in a variety of crank rotation. Implementation is then tested the function testing and
user trials. Function testing was found that all the functions of the crankshaft torque modeling
appropriate design concept. User test results indicate the respondents strongly agreed, modeling can
inform the shape and workings of the crankshaft torque embracing systems like the real Otto cycle.

Keywords: modeling, Otto cycle, torque, crank shaft, gas, motor fuel.

1. PRELIMINARY
Visualization Otto cycle is a visual translation of the working principle of 4 stroke motor fuels which are abstract.
Said to be abstract because the motor fuels 4 steps to work in a confined space and is not allowed to be seen by
naked eye directly.
Among researchers or designers of automotive engines, the abstract about the working principle of 4 strokes motor
fuel has always been thoroughly studied in order to obtain the perfection of the design approach to perfection
produced the original object (motor gasoline 4 stroke - 4-cylinder). Among practitioners as well as mechanics,
studying the working principle of 4 stroke motor fuel is a form of awareness of how to provide service / maintenance
of the machine are correct or appropriate standard operating procedure (SOP). In the realm of education either
college or secondary school level, the working principle of 4 stroke motor fuel is a scientific process that led
debriefing before becoming a researcher engine / or before becoming a mechanical designer.
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Simulation of combustion 4 stroke motor that simulates the working principle of the talent the 4 steps according to
the principle of Otto cycle is a simulation made in the form of software through a computer media that provides an
understanding of how combustion 4 stroke Otto cycle of work followed by manipulating some input parameters are
adjusted to actual conditions . User object simulation is concerned with the practitioner / vocational high school
students as prospective mechanics, then by acquiring comprehension about the working principle of the user is
expected to handle the servicing / maintenance of the machine according to SOP.
Some simulators motor fuels 4 steps in accordance with the principle of Otto cycle has been made and most of them
in the form of two-dimensional (2D). In addition to still 2D, weakness is not to include input parameters that can be
manipulated to better represent the actual motor fuel. In short, the advantages of this simulation is able to visualize
the working principle of 4 stroke motor fuel according to the principle of Otto cycle in 3D with the addition of the
input parameters in terms of manipulation of the influence of fuel gas and air mixture and the influence of the degree
of ignition of the engine performance in this regard is limited to obtain the output parameters of the form gas torque
at the crankshaft due to a force on the gas piston.

2. RESEARCH OBJECTIVES

The purpose of this thesis research is to make visualization Otto cycle by calculating the theoretical thermodynamic
processes that occur in motor fuels (in cylinders) to get the value of the combustion pressure (P3) as the gas force
(Fg), which is a variable gas torque of the crankshaft through the calculation of the efficiency of the cycle ( ) Otto
and modeling the gas torque on the crankshaft 3D simulator motor fuels 4 steps.

3. Otto Cycle Efficiency Calculations

Figure 1.1 Otto Cycle

Volume of Gas
The volume of gas is a first condition in the calculation of Otto cycle that needs to be searched, assuming this is
because the first occurrence of Otto cycle combustion process against the backdrop of the volume of gas entering the
combustion chamber.
Characteristics of gas volume V (m3/kg) is influenced by the universal gas constant R (kg.m / kg.K), the initial air
temperature T (K), the initial air pressure P (kg / m).

Dispalcement
Displacement describe how much gas the maximum capacity that can be inserted into the combustion chamber /
cylinder chamber. Variables that affect the volume VL step (m3) is the cylinder diameter D (mm), step length /
height of the cylinder L (mm).

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The Number Of Loads Per Cycle Ideal
Amount of charge per cycle BM (kg) is known aspcomparative capacity of gas storage space VL to the volume of
gas that is inserted V. So the equation as follows.

Indeed the amount of charge per cycle Ideal
In addition to BM, the number of actual charge per cycle ideal BMS (kg) were also calculated by including the
variable efficiency volumetris V (%) as follows.

BMS can also be more accurate by including variables and air fuel ratio AFR is ideal in a certain round, so the
formula becomes as follows.

Efficiency Thermic
Thermic efficiency th (%) was successfully converted into heat power. Variables that influence the compression
ratio and the constants k based value octane fuel (gasoline).
= ...(1.6)
Efficiency Volumetris
Volumetris efficiency V (%) is to calculate the comparison value of gas revenues that should go with a gas that
actually managed to put the piston during the suction step. Some of the variables that influence it, among others,
effective power in each round of Ne (PS), fuel calorific value Qc (kcal/kg), the combustion efficiency pemb (%),
mechanical efficiency m (%), round n (rpm), BMS and th.
V =
Step Entered / Step Suction of Piston
In this step the piston moves from top dead point (TDC) to bottom dead point (TMB) and a decrease in pressure
occurs due to enlargement of the volume of the cylinder, so the final pressure suction step was sought by the
following formula.
P
1
= Po . V ...(1.8)
with: P1 = pressure suction end of step (kg/m2)
Po = pressure suction first step (kg/m2)
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End Temperature of Fuel and Air Inclusion

In the actual circumstances that enter into the cylinder to absorb heat from the valves, cylinder walls, as well as other
hot motor parts. To find the final temperature of the fuel and air intake, we use the formula.

with:
T
0
= Temperature of income, (K)
T = Temperature Preheating (00-20), taken 10
Tres = temperature of gas residues (900 - 1000 K), taken 950 K
res = coefficient of residual gas

Entering the number of Air Cylinders At Step Suction

a
G = d. d. 2. g. Pd.
o
...(1.10)
with :
d = Venturi cross-sectional area, m2
= .. (dven)
2

o
= Density (density) of air at the time of entry into the carburetor, kg/m3
The amount of air density can be obtained from the relationship.

P. V = G. R. T

or :
P
0
=
o.
R
0
. T
0

Number of Fuel Entering Suction Cylinders At Step

In addition to air, which is calculated is the amount of fuel used in combustion processes, Gf (kg /hr). While the fuel
used is of premium gasoline with octane number 88. Numbers suggest the percentage volume of octane iso-octane
and normal heptane, ie 88% of the volume of iso-octane and 12% by volume of normal heptane.

f
G = f .
a
G ...(1.11)
with:
f = fuel mixture ratio of air / AFR
f
G = Number of fuel into the cylinder, kg / hr.

Number of Fuel and Air Mixture Entering Suction Cylinders At Step

The amount of fuel and air mixture G (kg / h) is the sum of
a
G and
f
G , as follows.
G =
f
G +
a
G ...(1.12)

Constant Fuel Mix and Air
m
R

Price
m
R (kg.m / kg.K) can be searched.
...(1.13)
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Compression Step of Piston

In this process a mixture of fuel and compressed air, resulting in the addition of pressure and temperature. In this
compression process is considered adiabatic, ie no heat income and expenditure. For the calculations in this step,
apply the relationship.
P.
k
V = Constant and P .
k
V = C
P
1.
k
V
1
= P
2
.
k
V
2

So, P
2
= (r)
k
. P
1
...(1.14)
with:
P2 = Pressure end of the compression stroke (kg/m2)
V2 = Volume of cylinder on the compression stroke (kg/m2)
r = compression ratio

Final Step Temperature Compression

In addition to pressure, the final temperature T2 compression step (K) in calculation with the following formula.
T
1
.V
1
k-1
= T
2
.V
2
k-1

So, T
2
= (r)
k
. T
1
...(1.15)
with:
T2 = temperature of the end of the compression stroke (kg/m2)

Step / process of burning

In this process occurs income heat, Qm (kcal / h) from the burning fuel-air in the cylinder. Inclusion of this heat
occurs in the volume remains, apply a relationship.
m
O =
f
G .Qc

...(1.16)
atau:
m
O = G.
v
C . (T
3
T
2
)

By entering the above formulas can be obtained value of the final temperature T3 (K) and pressure at the end of the
burning of P3 (K).
...(1.17)
with:
Cv = Specific heat of combustion at constant volume for
Cv = CPM - Rm / J
J = unit modifier factor is 427 kgm / kcal
T
3
= temperature during combustion (K)

P
3
= P
2
. T
3
/T
2
...(1.18)
with:
P3 = pressure combustion (kg/m2).

Ekspansion Step of Piston

In this step does not happen income and expenditure of heat, then the work is considered adiabatic. Thus Q = 0 and
S = 0. The amount of pressure at the end of the expansion step P
4
) is.

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dengan :

Thus,
P
4
= . P
3
...(1.19)

Temperatures in Final Expansion Step

...(1.20)

Step Process Heat Expenditure

After the piston reaches QK TMB issued a number of heat (kcal / h) of the cylinder. This process takes place at
constant volume. The amount of heat released is.
Qk = G . Cv . (T
4
T
1
) ...(1.21)

The next step in the process of waste, air and fuel mixture from the combustion products are pushed out by a piston
that moves from the TMB to the TDC at constant pressure.

The amount of motor fuel efficiency of Otto cycle, (%) is.

4. Crank Shaft Torque Gas Formulation

Figure 1.2 The relationship of geometry slider crank mechanism

From Figure 1.2 has made the formulation of the force due to gas pressure in the combustion gases from the
combustion chamber on the top of the piston. In Figure 1.2 style denoted Fg gas, gas pressure Pg, Ap is the surface
area of the piston top, and B is the diameter of the cylinder, so that.
F
g
= - P
g
. A
p
. I
^
...(2.1)
A
p
= /4 B
2
...(2.2)
F
g
= - /4 P
g
B
2
i
^
...(2.3)

with:
= angular speed
q = Position the piston in the x-axis
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2=
crank angle motion
= angle degrees crank
s = length of piston arm
u = Long arm of the piston against the angle
x = distance to the pin crank piston pin
t = Time
F
g
= Force of gas
P
g
= Gas pressure
A
p
= Surface area of piston
I
^
= distance to the pin crank piston pin
B = Diameter of cylinder

Negative sign is due to the orientation of the election machinery in the coordinate system as in Figure 1.2. Gas
pressure Pg is stated here is the function of crank angle . T and caused by the presence of symptoms of the
thermodynamic machine. Torque gas that occurs is caused by the gas works in the arm to the crankshaft O2 moment,
this moment arm varies from zero to maximum in accordance with the rotation of the crank. Force distribution on the
top surface of piston gas settled into a single force acting through the center of mass of the connection 4 at the free-
body diagram of Figure 1.3 below.

Figure 1.3 free-body diagrams.

Without deriving the formulation of appropriate Figure 1.2, the final formulation of the torque generated gas as
follows.
T
g21
= F
g
r sin cos
^
...(2.3)
with: T
g
is torque of gas.

5. Designing Modeling Torque Gas Crank Shaft

Figure 1.4 Block diagram of motor fuel system simulator 4 steps.

When drawing attention to 1.4, the motor fuel at motor fuel system simulator 4 steps formed by the completeness of
the space component of the operation of piston cylinder and completeness as a pump that works up and down the
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conditions of gas mixture of fuel and air, crank shaft as the driving force early mediation of coupling the starter
motor , and the valves that regulate the entry and exit mechanism is a mixture of fuel gas and combustion gases.

Workflow systems that make up the torque according to Figure 1.4 is the fuel and air flowing into the carburetor and
stored and mixed to form for ease of combustion gases when the combustion chamber. Vacuum arrangement
governed by Idle Speed Air Adjusting Screw (ISAS), while the ratio of the mixture of fuel and air / Air Fuel Ratio
(AFR) is set by the Idle Mixture Adjusting Screw (IMAS).

Gas flowing from the carburetor into the cylinder chamber through the intake manifold and the amount of gas into
the cylinder intake valve is determined by the job. Gas is successfully inserted into the cylinder and then compressed
by the piston, 80-100 before Top Dead Point (TMA) gas burned in the combustion chamber by a spark plug (ignition
system) in a closed state of intake valve and exhaust valve closing all, the result is the form of an explosion that
drives the piston downward. The explosion can be called a style of gas, then rotate the crankshaft or generating
torque at the crankshaft. Henceforth, the crankshaft serves to save energy for the ability of the piston starts moving
back to their circuitry.

Flowchart Modeling Gas Torque Crank Shaft lokks in Figure 1.5.

6. Implementation

In this chapter, implementation, testing and discussion of results from the cycle efficiency calculations and modeling
of the crankshaft torque. To run this simulator, it takes the computer with the following minimum hardware
specifications:
a. CPU / Laptop, 1.7 GHz Processor i386.
b. 256 MB of memory.
c. VGA 128 MB.
d. 200 MB hard drive free space.
e. Keyboard and mouse.

Figure 1.5 Flowchart design modeling gas torque of the crankshaft.
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The software supports the visualization made is Blender 2.49b for graphics, while the programming language used is
Python 2.6.2.
Crankshaft torque modeling step is done as follows.
a. The study of literature on shape and dimensions of the crankshaft.
b. Visually observe the physical form of the original crankshaft and how it works according to the 4K engine type
OHV 4-cylinder.
c. Determining the dimensions of the crankshaft
d. Perform mathematical calculations movement / torque of the crankshaft
e. Make observations to the model form and movement of the crankshaft torque.

Implementation of the crankshaft torque to perform mathematical calculations by 3:14 the following equation.

Baru! Tahan tombol shift, dan seret kata di atas untuk mengatur ulang. Singkirkan

7. Testing

Functional testing of crank shafts.
This test aims to determine whether the application is made in accordance with the design concept. The data was
collected observations of these functions in applications, application forms are made by Guttman scale. Here are the
results of the testing function.

Testing Against User
This test aims to determine the suitability of the design concept of modeling the crankshaft and torque / movement of
the crankshaft in accordance with reality. Techniques of data collection are done by using a questionnaire with a
Likert scale. This scale is used to measure the opinions and perceptions of a person or group of people about the
products made.

Training participants Lightweight Vehicle Engineering department is projecting a 3D simulator users combustion 4
steps. Participants who have been through training are the main condition know the basic competencies of
automotive engineering. The number of respondents of this research is 25 people. Activities conducted as follows.
a. Explains the notion of torque.
b. Explaining the workings of the crankshaft.
c. Explaining about the torque on the crankshaft.
d. Explaining the gas torque of the crankshaft.
e. Shows a simulation model of the crankshaft torque.
f. Respondents watched as he filled the questionnaire.

Here are the results of testing against the user.

Tg21 = Fg r sin cos
^

Konvert in Blender 2.49b :
own.hasil= own.tambah * own.putaran +
float(mydata1[2])
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Likert scale calculations performed by multiplying the existing scale, then summed and compared with the ideal
score. Format and sample questionnaires are in the Appendix. Based on the use of Likert scale scores could not
agree more ideal is 125, it was calculated as follows.
a. Strongly disagree (1x25 = 25).
b. Disagree (2x25 = 50).
c. Hesitation (3x25 = 75).
d. Agree (4x25 = 100).
e. Strongly agree (5x25 = 125).

From the processing of data on the average score of modeling gas torque of the crankshaft are 106.04. Based on the
average score of the respondents strongly agreed that modeling could inform the actual torque of the crankshaft of
the maximum score could not agree more than 125.

Testing Effect of Combustion Pressure (P3) of torque Gas (Tg)

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Crank Shaft Torque Testing of Gas Carburetor Edit

Crankshaft torque testing gas is the measured torque values due to variations in the manipulation of the IMAS-ISAS
in the carburetor. Test results can be viewed as follows.

Figure 1.6 IMAS-ISAS has not been played, then the torque = 0 (dead motor fuel).

Figure 1.7 IMAS-ISAS rotated 20
0
clockwise, the torque value = 0.00400 (motor fuel has been moving slowly).

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Figure 1.8 IMAS-ISAS 45
0
rotated clockwise, the torque value = 0.03600 (motor fuel to move faster).

0
rotated clockwise, the torque value = 0.030600 (motor fuel to move faster).

Figure 1.10 195
0
IMAS-ISAS rotated clockwise, the torque value = 0.167200 (motor fuel moves very fast).

Figure 1.11 270
0
IMAS-ISAS rotated clockwise, the torque value = 0.420900 (motor fuels increasingly moving very
fast).

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0
rotated counter-clockwise, the torque = 0 (dead motor fuel).

Figure 1.13 Test results from the influence of IMAS-ISAS manipulation of the gas torque of the crankshaft.
Based on Figure 1.13, it can be conclude that the greater degree swivel on the IMAS-ISAS then the greater the
torque value, thus the greater the torque that causes the rotational speed of the crankshaft is increasing rapidly.

Crank Shaft Torque Testing of Gas Distributors Edit

Figure 1.14-timer button ignition in 10
0
before TDC torque value = 0.010500.

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Figure 1.15-timer button ignition at 8
0

Figure 1.16-timer button ignition at 5
0

Figure 1.17 Test results from the influence of manipulation of the controls ignition timing of the gas torque of the
crankshaft.

Based on Figure 1.17, it can be conclude that the greater value of degree turn the ignition timing so the greater the
torque value, thus the greater the torque that causes the rotational speed of the crankshaft is increasing rapidly.

8. Closing

Based on the testing of the simulation program, so in this study can be made the following conclusion.
1. Visualization in the Otto cycle combustion engineering simulator fourth step is the research thesis which discusses
the visualization in 3D of the crankshaft mechanism cooperating with the piston mechanism, the valve
mechanism and several other systems to meet the working principle of 4 stroke motor fuel in Otto cycle .
Visualization Otto cycle provides visualization of the work cycle that applies in motor fuel type petrol 4 stroke
motor, that is visualizing the piston to 4 (four) steps translation movement / back and forth and visualization of
the crankshaft to two (2) rotation / rounds (7200) for generate one-time effort (force / power). In addition, Otto
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visualization include visualization of the process gas fuel mixture that is chemically burned into the gas-style gas
producing mechanical torque.

2. Visualization Otto cycle in the study of this thesis was built by the calculation of thermodynamic calculations that
analyze the Otto cycle combustion pressure value which is then termed as the style of gas and also built by
mathematical modeling that is by modeling the gas torque of the crankshaft which calculates the gas torque.
Mathematical calculations are modeled into the shape of the crankshaft rotary motion relating to the mechanism
of piston and valve mechanism. Implementation is then tested the function testing and user trials. Function testing
was found that all the functions of the crankshaft torque modeling appropriate design concept. User test results
indicate the respondents strongly agreed, modeling can inform the shape and workings of the crank shaft torque
system of Otto cycle as the actual (average scores of 106.04 the maximum score is 125).

9. Bibliography

[1] Arismunandar, Wiranto (1988), Penggerak Mula (Motor Bakar Torak), Institut Teknologi Bandung, Bandung,
Indonesia.
[2] Bell, A. Graham (1981), Performance Tuning in Theory and Practise Four Stroke, First Edition. Haynes
Publishing, United of Kingdom.
[3] Bell, A. Graham (2006), Four Stroke Performance Tuning, Third Edition. Haynes Publishing, United of
Kingdom.
[4] C.F, Taylor (1989), Internal Combustion Engine in Theory and Practise, MIT Press, Unied states of America.
[5] D.Wood, Bernard (1981), Applications of Thermodynamics, Second Edition, Addisson-Wesley Publishing, New
York, United States of America.
[6] Ferry, Muhammmad Djatmika (1996), Perhitungan Torsi Gas Motor Pembakaran Dalam, Puslitbang Telimek
LIPI, Bandung, Indonesia.
[7] J. Moran, Michael and Shapiro, H.N. (1993), Fundamentals Of Engineering Thermodynamics, Second Edition,
John Wiiley and Son, United States of America.
[8] John B, Heywood (1988), Internal Combustion Engine Fundamentals, McGraw-Hill Inc, United States of
America.
[9] Khovakh, M. (1967), Motor Vehicle Engines, General Edition, MIR Publisher, Moscow, Rusia.
[10] Khurmi, R.S. (1995) A Text Book of Mechanical Technology, Thermal Engineering. S. Chand & Company
LTD.
[11] M.M, Abbott and Van Ness, H.C. (1981), Theory and Problems of Thermodynamics, Schaums Ouline Series
McGraw-Hill Inc, United States of America.
[12] Toyota, PT. (1985), Dasar-dasar Automobil, PT Toyota Astra Motor, Jakarta, Indonesia.
[13] Robert, Norton (1992), Design of Machinary, McGraw-Hill Inc, United states of America.
[14] Sen, S.P. (1980), Internal Combustion Engine Theory and Practise, Khana Publisher Delhi, India.
[15] Singh, V.P. (2009), System Modeling and Simulation, New Age International (P) Ltd, India.
[16] Sridadi, Bambang (2009), Pemodelan dan simulasi Sistem (Teori, Aplikasi, dan Contoh Program dalam
Bahasa C), Informatika Bandung, Indonesia.
[17] Swisscontact (1997), Analisa Kinerja Motor Bensin berdasarkan Hasil Uji Emisi, Swisscontact-Clean Air
Project, Jakarta.

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VIRTUAL INTERACTION ON AUGMENTED REALITY FOR
EDUCATION WITH NONPARAMETRIC BELIEF PROPAGATION
ALGORITHM

Yoki Ariyana
*#1
, Aciek Ida Wuryandari
#2
*
Center of Development and Empowerment Teachers and Education Personnel in Science
(PPPPTK IPA Bandung)
#
Institut Teknologi Bandung - Indonesia
1
yokivox@gmail.com
2
aciek@lskk.ee.itb.ac.id

ABSTRACT

Information technology currently supports the development of human interaction with virtual
environment, this development will continue in the form of Human Computer Interaction (HCI). In this
study, we develop a new technology, how the virtual environment 3D computer should be able to recognize
human hand as part as virtual object, so it can interact with virtual environment for education.
This research is using Nonparametric Belief Propagation (NBP) as a tracker in virtual interaction by using
Augmented Reality (AR), the problem that arise in AR is how to read marker, so it can display a virtual
object that has been computed before, basically NBP is used to read the geometry model of human hand,
then the result from the processing of the human hand model geometry is used as a marker, so it can
interact with a virtual environment on AR as one of the HCI model implementation. This process is
intended for the movement of human hands that have been read as a virtual object can communicate
virtually using image processing.

KeywordsHuman Computer Interaction, Augmented Reality, AR-Education, NBP, Virtual Interaction

1. INTRODUCTION

Augmented Reality (AR) is to merge the real world and virtual environment. Virtual object added into real world in
order to improve or to add more information from the object. AR is a computer-generated data integration with the
real world, which among others can be done with computer graphics rendering on a real-time footage. AR can be
used for many things, such as displaying a mobile directions to head-up display, in the medical field, the AR may
help doctors to insert information on a patient's medical record (such as x-ray result from the patients), or to
reconstruct the old buildings and historic as reality which can be seen at present time. Virtual Reality (VR) was
developed using a concept that actually use the environment which are engineered in such a way that resembles the
real world.
AR and VR provide features that complement each other from the results displayed by the computer-generated
images to provide another experience for the user. The differences would be very visible at the time of AR displays
the real world that actually taken from real-time environment where the real environment are given an additional
reality the result of image processing performed by the computer. Combined real-world and computer engineering
image that is currently being developed by several research at several universities such as Columbia University and
the University of South Australia.
To do such a thing, someone can connect a video camera to the computer and create a virtual image on a digital
paper (paper that has been contained images that can be read by a computer camera as a marker) or other objects that
have been determined so that the camera can be recognized by computer or better known on AR as the HMD (Head
Mounted Display), so that the user can see the virtual object on paper or augmented objects that have been
determined, on the computer screen.
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Figure.1 AR System in generally.

HMD introduced for the first time in 1968 and VR are the focus area of its development, there are some similarities,
the problems that arise in research on VR and AR but not dependent on the physical environment which then can be
displayed on the monitor or the projector, the VR research, researchers engineered environments has a limited to
using a computer and thus require substantial resources to produce large environments, distinction from AR that uses
a real environment as a basis and added to computer engineering, so researchers were not stuck with how to develop
a virtual environment, but they are use the real environment in real time.

Figure. 2 Augmented reality scheme.

On development, the position of AR and VR can be combined and it called Mixed Reality (MR) and can be seen in
the reality-virtually continuum, where there is a relationship between the physical environment to virtual
environment, reality-virtually continuum can be seen in Figure. 3. Below.

Figure. 3. Reality-virtually continuum

Sample applications that use the AR is the game and some applications to architecture, the AR-based game allows
players to interact directly with their environment so make the distinct impression more viscous. AR is not only using
two-dimensional (2D) but also three-dimensional (3D) so that the object looks more real with a dimensionless 3.
Real world in everyday life has grown much in line with the development of technology in the field of IT. Virtual
environment at this time also developed in accordance with the rapid development of the IT world, a virtual
environment used by the IT community in many ways. This research focuses on human interaction to the virtual
environment that is generally known as the HCI, virtual interaction is included into the HCI because the virtual
environment generated by computers and humans as users or developers of computer systems for humans to interact
with virtual environments.
Humans have a desire to interact with a virtual environment in various ways, in a most simple but very efficient. It
not like in real life that can be perceived by the human sense of taste held since birth, by interacting with the virtual
environment of human imagination with all it has to be able to feel what was in the virtual environment and interact
with the world. Much interaction is currently being developed, with interaction via sound, visual, until the brain
waves can be performed by a virtual environment, interacting with the feeling is more prevalent, although this
interaction is one more to how the interaction took place between people from the real world with the virtual objects
that are generated through computer engineering.
Real
Environment
Augmented
Reality
Virtual
Environment
Mixed Reality
Augmented
Virtually
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Communication with the virtual environment today is widely developed in many things, this study wanted to know
how real human interaction with the virtual environment by using the gesture recognition on the part of the human
body (in this case is a hand).
3D computer environment need to recognize the human hand as a virtual object so that virtual objects can interact
with virtual environments, in this process required an algorithm to recognize the movement of human hands that will
interact with the virtual environment. This process in the form of algorithms for the movement of the human hand
can be read as an object that can also communicate with the virtual environment by using image processing that
require a reliable computer performance.
HCI is a study in which the relationship between humans and computing technology and how computers are
designed for easy to use by human beings, more practical and more intuitive. HCI emphasizes how human interaction
on computing and design interface computer technology.
HCI is defined by ACM SIGCHI [11] as "a discipline concerned with the design, evaluation, and implementation of
computing systems for human use and with the study of major phenomena surrounding them"
Today HCI developed rapidly by the designers who continue to modify and make the development of HCI research.
Human interaction in this case has been developed into multimodal input of humans as a center of technology that is
growing.
The development of HCI has developed into virtual interactions (Human Virtual Environment Interaction - HVEI),
on HVEI, humans interact with virtual environment using technology developed by HCI, HVEI becoming a trend
with the development of HCI research models, HVEI HCI research is how humans interact with virtual environment
and communicate with the virtual world and give effect to this virtual environment so that the virtual environment to
respond to human interaction.

2. HUMAN COMPUTER INTERACTION

HCI is a discipline of science that focuses on the design, evaluation, and implementation of the interaction of
computing systems for human interests, and supports the development of technologies that benefit the environment
concerned. Basically there are 4 areas of HCI and all development is to enhance human interaction with computing
systems.
a. design of an interactive computing system which focuses on how to design a computing system that is easy to
use, effective and fun so that is basically a how to find solutions in designing new computing.
b. implementation of interactive computing system which focuses on how to produce a knowledge of the
capabilities of technology and ideas about the development potential that can be utilized so that in this section is
how to build applications.
c. Evaluation of interactive computing systems of the discussion focuses on the process whereby data collection
systematically used by users or groups of users that can be used in the environment is concerned; this section
focuses on the use of data collection and data analysis.
d. Studies of how phenomenon discusses issues such as how the introduction of computer system can affect the
work or how the reactions that arise when humans communicate with each other with machines, in this section
focus on how your study of the development of the human relationship with machines.
Developed much interactive design, interactive design developed consists of the design system and design process.
Design system focuses on how to design concepts and models of interaction in interactive computing system, while
design process is how to develop methods and tools of system design. The development of interactive computing
system design with the ever combine multiple input devices of computer systems and models of interaction has been
developed on a virtual model or mobile, these processes are carried out is the result of analysis and design of
interactive computing systems from HCI. Virtual reality is one of rapid development of HCI addition done on a
mobile form of mass developed by several vendors.
Some of the existing interaction techniques based on the orientation of HCI such as head tracking that allows users to
interact in accordance with the orientation of the human head that can use the full 360-degree angle, so there is no
restriction on head orientation tracking is because humans can use the eye as a sense of vision that can look to 360
degrees with the help of human head and body movement, distinct with head tracking with the active zone, the point
here is how the human orientation is limited by certain zones that have been determined in a computational system.
Other interaction-based orientation is with the joystick and trackball, joystick allows interactions can be easily used
for continuous or rapid rotation, but in contrast with the trackball is good and easy to use on the interactions that need
precision and accuracy to rotate.
Other techniques in computing interaction is the base of movement, position tracking which actually is a combination
of using the joystick, trackball that both is how objects can be moved by using two tools, how objects can interact
easily using the joystick or trackball, but the difference is the focus on speed and accuracy. Generated virtual world is
the result of computing systems and interaction resulting in the virtual world either in virtual or augmented reality is
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how that movement can be read as part of interaction in virtual computing world. Another thing in computing
interaction technique is to acting, there are two known acting in the virtual world of HCI, which is a virtual hand that
uses tracking systems such as mobile tracking system that serves as a means of human interaction with virtual objects
that have been previously Computed using the human hand as a tool input. Next is a virtual pointer, the virtual
pointer is also a tracking system but the difference is the tracking system is using another tool such as pointer, the
pointer used these interactions as a determinant of the location of interaction on objects that already exist.

3. HUMAN INTERACTION

Humans instinctively interact with their environment, either directly or indirectly use the tool or tools that are
considered useful for humans; there are several categories of human interaction in conjunction with HCI and HVEI.
a. Real World Interaction

Figure. 4 Human Interaction in Real World.

In the picture above can be seen that human beings interact directly to real objects in the environment of human
being (regardless of how the interaction took place, using tools or not). Humans actively interact directly against
the object on the environment and assume that the object is useful for humans.
b. Real-world interactions that lead to the virtual effects

Figure. 5 Human Interaction computed to virtual world.

In the picture above can be seen that human beings interact directly on a real object, and then cause effects on
the virtual world that has gone through the process of computing. Research conducted by Ausgefuhrt[2] is one
form of examples from real-world interaction virtual effects, as an example in the Figure below.

Source : (Mary Pietrowicz, Robert E. Mcgrath, 2009)
Figure. 6 a) generate effect to b), and c) rendering result from d).

c. Virtual Interaction

Figure. 7 Human virtual interaction.
Real World
Real World
Computation
Virtual World
Real World
Virtual World
Computation
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Virtual interaction by virtual human on the environment and the direct effect of a virtual environment with the
change of location, or node in a virtual environment. Picture below is an example of interaction with virtual
environment.

Source : (Mag. Hannes Kaufmann, 2004)
Figure. 8. Virtual Geometry.

4. NONPARAMETRIC BELIEF PROPAGATION
NBP has the aim to solve existing problems in graphical modeling with continuous variables, high
dimensional and non-Gaussian. NBP using two approaches, first, for graphs with cycles, no form a tree,
but an update of iterations as in Belief Propagation (BP). This is very beneficial because it reduces the
dimensions of the spaces where we have to conclude distribution. Second, the update message on
algorithms specifically adapted to the graph that contains continuously, and non-Gaussian. The main
difficulty is in determining an efficient method to combine information provided by several variables /
nodes that are most closely related. NBP algorithm can be applied to free and structured charts that contain
a variety of possible functions; the algorithm is effectively used as a method that is used as a filter element
that is much broader than computer vision problems.
NBP associated with Hidden Markov Models (HMF) as a model for the development of the NBP, HMF
has an important role in computational algorithms NBP.
5. AUGMENTED REALITY FOR EDUCATION
AR on education much can be developed. One of them recognizes the objects that in fact difficult to
introduce or merely a concept and image as human organs and their function as student learning materials
in secondary schools and in higher education circles, or practicum which is harmful to students. AR is
potentially developed in education so that a variety of learning resources can be optimized and the use of
new technologies in the IT field.
As in Figure 8, Virtual Geometry [8]. Is one form of learning in the form of AR, the student or students
using a virtual environment that is generated by the computer so it can learn geometry directly. In this
lesson students use the tools that support the AR such as HMD and the pen tool. The resulting image is a
virtual form of object actual geometry.
AR in education such as that developed by Columbia University is in terms of taxonomy of plants by
identifying the form of leaves on the skewer with plant taxonomic data that has been stored previously,
and computationally processed by computer vision-based process, so there is information about the plant
in question in real time.

Source : (Sean White, 2009)
Figure. 9 AR plant Taxonomy [14].

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6. RELATED RESEARCH

Game using the AR now is widely developed, such as ARQuake developed by the University of South Australia[4],
The Invisible Train, developed by Vienna University of Technology, Cows Vs. Aliens developed by the Graz
University of Technology, developed by AR Tennis Henrysson, Billinghurst & Ollila, 2006, or even the Art of
Defense, developed by the Augmented Environments Lab greater emphasis on the entertainment side alone, the
picture below is one of the game using AR technology, Racing game developed by the Department of Computer
Science - Columbia University[14], AR Ping-pong which was developed by the Computer Vision Laboratory, ETH
Zurich, Switzerland. Billiards game developed by the Department of Innovation Engineering, Salento University of
Lecce - Itayl. While in education, developed the AR is in the field of Botanical Species Identification by Columbia
University[14]. Then at the same university is Designing a Mobile User Interface for Automated Species
Identification and Interaction and Presentation Techniques for Shake Menus in Tangible Augmented Reality. The
"Magic Book" was developed by the Centre for Children's Literature, Christchurch College of Education.

REFERENCES
Aaron Stafford, The God-Like Interaction Framework: Tools And Techniques For Communicating In Mixed-Space
Collaboration, Adelaide, 2008.
Ausgefuhrt, Ubiquitous Animated Agents for Augmented Reality, Viena University of Technology, 2006
Brad A. Myers, A Brief History Of Human Computer Interaction Technology, Human Computer Interaction Institute,
School Of Computer Science, Carnegie Mellon University, 1996.
Bruce Thomas, Ben Close, John Donoghue, John Squires, Phillip De Bondi, Michael Morris, Wayne Piekarski,
ARQuake: An Outdoor/Indoor Augmented Reality First Person Application School of Computer and
Information Science, Universit yof South Australia, 2000.
Doug A. Bowman, Jian Chen, Chadwick A. Wingrave, John Lucas, Andrew Ray, Nicholas F. Polys, Qing Li, Yonca
Haciahmetoglu, Ji-Sun Kim, Seonho Kim, Robert Boehringer, And Tao Ni , New Directions In 3D User
Interfaces, Centre For Human-Computer Interaction , The International Journal Of Virtual Reality, 2006.
Francesca MORGANTI, Virtual Interaction In Cognitive Neuropsychology, Centre For Cognitive Science,
Department Of Psychology, University Of Torino, Italy, 2006.
Georg Klein, Kings College, Visual Tracking For Augmented Reality, University Of Canbridge, 2006
Mag. Hannes Kaufmann, Geometry Education With Augmented Reality, 2004
Mary Pietrowicz, Robert E. Mcgrath, Transforming Human Interaction With Virtual environments, University Of
Illinois At Urbana-Champaign,2009.
Markus Schlattmann Tanin Na Nakorn Reinhard Klein, 3D Interaction Techniques For 6 DOF Markerless Hand-
Tracking, Universitt Bonn, Germany,
Majlinda Fetaji, Suzana Loskoska, Bekim Fetaji, Mirlinda Ebibi, Investigating Human Computer Interaction Issues
In Designing Efficient Virtual Learning Environments, Sofia, Bulgaria, 2007
Reinhold Scherer, Mike Chung, Johnathan Lyon, Willy Cheung, And Rajesh P. N. Rao, Interaction With Virtual And
Augmented Reality Environments Using Non-Invasive Brain-Computer Interfacing. Vanice Italy, 2010
Sren Lenman, Lars Bretzner, Bjrn Eiderbck, Computer Vision Based Recognition of Hand Gestures for Human-
Computer Interaction, Department Of Numerical Analysis And Computer Science KTH, 2002.
Sean White, David Feng, Steven Feiner, Interaction and Presentation Techniques for Shake Menus in Tangible
Augmented Reality, Columbia University, 2009.
Thomas Pederson, From Conceptual Links To Causal Relations Physical-Virtual Artefacts In Mixed-Reality Space,
Department Of Computing Science, Ume University, 2003.
Olivier Bernier, Pascal Cheung-Mon-Chan, Arnaud Bouguet, Fast Nonparametric Belief Propagation For Real-Time
Stereo Articulated Body Tracking, France, 2009.
Ohan Oda Levi J. Lister Sean White Steven Feiner, Developing an Augmented Reality Racing Game, Department of
Computer Science, Columbia University, New York, 2008.
Vladimir Savic, AdriAn PoblaciOn, Santiago Zazo And Mariano GarcIa , An Experimental Study Of RSS-Based
Indoor Localization Using Nonparametric Belief Propagation Based On Spanning Trees, Signal Processing
Applications Group, Polytechnic University Of Madrid, 2010.
Wayne Piekarski, Interactive 3d Modelling In Outdoor Augmented Reality Worlds, University Of South Australia,
2004.
Wouter Alexander De Landgraaf, Interaction between Users and Augmented Reality Systems: Human-Computer
Interaction Of The Future, Vrije Universiteit Amsterdam, 2004.
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1

ABSTRACT
Zoopedia is an application that can provide information about animals by displaying a variety of
visualizations, such as texts, images, videos, and simulations using 3-dimensional objects (3D) which allow it
to interact with the users. Zoopedia application is more focused on developing simulations of animal behavior
which is expected by the visualization of this simulation so that the user can obtain a more tangible
experience of animal behavior. To obtain a realistic simulation quality, virtual animal agent which is an actor
in the simulation should be made as identical as possible with the actual animal. In a game or an agent
simulation that behaves in a virtual environment that is not controlled by the user, usually called Non
Playable Character (NPC). NPC behavior can provide an overview of a certain situation or condition in a
simulation.
This study aims to design and implement tiger NPC behavior in Zoopedia application by using Finite State
Mechine (FSM) method for decision making. NPC tiger behavior is designed to provide the closest to the
actual behavior, then added a few attributes, such as energy, stamina and speed. Behaviors designed in this
study includes deterministic and nondeterministic behaviors.
The results obtained show that in general the NPC has behaved according to the design. Although the
behavior of the NPC in this simulation has given a good impression on the users, this simulation still needs
further development so that the simulation produced will be more dynamic. Further, it can be developed into
more nondeterministic behaviors and also possible other algorithms that correspond to the behavior of
animals that will be developed.
Keywords: Zoopedia, simulation, NPC, FSM, deterministic, nondeterministic.
1 INTRODUCTION

With current technological advancements, a variety of devices can be developed as a means or medium
for people to be able to recognize the wealth of animal species that exist in Indonesia. One is through the
medium of the Internet to inform the kinds of animals that exist in Indonesia. However the information
conveyed by the media, such as the information conveyed by Wikipedia are in the form of text, images
and video.
Therefore Zoopedia application is developed not only to provide some information in addition to text,
images and video, but also a more tangible experience for users. One is to develop simulation models of
animal behavior.
Animals behaviour have long been the subject study of zoologists and ethologists, and have recently
helped inspiring the emerging research discipline of articial life. This Artificial life in computer graphics
has spawned several research and development principals. The artificial life approach has proved
especially effective for advanced animation. Techniques are now available for realistically modeling and
animating plants, animals, and humans. Behavioral modeling is a major trend in the motion picture special
effects industry. The relentless increase in computational Power is drawing the attention of researchers
and practitioners to synthetic characters for interactive games.
To enable an animal behavior model in a simulated game,an Artificial Intelligence needs to be applied.
Application of artificial intelligence to design certain agent to be able to move in a realistic computer
simulation game is one of the challenges
[5]
. Artificial intelligence is a technology which simulates human
intelligence and tries to solve problems using computers to mimic how humans solve quickly their
Disign and Implementation of Zoopedia:
Behaviour of Non Playable Character (NPC) of Tiger Hunting the Prey
Heri Ahmad Safari
1
, Agung Harsoyo
2
, Kuspriyanto
3

1
School of Electrical Engineering and Informatics, Bandung Institute of Technology
Jalan Ganesha No. 10, Bandung 40132, Indonesia

1
Heri.ahmads@yahoo.co.id
978-602-19271-0-6 ICEL 2011
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2

problems. Agents that behave in a virtual environment which is not controlled by the user, typically called
as Non Player Charavter (NPC). Based on the above background, the research to be done is to design the
behavior of NPCs in the hunt for prey in the application Zoopedia

2 LITERATURE REVIEW

2.1 Non Playable Character (NPC)

NPC model means dynamic objects which are not subordinate to any control of their user and decide
by themselves and operate in virtual space. For example, it plays role as an enemy to the PC (Playable
Character) or as a supplementary partner which leads the game smoothly in online-games. Fundamentally,
the behavior of NPC is based on the state-transition information and its control structure is defined by the
developer. This is an important element which the developers should consider when they draw a plan.
Generally, NPC repeats the sense, the thought, and the decision cycle. Fig 2.1.

Source : (Kim, at all, 2006)
Fig 2.1 Behaviour NPC Steps

2.2 Artificial Intellegence (AI)

Artificial intelligence (AI) is an effort in computer science specifically intended to create software and
hardware which is fully capable of imitating some functions of the human brain, Artificial intelligence is
also a branch of computer science which studies the behavior of automation intelligent
[7]
.
The definition of AI can be grouped into four categories, system which can think just like humans,
system which can act like humans, system which can think rationally, and system which can act
rationally
[8]
.
The main part of the application of AI is knowledge, the understanding of some subject areas which are
acquired through education and experience. Knowledge is organized and analized information to be more
easily understood and can be applied to solve problems and making decision. Knowledge consists of facts,
ideas, theories, procedures, and their relationship to each other
In certain game or simulation, AI is used to create programs that enable artificial intelligence to NPC.
These intellectual are in the form of different behavior. There are many algorithms of artificial intelligence
for designing NPC models, including the algorithms using finite state machine (FSM), genes and neural
network algorithms, methods, crowds flock to describe behaviour and algorithm A*, which is used to path
finding.

2.3 Finite State Machine (FSM)

Finite State Machine (FSM) is one of the most basic and simplest models of AI. FSM is a tool or
model that has a number of states and can operate the inputs so as to make the transition from one state to
another or causes the output occurs. FSM can only be in state at a time and is a method that can indicate a
characters behavior in a certain simulation and games. Transition in the FSM is obtained from the
environment or system and then processed in accordance with internal data on the system. The main idea
Step Aktivity
Sense Grasp the situation through sensing the information to be
happened in current location from server.
Think Decide the action which coincided with its own role in the
situation.
Act Order servers that do the deed to be selected.
sense
think
act
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3

event
transition
State

A

action
State

B

action
of the FSM is to describe the behavior in several states, making it easier for developers in the early design
stage.
The basic idea is, in the FSM, there are several components: state, event, action, and transition. For
more details, see the following picture.

3 DESIGN AND IMPLEMENTATIONS

Zoopedia is an application that can provide information about animals by displaying various
visualizations, such as text, images, video, and modeling using 3-dimensional (3D) objects, which allows
it to interact with users. Zoopedia application emphasizes on the development of simulation of animal
behaviour, due to this visualization, it is hope that users can get a more realistic experience. Thus, the
benefit we can get from Zoopedia applications compared with other similar applications is that in this
application, the animals behavior are developed.

3.1 Virtual Environment

The virtual environment is an environment where the NPC is located. If it can move from one place to
another in that world, it can be said that the NPC has been sufficiently aware of its environment. In this
simulation, the virtual environment which will be designed is the Gunung Leuser National Park, on Lake
Laot Bangko area in the village of Ujung Padang Bakongan South Aceh regency, with an area of about
250 ha. Virtual environment will be designed for the simulation is expected to resemble the real
tophography as their natural habitat.

3.2 Character Model of NPC

To get a realistic simulation quality, vitual animal which is the actor in this simulation should be made
as realistic character (resembling actual animals). Character model of NPC is a realistic adult male Tiger.
.
3.3 NPC Behaviour

NPC behavior in this simulation is the Tiger's in the hunt for the prey. In this simulation, NPC
behavior is controlled by computers, not the user. But it is expected that its behavior is the same as the
reality. NPC behavior in the hunt for prey is limited to the following behavior: 1) in search of prey; 2) the
pursuit of prey; 3) eating the prey; and 4) resting.

3.4 NPC Attributes
.
To produce a realistic NPC behavior, then the designed NPC has to be equipped with its attributes.
Attribute is the value that states the basic level of the NPC to complete the physiology of an agents. In
accordance with the behavioral model and designed NPC, it impacts on the determination of attributes that
should be obtained by the NPC. These attributes are as follows.
State current input of the system
Event current input of the system
Action the current result output from the events
that occurred at that time.
Transition a transition that connects the two state in
the form of events.
Fig. 2.2 State FSM Chart

.
Source: (Graham, 2006)
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4

1. Energy is the ability to perform activities. Each activity will consume energy. Energy is associated
with the state of hunger and affect the physical state of the characters, such as being tired.
2. Stamina is the Endurance of an organism. Endurance is very closely linked to the power in the
movement, such as the Tigers in the pursuit of prey it can only maintain to work at maximum speed
only approximately for 10 m, this means that if the tiger cannot get its prey in 10 m, it ill stop. Thus,
the endurance is related to fatigue.
3. The movement is an inherited attribute that is used to determine how far the NPCS can move during
the interval of time. This movement is also known as Speed.

3.5 Design Finite State Machine (FSM)

To meet the above design, it is necessary to have methods or programming algorithms. Programming
algorithms for designing the behavior of the NPC, is Finite State Machine. NPC behavior can be
represented in the form of the state. Complex behavior can be made simple by using state by providing
additional rules in that current state. The use of behavioral state in designing the NPC is considered to
FSM algorithm.
In accordance with previous requirements regarding the identification of behavior that should be
owned by the behavior of the NPC when hunting prey, then the state that existed at the NPC when hunting
prey are:1) in search of prey; 2) the pursuit of prey; 3) eating the prey; and 4) resting.
Each State is connected by the transition. Each transition leads from one State to another State
(destination State), and each State has a series of related conditions. If the condition of transition are met,
the current state changes into the destination state. In a state machine, only the current conditions are
considered so that not all actions can be achieved. The movement of one state into another state is
triggered by one or more factors. Here is state behaviour of NPC chart.

rest1 search
persuit eat
[hungry1]
[tired1]
[
L
o
o
k
i
n
g

a
t

p
r
e
y
] [
P
r
e
y

r
u
n

a
w
a
y
]
[Cacthing the prey]
[
n
o
t

h
u
n
g
r
y
]
rest2
[
l
e
l
a
h
2
]
[hungry2]

Fig. 3.8 State Behaviour of NPC Chart

Current state Transition Next state
Black circle Has one transition,
without trigger.
[rest 1]
Output action : sitting, sleep,
standing.
[rest 1] [hungry1] : hungry [search]
Output action : wandering
[search]

[tired 1] : tired [rest 2]
Output action : sitting, standing
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5

Current state Transition Next state
[rest 2] [hungry 2] : normal
stamina
[search]
Output action : wandering
[search]

[looking at prey] :
looking at prey.
[persuit]
Output action : walking and
persuiting
[persuit]

[the prey run away] . [search]
Output action : walking,
wandering
[search] [looking at prey] : see the
prey.
[persuit]
Output action : persuiting.
[persuit] [tired2] : stamina
decrease
[rest 2]
Output action : standing, sitting.
[rest 2] [hungry 2] : stamina
normal.
[search]
Output action : wandering.
[search]

[looking at prey] :
looking at prey.
[persuit]
Output action : persuiting.
[persuit] [catching the prey] [eat]
Output action : eating
[eat] [not hungry] [rest 1]
Output action : sitting, sleep

4. RESULTS AND DISCUSSIONS

NPC tiger behavior can be divided into two, namely deterministic and nondeterministic behavior.
Deterministic behavior, includes behavior in NPC breaks, and meals. While nondeterministic behavior is,
ie when it is looking for prey and chase prey.

Fig. 4.1 (a) seacrhing ; (b) persuiting; (c) eating

Fig. 4.1 shows behavior of NPC of tiger acting according to the attributes value.
Giving to the NPC attributes can affect the behavior of NPCs in making decisions. For example, when
NPC of tiger pursuing the prey. Stamina of NPC of tiger will be reduced. So that he will run more slowly
(speed decreases). If the prey not overtaken he will take decision to rest, even though he was hungry.

(a) (b) (c)
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6

5. CONCLUTION

In this study, it has been designed and implemented NPC behavior in tiger hunting its prey. The test
results shows the following result:
1. The use of 3D objects in an application Zoopedia provides a realistic visual effects on-screen
simulation.
2. The behavior in this simulation can be categorized into two, namely deterministic behavior
(standing, sitting, sleeping) and non-deterministic behavior (looking for prey).
3. The Finite State Machine (FSM) method is very effective methods used to model the behavior of
the NPC. Because, with this FSM method, teh NPC behavior can be decomposed into several states.
so that FSM methods will be easy to control the behavior of the NPC, when the behavior of the
NPC is not in accordance with the actual behavior.
4. The addition of the attributes of energy, stamina and speed on the behavior of NPC has provided a
more realistic effect on the behavior of NPC.

REFERENCE

Broug, David, Seeman, Glenn. (2004). AI for game Developers, Oreally, Plano, Texas.
Craig, W., Reynolds, Steering Behaviors For Autonomous Characters, Sony Computer Entertainment
America, Boulevard, California
Demetri, T.( 1999). Artificial Life for Computer Graphics, Vol. 8, pp. 1-42.
Graham. (2006). Intelligent NPC, Simulation, and Gamming, Vol. 37 no. 3 339-349,
Kim, Chong-Han, Jeong, Seung-Moon., Hur, Gi-Teak., and Kim, Byung-Gi. (2006).Verification of FSM
Using Attributes Definition of NPCs Models, International Journal of Computer Science and Network
Security.
Sandi Setiawan. (1993). Artificial Intelligence, Penerbit Andi Offset Yogyakarta, Edisi pertama.
Stuart. J., Russel, Norving Peter. (1995). Artificial Intelligence a Modern Aproach, Emhlewood Cliffs,
New Jersey.
Xiaoyuan Tu.(1996). Artificial Animals for Computer Animation: Biomechanics, Locomotion, Perception,
and Behavior, pp. 1-50.
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PLAGI ARI SM DETECTI ON SYSTEM DESI GN FOR PROGRAMMI NG
ASSI GNMENT I N VI RTUAL CLASSROOM BASE ON MOODLE

Dewi Tresnawati, Arief Syaichu R., Kuspriyanto

Sekolah Teknik Elektro dan Informatika, Institut Teknologi Bandung
J alan Ganesha No. 10 Bandung 40132
Email:
1
tresnawatidewi@yahoo.com,
2
arief@stei.itb.ac.id,
3
kuspriyanto@stei.itb.ac.id

ABSTRACT
The practice of plagiarism is not a strange thing anymore, especially among the students
that almost every day working on tasks assigned by the lecturer. The practice of plagiarismis done
by the exchange of source code that have been successful. To over come the practice
of plagiarism, it is not enough just to remind the students that the act of plagiarism is
not well done. Detecting plagiarism practices is a solution that should be done so that
the fraudulent actions can be minimized. Overall, the plagiarism detection software can provide a
useful contribution to minimize plagiarism. Using the software can be
a deterrent for students to take a plagiarism. However, the using this software does not provide the
final answer. Software only detect and notify any duplication. Therefore, the intervention of
manual inspection and assessmentis still needed. The design result obtained by a plagiarism
detection system model for programming assignment in a virtual classroom base on
Moodle and delivery system alerts for the student. The test results show that the
software can detect any similarities in the assignment by generating a percentage of similarity
between the task either comparison between two files or many files. In addition, the software can
deliver alerts from the lecturer for the students that plagiarism is detected using SMS Gateway.

Keywords: plagiarism, plagiarism detection system, virtual classroom, Moodle, SMS Gateway.

I. PENDAHULUAN
Plagiarism is the act of abuse, publication, statement, or claim as your own the thoughts, ideas, writings, or a
creature that actually belongs to someone else
[13]
.
To overcome the practice of plagiarism, it is not enough simply to remind students that the act of plagiarism is
not well done. Plagiarism detection practices is a solution that should be done so that fraudulent activity can
be minimized.
Today has found the software/plagiarism detection tools, including the SIM, SID, MOSS, JPlag, YAP, Plague,
Bandit, Cogger, AC and CodeMatch. Use of the software can be a deterrent for students to perform acts of
plagiarism. Software only detect and inform the duplication. Therefore the intervention of manual inspection and
assessment is still needed
II. PLAGIARISM DETECTION
Plagiarism detection system can be developed for: text data such as essays, articles, journals, research and so
forth; a more structured text documents such as programming languages (source code).
Modifications are usually done by students of programming can be classified as follows
[4]
.
a. Lexical, changes in the code (source code) program, for example:
1. changing comment (increased or reused, or replaced),
2. changing format,
3. changing variable name.
b. Structural, changing program structure, for example:
1. change the order of the algorithm, does not change program course,
978-602-19271-0-6 ICEL 2011
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2. change the procedure becomes a function or vice versa,
3. the procedure is replaced with the contents of the procedure it self.
The benefits of plagiarism detection system is to aid the detection of the manual in making comparisons between the
amount of source code in a short time.
Major aspects of development that must be considered in plagiarism detection system
[3]
:
a. suitable discriminator to indicate the presence of plagiarism,
b. make a suitable method for comparing these discriminators,
c. appropriate measurement of similarity.
2.1. Plagiarism detection method
Two main approaches have been used for plagiarism detection methods of attribute-counting and structure-base
[7]
.
In attribute-counting method, which in comparison is a quantitative measure of some of the metrics program,
while at stucture-based method, which compared the representation of the structure of the program, such as a
linearrepresentation of a string, parse tree, data flow, etc.
(1) Attribute-Counting method.
A variety of attribute-counting methods that use other metrics continue to emerge, such ascalculation of the
number operator and oprands by Halstead
[9]
, cyclomatic complexcity method of McAbe
[11]
which measures the flow
of program control by calculating execution path, scope and methods of measurement number. However, attirubte-
counting system only managed to perform effectively for plagiarism detection is done with simplemodifications.
(2) Stucture-Based Method
In general, the detection system in structure-based methode is divided in two stages.
1. Tokenization, the parsing code into a collection of tokens called token sequences or profiles. Token is
asingle element of the programming language. For example reserved words, punctuation,and operators
[16]
. And
the parser is a program that breaks the code into functional components
[12]
.
2. Comparing each pair of profile or token sequences. For n program that collected the application will do the
n*(n-1)/2 comparisons.
2.2. Plagiarism Detection Software at the Source
When this has been a lot of plagiarism detection software developed using stucture-basedmethod.
1. Software Similarity Tester (SIM)
Software Similarity Tester (SIM) plagiarism detection system was developing in 1999 by Gitchell and Tran
[6]
as a
system for measuring the similarity between text written in C, Java, Pascal and natural language.
SIM work steps.
Read the program files: read the file and store it in sequence.
Determine the set of interesting runs: the algorithm determines match between two files.
Determine the line numbers of the interesting runs: finds the start and end line number for each chunk.
Print the contents of the runs in order: the stored match and display the analysis in chart.
2. Measure Of Software Similarity (MOSS)
Measure of Software Similarity (MOSS) was developed in 1994 by Alex Aiken
[2]
at Berkeley as a system for
measuring the similarity of source code written in C, C++, Java, or Pascal. MOSS tests the source code in real
file be parse the source code, tokenizing it and apply comparison algorithm (MOSS) to the tokenized form of the
code. And compare it with the source code in other files
[15]
.
3. J plag
JPLag built and developed by Guido Malpohl from the Department of Informatics University of Karlsruhe
[8]
. The
system can detect the similarity between source Java, C, C++ and Scheme. Jplag available as a web service
and can be used free of charge.
The main characteristic of JPlag can be summarized as follow.
JPlag is available as a web service.
JPlag has a powerful user interface for understanding the results.
JPlag is resource-efficient and scales to large submissions.
JPlag has very good plagiarism detection performance.
4. Shared Information Distance or Software Integrity Detection(SID)
SID works in two phases:
In the first phase, source programs are parsed to generate token sequences by standard lexical analyzer.
In the second phase, Token Compress algorithm is used to compute the shared information metric d(x, y)
between each program pair within the assignments.
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Figure 2.1 SID Phases
[14]
.

5. CodeMatch
CodeMatch
[5]
compares every file in one directory with every file in another directory, including all
subdirectories if requested. CodeMatch produces a database that can then be exported to an HTML basic report
that lists the most highly correlated pairs of files. You can click on any particular pair listed in the HTML basic
report see an HTML detailed report that shows the specific items in the files (statements, comments, identifiers,
or instruction sequences) that caused the high correlation.
6. AntiCopias (AC)
AC performs the following steps to compare between students assignments
[10]
.
Distance integration
This stage put the characters in sequence and converting them into sequence of tokens after removing
comments and spaces from the source file.
Token counting similarity distance
This stage counts the tokens between two assignments using parser (compiler to compare the similarities
between the two sequences) and gives the percentage of similarity.

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Figure 2.2 Parsing Steps
[10]
.
2.3. SMS Gateway
SMS Gateway is a unitary device comprising at least a computer with a modem GSM/CDMA, a card
GSM/CDMA, and an application program that serves to organize (receive or send) a message
[1]
. SMS
Gateway Application capable of integrating the phone with computer technology.
Advantages SMS Gateway is a gateway to the dissemination of information by using sms, it can spread the
message to hundreds of numbers automatically and quickly directly connected to the database with phone numbers
without having to type hundreds of numbersand messages on the phone because all the numbers will be
taken automatically from database. In addition, the SMS Gateway can customize messages to be sent
Picture of the use of SMS Gateway in Moodle can be illustrated as shown below:

Figure 2.3SMS Gateway with Moodle.

III. ANALYSIS AND DESIGN
To design a plagiarism detection system is then carried out an analysis of system requirements that will be built.
Requirements of the system requirements are divided into two, namely the functional requirements and non
functional requirements.
3.1 Functional requirements.
Enable teachers to detect plagiarism and cheating in student submitted assignments. The system reads the
submitted assignments and enters them to the algorithm to find the degree of similarity between them.
Viewing visually aided cheating (similarity) reports. Teachers can display cheating (plagiarism) report, which
contains all submitted assignments and the percentage of similarity of each assignment with others.
The main functions such a registration, login, create courses are already exist in the Moodel (it is not new
functions to be added in this project).
System is capable of displaying file content comparisons that have similarities.
The system can automatically send alerts to students detected cheating or plagiarism action, in the form of sms
alerts.

3.2 Non-Functional requirements.
1. Compability. System should be compatible and integrateable with Moodle because it will be added as new
feature to Moodle.
2. Easy to use. Teachers will interact with the system to generate plagiarism report through a user-friendly graphical
user interface. Furthermore, the generated reports will contain both textual and visual (bars, charts, etc.)
representation for the results.

3.3 Development requirements
1. Hardware resources.
- Personal Computer (PC), for server application.
- LAN or WAN, used to connect a computer server with client computer.
- Modem for SMS Gateway connection.
2. Software resources.
Plagiarism detection system to integrate into the Moodle virtual classroom platform, it would require some
software to suit the needs of Moodle. Moodle is a Web-based applications using PHP programming language, and
database applications using MySQL,so it is a system built using the PHP programming and MySQL database. As for
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the SMS Gateway can be integrated into Moodle, used Ozeki NG, because the Ozeki NG SMS Gateway is
a software that can be integrated into Moodle.

3.4 System design
The system designed involving three components lecturer, students and administrators. Students can access
a particular course, submit assignments, and receive alerts. Lecturers provide course material, assign tasks, view the
results of plagiarism detection, see the same results file detection, and provide alerts, while administrators manage
user data and manage the system. Scenarios for each user is indicated by the flowchart below.

1. Scenario for the lecturer.

2. Scenario for the students.

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3. Systems scenario

In plagiarism detection systems programming tasks in the Moodle-based virtual classroom, the system first checks
the username and password entered by the lecturer or students into a database match, when appropriate, the
system displays the pages of virtual classes and courses that exist. The system will display the questions that have
been uploaded by the lecturer and put the task on submit students into the database. The system detected a
similarity between the tasks. Detection procedures are as follows.
1. Distance integration.
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This stage put the characters in sequence and converting them into sequence of tokens after removing comments
and spaces from the source file.
2. Token counting similarity distance.
This stage counts the tokens between two assignments using parser (compiler to compare the similarities between
the two sequences) and gives the percentage of similarity.
3. Visualize the detection results in table form percentage comparisons, both comparisonsbetween the two files as
well as comparisons between multiple files.
In the process of the system will display a page alerts SMS Gateway for lecturers. The system will deliver alerts that
provided teachers to students in the form of an SMS.

IV. ANALISYS OF THE RESULTS
This section will be delivered the results of testing the software presented in the form of tables. The
test performed is the scenario adopted for testing the software in accordance with the function use case that has
been developed.

Table 4.1 Prior to testing aspect plagiarism detection process.

Aspects of the tested Aspect before the plagiarism detection process
Process Plagiarisme detection process
Use case Login, give the task, displaying the task, the task of collecting
Testing details Expected Results of software
testing
Analysis of test results
Perform the login process by
entering the login function, the
correct username and password
Login process is
successful, all active in the
system menu
conform In order for these processes
can be successful it must
be in accordance with the
configuration that has been
done before.
Conducting the process of
giving the task to activate button
and insert about the task
assignment
Assignment page appears, type
of assignment, about
the column, limit time spent on
conform
Process by activating the button
displays the task assignment
Show a page that contains about
task assignment and
execution time limit
conform
Make the process
of collecting tasks by activating
button assignment
Shown assignment page, the
column to submit answers to the
task, and tabs for editing tasks
conform

Table 4.2 Testing Aspects of Plagiarism Detection Process
Aspects of the tested Aspect the plagiarism detection process
Use case Reading files, detect plagiarism, plagiarism detection result display
Testing details Expected Results of
software testing
Make the process of reading a
file answers students who have
been placed in one directory
Comparing the files tasks
collected by the student
Conform The process plagiarism
detection of student tasks
performed by the system by
making the task file into the
form of tokens and parse,
then calculate the similarity
resulting in a percentage level
of similarity.
counting the percentage of
similarity between the student
assignment
Calculate the percentage of
similarity among the students
tasks
Conform
Showing results of plagiarism
detection in student task
Plagiarism detection results
of shown in table form the
similarity percentage
Conform

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Tabel 4.3. Aspects of Testing Process After the detection of plagiarism
Aspects of the tested Aspect the plagiarism detection process
Use case Provides alerts, receive alerts, create exam questions, exam answers to upload,
view exam answers, provide value, display value
Testing details Expected Results of software
testing
providing alerts to students, with
a percentage similarity above
50% by using sms gateway
Students with a level of
similarity
percentage above
50% receive a sms
alerts
Conform The process of granting
alerts by lecturer of students
with task similarity
percentage level above 50%
by using sms gateway.
V. CONCLUSIONS
The conclusion of the design and implementation of plagiarism detection system on the programming task in a
virtual classroom with Moodle is that software plagiarism detection systems that are designed and tested, can make
or process any of the following.
Plagiarism detection systems programming tasks in a virtual classroom with Moodle allows the lecturer to know
the existence of similarities among students that if the task is done manually requires considerable
effort, especially when the number of students attending is quite a lot.
Plagiarism detection systems programming tasks in a virtual classroom with Moodle is able to show the
percentage of similarty in student assignment, whether the similarity between the two files as well as similarities
between one file into many files.
In addition to show the percentage of similarity detection results, the system was able to show details of the
contents of the detected files have similarities.
System of alerts that are designed in this thesis, to address its students with a more efficient in terms of time, so
that students can receive alerts/information as soon as the detection process is completed.
Constraints faced in making the application of plagiarism detection system on the programming task in a virtual
classroom with Moodle is on the submission of detail edresemblance of the detected content file, because the
submission of this information must go through the file attachment facility can not be done on medium SMS.

REFERENCES
[1] ________, OzekiNG SMS Gateway, http://www1.sms-integration.com.
[2] Aiken, Alex, MOSS (Measure Of Software Similarity) plagiarism detection system, University of
Berkeley, 1994, http://www.cs.berkeley.edu/~moss/.
[3] Clough, P.D., Old and New Challenges in automatic PlagiarismDetection, Departement of Computer
Science, University of Sheffield, UK, 2003.
[4] Clough, P.D., Plagiarismin Natural and Programming Languages: An Overview of Current Tools and
Technologies, Departement of Computer Science, University of Sheffield, UK, July 2000.
[5] CodeMatch, http://www.zeidmanconsulting.com/CodeSuite.htm.
[6] Dick Grune and Matty Huntjens, Het detecteren van kopien bij informatica-practica (in Dutch),
Informatie 13, pp(864-867), 11 November 1989.
[7] Kristina L. Verco and Michael J. Wise, Software for Detecting Suspected Plagiarism: Comparing
Structure and Attribute-Counting Systems, 1
st
Australian Conference on Computer Science Education,
Sydney, Australia, July 3-5, 1996.
[8] Lutz Prechelt, Guido Malpohl and Michael Philippsen, J Plag: Finding Plagiarisms among a Set of
Programs, 2000, http://page.mi.fu-berlin.de/prechelt/Biblio/jplagTR.pdf.
[9] M. H. Halstead, Elements of software science, North Holland, New York, 1977.
[10] Manuel Freire, Manuel Cebrifn and Emilio del Rosal Escuela, AC: An Integrated Source Code Plagiarism
Detection Environment, Polit_ecnica Superior, Universidad Aut_onoma de Madrid, 2007.
[11] McCabe, T.J., A complexity measure, IEEE Transactions on Software Engineering, SE-2 (4), pp(308-
320), December, 1976.
[12] Miller, George A., A lexical database for the english language, http://wordnet.princeton.edu/, 2005.
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[13] Ridhatillah, Ardini, Dealing with Plagiarism in the Information System Research Community: A Look at
Factors that Drive Plagiarism and Ways to Address Them, MIS Quarterly; Vol. 27, No. 4, p. 511-532,
December 2003.
[14] Sanjay Goel, Deepak Rao et al., Plagiarismand its Detection in Programming Languages, December 15,
2005.
[15] Schleimer, Saul; Wilkerson, Daniel, Aiken, Winnowing: Local Algorithms for Document Fingerprinting,
SIGMOD, San Diego, CA, 2003.
[16] Techterms.org, Token, http://www.techterms.org/definition/token, 2006.

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MODEL DEVELOPMENT OF AI R VOLUME AND BREATHI NG
FREQUENCY I N HUMAN RESPI RATORY SYSTEM SI MULATI ON

Lilis Warliah, Arief Syaichu Rohman, Pranoto Hidaya Rusmin

Institut Teknologi Bandung, J alan Ganesa 10, Bandung 40132, Indonesia
lilis.warliah@yahoo.co.id, arief@stei.itb.ac.id, pranoto@stei.itb.ac.id
ABSTRACT

Human respiration is a process that always occurs in all living things including humans. However, the
process is abstract and difficult to observe by most people, including high school students. Simulation is
one way to explain respiration and it can be used as a medium of learning for the students.

Respiratory process consists of inspiration and expiration. The inspiration is the process of oxygen entry
from the environment into the lungs (alveolus) and expiration is the process of carbon dioxide exit from
the lungs (alveoli) into the environment . The respiratory mechanism includes the changes of air volume in
the lungs and the frequency of human breathing. The changes of the air volume and the respiratory
frequency depend on physical factors such as gender, type of activity, age, weight, and height of humans.
These physical factors may be treated as input variables that affect the changes of the air volume and the
breathing frequency.

In this paper, a model of lung volume and breathing frequency are developed for human respiratory
simulation. The model is a modified model of proposed models in the literatures. In the model of lung
volume and breathing frequency, the following factors are considered, i.e. tidal volume (V
T
), functional
residual capacity (FRC), total lungs capacity (TLC), inspiratory volume (V
I
) and expiratory volume (V
E
).
The model of lungs volume is then used to visualize the process of expansion and contraction of the lungs.
Meanwhile, the model of breathing frequency is used to visualize the duration of the expansion and
contraction of the lungs. Breathing period (T) is a time taken for a single breathing that consists of the time
for inspiration and expiration. These inspiration and expiration times may be modified and adapted to model
of various physical conditions and needs of the humans.

1. Introduction

Learning Media is an integral part of the whole learning process and is one of the critical success factors
of learning. Through the medium of learning, the learning process can be more interesting and fun (Joyful
learning). An important aspect is the use of media to help clarify the message of learning.

Model of simulation (simulation models) is one of the interactive multimedia and aims to provide concrete
experiences through imitation - imitation approaches the form of truth. Simulation models require students
to interact actively. Not only do students see, but also directly interact with the program. Students are
facilitated to try, observe, and try again with different situations, as they engage in practice.

The process of breathing is a physiological process that occurs within a living body which is abstract and
difficult to visualize. By the simulation will help visualize a matter of learning which is abstract, making it
easier to understand for the students. Human respiratory system is a part of learning material of biology
lesson for XI class of science program at high school. Thus the material can be packed into the simulation
of human respiratory system as a learning media.

978-602-19271-0-6 ICEL 2011
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1.1 Background

The simulation of the human respiratory system consists of: describing the structure, explaining the
function of a respiratory system and simulation of human breathing mechanism. Respiratory mechanisms
relate to the process of inspiration and expiration. The inspiration is the process of oxygen entry from the
environment into the lungs (alveolus) and expiration is the process of carbon dioxide exit from the lungs
(alveoli) into the environment. The mechanism of respiratory relates to the changes in lung air volume
and respiratory frequency.

The changes of air volume and breathing frequency are influenced by several variables. These variables
describe the parameters of the respiratory form of mathematical equations. So that to visualize the
respiratory system simulation involves a lot of mathematical equations. Thus the mathematical model of
breathing is necessary to simulate the human respiratory system. The mathematical model can be
obtained from previous studies of mathematical in the models of human respiratory system [6] and various
supporting theories.

Mathematical model includes mathematical equations related to the volume of air the lungs and
respiratory frequency. Changes of air volume in the lungs can be visualized by puffing and flatting the
lungs. The influencing variables will be made in the input by the user to simulate the breathing process in
humans.

1.2 Objectives of the writing

Designing and implementing a mathematical model of lung air volume and respiratory frequency are
needed in making the simulation of human breathing.

2. Respiratory system in humans

Respiratory systems of humans include the following matters, namely the respiratory tract, the
mechanisms and factors that affect breathing.

2.1 Respiratory Tract

Respiratory tract is the organ that serves as the exit point of the air from outside the body into the lungs or
vice versa. Respiratory tract includes the nose, pharynx, larynx, trachea, bronchi and bronchioles. The
nature and function of each respiratory organs are described below [3.5].
a. Nose, serves as a filter of dirt, moistens and warms the air that is inhaled into the lungs.
b. Pharynx, as liaison nasal cavity and oral cavity to the larynx.
c. Larynx, is the part that connects the pharynx and tracheae. Larynx is often called as the voice box that
serves as the site of vocalization.
d. The trachea, also called the windpipe. The end of the trachea is divided into two branches called
bronchi.
e. Bronchus, the branching of the trachea, bronchus is divided into right and left bronchus.
f. Bronchioles, is a branch of the bronchus. Containing bronchial sub mucosal glands that produce
mucus to coat the inside of the airway.
g. Pulmonary - lungs, elastic conical organs, consist of the right and left lung, which are located in the
chest or thoracic cavity. In the lungs, bronchial smooth branches with a diameter of 1 mm, the walls
are thinner than the bronchi.
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h. Alveolus, are the cells that make up the lung and serves as a place of exchange of O2 and CO2. The
lungs are composed of about 300 million alveolus. Alveolus are at the tip end of the bronchioles in the
form of a small pouch on an open side and resemble a foam or honeycomb-like. Webbed thin alveolar
capillary blood and a lot of empties as the site of gas diffusion can be seen in Fig. 1

Fig 1. Respiratory tract.

Fig 2. Inspiration

Fig 3. Exspiration

2.2 Mechanism of respiration

A respiratory cycle consists of inspiration and expiration process [5]. Both inspiration and expiration will
cause changes in lung volume. Flatting changes expand and show the mechanism of lung inspiration and
expiration. The figure below shows the mechanism of inspiration and expiration

The function of lung is associated with lung ventilation and exchange. Lung ventilation is associated with
lung volume measurements. Simple method to measure pulmonary ventilation is by recording the volume
of air movement into and out of the lungs by a spirometer, a process is called spirometry. Changes of air
volume affect the lungs puffing power.

Compliance or pulmonary puffing power per liter is the volume changes caused by each change of one
unit cmHg [1, 5]. Puffing power also depends on the size of pulmonary tuberculosis. Puffing power of
baby's lungs are smaller than adults, and puffing power of small-body people are also different from the
power of a big-body person [1, 4]

2.3 Mathematical equations of air volume

The normal volume of lung is influenced by age and the size of the respiratory system. The mens lung
volume is greater than women. At the time of exercise, the uptaken oxygen can reach about 4 up to 6
liters per minute and the volume of air inspired per minute can be increased up to twenty-fold. This
situation is achieved by increasing tidal volume and respiratory frequency. The amount of respiratory air
volume can be influenced by several physical factors such as gender, age, height and weight. [1, 6].

Based on previous research on the factors affecting the air volume of the lungs [1, 6], derived a
mathematical model that describes the behavior of respiratory parameters. To represent the dynamic lung
volume against time in a state of normal inspiration obtained the following equation:

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V =FRC+V
1e

,
... (1)
V =FRC+V
e

,
... (2)

VI is the volume of air after an inspiration and VE air volume of the lungs after expiration at a given point
time of respiratory cycle. FRC is functional residual capacity and VT is volume tidal of the lung. The
calculation of TLC and FRC based on previous studies [6]. This equation is presented in Table below.

Table 1. Mathematical equations of air volume [6].

Category TLC FRC
Men 7,956*h-6,948 7.502*h+0.009*a-
0.033*w-7.608
Women 7,107*h-6,435 5.867*h+0.009*a-
0.022*w-5.972
Boy exp(-
1,3191+1,7383*h)
exp(-
1.8195+1.6779*h)
Girl exp(-
1,2940+1,7021*h)
exp(-
2.0159+1.7942*h)

Keterangan:
- TLC = total lung capacity in
liters;
- FRC = Functional residu
capacity in liters;
- h = height in meter;
- a = age in year;
- w = weight in kilogram.

Based on table 1, total lung capacity (TLC) is influenced by the factors of gender, age and height.
Whereas the factors that affect functional residual capacity (FRC) are gender, age, height and weight.

2.5 Respiratory frequency

The amount of air that comes out into the lungs every breath is associated as respiratory frequency. In
general, adult respiratory frequency ranges from 15-18 times per minute. Fast or slow respiratory rate is
influenced by several factors such as; age, gender, body temperature, position and the position and activity
[1, 4]. The number of respiratory frequency is divided into 5 categories [7], namely:

a. newborn (age <1 year) ie 44 times / minute;
b. infants (aged <2 years) that is 50 times / minute;
c. toddlers (aged <6 years) is 25 times / minute;
d. children (aged <15 years) which is 20 times / minute;
e. adults (age> 15 years) that is 16 times / minute

3. Design Analysis

Simulation modeling is needed in the respiratory system including object modeling and mathematical
modeling (mathematical models). Object modeling includes respiratory tract model, namely: trachea,
bronchi and lungs.
Mathematical modeling of lung volume and respiratory frequency must be designed to meet the following
requirements:

a. Describing the large volume of air while performing normal breathing (VT). The amount of VT is
10% of TLC.
b. Describing the minimum and maximum air volume. The minimum air volume is the volume of air
remaining in lungs at the end of normal expiration (FRC). While the volume of air maximum is
the air volume of the lungs after inspiration (FRC + VT).
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c. Including the volume of air inspiration and expiration. Volume inspired (VI) is the air volume of
the lungs after a process of inspiration. Expiratory volume (VE) is the air volume of the lungs
after expiration.
d. Describing the changes of air volume of lung based on input variables. Input Variable is in the
form of human physical factors that include gender, age, type of activity, height and weight.
e. Describing the changes of air volume in respiratory versus time. The time taken in one cycle of
breathing depends on the frequency of breathing.
f. Illustrating how quickly the process of respiration. This relates to the frequency of breathing
influenced by the variables of gender, age and type of activity.
g. Describing the change of inspiration and expiration time (period), in normal circumstances and in
certain conditions

3.1 The model of object

Object Modeling Respiratory Tract includes: trachea, bronchus and lung

Fig 4. The model of object.

3.2 Mathematical model of air volume and breathing frequency

a. TLC calculation based on the table, can be explained by the flowchart below.
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Fig.5 Flowchart of TLC calculation
a. FRC calculation based on the table, can be explained by the flowchart below.

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Fig 6. Flowchart of FRCcalculation

b. V
T
, V
I
, V
E
Calculation

- V
T
= 10% * TLC
- V
I
(t) = FRC+V
T
* (1-e
-t/0.5
)
- V
E
(t) = FRC + V
T
* e
-t/0.5

V
I
(t)=FRC + V
T
(1-e
-t/0,5
) ;
to < t < to + T/2, inspiration.
V
Upn
(t)
V
E
(t) = FRC + V
T
(e
-t/0,5
) ;
to + T/2 < t < to + T, ekspiration.
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T = 1/f
Beginning and ending of volume can be analogized by following analogy:
- V
0
= Vupn (min) = FRC
- V
1
= Vupn (max) = FRC + V
T

3.3 Technical Design

The process of rendering a visual simulation of respiration using the OpenGL application programming
languages C + + and C # and visual studio 2010.

3. Implementation

Fig 7. Display of respiratory tract

Fig 8. Display of variable input

Fig 9. Display Simulation

Fig 10. Display air particle.
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Tabel 2. Input variabel.
I NPUT B C
1 Gender (L/P) L L
2 Age (tahun) A 7 50
3 Height (meter) H 1,08 1,67
4 Weight (kg) W 35 60
5 Actifity (T/F) T F

Fig. 11. Graph of respiration based on input B.

Fig. 12. Graph of respiration based on input B.

4. Conclusion

The Model of air volume changes in the lungs can be affected by mathematical model of the variables of
gender, age, weight, height, and implemented in visualizing the process of expansion and contraction of
the lungs in the human respiratory system simulation. Meanwhile, the model of breathing frequency is
used to visualize the duration of the expansion and contraction of the lungs. Breathing period (T) is a time
taken for a single breathing that consists of the time for inspiration and expiration. These inspiration and
expiration times may be modified and adapted to the model of various physical conditions and the needs
of the humans.

References

Deasy Silviasari Madina, Nilai Kapasitas Vital Paru Dan Hubungannya Dengan Karakteristik Fisik
Pada Atlet Berbagai Cabang Olahraga, Fakultas Kedokteran Universitas Padjadjaran, 2007.
Guyton, Hall, Text Book of Medical Physiology. New York : W B Saunders Company. Page 477 545,
1996.
Neil A., Chambell, Jane B. Reece, Lawrence G. Mitcthell, BIOLOGI, Jilid III, Erlangga, Jakarta, 2004.
Sutarmo Setiadji, Busjra M. Nur, B. Gunawan, Uji Faal Paru , Cermin Dunia Kedokteran No. 24,
Fakultas Kedokteran Universitas Indonesia, Jakarta, 1987.
Sylvia A.Price, Lorraine M. wilson, PATOFISIOLOGI, Edisi 6, IKAPI Jakarta , 2006.
Taxiarchis Botsis, John Mantas, Stelios Halkiotis, Mathematical Modelling and Curve Fitting for the
study of Respiratory SystemParameters, University of Athens, Faculty of Nursing, Laboratory of
Health Informatics.
________________, Ideal Weight Chart, http://www.buzzle.com/articles/ideal-weight-chart.html http: ,
diakses 5 januari 2011 jam 21 WIB.
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SRS DOCUMENT PROPOSAL ANALYSIS ON THE DESIGN OF
MANAGEMENT INFORMATION SYSTEMS ACCORDING TO IEEE STD 830-
1998

Eko Handoyo
1
, R Rizal I snanto
2
, Mikhail Anachiva Sonda
3

1
Diponegoro University, Engineering Faculty, Electrical Department
2
Diponegoro University, Engineering Faculty, Computer System Department
3
Diponegoro University, Engineering Faculty, Software Engineering Research Group
Email:
1
eko.handoyo@gmail.com,
2
rizal_isnanto@yahoo.com,
3
keyzaze_four@yahoo.com

ABSTRACT

A software development process generally consists of several stages ranging from analysis to
implementation, which will result in need (requirement) of software. Results of analysis for different
applications in a similar problem domain will usually produce similar definition needs. In the field of
software engineering, especially in object-oriented software development, requirements for different problem
domain have been developed. This research is to obtain a similarity (commonality) of the software
requirements specifications, here in after in short-SRS. Management Information System (MIS) has been
chosen due to several years has developed into concepts that are essential both in the scope of major agencies
as well as small and medium scale. SRS is the identification of commonality for the MIS application which is
focused on the function of customer service standards, particularly for the Management Information System.
From this research it also can be concluded that the SRS commonality can be generated by capturing best
practices from existing business processes.

Keywords : Software Requirements Specification (SRS) commonality, Management Information System
(MIS), the Users Requirements.

I NTRODUCTI ON

The Software Requirements Specifications Document (SRSs Document) is a written statement of
something that can be done and that can not be done by a software. The document is only acting as a foundation or
basis for an agreement between the parties-party software developers with software users [4].
The Management Information Systems (MIS) is a complete management of these processes provides
information for managers to support operations and decision making within an organization. Practice and research
of information systems has been developed under a combination of scientific and economic reasoning that forms
the foundation of modern community of western countries [8], whereas in developing countries is usually still a
problem especially in the application of information technology uniformly [8]. Unlike other types of systems,
information systems should consistently closely related to the database, handle incoming data and conduct
transactions, and provides an interface with external users [3].
Terms of SIM in this case related to functional requirements (FRs) and nonfunctional requirements (NFRs)
[3] Establish a basis for agreement between customers and product developers SIM about what can and can not be
done by the product. Complete description of the functions to be performed by the MIS in the SRS document will
help potential users to determine whether the product license that will be designed will have to meet their needs or
how the SIM to be modified to suit their needs [3].
Preparation of SRS document forcing the various concerned groups within the organization to consider all
the stringent requirements before the design process begins and then reducing the redesign, recoding, and re-test
[4]. That requires the use of inspection or review throughout the cycle (life cycle) MIS is an important factor in
improving the overall quality of the resulting MIS [1], [7].
Preparation of SRS document before the design of MIS has several advantages [4], among others:
1. Requirements in SRS documents can reveal omissions, misunderstandings, and inconsistencies early in MIS
development cycle.
2. Provide a basis for estimating costs and schedules and can be used to obtain the approval of bids or price
estimates.
3. Provide a basis for validation and verification. Organization of a good SRS document.
4. As part of the development contract MIS, SRS provides a basic document compliance with requirements that can
be measured.
978-602-19271-0-6 ICEL 2011

Several recent investigations revealed that some major problems today, especially in developing MIS is not
technical but managerial. to avoid excess costs and delays that often affected many MIS projects, the improvement
of MIS project should be managed the same with the increasing importance of technology in software development
[5].
Rigorous specification early in the MIS development process can greatly reduce the cost of later
development and maintenance, as well as provide an explicit means to manage risk and identify and meet safety
requirements [6].
In this paper, first, presents some basic concepts in identifying software requirements, in this case its
application in the design of MIS. Second, present a research proposal in the field about the importance of SRS
document before starting the design process of MIS based on IEEE Std 830-1998.

LITERATURE REVI EW

I dentify the basic concepts of software requirements

Identify some of the requirements is a step from the initial understanding of the scope of the context
analysis of software functions obtained from potential users or that is based on system requirements.

1. The software requires the input to understand the requirements.
The scope of the context analysis will discuss why the software was created and why it must meet specific
technical, operational, and the consideration of feasibility, economic feasibility set some conditions in the software
development process.

2. Getting the requirements of software users.
An important step in understanding the software requirements is the elicitation of the information
requirements associated with the end-user environment, experts, and customers of the product. Elicitation
is one of the processes utilized by the analysts document software requirements specification (SRS) to
collect and understand information which the evocation requirements involving fact-finding on the
information obtained.
Fact-finding will use mechanisms such as interviews with prospective users of the system, a list of
questions the questionnaire, and observation of the operational environment where the software will be developed.

3. Investigating a number of software requirements to system requirements.
These requirements were created to bring together software based on system requirements. Investigation
techniques used to communicate how the software requirements can be tailored to the requirements of the system.

RESEARCH METHOD

Research to analyze the proposal on the SRS document management information system design is done by
using primary data obtained from the research questionnaire distribution process.
For the sampling method used is the technique of taking a non-probability sampling, which means the type
of purposive sampling with sampling based on certain considerations in choosing a sample that aims to provide
accurate data acquisition based on assumptions and expectations.

Reseach Variables

1. I ndependent Variable
In this study, the independent variables are assumed to have an influence on the design of management
information systems are SRS document, as measured by Likert scale. A good SRS document should contain
information about the introduction, a comprehensive and grouping requirements evenly about the software
requirements specification.
Researchers develop a scale based on the standard IEEE SRS documents that describe the content and
quality required of a document, namely by presenting an outline of the specification of the needs of the
recommended software.
The design of the preparation of items for the variable distribution proposal SRS document will be shown
in table 1.1

Table 1.1 Blue Print of SRS document scale proposal
I ndicator Total value (%)
Introduction to the
requirements in the
preparation of SRS
7 31.82 %
Overall description 5 22.73 %
Grouping requirements
evenly
10 45.45 %
Total 22 100 %

Number of items and values have been determined based on the sources and materials researchers who will
be prepared within the parameters of the study variables.

2. Dependent Variable
Dependent variable being analyzed is the design of management information systems. Scale used in this
study is the scale management information system design, namely by identifying needs in the design of the
software detailed management information based on IEEE std 830-1998.
Based on the IEEE std 830-1998, detailed requirements in the design of software management information
systems, among others, is the functional and nonfunctional requirements. The design of the preparation of items for
the variable distribution of management information system design will be shown in Table 1.2

Table 1.2 Blue Print of the management information systems design.
Requirements I ndicator Total Value (%)
Functional Requirement 5 29.41 %
Nonfunctional Requirement 12 70.59 %
1. Design Constraints 4
2. System performance 4
3. Assumptions &
Dependencies
4
Total 17 100 %

Number of items and values have been determined based on the sources and materials researchers who will
be prepared within the parameters of the study variables.

PREPARATI ON RESEARCH

Preparations made prior to the conduct of research includes the preparation of the measuring instrument.
The preparation begins with a review of gauge theory and precise definition, and then created an operational
definition for a proper explanation of the variables to be studied. This study aims to determine the relationship
between SRS document on management of information system design based on the IEEE std 830-1998.
The first scale used in this research is the design of management information systems, by identifying needs
in the software detailed design of management information systems based on IEEE std 830-1998. The second scale
is the IEEE standard that describes the content and quality required of a document, namely by presenting an outline
of the specification of the needs of the recommended software.

Management I nformation Systems Design Scale

Based on the IEEE std 830-1998, detailed requirements in the design of software management information
systems, among others, is the functional and nonfunctional requirements.
Functional requirements of management information system consists of several main functions that are
interconnected and support one another, as follows:
1. Inserting rules & admin procedures and certification by the operator.
2. Reception comments or complaints from external users.
3. Calculation of the number of external users who provide comments.
4. Registration for users who want to use the system facilities.
5. Access information about the system.

Nonfunctional requirement is something related to design constraints, assumptions and dependency, system
performance, as follows:

1. Design constraints, including :
a. Only admins and operators who can enter and manage data information in the system.
b. Admin can manage and reply to comments, while the operator can only enter and change data information.
c. System designed not to serve online registration certification.
d. Designed system can only be accessed with one username with a password.

2. Assumptions and dependencies, including :
a. Users who will use minimal system already understand how to access.
b. The system can only be accessed by hardware that is connected in a network the Internet.
c. Designed a system that will require a web server.
d. Designed system requires admin and operators as the manager of information data.

3. System performance, including :
a. The system can be accessed at least eight hours nonstop on the active working hours.
b. View the system must be user friendly.
c. Response time of not more than five seconds when the system is accessed.
d. The system runs on any platform that supports a web-based applications.

Scale Preparation of SRS Document

A good SRS document should contain information about the introduction, a comprehensive and grouping
requirements evenly about the software requirements specification. Researchers develop SRS document based on
the scale of the IEEE standard that describes the content and quality required of a document, namely by presenting
an outline of the specification of the needs of the recommended software.
As for the parts that must exist in the SRS document is :

1. Introduction to the design specification of software requirements, including:
a. Software developers and users need to understand the purpose of designing the software requirements
specification.
b. Software developers and users need to know the products of the data collection systems.
c. Software developers and users need to understand the application of the software being specified, the
contributions are appropriate, targeted results and objectives of the application.
d. Software developers and users need to understand the definitions of all terms, acronyms and abbreviations
required to properly translate the SRS.
e. Required a complete list of all documents referenced in addition to the SRS.
f. Summary required software requirements specification (SRS).
g. Preparation of the required specification of software requirements (SRS).

2. Overall Description of the software requirements specifications, including :
a. It takes a description of the operation of the software in a variety of constraints.
b. It takes a summary of the main functions that will use the software..
c. Need description of the general characteristics of product users in terms of education level, experience and
technical expertise.
d. It takes a general description of the items that are limiting the options for developers.
e. It takes a list of all the factors that affect the requirements stated in the SRS document.

3. Grouping requirements equally, including:

a. It takes a detailed description of all inputs and outputs of the system software.
b. Required definition of some basic actions on the software in accepting and processing some input.
c. Required definition of some basic actions on software to process and produce some output.
d. Required performance requirements of human interaction with the overall software
e. It takes determination logic requirements for information to be placed into a database.
f. Required design constraints that can be charged through a standard form.
g. Attributes needed a software system
h. It takes organizing specific requirements.
i. It takes additional comments to assist in documentation requirements.
f. Required supporting information regarding the software requirements specification.

Test Measuring I nstruments

Before being used to retrieve the research data on research subjects, the two scales that have been prepared
consulted before the lecture. Once corrected later revised and approved then the next step is to carry out trials. The
objective of this trial was to obtain validity and reliability and to test whether the items that had been developed
could be used by the subject and did not result in a double interpretations.
The test was conducted on July 23, 2010. Scale trials conducted by distributing questionnaires to 48
subjects namely software developers or users who have the educational background of informatics (computer) or at
least have been studying a particular programming language in the Semarang City.
The experiment was conducted in the area south of Semarang, namely Banyumanik, Srondol, Ngesrep and
Tembalang. Into consideration in determining the place of sampling is that the South of Semarang is one area of
education in the city of Semarang, particularly higher education, thus simplifying the researcher in menemukan
respondents who have a background in educational informatics (computer) or minimal've never studied a particular
programming language. In addition, the selected location is also close to the residence, thus simplifying the
researcher researchers in collecting data because of limited number of researchers in terms of time and research
costs.

Characteristics of Respondents

Based on sex, from 48 respondents obtained the male respondents were 37 men and female respondents
were 11 people. With the percentage of each 23% female and 77% male gender, as shown in figure 1.1

Figure 1.1: Diagram Percentage of
Respondents Gender

Based on that education level has been completed giving the following results: respondents who had
graduated from high school or equivalent amount to 17 people, totaling eight people diploma, Bachelor of 20
people. With percentages of 41% respectively for the last high school education, 17% for the last education
diploma, 42% to 6% for graduate and postgraduate.

Figure 1.2: Diagram of Education Last Respondents Percentage

In this case the job classification of respondents are divided into: self-employed people numbered 3, PNS /
TNI / police amounted to eight people, the private sector amounted to 11 people, students and 23 other people
(consulting engineering) accounted for three people. With the percentage of each 6% for self-employed jobs, 17%
for civil works / military / police, 23% for private sector jobs, 48% for students, and 6% for other work
(engineering consultants).

Figure 1.3: Diagram Respondents Jobs

RESULTS OF DATA ANALYSIS AND I NTERPRETATI ON

The accuracy of testing a hypothesis about the relationship of research variables is highly dependent on the
quality of data used in the test. Therefore, the validity and reliability testing is needed to determine how accurate
the measuring variables are credible or reliable.

Test Validity

a. Scale management Information System Design Based on the IEEE std 830-1998.

1). Hypothesis:
H
0
: Invalid question item
H
1
: Valid question item
2). Test statistic:
( )
( ) ( )
1
]
1

1
]
1

2
2
2
2
y y n x x n
y x xy n
r
.
........... (1.1)
3). Significance level : = 5%
4). Critical area / test criteria:
Reject H
o
If r
hitung
> r
df
or Sig. <
5). Analysis

Table 1.3 Test Validity of the management information systems design scale
No Indicator Test Statistic
Compute r Sig. Inf.
1 Y1 0,458 0,0030 Valid
2 Y2 0,688 0,0000 Valid
3 Y3 0,452 0,0030 Valid
4 Y4 0,745 0,0000 Valid
5 Y5 0,733 0,0000 Valid
6 Y6 0,337 0,0240 Valid
7 Y7 0,545 0,0000 Valid
8 Y8 0,733 0,0000 Valid
9 Y9 0,745 0,0000 Valid
10 Y10 0,576 0,0000 Valid
11 Y11 0,733 0,0000 Valid
12 Y12 0,682 0,0000 Valid
13 Y13 0,688 0,0000 Valid
14 Y14 0,745 0,0000 Valid
15 Y15 0,545 0,0000 Valid
16 Y16 0,673 0,0000 Valid
17 Y17 0,597 0,0000 Valid

Retrieved sig. for all indicators < = 0.05, so that Ho refused. Therefore, it can be concluded that the
correlation of variables showed significant results against the item questions, as well as data drawn from items such
questions are accurate and can be used.

b. SRS Document scale

1). Hypothesis:
H
0
: Invalid question item
H
1
: Valid question item
2). Test statistic:
( )
( ) ( )
1
]
1

1
]
1

2
2
2
2
y y n x x n
y x xy n
r
.

4). Critical area / test criteria:
Reject H
o
If r
hitung
> r
df
or Sig. <
5). Analysis

Table 1.4 Test of the SRS document scale
No Indicator Test Statistic
Compute r Sig. Inf.
1 X1 0,52 0,0010 Valid
2 X2 0,52 0,0010 Valid
3 X3 0,549 0,0010 Valid
4 X4 0,692 0,0000 Valid
5 X5 0,514 0,0020 Valid
6 X6 0,386 0,0220 Valid
7 X7 0,624 0,0000 Valid
8 X8 0,92 0,0000 Valid
9 X9 0,57 0,0000 Valid
10 X10 0,623 0,0000 Valid
11 X11 0,401 0,0170 Valid
12 X12 0,623 0,0000 Valid
13 X13 0,579 0,0000 Valid
14 X14 0,521 0,0010 Valid
15 X15 0,585 0,0000 Valid
16 X16 0,579 0,0000 Valid
17 X17 0,599 0,0000 Valid
18 X18 0,464 0,0050 Valid
19 X19 0,738 0,0000 Valid
20 X20 0,714 0,0000 Valid
21 X21 0,621 0,0000 Valid
22 X22 0,671 0,0000 Valid
Retrieved sig. for all indicators < = 0.05, so that Ho refused. Therefore, it can be concluded that the
correlation of variables showed significant results on the question items, and items of data obtained from these
questions are valid and can be used.
Test Reliability

a. Scale management Information System Design Based on the IEEE std 830-1998
1). Hypothesis:
H
0
: Question item unreliability
H
1
: Reliable question item
2). Test Statistic:

,
_
2
1
2
1
1
total
c
j
j
alpha
S
S
c
c
r .......... (1.2)

4). Critical area/ test criteria:
Reject H
o
if r
alpha
> r
df
, or sig. value <
5). Analysis.

Table 1.5 Reliability Statistics
Cronbach's
Alpha N of Items
.909 22

From table Rho Spearman with = 0.05 obtained r value table = 0.3789 <ralpha = 0909, so that Ho
refused. Therefore, it can be concluded that the reliability of research variables are met.
b. Scale SRS document
1). Hypothesis:
H
0
: Question item unreliability
H
1
: Reliable question item
2). Test Statistic:

,
_
2
1
2
1
1
total
c
j
j
alpha
S
S
c
c
r
Reject H
o
if r
alpha
> r
df
, or sig. value <
5). Analysis.

Table 1.6 Reliablity Statistics
Cronbach's Alpha N of Items
.894 17

From table Rho Spearman with = 0.05 obtained r value table = 0.4429 <alpha = 0894, so that Ho refused.
Therefore, it can be concluded that the reliability of research variables are met.
Tests on the hypothesis proposed in this study were calculated using simple linear regression analysis.
Before testing the truth of the hypothesis, first test the assumption. Assumption is a requirement that must be met
before performing tests of hypotheses, as follows:

1. Normality Test
Test of normality distribution of research data using Kolmogorov-Smirnorv techniques Goodness of Fit
Test. The result shows the management information system design variables showed KS Z value for 0270 is
greater than = 0.05, means the management information system design variables are normally distributed.
Likewise SRS document variable for 0489 is greater than = 0.05, means the variable is normal. Here are
complete results analysis:

1). Hypothesis:
H
0
: Normally distributed data
H
1
: Data not normally distributed
2). Test statistic: sig. value KS
4). Critical area/ Test criteria.
Reject H
o
if sig. value KS <
5). Analysis

Tabel 1.7 One-Sample Kolmogorov-Smirnov Test
Management
Information
Systems Design SRS Document
N 48 48
Kolmogorov-Smirnov Z 1.000 .835
Asymp. Sig. (2-tailed) .270 .489

From this table, One-Sample Kolmogorov-Smirnov Test with = 0.05 obtained value for variable sig.KS
management information system design = 0270> = 0.05, while the value for variable document sig. KS SRS =
0489> = 0.05, so that Ho is accepted . Therefore, it can be concluded that the assumption of normality is met.
2. Linearity test
Linearity test is intended to find out the relationship between the independent variables with dependent
variables. Linear relationship suggests that changes in independent variables will tend to be followed by a change
in the dependent variable with a linear shape. Here are the results of the analysis to test the linearity:

1). Hypothesis.
H
0
: There is no linear relationship between the SRS document proposal and management information
systems design
H
1
: There is a liniear relationship between the SRS document proposal and management information
systems design.
2). Test statistic:sig. value F
Reject H
o
if sig. value F <
5). Analysis

Tabel 1.8 ANOVA
b

F Sig.
58.401 .000
a

a. Predictors: (Constant), SRS document
b. Dependent variable: Management Information Systems Design

From the table ANOVA with = 0.05 obtained sig.F value = 0.000 < = 0.05, so that Ho refused.
Therefore, it can be concluded that there was a linear relationship between the proposal with the SRS document
management information system design.

3. Homokesdastisitas Test (equal variance)
Homokedastisitas data can be known through the scatterplot. If the data points spread randomly means no
heterocedasticity (these data are homogeneous or homokedastisitas). But if the dots form a certain pattern
(quadratic, cubic, etc.), so that data has heterocedasticity properties. Here are the results of the analysis to test
homokedastisitas.

1). Hypothesis:
H
0
: variance is not same
H
1
: variance is same
2).Test Statistic: sig. value
Reject H
o
if sig. value <
5). Analysis

Table 4.9 Similarity test variants Management Information System Design
Sig.
.003

From this table variant similarity test with = 0.05 obtained sig. = 0.003 < = 0.05, so that Ho refused.
Therefore, it can be concluded that the assumptions homokesdastisitas (common variants) are fulfilled.
CONCLUSI ON
From the results of data analysis and interpretation of primary data field, a few conclusions can be drawn
as follows: first, SRS document before the design proposal, as a solution that can be applied in designing a
management information system. By applying the SRS document, expected to minimize errors in the software
design process and can facilitate both the developers and the users in understanding the overall system.
Second, though efforts SRS proposal on software design, particularly in management information systems,
there are some differences of opinion between certain groups, but SRS has obtained a document proposing the
standardization of IEEE is a professional organization which is engaged worldwide in the field of technology
improvements.
Some things to consider for future research are as follows: first, to improve the completeness of structure
and reduce the ambiguity in the preparation of SRS document, should do the research involving many more
samples of respondents who researched in the wider scope both in scale and district provincial scale.
Second, any approach that is used during the analysis process should be to minimize the ambiguities and
inconsistencies with the system description specifies how to validate requirements and formal language.
Third, the need for improvement of the experimental procedure by not limiting the time of the experiment
and conducted by a team of subject groups.

REFERENCES

[1] R.J. Anderson, W. Chan, P. Beame, S. Burns, F. Modugno, D. Notkin, and J.D. Reese, Model Checking Large
Software Specifications , vol. 24, pp. 498-520, July. 1998.
[2] Guide to the Software Engineering Body of Knowledge 2004 Version (SWEBOK), A Project of the IEEE
Computer Society Professional Practices Committee, (http://www.swebok.org). 2004.
[3] B.A. Nixon, Management of Performance Requirements for Information System, vol. 26, pp. 1122-1146,
December. 2000.
[4] (IEEE830-98) IEEE Std 830-1998, IEEE Recommended Practice for Software Requirements Specifications,
IEEE, 1998.
[5] R. Lai, S.J. Huang, A Model for Estimating the Size of a Formal Communication Protocol Specificationand
Its Implementation vol.29, pp. 44-62, January. 2003.
[6] S.J. Prowell, J.H. Poore, Foundations of Sequence-Based SoftwareSpecifications, vol. 29, pp. 417-429, May.
2003.
[7] J.C. Carver, N. Naggapan, A. Page, The Impact of Educational Background on the Effectiveness of
Requirements Inspections : An Empirical Study, vol. 34, pp. 800-812, November/December. 2008.
[8] C. Avgerou, Recognising Alternative Rationalities In the Deployment of Information Systems, the electronic
journal on information systems in developing countries, http:// www.ejisdc.org, 2000.

1

EMERGING ROLES IN SCRIPTED ONLINE COLLABORATIVE
WRITING IN HIGHER EDUCATION CONTEXT

Nani Sri Handayani

The University of Sydney & Universitas Sebelas Maret
CoCo Research Centre & Faculty of Education-Department of Mathematics Education
nanihandayani@fulbright.org; nanihandayani@yahoo.com

ABSTRACT

Roles-based script is one form of scaffolds commonly used to overcome the difficulties in
collaborative writing. However roles that emerge during collaboration often different from the
roles specified in the script given. This study examines how the roles emerge in online
collaborative writing, and how it impacts the groups collaboration. This study used a multiple
case studies design. Three groups were observed. Each group was analyzed separately and
interpretations done on a case-by-case basis. Following this, general results were compared across
the cases. The result shows that each group developed unique emerging roles. Although the script
enhance group collaboration and ensure that the task given was completed within the framework
given; there were two problems observed; first, unequal participation and secondly, quality of
group collaboration. Therefore, it is important for the teacher(s) to decide how to support the
transition from other- to self-regulation and successively to fade out script given. The teacher(s)
might want to motivate students to continue the scripted activities by having the learners mutually
control the continued engagement in the specified activities and possibly by rewarding
engagement in these activities.

Keywords: Online collaborative writing, Computer supported collaborative learning script,
emerging roles, higher education.

1. INTRODUCTION

Collaborative writing (CW) is a current interest in higher education and in the work place. The notion
of collaborative writing goes beyond the simple idea of groups coming together to produce texts.
Couture and Rymer (1989) see collaboration as the oral and written communication pertaining to a
document during the process of planning, drafting and revising it. Lowry, Aaron & Rene (2004) define
CW as an iterative and social process that involves a team focused on a common objective that
negotiates, coordinates, and communicates during the creation of a common document.
Arvaja (2009) say that collaborative work may involve several difficulties. The collaborating
partners must have a common interest in solving the problem at hand. Furthermore, they should be
mutually dependent on the information, resources, tools and cooperative intention or willingness of the
partners to reach their common goals. Under these conditions of mutuality, coordination of task
strategy and the constructive activities to achieve a shared understanding of the problem are crucial
aspects of collaborative learning. Moreover, the participants also need to come to agreement with
respect to task strategies, relevant concepts and relationships.
These difficulties indicate that learners may need some kinds of help or guidance. Scaffolding is
an instructional support that can be used to help or guide the learner to a higher level of both
collaborative processes and individual learning outcomes (Quintana, Reiser, Davis, Krajcik, Fret,
Duncan, Kyza, Edelson).
A collaborative script is one form of scaffolds commonly used in CW. A collaborative script is a
series of instructions prescribing how students should form groups, how they should interact and
collaborate, and how they should solve the problem (Dillenbourg, 2002). Such predefined structures
are intended to facilitate collaborative learning processes and guide the learners activities. It is
assumed that scripts will this way lead to higher-level cognitive processing and therefore to better
learning outcomes. Scripts may concern the way learners are to deal with the task (epistemic scripts)
and/or indicate how they should interact with other group members (social scripts) (Weinberger,
978-602-19271-0-6 ICEL 2011

2
Fischer, & Mandl, 2007). This means taking into account not only the cognitive aspects of
collaborative learning, but also the social dimensions of the student activity.
This study examines collaboration scripts as a pedagogical method to facilitate collaborative
learning. We explored how the given script-designed to support students collaborative processes-
guided groups activities while working in the web-based environment. In addition, the aim was to
study what kinds of roles students adopted and what kinds of differences there were between the
groups in working through the script.

2. LITERATURE REVIEW

2.1. Script in computer-supported learning environment

Scripts for collaborative learning have been studied extensively in face-to-face (FtF) contexts. Yet
recently, scripts have become increasingly important for computer-supported collaborative learning
(CSCL). In the context of CSCL, scripts can have different characteristics altogether depending on the
type of computer application, which mediates the communication of learners (e.g., e-mail, chat, and
videoconferencing).
Collaborative learning often uses scripts to facilitate its processes. Such scripts can facilitate the
collaborative learning by specifying, sequencing, and possibly assigning activities to collaborative
learners ((ODonnell, 1999). Learners are expected to follow the script and to engage in productive
collaborative learning.
There are two important collaborative learning scripts: social and epistemic (Weinberger, Fischer,
& Mandl, 2007). Epistemic script facilitates cognitive processes by guiding the attention of learners
towards specific aspects of the tasks and towards specific task-oriented activities while collaboratively
discussing and constructing knowledge (Fischer & Mandl, 2001). Social scripts facilitate the social
processes by specifying and sequencing the interactions of the learners (Weinberger, Fischer, &
Mandl, 2007).
Weibergers study in 2007 suggested that different scripts in a computer-mediated learning
environment may produce differentiated effects on the process and outcome convergence of
collaborative knowledge construction. The study showed that the implemented epistemic scripts
might help co-workers to focus on specific aspects, but do not foster internalization of shared
knowledge. Social scripts, in contrast, may facilitate learners to contribute divergent knowledge.
Most script approaches are based on instructors that introduce and typically monitor how the script
suggestions are meant to be applied. Apart from the fact that the introduction of scripts may take more
time than the actual collaboration, teachers introducing and monitoring scripts may compromise the
idea of self-guided, collaborative, distant learning and require FtF encounters.
Scripts can be realized with different degrees of freedom within CSCL environments. CSCL
interfaces with few degrees of freedom may be designed for specific learning tasks and only allow
task-oriented activities. Holly (1997), for example, sequenced the interaction of learners in CSCL
environments by alternately prompting two learners to propose modifications to solutions of learning
tasks, to explain the modification, and to obtain agreement from the learning partner. Interfaces with
more degrees of freedom can guide collaborative learning by providing a selection of prompts.
Scardamalia and Bereiter (1996) showed that prompts could encourage students to explore and discuss
alternative viewpoints in comparison to unscripted computer-mediated discussions. Thus, it can be
said that prompts can have a positive effect on collaborative learning in text-based computer-mediated
communication.
In videoconferencing, scripts may be implemented in a shared collaboration space, for example, as
a representation shared by the learners. Using application sharing, which can be regarded as a genuine
feature of videoconferencing, learners can create and modify the contents of this shared representation.
The shared representation can visualize concepts and make them salient. Concepts can also be made
salient within the discourse of learners without explicit reference to the concepts if the representation
is constructed in a particular way, for example, a table (cf., Dansereau, 1988) or prompts that have to
be responded to (e.g., King, 1999).

3
2.2. Roles

Roles can be defined as explicit functions and/or responsibilities that guide individual behavior and
regulate group interaction (Arvaja & Hamalainen, 2009). Roles can promote group cohesion and
individual responsibility (ODonell, 1999), and specify what each group member is accountable for.
The degree of cohesion and group members individual responsibilities are central to the functioning
of any group (Forsyth, 2010). A greater sense of responsibility can increase an individual group
members commitment to the groups goal and subsequently, increase group functioning.
Individual responsibility and group cohesion correspond with two concepts that are central in
collaborative learning: individual accountability and positive interdependence Individual
accountability means the degree to which group members are held individually accountable for jobs,
tasks, or duties central to a groups functioning. In other words, a higher level of individual
accountability can enhance group members individual responsibilities for the group.
Positive interdependence is the degree to which the performance of a single group member
depends on the performance of other members. In other words, a higher level of positive
interdependence can enhance cohesiveness. Cohesiveness can increase stability, satisfaction, and
efficient communication, as well as result in negative effects like social pressure, inter- and intra-
group aggression or conflict, and polarization (Forsyth, 2010). Roles strengthen interdependence as
contributions from all members are required for the task (Brush, 1998), and can stimulate group
members awareness of overall group functioning.
Two perspectives on roles are apparent in the CSCL literature: scripted and emergent. Emergent
roles are roles that emerge spontaneously or are negotiated spontaneously by group members without
interference by the teacher or researcher. During collaborative activities, the task and individual
orientation towards this task affects how students structure their collaboration, and how they develop a
personal participative style (emergent roles) during online learning activities and interplay with fellow
group members (De Laat, 2006).
deLaat (2007) review roles from three different levels, i.e.: at micro level, at meso level and at
macro level. Role at micro level perceived roles as a task where specied activity focused on the
collaborative product or process. Roles at meso level focused on multiple tasks on the product, process
or a combination; whereas roles at macro level sees role as a stance where an individuals participative
pattern based on their attitude towards the task and collaborative learning.
Weinberger, Stegmann, and Fischer (2010) provided substantive evidence for a positive effect of
scripting activities in CSCL. They worked with a text-based online environment developed to
promote argumentative skills and some specific domain knowledge. In the scripted condition, the
learners had additional input windows to formulate their arguments (claim, grounds, and
qualifications). Their final messages were sent to a discussion board, where a discussion followed.
The collaborative learners in the scripted condition clearly outperformed groups of students who had
not received these additional hints for providing substantiated arguments. They were better in
argumentation and acquired more domain-specific knowledge. A further interesting observation was
that in this setting, individual learning without a script was clearly not inferior to scripted collaborative
learning.
Often rotation of roles is proposed as a way to promote learning (Weinberger, Stegman, &
Fischer, 2010). An already classical example are the changing roles of recalled (summarizing the
major ideas of a passage of a text) and listener (monitoring the explanation: detecting errors,
identifying omissions, and asking for clarification in the sense of grounding) from the work of
Dansereau (1988). Dansereau (1988) said that it would not be wise to wait for role rotation to emerge,
but instead to script the rotation of roles. Sometimes more implicit ways to promote role rotation can
be applied. In the studies by Rummel and Spada (2005) and Rummel et al. (2009), a computer-
supported setting was used in which two learners with complementary knowledge (medicine,
psychology) collaborated in processing difficult cases with co-morbidity of mental and physical
disorders. As experts in one field and a layperson in the other, they had to take up dynamically
changing roles during collaboration. Similarly, by intentionally inducing the need to provide
complementary information, it becomes inevitable to change roles from informing the other learner to
accepting and processing the information received from the other learner (Rummel & Spada, 2005).

4
3. METHODOLOGY

3.1. Research Design

This study used a multiple case studies design; each group will represent a single case. Each group
was analysed separately and interpretations done on a case-by-case basis. Following this, general
results were compared across the cases.
Yin (1984) explain that qualitative case study is the most appropriate to answering research
questions that focus on what happens in a given context, how the events take place, and why they
occur. This kind of focus is different from the yes/no questions underlying quantitative research,
which are usually expressed in terms of hypotheses relating to expected differences within and/or
between groups and which are usually tested experimentally under controlled conditions. The
procedure adopted is to first answer the what questions, then to use some results as a basis for
answering the how questions, the higher level of explanation or interpretation. Additional questions
may arise as the research progresses, in keeping with the ongoing spiral movement that characterizes
case study research (Yin, 1984).

3.2. Participants

Participants were students enrolled in the EDPC 5021Introduction to the Learning Sciences at the
University of Sydney. The EDPC 5021 is a core course for the Graduate Certificate/Graduate
Diploma/Master of Learning Sciences and Technology. The students met admission requirements to
the Faculty of Education and Social Work. In this research, pseudonyms were used to prevent
identification of participants. Information sheets explaining the nature of this study and the importance
of students of their role in the completion of this study were given to the students to obtain their
agreement to participate. The students were advised that they can withdraw from the study anytime
without any consequences.
Two instructors taught the class in an online environment, using Adobe Acrobat Connect Pro,
Google Doc. The study was applied on the completion of a group-writing assignment in the online
mode and on writing an electronic document for six consecutive weeks. Course requirements were
standardized across all sections in compliance with department policy.

3.3. Data collection

Data collection occurred during the first semester 2010. All data gathered from the participant
resources were collected with explicit permission from the participants and in full compliance with the
University of Sydneys ethics guidelines.
The instruments used in this research were chosen and designed to investigate the central research
questions further, as well as issues raised by the literature review and to facilitate data analysis.
3.3.1. Group online video observations
The researcher held a record of a video, which includes group meetings in the online class for each
group. Each group was asked to maintain a record of the group for each meeting conducted outside
the official online classroom. One group member was asked put it online on the group wiki for
research purposes. Content analysis of the recorded meeting provided data on how the groups manage
their work in a real context.
3. 3.2. Interview
A second source of information was collected through in-depth, semi-structured interviews after
the students complete the project. Given that the study seeks to carry out an in-depth investigation
into the issues embedded in the research questions, semi-structured interviews allowed the interviewer
to investigate further when necessary or to amend questions to suit personalities. Data gathering for
these sub aims was aided by the guiding questions, which were meant to assess the perspectives of
participants with respect to group work in academic writing at the tertiary level. An interview guide
with a list of possible interview questions was developed from the guiding questions for me or the
interviewer to help her along.
The questions were written bearing in mind that at the time of interviewing, the students had
completed the task and hence would reflect on the full understanding and responding in retrospect.

5
3.4. Procedural Details for Implementation of the Study

During the first week of the research, the participants received training session in the FtF mode. The
aims of the training session were to introduce the platform for delivering the class and performing the
collaborative writing tasks, and to introduce the concept, the benefits, and the purposes of
collaborative writing. Students were given an initial script that they should follow in order to complete
the collaborative writing task.

Team Writing Script
1. Each team has a template of the design document
2. Each team decides on writers and reviewers for each of the (three) main sections.
3. Each student, but for the editor, must take on writing and revising roles
4. Each team decides on an editor for the overall document.

Figure 1. The collaborative writing script given

During this period, the students were grouped into 3 groups based on the profession/research
interest. Each group consisted of four to six group members. The task was to write a design
innovation document, i.e.: finding a new solution to a learning/training problem students consider
important for each group. The student innovation tasks were divided into three big parts: problem
analysis, pedagogical approach, and ICT elements and innovations. Each part should be completed
within 2 weeks. The group can revise the initial document based on the feedback given by their peers
(within the same group) or the feedback given by the lecturers (in case they need more explanation or
justification of the materials for their CW project). There was no specific number for the revisions
made by the groups for the collaborative writing project. Amongst other issues, it was natural that
students incrementally refined their documents because it was (of course) the case that their initial
conception cannot be considered to be the final word result/words.
Students worked collaboratively, which will incorporate synchronous and asynchronous forms.
The asynchronous form used for writing and group log files (both wiki pages and Google docs),
whereas the group and class discussions were conducted synchronously.

3.5. Data analysis

Data were analyzed using content analysis. Content analysis is defined as: A systematic research
method for analyzing textual information in a standardized way that allows evaluators to make
inferences about that information (Krippendorff, 1980, pp. 21-27): The central idea in content
analysis is that the many words of the text art are classified into much fewer content categories.
Forsyth (2010) defined group dynamic as the interactions and relationships that take place among
group members, as well as between the group and the rest of society. It includes interdependence of
group members, collective problem solving and decision-making, and group conformity. There were
three data sources for the description of group dynamics: the online group discussion, chat from online
group meeting, and interview. Online group meeting discussion and the interview were transcribed
verbatim, partially to indentify the key decisions/key events within the group.
The unit of analysis for the data from the synchronous team meeting (for both the chat and online
group discussion) would be the thread. A thread is a series of related messages on a topic or a theme
in real-time extended through turns. Threads are selected and developed when participants initiate and
respond to each other. Each message can be seen as an independent or individual comment, which

6
means that they can express one or more ideas, but they are also strongly or tenuously connected
through the underlying meaning/theme.
There are four reasons why I chose thread as unit of analysis for the chat. First, thread can solve
the problem of thread jump. Jumping refers to the non-sequential, non-linear appearance of messages
in a chat, or the phenomenon of disrupted turn adjacency. That is, the intervention of messages
belonging to other interleaved threads can disrupt (but not break) the succession of one thread.
Second, thread allows us to review the simultaneous development of multiple threads in a certain
temporal and spatial frame or threads parallel (Feenberg, 1989). Third, threads resist closure
(Herring, 1999). The initiation of a new thread is usually not the result of the ending of a previous
thread. Fourth, threads could have multitaskers, which refer to the synchronous chat capacity for
participants to be simultaneously engaged in multiple threads (Florio-Ruane, 1987).
For the data that come from the interview, the thematic analysis will be used. The reason for
choosing thematic analysis is that it provides a means of organising and summarising the findings
from the interview. The expected events from this dimension will be membership changes, crisis,
roles and function, writing strategy, and so on.
Organizing chat, online group discussion, and interviews based on underlying meanings/themes
will allow me to do more interpretation based on the context of the underlying meanings/themes
identified (Dixon-Wood et al., 2005).


Table 1 displays the roles adopted by each of group members during the collaborative writing process
period.

Table 1. Roles That Emerge within Each Group

Group Number Group
members name
Roles during writing 1
st

part of CW project
Roles during writing 2
nd

part of CW project
Roles during writing
3
rd
part of CW
project
Group I Andrew Reviewer Writer
Reviewer
Editor
Writer
Reviewer
Jane Reviewer Writer
Reviewer
Writer
Reviewer
Editor
Harry Editor Writer
Reviewer
Writer
Reviewer
Michael Writer Writer
Reviewer
Writer
Reviewer
James Reviewer Ghost Ghost
Group II Brenda Writer
Reviewer
Writer

Writer
Grace Writer
Reviewer
Data collector
Writer
Reviewer
Editor
Writer
William Writer
Reviewer
Technical Manager
Writer
Reviewer
Writer
Editor
David Writer
Reviewer
Editor
Reviewer Writer
Group III Alice Writer Reviewer Writer
Reviewer
Patrick Editor N/A (withdrew) N/A (withdrew)
John Writer Writer
Editor
Writer
Reviewer
Robert Reviewer Writer Writer
Reviewer
Editor

7
From Table 1 it can be seen that each group develop unique emerging roles. Even though each
group maintained all of roles describe in the script given, the way the script was interpret within each
group was different from what was expected by the lecturers.
In Group I, I notice that Michael never became an editor. Whereas in the 1
st
part of the writing
project, there is a clear description on who became the writer and who become the reviewer; these
roles seems to blur during the next two part of the collaborative writing project, as everybody became
a writer and a reviewer at the same time. This happened as one group member became a ghost, i.e.: the
person was there but the contributions were not significant nor appear.

Sorry guys, I just lost my friend last week. I did not feel well right now. I tried to catch up with
you guy in the next week.
(James, Group I)

Group II, it can be seem that during the 1
st
part of the writing project, there were two roles that
emerged in this group, i.e. data collector and technical manager which was not mentioned in earlier
script.

The notes and data in there are copied from the ADCET site and I think represent the
traditional approach to education with basic adaptation for VIPs. I will use it as a point
of departure to explore the relevant pedagogy for each of their recommended strategies
and where it may fall short.
(Grace, Group II)

Hi guys, I have solve our problem with Adobe connect. Sorry we lost all of our
conversation last week. Now I set up a back up for our work, please click on the
following link
(William, Group II)

Group III followed the script given by the lecturers in the first two part of the writing project.
However, due to the withdrawal of one group member, during the last part of the writing project, all of
the group members share the writing responsibilities of the withdraw member by becoming writer and
reviewers at the same time.

Table 2: Variation between the Student Groups

Typical feature of the group Activity
level of
students
Level of collaboration for
the actively participating
students
Group 1 Unequal contribution 1=free rider
2=high
2= some
Team work in which
participants were able to
listen to each other
Group 2 Practically- oriented
working methods
1= over
rider
3=high
1= some
Good & based on
experiences
Group 3 One group member
dominance
1= captain
2= quite
active
Collaborative , except
some equality in the
activity level

From Table 2, we can infer that unequal participation was evident in Group 1. Despite the unequal
participation, the group members were still able to listen to each other. Two group members of this
group were actively involved in the task and reached an analytical and reciprocal collaboration
process. Besides these two students in the groups, one member was contributing to the work, but not
actively or effectively. The fifth group member can be characterized as a free rider, who apparently
seeking maximum benefit from the group task with minimum personal input. Within this group, the

8
active members did not blame the non-active one; instead they distribute the job of the free riders to
the highly active group members.
Group two was very practically oriented. Two group members organized the work in the
beginning and the group then followed the given structure accordingly. One group member displayed
some activity during the work, but to a lesser degree than the others. The in depth analysis of the
documents showed that the level of the contribution of the group members were good and their shared
the similar interest as all of the group members either has interest in the groups writing topic or has
real experiences of the writing topic.
Group 2 and 3 both included one dominant member. The influences of the dominating group
differed greatly. While group 2 suffered from over rider dominating the group work, Group 3 was lead
by the captain, who had strong orientation towards the group and tried to manage and facilitate the
CW task. The over rider person in Group 2 tried to dominate the group work during the whole
working period by giving orders and right answers to the group, he even outlined the structure of CW
project.
Despite the apparently similar instructional support, the quality of collaborative activities in
different group varied considerably (Hamailen & Arvaja, 2009). My finding suggests that high activity
level is not always an indication of good collaboration. Group 2 experienced suffered from over rider,
whereas Group 1 and took over the jobs and responsibilities of the free rider without trying to make
the free rider involve effectively in the CW project. It also noted that for Group 2 the brainstorming
process and outlining process were merely conducted by particular group members then the rest of the
group basically expanded the ideas without trying to fill in the gap of the ideas.

5. CONCLUSIONS

In this experimental exercise all participating groups followed a given script called Case. The script
was designed to ensure that all groups could complete the task successfully and come up with
respective shared plans for the particular case. However, the given script could not guarantee equal
and high-level collaboration within the teams, and there was also considerable variation between
the groups in this respect. In addition, the aim was to study what kinds of roles students adopted and
what sort of differences there were between the groups in terms of their activities in the scripted
environment.
As far as the roles were concerned, the main problem for the group work was unequal
participation in collaboration, especially free riding and ghosting, and ghost writer as
recognized both by some active members of the group and by some less active members themselves.
Because this study did not include any non-scripted control group, there is no way to estimate how
much the low activity of some students might be due to the script itself, or perhaps attributable to e-
learning more generally. Despite the apparently similar instructional support, the quality of
collaborative activities in different groups varied considerably (Hamalainen, 2008). Collaborative
learning is achieved under unique circumstances and its significance is determined ultimately by
learners interaction and cannot be directly predicted (Arvaja, 2007). According to Sonnenwald
(1995), intergroup communication may also explain communication among group members.
Within groups, members often adopt specialized roles and this specialization may imply different
expectations and approaches, which may make negotiation of shared meanings and mutual knowledge
construction more difficult. In the future it may therefore be necessary to increase the role of the
teacher during collaboration or to structure collaboration more strictly.
This work gives us direction for the next step of our work. The challenge is to design a script that
can engage the students equally in collaborative writing. It might be useful to combine the knowledge
of students self regulation (Rummel & Spada, 2005), on one hand, and of collaborative script on the
other hand (Tabak, 2004).

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Publications.

1

BEHAVIOUR OF ICT TOWARD MINIMISING LIBRARY ANXIETY

Haslinda Husaini
1
, Rafidah Abdul Aziz
2
, Che Zainab Abdullah
3
& Yanty Rahayu Rambli
4

1
Faculty of Information Management, Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
2
3
4
haslinda3145@salam.uitm.edu.my, rafidah3802@salam.uitm.edu.my, cheza347@salam.uitm.edu.my,
yanty@salam.uitm.edu.my

ABSTRACT

The rapid progress in technology has imposed multiple parties to follow the popular trend. But with that
taken into consideration, the willingness of the user has to be taken into account. Primarily, in relation
to seeking the existing or new information, presenting the accessible information can be through various
techniques. In todays fast-paced society, resources such as libraries provide their users with new
methods of application which can be retrieved via online databases. Thus, in order to face this new form
of information presentation, the users have to be prepared. With this in mind, the purpose of this study
is to measure the area of library anxiety and to identify the ability of library users utilizing computers.
This research was conducted by using single quantitative method, as well as a set of questionnaires had
been distributed amongst the Universiti Teknologi MARA (UiTM) students. The findings from this
study indicated that both the behavior of ICT and library anxiety do not correlate in determining the use
of the library. The findings of this research also can be beneficial in Library Management issues and
trends in library services.

Keywords: Library anxiety, ICT behavior, electronic resources, information literacy, Tun Abdul Razak
Library, UiTM

1. INTRODUCTION

It has been decades since librarians as well as library educators started to conduct observation with
regards to students whether some of them feel comfortable while having effective use of the library
compared to others. Besides, the thought that students vary in their levels of anxiety experienced
when using academic libraries is no more alien to us. Lately, there is a formal investigation or
research been undertaken on the nature, etiology, characteristics as well as consequences of this
phenomenon so-called library anxiety. Even though it was found that the pervasiveness of library
anxiety among college students has been recognized by librarians and library educators, yet there are
still certain questions arise in order to verify whether library anxiety is a real phenomenon. The
importance of library anxiety among graduate students is particularly challenged and this is resulting
from the all-too-often assumption that graduate students enrolled in their degree programmes are
sufficiently prepared in utilizing the library (Onwuegbuzie, 1997).
In this new era, Libraries are also required to provide technological sources in order to smooth the
progress of the retrieval of relevant information from multiple sources among the students. Those
required resources are accessed through computer-related technologies such as online data systems
and databases (Jerabek, Meyer, & Kordinak, 2001). However, certain factors had been identified in
the recent research in the area of students attitudes regarding to library and computer usage (Fliotsos,
1992; Jerabek et al., Onwuegbuzie & Jiao, 1997; Ovens, 1991; Sievert, Albritton, Roper, & Clayton,
1988). The extensive utilization of computer technologies (i.e., Internet and various computerized
databases) in the context of university coursework intensifies on the reason why it is important to
assess students attitudes toward using computer-based resources as well as other library resources. On
top of that, computer anxiety, lack of confidence, and lack of enjoyment do influence both the
acceptance of computers as well as the use of it as teaching and learning tools (Gressard & Loyd,
1986; Smith & Kotrlik, 1990; Woodrow, 1991; Fletcher & Deeds, 1994) which can be seen as
contribution to library anxiety.
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Lack of computer skills also has been found to be a factor that influences this anxiety (Gressard &
Loyd, 1986) which is believed as a contributing reason why many students have not been well-
disposed to computers and consequently deprived of their usefulness in the classroom (c.f. Collins,
1996). Therefore, this study has been carried out to examine the relationship between digital era and
library anxiety, focusing on students behaviors of ICT in minimizing library anxiety in Tun Abdul
Razak 1 Library (PTAR 1), Universiti Teknologi MARA (UiTM).


The thought that students vary in their levels of anxiety experienced when using academic libraries is
no more an issue. The understanding in the types of instructional programs is most likely to deliver to
citizens, who are information literate, as they may become the fundamental substance to library
professionals. Even so, it seems that there has been a relative lack of stress placed upon the more
emotional and psychological factors which are connected to effective library use such as feelings of
insufficiency and insecurity (Mellon, 1988). Mellon (1986) started to use the term Library Anxiety
when study had shown that between 75 and 85 per cent of students had the feeling and experienced
anxiety, which shows the negative feeling when they first used the library.
However, the traditional skills are still demanded, but they need to expand their competency to
handle the new digital formats and the online environment that has been provided. Therefore,
computers have been used in education for more than four decades, and they have now been accepted
unconditionally as an integral part of the entire educational system. The increase in computer use has
been rapid and has also generated new challenges.
There are studies shown that computer anxiety, lack of confidence, and lack of enjoyment influence
both the acceptance of computers and the usage of the students as a tool during their teaching and
learning process (Gressard & Loyd, 1986; Smith & Kotrlik, 1990; Woodrow, 1991; Fletcher & Deeds,
1994). With the existence of the Electronic Research (e-Research) as well as the data related that have
been surged clearly, have major implications for libraries. Even so, it remains to be seen what the
students will do and the differences between library and information services would have responded to
these massive challenges. Beyond that, some find that with the existence of these new form of
information presentation are not only to support, however, are enriching information seeking
experience compared to the more traditional methods (Brindley, 2009).

2.1 e-Science and e-Research life beyond the document

e-Science, e-Research, as well as the data related that have been surged clearly, have major
implications for libraries. Even so, it remains to be seen what their impact will be and how different
library and information services would have responded to the massive challenges.
A main study is in progress in the UK for the assessment of the feasibility and costs of the
development as well as the maintenance of a national shared digital research data service for the UK
Higher Education and research sector. This particular study seems to lead to several pathfinder
projects and it also increases join-up in provision between a range of existing data archives, libraries
and data centers which includes the British Library that foresee a navigational role to quality, validated
source.
The challenge of data overflow is closely related to e-Science at the moment, but it is improvingly
relevant to all disciplines, whereby the scale of the challenge that is being dealt with, is large and
without precedent. It signifies vast technology, metadata as well as digital storage analysis and it also
brings up certain issues in regards to long-term retention and reuse of data, needing skills of data
curation, which are currently in short, supply and certainly not present in many research libraries.

2.2 Web 2.0 and Web 3.0 beyond the technologies

The second issue is regarding the examination of Web 2.0 and 3.0 as well as the bottomless changes
which run beyond the technologies. Most of us have become excited with the Web 2.0 and its new
capabilities as well as opportunities for service development. Web 2.0 offers the chance for the
transformation of our interactions with the Internet, starting from the Web 1.0 world of interactions

3
between individuals and information to a world of sharing or collaborative content development of
group working and social networking.
The need to deal with the developing genre regarding the authorship has come about because of
the web, but also followed by new ways of expressing things in an interactive space, as well as how it
is able to become multi-way communication and engagement. All these factors challenge the
traditional perspectives of peer view, authority, mediation, and authenticity, the role of majority of the
players as well as professionals and the knowledge value chain.
This has become a major challenge especially to the academic community since it relates more to
the Library. Therefore, it is important to look for new roles and also opportunities in this messier,
more dynamic and democratic world. It also provides challenges to the brand of Research University
and a research library, whereby they are indelibly associated with authenticity, independence and also
long-term quality.

2.3 Information literacy for 21
st
century

Nowadays, young people demonstrate a noticeable ease and familiarity with computers. It is where
they rely more to search engines rather than doing reading and they do not even practice the critical or
analytical skills to assess the information that they find on the web. These types of behaviors slowly
increase in order to become the norm for all age-groups, ranging from younger pupils to
undergraduates through to professors.
Towards this, a study was conducted to achieve the following objectives:
(1) To measure area of library anxiety among the library users.
(2) To identify the ability of using computers among the library users.

3. METHODOLOGY

This study adopted the descriptive design research and was conducted in a quantitative manner. A
quantitative approach was used to gather the data by distribution of questionnaire to respondents. The
samples were the students studying at Universiti Teknologi MARA (UiTM). Out of 500 questionnaires
distributed to the students, 400 completely answered and replied.
A self-administered questionnaire was designed to gather data from subjects on the studied
variables. There were six variables used in this study, which were 1) Barriers with staff variables 2)
Comfort with the library variables 3) Affective variables 4) Knowledge variables 5) Library
orientation variables 6) Mechanical variables. The questionnaire was divided into two sections.
Section A contained the socio-demographic information, while Section B contained the six parts of
questions related to the dependent variable which is digital era. Table 1 depicts the measures of the
study from the demographic data.


4.1 The relationship between independent variables and dependent variables

The correlation coefficient can be used when the data are binary for measuring the relationship
between variables (Hair, 2006; Bryman & Cramer, 2009). It is almost always preferable to measure
the effects of the independent variable on the dependent variable, not by correlation coefficients but by
unstandardized regression coefficients. The section analysis is based on the summated scale of
combining several variables that measure the same concept into a single variable in an attempt to
increase reliability of the measurement (Hair et al., 2006). Pearson's r can vary in magnitude from 1
to 1, with 1 indicating a perfect negative linear relation, 1 indicating a perfect positive linear relation,
and 0 indicating no linear relation between two variables. The researcher followed Cohens model
guidelines in indicating the relationship of variables: small effect size, r = 0.1 0.23; medium, r
= 0.24 0.36; large, r = 0.37 or larger (Cohen, 1988; 1992).

4
Table 1: Demographic Profiles of Respondents

The study represents a number of students or library users at Perpustakaan Tun Abdul Razak 1
(PTAR 1). Table 1 presents the demographic profiles of the research samples. ANOVA test was
performed to measure the relationship between variables. The correlation of gender and
program/faculty were found the most significant with the dependent variables which is digital era at
the 0.01 level.
As exhibited in table 2, the correlation matrix indicates that from the six variables it is appears one
more factors that contributed to the study. A factor 7 is a strong relationship and very significant with
the study whereby the element consists of the resources that available in PTAR 1.

Table 2: Variables correlations

5
Table 3 Summary of Regression Model between Behavior of ICT and Library Anxiety

Table 4 Summary of Coefficient for Regression Model between Behavior of ICT and Library Anxiety

Table 3 and 4 depicts the results of linear regression between Behavior of ICT and Library Anxiety.
The result was noted that the value of Pearsons r=0.217 while R
2
=0.047. These figures show that
moderate relationship exist 21.7% of the variation of behavior of ICT toward minimising library
anxiety.

5. CONCLUSIONS

The objective of this study was to investigate the relationship between behavior of ICT and library
anxiety. Findings from this study indicated that all six variables do matter in determining the library
anxiety. In this respect, the library needs to focus on user education to the practices and provide a
friendly services and facilities to their library users in gaining recognition to their user satisfaction.
The library should organize more user education programs especially in the electronic resources and
library services.
A library is recommended to conduct a promotional activity to introduce the user of the library
services, also to get along with the user so that it will build a network or a relationship between these
parties. A good relationship and trust among users and library staffs are important because
psychological users can interact willingly with the people they are familiar with. A responsive gesture
should be expressed, so that users know that they are welcomed. Besides that, a library tour or library
orientation is firmly recommended, as it is an easier way to expose the users with the library services,
how to use the services, where to go to as well as other guides. Hence, the anxious feeling faced by
users can be reduced.

ACKNOWLEDGEMENT

Special thanks to Universiti Teknologi MARA (UiTM) for giving us the full support in conducting
this research. Not to forget, to our family for their pray and support during our research conducted.

REFERENCES

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Cleveland, A. (2004) Library anxiety: A decade of empirical research, Library Review, 53 (3), 177
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Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2
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Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 115-119.
Collins, T. (1996). The effects of computer-assisted algebra instruction on achievement, mathematics
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Computing Research, 7 (2), 165-187.

1

GENDER DIFFERENCE IN SOCIAL PRESENCE EXPERIENCED IN
E-LEARNING ACTIVITIES

Xavier Thayalan
1,
Alice Shanthi
2
and Tony Paridi
3

1
Academy of Language Studies, UiTM, Sabah MALAYSIA
2
Academy of Language Studies, UiTM, Sabah MALAYSIA
3
Faculty of Administrative Science and Policy Studies, UiTM, Sabah MALAYSIA
Email: joh_nathan2000@yahoo.com

ABSTRACT

The concept of social presence has interested researchers in relation to the quality of e-learning
experienced by students. Experiencing social presence, which is the degree to which a person is
perceived as real in mediated communication, can be somewhat challenging in e-learning
environment. This study examined the social presence experienced by undergraduates and their
perceived motivation to partake in e-learning activities at a university. Data was collected from a
survey of 51 students who were required to take part in a portal as a requirement for an undergraduate
course. Statistical test of t-test and ordinary descriptive analysis were used. The study found that
students both males and females were generally motivated to engage in e-learning activities. The study
recorded a statistically significant difference of social presence experienced in e-learning activities
among the male and the female students. Therefore, further research has to be conducted to determine
the extent of social presence differences felt by students and ways to enhance social presence which
would result in students motivation and satisfaction in e-learning activities.

Keywords: Motivation; Gender Difference; Social Presence; e-Learning

1.0 INTRODUCTION

Malaysia Education Online (MEdO) has been part of the Malaysia Government Transformation Plan
(GTP) to expand distance learning. With Asia currently recording the largest number of online and
distance learning learners in the world, (Clothey, 2010), one can expect the progress and rapid growth
in the number of students taking online courses. To date further research is needed on the experiences
of students taking online courses related to course satisfaction and learning outcomes (Halter, Kleiner,
& Hess, 2006). One of the concepts that have been explored in relation to the quality of online
learning experienced by learners is their perceived social presence. Social presence is the degree to
which a person is perceived as real in a mediated environment such as in online communication
(Gunawardena & Zittle, 1997). One of the key factors that determine the success of pursuing distance
education learning is the feeling of social presence in online interactions (Rourke et al. 2004). Online
forums as forms of computer-mediated communication (CMC) are different from those face-to-face
distance education programmes because emphasis is placed between tutors and students (Weaver &
Albion, 2005). While existing studies show that social presence is an important construct in online
education, further research with local essence is needed. The purpose of this paper is to discuss the
findings of social presence in quantitative terms on gender differences experienced by the participants
in this study.

2.0 BACKGROUND OF THE STUDY

Social Presence is an important component of e-Learning experience based on the social presence
theory (Rourke et al. 2004). Social presence is required for interactivity because participants need to
feel the presence of others for the conveyance of meaning (Shanthi & Thayalan 2009; Shanthi &
Thayalan 2010). In an educational context, social presence could predict learners satisfaction of
online interaction environment (Shanthi & Thayalan 2009; Shanthi & Thayalan 2010). This is mainly
because interaction is necessary for the success of distance learning programmes (Rourke et al., 2004;
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2
Nippard & Murphy 2007; Mykota & Duncan, 2007). Nevertheless, researchers have found that
students online interaction often lack social presence characteristics (Garrison, et al., 2000).

2.1 SOCIAL PRESENCE IN ONLINE EDUCATION

One factor that is particularly significant to online learning is creating social presence. In the context
of online communication, it can be defined as the ability of participants to project their physical and
emotional presence (Abdullah, 2004). For Garrison & Anderson (2003), it means creating a climate
that supports and encourages probing questions, scepticism and the contribution of more explanatory
ideas that facilitates learner involvement in the online learning environment.
Studies of social presence in web-based learning at a post-secondary level indicate that it affects
student perceived learning (Richardson & Swan, 2003) and that it may increase the satisfaction of
students online experience (Shanthi & Thayalan 2009; Shanthi & Thayalan 2010). It may also lead
to greater emotional satisfaction through a sense of well-being in the classroom environment (Rourke
et al., 2004). Evidence suggests that when learners experience a high degree of social presence they
are more likely to engage in higher order critical thinking (Garrison, Anderson, & Archer, 2000);
actively participate in computer-mediated communications (Danchak, Walther, & Swan, 2001); are
less likely to drop out of their classes (Cobb, 2009); and are more satisfied with their learning
experience (Shanthi & Thayalan 2009; Shanthi & Thayalan 2010). Indicators of social presence in
online interactions include personal forms of address, acknowledgement of others, expressions of
feeling, paralanguage, humour, social sharing and self-disclosure (Rourke et al. 2004).
Social presence theory emphasises that the perception of the feelings of the presence of within a social
context is very important for the participation of students in online environments. Since learning occurs
socially within communities of practice; there is greater variability in sense of community ratings
among online courses than in face- to- face courses (Gunawardena & Zittle, 1997).
In an online environment, social presence becomes even more important due to the absence of visual
and auditory cues. Short et al. (1976) explain that when the communication mediums become restricted,
social presence within the group decreases. This affects group cohesion to become negatively low and
members feel disconnected. Because social presence arises through being able to project ones self
affectively within a medium (Garrison & Anderson, 2003) the conditions for establishing a social
bond, or emotional tie must be present. Tu and McIsaac (2002) stressed the relationship between
interactivity and social presence, noting that increased interaction improves the level of social
presence. Therefore, if social presence is high, the group members enjoy the feeling of joint involvement.

2.2 Gender Differences in Online Interaction

Gender differences in online environments are not as prevalent as in face-to-face interaction as there is
no bodily presence in virtual communication, online users rely purely on language as cue for meanings
(Pohl & Michaelson, 2005). However, issues surrounding gender and discourse styles in virtual
communication have been an important interest for research (Arbaugh, 2000; Rodino, 1997; Garland
& Martin, 2005; Herring, 2001)
It is believed that that CMC reduces gender-influenced inequalities that are often observed in face-
to-face communication (Wojahn, 1994). Given this assumption, CMC enables both male and female
participants to share, confront, and discuss differing viewpoints which allows students to engage in
critical discourse (Johnson & Johnson, 1992). However, research findings have not been conclusive
as social constraints manifested by gender differences continue to place a significant influence on
gender behavior and participation in CMC.

2.3 Student Motivation and Online Education

The relationship between motivation and learning is well established in traditional educational
research and applies equally well in distance learning environment. Postle et al. (2003) argues that
motivation influences the level of student participation in online discussion. Additionally, generating
and maintaining motivation in a distance learning environment appears more complex than in
traditional classrooms given the reduced direct interaction between students and instructors (Postle et
al., 2003). Therefore, staying motivated in a virtual class is a challenge for students taking up a web

3
based education. Students who find motivation to learn online find it a great asset to the online
learning experience, one that can keep them from losing interest or burning out. Without a doubt
motivation can promote a rich learning experience for distance learning students and provide a
foundation for them to develop their online learning skills.

3.0 METHODOLOGY

The data used in this study is primarily quantitative. The questionnaire for this study consisted of
Likert-like scale questions which required the participants in this study to circle an option that best
describes their online experience. The variables studied in the study were determined by the
researchers after observing and monitoring the respondents online behaviors. The variables selected
were students motivation to interact in online forums, and under the umbrella of social presence the
variables selected were; awareness of the presences of other students during online forums, and sense
of being part of an online community. The quantitative data obtained from the participants was
analyzed with the aid of the SPSS Version 17.0 software. An independent t-test was conducted to
check if there was any significance difference between the mean scores for the variable that are
studied.

4.0 RESULTS

The section below presents the analysis of quantitative data based on the questionnaire answered by
the students. Table 2 shows the descriptive analysis of the students claimed motivation to visit online
forums.

Table 2: Motivation to Visit Online Forums

*M- Male (N=22)
F Female (N=29)

Table 2 shows that the male and the female students in this study enjoyed taking part in the online
forums (Agree: Male 67.5%; Female 68.0%) and they liked to read the discussions in the online
forums (Agree: Male 85.5%; Female 88.4%). This shows that generally, the students were motivated
to take part in online forums. Table 3 below shows the descriptive analysis of the students claimed
motivation to complete the distance learning education.

Questions
Strongly
Disagree
%
Disagree
%
Not Sure
%
Agree
%
Strongly
Agree
%
M

F M

F M

F M

F M

F
I enjoy taking part in the online
forums.
0.0 3.4 4.5 3.4 22.5 13.6 67.5 68.0 4.5 10.2
I like to read the discussions in the
online forums.
0.0 0.0 0.0 0.0 0.0 3.4 85.5 88.4 40.5 6.8
I think online forums are a waste of
time.
0.0 3.4 4.5 10.2 27.0 34.0 63.0 47.6 4.5 3.4
I find it easy to take part in online
forums.
0.0 3.4 4.5 13.6 18.0 17.0 67.5 57.8 9.0 6.8
I contribute to the discussion in the
forums after reading the course
modules.
0.0 0.0 9.0 3.4 45.0 30.6 57.6 45.9 0.0 10.2

4
Table 3: Motivation to Complete the Distance Learning Education

*M- Male (N=22)
F Female (N=29)

As seen in Table 3, the male and the female students in this study claimed that one of the reasons they
continued their distance learning programme was because on-line forums had benefitted them (Agree:
Male 63.0%; Female 78.2%) and they were confident to complete the course that they were taking
because of the online (Agree: Male 63.0%; Female 74.8%). This indicates that the students were
generally motivated to complete the distance learning education because of the benefits of taking part
in online forums. Table 4 below shows the descriptive analysis of the students claimed motivation to
know the course content through online forums.

Table 4: Motivation to Know the Course Content

*M- Male (N=22)
F Female (N=29)

Table 4 shows that the male and the female students in this study claimed that online forums widen
their knowledge on the course content taught by the tutors (Agree: Male 63.0%; Female 68.0%) and
they read the comments on course content given by other students with interest (Agree: Male 81.0%;
Female 68.8%). This indicates that the students were generally motivated to know the course content
via online forums. Table 4 below shows the independent test of difference between the mean scores of
students claimed motivation to interaction in online forums.

Questions
Strongly
Disagree
%
Disagree
%
Not Sure
%
Agree
%
Strongly
Agree
%
M

F M

F M

F M

F M

F
One of the reasons I continue my
distance learning programme is because
on-line forums have benefitted me
0.0 0.0 4.5 0.0 18.0 3.4 63.0 78.2 13.5 17.0
I am motivated to continue my distance
learning education because online
forums boosted my confidence.
0.0 3.4 13.5 13.6 18.0 10.2 58.5 61.4 9.0 10.2
I am confident to complete the course
that I am taking because of the online
forums.
4.5 0.0 4.5 6.8 18.0 10.2 63.0 74.8 9.0 6.8
Online forums remove some stress that
part-time students encounter.
0.0 0.0 45.0 0.0 4.5 6.8 49.5 85.0 0.0 6.8

Questions
Strongly
Disagree
%
Disagree
%
Not Sure
%
Agree
%
Strongly
Agree
%
M

F M

F M

F M

F M

F
Online forums widen my knowledge on
the course content taught by the tutors.
0.0 0.0 9.0 3.4 13.5 17.9 63.0 68.0 13.5 10.2
The discussions in the forums provoke
my ideas and thoughts about the course
content.
0.0 0.0 4.5 10.2 22.7 6.8 67.5 71.4 4.5 10.2
I read the comments on course content
given by other students with interest
0.0 0.0 0.0 0.0 9.0 10.2 81.0 68.0 9.0 20.4
I am always able to ask questions about
the course content that I am not sure of
in the forums.
4.5 0.0 22.5 23.8 36.0 23.8 36.0 51.0 0.0 0.0
I always take part in online forums
because I want to know the course
content well.
0.0 6.8 4.5 6.8 27.0 27.2 58.5 47.6 9.0 10.2

5
Table 4: Independent Test of Difference between the Mean Scores of Motivation to Interaction in
Online Forums

Gender N Mean *S. D S. Error Levenes Test for
Equality of Variance
t-test for Equality of means
Male 22 53.5909 3.67306 .78310
.412

p=.541

Female 29 52.7586 5.46845 1.01547
p < .05
*Standard Deviation

As it is seen in Table 4 the mean score for the male students on their motivation to interact in online
forums stand at 53.6 and the mean score for the female students stand at 52.8. The Levenes Test for
Equality of Variance shows a probability rate of 0.412 which is greater than 0.05; p>0.05. This
indicates that the mean scores for the male students and the female students are relatively equal. The t-
test shows that the probability rate of p= 0.541, which indicates that p>.05. Therefore, there is no
significance difference between the mean scores obtained from the male and the female students. This
implies that there is no significant difference between the male and female students on their
motivation to interact the online forums. Table 5 below shows the descriptive analysis of the student
claimed awareness of the presence of others in online forums.

Table 5: Awareness of the Presence of Others in Online Forums

*M- Male (N=22)
F Female (N=29)

Table 5 shows that more male students than female student (Male 40.9%; Female 13.8%) disagreed
that they were very conscious about stating their views in the forums because others are observing
them compared to female students. Additionally, more male students than female student (Male
36.4%; Female 13.8%) disagreed that each time when they returned to the online forums they could
recognize their friends. This indicates that the female students were generally more aware of the
presence of others in online forums. Table 6 shows the independent test of difference between the
mean scores of students claimed awareness of the presence of others in online forums.

Questions
Strongly
Disagree
%
Disagree
%
Not Sure
%
Agree
%
Strongly
Agree
%
M

F M

F M

F M

F M

F
When I get access to the online
forums, I know I am interacting with
others.
0.0 0.0 18.2 0.0 9.1 6.9 72.7 75.9 0.0 17.2
I treat the comments in the online
forums as words coming from people
instead of a computer.
0.0 0.0 13.6 3.4 0.1 20.7 77.3 58.6 0.0 17.2
I pay attention to what other students say
in the online forums.
0.0 0.0 18.2 0.0 9.1 17.2 72.7 69.0 0.0 13.8
I am always aware of the presence of
other participants when they post their
comment in the forums.
0.0 0.0 18.2 3.4 9.1 17.2 72.7 58.6 0.0 20.7
I direct my questions to the people in
the online forums.
0.0 0.0 18.2 10.3 13.6 20.7 63.6 65.5 4.5 3.4
The other students are aware of my
presence when they respond to my
questions in the online forums.
0.0 0.0 9.1 13.8 40.9 20.7 50.0 58.6 0.0 6.9
I am very conscious about stating my
views in the forums because others are
observing me.
0.0 0.0 40.9 13.8 13.6 6.9 45.5 72.4 0.0 6.9
Each time when I return to the online
forums I can recognize my friends.
0.0 0.0 36.4 13.8 9.1 0.0 54.5 82.8 0.0 3.4
I know the online forum I am
interacting in is shared by others
0.0 0.0 13.6 3.4 9.1 3.4 77.3 86.2 0.0 6.9

6

Table 6: Independent Test of Difference between the Mean Scores of Awareness of the Presence of
Others in Online Forums

Male 22 30.2273 4.11654 .87765
.035

p=.000
Female 29 34.2414 3.06658 .56945
p < .05
*Standard Deviation

As it is seen in Table 6, the mean score for the male students on their claimed awareness of the
presence of others in online forums stand at 30.2 and the mean score for the female students stand at
34.2. The Levenes Test for Equality of Variance shows a probability rate of 0.035 which is smaller
than 0.05; p<0.05. This indicates that the mean scores for the male students and the female students
are relatively not equal. The t-test shows that the probability rate of p= 0.000, which indicates that
p<.05. Therefore, there is a significance difference between the mean scores obtained from the male
and the female students. This implies that there is a significant difference between the male and female
students on their claimed awareness of the presence of others in online forums. Table 7 below shows
the descriptive analysis of the claimed sense of community in online forums.

Table 7: Sense of community in Online Forums

*M-Male (N=22)
F Female (N=29)

As it is seen in Table 7 the male students (Male 36.6%; Female 0.0%) disagreed that they got help
from others and they also disagreed that they felt comfortable (Male 45.5%; Female 0.0%) with the
people in the online forums. This indicates that the female students generally had a sense of
community in online forums than the male students. Table 8 shows the independent test of difference
between the mean scores of students claimed sense of community in online forums.

Questions
Strongly
Disagree
%
Disagree
%
Not Sure
%
Agree
%
Strongly
Agree
%
M

F M

F M

F M

F M

F
I feel like we are like a bunch of
online friends in the forums.
0.0 0.0 4.5 0.0 4.5 6.9 90.9 93.1 0.0 0.0
I treat other participants as my online
friends though I do not know him/her
in person.
0.0 0.0 18.2 0.0 9.1 3.4 68.2 89.7 4.5 6.9
By interacting in the forums I get help
from others.
0.0 0.0 36.4 0.0 4.5 6.9 59.1 79.3 0.0 13.8
All participates respect one another in
the online forums.
0.0 0.0 22.7 0.0 9.1 3.4 68.2 82.8 0.0 13.8
Online forums could widen my circle
of online friends who are taking the
distance learning course.
0.0 0.0 31.8 0.0 4.5 6.9 63.6 86.2 0.0 69.0
I know I am accepted as a member of
the online forums even when others
do not respond to my comments
0.0 0.0 13.6 0.0 0.0 6.9 86.4 86.2 0.0 6.9
I feel comfortable with the people in
the online forums.
0.0 0.0 45.5 0.0 4.5 3.4 50.0 93.1 0.0 3.4
I always help the people in the forums
who have problems in the course
content.
0.0 0.0 22.7 3.4 22.7 24.1 54.5 48.3 0.0 24.1

7
Table 8: Independent Test of Difference between the Mean Scores of Sense of Community in Online
Forums

Male 22 34.2273 4.17398 .88989
.014

p=.000
Female 29 40.0345 2.16272 .40161
p < .05
*Standard Deviation

As it is seen in Table 8, the mean score for the male students on their claimed sense of community in
online forums stand at 34.2 and the mean score for the female students stand at 40.0. The Levenes
Test for Equality of Variance shows a probability rate of 0.014 which is smaller than 0.05; p<0.05.
This indicates that the mean scores for the male students and the female students are relatively not
equal. The t-test shows that the probability rate of p= 0.000, which indicates that p<.05. Therefore,
there is a significance difference between the mean scores obtained from the male and the female
students. This implies that there is a significant difference between the male and female students on
their claimed sense of community in online forums.

5.0 DISCUSSION

The analysis of data shows that the distance learning students were generally motivated to take the
distance learning course. The study found that the students enjoyed taking part in the online forums,
and felt that the online forums enhanced their knowledge and thoughts on the course content. In fact,
the students reported that online forums boosted their confidence to complete their distance learning
courses. However, this study noted a disparity of social presence experience by the female and male
students. The male students disagreed that they were conscious about stating their views and they were
always aware of the presence of other participants in the forums. The female students, on the other
hand, claimed that they treated the participants in the forums as friends, in addition, to believing that
online forums could widen their circle of online friends who were taking the distance learning course.
This shows that in e-learning activities, online tutors can expect the communicative style of males
different from that used by females. Therefore in e-learning activities, male students can be expected to
use more harsh and crude language whilst female students use more polite and friendly language.

6.0 CONCLUSION

As social presence in an important component in online communication (Rourke, 2004; Shanthi &
Thayalan 2009; Shanthi & Thayalan 2010), it is suggested that online courses should effectively
incorporate elements of communications strategies that enhance social presence in online courses
among the male and female students. Further research has to be conducted to determine the extent of
social presence differences felt by students and ways to enhance social presence which would result in
students motivation and satisfaction in e-learning activities

BIBLIOGRAPHY

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women. Technical Communications, 41, 74752.

1

GUIDED PEER FEEDBACK ON ACADEMIC WRITING TASKS USING
FACEBOOK NOTES: AN EXPLORATORY STUDY

Johana Yusof,

Nor Ashikin Ab Manan & Ahmad Ashaari Alias

Akademi Pengajian Bahasa, Universiti Teknologi MARA Perak
johana123@perak.uitm.edu.my

ABSTRACT

One of the main constraints faced by writing teachers is providing timely one-to-one feedback on
the students writing pieces at the different stages of a writing process. Peer feedback or peer
review has been found by many studies to be beneficial when used correctly in assisting the
writing teachers to provide more feedback to their students papers as well as give students
practice with a range of skills important in the development of language and writing ability. With
the popularity of online social networking websites such as Facebook as the medium of
communication among students, this study is conducted to investigate the potential of using
Facebook Notes as the medium of providing peer feedback to students written work. Planning,
drafting, revising and editing are the four stages involved in a writing process. Guided peer
feedback via the Facebook Notes could assist the teachers in ensuring that all the students writing
pieces are reviewed at all the four stages of the writing process and consequently improve the
quality of their written work. The first part of this action research explored the use of peer
feedback at the planning stage of writing which was outlining. It was found that the students, with
guidance from the writing teacher, were able to provide constructive feedbacks to their peers. The
comments and suggestions posted on the Facebook Notes were found to be useful in helping their
peers to improve their outlines and their first draft. Language teachers too could benefit this new
tool in giving feedbacks to the students.

Key words: Facebook Notes, Peer Feedback, Planning Stage, Process Writing

1. INTRODUCTION

The term process writing refers to a non-linear model of writing approach. It is divided into four major
stages of writing which are pre-writing (planning), drafting, feedback and revising (editing). It follows
the two tenets of process writing as described by Susser (1994): awareness and intervention.
According to Susser (1994) process writing is characterized by the awareness of the writer of the
writing process and the intervention of a teacher, or peers, at any time during the process of writing in
the form of constructive feedback in order to improve writing skills instead of exclusively fixing
mistakes. It is generally accepted that feedback in instruction is important as it plays several different
roles. Some of the roles as summarized by Ertmer, Richardson, Belland et al. (2007) are firstly, it sets
goals, criteria and standards of what good performance is, facilitates the development of self-appraisal
and reflection as well as provides information to students about their learning progress. In addition,
good feedback encourages two-way discussions between students and teachers as well as students and
their peers. They also believe that feedback in instruction is essential as it provides information to
teachers that can help shape teaching as well as present the students with the opportunities to narrow
the gap between current and desired performance. Finally, feedback could encourage positive
motivational beliefs as well as self esteem.
However, it is not always easy for ESL writing teachers to provide good and timely feedback at
different stages of a writing process especially if the class is large. One of the ways that could be
employed to address this problem is using the students to provide feedback to their peers. Peer
feedback or peer review is an instructional strategy which could help decrease the writing teachers
workload without affecting the students learning process. The students could be guided into providing
feedback to their peers by paying attention to a certain aspect of the essay for example its organization,
format, punctuation and so on. The writing teachers can share the responsibility for learning with their
students by delegating the duty of providing feedback to their students. With the popularity of social
978-602-19271-0-6 ICEL 2011

2
networking website such as Facebook, providing feedback online via this social website has its
potential benefit.

1.1 Background of the Study

Malaysian adolescents, like many other adolescents around the world spend a great deal of their time
outside school hours online. Based on data collected from 535 adolescents from five urban secondary
schools in Penang, Malaysia, their preference for entertainment and social networking websites is
evident (Tan, Ng & Saw, 2010). Although the overall trend was towards the receptive skills of reading
and listening rather than the productive skill of writing, their study discovered that 77.06% of the
online activities that the participants were involved in use English, 8.16% use Bahasa Malaysia and
14.72% use Chinese. This in itself reflects the potential benefit of utilizing the social networking
websites such as Facebook in ESL context. With careful manipulation of the features offered by
Facebook, it can be used as a platform for online discussion to improve teaching and learning.
As mentioned before, one of the constraints often faced by composition teachers employing the
process approach to writing is providing timely feedback at every stage of the writing process. This is
especially true if the classes are big and the nature of the course requires the teachers to assess and
grade the students at every stage of the writing process. The Academic Writing course for Diploma
level students offered at Universiti Teknologi MARA (UiTM) Malaysia is one of them. It is offered to
the third semester students for all diploma programmes at the university. The course employs the
process writing approach and the students work is evaluated and graded at every stage of the writing
process. The first graded assignment is the outline, followed by the first draft and finally the final
essay. Since most classes have between thirty to forty students the class teachers often find their
workload overwhelming. This is because they are expected to provide feedback to the students drafts
at every stage of their writing process. For example, before the students submit their outlines to be
graded they have to submit their draft outline to be commented on by the class teacher. Ideally the
teacher would provide comments on their rough work to ensure that they are on the right track. Only
after their outlines are reviewed and commented on the students would revise their outlines and
resubmit them to be graded. However, due to time constraints and heavy workload faced by the
writing teachers, some of the students writing assignments are either reviewed late or not reviewed at
all before they are returned to the students to be revised. This is detrimental to the progress of their
writing since a good or poor outline would determine the quality of the first draft and eventually
the final essay. In process writing approach the main ideas and thesis statement as well as the
general direction of the essay are developed during the planning stage. If the students score poor
grades for the outline it would definitely affect their performance in the subsequent submissions
which would be the first draft and the final essay. It is felt that employing peer feedback or peer
review as an instructional strategy would help decrease the writing teachers workload without
affecting the students learning process.

1.2 Using Facebook Notes as a medium for Guided Peer Feedback

With the popularity of online social network such as Facebook as the medium of communication
among students, this study is conducted to investigate the potential benefits of using Facebook Notes
as a platform for guided peer feedback during the four stages of the students writing process. Notes,
is a feature of the Facebook which can be utilized as one of the language teaching tools. Students who
have Facebook accounts automatically have access to this feature and can participate in this activity.
The second feature of the Facebook that is utilized in this study is the LIKE function. The writing
teacher uses the LIKE function to highlight the feedback posted by the peer reviewers which is
considered constructive and useful in assisting the student writers to revise their work. This is because
despite the training provided prior to commencement of the study period (will be explained under
Methodology), it could be envisaged that not all feedback posted by the students serves its function.
For example, comments such as I like your essay or your topic sentence is interesting other than
probably motivating the student writers, are vague and have very little value in assisting them to
improve their writing.
The following diagram displays the conceptual framework of the study. Instead of providing
feedback individually, selected students drafts are posted on Facebook Notes anonymously. Peers

3
from the same class are requested to post their feedback and comments on the Facebook Notes. Their
discussions are monitored by the class teachers who in turn would prompt them into providing
meaningful feedback.

Figure 1: Conceptual Framework of the Study

1.3 Study Objectives and Research Questions

This action research focused on the planning or pre-writing stage of the academic writing course
which is writing the outline of an essay. The first objective of this study is to investigate whether
guided peer feedback via Facebook Notes improves the students skill of writing the outline at the
pre-writing or planning stage of the writing process. Secondly, it hopes to uncover whether the
feedback provided via Facebook Notes influences the revisions made to the outlines. Finally, the study
aims at examining the benefits gained if any, by the peer reviewers. The study hopes to address the
following research questions:

RQ1 Does guided peer feedback via Facebook Notes improve the students skill of writing
the outline at pre-writing or planning stage of the writing process?
RQ2 Does the reviewer whose outline was not reviewed benefit from this exercise?
RQ3 Does peer feedback provided by peer reviewers via Facebook Notes, influence the
receivers final draft?


Peer feedback or peer review is not a new concept and has been used in ESL and EFL classrooms for
decades to help both the writing teachers and the students. The basic idea behind peer feedback or peer
editing is that it is easier to spot flaws in others work then ones own. Peer feedback also relieves the
writing teachers from having to provide feedback to individual student. In product-based writing
classrooms students would normally submit their essays to the teachers at the end of their writing
period to be marked and commented on. Process writing approach however, requires students to come
out with multiple drafts which mean more demand is put on the writing teachers to provide feedback
at every stage of the writing process. Writing teachers have to be creative to ensure that students
Students submit rough outlines via e-mail
Feedback from all
students posted
FACEBOOK
NOTES
Selected outlines
posted
Teachers Prompts
posted
S
T
U
D
E
N
T
S

T
E
A
C
H
E
R

1
2
1
4
1
3
1
5
1
Students resubmit edited outlines to be
graded

4
effort is treated fairly and given due consideration. Peer feedback is one way of addressing the
problem of providing feedback to each and every student.

2.1 Peer Feedback and its Benefits

Many studies have been conducted on the effects of peer feedback given by student writers to another,
both in L1 and L2. Peer feedback or peer review has been found to be beneficial when used correctly
in assisting the writing teachers to provide feedback to each and every students piece of writing.
Rollinson (2005) believes in process approach to writing and that writing should involve multiple
drafts. He believes that peers can provide useful response at different stages of the draft. Hansen & Liu
(2005) feel that peer feedback in writing classrooms is beneficial as it allows writing teachers to help
their students not only to receive more feedback on their work but also provide students more practice
with a range of skills important in the development of language and writing ability, such as
meaningful interaction with peers, a greater exposure to ideas, and new perspectives on the writing
process. Although getting feedback from peers is time consuming, it can provide a lot of benefits to
both receivers and givers. Rollinson (2005) stated that not only the students who receive feedback
would benefit but the students who provide feedback would also learn to provide critical response and
consequently help them to be self-reliant so that they could self-edit their own work. In fact, Kristi
Lundstorm and Wendy Baker (2009) discovered in their study that the reviewers showed more
significant improvement in their own writing compared to the receivers who depended solely on their
peers feedback to improve their writing.

2.2 Guided Peer Feedback

According to Rollinson (2005), in order for peer feedback to be effective the students involved have to
be given pre-training in the techniques of providing useful reviews because leaving the students on
their own to comment on others work without proper guidance will not be beneficial. For instance,
comments such as I dont like your ideas and I disagree with your points are not constructive thus
would not be beneficial. Instead, the students should be trained to look at the important aspects of the
essay such as the thesis statements and the topic sentences. Stanley (1992) and Zhu (1995) as cited in
Min (2006) conducted studies on the effects of feedback training for their freshman composition
classes. Stanleys study was done in the ESL classroom while Zhus study was focused on L1 peer
reviewers. Both studies reported that training had significant effects on the quantity and quality of peer
feedback. Hui-Tzu Min herself (2006) conducted a research to examine the impact of trained peer
reviewers feedback on EFL college students revision types and quality. It was discovered that after
training the students included a significantly higher number of reviewers comments into their
revisions compared to pre-training. In addition, peer-triggered revisions comprised 90% of the total
revisions, and the number of revisions with enhanced quality was also significantly higher than before
training. Therefore, it was concluded that trained peer reviewers feedback can positively impact EFL
students revision types and quality of texts directly.

2.3 Providing feedback via on-line medium

The use of electronic medium as learning tools has become popular since the introduction of the
internet. Its use is not restricted by time or distance, thus, it provides flexibility and convenience to
both students and teachers. Bee-Lay and Yee Ping (1991) conducted a study on two groups of students
from Singapore and Canada who used the electronic mail as a medium of communication. They
discussed two books from the two countries and both groups benefit from the on-line discussion.
Fizler (1995) carried out a study on the effectiveness of using e-mail to teach English and found that
the students writing skills as well as their motivation improved. The use of electronic mail as a
learning tool has been shown to be effective in improving students writing skills whether individually
or in groups as demonstrated by Karnedi (2004). Karnedi conducted a study on the effectiveness of
tutoring using the electronic mail to enhance writing skills. In the study, feedback was given by the
tutor through electronic mail. He concluded that the advantages of electronic tutorial using e-mail
outweigh the disadvantages and proposed its use to enhance writing skills.

5
Ertmer, Richardson, Belland et al. (2007) conducted a study on students perceptions of the value
of giving and receiving peer feedback regarding the quality of discussion postings in an online course.
It was discovered that although the students had put higher value on instructors feedback the
interview data showed that the participants valued the peer feedback process and benefitted from
having to give and receive peer feedback. They also found that feedback given by their peers helped
them improve the quality of feedback they in turn provide to others.
A study conducted by Guardo & Shi (2007) on ESL students experience of online peer feedback
discovered that e-feedback eliminates the logistical problems at the same time retains some of the best
features of traditional written feedback, including a text-only environment that pushes students to
write balanced comments with an awareness of the audiences needs and with an anonymity that
allows peers to provide critical feedbacks on each others writings.

3. METHODOLOGY

3.1 The Participants

Twenty students, sixteen females and four males, from one intact group participated in this study.
They were semester three Diploma in Building students from MARA University of Technology, a
public institution of higher learning in Malaysia. Fifteen of them were Facebook users while five were
introduced to Facebook at the beginning of the research period. The students scores for English
subject during Sijil Pelajaran Malaysia (Malaysian Certificate of Education which is equivalent to O
Level) range from A to D, with the majority scoring C and D grades. The researchers were
aware that the students general proficiency level was low but since they had gone through two
semesters of remedial English language classes upon entrance to their academic programme they were
considered to be at low intermediate level. Below are the participants demographics.

Table 1: Demographics

Particular No. of Participants
Male 4
Female 16
Facebook User 15
Non Facebook User 5
SPM ( O Level) Grade
A 1
B 3
C 4
D 12

3.2 Procedure

At the beginning of the study period, a questionnaire was distributed to the participants to collect their
demographics and to find out whether they have Facebook accounts. The participants who did not
have Facebook accounts were instructed to sign up and they were given time to familiarize themselves
with Facebook features especially Facebook Notes. The main researcher in this study had close
contact with the participants as he was the class teacher and the participants were his students. In this
study, the teacher played a role as participants observer. There were three main stages involved in this
study which were the instruction of an academic writing process, feedback training and feedback
exercise.
Since the focus of this study is on the planning stage of the academic writing, the discussion
related to instruction would only focus on the process of developing an outline of an academic essay.
The participants went through normal classroom instruction on the process of writing an outline which
include the formulation of thesis statements, developing main ideas and supporting points at various
levels of supports in parallel structure. The mechanics of outlining such as numbering system were
also emphasised. At the end of the first stage of the study which took three two-hour lessons, the
participants were instructed to write outlines in pairs based on the topics of their choice. Ten outlines

6
that they prepared were submitted to the teacher via e-mail. The outlines were graded and the marks
would be used as pre-test marks for this study.
Before carrying out the online feedback exercise via Facebook Notes, a short feedback training
session was conducted for the students as a preparation procedure for them. The training was the
second stage of the study which involved raising the participants awareness on what constitutes a
good or a weak feedback. For this purpose, three models of both types of feedback were discussed in
class. Next, they were given an in-class exercise in which they practised providing written feedbacks
on three excerpts a thesis statement, a topic sentence and a paragraph. Their feedbacks were later
discussed as to check and validate their understanding.
The third and the last stage of the study was feedback exercise conducted online via Facebook
Notes. Six outlines were randomly chosen by the teacher and the participants (twelve students) who
wrote these outlines were considered the experimental group and their essays would be posted and
reviewed by their peers. The remaining eight students were treated as the control group and although
they participated in providing feedback to their peers, their essays were not reviewed.
Three tasks were designed to address three main parts of an outline. The first task (Task 1) was for
the peer reviewers to look at the development of the thesis statement. The second task (Task 2) was for
them to examine the development of the topic sentences from the thesis statement and the coherence
of the essay. Finally the third task (Task 3) was for the reviewers to look at a particular paragraph in
the outline and to comment on the coherence of the paragraph which includes the relationship of the
topic sentence and the supporting details in a particular paragraph.
The online feedback exercise started on the third week of the study. Six outlines were posted on
the teachers Facebook Notes with two outlines addressing each task mentioned above. Each outline
posted was accompanied by instructions which were carefully designed to ensure that participants
were able to respond to the tasks given. Since the outlines were posted on the teachers Facebook
Notes the students had to add the teacher as their friend in order for them to have access to his
Notes. Since Facebook is an open accessed social network website, everyone who is the teachers
friend can have access to his Notes. Therefore, the teacher had to specifically grouped the students
in this study under a specific group and every Task posted was set to a specific privacy setting in
which only the group members could view and respond to instructions posted on the Notes. The
group was assigned to a group called EM3F and to avoid overlapping of concepts in the discussion
later, the students feedback was termed as comment aligned with the term used in Facebook. Once
everything was set, the students were instructed to proceed with their online feedback exercise. The
instruction clearly stated that they were to respond to three tasks involved where two outlines were
used for each task and they had to give their feedbacks by posting comments on every task. Finally,
the LIKE function was used by the teacher to highlight important or useful comments posted for
the rest of the students to take note.
The following excerpts highlight the different tasks that were posted. The first excerpt shows the
sample of an outline posted on the Facebook Notes and Task 1. It was followed by Excerpts 2 and 3
which provide examples of Task 2 and Task 3 respectively.

Excerpt 1: A Sample of an Outline and Task 1

Title : EFFECTIVE WAYS TO REALIZING THE 1MALAYSIA CONCEPT
I Introduction
1Malaysia is a new concept recently introduced in our country. This idea is about uniting and
integrating all citizens of Malaysia from all races and religion.
II Body
A) Firstly, communities must to know about the concept of 1Malaysia.
B) Second step, reunite the human race in Malaysia.
C) Lastly, involved in all activities organized by government for people who are difference races.
III Conclusion
We as the citizen of Malaysia need to unite and becomes one in other to achieve 1Malaysia, thus
leading our motherland toward peaceful, harmony, unity and integration among all difference kind of
races ethnics in Malaysia.

7
TASK 1:
1. Look at the title, the thesis statement and the restatement of thesis in conclusion and check
whether the topic sentences are clearly written and/or easy to understand. EXPLAIN WHY.
2. If you find the topic sentences and/or the thesis statement and/or the restatement of thesis in
conclusion DO NOT HAVE a match or any direct and correct relationship, make suggestions by
giving examples of your own version of thesis statement or topic sentences or restatement of thesis.

Excerpt 2: A Sample of Task 2

TASK 2:
If you find the topic sentences and/or the thesis statement and or the restatement of the thesis in the
conclusion DO NOT HAVE a match or any direct or correct relationship, make suggestions by giving
examples of your own version of thesis statement or topic sentences or restatement of thesis.

Excerpt 3: A Sample of Task 3

TASK 3:
For this task, you are required to give comments on the segments of the body paragraphs below. Each
segment is taken from two different titles. Pay attention on:

The topic sentences (labelled A, B, C) - whether they are correctly presented or not,
The supporting details (labelled 1, 2, 3) - whether they are DIRECTLY supporting the topic sentence
or not,
The examples (labelled a, b, c) - whether they are clearly supporting the supporting details and the
topic sentence or not.

During the study period the teacher would constantly monitor the students responses and prompt
them accordingly to guide them in providing useful comments. The following is the example of their
communications via Facebook Notes on the outline entitled The Importance of Buying Malaysian
Products.

Excerpt 4: Teacher Monitoring Participants Feedback

Student 1: for the 1st outline, i think that its already answer the seed ques. but the
thesis statement is too long. for the 2nd outline, its also answer the seed ques and the
words already enough to answer seed ques.
Teacher: Can you please provide your own version of the thesis statements to replace
the one written by your friend.
Student 1: 1st outline-the importance of buying malaysia product are to create
awareness among malaysian,to promote malaysia product and to make consumers
realize that m'sia's product has better quality.tq

Students were given 24 hours to respond to every task assigned and after the deadline, the teacher
would highlight the students reviews which were useful using the LIKE function.

Excerpt 5: Teacher Highlighting Useful Reviews

Teacher: Okay. Please go through the reviews above again and check the ones that I
clicked "LIKE". The owner of the outlines, I hope you could pay attention on the views
that I "LIKE."

The whole study was carried out over a four-week period with three two-hour lessons conducted
per week. The first week covered the teaching of outlining followed by a week of feedback training.

8
The online feedback exercise took place during the third week of the study outside class hour. The
students attended the class during normal class our and instructions was carried out as usual following
the syllabus of the course. In other words, the study did not interrupt the normal process of teaching
and learning of the course. All the participants were instructed to rewrite their outlines, including
outlines that were not reviewed, based on the feedback given during their online feedback exercise
especially the ones that were highlighted using LIKE function by the teacher. The participants
submitted their revised essays at the end of the study period during their class hour and their essays
were graded by the teachers. The marks of the final outlines were considered as post-test marks. On
the final week of the study period an interview was conducted with ten participants to find out their
perceptions of the exercise.

4. FINDINGS AND DISCUSSION

The results of the study will be discussed by focusing on the research questions. The first research
question is:
Does guided peer feedback via Facebook Notes improve the students skill of writing the
outline at pre-writing or planning stage of the writing process?
To address Research Question 1, marks for pre-test and post-test for the experimental group were
tabulated and analyzed. Table 2 displays the scores.

Table 2: Pre and Post- Test Marks of the Experimental Group

Title of Essays Pre-Test Post-Test
The causes of divorce among married people in Malaysia 2 2
Buy Malaysian Campaign 4 6
Obesity among Malaysian children 4 4
Social problems among teenagers caused by the social networking
websites
4 6
Effective ways to realizing the 1Malaysia concept 2.5 2.5
The sports industry in Malaysia 4 6

Table 3: Pre and Post- Test Marks of the Control Group

Title of Essays Pre-Test Post-Test
Open burning and global warming 7 7.5
Reasons people commit suicide 7 7
The effects of using mobile phones on human health 4 5.5
The importance of having sex education in Malaysian education
system
5 6

It was found that three out of the six outlines for the experimental group improved while the rest
remained unchanged. This means, only half of the students whose essays were reviewed actually
gained from the online feedback exercise. However, the control group showed overall improvement in
the Post-test marks. The marks displayed by the control group in Table 3 indicate that all four outlines
that were not reviewed showed improvements in the post-test. The results address Research Question
2 which is:
Does the reviewer whose outline was not reviewed benefit from this process?
The control group of this study showed overall increased of marks compared to the experimental
group which has three outlines with marks that remain unchanged. This provides evidence that the
reviewers whose outline were not reviewed also benefitted from this exercise. The participants in the
control group were then interviewed and their views were sought in relations to the benefits they
perceived from the exercise. They generally agreed that engaging in the feedback giving exercise
provided them the opportunities to fine tune their pre-writing skills as well as improve their self-
editing skills. The online discussions presented them with clearer picture of what should be done and
how to do it well. In other words, giving feedback allows the student writers to enhance their own self-

9
editing skills rather than relying on the feedback given by others. Excerpt 5 shows how one student in
the control group was able to benefit from feedback she provided to others. In response to her peers
outline in Task 2, Student 5 posted the following comment.

Excerpt 6: Benefit gained by feedback giver

Student 5 posted: my opinion, main idea a and b are same meaning and the writer should use
the suitable discourse marker to create the good main idea...
Student 5s First Outline:
Topic sentence A: The problem is the damage brain and memory.
Student 5s Final Outline:
Topic sentence A: Firstly, one of the effects of this problem is the damage of brain and
memory.

It can be seen from the excerpt that Student 5 followed her own advice and revised her outline
accordingly. This finding confirms earlier study which discovered that reviewers also benefit from
feedback giving exercise. In fact as discovered by Lundstorm and Baker (2009) the reviewers showed
more significant improvement in their own writing compared to the receivers who depended solely on
their peers feedback to improve their writing. Finally, for Research Question 3:
Does peer feedback provided by peer reviewers via Facebook Notes, influence the receivers final
draft?
In order to answer Research Question 3 the students feedback was analyzed to determine the
number of useful comments made by the students and to examine whether the comments that were
highlighted by the teacher using the LIKE function were utilized by the students during revision.
Table 4 shows the percentage of useful and less useful comments.

Table 4: Useful and less useful feedbacks

TASK USEFUL COMMENTS LESS USEFUL
COMMENTS
1 15.51% 84.49%
2 16.12% 83.88%
3 5.4% 94.6%

It was found that by the end of the study period, the participants had posted a total number of 52
comments for all three tasks. For Task 1, only 15.51% of the comments posted by the students were
considered useful, followed by 16.12% in Task 2 and 5.4% in Task 3. On the other hand, 84.49% less
useful comments were posted in Task 1, 83.88% in Task 2 and 94.6% in Task 3. It can be concluded
that the majority of the comments made by the students were less useful. This is expected because the
training period for feedback giving was very short. Thus, despite being reminded to only provide
constructive comments that are related to the tasks, many of them provided comments that were
neither constructive nor related to the tasks in question. Nevertheless, the influence of the comments
could be seen clearly in the revised outline produced at the end of the study. It was found that the
feedback provided by the reviewers generally influenced the receivers final outline. This is probably
due to the fact that the participants only used comments that the teacher clicked as LIKE. Excerpt 6
demonstrates the influence of the comments on a participants final outline.

Excerpt 6: Sample of Pre-writing Skills Improvement

Title: The sports industry in Malaysia
First Outline:
Thesis statement: The benefits of effective sports industry in Malaysia are promote our country, will
increase our country income and can upgrade the player qualities.
Feedback:
Student 2: give more attention to your grammar which is before the word promote you should put
the word to

10
Student 3: in my opinion, the thesis statement is to simple..i think it is best: the benefits of effective
sports industry in Malaysia are to promote our country to the world, will increase our country income
and can upgrade the player qualities...
Student 4: in my opinion, the thesis statement should be the advantages of effective sports in industry
in Malaysia are to promote our country, increase our country income and upgrade the quality of our
player...
Final Outline:
Thesis statement: The benefits of effective sports industry in Malaysia are to promote our country,
increase its income and upgrade the quality of our sportsmen.

4.1 Discussion of Results from the Interview

For triangulation purposes an interview was conducted among the participants who scored lower
than 50% of the total 10 marks awarded for the outline. They unanimously agreed that the tasks
assigned were too demanding and they admitted that they did not understand the instructions given
especially for Task 3. Some of the comments provided were also vague and not helpful. Excerpt 7
shows a sample of the teachers instruction which they considered as too confusing and Excerpt 8
shows a sample of the comments which they considered unclear.

Excerpt 7: Sample of confusing teacher instruction

Task 3: Paragraphing Coherence

For this task, you are required to give comments on the segments of the body paragraphs below. Each
segment is taken from two different titles. Pay attention on:
The topic sentences (labelled A, B, C) - whether they are correctly presented or not,
The supporting details (labelled 1, 2, 3) - whether they are DIRECTLY supporting the topic sentence
or not,
The examples (labelled a, b, c) - whether they are clearly supporting the supporting details and the
topic sentence or not.

Make some comments on the number of supporting details presented (do you think ONE supporting
detail is enough? if you can add more what can you suggest? do you think the supporting details
presented are more than enough? if you can reorganize them, how would you structure them? do you
think the given structures below follow the format given in the textbook?)

TITLE: SOCIAL PROBLEMS AMONG TEENAGERS CAUSED BY THE SOCIAL
NETWORKING WEBSITES

A. One of the problems that might occur is having an open relationship
1. Meeting online friends on 'blind date'
a) Hang-out with online friend without family permission
b) Exposed to danger such as promiscuous and rob victim
c) Do not know the exact or real behavior and background of their friends.

TITLE: OBESITY AMONG MALAYSIAN CHILDREN

A. Beside than that Physical inactivity also one of causes of obese among children.
The popularity of media mass translates into an increasingly sedentary (inactive) lifestyle
for many children
Children spend an average of over three hours per day. Not only does this use little energy
(calories), it also encourages.
Fewer than half of children have a parent who engages in regular physical exercise.
Only one third of children have daily physical education at School.
Parents busy schedules and fears about safety prevent many children from taking part in
after school program.

11
Excerpt 8: Sample of less useful feedback

Task 1: Feedbacks on the development of the thesis statement

Student 2: for the 1
st
outline: i like the topic of this statement because it will open of our malaysian
mind to use our own product besides others product form the foreign country.

Student 3: i agree with u because nowadays the malaysian just use the foreign product to look brand
and style

Student 4: actually the topic from outline2 is interesting because we can know the root of divorce
problem that happens among married people in Malaysia.

Most of the students interviewed did not provide any response to Task 3 due to this reason. They
chose not to provide any comments or propose any changes to avoid making more errors. It is believed
that their general lack of proficiency may also contribute to their decisions. Based on their comments
this group of participants faced difficulties in understanding the tasks given as well as providing
feedback to their peers. Furthermore, the tasks provided by the teachers which were supposed to guide
the students ended up becoming the stumbling blocks instead. Perhaps, the feedback training should be
done more extensively within a longer period of time. In addition, the way the teacher designs the task
is important, too. Task 3 shows how the teachers instruction could confuse the students. It is highly
important that the teacher avoid from being wordy and refrain from using terms that might confuse the
students.

5. CONCLUSION

The findings above show the potential benefits of using Facebook Notes as a platform for peer guided
feedback at the planning stage of an academic writing process. It can be concluded from this
exploratory study that the students, with guidance from the writing teacher, can provide constructive
feedbacks to their peers. However, cautions have to be exercised by the teacher in designing the tasks
to guide the peer reviewers. Instructions should be clear and not too wordy. The problem of providing
timely and effective feedback normally faced by the writing teachers can also be solved as they can
access to the 'Notes anytime and anywhere. Although the number of useful comments was lower than
less useful ones it was evident that the feedback exercise had successfully facilitated the learning
process. The results of the study show that the reviewers whose writings were not posted to be
reviewed also benefitted from the exercise as they learn to be more effective in self-editing their own
work. The study also demonstrated that limited class time could be extended by letting the students
conduct their learning at their own time outside class. The data collected from this study was less than
expected due to the participants low proficiency level. Perhaps a richer data could be gathered if
participants with higher proficiency level were used. As a conclusion, ESL teachers now have another
teaching tool at their disposal to help them in making their writing classes more interesting and
effective. Thus, teachers all over the world are encouraged to make use of this on-line utility as a tool
not only in giving feedback but in language learning as a whole.

REFERENCES

Bee-Lay, S. & Yee-Ping, S. (1991). English by e-mail: creating a global classroom via the medium of
computer technology. ELT Journal, 45, 287-292.
Ertmer, P. A, Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., et al. (2007).
Using peer feedback to enhance the quality of student online postings: An exploratory study.
Journal of Computer-Mediated Communication, 12(2), article 4.
http://jcmc.indiana.edu/vol12/issue2/ertmer.html
Fizler, K. (1995). The Internet as an educational tool in ESOL writing instruction.
http://thecity.sfsu.edu/~funweb
Guardado, M., & Shi, L. (2007). ESL students experiences of online peer feedback. Science
Direct:Computers and composition 24, 443-461.

12
Hansen, J and Liu, J. ( 2005 ). Guiding principles for effective peer response, ELT Journal 59
(2005), pp. 3138.
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of
assessment feedback in student learning. Studies in Higher Education, 27 (1), 53-64.
Karnedi. (2004). The Effectiveness of the Electronic Tutorial in Enhancing Writing Skills. Malaysian
Online Journal of Instructional Technology (MOJIT). 1 (1), 41-49.
Lundstorm, K. & Baker, W. (2009). To give is better than to receive: The benefits of peer review to
the reviewer's own writing. Journal of Second Language Writing. 18(1), 30-43.
Min, H (2006). The effects of trained peer review on EFL students revision types and writing quality.
Journal of Second Language Writing, 15, 118141.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second Language
Writing, 3 , 31-47.
Tan, K. E., Ng, M. L. Y., & Saw, K. G. (2010). Online activities and writing practices of urban
Malaysian adolescents. Science Direct: System, 38, 548-559.

1

THE USE OF FACEBOOK AS LANGUAGE LEARNING STRATEGY
(LLS) TRAINING TOOL ON COLLEGE STUDENTS LLS USE AND
ACADEMIC WRITING PERFORMANCE

Ahmad Ashaari Alias
1
, Nor Ashikin Ab Manan
1
, Johana Yusof
1
& Ambigapathy Pandian
2

Akademi Pengajian Bahasa, Universiti Teknologi Mara Perak
1
& Universiti Sains Malaysia
2
ahmad242@perak.uitm.edu.my

ABSTRACT

The use of language learning strategies (LLS) by language learners is one of the contributing
factors to the success of second language learning. Studies on successful and less successful
learners have concluded that effective language learners are aware of the strategies they use (O
Malley & Chamot, 1990), have more repertoires of strategies at their disposal (Ting, 2006) and use
more strategies in their learning process (Ling Woo, 2007; Hamzah & Abdullah, 2009). The
proponents of LLS believe that the use of LLS among language learners can be enhanced by
raising the students awareness of LLS and providing them with LLS training. They believe that
LLS, especially indirect strategies can be taught. With the popularity of online social networking
websites such as Facebook as the medium of communication among students, this study is
conducted to investigate the potential of using Facebook Notes as LLS training tool. This study
aims at investigating the effects of training in the use of indirect LLS by using Facebook Notes on
the learners strategies use and their academic writing performance. The study hopes to address the
following research questions: RQ1: Does training on the use of indirect LLS using Facebook
Notes affect the use of indirect LLS among the ESL learners? RQ2: Does training on the use of
indirect LLS using Facebook Notes improve the students academic writing performance?

Key words: Language Learning Strategies (LLS), Facebook Notes, Process Writing, Indirect
Strategies.

1.0 INTRODUCTION

The use of language learning strategies (LLS) by language learners is one of the contributing factors to
the success of second language learning. Studies on successful and less successful learners have
concluded that effective language learners are aware of the strategies they use (OMalley & Chamot,
1990), have more repertoires of strategies at their disposal (Ting, 2006) and use more strategies in
their learning process (Ling Woo, 2007; Hamzah & Abdullah, 2009). The proponents of LLS believe
that the use of LLS among language learners can be enhanced by raising the students awareness of
LLS and providing them with LLS training. They believe that LLS, especially indirect strategies can
be taught. Although every learner by nature uses some kind of strategies in learning, it is believed that
they can be trained to be more efficient in using LLS. With many research supporting LLS instruction,
many types of training in the use of language learning strategies have been proposed in the language
classroom.
Since Malaysian adolescents have been found to spend a great deal of their time outside school
hours online, it is felt that training them on the use of indirect strategies using an online tool would be
in line with their lifestyle. Based on data collected from 535 adolescents from five urban secondary
schools in Penang, Malaysia, these adolescents online activities mainly focused on entertainment and
social networking websites (Tan, Ng & Saw, 2010). Their study discovered that 77.06% of the online
activities that the participants were involved in use English, 8.16% use Bahasa Malaysia and 14.72%
use Chinese. Although most activities involved the receptive skills of reading and listening rather than
productive skills of writing, this in itself reflects the potential benefit of utilizing the social networking
websites such as Facebook in ESL context. The researchers believe that with careful manipulation of
the features offered by Facebook, it can be used as Language Learning Strategies (LLS) training tools.
978-602-19271-0-6 ICEL 2011

2
Thus, this study aims at investigating the effects of training in the use of indirect LLS by using
Facebook Notes on the learners strategies use and their academic writing performance.

1.1 Background of the Study

The main objective of an academic writing course at tertiary level is to prepare the students to write
effectively in their chosen field of studies. In UiTM, one of the public universities in Malaysia, an
academic writing course is offered to the third semester students for all diploma programmes at the
university. The course employs the process writing approach and the students work is evaluated and
graded at every stage of the writing process. The term process writing refers to a non-linear model of
writing approach. The four major stages of writing are pre-writing (planning), drafting, feedback and
revising (editing). It follows the two tenets of process writing as described by Susser (1994):
awareness and intervention. According to Susser (1994), process writing is characterized by the
awareness of the writer of the writing process and the intervention of a teacher, or peers, at any time
during the process of writing in the form of constructive feedback in order to improve their writing
skills instead of exclusively fixing mistakes.
The first graded assignment is the outline, followed by the first draft and finally the final
essay. Before the students submit their outlines to be graded, they would submit their draft outline
to be commented on by the class teachers. Ideally, the teachers would provide comments on their
rough work to ensure that they are on the right track. Only after their outlines are reviewed and
commented on; the students would revise their outlines and resubmit them to be graded. The same
process is continued for the first draft and the final essay.

1.2 Statement of the Problem

Based on studies conducted among undergraduates in Malaysia, it is observed that many of them lack
the linguistic competence to function academically in their chosen field of studies (Adzmi, Bidin,
Ibrahim et al., 2009; Osman & Bakar, 2009; Ting & Tee, 2008). The researchers are of the opinion
that the conventional method of academic writing instruction is not sufficient in improving the
students academic writing proficiency. Thus, this study is conducted to investigate whether training
the students in the use of indirect LLS using Facebook Notes has any effects on the learners LLS use
and their academic writing performance.

1.3 Using Facebook Notes as LLS a training tool

With the popularity of online social network such as Facebook as the medium of communication
among students, this study is conducted to investigate the effects of LLS training using Facebook
Notes on the students strategies use during the four stages of their writing process and their academic
writing performance. Notes, is a feature on Facebook which can be utilized as one of the language
teaching tools. Students who have Facebook accounts automatically have access to this feature and
can participate in this activity. The second feature of Facebook that is utilized in this study is the
LIKE function. The writing teacher uses the LIKE function to highlight useful feedback or
comments that take place during their online discussions

1.4 Study Objectives and Research Questions

This action research focused on the four stages of the academic writing process which are planning
(pre-writing), drafting, feedback from tutor and peers and editing (revising). The first objective of this
study is to investigate whether training the students in the use of indirect LLS using Facebook Notes
improves their use of LLS and secondly, whether LLS training enhances the students academic
writing performance. The study hopes to address the following research questions:

RQ1: Does training on the use of indirect LLS using Facebook Notes affect the use of LLS
among the ESL learners?
RQ2: Does training on the use of indirect LLS using Facebook Notes improve the students
academic writing performance?

3
2.0 LITERATURE REVIEW

Learning strategies (Chamot, 1987); learner strategies (Wenden, 1987); language learning
strategies (Oxford, 1989) are terms to describe techniques, approaches or actions that learners take
deliberately in order to facilitate the learning of a new language. Many studies have discovered that
the success in learning a language depends among others, on the strategies which the learner
consciously or unconsciously employs in the learning process (Chamot, 1987). Naiman, Frolich, Stern
and Todesco (1996) as cited by Macaro (2001, p.27) observe that successful learners describe
themselves as being actively involved in the learning process. Oxford (1990) considers LLS as tools
for active, self-directed involvement, which is essential for developing communicative competence.
Oxford (1990) summarises her view of LLS by listing several key features in addition to the general
characteristics above. She states that LLS allow learners to become more self-directed, expand the role
of language teachers, involve many aspects of learning (not just the cognitive), can be taught and
flexible. LLS are also influenced by a variety of factors.
Oxford (1990) divides LLS into two strategy groups of direct and indirect strategies. Direct
strategies, those directly involve in learning the target language, are memory, cognitive and
compensation. Memory strategies concern the storage and retrieval of the new language. Cognitive
strategies are the mental processes associated with manipulating, transforming, and interacting with
the target language. Compensation strategies are utilized by learners to overcome deficiency in
knowledge needed for understanding and production of the target language. Indirect strategies are
those strategies which play a supportive role without being directly related to the interaction of the
language itself. Strategies categorized within this group include metacognitive, affective, and social.
Metacognitive strategies are aspects associated with planning, monitoring, and evaluating the target
language. Affective strategies refer to strategies that learners employ to control emotions and attitudes
about language learning. Finally, social strategies are characterized by facilitating engagement in the
target language through interaction with others.

2.1 Language Learning Strategy Training
Several studies on LLS training found it to be of benefit such as O Malley (1987); Thompson and
Rubin (1993) in Oxford (1994). As mentioned in the previous section, Oxford (1994) concluded that
successful language learners often use strategies in an organized manner. Suthagar Narasiman (2007)
in his study on the effect of LLS on reading comprehension discovered that explicit instructions
improved the subjects metacognitive knowledge and has a beneficial effect on the subjects
comprehension achievement. Based on these observations, proponents of LLS training have proposed
that LLS training be included in L2 instructions. Graham (1997) suggested that L2 teachers train the
students to develop and use good LLS while Neil Anderson (2002) proposed the teaching of
metacognitive LLS as part of language learning instruction since a strong metacognitive skills
empower ESL learners. He further stresses that the use of metacognitive strategies ignites ones
thinking and can lead to more insightful learning. The proponents of LLS training, like Anderson,
believe that strategies can be taught. In Malaysia, Rajamoney (2008) who conducted a study among
form four students highlighted that there is a need to conduct strategy training to promote awareness of
LLS among the students and to enhance students language learning.
Macaro (2001) has suggested three options for language teachers to consider in deciding the type
of LLS training programme that is suitable for their particular group of learners. The three options are
explained in Table 1.

4
Table 1: LLS Training Options

3.0 METHODOLOGY

3.1 The Participants

Forty students, twenty five females and fifteen males, from two intact groups participated in this study.
They were semester three Diploma in Building students taking an academic writing subject at MARA
University of Technology, a public institution of higher learning in Malaysia. The students scores for
English subject during Sijil Pelajaran Malaysia (Malaysian Certificate of Education which is
equivalent to O Level) range from A to D, with the majority scoring C and D grades. Table 2
presents the participants demographics.

Table 2: The Participants Demographics

Particular Number of participants
Experimental Group
Number of participants
Control Group
Male 4 11
Female 16 9
SPM Grade
A 1 1
B 3 7
C 4 4
D 12 8

The researchers were aware that the students general proficiency level was low but since they had
gone through two semesters of remedial English language classes upon entrance to their academic
programme, they were considered to be at low intermediate level. They were divided into
experimental and control groups.

3.2 Design of the Study

The design of the present study is quasi-experimental with non-equivalent experimental and control
group pre-tests and post-tests. It includes one independent (experimental) variable and two dependent
variables. The independent variable is the LLS training proposed for this study versus conventional
academic writing instructions for the students. The dependent variables are LLS use between pre and
post experiment, measured through language learning strategy questionnaires (SILL) and the
difference in improvement (or otherwise) between experimental and control group for academic
writing test results. Table 3 below presents the study design.

OPTIONS Strategies/Skills for
LLS training
Advantages Disadvantages
OPTION 1 Metacognitive, Social
and Affective learning
strategies only
Easier for learner to
articulate the strategies
Cover only indirect
strategies
OPTION 2 Cognitive Strategies
only
Has direct encounter
with the foreign
language learned
Difficult for learner to
explain
OPTION 3 One process or skill
such as reading or
writing
Combine direct and
indirect strategies.
Awareness raising
become tightly
chanelled
None

5
Table 3: Design of the Study

Research
Groups
Before the
Experiment
Independent
Variable
After the
Experiment
Dependent
Variables

Experimental
Group
01 X 02 LLS use +
improvement in
writing scores
Test 1 Test 2

Control
Group
01 02 LLS use +
improvement in
writing scores Test 1 Test 2

Fourteen weeks ( 42 two-hour sessions ) Instruction / Training
(Experimental Period)
01= Pre experimental SILL questionnaires
02= Post experimental SILL questionnaires
Test1= Pre Test (writing)
Test 2= Post Test (writing)
X = treatment (LLS training)

At the beginning of the study period, the academic writing teacher who will be participating in this
study will be briefed by the researchers on how to implement LLS training on the experimental group
during the normal academic writing class. As shown in Table 1, both experimental and control group
answer pre-experimental SILL (Strategy Inventory of Language Learning) questionnaire and pre-
writing test (Test 1) at the beginning of the semester. After the pre-tests, the experimental group will
receive LLS training in addition to their normal instruction on academic writing. The subjects of the
control group will go through normal academic writing class without the LLS training. Then all the
students will be given these instruments as post-tests once more at the end of the semester. The
instruments used in this study are summarized in the operational framework (Diagram 1).

6

Diagram 1: Operational Framework

3.3 LLS training for experimental group

After sitting for pre-test (writing) and pre SILL questionnaire, the experimental group had to answer a
questionnaire related to their Facebook accounts. The participants who did not have Facebook
accounts were instructed to sign up and they were given time to familiarize themselves with Facebook
features especially Facebook Notes. There were three main stages involved in this study which were
the instruction of an academic writing process, feedback training and feedback exercise via Facebook
Notes.
The LLS training in this study is designed based on Macaros Option 1. The study only focused on
indirect strategies training which included awareness raising of metacognitive, affective and social
strategies. Indirect strategies are those strategies which play a supportive role without being directly
related to the interaction of the language itself. The activities were designed to raise the students
awareness as well as introduce them to indirect LLS which could be used to enhance their language
learning.
Since one of the objectives of the course was to write a term paper, most of LLS training activities
were aligned to the production of this end product. At the same time the LLS training activities were
embedded into class discussions and reading activities. The table below (Table 4) summarizes the
activities done for the LLS training.

Regular Instruction
+
LLS Training
(Independent Variables)
Experimental Group
Writing Test 1 and 2
(Pre and Post Test)
Overall improvement
or otherwise in
academic writing
performance
(Dependent Variable)
Improvement or
otherwise on LLS
used
(Dependent Variable)
Regular Instruction
Control Group
SILL questionnaires
1 and 2 on strategies
used (Pre and Post)

7
Table 4: Language Learning Strategy activities

Stages Discussion
Activities
Writing Activities Reading Activities
Stage 1:
Brainstorming
1. First reading (highlight potential
topics and ideas mind-mapping)
Word bank
2. Topic
brainstorming
(recognize potential
topics)

3. Feedback
training &
Introduction to
Facebook Features
Model good and
weak feedback
Introduce
students to the
Facebook
features
(highlight
Facebook Notes
layout and
features, post a
comment and
the use of
LIKE
function)

Stage 2: Outlining

4. Extended reading
Find information from reliable
sources
o Articles labeling
Analyze information
o Read linear and non-
linear texts
o Distinguish facts from
opinions
o Draw conclusions
o Make inferences
Word bank

5. Seed question
Develop a thesis
statement
Write good topic
sentences and
supporting
details
Outlining
Word bank

6. Online feedback
Teacher posts
three student
outlines on his

8
Facebook Notes
Students give
feedback on the
outlines by
posting
comments
Teacher uses the
LIKE function
to highlight
good feedbacks
Stage 3: Drafting 7. Drafting
Paraphrasing
techniques
In-text citations
techniques
Word bank

8. Close reading
Cross-reference check
students check the accuracy of
paraphrased information
synthesized from the articles
and the draft
9. Classroom
discussion
Exchange drafts
between pairs.
Students read
and give
feedback orally
in group
discussions

Stage 4: Revising 10. Revision of drafts (Level 1)
Peer review
o Students read and
give feedback on their
peers drafts in
written form in class.
Teachers evaluation
11. Revision of drafts
(Level 2)
Students make
necessary correction
for the final draft or
the Term Paper

A series of Language Learning Strategy activities were integrated for the purpose of awareness
raising among the students. Since writing a term paper was the main focus of the course, the initial
stage of the activities was to strengthen students ability in the planning of their writing. The activities
started with brainstorming activities of some potential topics in the classroom and the activities were
extended outside the classroom when they were required to do library research on their potential
topics. They were explicitly instructed on how to transfer related ideas on the topics of their choice
into a mind-map. At the same time, the students were also trained to build their own word banks to
enrich their academic vocabulary knowledge.
The researchers believe that student-student and students-teacher interactions are essential in ESL
learning. Due to this, an out-of-school communication network between the student and the teacher
was formed via a social online network, Facebook. By taking advantage on the popularity of
Facebook, the teacher could set up communication network among students in the class easily. The
teacher used Facebook Notes as a platform for the interaction among them to take place. Selected
writing activities were posted on his Facebook Notes and the students were prompted into discussing
the class activities online, outside class hours. These activities promote two indirect learning strategies
which are social and affective strategies. Students learned through the interaction with others (social)
at the same time, positive learning environment (affective) was promoted. The interaction via

9
Facebook Notes includes providing feedback and discussing about their English language learning.
The students revised their written work based on their peers suggestion. In addition to these activities,
extended reading was introduced to the students as a part of the pre-writing activity (metacognitive).
Through extended reading activities outside class, students were trained on effective reading skills. As
a part of the planning strategy, students were trained to read effectively in order to gather information
for their research. Among the activities include analyzing linear and non-linear texts, differentiating
facts and opinions, making conclusions and inferences which later would be used as the supporting
information for their writing. The Table 5 summarizes the indirect strategies involved in the LLS
training activities.

Table 5: Indirect Learning Strategies

Language Learning
Strategy Activities
Indirect Strategies Involved
Metacognitive Social Affective
Discussion Activities
(In and Out-of class)

Writing Activities
(Planning, Drafting,
Editing)

Reading Activities
(Extended Reading)

4.0 FINDINGS AND DISCUSSIONS

Analysis for SILL Questionnaire

The Statistical Package for the Social Science (SPSS) for Microsoft Windows 12 was used for data
analysis. Descriptive statistics, including frequencies, means, and standard deviations were
implemented in order to investigate the use of learning strategies. The study adopted Oxford (1990)
categorization of frequency of language learning strategies use as stated below:

Mean score of 1.0 2.4: Low strategy use
Mean score of 2.5 3.4: Medium strategy use
Mean score of 3.5 5.0: High strategy use

The mean of each strategy group used by the learners was computed and ranked based on the mean
score between the categories and within the categories. Table 6 shows pre and post test control group
overall SILL results.
Table 6: LLS used by Control Group

Language Learning
Strategies Min Max
Ave. Mean
Pre test

Level
Ave. Mean
Post test

Level
Memory Strategies 1 5 2.75 medium 2.85 medium
Cognitive Strategies 1 5 2.80 medium 2.60 medium
Compensation Strategies 1 5 3.05 medium 2.63 medium
Metacognitive strategies 1 5 2.75 medium 2.95 medium
Affective Strategies 1 5 2.55 medium 2.65 medium
Social Strategies 1 5 3.05 medium 3.15 medium

The result shows that the mean average for pre and post tests for the control group varies. The
participants were moderate users of all the six categories of LLS before and after the study.

10
Table 7: LLS used by Experimental Group

Language Learning
Strategies Min Max
Ave. Mean
Pre exp

Level
Ave. Mean
Post exp.

Level
Memory Strategies 1 5 2.55 medium 2.75 medium
Cognitive Strategies 1 5 2.70 medium 3.10 medium
Compensation Strategies 1 5 3.15 medium 3.10 medium
Metacognitive strategies 1 5 2.90 medium 2.95 medium
Affective Strategies 1 5 2.65 medium 2.90 medium
Social Strategies 1 5 2.8 medium 3.10 medium

Table 7 shows LLS used by the experimental group for both pre and post tests. It can be observed that
the mean averages of the post tests for all the six categories are slightly higher than the pre test.
However, all of the participants are still moderate users of all the six categories of LLS.

Research Question 1:

Does training on the use of indirect LLS using Facebook Notes affect the use of indirect LLS
among the ESL learners?

To address Research Question 1, the following Hypothesis was tested.

HO1: There is no significant difference between the mean value of indirect LLS used for pre test
and post test for the experimental group.

Table 8: Differences in Indirect Strategies used by Experimental Group in Post Test

Test Value = 0.05

95% Confidence Interval
of the Difference
t df
Sig. (2-
tailed)
Mean
difference Lower Upper
Organizing and
evaluating your
learning
21.444 19 .000 2.90000 2.6169 3.1831
Managing your
emotions
16.905 19 .000 2.85000 2.4971 3.2029
Learning with
others
27.138 19 .000 3.05000 2.8148 3.2852

A one-sample test shows that the value for p = .000 for all three strategies is significant when the p
value were set at 0.05 level of significance. Therefore, the null Hypothesis One was rejected. Thus, the
results show that the increase in the indirect strategies used is significant.

Analysis for Academic Writing Test Result

The data obtained from both groups are presented. The scores were analyzed independently. As can be
seen from this table, the mean score for post test for control group (M= 3.23) is higher than the pre test
(M = 3.01).

11
Table 9: Mean Score for Pre test and Post test for Control Group

Mean N
Std.
Deviation
Std. Error
Mean
Control
Group
PreTest
3.0110 20 .28414 .06354
PostTest 3.2350 20 .57149 .12779

Table 10: Mean Score for Pre test and Post test for Experimental Group

Mean N
Std.
Deviation
Std. Error
Mean
Experimental
Group
PreTest
3.2355 20 .57532 .12865
PostTest 3.4070 20 .49919 .11162

Similarly, the mean score for post test for experimental group (M = 3.40) shows a slight difference
than the pre test (M = 3.23).

Research Question 2:

Does training on the use of indirect LLS using Facebook Notes improve the students
academic writing performance?

To address Research Question 2, the following Hypothesis was tested.

HO2: There is no significant difference between the mean value of the academic writing scores
for pre test and post test for both control and experimental groups.

To test Hypothesis 2, paired samples t-test was used to compare the differences of mean for
academic writing scores between Control Group of learners and Experimental Group of learners.

Table 11: Paired Samples Test

Paired Differences t df Sig. (2-tailed)
Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
PreC -
PreE
-8.900 11.267 2.519 -14.173 -3.627 -3.533 19 .002
Pair
2
PostC -
PostE
-2.250 13.166 2.944 -8.412 3.912 -.764 19 .454

A paired-sample test shows that the value for p = .454 which is greater than p value set at 0.05
level of significance. Therefore, the null Hypothesis Two failed to be rejected. Thus, the analysis
shows that the increase in the academic writing results is not significant.

5.0 CONCLUSION

Based on the findings it can be concluded that Facebook Notes has the potential to be used as LLS
training tool in line with the current trend. Internet-savvy undergraduates in this study were observed
to be enthusiastic with the training tool thus, began to use the indirect LLS more in their learning. It
can be concluded that the use of Facebook Notes as LLS training tool does promote the use of indirect

12
LLS among college students in the study. The control group which did not go through LLS training
did not show much difference in their LLS use before and after going through normal ESL instruction.
The experimental group however proved that they used the LLS more after the training. This finding
resembles findings conducted by earlier researchers such as O Malley (1987); Thompson and Rubin
(1993) in Oxford (1994); Lee & Oxford (2008) as well as Rajamoney (2008). This shows that
although both groups use the same categories of strategies, post test results show that the experimental
group learners use the strategies more frequently. However, the students academic writing
performance for both groups was more or less the same. Both groups improved in their post-test
results but the improvement demonstrated by the experimental group was not statistically significant.

REFERENCES

Susser, B. (1994). Process approaches in ESL/EFL writing instruction. Journal of Second
Language Writing, 3 , 31-47.
Tan, K. E., Ng, M. L. Y., & Saw, K. G. (2010). Online activities and writing practices of urban
Malaysian adolescents. Science Direct: System, 38, 548-559.
Anderson, N. J. (2002). The role of metacognition in second language teaching and learning. ERIC
Digest. Retrieved from WWW.CAL.ORG/ERICCLL.
Graham, S. (1997). Effective Language Learning. Clevedon, Avon: Multilingual Matters.
Hamzah, M. S. G., & Abdullah, S. K. (2009). Analysis on Metacognitive Strategies in Reading and
Writing Among Malaysian ESL Learners in Four Education Institutions. European Journal of Social
Sciences, 11(4), 676-683.
Lee, K. R., & Oxford, R. (2008). Understanding EFL learners' strategy use and strategy awareness.
Asian EFL Journal, 10(1).
Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London:
Continuum.
Nambiar, R. M. K. (2007). Enhancing academic literacy among tertiary learners: A Malaysian
experience. Journal of Language Teaching, Linguistics and Literature, 13.
Narasiman, S. (2007). An analysis of the effects of explicit reading strategies instruction on the
comprehension achievement and metacognitive knowledge of ESL students. Jurnal Penyelidikan
IPSAH 54-75.
O' Malley, J. M. (1987). The effect of training in the use of learning strategies on learning English as a
second language. In A. Wenden & J. Rubin (Eds.), Learner Strategies in Language Learning (pp.
133-144). Cambridge: Prentice-Hall International.
O Malley, J.M. and Chamot, A.U.(1990) Learning Strategies in Second Language Acquisition,
Cambridge: Cambridge University Press.
Oxford, R. (1989). The role of styles and strategies in second language learning. Eric Digest.
Retrieved from www.eric.ed.gov
Oxford, R. L. (1990). Language learning strategies. What every teacher should know. Boston: Heinle
& Heinle Publishers.
Oxford, R. (1994). Language learning strategies: An update. ERIC Digest. Retrieved from
www.eric.ed.gov. strategr.pdf
Rajamoney, S. S. (2008). A study on the use of language learning strategies after strategy training
among form four ESL students: A case study. Universiti Sains Malaysia, Penang.
Wenden, A. L. (1987). Conceptual background and utility. In A. Wenden & J. Rubin (Eds.), Learner
strategies in Language Learning (pp. 3-13). Cambridge: Prentice-Hall International.

1

E-LEARNING AWARENESS IN A HIGHER LEARNING INSTITUTION
IN MALAYSIA

Zazaleena Zakariah, Nursyahidah Alias, Mohd Norafizal Abd Aziz
and Nor Zalina Ismail
4

Faculty of Computer Science and Mathematics, UiTM Pahang
4
zazaleena@pahang.uitm.edu.my

ABSTRACT

Electronic learning (E-learning) is the current technology that is widely used nowadays. E-learning goes
beyond digital technologies. New E-learning technology continues to become increasingly accessed and
implemented by people of all walks of life. Increasingly, the technologies are becoming more integrated
as an invisible and ubiquitous part of a global system. This study attempted to identify the students
awareness on E-learning in higher learning Institutions. E-Learning in higher learning Institutions aim to
give students a greater autonomy regarding the point in time, the content and the method by which they
learn by providing on demand learning, that eliminates the barriers of time and distance. This paper
presents a survey from 120 students of Universiti Teknologi MARA Pahang (UiTM). Data were then
analyzed using SPSS. The results show that the students are interested on this new technology as they are
willing to use E-learning. The results prove that the concept of E-learning can be more easily acceptable
if it is able to provide at least the same learning experience based on the current education style and able
to provide an interactive learning environment for them. The acceptance level of the students is also high,
and the results obtained revealed that the respondents accept E-learning as one method of teaching and
learning process. It is believed that E-learning will be able to improve the educational efficiency by
complementing traditional learning in Universiti Teknologi MARA Pahang (UiTM).

Keywords: E-learning, Awareness, Higher learning institution, Malaysia, UiTM Pahang

1. INTRODUCTION

Internet is one of the recent developments in communication and information transfer. Internet is
considered as a technology asset due to its ability to disseminate large volumes of information quality
and efficiently to all types of stakeholders including employees, customers, shareholders and
suppliers. Internet is so much more than information environment. It is a social technology, an
advanced communication medium, a new publishing paradigm, a recreational and commercial entity.
In todays environment, internet is gradually being translated into a public utility with the potential, to
transform everyday information and communication behavior. Nowadays, internet is more accessible
and less expensive than it was, and because of that, the number of internet users is growing
tremendously.
The rapid development and commercialization of information and communication technologies
(ICTs) for the education industry has prompted universities and others higher learning instituitions in
this sector increasing to adopt the technology. The commercialization of the internet nowadays has
turns this instrument into the greatest publishing machine and the greatest bookstore in the world. The
commercialization of the internet is also a sign of the commercialization of science and education.
Commercialization of internet in education has prompt a new method of teaching which is known
as electronic learning (E-learning). It is one of the current technology that is widely used nowadays
especially in higher learning Institution. E-learning goes beyond digital technologies. New E-learning
technology continues to become increasingly accessed and implemented by people of all walks of life.
Increasingly, the technologies are becoming more integrated as an invisible and ubiquitous part of a
global system. E-learning in higher learning Institutions aim to give students a greater autonomy
978-602-19271-0-6 ICEL 2011

2
regarding the point in time, the content and the method by which they learn by providing on demand
learning, that eliminates the barriers of time and distance.
In Malaysia, the growth of E-learning services have been enormous over the last few years as the
service offers many advantages to the involved parties especially institutions and students. Responding
to the widely used of the E-learning services, the study is conducted to identify the students
awareness on E-learning in higher learning Institutions in the case of Universiti Teknologi MARA
Pahang (UiTM).


In this new century, internet has become an important medium in human life. Existence of internet has
created new opportunities for human in making their affairs easier, faster, simpler, and involve less
cost. Internet is an open worldwide computer network, linking together by fast data communication
owned by government, education, commercial and other organizations (Zazaleena, 2008).
With the growth of internet usage, electronic service (E-service) is becoming important
(Zazaleena, 2005). E-service is all interactive services that are delivered on the internet using
advanced telecommunication, information, and multimedia technologies. E-service has undergone
rapid development and dramatic transformation in a relatively short period of time. The notion of E-
service has been increasingly recognized as being one of the key determinants in successful electronic
commerce (Santos, 2003). In the process, many service sectors have changed forever. E-service is
expected to help reduce customers service costs, tighten customers relationships and personalize
marketing strategies.
Responding to the expand usage of internet as an communication medium, electronic learning (E-
learning) services were introduced and universally used by many institutions including higher learning
Institutions in Malaysia. E-learning is essentially the computer and network-enabled transfer of skills
and knowledge. E-learning applications and processes include Web-based learning, computer-based
learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet,
intranet or extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-
led and includes media in the form of text, image, animation, streaming video and audio. Dormant
Woodall (2002) defined E-learning as capability of experiencing learning process by using technology
to design, deliver, select, administer, support and extend the learning process. While Kapp (2003)
defined E-learning as a process of delivery training materials, information and connect directly to an
employees computer desktop by taking advantage of Web browser technology to purposefully change
behavior or attitude. According to Hall and Snider (2000), E-learning is the process of learning via
computers over Internet and intranets and referred to as web-based training, online training, distributed
learning or technology for learning.
Kirkwood (2001), commented that the emergence of E-learning has changed the education system
nowadays. For example, educators use of the Internet technologies as an online learning ways for
teaching and learning, in which enabling learners to receive and interact with educational materials
and resources through internet, as well as engaging with teachers and peers in ways that previously
may have been impossible. There are many factors affected the effectiveness of E-learning.
According to a research conducted Aminul Islam (2011) demographic factors have an impact on
effectiveness of E-learning. Based on the results of the research, level of education, program of study,
age and gender were found to be significant in the effectiveness of E-learning. However race and
marital status were found to have no significant effect on the effectiveness of E-learning system.
Therefore it is indicated that respondents with higher level of education may have accepted using E-
learning tool as a learning program and therefore contribute to the effectiveness of the e E-learning
system. As far as gender is concerned, there is a significant effect on the effectiveness of E-learning.
Thus, gender contributes to the effectiveness of E-learning system. Hence, it is very important to
prepare and mange E-learning as it is a complex process and requires a shift from change management
to strategic planning (Raja Maznah, 2004)
Cohen (2001) indicated that the use of technology has an effect on all aspects of teaching and
learning. When educators integrated technology into the lesson, it required new learning approaches to
the curriculum because of the ability to look at and explore information in new ways. Moreover, some
studies have emphasized that technology can help by allowing learners to take a more active role in
their learning through different instructional modes or methods (Kussmaul and Dunn, 1996). Dewar

3
and Whittington (2000) said that the new technologies provide opportunities for creating learning
environments that enhance learner learning and achievement. However, inappropriate uses of
technology can become ineffective learning. Thus it is important to understand what technology is and
how to use it and, most importantly, is comfortable using it (Smolin and Lawless, 2003).

3. RESEARCH METHODOLOGY

The survey was conducted by distributing a survey questionnaire to randomly 120 students from
different courses in Universiti Teknologi MARA Pahang (UiTM). The purpose of the survey
questionnaire is to study the students awareness on E-learning. Sekaran (2000) indicates that
questionnaires are an efficient data collection mechanism where researcher can target his or her
questionnaires to the more informed respondent and obtain better quality in the data. Besides that, a
questionnaire is an effective and inexpensive way to gather data from a potential large member of
respondents. Often questionnaires allow the researcher to carefully evaluate the findings, and also
allow the respondents be more time to carefully think over the questions asked before answering them
thereby the quality of the data received will be much better. The survey questionnaire is based on a 5-
point Likert scale with strongly agree as 5, agree as 4, undecided as 3, disagree as 2 and strongly
disagree as 1. The survey questionnaire was consisted of two sections: section A consisted of items to
get demographic information and section B consisted of 9 items.

4. RESULT AND DISCUSSION

A total of 120 survey questionnaires were distributed among sampled population. These 120
questionnaires were used for analysis in the present study. The questionnaire data were analyzed using
SPSS and the subsequent data analyses were undertaken using statistical approach which is One-way
ANOVA. The questionnaires used in the present work were designed into two main sections, which
comprised demographic characteristics and the dependent variable (students awareness on E-
learning). Section A contains a total of six demographic characteristics which are gender, age, student
status, program of study, level of education and marital status. In this aspect of gender, the gender
respondents are divided into two main categories, male and female. Female students have the highest
number, which is more than half of the total respondents (62.8%). This reveals that there are only
37.2% of the respondents are male students. The majority of the respondents are relatively young.
Indeed, most of the respondents are from the age group of 18-20, which takes up 58.8% of the total
respondents. These are then followed by the age group of 21-23 (25.3%), 24-26 (10.7%) and finally 27
and above (5.2%). The student status of the respondents is categories into two main groups which are
those taking up the full time courses or the part time courses. From the analysis, it may be seen that
approximately 78.8% of the respondents are taking up the full time courses, and the rest of the
respondents are taking up the part time courses with only 21.3%. From the result, there are students
from business administration, social sciences, computer science and engineering.
The results also indicate that students who are studying computer science constitute 35.8%;
business administration (25.3%), engineering (25.1%) and social sciences (13.8%). In the level of
education, there are relatively large percentage of the respondents are doing their diploma or currently
pursuing their degree. Group of respondents who are doing their diploma consists of 75.0%. The
second majority of the respondents have diploma qualifications and currently pursuing their degree,
which is approximately 25%.
In terms of martial status, two major groups participated in the survey, single and married. The
overall findings of the questionnaires reflected that almost all the respondents are single, which is
about 118 respondents out of total 120, meaning that there are estimated to be 98.3%.
Section B, shows that the response of students awareness on E-learning with 22.5% is strongly
agreed and 42.5% agreed while 2.3% strongly disagreed. Another 5.7% disagreed while the remaining
was uncertain. The obtained data indicates that the respondents are aware and interested in using of
this technology. Significant percentages (65%) of the respondents have reported that E-learning is an
interesting and enjoyable technology or instrument of learning.
Section B also indicates the result on students acceptance towards E-learning. 25% strongly
agreed and 38.5% agreed while 1.8% strongly disagreed. Another 5.3% disagreed while the remaining
was uncertain (29.4%). The obtained data indicates that the respondents accept this technology as their

4
method of learning. Significant percentages (63.5%) of the respondents have reported that E-learning
can be used as a method of teaching. However, from the data obtained still the acceptance level of E-
learning can not be considered to be as high enough as it is supposed to be due to inexperience use of
E-learning as a learning instrument.
Section B also shows that 73% of respondents chosen combination of classroom/traditional
method and E-learning method for their learning method. This indicates that most of respondents are
eager to use this technology as a complement of classroom/traditional learning method. Generally,
most of higher learning Institutions students are familiar with E-learning technology, so that is
recommended to use as a complement of classroom/traditional learning.

5. CONCLUSION

The paper presents a survey from 120 Universiti Teknologi MARA Pahang (UiTM) students on the
awareness of E-learning. The results show that the students are interested on this new technology. This
also proves that the concept of E-learning can be more easily acceptable if it is able to provide at least
the same learning experience based on the current education style and able to provide an interactive
learning environment for the users. Apart from this, there are also some groups who disagree on this
technology. Those who disagree on this technology want to stick to the traditional learning style or
they might be resistant to accept new technology, by commenting the challenges of E-learning
technology. Generally, E-learning is a good way of learning system to complement the current
traditional learning system. So, from this study it can be concluded that E-learning is recommended
for all institutions to get its advantage.

REFERENCES

Cohen, V.L (2001). Learning Styles in a Ninth-Grade High school Population. Journal of research on
Computing in Education, 33, (4), p.355. EBSCO database.
Dewar, T. and Whittington, D. (2000). Online learners and their learning strategies Journal of
Educational computing Research, 23 (4). 385-403.
Dormant Woodall. (2002), Evaluating E-learning Solution, September 2002 (Online). Available
from:
http:/www.clomedia.com/content/templates/wp_clo_whitepaper.asp?articleid=36&zoneid=26.
Hall, B. & Snider, A. (2000). Glossary: The hottest buzz words in the industry. E-Schreiber, D.A., &
Berge, Z. L. (1998).
Kapp, K.M., (2003). Winning E-learning proposals: The Art of development and delivery, J. Ross
publishing.
Kirkwood. (2001). Teaching and Learning on the World Wide Web, Institute for Interactive
Multimedia, Universtiy of Technology, Australia.
Kussmual, C. & Dunn, J. (1996). Using technology in technology. College Teaching, 44(4), 123. From
Academic Search Premier database.
Md. Aminul et al. (2011). Effect of Demographic Factors on E-Learning Effectiveness in A Higher
Learning Institution in Malaysia. International Education Studies Vol. 4, No. 1
Raja Maznah, R.H. (2004). eLearning in Higher Education Institutions in Malaysia. E-mentor. 5(7),
72-75.
Santos, J (2003), E-service quality: a model of virtual service quality dimensions, Managing Service
Quality, Vol. 13, No.3, pp. 233-246
Sekaran, U. (2000). Research methods for business: A skill building approach, 3rd Edition, John
Wiley and sons, New York.
Smolin, L. L & Lawless, K. A. (2003). Becoming literate in the technology age: New responsibilities
and tools for teachers. Reading Teacher, 56, 570. ERIC database.
Zazaleena, Z. (2005). Electronic Reservation For Hotel Services . DegreeThesis. Universiti Teknologi
MARA.
Zazaleena, Z. (2008). Assessment Of B2b E-Marketplaces Functionalities Among Smes: The Case Of
Agribazaar.Com.My. Master Thesis. Universiti Teknologi MARA.

1

THE TEACHING AND LEARNING OF ENGLISH FOR ACADEMIC
PURPOSES IN BLENDED ENVIRONMENT

Sumarni Binti Maulan
1
and Raihan Ibrahim
2

1
Academy of Language Studies, Universiti Teknologi MARA, Melaka, MALAYSIA
sumar952@melaka.uitm.edu.my
raihan613@melaka.uitm.edu.my

ABSTRACT

Learners and educators worldwide have been exposed to new information and communication
technologies in order to stimulate and further enhance the learning process. The introduction of
blended learning environment using learning management system (LMS) chosen by universities can
indeed bring about positive impact on students performance in their studies. This study was a blended
learning pilot project for English for Academic Purposes. This study examined the students
perception, engagement and performance in the blended learning environment. A total of 963 students
and 23 lecturers of Universiti Teknologi MARA Melaka took part in this study for the JulyNovember
2010 academic semester. The study was both exploratory and experimental in nature. A set of
questionnaire was used to gather students perception, examination of students and lecturers
interaction in i-discussion was done to determine students engagement and t-tests were carried out to
seek the difference of students performance between the blended learning group and the face-to-face
group. Results of frequency count from the questionnaire showed that the students viewed blended
learning positively. There were also signs of engagement in the learning environment from the
examination of i-discussion.. However, their reservation was on the lack of technical support and the
inefficiency of the LMS system. As for the students performance, it was reported that there was no
significant difference between students who involved in blended learning and those students who did
not. Based on the analysis of this study, a number of implications have been drawn regarding the use of
blended learning in the EAP course suggesting that, blended learning is a viable method to be utilised
for this course.

Keywords: blended learning, online interaction, perception, engagement, English for Academic
Purposes (EAP)

1. INTRODUCTION

Blended learning environment is relatively new in Malaysian tertiary education system. Osguthorpe
and Graham (2003) define blended learning as a combination of a traditional face-to-face instructional
method and an online learning component with an online management tools. In 2003 Universiti
Teknologi Mara (UiTM) introduced the e-learning or on-line learning programme whereby it offers a
combination of a variety of learning methods which consist of study materials, additional reference
materials, lecturer support, forum interaction and discussion between students as well as face-to face
seminars. Eventually, the programme that was initiated for the distance education programme (e-PJJ)
was introduced to full-time students. With the advent of i-Learn, a learning management system
(LMS) built by UiTM, full-time students began to experience the so-called blended learning. This
paper attempts to discuss an aspect of blended learning that is students perception and engagement
towards the online mode when used to teach English for Academic Purposes (EAP) as well as the
students performance in the environment.

1.1 English for Academic Purposes

English for Academic Purposes (EAP) is a course offered to part three (3) Diploma students of UiTM
with an aim to prepare students to meet the academic demands of their respective discipline
specifically in speaking, reading and writing skills. In this course, students are trained to employ the
necessary language skills and strategies to carry out their academic tasks such as oral academic
978-602-19271-0-6 ICEL 2011

2
discussion, reading academic materials and writing academic assignments. The teaching methods are
basically lecture, discussion, presentation and classroom exercises for reading and writing. A major
project for the course is an academic term paper that takes the approach of process writing whereby in
order to complete the project, the students are expected to come up with multiple writing drafts
starting from an outline to a final approved draft by the lecturer. Hence, there is a lot of interaction
among group members and with the lecturer in and out of the classroom. This paper therefore
specifically looks at the completion of the writing task in a blended environment as a whole and
specifically the online environment.

1.2 Statement of Problem

The idea of introducing blended learning to the EAP course was initiated when the campus faced the
problem of physical classroom due to the number of growing students in UiTM Melaka. Since the
course offered naturally requires a lot of discussion, submission and resubmission of an assignment,
blended learning comes in as a perfect solution to at least minimize the problem. However, the faculty
was aware that it is important to understand the true impact the online environment has on education
especially on students. Therefore, this paper will investigate the students perception towards blended
learning environment and the level of engagement students dedicate to the online portion of a blended
course and eventually how these perception and engagement are translated into their performance.

1.3 Objective of the Study

This paper seeks to investigate students level of perception towards the blended learning environment
in relation to writing task. This study also seeks to examine and analyse students engagement in the
online portion of blended environment in completing a given writing task. Last but not least, to look at
the performance of students in blended learning environment. The followings are the research
questions:

1. What are the students perceptions towards the blended learning approach in the EAP course?
2. How frequent do students participate in on-line discussion through i-Learn portal?
3. How do the students use the blended learning environment to help them in completing their
writing task?
4. Is there a significant difference between the performance of students who did blended learning and
students who did not?

This study is expected to add to the body of knowledge about blended learning, hence to provide
instructional designers with better understanding about what works and what does not regarding the
design and the development of a blended course. Finally, the findings too will be useful in helping
decision makers determine the needs for the development and expansion of the blended learning
methodology in university settings.


Over the past decades, studies have been conducted on online learning. Gagne and Shepherd (2001)
and Schulman and Sims (1995) claim that students can be successful in learning in an online
environment as in a traditional setting. A report by Garland and Martin (2005) however claims that
information transfer and cognitive learning could be accomplished faster and better online than
through traditional delivery method. This is because activities such as consensus building and group
projects often incorporated into online courses, engage students in activities through which learners
can develop skills at collaborating and cooperating with diverse individuals.
There are also several disadvantages of online learning as argued by Huang and Zhou (2005),
firstly technical problems and lack of technical supports. Bad internet service can also hamper their
learning process. Another problem is the requirement of good writing and typing skills due to the
nature of online environment that mostly involves text-based communication tools. Moreover,
students also have problem managing time and studying independently. Finally, students also may
suffer from distress in online learning environment (Hara & Kling, 2000).

3
2.1 The Advantages of Blended Learning

Blended learning setting is viewed as the best setting of both worlds, online and face-to-face, can
offer. It combines the online learning setting without losing the face-to-face interaction contact
(Osguthorpe & Graham, 2003) as The goal of these hybrid courses is to join the best features of in-
class teaching with the best features of online learning to promote active, self-directed learning
opportunities with added flexibility (Vaughan, 2007:82).
The first advantage of blended learning is that is a promising method for future educational
programmes and gives advantages to learners, administrators and instructors (Dziuban, Hartman, Juge,
Moskal & Sorg (2005). It is cost effective in terms of infrastructures as well as maintenance of
classroom buildings (Salmon & Lawless, 2005). In addition, instructors are also optimistic about
blended learning setting because they are able to learn more about their students. The combination of
various materials customised to the needs of the learners is another advantage. The online method can
be between two face-to-face meetings or used before and after the face-to-face meetings, hence
materials suitable for online delivery are carried over the internet while others are presented in the
traditional setting (Graham, 2006).
Lee and Chong (2007) also revealed how blended approach matched perfectly to the demanding
nature of studies. Similarly, Pereira et al (2007) found a clear improvement in the academic
performance of students who were taught via blended learning. Orhan (2007) also found that learners
are able to improve their self-regulatory strategy in blended learning. On the quality of blended
learning, Askar and Atun (2008) proposed a model by aggregation by which blended learning reflects
all the aspects of the model that are related to satisfaction: learner- learner interaction, learner-teacher
interaction, online environment, technical support, printed materials, and face-to-face environment.
Finally, Lim, Morris and Kupritzs (2009) concluded that instructional delivery format may not affect
learners learning or application of learning to a significant degree.

2.2 Students Interaction in Online Learning

Interaction is a vital component in building a successful learning experience. Since blended learning
environment offers the combination of both face-to-face and online interaction, the participants in this
method of learning environment have both the advantages. Learner-content interaction, learner-learner
interaction or learner- instructor interaction can all determine students success or failure in the
learning process, thus interaction is the critical indicator to determine the success of online education.
Wagner (1998) as cited in Bailey (2002) identified 12 outcomes needed for successful online
interaction: interaction for participation; interaction for communication; interaction for feedback;
interaction for elaboration; interaction for learner control; interaction for motivation; interaction for
negotiation; interaction for team-building; interaction for discovery; interaction for exploration;
interaction for clarification; and interaction for closure.

2.3 Students Perception of online learning environment in blended learning

Students perception is related to the experience and education received in educational institution and
the perception can either be positive or negative. Since the introduction of Web-based instruction,
many studies have been conducted to view students perception of online learning environment.
According to Jones (2003) and Carey and Gregory (2002), researchers have reported that web-based
education is perceived as a satisfying experience for students. In addition, Hisham Dzakiria, Che Su
Mustafa and Hassan Abu Bakars (2006) suggest that the extent or the importance of learning support
influences the students overall perceptions of their teaching and learning experience. Another study
by Akkoyunlu and Yilmaz Soylu (2006) demonstrated that the more students participated in the forum
and the higher their achievement level, the more positive they were towards the blended learning
environment. Suleie and Lesjak (2007) also proved that the acceptability of the mode has a statistically
significant influence on the acquired knowledge and improves study efficiency. Raihan (2010) also
found that the learners perception towards the blended learning environment was positive, thus
encouraged them to engage in their learning that was subsequently translated into their good
performance.

4
2.4 Students Engagement

Students engagement in learning refers to the time and effort a student invested in educational
activities; the psychological investment in learning. In other words, they take pride in the formal
indicators of success and also in understanding the material and incorporating and internalising what
they have learnt. This implies that when a student involves in his or her study, he or she is actually
engaged in his or her own learning. Jones, Valdes, Nowakowski and Rasmussen (1994) claim that,
besides having the skill to work with others, engaged students know how to transfer knowledge to
solve problems creatively and they become self-motivated (Wasserstein, 1995, Eccles & Wigfield,
2002 and Carini, Kuhn & Klein, 2006).

3. METHODOLOGY

The study was conducted in Universiti Teknologi MARA Kampus Alor Gajah Melaka. The blended
learning method was initially decided upon the lack of physical classroom, nonetheless the decision
was not done without giving any thought to the implementation. Firstly, the EAP course was chosen
over other language courses since the nature of the course is discussion and consultation. Next, the 23
lecturers who signed up for blended learning had to undergo an 8-hour required i-Learn course. The
lecturers were also assisted in determining the content and materials for blended learning. The
emphasis for the online interaction was but not restricted to the writing component since academic
writing requires students to integrate reading.

3.1 Participants

The participants for this study were 963 (from a total of 1018) part three (3) diploma students who
enrolled in various programmes taking the EAP course as a compulsory language course in semester
July October 2010. They had six contact hours with a four-hour face-to-face mode and a two-hour
online mode. The EAP course ran for 14 weeks, however only 10 weeks were accounted for. The
students were taught the various writing skills and had to go through the process of topic selection,
gathering suitable and relevant materials in relation to the topic chosen, drafting an outline, writing the
first draft and finally writing the final draft.

3.2 Research Design

This study is a combination of both qualitative and quantitative design. An exploratory approach was
taken to determine the students perception towards and engagement in blended learning and the data
were analyzed qualitatively. In determining the students performance, an experimental approach was
done to compare the performance between the blended learning group (experimental) and the face-to-
face group (controlled). The instruments used were as follows;

3.1.2 i-discussion

In the portal, i-discussion is the virtual space where participants of blended learning have their
interaction among members of a registered group and with the lecturer. The i-discussion pages of 10
weeks were printed so that the discussion content (effort) can be analysed. There was also a summary
log to check the number of posts (time) each students had in i-discussion.

3.2.2 Questionnaire

A questionnaire adapted from Raihan (2010) was used in this study. The questionnaire was completed
during class by a total of 363 students taking part in this study in week 14. The questionnaire consisted
of 40 five-point Likert-type items from strongly disagree to strongly agree (negative to positive),
divided into four categories, namely teachers role as a facilitator and an evaluator (1-12), online
interaction (13-22), blended learning course (23-33), and online interaction and writing task (34-40).

5
3.2.3 Written Drafts and Final Examination

Students were to complete an academic writing task of approximately 700 words. The duration to
complete the task was 9 weeks. Students were free to choose any expository genre and academic topic
of their interest. The first draft would be graded and returned. Later, students revised their draft and
submitted it as a second draft for evaluation. The marks of the second (final) drafts of both participant
and non-participant groups will be statistically analyzed using the independent t-test to find if there is
any significant difference between the two groups performance. The same statistical test was also
used to analyse the difference between the two groups performance in the final exam for the writing
section. Lastly, the passing rates of the two groups were also compared.

4 RESULTS AND DISCUSSIONS

The data obtained from i-discussion, questionnaire, results of the term paper and final examination
were analysed to determine students perceptions towards blended learning and students engagement
in blended learning as well as students performance in blended learning.

4.1 Students Perceptions towards Blended Learning

The students perceptions towards blended learning approach are divided into four categories namely
lecturers role as facilitator and evaluator, online interaction, blended learning course and online
interaction and writing task. Table 1 summarises the results from the questionnaire.

Table 1: Students Perceptions Towards Blended Learning

Categories / Scale
Strongly
disagree
disagree neutral agree
Strongly
agree
Lecturers role as
facilitator and evaluator
0.37% 2.43% 16.92% 61.64% 18.64%
Online Interaction 8.13% 9.12% 34.44% 35.76% 12.56%
Blended Learning
Course
7.61% 13.75% 36.4% 32.96% 9.24%
Online Interaction and
Writing Task
7.48% 13.22% 33.33% 38.25% 7.71%

Table 1 shows that 80.28% of students have positive perception towards the role of the lecturers as
facilitator and evaluator in this blended learning course. They agreed that the lecturers had
successfully attend to their needs such as responding to questions and queries within 24 hours,
providing assistance, guidance and resources through online interaction and grading their papers. The
fact that students were meeting the lecturers face-to-face and having the chance of online interaction
added value to the lecturers role.
For the online interaction category, students also show a decline towards positive perception
(48.32%). Only 17.25% of the students have negative perception towards online interaction. The other
34.44% have a neutral opinion. However, from individual statements in this category, students noted
that they were satisfied with online interaction mainly because they were able to express themselves
without worry over the language structures and forms whereas they were not satisfied with the
technical aspects of the online interaction mainly access issue. This finding is similar to the finding of
Huang and Zhou (2005), who named technical problems and lack of technical supports as the
disadvantages of online learning. However, in this study, students also noted that they received a lot of
technical support from their lecturers (48.21%) and this is understood because students had the chance
to seek for guidance when they met their lecturers face-to-face. Furthermore, since blended learning
combines traditional and online environments, the instrument reflects all the aspects of the interaction
aggregation model proposed by Askar and Atuns (2008).
The third category seeks to find students perception towards blended learning course in terms of
likeness, motivation and positive impact. Table 1 shows that the students perception towards this
category is also positive (42.20%) while only 21.38% have negative perception. The other 36.4% are

6
neutral. A direct question on whether the students like blended learning received a high percentage of
62.26% on the agree scale. This result is in line with the results in the study by Akkoyunlu and Yilmaz
Soylu (2006) and Raihan (2010) that students were positive towards blended learning environment.
This EAP course focuses mainly on writing and the lecturers too emphasized on the skill in the
online interaction. From Table 1, 45.56% of the students have positive perception that online
interaction has positive impact on their writing task. Individual items covered areas such as working
online in completing the task, making decision and managing their task online .In addition, a question
that asked if their writing skill improved by online interaction, 44.63% agreed.
In summary, the students perceptions towards blended learning were positive in all four aspects
namely the lecturers role, online interaction, blended learning course and online interaction and
writing task. All the findings echo the idea that the integration of online learning and face-to-face
learning allows for better learning as the two learning modes complement each other as cited in
Osguthorpe and Graham, (2003) , Vaughan (2007), Akkoyunlu and Yilmaz Soylu (2006) and Askar
and Atun (2008) among others.

4.2 Frequency of Students Participation in Online Discussion

Students involvement in online discussion is analysed through the discussion they had with group
members and lecturers in i-discussion. One of the aspects of involvement analysed was interaction
frequency (time).A total of 13700 interactions were recorded in the summary log of i-discussion over
10 lecture weeks. Therefore, there were 1370 interactions per week with an average of 1 to 2
interactions per student per week. There were instances when some students had more than the
average frequency of interaction in a week.
The frequency of students interacting online can be considered low, nevertheless with the average
interaction recorded, it proved that the students did have commitment to log into i-discussion at least
once a week. This means the students did not take advantage of online learning by not at all making a
presence. This is an interesting finding for a language class since students were having interaction
although in a different mode because the reality in face-to-face class is that most of the time students
keep quiet and do not speak at all unless asked.

4.3 Use of Blended Learning in Completing Writing Task

In completing the task, students were also required to do readings. In i-discussion, the lecturers posted
notes and reading materials, asked and answered questions and queries, gave suggestions, edited
students writing and provided exercises. On the students part, they needed to respond not only to
their lecturers but also group-mates by asking and answering questions, giving suggestions, editing
peers writing, responding to reading materials and exercises posted. The post in i-discussion showed
that students did what were required of them. They took the chance to ask questions and making
queries, give comments to their lecturers and friends posts, respond to reading materials and do
exercises. Many of them use the facilities provided such as the drawers to upload their written work
and exercises. There were also students who provided link in their answers that enable fellow friends
to have additional readings and references. Although the number is small, it shows that the students
did show engagement in their learning. The most interesting finding is the students willingness to
share their views and opinions as well as their written work with all their group mates online. This is
something that rarely happens in a face-to-face class as students cite shyness as a reason for not doing
so.
To sum up, engagement does take place in this mode of learning as this reflects the results of
Raihans (2010). Raihan (2010) and Akkoyunlu and Yimoz Soylu (2006) also stated that the more
students engage in blended learning, the more positive their perceptions are towards the mode.

4.4 Students Performance in Blended Learning Environment

To further understand the impact of blended learning on students, the students performance is also
analysed to seek if there is any significant difference between the performances of students in blended
learning group and the students in face-to-face group. Three subcategories below were observed.

7
4.4.1 Students performance in Writing Task

There is a statistically significant difference in the performance in the writing task between the group
that did blended learning and the group that did not. The face-to-face group did better than the group
that did with a mean difference of 1.4438.

4.4.2 Students performance in the Writing Component in the Final Examination

The difference between the performances in the writing component in the final exam between the
blended learning group and the face-to-face group is considered to be not statistically significant with
the blended learning group to be slightly better with a mean difference of 0.204.

4.4.3 Students performance in overall grade of EAP course

There is no significant difference in the overall grades between the group that did blended learning and
the group that did not. However, the blended learning group noted slightly higher mark with a mean
difference of 1.1009
To conclude, except for the writing task, there are no significant differences in the performances
of students between the two groups in the writing component and the final grade. Although there is a
significant difference in the performances in the writing task with face-to-face group performing
better, the mean difference is very small. This findings support those of Barry and Runyan (1995),
Gagne and Shepherd (2001) and Schulman and Sims (1995). Moreover, Lim et al (2009) also
conclude that instructional delivery format may not affect learners learning or application of learning
to a significant degree.

5 CONCLUSIONS

The findings of this paper can be summarized as follows;
1. The students perception towards blended learning is positive.
2. The students engagement in the aspect of frequency of online interaction is low.
3. The students engagement in the aspect of online interaction content shows signs of high
commitment.
4. The students performance via blended learning has no significant difference from that of face-to-
face learning.

In blended learning, perception and engagement have a concordant relationship (Raihan, 2010 and
Akkoyunlu and Yimoz Soylu, 2006). Blended learning environment is indeed the best combination of
both learning situations. Information as well as communication technology environment is best suited
to provide a meaningful and authentic experience for students in the learning process. The two major
components of engagement that rose from this study are the online environment and the face-to-face
environment activities. These engagement and interaction helped the students in completing their
writing task. Moreover, the intervention of the blended learning helped the students in completing the
writing task and final examination as successfully as their face-to-face counterparts.
Blended learning environment indeed provides the students with the best of both worlds. To
conclude, this study proposes that blended learning be introduced widely in universities provided that
both lecturers and students are given enough training and knowledge on how to use the LMS.
Although there is no significant difference in the achievements of the students in the modes,
undeniably online learning mode in blended learning does help in economizing teaching resources,
promoting learner centredness and offering better learner-instructor communication (Warschauer &
Kern, 2000).

ACKNOWLEDGEMENT

The researchers would like to extend words of appreciation and gratitude to firstly the Deputy Rector
of Academic Affairs, Associate Professor Sabariah Hj Mahat, for her concern over the issue we had
thus, granting us the consent to carry out blended learning. Thank you to the Language Coordinator,

8
Cik Roslina Mohd Jani, who gave us her support and guidance. Not forgetting all lecturers, Nur Ain,
Rafidah, Zainab, Norazlina, Nor Fazlika, Jean Hoo, Afidah, Nalini, Abd Ghafar, Geraldine, Sheela,
Nor Atifah, Isma Izza, Wan Zarin, Norimah,Adi Idham, Kuldip Kaur, Mahdalela and Mohd Razif,
who dedicated their time and effort for the project. To all student participants without whom the
project would not be a reality. Last but not least to En Mazlan Salleh, the head of i-Learn Committee
for his expertise.

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1

EMPOWERING THE ONLINE EDUCATION FOR RURAL
COMMUNITY THROUGH CORRELATED CONTENT
DEVELOPMENT

Abdul Hapes Mohammed
1

1
Faculty of Computer and Mathematical Science, Universiti Teknologi MARA (Perlis), MALAYSIA

ABSTRACT

In improvising rural area, Malaysia has already achieved noteworthy, particularly in plummeting the
frequency of poverty in both rural and urban. Throughout the process, the rural areas have been
developed with many infrastructures such as school facilities, social facilities, utility, health and etc. to
bear the economic development of the country as well as escalating the superiority of life of the rural
community. According to (Badawi, 2006) during his speech in Dewan Rakyat when introducing the
motion to table the 9th Malaysia Plan, 37 percent of Malaysia still live in the rural area and 7 states in
Malaysia are holding a large portion of rural land. There are initiatives that will be taken in order to
enhance the competency and productivity as well as to increase opportunities to generate wealth, increase
the R&D sector, expand the usage of modern technique and technology as well as develop marketing
capabilities and infrastructures. Malaysian government will also need to take part to promote a higher
level of participation from the private sectors including the GLCs companies, SMEs, graduates, and
skilled workers.

Keywords: Online education, rural ICT, content development

1. INTRODUCTION

Nowadays, underprivileged countries are regularly drowned by the swiftly mastering up to date ICT
technologies. Several of the key factors that direct to these tribulations are because of lack of means,
inadequate infrastructures, segregation and cultural backgrounds (Rose, 1999). This is in particular for
folks who live in rural area, in general rural community having obscurity to get an access because the
majority of them are not depending too much on the internet in their daily live. Some of the cause that
may contribute to the ignorance of the rural community to the modern world is for the reason that
they satisfied with their present living manner and it does not harm them for not knowing it.
In order to revolutionize their approach of judgment that they have to move further in the IT
world, we need to propose them somewhat that they will not oppose. Its a necessity for us to develop
a specific local content such as education, religion, health etc. for them so that they will feel attracted
and keen to look at the content.
To accomplish this goal, all parties such as government, private and NGOs are to play their role
to the maximum thigh so that it will endow with greater impact in achieving the objective that has
been set. Although we should bear in mind that for the entire positive values it requires a long period
of time for the reason that the process of acculturation the use of I.T will not be seen in a blink of an
eye. It requires lot of effort and consistency and if Malaysian community able to do this then
automatically it will be a part of our way of life.
With this, it will ensure that the future generations will be more competitive in whatever
challenges that coming their way.

2. LITERATURE SURVEY

2.1 Online Educations

Online educations consist of all structure of electronically support for teaching and learning purpose.
Basically it will utilize all the computer and network to transfer the knowledge and skills that are
required by user. Frequently when someone wish for any information or learn new things, they are
able to explore any kind of information all the way through the internet.
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2
For instance, a doctor (Kariya, 2003) has been used broadband connections whether at home or at
his office in order for him to obtain a computer course. It is very useful to him because he manage to
undergo the course even though his schedule is very pack with activities. But for those who face a
drawback to a high speed connection, they can constantly use another technique such as videotape or
DVD. Another method that can be utilized is by using streaming media on a computer or laptop to be
present in a lecture.
Online educations will also facilitate individuals who were deprived for geographic, physical or
social conditions have increasingly better educational odds via online. Furthermore, online education
able to sustain synchronous and asynchronous communications in a mixture of formats ranging from
text, voice and audio (Khlood Al-Siraihi, 2011).
As soon as people are familiar with online educations, it will facilitate them to comprehend
additional knowledge about internet world and assist them to be more adequate to fully utilize the
internet for their benefits. According to (Eynon & Malmberg, 2011), there are several factors that can
be consider in order to determine the level of adequacy to the internet. One of them is user profile and
they have divided these profiles into 4 categories which is the peripheral, normative, all-rounder and
active participator. Amongst the profile, the all-rounder are considered as the largest part of active
cluster in internet practice and they more probably to have colleagues who as well engaged in the
technology.

2.2 Content

(Hudson, 2001) says that content availability varies to a large extent among telecentres. Some
telecentres have resource material such as newspapers, magazines, books and videos onsite; others
only offer access to content elsewhere, for example, through the Internet. From the (Organization,
2001) said that access to information, and to the amenities to produce, store, and transmit information,
is now considered essential to development, so that the classifications of "information rich" and
"information poor" may mean more than dissimilarity based on GNP or other conventional
development indicators (Hudson, 1987).
Too much content on the web is not relevant to farmers and other rural people. It is a widespread
problem around the world, where external information dominates locally-tailored material. This is
where credible, useful and user-friendly information needs to be crafted (Colle, 2005). Any new
IT has to be design to allow user to easily locate the function they require (Taylor, McWilliam,
Forsyth, & Wade, 2002).From (Barrett, 2009), he said that there are four ingredients to enhance the
rural development with technology which is providing access to Internet-connected technology,
increasing access to broadband connectivity, developing useful internet content and software
solutions for farmers and providing training so farmers can learn how to use computers.
For the supreme impact the content that being offered need to suit the users interest. According to
(Bax, 1995), at the level of project design, for instance, projects tend now to aim for less "top-down"
structures, and emphasis is placed on involving trainees as much as possible at every stage of the
process.Based from (Razak, 2009) in the National Conference on Rural ICT Development, there are
5 areas in National Strategic Framework in bridging the digital divide such as increase access to and
adoption of ICT by underserved groups, create value in BDD programmes, develop local content
through participatory approaches, cultivate multi-stakeholder collaboration and coordination and
Institutionalise evidence-informed policy and practice.
In developing the local content, as said by (Razak, 2009), there are several strategies that can be
applied in order to give the suitable things to the target group which is develop & increase relevant
local content, provide financial support and promote generic local content for interactivity. From
(Lowry, 2006), he mentioned that the quality that usually an organization offer is one of the main
factor whether the overall e-learning program is a failure or success. (Clark, 2008) said that in
developing the content, the main key is to see the subject matter arena before others and try to
integrate that insight with the objective. Plus, we cant just focus only to attract the user attention but
also help to meet the goals that prompted us in creating the online content.

3
3. FIGURES AND TABLES

Table 1: Number of Community by Age

Age Frequency Percent Valid Percent Cumulative Percent
15-24 9 7.7 7.7 7.7
25-34 19 16.2 16.2 23.9
35-44 34 29.1 29.1 53.0
45-54 37 31.6 31.6 84.6
>=55 18 15.4 15.4 100.0
Total 117 100.0 100.0
(n=117)

Table 2: Ever Use of Computer

Level Frequency Percent Valid Percent Cumulative Percent
Yes 46 39.3 41.8 41.8
No 64 54.7 58.2 100.0
Total 110 94.0 100.0
Missing Data 7 6.0
Total 117 100.0
(n=117)

Table 3: Owning a Computer

Level Frequency Percent Valid Percent Cumulative Percent
Yes 47 40.2 41.2 41.2
No 67 57.3 58.8 100.0
Missing Data 3 2.5
Total 117 100.0 100.0
(n=117)

Table 4: Level of information expected

Source:(Dahalin,2008)

Type of
Information
Very
Little (%)
Little
(%)
Somewhat
(%)
Much
(%)
Great
Deal (%)
Rank
(#)
Religion 0.0 2.3 4.7 28.1 55.5 1
Education 0.8 3.9 16.4 31.3 37.5 2
Business 8.6 3.9 14.8 23.4 33.6 3
Health & Medicine 0.8 6.3 11.7 35.9 32.8 4
Employment 3.1 7.8 14.1 22.7 32.0 5
Family 2.3 7.8 16.4 30.5 28.9 6
IT / Computer 5.5 7.8 14.8 19.5 28.9 7
Sports 4.7 7.8 23.4 21.1 22.7 8
Agricultural 5.5 10.2 16.4 25.8 21.9 9
Life style 6.3 9.4 25.0 18.0 17.2 10
Entertainment 14.8 14.8 20.3 7.8 16.4 11
Politics 4.7 12.5 21.9 16.4 12.5 12
(n=128)

4
4. METHODOLOGY

Identify research area
During this phase, the research area is identified. This area selected based on the level of access to
the information and communities.
Identify target group
In this phase, the main target group is determined to be as main actor for this research. The
method used is through the baseline study that been conducted in the research area.
Identify local content
During this stage, the specified content to be developed are captured using the research data that
has been collected through the baseline study and also the studies that has been done by (Dahalin,
2008).
Content design
Content design in other words can be said as a deliberate decision to enhance the value of an
object (Herrod, 2007). During designing the content, must remember to keep focus on the content
itself. There are several types of content that can be inserted as content such as:
Develop application
In this phase, the resolution that has been discovered throughout the identifying process is been
relocate into the form of modules. With the purpose of develop the modules, there is numerous
steps require to be followed which is identify application requirement, designing the prototype,
testing the prototype and validation
Launch the application
After the application has been tested and being accepted the module will be developed in full scale
and deployed for the usage of the target group.
Develop Experiment Test Plan
During this phase, a test plan is produced in order to test the application systematically with
preliminary steps that already set in advance.
Conduct Pilot Test
In this stage, a pilot test conducted by developer in a well controlled situation and this test is very
important to detect any major or minor error that can cause the system damage or fail to operate in
the actual environment.

5. RESULTS

After the demonstration session end, a set of survey has been distributed to the users. The main
purpose for this survey is to look at the feedback from the users regarding the local content that has
been developed. The survey results are as follows:

Table 5: Survey Question number 1

Q1: Do you think the content related to your needs?
Answer Frequency Valid percent Cumulative
percent
Yes 29 97.0 97.0
No 1 3.0 100.0
Missing data 0
Total 30 100.0
(n=30)

5



6. DISCUSSIONS

From the result that has been congregate in the assessment session, a large amount of the query being
asked got a clear cut act in response from the communities. It demonstrates that practically everyone
agreed and accepted if content like that being recommended to them for their usage. This is because all
the substance those being exposed to them are much related to their desires. Furthermore with content
like these the neighborhood will be more enthralled to use the community center and from that we can
get a direct impact which is the community will be more open to the elements of online learning. For
started, maybe they still not able to use all the computers advance features, but as a beginner it can be
considered as an excellent kick off.
Based on the observation made during the practical session, it demonstrates that the communities
are more interested in a content that have element of image and videos. These people put nearly all of
their deliberation whenever the content is being shown especially video content. The communities are
very impatient to wait for the video to be played and very energized to watch it.

Q2: Do you agree if there are content that more alike these to
be used by the community?
percent
Yes 29 97.0 97.0
No 1 3.0 100.0
Missing data 0
Total 30 100.0
(n=30)
Q3: Will you use a computer if there are content more alike
these?
percent
Yes 30 100.0 100.0
No 0 0.0 100.0
Missing data 0
Total 30 100.0
(n=30)
Q5: Do you agree if the content more alike these being extend to
other section?
percent
Yes 30 100.0 100.0
No 0 0.0 100.0
Missing data 0
Total 30 100.0
(n=30)

6
7. CONCLUSIONS

As a wrapping up, we are able to say that Malaysian government has taken many initiatives to narrow
the digital gap between the urban and rural area. One of the actions that have been carried out is
through the program called Notebook 1 Malaysia. The implementation of the 1 Malaysia notebook
are monitored by the Malaysian Communication and Multimedia Commission (MCMC) across the
country in order to distribute the notebook and also to get a feedback who received the notebook as
well as all the stakeholders in the states including school teachers, the village and village leader
(penghulu) to assess the effectiveness of the method. A total of 1 billion was allocated for the
implementation which involves the distribution of one million units of notebook together with
broadband subscription packages to students from a family income below RM3, 000 and also to lower
income groups.
For instance, there is an online database system that has been setup called Sistem Pangkalan Data
Kampung (SPDK) that will allow all the community to interact with each other. This system was
established to facilitate population management system in matter of information about village,
education level, list of village committee and population etc. This system provides access to two
categories for each village and usually the village leader or ant person in charge will be given a
mandate to act as an administrator
In order to certify that all the effort worth, local content that tailored to the needs of the
community is critical if we want to allow them get into the IT world. Without it, they are not able to
appreciate the benefit they can acquire from the utilization of technology. This is equivalent with one
of the challenge that has been set out by the former Prime Minister Tun Dr. Mahathir Mohamad which
is establishing a scientific and progressive society. Through this challenge, the hope is to ensure all the
people in Malaysia especially those who lives in the rural area manage to seize the opportunity to be a
better person because it will provide a direct impact on their way of life in the future. The anticipation
from this challenge is that Malaysian people will be an innovative and progressive not only as a
consumer to the technology but also as a contributor to the scientific and technological civilization of
the future.
Giving rural populace a right to be heard means giving them a seat at the table to articulate their
views and opinions and become part of the decision making process. The approach should be
participatory and could lead to improved policy formation and execution.

REFERENCES

Badawi, A. (2006). Ninth Malaysia Plan. Speech in Dewan Rakyat
Barrett, C. (2009). ICT crucial to rural development. IDF Beijing 2009.
Bax, S. (1995). Appropriate methodology: The content of teacher development activities. System,
23(3), 347-357.
Clark, B. (2008). A Three-Step Approach to Strategic Content Development. Copyblogger.
Colle, R. d. (2005). Memo to Telecenter Planners. The Electric Journal on Information System in
Developing Countries, 21(1), 1-13.
Dahalin, Z. M. (2008). Requirement for ICT Applications and Content (Including Broadband Usage
For Rural Areas In Kedah and Perlis.
Eynon, R., & Malmberg, L.-E. (2011). A typology of young peoples Internet use: Implications for
education. [doi: 10.1016/j.compedu.2010.09.020]. Computers & Education, 56(3), 585-595.
Herrod, L. (2007). Better Content by Design. Powerpoint Slide (http://www.slideshare.net/).
Hudson, H. E. (1987). Guest editor's note: Telecommunications for the developing world: Innovative
strategies. Telematics and Informatics, 4(2), 97-98.
Hudson, H. E. (2001). TELECENTRE EVALUATION: ISSUES AND STRATEGIES.
Kariya, S. (2003). Online education expands and evolves. Spectrum, IEEE, 40(5), 49-51.
Khlood Al-Siraihi, A.-H. (2011). e-Learning in the Saudi tertiary education: Potential and challenges.
[doi: 10.1016/j.aci.2010.03.002]. Applied Computing and Informatics, 9(1), 31-46.
Lowry, J. (2006). Building An Effective Content Development Process [website]. DiscoverLink
Organization, I. L. (2001). The potential of ICTs for development: Opportunities and obstacles. World
Employment Record

7
Razak, A. P. D. D. N. A. (2009). ICT4D - EMPOWERING RURAL COMMUNITY VIA THE
TELECENTERS. Presentation Slide on National Conference on Rural ICT Development.
Rose, J. B. (1999). Multipurpose Community Telecentres in support of People-Centred Development.
Information and Informatics Division. Retrieved from
http://portal.unesco.org/ci/en/file_download.php/88a98c93cb19403fc8cc165dc790079bmultipurp
ose+community+telecenter.pdf
Taylor, M. J., McWilliam, J., Forsyth, H., & Wade, S. (2002). Methodologies and website
development: a survey of practice. Information and Software Technology, 44(6), 381-391.

1

E-LEARNING SUCCESSFUL ELEMENTS FOR HIGHER LEARNING
INSTITUTION IN MALAYSIA

Nursyahidah Alias
1
, Zazaleena Zakariah
1
, Nor Zalina Ismail
1
and Mohd Norafizal Abd Aziz
1

1
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Malaysia
syahidah@pahang.uitm.edu.my

ABSTRACT

In this new century, Internet has become an important medium in human life. Widely used of
Internet throughout the world, Information and Communication Technology (ICT) has been a
driving force that transforms economic, business, commercial activities and socio-political changes
in a borderless world. The changes has affected education sector thoroughly for the last few years.
Nowadays, E-learning plays important roles in education institution. E-learning is the delivery of
learning, training or education program by electronic means. This new technology involves the use
of a computer or electronic device (e.g. a mobile phone). Through the years, E-learning creates a
new paradigm for modern education. However, study shows that there are a numbers of failures
when it comes to implementation process of e-learning. Since the model is at the core of any
technology in order to meet major challenges and become successful, there is a need to develop
appropriate models for E-learning. Thus, to gain a better understanding of the phenomenon, it is
vital to focus on emerged models in this area. Questionnaires been distributed to 120 students of
Universiti Teknologi MARA Pahang in order to identify the important elements of E-learning
based on students perceptions. The results been analyzed using SPSS. Study shows there are 10
elements to ensure successfulness of E-learning which are ease of use, appearance, linkage,
structure and layout, information, reliability, efficiency, support, communication and security. It is
believes that these elements are very important elements in ensuring successfulness of E-learning
in higher learning Institutions in Malaysia.

Keywords: e-learning, succesful elements, higher learning institution

1. INTRODUCTION

In this new century, Internet has become an important medium in human life. Widely used of Internet
throughout the world, Information and Communication Technology (ICT) has been a driving force
that transforms economic, business, commercial activities and socio-political changes in a borderless
world. The changes has affected education sector thoroughly for the last few years. Nowadays, E-
learning plays important roles in education institution. E-learning is the delivery of learning, training
or education program by electronic means. This new technology involves the use of a computer or
electronic device (e.g. a mobile phone). Through the years, E-learning creates a new paradigm for
modern education. However, study shows that there are a numbers of failures when it comes to
implementation process of e-learning. Since the model is at the core of any technology in order to
meet major challenges and become successful, there is a need to develop appropriate models for E-
learning.
This paper discusses a result from a survey conducted to UiTM student i-Learn based on 10
elements identified by Zazaleena (2005). Section 2 is a literature review regarding the e-learning.
Section 3 explains a methodology of the research which distributed a questionnaire. Section 4 discuss
a result from analyzed the questionaire. Then, section 5 is a conclusion.


E-service is all interactive services that are delivered on the internet using advanced
telecommunication, information, and multimedia technologies. E-service is expected to help reduce
customers service costs, tighten customers relationships and personalize marketing strategies.
(Santos, 2003).
978-602-19271-0-6 ICEL 2011

2
In the process of applying e-service, universities have to be alert to students expectations and
needs. Awareness of e-learning offered is one of the characteristics for adoption or students
acceptance on particular e-learning Students will go through a series of process and knowledge,
conviction, decision and confirmation before they are ready to use the e-learning (Nancy, 2009).
Particularly, awareness of the e-service alone is not sufficient in ensuring that the e-service will be
used by customers as customers would refuse to use a very complex and not user friendly e-learning.
Ease of use of innovative e-service is an important factor for adoption from customers perspectives.
Not only that, web content and design is also essential in applying e-service. Customers are concern
with the e-service capability in offering useful information, amount of information that can be
provided, information format, languages and layout features (MacDonald and Thompson, 2005)
(Abels et al., 1999). Other characteristic that is important that must be taken under consideration is
regarding gaining customers trust (Santos, 2003).
The assessment of quality is made during the e-learnng delivery process, which usually occurs
with an encounter between a students and learning itself. Student satisfaction with the e-learning
quality can be defined by comparing perceptions of the e-learning received with the expectations of
the e-learning desired. If expectations are exceed, e-learning is perceived to be exceptional quality. If
expectations are not met, e-learning quality is deemed unacceptable (Nancy, 2009). When
expectations are confirmed by perceived e-learning, quality is satisfactory. The concept of e-learning
quality in e-learning which is known as e-learning quality, can be defined as the students overall
evaluation and judgment of the excellence and quality of e-learning offerings in the virtual learning.
For online students, e-learning quality of a high standard is the means by which the potential benefits
of the internet are realized (Yang, 2001).
Increased electronic service (e-service) quality on the internet can make online businesses more
effective and appealing and can help them to achieve higher levels of customer satisfaction and
retention (Gronroos et al., 2000) in e-learning (Almahamid and Rub, 2011). There is a need for e-
learning to understand students in attracting their attention. In this situation, e-learning is facing
difficulties in solving the problems. One alternative that has been recognized is by designing a page to
be attractive by utilizing colors, sound image and graphics. Dholakia and Rego (1998) said that
another alternative is to focus on the functional presentation of content in preference to novelty and
visual appeal.
Zazaleena (2005) said Dholakia and Rego (1998) suggested a list of features that should be
considered as important features in effective website. The features are frequency of changes, number
of links to and from the website, complexity and extensiveness, number of pictures, enhancements and
number of advertising banners of other firms. In contrast, research found that the number of copy-
points and the information content of the website do not appear to attract customers. She also said
Yang (2001) proposed seven potential factors of online service quality that should be applied when
designing a website. The factors are reliability, responsiveness, and access, ease of use, attentiveness,
credibility, and security.
There are numbers of research on e-learning succesful model such as Alonso et. al(2005) and Kim
& Bonk (2006). Research related to critical succesful factors ensure of e-learning discussed by Selim
(2007).
UiTM also take part in implementing of e-learning with existing of i-Learn Center (i-Lec). i-
Learn Center (i-LeC) was established on the 1st of December 2005 and operate under the Academic
Affair Division (HEA). The center is responsible for handling adaptation of e-learning in UiTM. As a
start, the center has formally launched its Learning Management System (LMS) portal on the 30th
December 2005. The lauching was done by the vice chancellor of UiTM. As of now, the center is
coming up with strategic planning to ensure e-learning achieve its objectives (i-LeC, 2011).
The successful of e-learning is depending on the perception of student as a part of user of the
system. According to Zazaleena(2005), there are 10 elements to ensure successfulness of E-learning
which are ease of use, appearance, linkage, structure and layout, information, reliability, efficiency,
support, communication and security.

3
3. METHODOLOGY

This research used a methodology according to Zazaleena (2005) as shown in Figure 1. Questionnaires
been distributed to 120 students of Universiti Teknologi MARA Pahang in order to identify the
important elements of E-learning based on students perceptions. The questionnaires include 10
elements to ensure successfulness of E-learning which are ease of use, appearance, linkage, structure
and layout, information, reliability, efficiency, support, communication and security. The 10 elements
were identified by Zazaleena (2005) as shown in Figure 2. A result been analyzed using SPSS.

(Zazaleena , 2005)
Figure 1: Research Approach and Methodology

4

(Zazaleena, 2005)


Table 1 shows the results of the students perception towards each electronic service quality
dimension. There are ten dimensions of electronic service quality which are reliability, security,
efficiency, ease of use, information, appearance, linkage, structure and layout, support and
communication. Result of the study indicates that 66.4% of respondents claims that reliability is
important and been applied by i-Learn. 67.73% agree that security is crucial and been actively applied
by i-Learn in ensuring students satisfaction. Other than reliability and security, 65.64% respondents
have the same opinion that efficiency is also vital in implementing the e-learning service in ensuring
students happiness. 67.9% of respondents claim that information is important while 65.65% agree that
appearance is also significant. Based on the study, 60.2% respondents declared that linkage is also
needed in a good e-learning service. Structure and layout are crucial in attracting students. The
statement is approved by 67.2% of respondents whos believed that structure and layout of e-learning
are able to attract students. 61.73% respondents stated that support is another important feature that
should be included in the e-learning while 64.85% agree that communication is important in
implementing e-learning service. As an overall view, result of the study indicate that respondents
acquire and need good application of all ten electronic service quality dimensions in fulfilling their
needs and satisfied them. The students perceptions are also presented in figure 4.2 to enhance
understanding and ensure the result is presented clearly.

5
Table 4.2: Level of Students Perceptions towards E-Learning

E-service quality dimensions Perceptions (%)
Reliability 66.4
Security 67.73
Efficiency 65.64
Ease of use 70.34
Information 67.9
Appearance 65.65
Linkage 60.2
Structure and layout 67.2
Support 61.73
Communication 64.85

5. CONCLUSION

This study enabled us to identify the important aspects of e-service applied in e-learning (i-Learn). i-
Learn applied all the 10 element to ensure successfulness of E-learning which are ease of use,
appearance, linkage, structure and layout, information, reliability, efficiency, support, communication
and security. It is believes that these elements are very important elements in ensuring successfulness
of E-learning in higher learning Institutions in Malaysia.

6. REFERENCES

Almahamid,S. and Rub, F.A. (2011). Factors that determine continuance intention to use e-learning
system: an empirical investigation. International Conference on Telecommunication Technology
and Applications Proc .of CSIT . Vol.5 IACSIT Press, Singapore.
Alonso, F., Lpez, G., Manrique, D. and Vies, J.M. (2005). An instructional model for web-based e-
learning education with a blended learning process approach. British Journal of Educational
Technology. Vol 36(2) : 217235.
Dholakia, U M. and Rego, L.L. (1998). What Makes Commercial Web Pages Popular? An Empirical
Investigation of Web Page Effectiveness. European Journal of Marketing, 32 (7), 724-736.
Gronroos, C. (2000). The NetOffer Model: A Case Example from the Virtual Marketspace.
Management Decision. Vol 38 (4).
i-Learn Centre (i-LeC). (2011). About Us. http://i-learn.uitm.edu.my/v2/
Kim,K.J. and BonkC.J. (2006). The Future of Online Teaching and Learning in Higher Education: The
Survey SaysEDUCAUSE Quarterly Magazine, Vol. 29(4).
MacDonald, C.J and Terrie Lynn Thompson, T.L. (2005). Structure, Content, Delivery, Service, and
Outcomes: Quality e-Learning in higher education. International Review of Research in Open and
Distance Learning. Vol 6 (2).
Santos, J. (2003). E-service quality: a model of virtual service quality dimensions. Managing Service
Quality, Vol. 13 (3) : 233-246.
Selim, M.H. (2007). Critical success factors for e-learning acceptance: ConWrmatory factor models.
Computers & Education 49 : 396413.
Yang, S (2001) E-Commerce in the Airline Business, PROS Revenue Management.
Zazaleena Zakariah. (2005). Electronic Reservation For Hotel Services. Degree Thesis. Uinversiti
Teknologi Mara.

1

EXPLORING MALAY STUDENTS COMMITMENT IN ONLINE
LEARNING - A CASE OF BUSINESS MANAGEMENT STUDENTS

Anizah Zainuddin
1
, Norlida Kamaluddin
2
& Zafaran Hassan
3

1
Faculty of Business Management, Universiti Teknologi MARA, Shah Alam, MALAYSIA &
Fellow of Institute of Malay Thoughts and Leadership (IMPAK),
2
3
Director of Institute of Malay Thoughts and Leadership (IMPAK)
Email address of corresponding author: niz@salam.uitm.edu.my

ABSTRACT

Blended learning is a combination of online learning with face-to-face learning. The goal of blended
learning is to provide the most efficient and effective instruction experience by combining delivery
modalities. The term blended learning is used to describe a solution that combines several different
delivery methods, such as web-based courses. Blended learning also can be describe as a learning that
used various event-based activities, such as face-to-face classrooms, live e-learning, and self-paced
instruction. The study, therefore investigate the significant factors influencing Malay students
commitment in online learning specifically Business Management Students. Five programs from
Business Management Faculty, Universiti Teknologi MARA (UiTM) namely BBA (H) Marketing, BBA
(H) International Business, BBA (H) Finance, BBA (H) Economic and BBA (H) Operation Management
were chosen for the study. Structured questionnaires were distributes to 600 respondents using systematic
random sampling. The results suggested that establish a timetable or schedule, regularly email or contact
learning facilitators and set learning objectives were significant factors in establishing students
commitment in online learning. The managerial implications were discussed so as to facilitate the
education providers in their strategies thus offering courses or training that, through the wise choice of
the blend, can significantly improve learning environments for both students and education providers.

Key Words: Malay, Student, Commitment and Online Learning

1. INTRODUCTION

One of the new jargons to stun many of us in the education environment is blended learning. What is
blended learning? Is it really new? How can we recognize it within our own institutions? Is blended
learning the direction in which we want our institutions to grow? What are the best ways to blend
delivery types? Is the term blended learning actually e-learning or otherwise? We noted that as the
demands for superior and excellent academic intensify, a more distributed and flexible education
model is needed to guide future efforts (Allen & Seaman, 2007; Dervan, et al. 2006). Malaysias
education institutions have long relied on established approaches such as classroom and face to face
instructions (Atan, et al., 2004). This approach may not sustain for long as innovative yet practical and
appropriates method has been acknowledged (Varvel, 2007; Egan & Akdere 2005; Davis, et al.
2004). The questions now is: are we as an academician ready to explore this journey or even
importantly, are our students prepared and ready to adopt and embrace to this trial?

2. LITERATURES

Blended learning method is perhaps the highest impact, lowest cost way to drive education institutions
initiatives. Many education institutions have discovered unique and powerful methodologies for
selecting the "right media" to solve their endless infrastructure problems. In addition, education
institutions also face resistance to change among the academicians, the students and even the
management. Blended learning is a combination of online learning with face-to-face learning. The
goal of blended learning is to provide the most efficient and effective instructional experience by
combining delivery modalities (Pena-Sanchez, 2009; Everson & Garfiel, 2008). The term blended
978-602-19271-0-6 ICEL 2011

2
learning is used to describe a solution that combines several different delivery methods, such as web-
based courses (Cornish, 1977). Blended learning can also be described as learning that uses various
event-based activities, such as face-to-face classrooms, live e-learning and self-paced instruction
(Egan, & Akdere, 2005). E-learning in the early days was defined as students working on their own
without any interaction with an instructor or other students (Egan, & Akdere, 2005). This was
essentially the beginning of the concept of blended learning. This term refers to a learning solution
that incorporates a mix of online and face-to-face elements. It has been further refined to mean a
learning solution that contains a mix of formats, media and experiences (Toth & Foulger, 2010).
Online learning or referred to as web-based learning is learning that takes place via a computer
connected to the Internet (Vernadakis, et. Al. 2011). Typically the students logs into a system and
accesses information from an instructor or tutorial. The students then follow an established sequence.
At each step the students interacts with the computer to access more information or supporting
resources from the Internet. In the web environment lessons can require readings such as posted on
web pages, downloadable files or interacting with web-based software applications that may allow
viewing of demonstrations, assessments, and simulated cases. Asynchronous or live chat can also be
incorporated providing interaction with the instructor or other students. Indirectly, these interactions
offer students the feeling of belonging to a class or cohort (Williams, 2000). Audio, video
(compressed), text, and graphics can all be used to display the information, training, or lessons. Since
web-based learning can incorporate the vast resources of the Internet, there is almost limitless
potential for enhancement. Some of the resources that can be incorporated are access to journals or
their abstracts, links to related web sites or blogs, downloading of files and information, and
participating or observing any discussions or forums. Depending on the resources available, the initial
design and objectives, and how the instruction is structured, web-based learning may be highly
interactive. In fact, interaction improves the course as students are social being and need an affective
dimension to their learning experience. The cohesion and the kinds of relationships that form in this
kind of environment are remarkable and worthy of more study.
Online learning provides few benefits that actually depend on the teaching approach itself. The
perception of whether something is a benefit or a challenge is based on learning style and students
needs. However, below is a list of the most common things students have listed as benefits of online
learning (Rabe-Hemp, et al. 2009; Allen & Seaman, 2007; Dervan, et al. 2006; Atan, et al., 2004);
Allows the students to study when and where they are most productive;
Allows the students to update his/her skills without interruption of career or personal
commitments;
In many instances allows for the tailoring to individual needs or schedules;
Allows students to put new knowledge while they learn;
Opens opportunity to those that could not attend a traditional teaching methods;
Allows students to become part of a community, class, or cohort of students with similar
needs. Those communities may continue to exist in forums after completion of the course;
Allows for real time exchanges as well as asynchronous exchanges eliminating time and
distance barriers to communication;
Allows the integration of Internet resources.
According to Kubala (1998), online students are more willing to participate due to a measure of
anonymity, which serves as a motivator. Student feel more empowered. They are daring and
confrontational regarding the expression of idea (Kubala, 1998). The reason for this behavior seems to
be that the tools of the web, including forums, chats, and e-mail, increase student motivation and
involvement in class activities. If dealing with younger students or avid Internet users, they interact
freely as they are very comfortable with the medium. Previous studies revealed that there are several
reasons for the increase in student involvement in online classes (Varvel (2007), Bailie (2006), Egan
& Akdere (2005), Abdulla (2004), Blackerby (2002), Simon (2002), and Williams (2000).). Some of
these factors are also an incentive to interact freely.
In this medium all students are equal and have the same opportunity to speak. No gender bias
or other such issues exist and there is no issue of embarrassment of public speaking. In fact
even shy students excel and interact aggressively in when in forums, chat, or via postings;

3
Students have time to read, think and then express their ideas backing them with facts and
searched information. This makes them feel more comfortable than speaking up in a
traditional class without researching and backing their argument;
Students view each others answers and learn through exposure to differing opinions. This
helps them develop critical thinking and their own opinions;
Instructors are more accessible via chat, asynchronous posting, or e-mail. In this medium the
instructors is more of an equal, a peer with whom one interacts in the search of answers.
With all the above incentives, the question that arises now is who should consider taking online
learning classes? Should all students be offered for online learning? Or is it only for selected students
or programs that are willing to take the challenge (Prensky, 2001) as well as must he or she be
Information Technology (IT) savvy?

3. THE HYPOTHESES

Based on the above, Figure 1 explicates the research framework of the study. The variables of the
study were divided into two namely the independent variables as well as the dependent variables. The
independent variables include establishing a timetable or schedule, regularly emailing or contacting
learning facilitators, set learning objectives, establish critical thinking, accessibility and comfortable.
The dependent variable of the study is the students commitment in online learning. The objective of
the study therefore, is to investigate the relationship between the benefits offered by online learning
and the students commitment in online learning technique. Thus, the hypotheses of the study are:
There is a positive and strong relationship between establishing a timetable or schedule and
students commitment in online learning;
There is a positive and strong relationship between regularly emailing or contacting learning
facilitators and students commitment in online learning;
There is a positive and strong relationship between setting learning objectives and students
commitment in online learning;
There is a positive and strong relationship between establishing critical thinking and students
commitment in online learning;
There is a positive and strong relationship between accessibility and students commitment in
online learning;
There is a positive and strong relationship between feeling of comfort and students commitment
in online learning.

4
Benefits Offered

Figure 1: Theoretical Framework

3.1 PILOT STUDY

A pilot study was conducted using a survey developed and tested by the researchers simply because
the occurrence of the online learning in the Faculty is rather new. It is unfair for the study to utilize an
established instrument as online learning approach in this Faculty is considered immature. Thus, the
researcher believed that exploring any potential attributes to the study will provide noble input for the
study. The surveys were conducted during classes from January until Mac 2011.

3.2 PARTICIPANTS

The participants in the study (n=600) were from five (5) full time programs from Faculty of Business
Management, Universiti Teknologi MARA (UiTM) Shah Alam; namely BBA (H) Marketing, BBA
(H) International Business, BBA (H) Finance, BBA (H) Business Economics and BBA (H) Operations
Management. The sample population was considered appropriate as it represent 8.3% of Business
Managements students in Shah Alam.

3.3 DATA COLLECTION

The final HRT survey instrument consisted of 11 demographic, 47 five-point Likert-scale from
strongly agree to strongly disagree statements, and two free-form questions. In all cases of significance
testing, an alpha level of 0.05 was employed. The primary statistical software tool used for analysis
was SPSS.

4. RESULTS

The demographic characteristics of the respondents are shown in Table 1. From the table can be seen
that the respondents were made up of 28.2% [BBA [H] Marketing] students, 14.5% [BBA [H]
International Business] students, 9.0% [BBA [H] Business Economics students, 14.1% and 34.2%
Establish a Timetable or
Schedule for Online Learning

Setting Online
Learning Objectives

Regularly Emailing or
Contacting Online Learning
Facilitators

Establish Critical Thinking
While on Online learning

Accessibility to Online Learning

Comfortable doing
Online Learning

Commitment in Online
Learning

5
students from BBA [H] Operations Management and BBA [H] Finance respectively. The respondents
comprised of 24% male and 76% female. This female gender bias in terms of percentage
representation is indicative of normal gender distribution among IPTAs in Malaysia.
In terms of age distribution 10% of the respondents are between the age ranges of 18 to 20 years
old. The entry levels of these students are from STPM or Matrix students. 1. 90% of the students are in
the age range between 21 to 26 years old. These groups of students entered UiTM with a Diploma.
They are in semester 3 onwards. The data indicates that 47.8 of the respondents have a computer,
23.2% and 25% of the students are exposed to on line learning and using it in their learning process

Table 1: Respondents Profile

Programs

%
BBA (H) Marketing. 28.2
BBA (H) International Business 14.5
BBA (H) Business Economics 9.0
BBA (H) Operations Management 14.1
BBA (H) Finance 34.2
Gender
Male 24.0
Female 76.0
Age
18-20 years 10.0
21-23 years 65.0
24-26 years 25.0
Own Computer/Laptop
Yes 47.8
No 52.2
Exposure to Online Learning in the Faculty
Yes 23.2
No 76.8
Currently use Computer/Laptop for Online Learning
Yes 25.0
No 75.0

Table 2: Mean Scores of Benefits Offered from Online Learning

4.85
4.25
4.55
2.85
2.75
2.53
Establish A Timetable Or Schedule
Regularly Email Or Contact Learning
Facilitators
Set Learning Objectives
Establish Critical Thinking
Accessibility
Comfortable

Table 2 tabulated the various benefits offered from online learning. From the table the mean values of
establish a timetable or schedule were 4.86, set learning objectives were 4.55 and regularly email or
contact learning facilitators were 4.25. These were considered high. In terms of comfortable,

6
accessibility and establishing critical thinking the mean values were 2.63, 2.75 and 3.85 respectively.
These mean scores were considered moderate.

Table 3: Descriptive Statistics and Reliability Results of Benefits Offered from Online Learning

Attributes

Final Items

Mean

Std. Dev

Median

Reliability
Establish A Timetable Or Schedule 5 4.85 0.87 4.20 0.85
Regularly Email or Contact Online
Learning Facilitators
5 4.25 0.88 4.10 0.88
Set Learning Objectives 4 4.55 0.91 4.00 0.91
Establish Critical Thinking While on
Online learning
4 2.85 0.84 4.00 0.82
Accessibility to Online Learning 5 2.75 0.85 4.00 0.81
Comfortable doing Online Learning

4 2.53 0.88 4.00 0.85

Table 3 summarizes the reliability coefficient test for the measurement instrument used in this study.
Reliability is an assessment of whether or not a scale is sufficiently free from measurement error. As
shown in the table, the Cronbach alphas of the measures were all comfortably above the lower limit of
acceptability [Cronbachs alpha >.60]. Set learning objectives [.91] has the highest reliability among
all. This was followed by other variables, regularly email or contact [.88], establish a timetable or
schedule and comfortable doing online learning [.85], establish critical thinking while online learning
[.82] and accessibility to online learning [.81]. Thus, all the measures were highly reliable.
To measure the relatedness between variables, Pearsons correlation tests were conducted. Table 4
exhibits the result of correlation analysis among the variables. The student commitment dimensions in
the study indicate positive associations with each other. The enhancement of the student
commitment on online learning is usually based on the behaviours of the students themselves
such as establishing a proper timetable or schedule for online learning (0.685), regularly email or
contact learning facilitators (0.623) and set online learning objectives (0.551). However, the
management of the faculty also played a major role too. The management of the faculty should ensure
that the students have access to the online learning (0.785) as well as ensure the contentedly of the
students in embarking to online learning (0.791). Lecturers need to establish critical thinking materials
while on online learning (0.502). All determinants have low to medium correlations with each other.
Thus, on the basis of the preceding findings, we can conclude that most of the student commitment
determinants are significantly correlated and complemented one another.

Table 4: Pearsons Correlation Tests between Benefits Offered from Online Learning and Students
Commitment in Online Learning

Benefits Offered

Students Commitment

Establish a Timetable or Schedule for
Online Learning
0.685**
Regularly Email Or Contact Learning
Facilitators
0.623**
Set Online Learning Objectives 0.551**
Establish Critical Thinking While on
Online learning
0.502**
Accessibility to Online Learning 0.785**
Comfortable doing Online Learning 0.791**
**p0.01 ; All t-tests are two-tailed

7
5. DISCUSSION

A key question regarding the advantages of hybrid/blended learning is, What learner characteristics
enhance or detract the advantages posed by hybrid/blended learning? A corollary key question is,
What instructor characteristics enhance or detract the advantages posed by hybrid/blended learning?
Apart from this, another question that should be address is, What outcomes assessment models or
designs are best suited to measure the outcomes occurring as a result of hybrid/blended learning? The
results of this study indicate three challenges facing the hybrid/blended learning. They are as follows:
Creating a formal faculty development program for teaching hybrid courses;
Allocating the necessary time for instructors to redesign traditional courses into hybrids;
Preparing students to learn effectively in hybrid courses.
Regular face-to-face classes increasingly rely on the Internet to support the activities of teaching,
including disseminating course information; providing students with an online discussion forum;
providing space for students to upload assignments; and providing resources and instructional support
materials. The difference between a Web-based online course and a face-to-face course with a Web
anchor is narrowing significantly. The natural development of doing some courses online is not
surprising. The future looks increasingly digital, wireless, and networked. Along these lines, it is
anticipated that we will eventually find a reversal of the logic that was applied to justify web-based
courses. In the past, the feeling was that little, if any, effective instruction could occur online. Many
educators, perhaps the great majority of them, held great reservations about online technologies
replacing face-to-face instruction. In the future, it is anticipated that the change will be in the opposite
direction. To borrow the metaphor, the new generation will be digital natives and the present
generation is composed of digital immigrants. Hybrid/blended learning are not a novel nicety, but
increasingly becoming an essential mode of delivering instruction.
E-Learning advantages and disadvantages are important to consider when making instructional
and learning decisions. Many organizations and institutions provide different forms of training and
instruction to their employees or learners. Typically they provide needed training by sending people to
school, holding in-house training classes, or providing manuals and self-study guides. In some
situations it is advantageous for them to use e-learning or other forms of e-learning instead of the
traditional training. As with anything else, there are benefits and limitations, as well as pros and cons.
There are many advantages to online and computer-based learning when compared to traditional face-
to-face courses and lectures. The advantages and disadvantages of blended learning depends on
whether you are a "savior" of learning or a "beneficiary" of learning, each group has its own "stake"
on the advantages and disadvantages, of course, as the groups are subject to differing points of view.
Blending learning is more interesting that combine various formats of learning programs to
achieve the single final goal. Usually online programs are merged with class room learning for a
quick elaboration of a subject in detail with different source of information brought together at a
single place. It also includes materials of learning that comprises varied forms that are effectively
made to use. Blending learning has its own track of teaching field that makes the learning effective
and lively creating more interest and involvement. Blending learning has marked its name in the
instructional designing for variety of reasons and curriculum. Curricular advantages include self-
paced, distance, instructed classroom delivery more easy and improves the strand of instruction. The
result of the study indicates that blended learning is more suitable for self interested and enthusiastic
people who go crazy about learning new stuff. Experiencing difference of learning with varied
learning tools, diversity of approaches and balance over different source of learning methodologies,
comfortable training when required, concentration over the learning activity is more specific and
focused as long as we keep committed to the technique of learning..
Poor learning habits and lack of interest to initiate learning is one of the most common drawback
among some learners. Lack of motivation and self initiation, slow or unreliable internet connectivity,
instructors unavailable on demand are some of the drawbacks. Maintenance of the software, more
referential stuff on material sources creates frustration with lack of familiarity with the structure and
routine to get along with the streams of learning. Understanding the importance of the blended e-
learning process helps to make more achievements over learning with the available source of
learning. Online courses are generally flexible and more convenient to learn. You can possess
educational help from experts and professionals from different field at one single place of e-learning
assistance. The advantage is that different people learn in different ways, therefore a blended

8
learning strategy will teach more people than a non blended. Also, when you are shown the same
material in different ways it increases your ability to remember the material.
The disadvantage is it takes longer to prepare a blended strategy lesson plan. This means the
teacher is spending even more of the off time getting ready for classes there aren't any perfect teaching
strategies as much as there aren't any bad strategy. Using different methods depending on the topic
learned, the class ability to learn each topic, the time allocated, the goals expected, etc. Some topics
need to be memorized (rote learning) others need to be analyzed and/or experienced (student-centered
approach). In addition, some students learn better by seeing images (visual learner), others learn better
by listening (auditory learners) and some need hand-on experience (Kinesthetic learners). Using
different methods helps all learners types to learn and understand effectively. Each person learns
through different means. Another advantage is for a teacher, the y have the privilege of learning new
things and new modes of communication... Things don't change overnight, but the age of paper books
is moving closer and closer to the age of "Kindle". The next generation of teachers may be sitting in
their classroom and they might only use "Kindle's" for reading groups and "tablet PC" instead of
books and papers to teach.

6. THE IMPLICATIONS

The findings of this study have significant implications for research and practice. Basically, it suggests
that
To the Management of the university;
1. The Infrastructures (internet, computers, computer lab, technicians lab etc) must be upgrade
to the latest technology. Special attention should be paid to revising and updating the
curricula, equipment and educational materials on a permanent basis in facilities of education.
In integrating the system three criteria should be considered; relevance [practicality and
needs], readiness [capacity and needs] and resources [availability].
2. The preparation of the syllabus/contents must be tailored towards online learning. While the
contact hours should be determined / calculate appropriately whether it is for weekly or
monthly basis.
3. In structuring the program it must be able to benefits the students and lecturers as well as the
administrators.
To the management of the faculty;
1. The training to all (students, lecturers and administrators)
Training programs for students, lecturers and administrators should facilitate aspiring and
practicing students, lecturers and administrators to be competent personal users of ICT. They
should train students, lecturers and administrators to be able to make use of ICT as mind tools
and should also train to be able to make use of ICT within many different educational or
pedagogical settings. In this context it is not in adapting their education to ICT but rather of
adapting ICT in their education. ICT must be used to meet educational objectives in a way that
is integrated into the program. Curricula offerings for online learning should be adequately
revisited so as to intensify ICT training and skill acquisition required by both lecturers,
students and administrators to thrive in todays technological age environment.
2. In this mode of study option there is flexibility given to students, lecturers and administrators.
To the lecturers / students in the faculty in terms of commitment or reward. The online classroom
is a new learning environment for lecturers and students. While many students have been very
successful in the traditional classroom, the online learning environment offers an array of
obstacles and opportunities that must be attended to in order to be successful. The success in
online learning requires the effective integration of online strategies

7. RESEARCH LIMITATIONS

Due to limited time and lack of samples, this study should be replicate for bigger sample that will be
able to provide better results. In addition, the respondents are not willing to answer accordingly.

9
8. FUTURE RESEARCH DIRECTION

This study can be replicate and extend to all UiTMs branches to justify and certify the present results.
The researchers should explore more variables/courses/programs (franchise)/ from other universities
for comprehensive theoretical research. In addition, a comparative study can be done to other IPTAs
and IPTS to see the commitment of the students in this mode of study.

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1

E-LEARNING CONTINUANCE INTENTION AMONG HIGHER
LEARNING INSTITUTION STUDENTS IN MALAYSIA

Nor Zalina Ismail
1
, Mohd Rizal Razak
2
, Zazaleena Zakariah
3
, Nursyahidah Alias
4
and Mohd.
Norafizal Abd. Aziz
5

1
Faculty of Computer and Mathematical Sciences, UiTM Pahang
2
3
4
5

nza1601@pahang.uitm.edu.my

ABSTRACT

E-Learning is the teaching and learning approach that used the network technology as an important
medium to support the conventional class activities. It becomes the world wide issues in higher
education institution to facilitate their students with E-Learning technology. There are many research is
done to determine the effectiveness of e-Learning. This study focuses on individual continuance
intention for the e-Learning services in Universiti Teknologi MARA (UiTM) as a support for
traditional classes. The objective of this study is to determine the level of e-Learning continuance
intention and identify the factors that lead to the acceptance or reluctant of continuity in using e-
Learning services in UiTM. The questionnaire used in this research is based on the decomposed
technology acceptance model (TAM) in the context of e-learning service proposed by Juan Carlos
Roca et al. This model stated that e-Learning users continuance intention is determined by users
satisfaction level with the conjunction of information quality, service quality, system quality, perceived
usefulness, perceived ease of use, confirmation and cognitive absorption. The respondents are among
UiTM students that have an experience using e-Learning service in their studies. The statistical result
of this study shows that continuance intention towards e-Learning among UiTM students is moderate.
This result is influence by two main factor: low in interpersonal influence and information quality in
our e-learning services. The results of this research provide clear guideline to the organization to
improve their e-Learning services in terms to get the students engagement.

Keywords: Continuance intention, Decomposed Technology Acceptance Model, Satisfaction,
Perceived, Quality

1. INTRODUCTION

Based on the definition given by Wikipedia(2011) website, E-learning comprises all forms of
electronically supported learning and teaching process. The information and communication systems,
whether networked learning or not, serve as specific media to implement the learning process.
There are many research is done to confirm the effectiveness of E-Learning as a support for
traditional learning and teaching process. Based on research done by Jorge G. Ruiz(2006), three aspect
of e-learning that always explored by the researcher are product utility, cost-effectiveness and learner
satisfaction. The studies on effectiveness of e-learning consistently compare the traditional learning
process with the web based technology (e-learning) process.
Instead of focusing on benefits or effectiveness of e-learning, this study is focus on continuance
intention of the user to use the e-learning technology in their learning and teaching process. The
objective of this study is to determine the level of continuance intention and the factors that lead to the
acceptance or reluctant of continuity is using e-Learning among UiTM students. This study is conduct
based on the decomposed technology acceptance model by Juan Carlos Roca et al(2006). This model
is choose because technology acceptance model(TAM) is create specific for e-learning services.

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This section will discuss about Technology Acceptance Model(TAM) by Davis et. al(1989) and
Decomposed Technology Acceptance Model by Juan Carlos Roca et al(2006).

2.1 Technology Acceptance Model

There are many model is create to explain the relations between user attitudes, satisfaction and
behavioral intention to use the new system or technology.(Juan Carlos Roca et. al,2006). Most widely
accepted model is the technology acceptance model (TAM) created or proposed by Davis et al.(1989)
and his colleagues.
This model predicts the factors that lead to the user acceptance are based on two factors: perceived
on usefulness and ease of use. Perceived on usefulness is defined as the degree to which a person
believes that using a particular system would enhance his/her job performance, and perceived ease of
use is defined as the degree to which a person believes that using a particular system would be free of
physical and mental effort (Davis et al, 1989). Figure 1 will show the diagram of the Technology
Acceptance Model proposed by Davis.

Source: Davis et. al. (1989)

Figure 1: Technology Acceptance Model

This model shows that user will accept the technology if the technology is useful for them by give
specific benefit to enhance their performance. In the context of education, the system will accept if the
users get the benefit to increase their performance in their learning or teaching process. One more
factor, this model shows that user will accept the technology if there is no burden in mental and
physical. So, the system should be user friendly and easy to navigate.

2.2 Decomposed Technology Acceptance Model

This model predicts several attributes that will lead to the e-learning continuance intention among
user. It use Theory of Planned Behavior(TPB), Technology Acceptance Model(TAM) and Expectancy
Disconfirmation Theory(EDT) as a basic of the proposed decomposed Technology Acceptance
Model.(Juan Carlos et, al.,2006).

Perceived
Usefulness

Perceived Ease
of Use
Behavioral
Intention to
Use
Actual System
Use

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Source: Juan Carlos Roca et. al (2006)

Figure 2: Decomposed Technology Acceptance Model

Figure 2 shows the diagram of decomposed Technology Acceptance Model that outlines the factors
that lead to the E-Learning continuance intention. The factors are list as below:
Perceived usefulness
Perceived cognitive absorption
Perceived ease of use
Perceived internet self-efficacy
Perceived computer self-efficacy
Interpersonal influence
External influence
Information quality
Service quality
System quality
Confirmation
Satisfaction

Decomposed technology acceptance model proposed by Juan Carlos Roca et. al.(2006) is choose
because this model is specific for e-learning compare with other model. This model is used other
established model as a based for their proposed decomposed technology acceptance model.

3. METHODOLOGY

A questionnaire is used in this research as a method for data collection. The question in the
questionnaire is based on the decomposed technology acceptance model proposed by Roca et.
al.(2006).

3.1 Data Collection

There is 215 questionnaires is distributed among UiTM Pahang diploma and degree students in eight
faculties. The faculties involve are Faculty of Accountancy, Faculty of Mathematical and Computer
Sciences, Faculty of Applied Sciences, Faculty of Business Management, Faculty of Civil
Engineering, Faculty of Office Management and Technology, Faculty of Plantation and
Agrotechnology and Faculty of Sport Science and Recreation.

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3.2 Measures

The questionnaire adopts Likert scale with five points as a measurement. It used the listed anchor for
user to evaluate the continuance intention in using E-Learning services:
1-Strongly disagree
2-Disagree
3-Undecided
4-Agree
5-Strongly agree

3.3 Data Analysis

The analysis of data is carried out in order to obtain the level of continuance intention among the
students from higher learning institution. It is done to discover the factors that lead to continuance
intention in using e-learning in their learning process.


Based on the analysis done, the continuance intention towards e-learning among students is moderate.
This result is shown by the p-value(0.1617) for the continuance intention variable. The summary of
the result is shown in the Table 1.

Table 1: Summary of data analysis result

Mean Standard
deviation
Perceived usefulness, Cronbachs = 0.9816, p-value=0.0309
Using the e-learning service can improve my learning performance 3.67 0.742
Using the e-learning service can increase my learning effectiveness 3.67 0.783
I find the e-learning service to be useful to me 3.75 0.822

Perceived cognitive absorption, Cronbachs = 0.8739, p-value=0.0002
Time flies when I am using the e-learning system 3.47 0.836
Most times when I get on to the e-learning system, I end up spending more
time than I had planned
3.47 0.852
When I am using the e-learning system I am able to block out most other
distractions
3.34 0.827
While using the e-learning system, I am absorbed in what I am doing 3.52 0.772
I have fun interacting with the e-learning system 3.56 0.829
I enjoy using the e-learning system 3.59 0.843

Perceived ease of use, Cronbachs = 0.8705, p-value=0.9759
Learning to operate the e-learning service is easy for me 3.59 0.785
It is easy for me to become skilful at using the e-learning service 3.58 0.792
My interaction with the e-learning service is clear and understandable 3.59 0.786

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Table 1: Summary of data analysis result(Continue)

Perceived Internet self-efficacy, Cronbachs = 0.9469, p-value=0.1250
I feel confident in navigating the e-learning system by following hyperlinks 3.54 0.790
I feel confident in the e-learning system finding information 3.61 0.771
I feel confident in the e-learning system receiving e-mail messages 3.55 0.812
I feel confident in the e-learning system sending e-mail messages 3.54 0.830
I feel confident in the e-learning system posting messages on a bulletin board 3.52 0.766
I feel confident in the e-learning system exchanging messages with other users
in discussion forums.
3.52 0.814
I feel confident in the e-learning system chatting 3.5 0.831
I feel confident in the e-learning system downloading files 3.61 0.783
I feel confident in the e-learning system attaching files to e-mails 3.57 0.811

Perceived computer self-efficacy, Cronbachs = 0.8922, p-value=0.1066
I could complete my learning activities using the e-learning system if I had
never used a system like it before
3.50 0.808
I could complete my learning activities using the e-learning system if I had only
the system manuals for reference
3.49 0.760
I could complete my learning activities using the e-learning system if I had
seen someone else using it before trying it myself
3.58 0.718
I could complete my learning activities using the e-learning system if I had just
the built-in-help facility for assistance
3.53 0.728

Interpersonal influence, Cronbachs = 0.9169, p-value=0.0000
My family thought I should use the e-learning system 3.39 0.856
My colleagues thought I should use the e-learning system 3.55 0.868
My friends thought I should use the e-learning system 3.61 0.851

External influence, Cronbachs = 0.8691, p-value=0.9056
I read/saw news reports that using the e-learning system was a good way of
learning
3.53 0.813
Expert opinions depicted a positive sentiment for using the e-learning system 3.54 0.734
Mass media reports convinced me to use the e-learning system 3.52 0.784

Information quality, Cronbachs = 0.9184, p-value=0.0046
The e-learning system provides relevant information for my job 3.68 0.705
The e-learning system does not provide easy-to-understand information 3.49 0.825
The output information from the e-learning system is not clear 3.51 0.779
The e-learning system presents the information in an appropriate format 3.57 0.739
The information content in the e-learning system is very good 3.62 0.739
The information from the e-learning system is up-to-date enough for my
purposes
3.59 0.767
The completeness of output information that the e-learning system delivers is
not sufficient for my purposes
3.57 0.745
The reliability of output information from e-learning system is high 3.55 0.721
The e-learning system provides the information I need in time 3.57 0.725

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Table 1: Summary of data analysis result(Continue)

Service quality, Cronbachs = 0.9052, p-value=0.3637
The e-learning system has a modern looking interface 3.63 0.750
The e-learning system has visually appealing materials 3.67 0.708
The e-learning system provides the right solution to my request 3.70 0.734
The e-learning system gives me prompt service 3.61 0.746
The e-learning system does not give me individual attention 3.69 0.723
The e-learning system has a good interface to communicate my needs 3.64 0.795
The e-learning system does not have convenient operating hours 3.68 0.769

System quality, Cronbachs = 0.8928, p-value=0.0954
Number of steps per task in the e-learning system are too many 3.60 0.802
Steps to complete a task in the e-learning system follow a logic sequence 3.60 0.729
Performing an operation in the e-learning system always leads to a predicted
result
3.60 0.710
The organisation of information on the e-learning system screens is clear 3.59 0.724
The e-learning system has natural and predictable screen changes 3.59 0.737
The e-learning system responds quickly during the busiest hours of the day 3.48 0.864

Confirmation, Cronbachs = 0.9011, p-value=0.9695
My experience with using the e-learning system was better than I expected 3.56 0.806
The service level provided by the e-learning system was better than I expected 3.55 0.765
Overall, most of my expectations from using the e-learning system were
confirmed
3.55 0.771

Satisfaction, Cronbachs = 0.9141, p-value=0.2636
I am satisfied with the performance of the e-learning service 3.57 0.776
I am pleased with the experience of using the e-learning service 3.59 0.737
My decision to use the e-learning service was a wise one 3.62 0.793

Continuance Intention, Cronbachs =0.9227, p-value=0.1617
I will use the e-learning system on a regular basis in the future 3.65 0.758
I will frequently use the e-learning system in the future 3.71 0.719
I will strongly recommend others to use it 3.70 0.770

Continuance intention towards e-learning among UiTM students is influence by two main factors.
The factors are low in interpersonal influence and information quality. The e-learning service provider
should look up into other attribute such as perceived usefulness, perceived cognitive absorption,
perceived ease of use, perceived internet self-efficacy, perceived computer self- efficacy, external
influence, service quality, system quality and confirmation in terms to increase the level of
continuance intention

5 CONCLUSIONS

This research shows that continuance intention among UiTM students toward e-learning is not
encourage. E-learning service providers for higher learning institution should improve two main
attribute. The attributes are interpersonal influence and information quality to increase the continuance
intention. This is two important factors that should be considered during e-learning systems design.

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REFERENCES

Davis, F.D.(1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information
Technology, MIS Quarterly, (Vol 13).
Jorge G.Ruiz, Michael J.Mintzen and Rosanne M.Leipzig.(2006). The Impact of E-Learning in
Medical Education, Acedemic Medicine, (Vol. 81). www.vanuatumed.net/file.php/1/ruiz2006.pdf.
Juan Carlos Roca, Chao-Min Chiu, Francisco Jose Martinez.(2006). Understanding e-learning
continuance intention:An extension of the Technology Acceptance Model. International Journal
of Human-Computer Studies, www.sciencedirect.com
Wikipedia(2011), http://en.wikipedia.org/wiki/E-learning(9 October 2010)

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COMPUTER-AIDED SELF-ACCESS LANGUAGE LEARNING: VIEWS
OF INDONESIAN, MALAYSIAN & NEW ZEALAND PRACTITIONERS

Airil Haimi Mohd Adnan
1&2
and Zarlina Mohd Zamari
2

1
English Language Support and Acquisition Centre (CAD-ELSAC), Kate Edger Information Commons, The
University of Auckland, City Campus, NEW ZEALAND
2
Department of English Language and Linguistics, Academy of Language Studies, Universiti Teknologi MARA
Perak, Seri Iskandar Campus, Perak, MALAYSIA
Corresponding author: airil@teechconsult.com

ABSTRACT

Our synthesis of up-to-date research literature and our own professional work in computer-aided
language learning (CALL) and self-access language learning (SALL) have led us to propose a 5-
point computer-aided self-access language learning (or CASA-LL) framework that combines the
best of both worlds as it were, in terms of e-course development and online English language
teaching and learning. Based on this framework, we set out to elicit the opinions of e-course
developers and online learning managers who focus on English language teaching and learning
through virtual environments and platforms. In this study, we report primarily on the
asynchronous interview data we collected from senior course developers and online learning
managers who are working in the tertiary education sector in Indonesia, Malaysia and New
Zealand. Results from open-ended narrative interviews with these experts suggest that our CASA-
LL framework is a positive step ahead for both computer-aided language learning (CALL) and
self-access language learning (SALL). Nevertheless, we were also told by our research
participants that there are many obstacles that they need to overcome to make certain that English
language teaching and learning in virtual environments and platforms fully subscribe to the five
key criteria that we have outlined in the CASA-LL framework.

Keywords: CALL, SALL, ELT, comparative study.

1. INTRODUCTION

In traditional classrooms, teachers have the ability to choose teaching and learning materials which
suit the level of their students, discuss them and ask or answer questions for clarification. The
emergence of e-learning or learning via computers brings about innovation in teaching and learning
materials specifically marked in the design of an e-courseware.
Suggesting that intelligent e-courseware is able to replace the role of a teacher however, is a moot
point. E-courseware is electronic support for learners providing new possibilities in their learning
experiences provided the e-courseware has high quality educational material, created by academics
who understand e-learning, using state of the art design process and tools, based on sound pedagogical
principles and designed for delivery (UK eUniversities Worldwide, 2002, online).
Thus, the process of developing an e-courseware is an integrated approach which involves
pedagogy, technology and organisation. Asmawi and Abdul Razak (2006) and Ipek, Izciler and
Baturay (2008) discussed five steps in the instructional design model for integrated learning. These
researchers introduced models of instructional design which incorporated all these processes:
Analysis, Design, Development, Implementation and Evaluation/Assessment (or ADDIE for short).
The first step for any courseware developer is to determine the goals and objectives, type of
technology suitable for that purpose, characteristics of learners and the learning environment. For the
next step, Ipek, Izciler and Baturay (2008) stated that types and steps of learning as well as skills and
knowledge sub-skills must be determined:

[The] IDT model, basically the taxonomy developed by Gagne and Briggs or integrated IDT
models will be used to reach this objective. Instructional analysis provides the entry requirements
for different learning conditions, type of learning as verbal, cognitive, case, project-based, audio-
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visual, etc., sequencing instruction, and constructing hierarchies for integrated e-learning modules
in technology training with different social-economic groups (p. 252)

The third step is the development of materials. The designer must think about presentation of the
course, instructional strategies and the amount of practice and feedback needed. Since an intelligent e-
courseware is all about delivery, the fourth step is looks at developing and selecting delivery systems.
At this stage, the designer has to choose several types of technologies such as audio-visuals and
multimedia designs. Effective use of multimedia authoring tools creates interesting varieties in
learning tasks.
The final stage is to prepare for assessment and evaluation. Ipek, Izciler and Baturay (2008)
suggested that cognitive and performance tests can be used to gather information on learners
performance in the course. Evaluation of e-learning, as reported by Asmawi and Abdul Razak (2006)
require summative evaluation where instructional materials could be improved after usage. In general,
the process of developing e-courseware involves iterative and interrelated stages that begin with a
thorough needs analysis and end with an evaluation and assessment for both the end users and the e-
learning material.


2.1. Critical issues and problem areas in using e-courseware for ELL and ELT

E-learning has established itself in the field of language teaching and learning. The fact that it is
readily embraced does not mean that there are no glitches where implementation is concerned. In the
midst of enthusiasm and rave reviews of e-coursewares effectiveness and positive learners responses,
there are some gnawing issues that must be dealt with.
The most basic issue is concerned with the availability of ICT facilities. Failure in preparing the
required computer systems and other paraphernalia will create a barrier in implementing e-learning.
Among other critical issues reported are financial barriers, unavailability of hardware and software,
lack of technical and theoretical knowledge and reluctance to accept new technologies (Calvo, 1997).
A decade later, the same predicaments concerning knowledge barriers in technology and
pedagogy, barriers in facilities, outdated personal beliefs in language teaching and the existing
methods of assessment were highlighted by Ismail (2008) whose study was based on the
implementation of e-learning in Malaysia. In general, researchers seem to agree that teachers attitude
towards their own self-efficacy in computer technology influence the success in implementing e-
learning. Thus, there exists the urgency in preparing language teachers to face techno-pedagogy.
Lee (2000), Hong (2009) and Topkaya (2010) found that pre-service English teachers have
moderate levels of self-efficacy in computer technology. It is suggested that English teachers must be
equipped with up-to-date knowledge of IT and types of instructional designs. Having them involved in
the process of developing an e-courseware will also add to its effectiveness as a learning tool.
Another issue to deal with is the content of an e-courseware. Abu Bakar (2007) and Ismail (2008)
found that there were some restrictions in the content of e-courseware that they studied. Authentic
materials were not readily available and learners were not given the chance to experience a range of
learning activities. To make matters worse, learners were less interested in their own learning process
as they participated in e-learning activities. Waning interests among them, according to Ismail (2008)
was caused by examination-based subjects. Learners were more concerned with scoring high marks in
their examination than the actual experience of learning via the computer.
Suffice to say, all these issues could be ironed out if thorough planning and preparation are made
prior to implementing e-learning in any educational institution. Since e-courseware offers the luxury
of language learning via audio-visuals, teleconferencing and language games, an educational
institution has to be able to provide sufficient infrastructure such as language labs and self-access
language learning centres.
Equally important would be the teachers and learners whose roles have been re-established in an
e-learning environment. While there are findings (see Burrus, 2006; Ghandoura, 2006 and Son, 2008)
which indicate that learners responded positively to e-learning, results on teachers perceptions
seemed to be at the opposite end (see Lee, 2000; Hong, 2009 and Topkaya, 2010). Teachers have no
choice but to be knowledgeable in instructional design models and be able to contribute academically

3
to the development of an e-courseware. By getting teachers to be involved in e-courseware design, the
mismatch between learning tasks and learners level of proficiency should be reduced.

2.2. Making sure e-courseware meets the needs of real English learners

A central query for researchers who studied the effectiveness of e-courseware in language learning
would be: What does good language learning courseware look like? Researchers who explore the
essential process of developing e-courseware have highlighted several important issues to be taken
into consideration.
Firstly, almost all of them agree that the most significant element to the design is the end-users or
the language learners. Abdullah, Hartharan and Ibrahim (1997) and Nguyen (2008) believed that
content specialists and software developers collaborative efforts must be based on sound knowledge
of the actual characteristics of potential users. Nguyen (2008) for example, detailed these
characteristics as learners computer literacy, age, sex, physical abilities, education, cultural or ethnic
background, training, motivation and learning goals.
Careful considerations of learners needs, especially the knowledge of the target group
(Tamburini, 1999; Nguyen, 2008) is crucial in the early stages of the design. Another important aspect
of language learners characteristics is undoubtedly, their learning styles. As stated in Chapelle and
Jamieson (1986) and Chapelle (2005), teachers and courseware developers must quickly determine
language learners cognitive styles such as field dependent and field independent learners. One of the
ways to achieve this, according to them, is to provide an early assessment that required learners to
respond to questions about their style pertaining to CALL. In short, knowledge of the learners and
their needs are the fundamentals of processes involved in developing an e-courseware.
Another important factor to be incorporated into e-courseware design would be the principles of
instructional design as cited in Abdullah, Hartharan and Ibrahim (1997). Courseware developers need
to have sufficient technological know-how so that they could maximize the use of multimedia
authoring tools:

Instructional knowledge on issues relating to the amount and suitability of information, layout
design, graphics, background music, user interface, etc. is essential. (Abdullah, Hartharan and
Ibrahim, 1997, online)

Another concern regarding instructional design of e-courseware is interactivity. Meskill (1987)
believed that courseware interactivity enhances the learning environment which will invite
exploration, experimentation and risk taking. More specific models for interface design was proposed
by Plass (1998) who listed three stages select instructional activity that supports cognitive success of
competence to be developed, attributes and design of the feature. Meskill (1987) and Plass (1998)
greatly stressed that the ultimate goal of instructional designs in a courseware is to ensure that
language acquisition takes place.
A decade later in the wake of advanced multimedia designs, more studies have been done to
identify the needs for courseware that really works. For instance, Nguyen (2008) introduced the
Multimedia Courseware Design framework which stressed that developers must consider the intended
users, content and screen design. Indeed, the main challenge for developers is to create effective
instruction sets and meaningful tasks with rich and varied learning experiences. Too much interface
will only create unnecessary clutter in the design and hampering the language learning process.

2.3. Other considerations in using e-courseware to deliver English Language lessons to learners

One significant issue which must not be overlooked is the cross-cultural consideration in the content
of e-courseware as highlighted by Meskill (1987). She emphasised that as second language learners
learn the target language, they also learn the system of the target culture. Granted, L2 learners do need
the exposure on how language is used in the native speaker setting. English language learners around
the world however, come from diverse cultural background and they will only communicate in
English in their own learning environment. We believe that a good language learning e-courseware
must incorporate learning in the local context while not compromising the linguistics of the target

4
language. Cultural needs and differences need to be taken into account at every stage of the design and
delivery of online materials.
Another consideration in using e-courseware to teach language is whether or not it sustains
learners autonomous growth. The degree of autonomy in the chosen e-courseware must be high
enough to generate interest amongst learners to find out about the target language outside of the
classroom. One of the ways to support autonomous learning is to establish self-access language
learning and support centres. Gardner and Miller (1999) view self-access as a way to encourage
learners to move from teacher dependence towards autonomy. Similarly, highlighting the issue of self-
access materials as an approach to learning and not teaching, Reinders (2000) defined self-access as:

Learning that takes place in a self-access centre [through] a number of resources (in the form of
materials, activities and help), usually in one place that accommodate learners of different levels,
styles and with different goals and interests. (p. 222)

Last but not least, when using e-courseware to support language learning, it must be able to go
through an iterative development process (Kennedy and Levy, 2009). An outdated e-courseware will
not benefit language learners in the long run. In fact, learners will get bored with the same challenges
and tasks will be predictable enough to hamper new learning experiences and language acquisition.
Sustainability of an e-courseware can actually be an indication of its successful implementation.
In general, we believe the process of designing an integrated e-courseware has to address five key
points to ensure its usability and delivery (Zamari and Adnan, 2010). In order to assure that language
learners acquire actual language skills, e-courseware developers have to work closely with language
teachers and linguists to produce effective and varied e-learning experience, not to mention the need to
acknowledge language learners cultural differences. The implementation of e-learning also requires
training and adequate equipment, particularly well-designed language support centres. Lastly, English
language e-courseware must have in-built sustainability so that it can continue to deliver over time.

2.4. A framework for developing and evaluating computer-aided, self-access language learning

Due to the fact that there are many standards that can be used to assist course developers in developing
computer-aided self-access language learning materials and evaluating their materials after
deployment we decided to come up with an integrated common framework that can be easily used
by both course developers and language practitioners.
This common framework should allow course developers and those in charge of online English
language learning (or e-learning managers) in educational institutions to be more sensitive to the needs
of learners in these institutions. The framework can also become a starting point for language
practitioners and classroom teachers to think about how they can integrate computer-aided self-access
language learning materials in their day-to-day teaching of the English language.

Figure 1: The 5-point CASA-LL framework

5
As a preliminary step to ensure the usefulness of the common framework that we have named
CASA-LL, we began by using the framework to critically evaluate an English language learning
virtual community on a popular social networking platform (refer to Zamari and Adnan, 2010).
Results from this exploratory study are positive in that we are able to use the CASA-LL 5-point
framework to learn about both the opportunities and limitations that that language learning community
affords its members. Diagram 1 shows the 5 points covered by the CASA-LL framework. From that
juncture, we now move on to the next stage to critically evaluate the usefulness of the 5-point CASA-
LL framework by getting feedback from senior course developers and online learning managers who
are working in the tertiary education sector in three countries. To achieve all our aims, this particular
research effort was guided by two questions as outlined below:

First: Do the senior course developers and online learning managers subscribe partly or fully to the 5-
point CASA-LL framework, as they develop and deploy English language e-learning materials?

Second: Based on their professional experience, how useful is the 5-point CASA-LL framework
according to the senior course developers and online learning managers in all the research sites?

3. METHODOLOGY

To increase the validity and reliability of this research effort, we decided to work with research
participants in three countries to produce a cross-national comparison of the CASA-LL framework.
The countries involved are Indonesia, Malaysia and New Zealand three countries with different
levels of deployment in terms of computer-aided self-access English language learning materials.

3.1. Research participants

Due to budgetary and time constraints, we only contacted senior course developers and online learning
managers who are working in the tertiary education sector that we knew personally, or those who are
professionally connected to our own work spheres. This purposive sampling was deemed acceptable
on two grounds.
Firstly, this group of professionals make up only a small and select group due to the fact that
computer-aided self-access English language learning materials development and deployment are not
widespread in the three countries that we chose to study. Secondly, realistically we simply did not
have the resources necessary to initiate contact with as many tertiary institutions as possible and to get
in touch with senior course developers and online learning managers working on those institutions.
That said, we managed to get a good mix of senior course developers and online learning
managers in all three countries from various research sites and with various level of engagement (and
personal expertise) in developing and/or deploying e-learning materials. Furthermore, as several of our
research participants actually hold a different formal job title but are still given the task to develop
and/or manage computer-aided self-access English language learning materials in their respective
institutions, we decided to not differentiate between course development and learning management
roles. This is also due to the fact that we found out in many institutions both roles were rolled into one.
The breakdown of our research participants is as below:

3.1.1. Indonesia

Three private colleges (coded as InaPriCol1, InaPriCol2, InaPriCol3), one private university (coded as
InaPriUni1), one branch campus of public university (coded as InaPubUni1). Five research
participants in total, one in each research site.

3.1.2. Malaysia

Three private colleges (coded as MasPriCol1, MasPriCol2, MasPriCol3), and two branch campuses of
public universities (coded as MasPubUni1, MasPubUni2). Seven research participants in total, one in
each private college, two each in both campuses of the public universities.

6
3.1.3. New Zealand

Two private colleges (coded as NzlPriCol1, NzlPriCol2), and a publicly funded university (coded as
NzlPubUni1). Four research participants in total, one in each private college and two in the campus of
the public university.

3.2. Data collection and data analysis

We began by sending emails or telephoning the research participants personally to explain about the
research that we are doing. Those who responded are then sent an executive summary of the CASA-
LL framework for them to go through. About a week later, we sent out a semi-structured interview
schedule by email to all the participants for them to complete and email back to us within a given
period of time. Although in Malaysia specifically we had the opportunity for face-to-face meetings
with the participants, we decided not to do this as to control the study and to ensure the reliability of
data collected. All sixteen participants returned the forms via email with their personal responses.
The data collected was then fed into a CAQDAS programme for better management of the
responses we gathered. The coding and thematic analysis was then primarily done by one of us (Airil)
after which we rechecked the codes and themes individually and as a pair before the writing up
process. As we did not ask too many open questions and we mainly wanted to know how the 5-point
CASA-LL framework could be used by our research participants, from the outset the responses we got
are directly related to the questions and also because the participants had a period of time to go
through the questions one by one.

3.2.1. Asynchronous email interview as a data collection tool

Our data collection method although limiting in some ways is actually useful in our own situation
because we wanted direct and critical responses about a given topic without having to spend too much
time and resources (that we did not have) on fieldwork. Insofar as our research was concerned, we
were able to gain valuable insights from professionals and experts who play key roles as senior course
developers and online learning managers in their own institutions of higher learning. The data we
collected is presented in the next section.
On the contrary, even though online data harvesting is common in a few academic disciplines for
example health and medical sciences (see Fyfe, Leonard, Gelmi, Tassell and Strack, 2001; Granello
and Wheaton, 2004; Lancaster, Dodd and Williamson, 2004), it is not yet a common scene in the
social sciences and within applied linguistics. Indeed within applied linguistics research not only is it
uncommon to find researchers that collect data through the Internet, it is also not easy to find applied
linguistics studies that use modern online avenues to collect data about language use in the real world.
That said, our email interview collected interesting and enlightening responses from the research
participants as seen in the next section. We believe that this is because we invited our participants to
share their points of view rather than just examining and evaluating the CASA-LL framework using a
closed questionnaire. The fact that the participants had a longer response time also indicates the
usefulness of this data collection method, and although it might not be useful in all research designs
within the limits of our own study it has proven to be useful.
In the following five sub-sections, we go through the responses from the participants and we
highlight the responses that we think best exemplifies the general train of thought of our sixteen
research participants. Where actual quotes are used, the names used are pseudonyms chosen by our
actual participants.


4.1. CASA-LL frameworks point 1 - Needs

With reference to meeting the needs of English language learners, all of the participants agree that this
should be the primary objective of all computer-aided self-access English language materials or
learning platform. Most of the participants also mentioned the importance of doing a needs analysis of
learners before developing any e-learning materials. As Gemma from NzlPubUni1 puts it:

7

All [e-learning] materials are for our learners, right? So, if we do not think about their needs we
might as well not produce such materials [] I really believe that it will be such a waste if what
we do, does not really match their personal needs.

On the other, meeting the actual needs of all language learners is easier said than done. As Siva
from MasPubUni2 describes:

Of course we want to meet the needs of learners [but] they come in all shapes and sizes. Like for
this campus, we normally build a general user profile and work from there [] At best this
profile corresponds to about 40%-60% of the actual users. Meeting the needs of the upper and
lower ends [of learners] is a real challenge though and these groups are normally those with lesser
engagement levels when it comes to using e-learning [tools].

4.2. CASA-LL frameworks point 2 - Design

In terms of design, many of the participants believe that it is a technical issue that needs to be taken
care of by real experts, for example those with computer programming background. This point was
made by Winnie in InaPriUni1:

I am the manager of this unit [online English support] but I have no real computer background.
My work is mainly business computing. Here [on campus] we contract design work [for the e-
language learning platform] to a professional firm.

Nevertheless, not all educational institutions are as lucky (and financially well-endowed) as
Winnies private university. Many institutions have no choice but to use their own human resources to
design and to deploy their computer-aided self-access English language learning platforms. The upside
to this is that linguists and English professionals in those institutions are able to provide immediate
feedback to the design team. But there is also a downside, as Rebecca from NzlPriCol2 observed:

Having an in-house [design] team is good. But they do have other things to do and work is almost
always behind schedule. Perhaps it is better to have a specific design unit in large institutions like
ours.

4.3. CASA-LL frameworks point 3 Learner autonomy

The third point in our framework however seems to be the least important of all, according to many of
our research participants. A few participants also seem to think that achieving learner autonomy is
something that is not realistic depending on the context and situation. Zack in MasPriCol3 made this
comment:

In our situation we do not think about this too much. Plus you have to think about the levels of
our own students. Like here in Malaysia, even making them [tertiary students] learn English is
difficult. In our college, we actually have to force them to use this [their English language e-
learning platform] to help with their pronunciation, grammar and other skills. They use this [the
platform] but mostly just on campus and because the lecturers make them.

Perhaps both of us were too idealistic in stressing the promotion of learner autonomy through
computer-aided self-access English language materials. A few participants conceded to the fact that
autonomous learning is a really difficult objective to achieve and thus it is rarely mentioned during the
development and deployment of English language e-learning materials and learning platforms.
Many of the participants even report that without a degree of coercion (albeit positively) or some
sort of concrete incentive (for example through the giving of extra-credit or bonus marks), most
learners will not even use computer-aided self-access materials even though their institutions have
invested a lot of time and money in setting these up.

8
4.4. CASA-LL frameworks point 4 Assessment/Evaluation

Other than the importance of meeting the needs of learners, all of the research participants are in
agreement with us that English language computer-aided self-access learning materials and platforms
must have an in-built assessment or evaluation component. Or if this is not possible, they stress the
fact that there should be a method in which to test or profile the progress of learners, a point made
clear by Krisda in InaPriCol2:

In our college, we use this [e-learning] programme to help teach English. But it cannot do any
testing so our lecturers prepared some pen and paper tests for students.

An assessment or evaluation component is without a doubt, one of the most basic things to be
taken care of in the development and/or deployment of e-learning materials and platforms.
Nevertheless, sometimes this issue is not taken seriously by English language teachers and instructors
as Khairil from MasPubUni1 wrote:

Our university trains primary and secondary teachers on the use of CALL materials [developed
by the Malaysian government]. But I find that in most classes, the teachers report that they just
ask students to go the [computer] labs and work on the courseware for the sake of using
computers. When I ask them do they test their students after that, they all say [sic] What for?
This is a real embarrassment for us. I think the government need to look seriously into this matter
[] millions have been used to develop all the courseware.

4.5. CASA-LL frameworks point 5 Sustainability

Finally, we placed sustainability as the fifth and final point to be addressed in the development and
deployment of computer-aided self-access e-learning materials and platforms. Although some of the
research participants agree that it is an important issue, most of them however have mixed feelings
about it they agree that it is important to address however, they find it difficult to practically tackle
this issue due to the different resources needed in the development and deployment of e-learning
materials and platforms. As Gemma from NzlPubUni1 puts it:

I seriously have doubts when it comes to this [sustainability issue]. Not that it is not important,
but for example, in our own university we had to use the same [e-learning] platform for more than
eight years. Only late last year [2010] did we move to a new and more up-to-date platform []
all things considered, I guess money is always an issue plus technology now moves so fast that it
is just impossible to keep up-to-date.

The point made by Gemma reverberates in this quote from Khairil from MasPubUni1. As a
senior English language lecturer cum professional e-learning course developer who also has years of
computer programming background, he argues:

Three years give or take if you ask me. That is the limit of sustainability when it comes to
CALL and e-learning technology nowadays. You also have to consider that it takes time, money,
human power to develop these materials. Then you have to take more time for testing and later on
with deployment. Then you need even more time to teach the language instructors and our
students. By that time, the technology you are using [] is yesterdays [technology].

5. CONCLUSIONS

Our research generally managed to justify the usefulness of the CASA-LL framework based on the
professional experience of online course developers and online learning managers in all three
countries. Even though our research participants work in different learning environments and in
different nation states with different levels of ICT preparedness nearly all of them suggest that the
CASA-LL framework has the potential to become a good frame of reference particularly for English

9
language teachers in the classroom who want to incorporate computer-aided self-access e-learning
materials in their classroom teaching.
Nevertheless, they also pointed out that both of us might need to rethink learner autonomy and
also sustainability as important areas because both are quite thorny issues and it is difficult for course
developers and e-learning managers to share a common ground when it comes to these two areas. We
both feel that we should address this issue as we refine and fine tune the CASA-LL framework in the
future. That said, we found it exciting when some of the research participants mentioned that the
CASA-LL framework fits nicely with what they are already doing (and thinking) as e-course
developers and e-learning managers.
The only practical issue for us now is to share the framework as widely as possible with other
course developers, learning managers and of course, classroom teachers to ensure that the
framework can be put to good use as a common shared platform that should be adhered to in the
development and deployment of computer-aided self-access English language e-learning materials.

REFERENCES

Abu Bakar, N. (2007). Technology and learner autonomy: teachers and students perception towards
learner autonomy in a computer-based learning environment in a Malaysian context. Proceedings
of the Independent Learning Association Japan Conference, Kanda University of International
Studies, Chiba, Japan.
Abdullah, S., Hartharan, N. K. & Ibrahim, A. (1997). Multimedia in the classroom: Reality or fantasy?
The English Teacher (online), 16.
Asmawi, A. & Abdul Razak, R. (2006). The instructional design evaluation of a courseware of a
Malaysian virtual university. Malaysian Online Journal of Instructional Technology, 3(1), 1-10.
Burrus, J. (2009). Adult ESL student perceptions on computer assisted language learning
(Unpublished MSc thesis). University of Nevada, Las Vegas.
Calvo, M. V. (1997). Computer Assisted Language Learning: Revision of some theoretical principles
from a practical case. Encuentro: Revista de Investigacin e Innovacin en el aula de idiomas, 9,
127-134.
Chapelle, C. (2005). Autonomy meets individualization in CALL. In J-M. Debaisieux & A. Boulton
(Eds.) TIC et autonomie dans lapprentissage des langues (pp. 77-88). Nancy: CRAPEL.
Chapelle, C. & Jamieson, J. (1986). Computer assisted language learning as a predictor of success in
acquiring English as a second language. TESOL Quarterly, 20, 27-46.
Fyfe, S., Leonard, H., Gelmi, R., Tassell, A. & Strack, R. (2001). Using the Internet to pilot a
questionnaire on childhood disability in Rett syndrome. Child Care, Health and Development,
27(6), 535-543.
Gardner, D. & Miller, L. (1999). Establishing Self-access: from Theory to Practice. Cambridge:
Cambridge University Press.
Ghandoura, W. A. (2006). College ESL student attitudes and beliefs about computer-assisted writing
classes (Unpublished doctoral dissertation). Indiana University of Pennsylvania, Pennsylvania.
Granello, D. G. & Wheaton, J. E. (2004). Online data collection: strategies for research. Journal of
Counselling and Development, 82(4), 387-393.
Hong, K. H. (2009). L2 teachers experience of CALL technology education and the use of computer
technology in the classroom: the case of Franklin County, Ohio (Unpublished doctoral
dissertation). Ohio State University, Ohio.
Ipek, I., Izciler, M. & Baturay, M. H. (2008). Considerations for integrated e-learning courseware
design and instructional design & technology (IDT) approach (pp. 252-257). Proceedings of the
International Educational Technology Conference. Eskisehir: Anadolu University, Turkey.
Ismail, I. S. (2008). Factors hindering the integration of CALL in a tertiary institution. ASEAN Journal
of University Education, 4(2), 35-59.
Kennedy, C. & Levy, M. (2009). Sustainability and computer-assisted language learning: Factors for
success in a context of change. Computer Assisted Language Learning, 22(5), 445-463.
Lancaster, G. A., Dodd, S. & Williamson, P. R. (2004). Design and analysis of pilot studies:
recommendations for good practice. Journal of Evaluation in Clinical Practice, 10(2), 307-312.
Lee, K. W. (2000). English teachers barriers to the use of computer assisted language learning. The
Internet TESL Journal, 6(12). Retrieved from: http://iteslj.org/Articles/ Lee-CALL barriers.html

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Meskill, C. (1987) Interactivity in CALL Courseware Design. Computer-Assisted Language
Instruction Journal, 5(1), 9-14
Nguyen, L.V. (2008). The triangular issues in multimedia language courseware design in the
Vietnamese EFL environment. Asian Social Science, 4(6), 65-69.
Plass, J. L. (1998). Design and evaluation of the user interface of foreign language multimedia
software: A cognitive approach. Language Learning & Technology, 2(1), 40-53.
Reinders, H. (2000). Do it yourself? A learners perspective on learner autonomy and self-access
language learning (Unpublished MA thesis). University of Groningen, Netherlands.
Son, J. B. (2008). Using web-based language learning activities in the ESL classroom. International
Journal of Pedagogies and Learning, 4(4), 34-43.
Tamburini, F. (1999). A multimedia framework for second language teaching in self-access
environments. Computers and Education, 32, 137-149.
Topkaya, E. Z. (2010). Pre-service English teachers perceptions of computer self-efficacy and general
self-efficacy. TOJET: Turkish Online Journal of Educational Technology, 9(1), 143-156.
UK eUniversities Worldwide. (2002). Principles and practice in e-courseware design (online).
http://192.107.92.31/Corsi_2005/bibliografia%20e-learning/ukeu_courseware _design.pdf
Zamari, Z. M. & Adnan, A. H. M. (2010). The Good English Language Learner on Facebook: an
extension of CALL and SALL. In e-Proceedings of the 3rd Malaysia International Conference
on Academic Strategies in English Language Teaching. Shah Alam: Academy of Language
Studies, Universiti Teknologi MARA.

APPENDIX A Excerpt of second email to participants

Thank you for your kind response to my email and for agreeing to provide your feedback regarding
this framework that I am developing with my co-researcher. As mentioned in my earlier email, here is
the executive summary of the CASA-LL framework that we have been working on. Please accept my
apologies for setting such a short deadline for the completion of this online review/interview. We are
pressed for time at the moment as we are planning to present working papers regarding this
framework in the coming months. Last but not least, thank you for your kind help and please be as
thorough (and as brutal as possible) with your responses. Whatever feedback we receive from you
will go a long way in helping us to validate and refine our raw framework.

* I have included the participant information sheet and research ethics document in the last email.
Please do take the time to contact me if you need more clarification about how data you provide will
be used (I have clearly marked several confidentiality clauses for your kind perusal).

APPENDIX B Data collection tool (asynchronous email interview/narrative essay)

Instructions: You are kindly requested to review our raw framework and to provide feedback based on
the guiding questions below. These guiding questions are merely starting points and of course, you are
free to provide as much (or as little input) as possible based on your professional capacity and
experience as e-learning managers and e-course developers in your institutions.

1. On a scale of 1 to 10 1 being not useful and 10 being very useful how would you rate our
raw framework and why?
2. Do you feel that this working framework will have at least some uses in your own institution? In
what ways?
3. What suggestions would you forward to revise and improve our raw framework, based on your
professional capacity and working experience?
4. In your professional capacity and working experience, have you ever considered at least one of
the five points within our raw framework? Please kindly elaborate your answers based on the wh-
questions construct.
5. If it is at all possible, could you share some practical issues and perhaps some challenges that
you have faced as senior course developers and online learning managers that are directly related to
our raw framework?

1

STUDENTS PERCEPTION OF USING ONLINE LANGUAGE
LEARNING MATERIALS

Zarlina Mohd Zamari
1
, Airil Haimi Mohd Adnan
1&2
, Sheema Liza Idris
1
and Johana Yusof
1

1
2
Centre for Academic Development - English Language Enrichment (CAD-ELE), Kate Edger Info Commons,
The University of Auckland, City Campus, NEW ZEALAND
Corresponding author: zarli000@perak.uitm.edu.my

ABSTRACT

First semester students in UiTM were instructed to take an active role in their own learning
experiences through the use of online language learning materials to support their learning
activities. Students were given a maximum of ten (10) marks for this assignment. A questionnaire
was designed and distributed to 100 students to discover their perception and collective
experiences upon completing the online tasks. 97 questionnaires were returned and results are
obtained through analysis of the data obtained. Students feedback was categorized into six main
issues namely frequency of website visits, choice, and recommendation. The remaining three
issues are the problems students faced, their opinion on the effectiveness of this task and students
initiative to access these websites. The study proves that several issues need to be highlighted in
order to ensure the effectiveness of using online materials in language learning. Suggestions on
how to improve this task are also presented in the paper.
[blank10]
Keywords: OBE-SCL, Online learning, Language Learning Materials

1. INTRODUCTION

The integration of the Internet into language learning in ESL classrooms across Malaysia is relatively
still in its infancy. As advancing technology begins to have firm footing in educational institutions
around the country, many efforts have been made to bring technology and the web into classrooms. In
order to move in tandem with the advent of information communication technology and the innovative
use of internet in language learning, UiTMs Academy of Language Studies make it compulsory for
first semester students of BEL120 or Consolidating Language Skills class to incorporate online
language learning as part of the assessment criteria to replace marks for students attendance.
For more than a decade, these students were taught English as their second language generally
through lessons which were more teacher-centred. At tertiary level, first semester students must not be
restricted to the same method of acquiring language proficiency and skills. Pino (2008) stated that the
adaptation of traditional language instruction to an online environment provides ESL learners with
abundant opportunities for the acquisition and mastery of challenging English patterns.
Since most of the basic language skills have been introduced and learned by the time the students
completed their secondary school studies, utilizing online language learning materials into the syllabus
at university level paves the way for the students to improve their existing knowledge and experience
new way of acquiring the skills.
Nevertheless, any implementation of new aspects of learning will inevitably face some challenges,
particularly at the early stages. In UiTM Perak, both lecturers and students faced several teething
problems when online language learning was first accepted as one of the assessments for BEL120
subject. The aim of this study, however, is not to discuss the challenges that the lecturers have to
grapple with: the focus is on the students and their collective experiences, positive or negative at the
onset of this newly implemented assessment criteria.

978-602-19271-0-6 ICEL 2011

2

Related literature indicates that internet has a lot of potential and plays an important role in language
learning. Most researchers found that internet is readily available for both language teachers and
learners. Functioning as a virtual library, the internet enables language learners to access documents
and various other learning materials which are authentic and beneficial for their language acquisition.
The advantage of the web, therefore, is access (LeLoup and Ponterio, 2000). As the internet has
become more readily accessible, institutions have extended the use of online language materials and
course delivery systems (Chapelle, 2001; Liu, Moore, Graham, & Lee, 2002, as cited in Pino, 2008).
As more educational institutions are providing access to the internet, integration of web-based
language learning materials into the lessons is inevitable. In this information age, ESL students have to
have functional, academic, critical and technological skills. Because technology is now viewed as both
a necessary component of, and a means to, achieving literacy, it must become an integral part of ESL
courses, and the Internet ought to be used as a tool to promote linguistic skills and knowledge
construction (Kasper, 2002).
Chantel (2002) also believed that in addition to traditional aspects of literacy such as reading and
writing, it is imperative for ESL learners to understand and embrace the nature of the new,
technologically-based literacy. Being able to utilize web-based language learning materials,
therefore, is taken as an important step further in acquiring a second language for ESL learners.
Another advantage that the internet offers to language learners is interactive, multimedia
presentation that can provide realistic learning experiences. Videos, animations and songs, for
instance, make the activities more interesting as compared to activities available in a textbook or
workbook for that matter. For ESL learners, such presentations not only facilitate learning, they also
serve as points that motivate them to attempt web-based language learning activities.
Young (2003) found that a computer mediated communication environment could lower learners
psychological barriers to enable them to express their opinions freely and to communicate actively on
the internet and that it could also enhance their critical thinking, problem solving and communication
skills through online activities or class homepage construction. Pino (2008) emphasized that online
language environment can provide a sheltered learning environment and they can practice at their
own pace and then demonstrate their newly acquired language skills without experiencing intense
feelings of anxiety.
More recent findings by Ahluwalia and Aggrawal (2010) also reported that internet and the
novelty of working with a new medium make it a motivating tool for language learners. Thomson
(2010) found that online learning is also suitable for gifted students due to its more individualized and
more student-centred approach. In all, most studies in the effectiveness of the internet and web-based
language learning materials highlighted the findings that they create a new, conducive and
encouraging environment to the learners.
Since language learners are the main focus of this study, search for related literature would be
incomplete without findings on the perception of these end users. Stepp-Greany (2002) gave her
language learners a combination of technologies: Internet activities, CD-ROM, electronic pen pals and
threaded discussions. Her language learners preferred CD-ROM activities or internet based
instructions but agreed that both were very interesting as compared to traditional classroom
instructions.
Aydin (2007) and Son (2008) both found that learners showed positive attitude towards the using
the internet in language learning. The former stated that internet increases language use and
participation as well as changing the process of learning from teacher-centred to learner-centred. Son
(2008) studied different tasks in vocabulary acquisition via web-based activities and found that the
explicit response mode has a greater effect than the implicit response mode on the recall and the
transfer of the students learning.
In addition, Mohamad (2009) in her study of the effectiveness of internet-based grammar
instruction in ESL classroom found that the students who used the internet activities performed better
than those who were given the conventional pen and board instruction. Most importantly, students
who used internet-based grammar instruction made less grammatical mistakes in writing as compared
to the control group which received traditional instructions.
The accessibility of the internet in educational institutions and at home as well as innovative
multimedia presentations of language learning activities on the web propel the integration of web-

3
based language learning activities into language lessons. At present, most of these activities are used
not to dehumanize classroom learning experiences but rather to support acquisition of language
outside of those which have been taught in the classroom. Many studies reported positive feedback
from the language learners particularly on the fact that internet language learning materials motivate
them to learn the language since they can attempt the activities at their own pace and they reduce
anxiety or fear in making mistakes in front of the teacher or classmates. Nevertheless, there are still
many areas that could be covered when it comes to studying the perception of language learners.

2.1 Research questions

Having reviewed the related literature, the researchers understand that there are several questions that
need to be addressed. This study focuses on these questions:

1. What are the students perceptions of using online learning materials?
2. What are the challenges that students face when using online learning materials?
3. Do online learning materials promote or motivate students to be interested in learning English?

3. METHODOLOGY

3.1 Subjects

Ninety seven students from five different faculties in UiTM Perak with an average age of 18 years old
were the subjects of this study. Distribution of subjects based on the faculties is listed below:

Table 1: Number of Students from Each Faculty

Faculties Number of Students

1. Faculty of Architecture, Planning and Surveying 20

2. Faculty of Art and Design 17

3. Faculty of Accountancy 20

4. Faculty of Computer and Mathematical Sciences 20

5. Faculty of Office Management and Technology 20

3.2. Procedure

A questionnaire was designed and distributed to a hundred (100) first semester students who took
BEL120 or Consolidating Language Skills classes. Completed questionnaires were received from
ninety seven (97) subjects. Analysis of their responses to questions concerning web-based language
learning materials reveal their perceptions of this task which was just introduced as one of their
assessment criteria for BEL120 subject. Feedback from this questionnaire also highlighted some
challenges that the students faced which would be very helpful for future improvement of this
assessment criterion.


A number of part one students from various faculties, have been asked to answer a set of
questionnaires containing direct questions on their perception of the usage on online learning
materials. The questions asked were based on the three research questions in Section 2.1. They were
also interviewed at random to find out on their opinion on the online learning materials. 100
questionnaires have been distributed to 6 faculties, and out of the 100, 97 were returned. The bar chart
below shows the distribution based on faculties and gender.

4

Figure 1: Number of Students

Table 2: Number or respondents based on Gender

Frequency Percent
Valid
Percent
Cumulative
Percent
Male 31 32.0 32.0 32.0
Female 66 68.0 68.0 100.0
Total 97 100.0 100.0

The above table shows the number of respondents based on gender. 31 out of 97 or 32% who
responded were male, while 66 out of 97 or 68% were female students. More females were taken as
samples as currently there are more female students than male students.
Table 3 below shows the number of students that would still do the online learning materials if
they were not asked by the lecturer to do it. 56.7% responded yes, they would do, while 43.3% said
no, they would not do it. This somehow shows that there is only a slight difference in the percentage to
those who willingly want to do the online learning materials, and those who are not willing to do them.

Table 3: Students willingness in doing the online learning materials

Yes No Total
Gender Male Count 14 17 31
% of
Total
14.4% 17.5% 32.0%
Female Count 41 25 66
% of
Total
42.3% 25.8% 68.0%
Total Count 55 42 97
% of
Total
56.7% 43.3% 100.0%

5
Table 4: Reasons to why students do online learning materials

Reasons
Total
Asked by
lecturer
Fulfill
course
requirement
Self-
fulfillment
Gender Male Count 7 16 8 31
% of
Total
7.2% 16.5% 8.2% 32.0%
Female Count 17 21 28 66
% of
Total
17.5% 21.6% 28.9% 68.0%
Total Count 24 37 36 97
% of
Total
24.7% 38.1% 37.1% 100.0%

When asked reasons for the students to do the online learning materials, 24 or 24.7% mentioned
that they did it because they were asked by their lecturers. 37 or 38.1% did it because they had to as it
is to fulfil the course requirement. The remaining 36 or 37.1% mentioned that they did it for self-
fulfilment.
Based on this data, it can be seen that majority of the students do the online learning materials
because they had to either because their lecturer has asked them or because it is to fulfil the course
requirement. It can also be seen that only 8.2% of the male students did it for self-fulfilment. In other
words, if it is not a must, they would not have done it.
The respondents were also asked on how they would find the appropriate website to do the online
learning materials. Table 5 illustrates that majority of the students that is 82 or 84.5% mentioned that
they googled for the appropriate websites. This is followed by 13 or 13.4% went into webpages
which were recommended by the lecturers, 1 or 1.0% got it from friends while another 1 or 1.0% took
it from other sources.

Table 5: Ways students find appropriate websites

Ways students find appropriate websites Total

Googled

Recommende
d by lecturer
Got it
from
friends Others
Gender Male Count 21 8 1 1 31
% of
Total
21.6% 8.2% 1.0% 1.0% 32.0%
Female Count 61 5 0 0 66
% of
Total
62.9% 5.2% .0% .0% 68.0%
Total Count 82 13 1 1 97
% of
Total
84.5% 13.4% 1.0% 1.0% 100.0%

6
Table 6: Students opinion on the websites visited

Opinion on websites visited
Total
Not that
helpful
Not
interesting
at all
Very
helpful
Very
interesting
Gender Male Count 2 7 19 3 31
% of
Total
2.1% 7.2% 19.6% 3.1% 32.0%
Female Count 8 5 42 11 66
% of
Total
8.2% 5.2% 43.3% 11.3% 68.0%
Total Count 10 12 61 14 97
% of
Total
10.3% 12.4% 62.9% 14.4% 100.0%

Table 6 shows the number of students opinion on the websites that they visited. From the table it
can be seen that 62.9% mentioned that they are very helpful, 14.4% said that they are very interesting,
12.4% mentioned that the websites they visited were not interesting at all and 10.3% said that the
websites were not that helpful.
Table 7 and 8 below shows the number of respondents that mentioned they encountered problems
when doing the online learning materials, and the problems that they faced.

Table 7: Problems encountered

Any problem
Total Yes No
Gender Male Count 27 4 31
% of
Total
27.8% 4.1% 32.0%
Female Count 60 6 66
% of
Total
61.9% 6.2% 68.0%
Total Count 87 10 97
% of
Total
89.7% 10.3% 100.0%

The students were also asked whether they encounter any problems when doing the online
learning materials. The majority of them agreed with 87 or 89.7% mentioned that they do encounter a
lot of problems, while only 10or 10.3% did not encounter any difficulties. Some of the problems that
they encountered are problems with the internet connection which is most of the time slow, the
difficulties to print the materials, the materials or the questions on web-based language learning
materials are difficult and confusing.

7
Network very slow Difficult to print Questions/Activities
are too difficult
Others
The Problems
0
10
20
30
40
50
60
70
F
r
e
q
u
e
n
c
y
The Problems

Figure 2: Problems faced by students when doing online learning materials

Table 8: Problems faced by students

Frequency Percent
Valid
Percent
Cumulative
Percent
Valid Network very
slow
61 62.9 67.8 67.8
Difficult to
print
10 10.3 11.1 78.9
Questions/Acti
vities are too
difficult
14 14.4 15.6 94.4
Others 5 5.2 5.6 100.0
Total 90 92.8 100.0
Missing System 7 7.2
Total 97 100.0

The majority of the subjects( 61) or 67.8% reported that they have difficulties going online as
most of the times they the internet connection is very slow. 14 or 14,4% claimed that the questions or
activities were difficult, 10 or 10.3% stated that they face difficulty in printing and the remaining 5 or
5.2% gave other reasons like only certain programs are required to access web-based learning
materials.
So, as a whole, it can be seen that majority of the students find that online learning is helpful and
interesting for them to increase the English language ability however, problems with the net which is
most of the time slow discourage them to further do online learning materials.

5. CONCLUSION

This study, which is also a work in progress, has shown that after being instructed to go on the internet
on their own and utilize web-based language learning materials to facilitate their learning, students are
able to give both positive and negative feedbacks based on these activities.
Firstly, most of the students were motivated to attempt web-based online learning materials even
when this activity was no longer required for the purpose of assessment. Less than a half of the
students would not carry out these online learning activities if they were not part of the course
requirement. Since the implementation of web-based learning activities is still new, students who lack
knowledge of the internet and were not previously exposed to online learning would definitely display
some form of apprehension towards it. Lecturers must, in future, be more selective in suggesting

8
beneficial and functional web-based language learning materials for the students to create more
interest and encourage maximum participation.
In addition, interestingly enough, when asked to give reasons for their online language learning
attempts, there was almost equal number of students between those who did them because they were
course requirement and those who went online for self-fulfilment. Only a fraction confessed that they
went online because the lecturers asked them to do so. In short, most of these students have an internal
motivation to use internet to facilitate their learning. These support Young (2003) and Pinos (2008)
findings that web-based instructions remove the barrier of anxiety and encourage the students to
attempt language tasks at their own pace.
Next, as mentioned earlier, the introduction of web-based online learning as an assessment
criterion to replace marks allocated for attendance was done at the beginning of the semester. Both
lecturers and students were faced with several challenges and confusion. The latters feedback from
the questionnaire highlights the undeniable obstacle which was the internet connection. Web-based
online learning materials are getting more advanced with the application of multimedia interactive
capabilities.
Thus, a consistent and fast connection is needed to support the system used at many language
learning websites. Most students reported that their main challenge was the internet connection thus,
this issue has to be resolved in order to provide maximum online learning experiences for the students.
As ruled out by LeLoup and Ponterio (2002) as well as Chantel (2002), internet accessibility is the
backbone of online learning. Without stable and efficient connection, students will only face a lot of
frustrations instead of developing and enhancing literacy based on the new technology. Since students
were also asked to print out results of their web-based language learning exercises, other facilities such
as computers and printers also came into the picture. Access to computer labs, with proper monitoring,
must be provided to ensure that students could print out their results, in future.
Another important aspect to consider would be the choice of web-based language learning
materials. Some students reported that several websites that are supposed to aid language learning
pose challenging questions. Most of the students however, chose their language learning websites
based on the search results from Google search engine. Lack of monitoring in their choice of websites
would lead to non-standardized selection of materials. Lecturers must acknowledge and guide these
students in choosing the websites which could give them good language learning exercises.
At the same time, they need to be challenged in order to improve their literacy skills. Kasper
(2002) has suggested that internet enables the students to interact with language in new and varied
ways and helps them develop and hone the range of literacy skills they need to succeed both in college
and in our digital age of information. Thus, lecturers have to guide students in choosing the right
language learning websites and materials so that they can maximize the use of internet to improve
their command of the language.

5.1 Limitations

The limitations of sampling methods and the number of sample must be acknowledged. Therefore, the
process of generalizing these to other student groups is limited. This study is a work in progress and
more detailed research into the areas of online learning materials and its effectiveness will be covered
in future.

ACKNOWLEDGEMENT

Our team of researchers would like to express our utmost gratitude to the many students who assisted
and participated in this study.

REFERENCES

Ahluwalia, G. & Aggarwal, D. (2010). Language learning with internet-based projects: A student-
centred approach for engineering students. ESP World, 1(27), Issue 9. Retrieved from
http://www.espworld.info
Aydin, S. (2007). Attitudes of EFL learners towards the internet. The Turkish Online Journal of
Educational Technology, 6(3), article 2.

9
Chantel, R. G. (2002). New technology, new literacy: Creating a bridge for English language learners.
New England Reading Association Journal, 38(3), 45.
LeLoup, J. W. & Ponterio, R. (2000). On the Net: Foreign Language Teacher Resources. Language
Learning and Technology, 6-9.
Kasper, L. F. (2002). Technology as a tool for literacy in the age of information: Implications for the
ESL classroom. Teaching English in the Two Year College, 30(2), 129.
Mohamad, F. (2009). Internet-based grammar instruction is ESL classroom. Journal of Pedagogies
and Learning, 5(2), 34-48.
Pino, D. (2008). Web-based English as L2 instruction and learning: Strength and Weakness. Retrieved
from http://findarticles.com/p/articles/mi_hb5835/is_200803/ai_n32281702/
Shield, L. & Kukulska-Hulme, A. (2006). Are Language Learning Websites Special? Towards a
Research Agenda for Discipline-Specific Usability. Journal of Educational Multimedia and
Hypermedia, 15(3).
Son, J-B. (2008). Using web-based language learning activities in the ESL classroom. Journal of
Pedagogies and Learning, 4(4), 34-43.
Stepp-Greany, J. (2002). Students perception of language learning in a technological environment:
Implications for the new millennium. Language Learning and Technology, 6(1), 165-180.
Thomson, L. D. (2010). Beyond the classroom walls: Teachers and students perspective on how
online learning can meet the needs of gifted students. Journal of Advanced Academic, 21(4), 622-
712. Young, S. S. C. (2003). Integrating ICT into second language education in a vocational high
school. Journal of Computer Assisted Learning, 19, 447-461.
Yun, S., Miller, P. C., Baek, Y., Jung, J., & Ko, M. (2008). Improving recall and transfer skills
through vocabulary building in web-based second language learning: an examination by item and
feedback type. Educational Technology & Society, 11(4), 158-172.

1

INVESTIGATING STUDENTS ACCEPTANCE TOWARDS BLOG

Norulhuda Tajuddin
1
, Musramaini Mustapha
1
, Azniza Ahmad Zaini
1
and Mohd Norafizal Abd
Aziz
2

1
Faculty of Business Management Universiti Teknologi MARA, Branch Pahang,

2
Faculty of Computer Science and Mathematics, Universiti Teknologi MARA, Branch Pahang
alhudatajuddin583@pahang.uitm.edu.my

ABSTRACT

Based on previous research, TAM is widely confirmed to measure students acceptance towards
technologies in education; however, there is little research to study the difference effects on
moderator factor especially ICT literacy level. Therefore this study aims to investigate the
difference effect on ICT literacy of the students toward blog acceptance. Seventy-eight business
students were involved in this study adopted the well-known model of TAM plus perceived
playfulness as another predictor. The result reveals there is no significant difference between
groups of student with high and low ICT literacy. But the TAM model is once again confirmed in
this study. On the other hand, both groups show significant difference with regard to intention to
use blog, where students with high ICT literacy have more positive and significant relationship.

Keywords: Technology Acceptance Model (TAM), blog, lifelong learning, academic

1. INTRODUCTION

Weblogs or blogs can be defined as online journals where the content is arranged in reversed
chronological order (Walker, 2005). Recently, blog has been accepted as a new tool used by young
generation to communicate, sharing information and to have social interaction. In addition to that, blog
enable users to beautify their own field of interest by posting opinions, pictures, video, message and
etc. In academic world, blog is also accepted as a new mechanism in teaching and learning process in
order to encourage students interest and participation. Current practices of blog in education are
developed rapidly. The usage of blog in academic field is widely applied in many areas such as
English literature (Ding, 2009), mentor blog project (Walker, 2005), distance learning (Wheeler &
Lambert-Heggs, 2009), physical education (Papastergiou et al., 2011) and e-portfolio (Chuang, 2010).
Technology acceptance model (TAM) is widely used to identify individual usage behaviour
towards information technology (IT) (Shang et al., 2008). Based on this model which was originally
proposed by Davis et al. (1989) stated there are two main variables which is perceived of usefulness
(PU) and perceived ease of use (PEOU) that could influence the attitude towards technology
acceptance. Previous researchers have empirically tested TAM in various technology adoption such as
World Wide Web or WWW (Moon & Kim, 2001); e-learning system (Sanchez & Hueros, 2010;
Zhang et al., 2008); online shopping (Hernandez et al., 2011); smart phone (Chen et al., 2011); GPS
(Chen et al., 2011), and etc.
A study by Hsu and Lin (2008) indicated that most bloggers are male, young and have high
education level. Thus, this study is interested to investigate the blog acceptance among students by
applying the well-known model; the Technology Acceptance Model (TAM). According to Zhang et
al. (2008), most of studies to research on technology acceptance were conducted in developed
countries. However, recently a few researchers from Asian country started to adopt the model to test
the impact in different cultural environment. Furthermore, this study also includes perceived
playfulness as proposed by Moon and Kim (2001) as another predictor that influence the acceptance of
technologies.

The present study is aimed to achieve these objectives;
a) To identify the level of usage of ICT among students.
978-602-19271-0-6 ICEL 2011

2
b) To measure the difference between high ICT literacy students with low ICT literacy
students on attitude and their intention to use blog.


Technology acceptance model (TAM) is originally proposed by Davis (1989) stated there are two
main variables which is perceived of usefulness (PU) and perceived ease of use (PEOU) that could
influence the attitude towards technology acceptance. TAM model was also used to measure the
individual behaviour toward Information Technology (IT). Instead of perceived of usefulness (PU)
and perceived ease of use (PEOU), Wang et al. (2011) in their research entitled Investigating the
individual difference antecedents of perceived enjoyment in students' use of blogging, claimed that
perceived playfulness (PP) is regard to the excitement of bloggers to have the blogging activities
together within their communities or known among blogosphere.
Hall and Davidson (2007) mentioned that blog encourage students engagement with teaching
materials thus emphasis communication inside classroom members. Perceived of usefulness (PU),
perceived ease of use (PEOU) and perceived playfulness (PP) are considered exist but which one of
the variables become the important factor for student to use blog. Based on the findings of study by
Mah and Er (2009), the students perceived blog for their ESL course is more usefulness compared
with ease to use. Blog have large audience of users, students become the significant group to study and
emphasize on their acceptance towards blog usage. Besides that, Shih (2004) also used TAM towards
internet utilization behavior stated information needs requires perceived usefulness, perceived ease of
use, and user attitudes toward Internet use for searching the information and indirectly individual
performance during that process.
Blog community can encourage perceived playfulness towards the blog usage among students
because according to Park (1994), individuals were able to perceive something very subjective and
based on personal needs at work that related to their environment. Thus, Choo (1998) had mentioned
that information behavior is an information needs-seeking use cycle for resolving task problems at the
individual level. It means, perceived playfulness consider adaptation from acceptance of blog usage
among students to transfer any information from one to another create their consistent attitude towards
blog usage.
A study by Selim (2003), research on students acceptance and attitude had found significant
relationship between perceived ease of use and usefulness in determining the usage of course website.
The finding was consistent with study by Zhang et al. (2008), who empirically tested the TAM on
online learning in China.

3. METHODOLOGY

3.1 Measurement Development

The questionnaire items used in this study were primarily adapted from previous studies. TAM
measurements were adapted from two different studies by Moon and Kim (2001) and, Sanchez and
Hueros (2010). The three independent variables, namely; perceived ease of use (PEOU), perceived
usefulness (PU), perceived playfulness (PP) are hypothesized to have a positive relationship with
attitude toward blogging (ATT) as the dependent variable. In addition, this study also explores the
relationship between attitudes toward blogging (ATT) with intention to use (INT). The measurements
were structured with closed end design using 5-point Likert scale; according to the degree of
agreements, 1 for strongly disagree and 5 for strongly agree.
The questionnaire consists of two parts. Part A addressed the demographic matters such as gender,
age, common place of blogging, years using computer and etc. In addition to that, respondents were
also asked regarding to their frequency of using ICT tools such as software and web 2.0 (e.g. word
processing software and social networking sites). The instrument is adopted from Papastegiou et al.
(2011) and there are10 items to measure respondents response. Part B included all the measurements
of both independent and dependent variables. There are 40 items altogether used in the questionnaire.
The data used in this study were drawn from a sample of students who enrolled in the IT in
Business subject (MGT300) at the Faculty of Business Management, UiTM Pahang during the May
October 2011 semester. The total population comprised 419 students, which all Part 4 students from

3
the Diploma in Business Studies (80 students) and Part 5 students (339 students) from the Diploma in
Banking program. Ninety-three students were selected as sample which consists of students from
group BM1125O (13), BM1114A (27), BM1114B (25), and BM1114C (27). Out of the 92 students,
78 (83.8%) students returned the questionnaire.
The questionnaire was completed by the students during the class period on the date the survey
was circulated. The data from the questionnaire were analysed using the Statistical Package for Social
Sciences, version 18.0. Descriptive statistics were analyzed to measure the frequencies of the
demographic profiles, mean and standard deviation. To test the relationship among the independent
variables with dependent variable, multiple linear regression analysis was used.

3.2 Blog in Classroom Practice

All the selected sample of 92 students for this study was supervised by the same lecturer for MGT 300
course. Lecturer briefed the students about blog assignment on their first meeting. The blog
assignment will carry 10% out of 40% of total continuous assessment mark. Students were asked to
form a group consists of between 3 to 4 members and they should create a group blog. All contents in
the blog must use English. The main purpose of the blog is to offer and sell products/services. Each
group was asked to develop their own business idea and think on how to get the products/ services
they wish to sell on the blog. They need to state and show their mission, vision, corporate logo,
objectives, profile of owners, description and photos of products/services offered in the blog.
In addition to that, they were also given specific tasks to facilitate them update their blog weekly
such as, blog review, individual entry posting, and interview. The students will update their business
progress by uploading new photos of their products, testimonial from customer, promotion and
advertisement articles. For this study purpose, 24 group blogs had been established which offered
various products/services like cookies, t-shirt, accessories, photography services, cracker and etc.
Table 1 shows 5 group blogs established by students.
The lecturer of MGT 300 also established her own blog to monitor the progress of students blog.
All the group blogs are listed under blog list on the side bar to ease the monitoring process and
facilitate the students to visit and view their classmates blog just by one click. Lecturer will update
the blog to share information such as announcement, assignments, test, and notes regarding the course
from time to time. Every week the lecturer will spend time to read articles posted by students and
leaves comments to motivate and responds to students work. The students were also encouraged to
comment on their friends post and most of them participate to help each others by buying their
friends products and involved in giving out some testimonial on the blog.

Table 1: List of Blog Established by Students

Blog URL Main business Role
http://ladies4memetchi.blogspot.com/ Homemade chocolate Student
http://theperfectto.blogspot.com/ Shawl Student
http://ecupcookies.blogspot.com/ Cookies Student
http://faranicookiemookies.blogspot.com/ Cookies Student
http://kerepeks4c.blogspot.com/ Cracker Student

3.3 Internal Consistency Reliability

Cronbach alpha was used to assess the internal consistency reliability of the questionnaire. According
to Sekaran (2003), reliability less than 0.60 are considered to be poor, those in the 0.70 range are
acceptable, and those over 0.80 are good. These coefficients are represented for each of the constructs
in Table 2. Out of five, four constructs are considered good including attitude toward blogging
(0.923), perceived usefulness (0.906), intention to use (0.879) and perceived playfulness (0.860).
However, perceived ease of use (0.658) is considered poor. However, based on Hair et al. (1992), the
value of 0.50 is acceptable.

4
Table 2: Internal Consistency Reliability

Constructs Items Cronbach alpha
Perceived ease of use 10 0.658
Perceived playfulness 10 0.860
Perceived usefulness 10 0.906
Attitude 5 0.923
Intention to use 5 0.879

4. RESULT AND DISCUSSIONS

4.1 Respondents Profile

Table 3 presents descriptive statistics of respondents profile. The total numbers of respondent are 78
students. Sixty-four percent of respondents were female and majority of the students were aged
between 18 to 20 years old (88 %). Only 29.5 percent of them have personal blog, while 65.4 percent
admit they had used blog for academic purpose.
Majority of the respondents own the internet facilities and connection either they own Smartphone
or broadband with 79.5 percent. Fifty-five percent of respondents choose campus as common place of
blogging, while 33.3% preferred to blogging at home and 10.3% choose other places such as cyber
caf or restaurant. With regard to years of using computer, more than half of the respondents (59%)
have more than 5 years, while 24.4% of them have between 3 to 5 years experience using computer.

Table 3: Descriptive study of respondents profiles

Measure Items Frequency Percent
Gender Male
Female
28
50
35.9
64.1
Age 18 20 years
21 23 years
69
9
88.5
11.5
Have personal blog Yes
No
23
55
29.5
70.5
Had use blog for academic
purpose
Yes
No
Missing
51
26
1
65.4
3.33
1.3
Own internet facilities
(e.g. broadband and
Smartphone)
Yes
No
Missing
62
15
1
79.5
19.2
1.3
Common place for blogging Home
Campus
Others
Missing
26
43
8
1
33.3
55.1
10.3
1.3
Years of using computer Less than 3 years
Between 3 to 5 years
More than 5 years
13
19
46
16.7
24.4
59.0

4.2 Usage of ICT Tools among Students

Table 4 indicates the mean and standard deviation value for usage of IT among respondents. The
respondents were asked regarding to their frequency of using few software such as, word processing,
presentation and photo editing software. They were also asked on how frequent they use search
engine, email and social networking sites. The measurement used to analyze frequency is rated as 0 for
never, 1 for rarely, 2 for sometimes, 3 for often and 4 for always.
The result shows that students are frequently engaged with social networking sites like Facebook
and Twitter with the highest mean value of 3.79. It is very obvious as this is a common way for young

5
generation to communicate to each others nowadays. Students also showed high interest using search
engine such as Google.com and Yahoo.com with mean value of 3.77. The least used tools were
database software (mean = 1.45), animation and graphic software (mean = 1.71) and spreadsheet
software (mean = 1.74).

Table 4: Mean Value and Standard Deviation

Mean s.d.
Word processing software 2.99 1.141
Spreadsheet software 1.74 1.133
Presentation software 3.03 0.959
Database software 1.45 0.867
Animation and graphics software 1.71 1.157
Video and photo editing software 2.39 1.173
Search engine
(e.g. Google and Yahoo)
3.77 0.643
Electronic email 3.25 1.041
Social networking sites
(e.g. Facebook and Tweeter)
3.79 0.543
Media sharing sites
(e.g. YouTube and 4Shared)
3.56 0.766
N 78

4.3 Level of ICT Literacy

Based on the mean analysis on frequency of using ICT as discussed above, the students were separated
into two groups namely; high ICT literacy and low ICT literacy students. Students whose score mean
is 3.00 and above is considered as high ICT literacy, meanwhile 2.99 and below is considered as low
ICT literacy. From the findings, 39.7 percent of the students are categorized under high ICT literacy
group and the rest are low ICT literacy. Table 5 shows the detailed result.

Table 5: Descriptive study on ICT literacy

IT literacy N Percent
High 31 39.7
Low 47 60.3
N 78 100

4.4 T-Test

An independent sample t-test is conducted to analyze the different between high IT literacy compared
to low IT literacy group. Table 6 shows that there is no significant t-value for each factor. Thus, there
is no evidence that there is a difference in the perception of high computer literacy and low computer
literacy students. However, high computer literacy students were significantly higher than low
computer literacy students for attitude toward blogging. The same result also found regarding to
intention to use blog.

Table 6: Comparison of High ICT Literacy and Low ICT Literacy Students

Variables Mean
High IT literacy
Mean
Low IT literacy
T-value Sig.
PP 3.8613 3.6215 1.938 0.056
PEOU 3.5674 3.4149 1.600 0.114
PU 3.8333 3.6596 1.296 0.199

6
ATT 4.0839 3.7160 2.593 0.011*
INT 3.9194 3.5894 2.286 0.025*
*p-value < 0.05

4.5 Correlation

A correlation analysis was carried out to examine the relationship among variables. The correlation
analysis shows all variables are significantly related to all each others as the main focus of this study is
to measure the relationship between students attitudes towards blogging with the predicator variables
indicates mixed results. The relationship between students attitude with perceived playfulness (PP)
shows significant and strong relationship, 0.771. However, for perceived ease of use (PEOU), and
perceived usefulness (PU), the analysis shows significant but moderate relationship. Next, the
relationship between students attitude with intention to use blog also shows significant and moderate
relationship. The detailed results are tabulated in table 7.

Table 7: Pearson Correlation among Variables

Variable PP PEOU PU ATT INT
PP 1 .510
**
.667
**
.711
**
.611
**

PEOU - 1 .469
**
.576
**
.440
**

PU - - 1 .645
**
.583
**

ATT - - - 1 .680
**

INT - - - - 1

4.6 Regression Analysis

In order to support the hypotheses formed in this study, multiple regression analysis was conducted to
examine the relationship between the independent variables and the dependent variable. With regards
to the T-test as discussed above, it proved that both groups of high computer literacy and low
computer literacy students showed no difference. But for reconfirmation of the result, a dummy
variable was created for the multiple regression analysis. According to Field (2005), majority group
was selected as the baseline. Thus, low IT literacy group is selected as dummy variable (D) and high
IT literacy group was chosen to be the reference group.

Table 8: Multiple Regression with Regression Coefficients

Variable R
2
Adjusted
R
2

S.E t-value Sig.
ATT 0.614 0.593
(constant) -0.039 0.443
D -0.154 0.096 -1.599 .114
PP 0.465 0.120 3.867 .000*
PEOU 0.356 0.132 2.694 .009*
PU 0.275 0.109 2.531 .014*
*p-value < 0.05

Based on the Table 8, the multiple regression model is written as:

ATT = + 0.465 PP + 0.356 PEOU + 0.275 PU + (-0.514) D + e
From the results obtained in regression analysis, the R-square (R
2
) is 0.614 indicating that 61.4% of
the dependent variable is explained by the independent variables, whereas another 38.6% is not
explained. For dummy variable (D) as included in the model, was found to have an insignificant
relationship to attitude towards blogging at p = 0.05. Therefore, the result proved that group of
computer literacy does not contribute to the variance in the dependent variables.

7
Furthermore, the significant value shows all the independent variables of perceived playfulness
(PP), perceived ease of use (PEOU) and perceived usefulness (PU) have a positive and significant
relationship at p = 0.05. The positive influence of perceived usefulness ( = 0.275) and perceived ease
of use ( = 0.356) on students attitude toward blogging in original TAM is confirmed and consist ent
with previous study (Moon & Kim, 2001; Sanchez and Hueros, 2010). For additional variable in
extended TAM so called perceived playfulness shows the highest beta value of 0.465 influences on
attitude toward blogging among student. It indicates the higher the students perceived the blog offers
them enjoyment, stimulate curiosity, and lead them to exploration the higher the attitude towards blog.
As shown in Table 9, the relationship between students attitude with intention to use blog was
investigated. Based on the t-test result as presented in Table 5, there is a significant difference between
high IT literacy compared to low IT literacy students with regard to intention to use. Therefore we run
the analysis separately according to these groups. High ICT literacy group was found to have more
positive significant effect towards intention to use blog ( = 0.836). However, for low ICT literacy
group there is still a positive and significant at = 0.584. It indicates that students with high IT
literacy have more tendencies to use blog compared to students with low IT literacy.

Table 9: Attitude and intention to use

High IT literacy Low IT literacy
INT = ATT
R
2
0.459 0.427
Adjusted R
2
0.441 0.414
0.836 0.584
Sig. 0.000* 0.000*
*p-value < 0.05

5. CONCLUSIONS

The objective of this paper is to investigate if there is a significant difference between high ICT
literacy students with low ICT literacy students on blog adoption. However, the finding of the research
reveals that there is no significant difference between both groups regarding their attitude toward blog.
However, the extended TAM model is once again confirmed in the case of blog adoption and
perception of student in UiTM Pahang. Perceived usefulness, perceived ease of use and perceived
playfulness were considered as important factors for students to use blog. With regard to intention to
use, students with high ICT literacy have more positive and significant effect compared to low ICT
literacy students.

ACKNOWLEDGEMENT

This study is supported by Research Management Institute, Universiti Teknologi MARA under the
Excellent Fund Grant, Project number 021000 11 0013.

REFERENCES

Catherine, P. (2005). Blog On: Building Communication and Collaboration among Staff and Students.
Learning & Leading with Technology, 32(6): 12-15.
Chai, S. & Kim, M. 2010. What makes bloggers share knowledge? An investigation on the role of
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1

"I AM A TECHNO-REBEL!" MALAYSIAN ACADEMICS & THEIR
PERSONAL EXPERIENCES OF PROGRESSING INTO e-LEARNING

Airil Haimi Mohd Adnan
1&2
and Zarlina Mohd Zamari
2

1
English Language Enrichment and Acquisition Centre (CAD-ELSAC), Kate Edger Information Commons, The
University of Auckland, City Campus, NEW ZEALAND
2
Corresponding author: airil@teechconsult.com

ABSTRACT

As we delve deeper into the world of online learning in our attempts to evaluate our Computer-Aided
Self-Access Language Learning (CASA-LL) framework (Adnan & Zamari, 2011), we began working
closely with e-course developers and online learning managers in different countries and educational
institutions to elicit their personal experiences regarding e-learning as a whole. Moving from a macro
to micro point-of-view, we noticed three components in our framework that were very relevant to
course instructors and classroom tutors namely needs, design and learner autonomy - as they move
their teaching from real life to the virtual universe. More interestingly, we also noticed that these three
components are not just relevant to language instructors but they are relevant to all educators who wish
to embrace e-learning wholeheartedly. On the downside, given that many educational institutions (in
Malaysia at least) are not yet ready for e-learning or are just beginning to develop an e-learning
infrastructure without clear directions, very few Malaysian academics can be seen as true e-learning
developers and/or instructors. To collect empirical data on this critical phenomenon, we identified and
personally approached two highly experienced Malaysian academics who have attempted to embrace
e-learning as part of their academic existence. This research paper shares their personal drive, feelings,
failures and successes given the fact that both of them had chosen to work outside of the system as it
were - to prove to their peers the virtues of e-driven learning and to show others that e-learning is the
path to the future. Using excerpts from unstructured narrative interviews and snippets of informal
online communication with our two participants, we found that although they come from different
academic backgrounds, they somehow shared common goals and faced nearly the same challenges and
difficulties in their ongoing efforts to encourage, promote and support e-learning deployment.

Keywords: E-learning, needs, design, autonomy, qualitative.

1. INTRODUCTION

In April this year, the Malaysian Ministry of Higher Education initiated a fresh policy level initiative
to promote and enhance e-learning, aptly called the National e-Learning Policy for Higher Education
Institutions (Malaysian Ministry of Higher Education, 2011). Although some might see this policy
move as timely, others might even argue that such a move should have been initiated several years
back perhaps as the world moved into this new millennium. Whatever one might feel, eleven years
into the new millennium the Malaysian tertiary sector is doing everything possible at least at policy
level to address the importance, prevalence and relevance of e-learning in teaching and learning at all
educational levels in the developed and developing world.
Today, in the Malaysian setting it is not difficult to find many proponents of e-learning working in
tertiary education. Many tutors, lecturers and professors that we know fully support e-learning and
from our informal chats and more serious discussions with these colleagues throughout the years, we
could generalise that e-learning is indeed the in-thing in academia. In fact for the outsider who
listens to these informal chats and serious discussions, she or he might be forgiven for thinking that
Malaysian academics not only talk about e-learning but they also widely use e-learning to strengthen
and support the teaching and learning dyad.
On the contrary based on our own professional experience working both in the public and private
tertiary sectors respectively, reality on the ground does not reflect the positive support for e-learning.
978-602-19271-0-6 ICEL 2011

2
Although clearly this statement is a generalisation of reality, it should pass the acid test in specific
academic departments, faculties and schools. Of course there will be one or two academics in a
particular department for example, who will be the exception the lone few who have been and are
continuing to use e-learning tools and platforms to teach in, and beyond, the classroom or lecture hall.
Problematically their numbers seem to be quite small compared for example, to the total number of
academic staff members within that particular academic department.
With the wider use of social networks and weblog platforms however, we know of several peers
who are venturing into the realm of e-learning. Seminar and conference papers on Facebook related
learning for example, are on the rise as our colleagues and other Malaysian academics take their
teaching to the virtual universe. The problem is, methodologically does this count as e-learning in the
first place? This methodological issue is exacerbated by the fact that some local universities are even
defining tutors and lecturers who use PowerPoint presentations as being actively engaged in using e-
learning for teaching purposes.
Due to this issue, from the outset there is a critical need to establish what actually constitutes e-
learning in the actual teaching and learning sense of the terminology. It is not that we want to exclude
the use of social networking platforms as e-learning tools because our own research on Facebook
learning communities (based on Facebook community pages) show that this platform indeed could
be adopted and adapted into computer-aided self-access language learning tools (see Zamari & Adnan,
2010; 2011), but at the same time we might have to think twice if we were to start accepting the use of
PowerPoint presentations as proof of e-learning in action. As such, for our research we will be using
this comprehensive and elaborate definition of e-learning as an operational term (with our added
emphasis):

instruction delivered on a digital device such as a computer or mobile device that is intended
to support learning [and] have the following features:

Stores and/or transmits lessons on CD-ROM, local internal or external memory, or servers on the
Internet or intranet;
Includes content relevance to the learning objective;
Uses media elements such as words and pictures to deliver the content;
Uses instructional methods as examples, practice and feedback to promote learning;
May be instructor-led (synchronous e-learning) or designed for self-paced individual study
(asynchronous e-learning);
Helps learners build new knowledge and skills linked to individual learning goals or to improved
organizational performance. (Clark & Mayer, 2011, pp. 8-9)

It is clear from this comprehensive and elaborate definition that e-learning needs to meet certain
criteria before being seen as e-learning in the truest sense of the terminology. But even when novel
online tools are being used to support teaching and learning, instructors need to be careful so that they
do not end up just taking the easy route by transferring poorly designed traditional classroom training
directly into synchronous e-learning environments (Clark & Kwinn, 2007, p. xv). The next section
will highlight this and other significant issues related to e-learning as an educational movement, as a
teaching methodology and as a way forward for Malaysian higher education institutions.


2.1. e-Learning as an educational movement and teaching methodology

Horton (2011), Clark and Kwinn (2007), Clark and Mayer (2011), Prensky (2001a; 2001b), and many
other academics and authors have discussed the importance of e-learning for this new generation of
learners. E-learning is consequently not just a teaching methodology but it could also be viewed as an
educational movement for this generation and beyond. Electronically enhanced teaching and learning
is not merely a glimpse of the future but it is happening in the here and now. The many advantages of
e-learning include the ability to incorporate a variety of digital media in the instructional process, the
ability to learn more about the performance of students based on different data collected from learning
management platforms, but most importantly e-learning is a reflection of the technological

3
advancements and changes that are happening in our day-to-day lives. As human beings become more
connected in the digital universe, changes are also happening in the way we live our lives. For this
reason, e-learning fits perfectly into the whole experience of living in this digitally driven world
around us.
On the contrary, wholesale acceptance of e-learning could also lead to difficulties and problems
for example in managing the teaching and learning dyad. Just because technology is incorporated
widely in instructing learners, this does not mean that learning will happen automatically (Bennett,
Maton & Kervin, 2008). In other words, the process of teaching and learning should drive the
technology forward and not the other way around. Merely incorporating Flash video files or a degree
of interactivity through online message boards do not mean that learning will happen. In fact, some of
the problems that we see in traditional classrooms might also be transferred into the world of e-
learning. Therefore as educators and course instructors, we need to keep in mind that technology:

is just a medium, a means to achieve something and not an end in itself. Therefore, to exploit the
power of the emerging technologies, efforts (in research and practice) should be geared toward
designing learning materials that exploit these technologies. (Njenga & Fourie, 2010, p. 209)

2.2. e-Learning in Malaysian higher education institutions

As stated in the beginning of our paper, the National e-Learning Policy for Higher Education
Institutions (Malaysian Ministry of Higher Education, 2011) is the right step forward for Malaysia.
Public and private tertiary institutions in this country need to see a clear pathway of progression into e-
learning as a shared vision of Malaysian higher education in the near future. On the other hand, an
interesting question begs to be asked what is the state of e-learning in Malaysian tertiary education
institutions at this present moment in time?
In the tertiary sector across the globe, Robertson (2003), Guri-Rosenblit (2005), and Njenga and
Fourie (2010) found many difficulties and problems faced by national governments and educational
providers in the tertiary sector. For instance, although e-learning as a novel idea is being embraced in
many parts of the world, the actual deployment of e-learning infrastructures and implementation of e-
learning based instructional methodologies are still patchy even in more developed regions.
In Malaysia, several empirical studies were carried out by Embi (2010; 2011) and Embi and Adun
(2010) to collect actual data with reference to e-learning in Malaysian higher education institutions.
The studies were endorsed and fully funded by the Malaysian Ministry of Higher Education. The
following are three salient findings by Embi, and Embi and Adun based on data gathered from public
tertiary institutions (several private institutions failed to provide any form of data to the researchers).
First and foremost, the biggest challenge to e-learning deployment seems to be the lack of highly
trained staff members and low incentives given to staff members who are directly responsible for e-
learning deployment. In other words, the IT departments in Malaysian higher education institutions are
not fully staffed with e-learning experts. Another finding is that only one third of public higher
education institutions in Malaysia allow their academic staff members and students to use Web 2.0
applications for teaching and learning in a formal manner (though informally, we believe that the use
of social networking platforms and other Web 2.0 applications are increasing albeit at a slow pace).
The third finding is that nearly two third of all academic staff members in local public universities
report low motivation to incorporate e-learning tools and materials in their day-to-day teaching. Not
only that, nearly half of the teaching staff also report that they lack commitment towards using e-
learning as part of their teaching portfolio. This is because, these academic staff members find it hard
to balance between using and developing e-learning tools and materials with classroom teaching and
academic research activities. Time constraint and lack of personal expertise are clearly debilitating
factors for e-learning deployment at this moment in time in Malaysian higher education.

2.3. The guiding questions of our research

Based on the preceding literature and practical issues with reference to e-learning in the Malaysian
higher education context, we decided to embark on an empirical study at the micro-level to uncover
the lived experiences of progressing into e-learning by Malaysian senior academics. Three open ended
question guided our efforts and they are:

4
1
st
: Why does an educator decide to incorporate and use e-learning to instruct in the first place?
2
nd
: What happens when an educator decides to incorporate e-learning in day-to-day teaching?
3
rd
: How does an educator make sense of her or his experience of adopting and using e-learning?

3. METHODOLOGY

3.1. Our participants, expectations and informed consent

To collect empirical data, we started with identifying and personally approaching two highly
experienced Malaysian academics who have attempted to embrace e-learning as part of their academic
existence. We were interested in the actual voices of our participants and because of that we decided
to use fully qualitative methods for our study. The two academics that we approached are personal
acquaintances who had chosen to work outside of the system to prove to their peers the virtues of e-
driven learning and to show others that e-learning is the path to the future.
We made a conscious choice to work with these participants due to their outsider status as e-
learning developers and practitioners who are also full-time academic staff members in their own
institutions. Our two participants Amir and Rick (both pseudonyms) are not only adept at using
technology to enhance the teaching and learning dyad but they are also both fully aware of the issues
and problems at hand with reference to e-learning deployment in Malaysian higher education.
During our initial meetings with Amir and Rick we clearly stated our expectations from them and
they reciprocated by giving us their informed consents (Kvale, 2007) whilst ensuring that they would
fully share their feelings and opinions regarding the matters at hand. Further details about Amir and
Rick are presented in Table 1 below:

Table 1: Basic personal details of our two participants

Amir Rick

Age: 36 years old
Highest qualification: Masters degrees
Position: Senior Lecturer
Workplace: Public university branch campus
Specialisation: Linguistics, educational studies
Years using e-learning (self report): 4+ years

Age: 52 years old
Highest qualification: Doctorate
Position: Dean of Studies, Centre Manager
Workplace: Private university branch campus
Specialisation: Mathematics, management
Years using e-learning (self report): 8 years

3.2. Data collection methods and analysis procedures

Having made initial contact, after briefing and getting informed consent from our two participants, we
proceeded with data collection. We decided that the best way to gather authentic, useable data is by
interviewing our participants. Based on our three guiding questions, we developed six open question
frames (presented as Appendix A) that we posed to both Amir and Rick during our extended interview
sessions with both of them. Nevertheless due to practical constraints, we could not both be present in
both sessions. So I (Airil) decided to interview Amir whilst Zarlina conducted the interview with Rick.
Being open-ended, the interview sessions were more akin to informal conversations and this was
inline with our own expectations of the data. As Kvale (2007) writes:

In an interview conversation, the researcher asks about, and listens to, what people themselves tell
about their lived world, about their dreams, fears and hopes, hears their views and opinions in their
own words [...] The research interview is an inter-view where knowledge is constructed in the
inter-action between the interviewer and the interviewee. (p. 1)

The interview session with Rick took about an hour to complete. The interview session with Amir
however took just over three hours to finish. The interviews were digitally recorded as agreed upon
earlier and later transcribed by one of us (Airil). The transcriptions were then emailed to the two

5
participants for member checking and any ambiguities were clarified during individual post-interview
meetings with both participants.
We employed open ended coding to locate themes that emerge from the body of data we collected
(Saldana, 2009) and this process was done manually. During the data coding process, we worked
independently with the same datasets for an added dimension of reliability. To triangulate the data and
to ensure that the themes that emerged were a reflection of our participants real life experience, all the
themes that we both had come up with were compiled into a list and shared with Amir and Rick for
their input through online channels (see Granello & Wheaton, 2004 and Roberts, 2007 regarding this
additional data collection and triangulation measure we adopted). This additional step involved several
group email exchanges and synchronous web chats on a social networking site.
Based on their input on proposed additions and minor changes to be made, we finally worked as a
pair to compile a complete list of themes and we proceeded to choose the most prominent ones for
further analysis after more discussions and negotiations between ourselves. Frequency and saliency
were two deciding factors in this process. At the end of the data analysis cycle, key themes were then
collated, collapsed and finally turned into broad categories.
During data collection, transcription and analysis, we followed several conventions proposed by
qualitative researchers like Briggs (2000), Corbin and Strauss (2008), Kvale (2007), Patton (2002),
and Zhang and Wildemuth (2009) to ensure the trustworthiness of our data and the overall quality of
our research effort. At the end of the data crunching process, we found that although they came from
different academic backgrounds, our participants somehow shared common goals and faced nearly the
same challenges and difficulties in their ongoing efforts to encourage, promote and support e-learning
deployment. Our findings and our reflections on these findings are presented in the following section.


Given the large body of data that we managed to gather and the different possible approaches to
present our findings and reflections, in this section we will use the three guiding questions (in slightly
reworded forms) to tell the stories of our two participants experiences based on their actual voices.

4.1. Reasons for incorporating and using e-learning for instruction

The flexibility and practicality of using e-learning related tools for teaching are important driving
factors for both Amir and Rick. Rick mentioned that at this moment in time, online educational tools
are widely available to educators for free or at quite a reasonable cost and the only thing holding them
back right now is their own imagination and whether they want to actually do it or not. This
educator also feels that e-learning in itself heightens the interest levels of learners that he teaches, who
are mostly young adults or working professionals who want to further themselves with a university
diploma, degree or higher level qualification.
Another important reason for incorporating and using e-learning for Rick is the open nature of
technology. He cites for example, 24 hours 7 days a week availability of a Wiki, weblog post, pdf
document link and others. Indeed, Rick feels that the open nature of e-learning is a superb concept for
all university level educators especially considering his university and almost all of his students are
wired for Web access. The idea that the Internet is the core of all e-learning also permeates our
interview and online interactions with him.
For Amir, the flexibility and practicality of using e-learning related tools for teaching his students
is helping him to extend his ability as an academic. Timing his dive into e-learning with a campus
wide initiative to introduce broadband services for students at his campus, Amir saw what he did as
more than just jumping on to the technology bandwagon, he was actually becoming a techno-rebel.
Amir clearly recounts:

[...] that time what I did was I became in my mind a techno-rebel, trying to come up with an e-
learning platform to enhance my teaching. But I also had a real problem because I didnt know
much about e-learning environments. Also other than a few I know who used blogs for teaching in
their faculties, I dont think anyone in my department was keen to go into e-learning as far as I
remember. There was this university initiative to introduce a so-called e-learning environment but
as you can guess its all just lip service [...] at the end nobody used that thing.

6
Amir feels that acting at the individual level made all the difference in his dive into e-learning.
It is interesting that he chose the verb dive to retell his story but there was a clear reason for this, he
did not have any formal training in developing a useable and user-friendly e-learning environment. He
also did not know how he should go about to become more techno-savvy now that he had chosen to
become a techno-rebel. He remembers that important moment in his professional life:

I didnt know what to do. But even if I knew what to do, I sure as hell didnt know how to do it. I
guess I just followed whatever I saw on the Internet. I saw that some famous academics overseas
were developing their own websites to enhance their teaching. I did exactly that. Using my own
money I bought a domain name and web hosting package from somewhere in America. But
seriously, my knowledge of HTML and programming was like very basic at that time to say the
least. Believe it or not I took more than six months to develop a site that I was quite happy with,
four months for development and another two months to upload and test things out.

Based on what Amir and Rick shared with us, it is clear that although flexibility and practicality
seem to be very important driving factors for their progress into the world of e-learning, personal
factors (motivation and aspiration) also come into play as an educator has to make a choice before
he/she could incorporate e-learning into her/his day-to-day teaching activities. Figure 1 represents
these three in a radial cycle.

Figure 1: Reasons for incorporating and using e-learning in university teaching

There is also an added dimension that Amir brought up a number of times the progress one
makes into e-learning as a learner. Although he did not mention this during his interview, during our
online discussions, Rick agrees that it is also an important factor for him. In Amirs actual words,
Looking back Im glad I became a rebel, rather than just talking and talking about e-learning I
actually became a techno-rebel. And I finally started my own personal journey from that point as an
educator. But at the same time I was also becoming a learner.

4.2. The experience of using e-learning in day-to-day teaching tasks

Given that both of them have had quite substantial experience in using e-learning to supplement their
teaching tasks as university-level educators, Rick and Amir had much to say about this particular
dimension of their progress into e-learning. According to Rick, he uses several different approaches
and tools when it comes to e-learning:

7
As for me weblogs and Facebook are used as supplementary tools for the existing LMS we are
using [at his university]. The flexibility provided by weblogs and Facebook allows me to get my
materials organised how and whenever I want to do so. Weblogs allow me to organise my contents
in terms of text, pictures and video clips. Facebook allows me to push these materials immediately
to my learners.

Rick also adds that other than these two tools, he is looking into other possibilities to support his
learners, for example by uploading video recordings to the Internet and also making sure that he is
always available for video conferencing at certain times during the working day. As for Amir, his
insistence of learning about e-learning has helped him become a more techno-savvy academic
practitioner:

In the beginning, other than using the ability of my website to store documents so that my students
could download them at their convenience I didnt think I did much with my website. But again as
times changed, I soon realised that there were other tech tools available, things that could be
incorporated into my own e-learning platform. So I started to use tools like Macromedia Flash
technology to develop simple animations and bite-sized modules. I also started to link all of my
online presence to my own website and now of course, on Facebook.

Like Rick, Amir also feels that local university academics should explore all the possibilities that
e-learning tools afford them. However Amir states a problem that has put off many university
educators from adopting and using e-learning tools in the first place:

[...] when you adopt technology to enhance your teaching you need to see the bigger picture. You
need to think about any opportunities to drive the learning forward using whatever tech tool is
available to you at that moment. For me personally, the issue has been about time management
because I can just tell you now that trying to develop an e-learning environment and trying to link
everything together takes a lot of time and a lot of trial and error. Sometimes its just hit and miss
but sometimes when things work just the way you want them to work, you get driven to do more.

Amirs comment above links nicely to another sub-issue that both of us wanted to investigate the
fact that there are not many educators in Malaysia who are willing to explore and invest in e-learning
to enhance the teaching and learning process. Rick lamented, For me they are lacking in four things.
They always say they dont have enough time. Many also say they dont have the skills especially for
online learning. I also know quite a number who are just not interested and several who have no
motivation at all to use e-learning to reinforce teaching.

Indeed, Ricks comments are a reflection of the research findings of the Malaysian Ministry of
Higher Education with reference to e-learning in the Malaysian higher education sector. Time, skills,
personal interest and internal motivation are all oft-cited factors (excuses) for not wanting to become
an e-educator. Amir on the other hand has very strong views about the matter at hand, in his eyes
there are several personal and institutional obstacles to e-learning take-up. He adds:

Personally perhaps many or most of them are just unwilling to make any investments in e-learning
and online teaching. Perhaps they see no need for that? Especially when they teach their students
the chalk and talk way. But if you follow this line of thinking, this is just archaic. [...] Once in a
while though my colleagues start talking about how Facebook can be used to teach essay writing
or mundane things like that. But they are not able to see the interconnectedness of e-learning to
enhance teaching and learning. They just arent interested.

As for the institutional factor, this was only brought up by Amir. He believes that some tertiary
institutions in Malaysia are more ready to embrace e-learning and to allow for experimentation by its
entire academic staff. However, in his own backyard:

My own university? Its only hot air [...] But at the end of the day like I said, the future is coming.
Even that statement is wrong. The future is happening. Now! If local lecturers are still unwilling to

8
explore the world of e-learning and to create their online profile as an educator, how are they
different compared to dinosaurs? They must take the initiative personally, not wait for their admin
to approve or whatever for our countrys sake.

4.3. Living in the present and preparing for the future of e-learning

Apart from ideological and personal dimensions of progressing into e-learning, and also the
methodological and practical issues that impact upon this venture, we also wanted our participants to
think about the present and future of e-learning from their own unique professional perspectives. For
Rick, this present moment has benefitted him and also his learners:

For myself as the instructor, the knowledge and experience gained is enormous you know. It helps
to increase my intrinsic motivation. For my own learners, they can have more access to learning
materials in a more flexible manner. They all told me that their learning becomes fun this way
supported by video clips, pictures, hypertext, whatever.

It should be no surprise then to find that Rick also has a positive vision of the future. For him,
educators who have chosen to extend their real life teaching activities using online learning pathways
will be rewarded in many ways:

I really believe that the future of higher education belongs to those who have the capabilities in
extending their teaching beyond the classroom using technology. Its because they have to face
Gen-Y and Gen-Z learners are who more techno-savvy than them, right? So these educators will
receive good reviews from their learners and peers and thus increase their motivation. And dont
forget, with technology teaching itself becomes fun, interesting and less stressful. Everyone wins.

Ricks idea that everyone wins through e-learning is also shared by Amir. Both of them see a
kind of synergy in the here and now, and in the future if e-learning is adopted and adapted more
widely by academics in Malaysian higher education. At this present time, Amir believes that face to
face contact during lectures, tutorials and personal tuition are still needed but he also realises that new
pathways of learning are being created by technology:

Should we say no to e-learning and online teaching? Or should we join our learners online? There
are so many tools from e-testing, video lectures, online chats, video chats, message boards, t-logs
[teachers weblogs], group blogs, community groups and so on. We must all try to benefit from
them so that we can open up online learning for our learners. And maybe in the process we can
make sure that learning doesnt stop when they leave our classrooms, seminars or tutorials. Like it
or not the future is happening. It can be an exciting time. But if you choose to resist this inevitable
future, my wish for you is good luck and happy resisting. See how long you could do it mate!

With reference to the future, Amir is very excited because he has seen so much development and
progress in the world of e-learning in the past decade. He also likes to imagine what will happen in the
coming decades. For him, e-learning is really about creating a sense of sharing and the construction
of knowledge, he adds:

Learning doesnt stop when it ends in the classroom, right? Today learning can happen at any time
online, if the educator and the student is ready for the teaching-learning process. Im very, very
excited to see what will happen in the next 10 or 20 years. Perhaps Facebook will still be there,
perhaps not. Maybe something new, something even better will emerge? Our ability to network
online has changed so many things. And I know this is just the beginning. I only hope that more
educators would embrace e-learning and online teaching far beyond thinking about how to use
Facebook to teach whatever [...] Therefore, we must fully embrace and heavily invest in e-learning
not just for our students but more importantly for our own selves as teachers.

9
5. CONCLUSIONS

Within the limitations of our study, we have managed to uncover a range of different ideological and
personal dimensions of progressing into e-learning by our two participants. We also understand now a
number of methodological and practical issues that impact upon this venture as a preparation to meet
the future head on for university academics. A larger number of participants would definitely be able
to provide an insight into a wider range of experiences and to share many more life stories with us
with regards to progressing into e-learning. We would strongly suggest this as a possible research
topic to colleagues who are keen to find out even more about the lived experiences of e-learning
practitioners at ground level.
That said, this limitation has not impeded the breadth and scope of our body of data. Rick and
Amir have both given useful insights into their personal drives, feelings, failures and successes as e-
learning practitioners. Most importantly, both of them were handicapped by two factors from the
outset. First, both of them never went through actual training to make them e-learning experts and
what they learned was based fully on hands-on, trial-and-error experiences. And second, both of them
had chosen to work outside of the system as it were to prove to their peers the virtues of e-driven
learning and to show others that e-learning is the path to the future. Interestingly, our analysis of the
data shows that although they come with backgrounds, both of them somehow shared common
objectives and faced nearly the same challenges and difficulties in their ongoing efforts to encourage,
promote and support e-learning adoption, adaptation and deployment.
Amir and Rick are truly techno-rebels in the fullest sense of the coined-up term but they are
more likely to be techno-rebels with a cause, that have taken them to a new form of existence in their
professional lives. We have no doubt that any individual academic in Malaysia or beyond who wants
to venture into e-learning will benefit from their lived experiences and the insights and reflections that
Rick and Amir have both shared within the spatial constraints of this academic paper. As Rick rightly
pointed out to use, no matter how hard it is in the beginning to venture into e-learning at the end of the
adventure, Everyone wins university educators, their learners, and of course, their country and its
people as a whole.

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LL): a comparison of Indonesia, Malaysia and New Zealand. In e-Proceedings of the 2
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International Language Conference. Kuala Lumpur: Centre for Languages and Pre-university
Academic Development, International Islamic University Malaysia.
Bennett, S., Maton, K., & Kervin, L. (2008). The digital natives debate: A critical review of the
evidence. British Journal of Educational Technology, 39(5), 775786.
Briggs, C. (2000). Interview. Journal of Linguistic Anthropology, 9(1-2), 137-140.
Clark, R. C. & Kwinn, A. (2007). The New Virtual Classroom: Evidence-based Guidelines for
Synchronous e-Learning. San Francisco, CA: John Wiley and Sons.
Clark, R. C. & Mayer, R. E. (2011). E-Learning and the Science of Instruction: Proven Guidelines for
Consumers and Designers of Multimedia Learning. San Francisco, CA: John Wiley and Sons.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for
Developing Grounded Theory (3
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edition). Los Angeles, CA: Sage.
Embi, M. A. (ed.) (2010). Amalan, Keberkesanan & Cabaran Pelaksanaan e-Pembelajaran di IPT
Malaysia. WP Putrajaya: Kementerian Pengajian Tinggi Malaysia.
Embi, M. A. & Adun, M. N. (ed.) (2010). e-Pembelajaran di IPTA Malaysia. Bangi & WP Putrajaya:
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Embi, M. A. (ed.) (2011). E-Learning in Malaysian Higher Education Institutions: Status, Trends, &
Challenges. Putrajaya: Department of Higher Education, Ministry of Higher Education.
Guri-Rosenblit, S. (2005). Eight paradoxes in the implementation process of eLearning in higher
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Granello, D. G. & Wheaton, J. E. (2004). Online data collection: strategies for research. Journal of
Counselling and Development, 82(4), 387-393.
Horton, W. (2011). E-Learning by Design. San Francisco, CA: John Wiley and Sons.
Kvale, S. (2007). Doing Interviews. London: Sage.

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Malaysian Ministry of Higher Education (2011). National e-Learning Policy for Higher Education
Institutions. Putrajaya: Department of Higher Education, Ministry of Higher Education.
Njenga, J. K. & Fourie, L. C. H. (2010). The myths about e-learning in higher education. British
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Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. Thousand Oaks, CA: Sage.
Prenksy, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Prenksy, M. (2001b). Digital natives, digital immigrants, part 2. Do they really think differently? On
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Roberts, L. D. (2007). Equivalence of electronic and off-line measures. In R. A. Reynolds, R. Woods
& J. D. Baker (eds.) Handbook of research on electronic surveys and measurements (pp. 97-103).
Hershey, PA: Idea Group Reference.
Robertson, H.-J. (2003). Toward a theory of negativity teacher education and information and
communications technology. Journal of Teacher Education, 54(4), 280-296.
Saldana, J. (2009). The Coding Manual for Qualitative Researchers. London: Sage.
Zamari, Z. M. & Adnan, A. H. M. (2010). The Good English Language Learner on Facebook: an
extension of CALL and SALL. In Proceedings of the 3
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Universiti Teknologi MARA.
Zamari, Z. M. & Adnan, A. H. M. (2011). From CALL and SALL to the Good English Language
Learner on Facebook. In e-Proceedings of the 2
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International Language Conference. Kuala
Lumpur: Centre for Languages and Pre-university Academic Development, International Islamic
University Malaysia.
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of Social Research Methods to Questions in Information and Library Science (pp. 222-231).
Westport, CT: Libraries Unlimited.

APPENDIX A Open-ended interview frames (for the collection of narrative data from the two
research participants)

Past experience
When did you begin your journey into electronically enhanced learning to extend your real life
teaching activities?

Past experience
What made you choose to explore and use online teaching pathways in the first instance?

Present time
How have you adopted technology to enhance the teaching and learning dyad?

Present time
Why do you think there are still not many educators, perhaps even your peers, who are willing to
explore e-learning to enhance the teaching and learning process?

Imagined future
Who really benefits from the use of online learning pathways in your personal view?

Imagined future
Where do you see the future taking educators who have chosen to extend their real life teaching
activities using online learning pathways?

1

LETS WIKI IN CLASS

Lim Teck Heng & Rasaya Marimuthu

Akademi Pengajian Bahasa Universiti Teknologi MARA Pulau Pinang, MALAYSIA
limtec06@ppinang.uitm.edu.my

ABSTRACT

In 1995, Ward Cuningham created the first Wiki and claimed that it is the simplest online
database that could possibly work. Six years later, with the birth of Wikipedia, wiki has become
more popular. It is now used in business, community networking as well as education. The main
feature of a wiki is it allows users to work collaboratively on projects. In the business community,
wikis, also known as enterprise wiki, are widely used to disseminate information, exchange
opinions on projects and market products. In community network, its usage includes the
pursuance of a shared interests and/or aims. Wiki has also been used rather widely in education as
a teaching tool. It has been argued that wiki can be effectively used to encourage students
participation in and ouside the classroom. This paper will attempt to discuss the relationship
between wiki and various approaches to learning, how a wiki is used and also some problems of
using wiki as a teaching tool in a language class.

Keywords: Wiki, WEB2.0, cooperative learning, collaborative learning, constructivism

1. INTRODUCTION

Wiki, a Web 2.0 component, is a tool that was introduced by Ward Cunningham. It is a web site that
allows its users to easily create and edit HTML-based documents through the use of a browser (Kear,
Woodthorpe, Robertson, & Hutchison, 2010). As no programming is needed, all that a user needs is
only a web browser and an access to the Internet. In general, a wiki can be public or private. A public
wiki is one that is open to everyone and a good example of a public wiki is Wikipedia. A private wiki,
on the other hand, is only accessible to a group of users that is determined by its creator, also known as
the administrator. Users who are given access to the wiki can modify i.e. make changes to the content
of the wiki as much or as little as they desire. Apart from typing or editing texts, users can add other
features such as pictures, multimedia contents, widgets as well as a variety of other tools that a web
site allows. As mentioned earlier, no programming knowledge is needed in carrying out all these
tasks. The users only need to have a basic knowledge of word processing skills. This means as long
as users can use a word processing program such as Microsoft Word, they will be able to perform all
the tasks required on a wiki.

2. WIKI AND APPROACHES TO LEARNING

The nature of wiki which allows its users to create and edit content has indirectly encouraged its use as
a cooperative/collaborative learning tool in education (Judd, Kennedy, & Cropper, 2010) and one
which is prized by constructivist educators (Kerrigan, 2010; Lavin & Claro, 2005). To examine the
relationships between wiki and approaches to learning, a discussion on what constitute
cooperative/collaborative learning as well as constructivist paradigm is first presented.

2.1 Cooperative and collaborative learning similar or different?

Cooperative and collaborative learning are two concepts that are often used in teaching and learning.
What do they actually refer to? Are they similar or different? Rafael (2010), in her presentation
entitled Collaborative vs Cooperative Learning, provided a distinction between these two. Some of
the distinctions made are as shown in Table 1.

978-602-19271-0-6 ICEL 2011

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Table 1: Distinctions between Collaborative and Cooperative Learning

Collaborative Cooperative
Entails the way one live and deal with other
people
Refers to how one interacts with others to achieve
a common goal
The instructor acts as a facilitator and has little
control over the progress of interaction
The instructor directs and has much control over
the structure of interaction
Consensus / end product is achieved through
cooperation by group members
End product has been pre-determined by the
instructor

Based on the features stated in Table 1, it is concluded here that cooperative learning is a learning
method used in a classroom whereby the students are encouraged to participate in group work, and
they are guided through the process step by step by their teachers. Collaborative learning, on the other
hand, is one that takes place when the students are given more freedom in determining the content and
direction of the group work. At this stage, they are more independent. Since both of these methods
are very closely related, in this article, the term cooperative and collaborative will be considered as
similar and used inter-changeably.

2.2 Cooperative learning and wiki

In cooperative learning, the learners, who normally are of heterogeneous abilities, will help and
support each other to complete a task. This will usually result in positive interdependence of group
members and individual accountability (Schaffert, Bischof, Brger, Gruber, Hilzensauer and Schaffert,
2006). Learners can utilize their abilities to complement each others and this will enhance their
rapport as well as interdependence. The opportunity to contribute positively encourages individual
accountability. The learners will feel that together they are accountable for the learning outcomes.
Apart from the two characteristics mentioned in the previous paragraph, the use of wiki also fulfils
the other three features of productive cooperative learning which were posited by Roger and Johnson
(1994) namely promotive interaction, the use of interpersonal skills and regular group processing. To
complete the given task via wiki, learners continuously participate in encouraging and working
together to ensure that the groups aims are achieved. In their effort to promote interaction they will
need to trust, communicate, and support each other in addition to resolving any conflict that may arise.
This indirectly strengthens their interpersonal skills. Group processing, according to Roger and
Johnson (1994), is defined as a reflection on whether a team members contribution is helpful or
unhelpful and to decide on the actions to continue or change what has been done. These features
promotive interaction, the use of interpersonal skills and regular group processing are also observed
by team members working on a given task on wiki. The users of wiki often negotiate and deliberate
on the contributions given by each team member. Constructive and helpful contributions are accepted,
while unhelpful and/or inaccurate contributions are either modified or rejected. After every stage of
contributions, the next course of action is discussed and determined. The consensus is achieved
collectively and not determined by a single team member.
The discussion presented above shows that the use of wiki does not contradict the five
characteristics of a productive cooperative learning. It, in fact, further encourages and strengthens the
use of cooperative learning among learners. As such, it can be concluded that wiki is a suitable
teaching and learning tool that can be used to promote cooperative learning.

2.3 Constructivist paradigm and wiki

Constructivist paradigm sees the learners as the main agent of learning. The learners through their
interactions with the environment will construct their understanding of the environment. Learning will
occur when the learners are able to match the newly constructed mental models to their existing
mental models and make meaningful connections between them (Thanasoulas, 2002). What this
means is learners will build new knowledge based on their prior knowledge as well as interactions

3
with the new learning environment. In other words, learning occurs via experiencing things and
reflecting on those experiences (Educational Broadcasting Corporation, 2004).
In a classroom setting, students are more often than not encouraged to participate actively in the
process of learning. They are to create knowledge, reflect on the newly created knowledge and talk
about it. Teachers, on the other hand, play a more facilitative role helping students refresh their
memories of existing concepts and guiding students to build on those concepts. In relation to the use
of wiki in class, a similar setting is seen. Teachers normally help students to re-establish existing
knowledge and guide them in the creation of new knowledge. Students, as the main players, will have
to work cooperatively in their groups to incorporate new experiences into their existing experiences.
At times when they find that the new experience does not coincide with the current experiences, they
may then have to reframe their mindset to accommodate the new experience/knowledge. Once again,
wiki seems to be an appropriate learning tool that can aid students in the quest to obtain new
knowledge.
In their study, Hughes & Narayan (2009) discovered that students who were encouraged to use
wiki as a platform to embark on collaborative writing such as writing reviews, glossaries and essays,
perceived wiki as an effective tool in the learning and engagement with course concepts. They
further discovered that this was also true for a group of students whose task was to create definitional
glossary of which not much collaborative work was needed. Ertmer, Newby, Liu, Tomory, Yu and
Lee (2011), in another study, claimed that the use of wiki can increase students confidence and
convince them to make use of it in future. Apart from that, the students in the study were also made
aware that they could actually collaborate with people from all around the world through the use of
technologies and that the benefits obtained far outweighed the costs. These two studies indicate that
wiki may also be used for other pedagogical uses that are not collaborative in nature.

3. USING WIKI IN A LANGUAGE CLASSROOM

In this section, a brief description of wiki and how it can be used in a language classroom is given.
Wiki, as mentioned earlier, is a web site on which its users are given the access to create new web
pages as well as to add, delete and edit the content. Currently, to use a wiki, users do not need to have
specialized skills. Knowledge of performing basic tasks on word processing software such as
Microsoft Word is sufficient. For a basic user, there are a few companies such as PBWorks and
Wikispaces that allow users to create free educational wikis without the need to install anything. What
is required is for them to register for an account. These registered users are known as administrators.
As soon as the account is created, administrators can then work on the content straight away. They
can type directly onto the newly created page and format the texts using the toolbar provided just as
they do on, for example, Microsoft Word. For more advanced users, they can edit the source code if
they wished too. Users can also add images, videos, widgets and avatars. They could also upload files
and create links to those files. Links to other pages as well as external web sites can also be created.
The pages that are being edited need to be saved from time to time. Once the pages are saved, the
content and/or modifications made will be permanent until the next edit/modification. If at any time
the users decide to revert to an earlier version of a certain page, all that is needed is to click on the
Page History and choose the desired version. The previous version of the particular page will be
restored.
Administrators can decide whether to make the newly created wiki public or private. A public
wiki is one that is visible to every internet user, while a private wiki is only visible to those who have
been invited by the administrator. If a visitor to the wiki is interested to participate/contribute to the
wiki, s/he needs to send a request to the administrator. If the request is accepted, then the visitor will
be a member of the wiki. Administrators can choose to assign the role a reader, a writer, or an editor
that a member of the wiki can have. A reader can only read the content of a wiki and download
files. A writer can edit the content/existing pages, as well as add new pages and files, but cannot
delete any of the existing pages. An editor, on the other hand, is also given the authority to delete
existing pages besides being able to do all that a writer can.
After creating a wiki and inviting students, administrators should explain, show and later allow
new users to experiment with all the features of the wiki. The norm is to create a page named
Sandbox on which users are encouraged to add contents, use the toolbar to edit existing contents, as
well as use plug-ins to add videos, interactive media, widgets, avatars and other html/JavaScript.

4
After the students have familiarized themselves, the instructors may consider assigning some simple
tasks for them to further consolidate what they have just learnt.
In a language classroom, wiki can be used for a variety of purpose. Among the most common is
to support writing instruction. As a writing tool, wiki allows students to reflect, review and publish
their work. Students can be asked to work collaboratively in improving their writing. They will need
to read the content closely, revise and possibly keep track of the changes made. This indirectly
encourages students to view writing as a process and not a product (Kuteeva, 2011). An example of
using wiki for creative writing will be to provide the basic storyline of which multiple endings are
possible (Schaffert et al., 2006). Students are given the freedom to branch out and provide an
authentic ending.
Wiki can also be used for project-based learning. The asynchronous nature of wiki allows
students to log onto the site at anytime anywhere. Upon logging in, students can view the latest update
of their project and make the necessary amendments. As all the contributions are recorded on the
wiki, team members will have a clearer picture of the development of their project. This is an
advantage over the use of emails to communicate the changes made to the project (Parker & Chao,
2007). A clear advantage of using wiki in project-based learning is students are able to track and
watch the progress of the project that they are working on and not just see the end product (Chen,
Cannon, Gabrio, Leifer, Toye, & Bailey, 2005).
Being asynchronous, wiki is also suitable for online distance learning (ODL). ODL lecturers and
students can use wiki to disseminate, share, as well as exchange ideas and notes. Students can
collaborate in the preparation of lecture or study notes and also as a venue to discuss and pool
resources for course assignments. Apart from being carried out collaboratively, these tasks are
learner-centered and interactive in that students are fully engaged with the learning materials and also
their own learning process. These three features collaborative, learner-centered and interactive
make wiki a suitable online constructive learning tool (Seitzinger, 2006).

4. PROBLEMS OF USING WIKI IN A LANGUAGE CLASSROOM

As all other learning tools, the use of wiki in a language classroom has its own problems. The first is
related to bandwidth. Low bandwidth will normally affect the access to wiki sites. This is especially
true if all the students in a class which may range from 30 to 40 students are accessing the same wiki
at the same time. Aside from this, the IT policy in an educational institution may prohibit students
from accessing streaming media. This may hamper students effort in embedding or viewing video
clips or other multimedia contents that are related to the task at hand. This may also discourage
students from further experimenting with wiki.
The third problem that may arise is although users can edit different pages at the same time,
simultaneous editing of a wiki page is often not possible. Users have to take turns if they wish to edit
the same page. One way to overcome this is to limit the time a user can spend on a particular page.
Another alternative is to have users working on different pages and then link each of the pages to one
another. The next problem is the content of wiki is ever evolving since it is modifiable by any users.
As such, the administrator may have to resort to restricting the access to certain pages.

5. CONCLUSIONS

Wiki, which was categorized as an emerging technology (Seitzinger, 2006) a few years ago, has
now joined the mainstream. Its popularity is ever growing and a very good example of it is Wikipedia
as could be seen in the quote below:

Since its creation in 2001, Wikipedia has grown rapidly into one of
the largest reference web sites, attracting 400 million visitors monthly as of March
2011. There are more than 82,000 active contributors working on more
than 19,000,000 articles in more than 270 languages. As of today, there are
3,714,261 articles in English and 24,754,580 pages in total.

Wikipedia: About (August 20, 2011)

5
Wiki with its features that allow most importantly collaboration and the sharing of information is
an online learning tool that can be used to encourage students to take charge of their learning. Not
only does it allow learners to work cooperatively/collaboratively, but it also allows them to create
knowledge, reflect on the newly created knowledge and talk about it. As such, instructors can use
wiki to encourage learners to participate actively in cooperative/collaborative learning and to apply
Constructivist Learning Theory in their classrooms. With the application of these learning
approaches, it is hope that learners can improve themselves and become independent learners who can
adopt life-long learning for both their personal development and also the countrys development.

REFERENCES

Chen, H.L., Cannon, D., Gabrio, J., Leifer, L., Toye, G., & Bailey, T. (2005). Using wikis and
weblogs to support reflective learning in an introductory engineering design course. Proceeding
of the 2005 American Society for Engineering Education Annual Conference & Exposition.
Retrieved September 2, 2010 from
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.127.5481
Educational Broadcasting Corporation. (2004). What is constructivism? Retrieved March 12, 2011
from http://www.thirteen.org/edonline/concept2class/constructivism/index.html
Ertmer, P. A., Newby, T. J., Liu, W.,Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students
confidence and perceived value for participating in cross-cultural wiki-based collaborations.
Education Tech Research Dev 59: 213228. DOI 10.1007/s11423-011-9187-4
Hughes, J.E., & Narayan, R. (2009). Collaboration and learning with wikis in post-secondary
classrooms. Journal of Interactive Online Learning 8(1), 63-82. Retrieved from
www.ncolr.org/jiol
Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessing
collaboration through contribution. Australasian Journal of Educational Technology, 26(3), 341-
354. Retrieved from http://www.ascilite.org.au/ajet/ajet26/judd.html
Kear, K., Woodthorpe, J., Robertson, S., & Hutchison, M. (2010), From forums to wikis:
Perspectives on tools for collaboration. The Internet and Higher Education 13(1), 218-225.
Kerrigan, K. (2010). Web 2.0 tools and the constructivist classroom. Retrieved August 20, 2011,
from http://cbu-ca.academia.edu/DianeJanes/Papers/300845/Web_2.0_Tools_and_the_
Constructivist_Classroom
Kuteeva, M. (2011). Wikis and academic writing: Changing the writerreader relationship. English
for Specific Purposes, 30, 4457. Retrieved January 26, 2011 from doi:10.1016/j.esp.2010.04.007
Lavin, R.S., & Claro, J. (2005). Wikis as constructivist learning environments. JALTCALL 2005
Proceedings. Retrieved from http://www.pu-kumamoto.ac.jp/~rlavin/mainsite/page26/
page29/files/page29_1.pdf
Parker, R.P., & Chao, J.T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge
and Learning Objects, 3, 57-72. Retrieved September 2, 2010 from
http://ijklo.org/Volume3/IJKLOv3p057-072Parker284.pdf
Rafael, T. (2010). Collaborative vs cooperative learning [Slideshare]. Retrieved from
http://www.slideshare.net/tmvcr/collaborative-versus-cooperative-learning-3314777
Roger, T. & Johnson, D.W. (1994). An overview of cooperative learning. In Thousand, J., Villa, A.
& Nevin, A. (Eds.). Creativity and cooperative learning. Baltimore: Brookes Press.
Schaffert, S., Bischof, D., Brger, T., Gruber, A., Hilzensauer, W., & Schaffert, S. (2006). Learning
with semantic wikis. Proceedings of First Workshop SemWiki2006 - From Wiki to Semantics co-
located with the 3rd Annual European Semantic Web Conference (ESWC). Retrieved March 12,
2011 from http://citeseerx.ist.psu.edu/viewdoc/versions?doi=10.1.1.103.648
Seitzinger, J. (2006). Be constructive: Blogs, podcasts, and wikis as constructivist learning tools.
Learning Solutions e-Magazine. Retrieved November 10, 2010 from
http://www.elearningguild.com/pdf/2/073106DES.pdf
Thanasoulas, D. (2002). Constructivist learning. Retrieved March 11, 2011 from
http://www3.telus.net/linguisticsissues/constructivist.html Wikipedia:About. (2011). Retrieved
July 30, 2011 from http://en.wikipedia.org/wiki/Wikipedia: About.

1

THE EFFECTS OF WEB-BASED LANGUAGE LEARNING ON
UNIVERSITY STUDENTS' GRAMMAR PROFICIENCY

Nor Ashikin Yusof
1
and Norkamruzita Saadon
2

1
Academy of Language Studies, Universiti Teknologi MARA (Terengganu), Dungun, MALAYSIA
2
Faculty of Chemical Engineering, Universiti Teknologi MARA (Terengganu), Dungun, MALAYSIA
kinyusof@tganu.uitm.edu.my

ABSTRACT

Many believe that integrative grammar teaching is the best method to be used in teaching and
learning English. Since Malaysian education system emphasizes on the application of ICT in all
classes, many teachers and educators have integrated technology in their English classes, including
the application of World Wide Web. Web-based language learning (WBLL) materials have been
among the favourite materials to be used by English teachers since they are abundant, easily
accessed, user-friendly and most importantly, they are provided for free. One of the objectives of
the study is to determine the effects of learning passive voices in three different English classes
which applied three different modes of teaching, which were the traditional face-to-face method,
integrative method (traditional and web-based materials) and web-based learning method.
Furthermore, it is aimed to investigate the effects of gender in each mode of teaching and also to
determine the best method in learning grammar. The pretest-posttest study was conducted in a
public university and it involved 93 semester two students (52 females and 41 males). All groups
were exposed to one mode of teaching only for four weeks. The results indicated that there is
significant difference in both tests for all modes used. Furthermore, it was found that gender did
not give any effect on the students performance in the posttest when each mode of teaching was
applied. Lastly, the integration method was found to be the best method to be used among all the
three teaching modes.

Keywords: Grammar, Web-based language learning, ICT, Gender, Traditional Method.

1. INTRODUCTION

The emerging of technology has influenced the mode of delivery in a class. Information and
Communication Technology, or famously known as ICT, has received tremendous welcome in the
process of teaching and learning. This is perhaps due to the fact that ICT is the tool in coping with the
fast moving information in this borderless world. Studies have been conducted in regards of ICT in
learning and many of them have proven that computers bring advantages in learning and teaching.
Since ICT allows sharing of resources and learning environment and promote collaborative learning, it
could bring about major benefits to the learner and the teacher (Wheeler, 2001). As a result of these
claims, many educators believe that technology helps in their teaching and many institutions are
opting for the use of technology, especially computers, in their classes.
Furthermore, in tandem with the development of Multimedia Super Corridor (MSC) which
resulted in the demand of many future ICT skilled workers, the university where the research was
done has put many efforts in inculcating ICT as part of the concerned universitys cultures. The
current effort done is promoting the use of i-learn among the students. This is an e-learning in which
students and lecturers can meet virtually. As a result of this, lecturers, including English lecturers,
are expected to use technology in their lectures. Although English lecturers are encouraged to produce
their own CALL materials, many lecturers opt for web-based learning since there are many good
exercises available online for free. No doubt that producing own e-learning materials can cater the
students need, but producing own materials requires a lot of time, energy and cost. Thus, many
lecturers have used the web-based learning materials in their teaching.
However, the effectiveness of these materials is still in debate since these materials are used in
different mode of learning environments. Educators and educational institutions need to understand
the full extent of the impact of ICT on learning (Felix, 2005). Researchers and practitioners may need
978-602-19271-0-6 ICEL 2011

2
to recognize how different modes of instructional intervention seem to affect instruction and learning
process and outcomes (Lee, 2000).

1.1 Purpose of the study

Web-based learning is believed to give some effects on students learning. However, since web-based
can be used in different mode of learning, more studies are needed to be carried out so that evidence
could be obtained in determining the best mode of teaching in the application of technology. Hence,
one of the objectives of the study is to determine the effects of learning grammar, specifically passive
voices, in three different English classes which applied three different modes of teaching, which were
the traditional face-to-face method, integrative method (traditional and web-based materials) and web-
based learning method. Furthermore, it is aimed to investigate the effects of gender in each mode of
teaching and also to determine the best method in learning grammar

1.2 Significance of the study

Although this is a small scale study, it is believed that this study has its significance. Firstly, it can
provide more insight on the best way to incorporate web-based learning in English class, especially in
grammar class. Furthermore, it can help lecturers, especially those who teach in the public university
where the research was carried out, to prepare a more effective and interesting grammar activity,
which can lead to effective learning. Thus, students can create their interest in learning grammar and
their perception in learning grammar as boring can be eradicated. Moreover, the findings from this
study can help the administrators to plan necessary policy or syllabus in regards to English courses.
Last but not least, the findings can be used as a pilot test and a reference for more in-depth research in
the future.

1.3 Research Questions

The research questions that were used in this study are:
a) Does incorporating web-based learning in grammar class give any effect on the students test
score?
b) Which mode of instruction that produces the best result in students performance in grammar test?
c) Is there any significant difference between students performance in the mean score of pretest and
posttest in each of the three methods used?
d) Is there any significant difference between the female students and male students mean score of
pretest and posttest in each of the three methods used?
e) Which mode of instruction is the most effective to be used to teach passive voices?

1.4 Research Hypotheses

Based on the research questions, several research hypotheses were constructed, which are:
a) Ho: There is no significant difference in the pretest and posttest scores using the traditional mode
b) Ho: There is no significant difference in the pretest and posttest scores using the integrated mode
c) Ho: There is no significant difference in the pretest and posttest scores using the cyber mode.
d) Ho: There is no significant difference in the females and males posttest scores using the
traditional mode
e) Ho: There is no significant difference in the females and males posttest score using the
integrated mode
f) Ho: There is no significant difference in the females and males posttest score using the cyber
mode


Many believe that integrative grammar teaching is the best method to be used in teaching and learning
English. Since Malaysian education system emphasizes on the application of ICT in language classes,
many teachers and educators have integrated technology, including the World Wide Web, in their

3
teaching. However, there are inadequate studies that have been carried out in Malaysia to give the
educators a concrete answer to the best way in integrating the method. Due to this, researchers need to
be encouraged to venture in this field.

2.1 Review on studies done on the effects of web-based learning on learning grammar

Since technology has been part of everyday life, language also depends on technological enhancement,
like audio, video recordings and even World Wide Web (www) resources (Kenning 2007). In
language learning, grammar plays a significant role and thus, many language educators have made an
effort to inculcate technology in the learning process, in the hope that technology helps to improve
students knowledge in grammar. Some researchers have tried to get some insights on the effects of
web-based learning on students performance in grammar class.
For example, Al-Jarf (2005) investigated on the effects of online grammar instruction on female
freshman college students achievement. 74 students, who enrolled in the online English course
voluntarily, were placed in an experimental group and the others, 164 female freshmen college
students were in a control group, where the traditional face-to-face grammar class was conducted. The
findings revealed that there were significant differences between the two groups in their knowledge of
English grammar. The online grammar instruction helps in students achievement in their English
course.
Another research that focussed on grammar teaching and web-based environment is a research
done by Frigaard (2002). The research was participated by high school students and their performance
on Spanish vocabulary, grammar and listening was investigated after they participated in language lab
activities. The findings, which were from the analysis of the students data and surveys from the five
units of lesson, revealed that the students preferred to learn vocabulary and grammar in the classroom,
but not the listening skills. Hence, the findings reveal that environment plays an important influencing
factor in language learning.
Nagata (1996) did a comparison on the effectiveness of a computer-instruction, known as
Nihonyo-CALI, and a no-CALI workbook instruction. It was found that the feedback received in
developing learners grammatical skill in producing Japanese particles and sentences was more
effective than the feedback received from the class that used workbook. This study reveals that
technology could help in grammar learning and hence, other forms of technological enhancement,
including web-based learning, should be inculcated in learning grammar.

3. METHODOLOGY

3.1 Introduction

This research was conducted in a public university which is situated in the east-coast of Malaysia. In
this research, the effects of three different grammar teaching instructions on the performance of
students understanding in learning passive voices were determined. The passive voices were chosen
because it is one of the most difficult grammatical items to be comprehended.

3.2 The Samples

The samples were 93 semester two students from a public university. There were 61 female students
and 32 male students, taken from three groups, Diploma in Office Management (DOMT), Diploma in
Banking (DIB) and Diploma in Chemical Engineering (DCE). These students were the researchers
students. The researcher was attached to the three faculties while conducting the research. The
students are Malays who mostly come from the east coast of Malaysia, like Pahang, Terengganu and
Kelantan. Their age is between 18-20 years old. The result from the pretest shows that the students
had the same level of understanding in passive voices.

3.3 The Research Design

The research is a quantitative study and the design is pre- and posttest quasi experimental design.
Since there was no randomization in selecting the samples, the research is considered as a quasi

4
experimental research. Therefore, the findings cannot be generalized to the population. Three groups
were involved in this research. All the groups were given a pretest in the first week of the experiment.
After the treatment, all samples were given a posttest. The two marks were compared by using non-
parametric z-test.

3.4 The Instrument

The students were given a set of passive voice questions for the pretest and posttest. The two tests
consisted of the same questions. There are 10 sentences in active voice and the students had to change
the sentences from active to passive voice. A reliability test was conducted on the questions using
Cronbachs Alpha and it was found that the test was reliable with the value of 0.706.

3.5 Procedure

Before the research began, all students involved in the research were given the pretest on the same day
and at the same time. The test was conducted in a small hall in the university. In week 5, the students
were given the same questions at the same time and on the same day.
The samples were from three different groups but all of them were semester one students who
were undergoing the same English course. Upon doing a simple balloting, the group from the
Diploma in Office Management (DOMT) was taken as the control group, which consisted of 17
female students and 14 male students. They were exposed to the traditional method, where the
lecturer, who happened to be the researcher, taught the students the rules of changing active to passive
voices. The second group was from the Diploma in Banking (DIB) which had 16 females and 14
males and they were exposed to the integrated learning environment where the students were given
explanation by the lecturer and they were also exposed to the web-based learning. The third group
was from the Diploma in Chemical Engineering (DCE) and there were 13 male students and 19 female
students. This group was exposed to the cyber mode, where their learning was mainly using the web-
based materials and there was no interruption from the lecturer. The lecturer did not help in
explaining the rules. The students did their study and exercises on their own.

3.6 Analysis

Two analyses were used, i.e. descriptive and inferential analysis. Since the data were small and not
normal, nonparametric test has to be applied. For the analysis to identify the differences between the
two independent groups, i.e. female and male students, the Mann-Whitney U test was used to see the
significant. Then, to identify the differences between the dependent groups, i.e. to see the differences
of the pretest and posttest results of each group, the data were analysed by using Wilcoxon T-test.
Lastly, the Kruskal-Wallis test was used to examine the possible differences between all groups
(Coakes and Steed, 2001).


4.1 Descriptive Analysis

In the pretest, the highest mean is from the group that was supposed to be exposed to the integrated
mode (PreWT) and the lowest mean is from the cyber mode. This could be contributed to the
maximum mark that one of the students had, which is 6 out of 10 marks. After the treatment, based on
the posttest results, the highest mean score is from the integrated group (PostWT), with the mean of
7.43. The lowest mean score comes from the traditional method (Posttest_Traditional), with the mean
of 4.52. However, there was an improvement in the maximum mark for all the methods.

4.2 Inferential Analysis

In discussing the inferential analysis, the hypotheses are answered.
a) Ho: There is no significant difference in the pretest and posttest scores using the traditional mode

5
The result shows that there is significant difference between the pre-test score for post-test score using
traditional mode where Z = -4.885, p < .05. The mean for pretest in the traditional mode is 1.61 and
the mean for posttest score using the integrated mode is 4.52. This shows that there are improvements
in the score when the treatment was over. Thus, the null hypothesis was rejected.

b) Ho: There is no significant difference in the pretest and posttest scores using the integrated mode
The result shows that there is a significant difference between in the score of pretest and posttest using
the integrated mode where Z = -4.733, p < .05. The mean for pretest score in the integrated mode is
1.56 and the mean for posttest score using the integrated mode is 6.50. This shows that there are
improvements in the score when the treatment was over. Thus, the null hypothesis was rejected. This
supports the study done by Al-Jarf (2005), Frigaard (2002), Nagata (1996) that combining technology
and the traditional method in grammar class helps to improve grammar.

c) Ho: There is no significant difference in the pretest and posttest scores using the cyber mode.
The result shows that there is a significant difference between the score of pretest and posttest using
the cyber mode where Z = -4.895, p < .05. The mean for pretest score in the cyber mode is 1.56 and
the mean for posttest score using the cyber mode is 6.50. This shows that there are improvements in
the score when the treatment was over. Thus, the null hypothesis was rejected. This finding could
contribute to the evidence that technology could be used in language enhancement.

d) Ho: There is no significant difference in the females and males posttest scores using the
traditional mode
The result of Mann-Whitney U test in which the difference between the posttest scores was calculated,
shows that there is no significant difference between the posttest score using the integrated mode
between male and female where Z = -1.714, p > .05. This shows that gender does not affect the
students performance when the traditional mode was exposed to the students. Thus, the null
hypothesis is rejected.

5. CONCLUSIONS

Even the findings from this research cannot be generalized to the population, some conclusions could
be made to help the university to have some insights on the current situation that is happening in
teaching and learning English, specifically grammar. A few conclusions could be drawn from the
findings of this research.
Firstly, for all the three modes, it was found that the pretest and posttest had a significant
difference. Thus, these three modes of instruction can improve the students performance in grammar.
Lecturers can use their creativity to select from these three methods in delivering and teaching
grammar.
Moreover, from the findings, gender gives no effect on the students performance, regardless the
type of instruction used. All genders, females and males, show an improvement in any condition.
Thus, genders should not be the main consideration upon choosing the mode of teaching in class.
Last but not least, the finding reveals that the integration method is the best method to be used in
grammar class as it helps to improve on the students score. This finding gives the idea that lecturers
should be encouraged to use more of this mode so that students feel enjoy and can understand the
grammar lesson easier.

REFERENCES

Al-Jarf, R. (2005). The Effects of Online Grammar Instruction on Low Proficiency EFL College
Students' Achievement. The Asian EFL Journal Quarterly December 2005,7(4).
Coakes, S.J., and Steed, L.G. (2001). SPSS: Analysis Without Anguish. Singapore: John Wiley & Sons
Australia,Ltd.
Felix, U. (2005). Analysing Recent CALL Effectiveness Research-Towards a Common Agenda.
Computer Assisted Language Learning. 18(1&2).
Frigaard, A. (2002). Does the Computer Lab Improve Student Performance on Vocabulary, Grammar,
and Listening Comprehension? (online) http://eric.ed.gov/PDFS/ED476749.pdf (7 March 2010)

6
Kenning, M-M. 2007. ICT and Language Learning. From Print to the Mobile Phone. Hampshire:
Palgrave MacMillan
Lee, In-Sook. 2000. Learners Perceptions and Learning Styles in the Integrated Mode of Web-based
Environment. (online)
http://dasan.sejong.ac.kr/~inlee/set/articles/Learners'%20Perceptions%20and%20Learning%20St
yles%20in%20the%20%20Integrated%20Mode%20of%20Web-based%20Environment.PDF (7
March 2010)
Nagata, N. 1996. Computer vs. Workbook Instruction in Second Language Acquisition. Calico
Journal,14(1).
Wheeler, S. 2001. Information and Communication Technologies and the Changing Role of the
Teacher. Journal of Educational Media. 26

1

USEFULNESS OF M- DEVICES IN EDUCATION: A SURVEY

Dr. Ravi Toteja
1
and Dr. Sarita Kumar
2

1
Acharya Narendra Dev College, (University of Delhi),Govind Puri Kalkaji, New Delhi 110019, India
2
Acharya Narendra Dev College, (University of Delhi),Govind Puri Kalkaji, New Delhi 110019, India
rtoteja27@yahoo.com

ABSTRACT

With the advent of Globalization, there has been an explosion of information in all walks of life.
Various electronic gadgets have been developed to access the information. Till recently, information
could be retrieved only through desktops, either at working place or homes or libraries. But now the
scenario has undergone a complete change. Mobile devices are increasingly being used for obtaining
information. Conveying informational content through mobile phones, smart phones, i-pods, photo
frames, and personal digital assistants like palmtop is known as m-learning. There have been various m
learning initiatives in India. Almost every sector has been benefited from the use of m-learning, and
perhaps the areas having biggest impact are education, agriculture and healthcare. Mobile technology
and applications have the widest reach among students. Which means that education can be imparted
to unreached segmentsin some traditional societies it could mean the women, or those who are
differently-abled, or the one who because of any reason can not go for class room studying. The
mobile has almost ubiquitous reach. The present study is based on the survey among the
undergraduate students. The usefulness is described by various parameters like availability, cost
effectiveness, ease of use, ease of handling and speed of retrieval. The results are consistent with the
upcoming trend.

Key Words: m-learning, education, information

1. INTRODUCTION

Learning through electronic media (E- learning) currently depends on networks and computers but
will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and
technologies (e.g., cellular phones, PDAs) as they are developed and adopted. In short, E-learning is
the learning facilitated and supported through the use of information and communication technology.
At the initial stage, E-learning was mostly targeted toward PC users using fixed line access to Internet
(e.g., KBS 2000, CBR 2002, SQL 2002, Blackboard 2002, VEDA 2002, Prentzas 2002). With the
availability of high bandwidth wireless channels such as 3G-telecommunication infrastructure and
wireless LAN, M-learning is becoming more feasible now (Goh T et al, 2003).


Rapid developments in information and communications technologies require learning institutions to
continuously revaluate the approaches in the physical as well as in virtual classroom teaching. M-
learning (mobile learning) is a kind of E-learning which based on the use of mobile devices (PDAs,
mobile phones, notebooks or Tablet PCs) anywhere at anytime (Georgiev, T. et al 2004). The
advances and diffusion of mobile technology have influenced considerably our everyday life changing
our habits and practices by freeing us from the confines of the desktop activities. (Williams et al.,
2006). These devices must support wireless communicational technologies (GPRS, GSM, IEEE
802.11, Bluetooth, and IrDA) and have a possibility to present teaching materials, and to realize an
asynchronous/synchronous communication between learners and teachers (Evgeniya G et al 2007).
The increasing availability of low-cost mobile and wireless devices and associated infrastructure
provides both opportunities and challenges for educational institutions and their teachers and learners
(Cobcroft, R. S. et al 2006).

978-602-19271-0-6 ICEL 2011

2
The rationale to undertake a survey into mobile devices was to understand and embrace the
changes in learners, teachers and institutions in concert with associated ICT advances, whilst
acknowledging the risks. It is known that the major dimensions of usability defined by ISO (1993)
are effectiveness, efficiency, and satisfaction. These were the parameter on the basis of which
usefulness of m devices in higher education was judged.
The present study is aimed at exploring
1. Whether the enthusiasm of young generation for mobile devices can be harnessed to
encourage participation in education or training.
2. To ascertain whether mobile learning can result in improved literacy, numeracy or changed
attitudes or behavior, including greater enthusiasm for learning and progression to further
learning.
Therefore, the focus is on the role of technology that can support learning that occurs across urban
locations, learning arenas and communities.

3. METHODOLOGY

This study was based on a survey of students doing graduation, post graduation and research across
the various universities of India. This study is an effort to understand the use of technology in
teaching.
Using an online survey service, Google, we developed an online questionnaire as an instrument
for this survey study. The survey is available on
https://spreadsheets.google.com/spreadsheet/viewform?formkey=dDNXSUQ5Z0h1ME56Vk52dHh2d
G5MRWc6MQ
The questionnaire consisted of 13 questions. In addition to this another section there are few
questions regarding respondents' demographic information. The survey used various types of
questions, including, multiple-choice, and open-ended questions.
Descriptive data analyses (such as frequencies) were conducted using the data analysis tool provided
in the online survey site.

4. RESULTS

There is a wide spread popularity for using m devices particularly mobile phones (smart phones)
among the young generation irrespective of the gender. Both male and female students use mobile
devices. The survey data suggests that mobile devices
Can be used anywhere, anytime for personalized learning as these are cheaper and there is no need
of any formal training for using m devices.
Can be used as an alternative to conventional class room study.
Can make a learning a fun filled experience.
Can act as an add on to basic literacy skills.
Enables discrete learning in the sensitive area of literacy.

3
Daily
Weekly
Monthly
Occassionaly
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
Many times a day Once a day Once a week Once a month Never
About 43 % of the subjects uses mobile devices occasionally for learning and 39% uses daily to access
the content using m devices. (Figure 1)

Figure 1 Ilustrates how frequently one use the mobile device for any type of learning related to the
subject matter of the formal university course they are studying

The question addressed in figure 2 tries to find out how frequently m devices are used for
downloading or using software applications. According to the figure 30 % have not used the device
for downloading any software application whereas 23% uses it many times a day.

Figure 2 Illustrates the frequency that one uses mobile device for the Downloading or using software
applications

Figure 3 illustrates the use of m devices many times a day for various activities like Getting
information, Listening to music, Playing Games, Note Taking, Reading Books, Reading Newspaper,
email, Net usage, Photographing, SMS and using social net working sites

4
0% 10% 20% 30% 40% 50% 60% 70% 80%
Getting information
Listening to music
Playing Games
Note Taking
Reading Books
Reading Newspaper
email
Net usage
Photographing
SMS
using social net working sites

Figure 3: Uses of m devices

Majority of the respondents are not accessing learning resources from the university network through
their mobile devices which are clear from the graph shown in figure 4.

0
10
20
30
40
50
60
70
80
90
No
Yes
No 73 57 80 75 57
Yes 27 43 20 25 43
Audio Recording e Books Educational games Online Courses Video Recordings

Figure 4: Various learning resources one can access to from their university through the mobile
device. Series 1 means No and Series 2 means Yes.

Figure 5 depicts the response of different respondents which discourage them from using mobile
technologies. 36% of them rely on use of paper formats for ready reference and notes, 20% faces
problems with technology and 16 % have other reasons for not using mobile technologies.

5
1
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3
4
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Figure 5: Reasons for discouraging the use of mobile technologies on placement

5 DISCUSSIONS

There are widespread hypes and realities around theoretical, technical and organizational aspects of
the fast evolving field of M Learning as a complementary paradigm to online and classroom learning.
The present study was undertaken to answer the doubts regarding the usefulness of m devices in
higher education. The most obvious advantage of an m learning environment is the ability to access
information where it would not be possible without a mobile device. This access advantage is not
limited to time and location. The devices required to access mobile networks are relatively
inexpensive compared to desktop.
The data obtained in the present study clearly reflects that younger generation has a craze for using
the mobile devices. Students across the country use mobile phones for various purposes like
videographing/photography, sending and receiving emails, SMS/MMS, downloading applications and
education content. A large number of researchers have highlighted some of the key benefits that
mobile learning offers, these include:
No time constraints (Johnson, McHugo & Hall, 2005)
Available wherever and whenever (Chen & Kinshuk, 2005; Csete, Wong, & Vogel, 2004).
Content is adaptable to meet individual needs (Trifonova & Ronchetti, 2004; Taylor &
Evans, 2005)
Easier access (Noelting & Tavangarian, 2003; Schreurs, 2006)
Increases motivation (Duncan-Howell & Lee, 2007)
Enhances knowledge (Attewell & Gustafsson, 2002)
More independent (Holzinger, Nischelwitzer & Meisenberger, 2005)
Improved communication and organisation (Mac Callum & Kinshuk, 2008; Stead et al., 2006).
M-learning being a young field, its impact and capabilities has not been fully explored. It is well
known that most computer users exploit only a small proportion of the technology available to them,
and that immensely powerful machines are often used as little more than hi-tech typewriters and
calculators. The mobile phone has been around for a couple of years with little regard to its potential
for learning the reason being we know too little about what mobile devices are used for.

6
6 CONCLUSIONS

The proliferation of mobile devices has proceeded throughout society at such a rate that higher
education can no longer avoid exploring the educational potential of these tools. As noted by Collis
and Moonen (2002): You cant not do it. The idea whose time has come is irresistible
The present survey describes the usefulness of m devices in education. The results are clearly
indicative that the technology is in nascent stage and is in state of evolution. Most of the learning
activities take place on devices that are actually not designed with educational purposes. There is a
problem with the technology also which is preventing the students from using mobile devices.
Mobile learning provides a high degree of mobility, flexibility and independence. Individuals can
learn at any time and any location according to their personal learning budget. They can use
unexpected idle times spontaneously for learning, obviating the need for computer access and
availability of learning materials.
The uses of mobile learning are far-reaching, and its potential effect on education profound. The
next few years will see a period of rapid growth for mobile learning, with evolutionary rather than
revolutionary changes. Mobile learning capabilities will continue to expand with the introduction of
smaller, more sophisticated and powerful gadgets capable of delivering data in a variety of formats
anywhere, at any time. Today's mobile computing devices have more computational power than the
largest computers of a generation ago, and this trend continues. As these devices become more
powerful, they may coexist with or supplant other technologies to make learning more portable. We
should prepare to take advantage of their benefits in higher education by planning how best to employ
mobile devices in online and traditional classes.

ACKNOWLEDGEMNT

I am indebted to Dr. Savithri Singh, Principal AND College for providing valuable guidance and
support throughout the execution of this study. I am also thankful to all the respondents for sparing
their valuable time for filling up the survey.

REFRENCES

Attewell, J. (2005). From research and development to mobile learning: Tools for education and
training providers and their learners. In H. van der Merwe & T. Brown, mLearn 2005 4th World
Conference on mLearning. Retrieved November 4, 2009, from
www.mlearn.org.za/CD/BOA_p.13.pdf.
Chen, J. & Kinshuk. (2005). Mobile technology in educational services. Journal of Educational
Multimedia and Hypermedia, 14(1), 91-110.
Cobcroft, R.S & et al. (2006). Mobile learning in review: Opportunities and challenges for learners,
teachers and institutions. Proceedings Online Learning and Teaching Conference 2006, pp. 21-30.
QLD Univeristy of Technology; Brisbane.
Collis, B., & Moonen, J. (2002). Flexible learning in a digital world. Open Learning, 17(3), 217-
230.
Csete, J., Wong, Y. & Vogel, D. (2004). Mobile devices in and out of the classroom. In: Cantoni, L.,
McLoughlin (eds) Proceedings of ED_Media 2004, pp 4729-4736 (2004).
Duncan-Howell, J., & Lee, K.T. (2007). M-learning: Finding a place for mobile technologies within
tertiary educational settings. In ICT: Providing choices for learners and learning. Proceedings
ASCILITE Singapore. Retrieved November 4, 2009, from
http://www.ascilite.org.au/conferences/singapore07/procs/duncan-howell.pdf.
Evgeniya G, Angel S, Tsvetozar G.. A general classification of mobile learning systems. International
Conference on Computer Systems and Technologies (CompSysTech2005).
Georgiev, T, E. Georgieva, and A. Smrikarov (2004) "M-Learning a New Stage of E-Learning," in
International Conference on Computer Systems and Technologies. Rousse, Bulgaria, June 17-18.
Goh T., Kinshuk T. and LIN T. Developing an adaptive mobile learning system. International
Conference on Computers in Education, Hong Kong, Norfolk, VA, USA: AACE, 2003: 1062-
1065.

7
Holzinger, A., Nischelwitzer, A., & Meisenberger, M. (2005). Lifelong-learning support by m-
learning: Example scenarios. eLearn Magazine, 2.
Johnson, K., McHugo, C., & Hall, T. (2005). Analysing the efficacy of blended learning using
Technology Enhanced Learning (TEL) and m-learning delivery technologies. In, Whos learning?
Whose technology? Proceedings ASCILITE Singapore. Retrieved November 4, 2009, from
http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p73.pdf
Mac Callum, K., & Kinshuk. (2008). Mobile technology in collaboration: Evaluation of a web-based
discussion board. International Journal of Mobile Learning and Organisation, 2(4), 318328.
Noelting, K., & Tavangarian, D. (2003). New learning scenarios? Mobile learning and teaching at
universities. In Proceedings of World Conference on E-Learning in Corporate, Government,
Healthcare, and Higher Education 2003 (pp. 658-661). Chesapeake, VA: AACE. Retrieved
November 4, 2009, from http://www.editlib.org/p/15026.
Schreurs, J. (2006). M-learning using PDAs and our supporting LOMS. International Journal of
Computing and Information Sciences, 4(2), 9-15.
Stead, G., Sharpe, B., Anderson, P., Cych, L., & Philpott, M. (2006). Emerging technologies for
learning. Coventry, UK: Becta.
Taylor, J., & Evans, D. (2005). Pulling together: Keeping track of pedagogy, design and evaluation
through the development of scenarios - a case study. Learning, Media and Technology, 30(2),
131-145.
Trifonova, A., & Ronchetti, M. (2004). A general architecture to support mobility in learning.
Proceedings of the IEEE International Conference on Advanced Learning Technologies (pp. 26-
30), IEEE Computer Society.
Williams, A. and Dourish, P. Imagining the City: The Cultural Dimensions of Urban Computing.
Computer (2006), 38-43.

1

PRINT TO DIGITAL: A STUDY OF STUDENTS PSYCHOSOMATIC
COST IN TRADITIONAL AND E-LEARNING

Sarita Kumar
1
and Ravi Toteja
2

1
Associate Professor, Department of Zoology, Acharya Narendra Dev College, University of Delhi, New Delhi
110019, India
2
Assistant Professor, Department of Zoology, Acharya Narendra Dev College, University of Delhi, New Delhi
110019, India
sarita.sanjay90@gmail.com

ABSTRACT

The information age is characterized by the instant access to knowledge that empowers one to
compete, grow and succeed. Traditional instructor-led training based on text book learning is a vast
and colossal system to gain knowledge. Nevertheless, transition from traditional to e-learning system
allows for transformation in educational paradigms and behaviour, thus creating a new culture
regarding learning and the implementation of technological evolution in education. A survey was
carried out among hundred undergraduates, postgraduates and research scholars of Indian Universities
to assess the impact of transition from traditional to e-learning on their psychosomatic behaviour and
reasons thereof. This included the psychological challenges, i.e. stress, nervousness and anxiety, in the
students because of the inadequate facilities and infrastructure, apprehensions to adopt a new system,
lack of computer literacy and faith on the technology, and any other cause. It was also evaluated
whether the students were able to cope up with psychological challenges after imparting training and
familiarization with e-learning. Based on the survey the best and most sound method of learning in
Indian context was explored.

Keywords: Psychosomatic, traditional, transition, challenges, e-learning

1. INTRODUCTION

Globalization has made the world more dynamic and highly competitive where a range of educational
strategies, new techniques, technologies and knowledge are constantly created and changed. Newer
digital technologies have been touted as potentially powerful enabling tools for educational change
and reform. Hence, academicians face the need to update themselves faster and constantly which has
encouraged distance learning practices (Zerbini et al., 2005). Use of information technology and
communication to support continuing educational development, promoting collaborative learning in
geographically apart groups has been referred to as e-learning. It is an individual or
collaborative/group activity involving synchronous or asynchronous communication processes
(Romiszowski, 2004).
E-learning is interactive and promotes self-learning mediated by educational resources; is
systematically organized presented through different information technology supports; and offers
instructional flexibility (Allen, 2004). It addresses a broad set of processes and applications such as
web-based and computer-based teaching, virtual classrooms and digital collaboration. It also includes
delivering content through the Internet, Intranet/Extranet, audio, video and radio recordings, through
satellite, interactive TV, and CD-ROM (Kaplan-Leiserson, 2000). When used appropriately, different
set of tools help expand access to education, strengthen the relevance of education to the increasingly
digital workplace, and raise educational quality by making teaching-learning into an engaging, active
process connected to real life. However, the experience of introducing different tools in the classroom
and other educational settings all over the world over the past several decades suggests that the full
realization of the potential educational benefits of these tools is not automatic.
Traditional instructor-led training based on text book learning is a vast and colossal system to gain
knowledge. Nevertheless, transition to e-learning system allows for transformation in educational
paradigms and behaviour, thus creating a new culture regarding learning and the implementation of
technological evolution in education. The effective integration of e-learning into the traditional
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educational system is a complex, multifaceted process that involves not just technology but also
curriculum and pedagogy, institutional willingness, teacher competencies, long-term financing and
above all students readiness, among others. The solutions to these challenges can help policymakers
in developing countries define a framework for the appropriate and effective use of ICTs in their
educational systems.


The rapid pace of technological and economic developments has placed greater demands on education
systems. The crucial need for students is to focus on the importance of lifelong learning to
continuously upgrade their knowledge and skills, to think critically and to inspire creativity and
innovation so as to adapt to global change (UNESCO, 2004). The importance of e-learning is widely
recognized as a means of enhancing accessibility and quality of teaching-learning process (Cruthers,
2008). It is viewed as a tool to reach marginalized and disadvantaged students, provided Internet
connections are accessible. A few reports are available which suggest that online learning supports
critical thinking skills, problem-solving, communication and interaction, autonomous learning and
flexibility in time management (Cavangaugh, 2001; Swan, 2001; Johnston et al., 2005).
On the other hand, e-learning is also viewed with a great deal of challenges. Though rapid
development of ICT provides easier and more affordable connectivity to Internet narrowing the digital
divide, equitable access will continue to be a major apprehension. The greatest concerns faced are the
non-accessibility of Internet and the absence of required IT skills among a significant sector of
individuals. In most countries, e-learning is not considered a study tool for everyone (Kearsley, 2002).
It has been reported that despite the fact that online courses provide various opportunities for learners
to interact with each other and with their teachers; there is a need to develop and promote e-learning
process by enabling learners to become self-motivated, self-reliant and self-managing (Johnston et al.,
2005). It is expected that elearning should be an affordable and comprehensive learning method.
Other problems that need to be attended to, for effective online learning to be actualized includes: poor
pedagogy, poor research and measurements, unmotivated staff and inferior online tools (Lee, Kar-tin,
2005).
Since e-learning is about individuals and about using technology systems to support constructive
social interactions, it may work best as blended learning in combination with some f2f classroom
experience (Cavangaugh, 2001). However, real challenge lies not only in ensuring the fulfillment of
certain pre-conditions of accessibility and literacy, but also in changing perceptions of educators
towards e-learning. For the success of e-learning implementation, there is a need to acknowledge and
assess the importance of willingness of institutions, teachers and learners to adapt this learning style
(So and Swatman, 2006). The evaluation of keenness of learners and in turn, the psychosomatic
challenges faced by them can help the institutions to identify potential aspects that are necessary to
ensure that the design of learning strategies are tailored to meet the learners needs.
A number of studies have been carried out in various countries to address various issues of
challenges in adopting e-learning at various levels. In Turkey, Aydin and Tasci (2005) evaluated four
constructs technology, innovation, people and self-development - to assess the organizational
readiness for e-learning. Whereas, Watkins et al. (2004) developed an instrument to measure an
individuals perceived readiness to engage in e-learning. The focus points of his study were
technology access, online skills, motivation, ability to use online material, participation in Internet
discussions and importance to learners success. Agboola (2006) evaluated the perceptions of staff of
post-secondary institutions in Malaysia, while in Hong Kong, primary and secondary school teachers
were the main targets of study (So and Swatman (2006). Earlier, Schank (2002) gave seven methods
of assessing elearning programme - Failure, Reasoning, Emotional, Exploration, Doing, Observation
and Motivation - using the acronym FREEDOM. He explained these as follows:
Failure The students should learn from their mistakes.
Reasoning They should be involved in deliberations in order to apply their knowledge to
real life situations.
Emotional Course materials should provoke emotional response from students.
Exploration This should help to provide a more engaging environment for learners.
Doing The learner should be given the option to learn in his or her own way or own time.
Observation This includes the provision of diagrams, charts and other visual aids.

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Motivation Student should have a feeling of being able to personally relate to the material
and its value. They should not be motivated only to pass the test or examination alone.
It was further reported that the course designer should strive to create a deeper motivation in
learner for them to learn new skills and transfer those skills back in to work environment (Lee, Kar-
tin, 2005)

3. METHODOLOGY

Our study adopted the survey method conducted among hundred undergraduates, postgraduates and
research scholars of Indian Universities to assess the impact of transition from traditional to e-learning
on their psychosomatic behaviour and the reasons thereof. The study examined various psychological
challenges, i.e. stress, nervousness and anxiety, in the students which may arise because of inadequate
facilities and infrastructure; apprehensions to adopt new system; lack of computer literacy and faith on
the technology; and any other cause. It was also evaluated whether the students were able to cope up
with psychological challenges after imparting training and familiarization with e-learning. Based on
the survey the best and most sound method of learning in Indian context was explored.
The survey Instrument used was an online questionnaire which was uploaded and can be viewed at
https://docs.google.com/spreadsheet/viewform?hl=en_US&pli=1&formkey=dHltT0J2V3gtUGZjRmR
VZjVlcDY2ZXc6MQ#gid=0. The study was conducted from July 28, 2011 to September 10, 2011.
The questions had a 5 point scale (indicating 1 = Cant Say, 2 = Dont agree, 3 = Somewhat agree, 4 =
Agree, 5 = Strongly agree). It was divided primarily into two sections: biographical Information of
students and questions examining students attitude to e-learning, willingness and issues related to
adopt e-learning and psychological challenges faced by them to adopt e-learning. The Instrument
contained 16 questions in all, each containing different number of parts. The target group in the study,
as said earlier, was the undergraduate, postgraduate and research students.
The survey link was send to different Universities to cover students of different streams, region
and religion. The data was collected, compiled and analysed to comprehend and evaluate the views
and problems faced by the Indian students to adopt new teaching-learning methodology.

4. RESULTS AND DISCUSSION

The summarised data of our study is presented and discussed below. Table 1 depicts the respondents
profile in terms of their sex, age and study level. The profile indicates that 47% of the respondents
were females while 53% were males. The majority of the respondents surveyed (69.1%) fall within
19-24 years age range. Whereas, 18.5% respondents were between the 25-30 years range, 8.7% were
above 30 years old whereas only 3.7% were less than 19 years of age. Most of the respondents are
pursuing their graduate programme (45.6%), while 30.9% respondents are studying in Masters
programme and 17.3% are in research field while 6.2% have finished their studies and are either
preparing for higher studies or are in search of jobs (Fig. 1).

Figure 1: Profile of the respondents

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The result further revealed that only 15% students preferred pure digital learning while 33% favoured
traditional learning. The mode of study through video conferencing was also opted by only 15% (Fig.
2). Nevertheless, the data shows that majority of students (37%) wanted to adopt blended learning
through combined method of learning. The noticeable finding was that irrespective of the preferred
mode of learning, 70% respondents agreed that e-learning has a number of advantages in terms of
greater efficiency in teaching (61%), flexibility in time management (60%), more onus on learners
(65%), a way to reach remote areas (76%) and a mode to reach a greater number of students (81%).
This clearly shows that there was a 47% increase in the readiness of students to adopt e-learning.

Figure 2: Percent students with preferred mode of learning

The data collected about the students reservations in adopting e-learning teaching methodology
revealed the following major reasons (Fig. 3) - lack of interaction with teachers for problem solving
(72%), absence of teamwork (69%), fragmentation of work (58%), inadequacy of monitoring (63%),
secondary importance to real life applications (64%), superficial teaching (50%) and fear of disparity
between students (50%). The survey regarding prime challenges faced by students in adopting e-
learning teaching methodology indicated the main challenges as financial constraints (78%); and
inadequate infrastructure at institution (84%) and home (76%). Other challenges that appeared to
concern students were unsuccessful implementation of new methodology (75%), lack of computer
literacy (68%), insufficient technical staff (66%) and absence of motivation (50%). This study clearly
suggests that if these problems of students are addressed in a proper way, they would like to switch
from traditional to e-learning in a major way.

Figure 3: Per cent students with reasons for reservation in adopting e-learning technology

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Another remarkable finding in present study is that in most of the students view, 70-90% of the
faculty members of their respective institutions have apprehension towards adopting new
methodology. According to them the teachers prefer traditional teaching (chalk and talk) and
categorize e-learning more as research rather than teaching. As a result, habitually students also prefer
to study in a traditional way and view e-learning as an additional tool which has the entire onus on
them. Further, the study also revealed the distressing fact that implementation of new technologies in
the institutions despite of inadequate infrastructure and the unprepared transition from traditional
learning to e-learning is causing various psychological challenges in students (Table 1).

Table 1: Psychological challenges faced by students in transition from traditional to e-learning

S. No. Challenges faced to adopt e-learning Psychological Impact % agree

1. Poor access to facilities at institution Concern 76
2. Lack of facilities at home Tension 76
3. Unable to use facility at Cyber Caf Stress 70
4. Inability to complete assignments in time Fear 66
5. Creates divides in the class Pressure 57
6. Lack of interaction among classmates Strain 58
7. Enhanced competition between friends Unease 58
8. Financial constraints Stress 66
9. Lack of interaction with teacher Concern 83
10. Enhanced communication gap with parents Distress 58
11. Unable to deliver in time Anxiety 61

Our survey showed that the major concern and tension among majority of students (76%) is poor
access to e-learning facilities at institution and home. Lack of adequate infrastructure, poor bandwidth,
insufficient number of nodes at institution and frequent electricity failures are adding to these
concerns. Another major factor causing stress in 70% of students is the inability to use facilities at
Cyber caf because of financial constraints resulting in failure to complete assignments in time.
Unable to deliver work by only a segment of students, in turn is creating fear (66%) and divide among
students (57%). However, it was also revealed that these persisting constraints are not causing strained
relationships among friends. However, lack of interaction with teachers has aroused concern among
83% respondents. The astonishing fact revealed by our study is that new method of teaching is
enhancing communication gap with parents in 58% students leading to loss of faith and causing
distress. The probable reason behind this may be due to lot of time spent on understanding new
methodology, completing assignments and working online most of the times.

5. CONCLUSION

This study has shown that combining online and traditional classroom approach as a blended learning
offers an effective way of learning. It suggests that students in a traditional class can be assigned both
print-based and online materials, have online mentoring sessions with their teacher through chat, and
can be subscribed to a class e-mail list. Alternatively a web-based training course can be enhanced by
periodic f2f instructions. Blended learning was prompted by the recognition that not all learning is
best achieved in an electronically-mediated environment, particularly one that dispenses with a live
instructor altogether. Instead, consideration must be given to the subject matter, the learning objectives
and outcomes, the characteristics of the learners, and the learning context in order to arrive at the
optimum mix of instructional and delivery methods.
The study has revealed that elearning has become an important part of our academic culture and
majority of students, despite its disadvantages, would like to adopt it. It suggests that there is a scope
for its wider use by educational institutions in future, as we experience more technological
development in the field of Information Technology. However, there are various measures that need to

6
be taken in order to ensure its effective adoption in our educational programme. The following
recommendations are therefore suggested:
E-learning should be effectively implemented so as to achieve its objective, as a qualitative
and effective learning method;
It is expected that elearning should be an affordable and comprehensive learning method
(Lee, Kar-tin, 2005). Educational institutions contemplating the adoption of elearning should
not be discouraged because of the initial substantial costs often associated with online
programme, most especially at the developmental stage. This initial investment will yield
better result if given close monitoring and it will subsequently become successful;
The emotional needs of students regarding the use of elearning should be met, most
especially those who are using the computer and the Internet for the first time and feel
frustration in using elearning method of study. Taking care of the interest of this category of
students will ensure the creative use of the elearning method;
A collaborative online learning environment should be created so as to enable students to get
opportunities to exchange ideas and information. This will solve, to a lesser extent, the
problem of interaction commonly associated with the online method;
There is a need for online instructors and teachers to update their knowledge about the latest
online teaching. This will help to cater the problem of poor investment in staff and
technology.
In conclusion, this study has to certain extent shown that elearning offers a better prospect in
future if the problems of learners raised in the study are addressed. It is hoped that the study will be of
benefit to online instructors and Educational Institutions in designing an effective online programmes
for both the students and staff.

ACKNOWLEDGEMENT

We are highly grateful to Dr. Savithri Singh, Principal, Acharya Narendra Dev College for providing
valuable guidance and support throughout the execution of this study. Thanks are also due to all the
respondents for sparing their valuable time for filling up the survey.

REFERENCES

Allen, M.W. (2004). Down with boring e-Learning. Interview by Ryann Ellis Learning Circuits
Editor. Retrieved on 26th August, 2011 from the site:
http://www.astd.org/LC/2004/0704_allen.htm
Agboola, A.K. (2006). Assessing the awareness and perceptions of academic staff in using e-learning
tools for instructional delivery in a post-secondary institution: A case study. The Public Sector
Innovation journal, 11.
Aydin, C.H. and Tasci, D. (2005). Measuring readiness for e-learning: Reflections from an emerging
country. Educational Technology and Society, 8: 244-257.
Cavanaugh, C.S. (2001). The effectiveness of interactive distance education technologies in K-12
learning: A meta-analysis. International Journal of Educational Telecommunications, 7: 73-88.
Cruthers, M. (2008). Education technology gives teachers a wider reach. ETNI, 5. Retrieved 10
September, 2011 from http://www.etni.org.il/etnirag/issue5/mar_cruthers.htm.
Johnston, J., Killion, J. and Onmen, J. (2005). Student satisfaction in the virtual classroom. The
Internet Journal of Allied Health Sciences and Practice, 3.
Kaplan-Leiserson, E. (2000). E-learning glossary. Retrieved August 8, 2011 from
http://www.learningcircuits.org
Kearsley, G. (2002). Is online learning for everybody? Educational Technology, 42: 41-44.
Lee, Kar-tin. (2005). E-learning: the quest for effectiveness. Malaysian Online Journal of
Instructional Technology, 2: 61-71.
Romiszowski, A. (2003). O futuro de e-learning como inovao educacional: fatores influenciando o
sucesso ou fracasso de projetos. Rev Bras Aprendizagem Aberta Distncia [ peridico on line ].
Retrieved on September 8, 2011 from: http://www.abed.org.br
Schank, R. (2002). Designing world class E-learning. New York, USA: McGraw Hill.

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So, T. and Swatman, P.M.C. (2006). E-leaning readiness of Hong Kong teachers. Retrieved September
5, 2011 from http://www.insyl.unisa.edu.au/publications/working-papers/2006-05.pdf.
Swan, K. (2001). Virtual interaction: design factors affecting student satisfaction and perceived
learning in asynchronous online course. Distance Education, 1: 306-331.
UNESCO. (2004). Integrated ICT into education: Lesson learned. UNESCO Asia and Pacific
Regional Bureau for Education, Bangkok, Thailand, Retrieved August 12, 2011 from
http://www.gesci.org/old/files/docman/ICT_integrating_education.pdf.
Zerbini, T., Carvalho, R.S. and Abbad, G. (2005). Treinamento a distncia via internet: construo
e validao de escala de estratgias de aprendizagem. In: Anais do 29 Encontro da Associao
Nacional de Programas de Ps-Graduao em Administrao, septembro 17-21; Braslia.

1

A CREATIVE AND LITERARY WRITING DIGITAL LMS IN
SUPPORTING WRITERS GROUP LEARNING AND KNOWLEDGE
SHARING AMONG CREATIVE WRITERS

Lee Tan Luck
1
, Filouz Hashim
2
, Syaidatul Zarina Mat Din
3

1&3
Faculty of Business Management
2
Faculty of Accountancy
MARA University of Technology Johor
kualapaya@yahoo.com

ABSTRACT

The purpose of this research is attempted to examine the feasibility of a creative writing digital
learning management system in sharing and social networking among creative and literary writers in
improving the quality of their knowledge, creative literary writing skills and upgrading their
livelihood. The creative and literary writers could use the internet facilities and connectivity of the
platform not only to communicate but also to acquire knowledge on creative and literary writing skill
as well as the world of literary publishing. The culture of using technologies in acquiring creative
writing knowledge for the newbie, sharing experiences and the publishing of written creative works
have great influence in determining the quality of their livelihood. Design and methodology used are
by looking into the five dimensions of enhancing a creative writers learning management system
to support writers group learning and knowledge sharing in improving livelihood of Malaysian
creative writers through digital technologies (demographic, technology availability, creative
writers learning culture and experiences, learners efficacy in digital technology and digital
technology leadership and managerial quality) were examined to determine the success of
supporting writers group learning and knowledge sharing in the digital age and improve
livelihood among creative writers. In general, there are significant differences among factors stated
above which will support writers group learning and knowledge sharing in improving livelihood.
The enhancing of digital technologies could be beneficial to the creative writers upgrading their
knowledge on writing, sharing of experiences and publishing of their literary works. In addition, the
creative writers could use the ICT facilities to foster friendship, exchange of ideas and networking
among their peers in the region either individually or their respective writers association in the
country.

Keywords: creative and literary writers, digital learning management system, knowledge sharing.

1. INTRODUCTION

The United National Creative and Literary Writer Association (GAPENA) is a federation of 22
members states level creative and literary writers associations that located in Kuala Lumpur. Its
activities are mainly on the creative writing in the Malaysia national language (Bahasa Melayu). It also
associated with some of the government agencies such as the Institute of Language and Literature
(Dewan Bahasa dan Pustaka) etc. The sorry state is that almost all of the state level creative and
literary writers association does not collaborate and mainstream their activities, not to mention on
sharing of writing skills and knowledge as well as publications. This affects the learning and acquaring
of creative writing skills and knowledge among the young writers. The most they gather together to
discuss on writing is through the social networking platform created for those who are interested only
like the PENA Blog, writers Blog, such as e-sasterawan; emails or facebook such as the Persatuan
Pendidk Bahasa Melayu etc. There are much to learn from the existing national literary laurettes like
SN Shahnon Ahmad, SN Nordin Hassan, SN Anwar Ridhwan, etc. and those established literary
writers in the country.
Since the application of digital technologies and its enhancement in education and training has
always been placed as top priority in Malaysia especially in the education system. It not only upgrade
the Malaysians young generations savvy in the usage of digital technologies for information but also
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to fulfill the governments vision of increase the countrys human capital, digital and electronic
society and realizing Malaysia as a develop country by year 2020. The trend of utilizating digital
technologies in social networking such as facebook, twiter etc. has gain tremendous impact in recent
years when the government increase the bandwidth, wifi and electricity supply throughout the country,
even with the solar energy and panel in the remote areas of East Malaysia. The application of digital
technologies such as the internet and technology enhance learning system in the education process as
innovation in the Malaysian education system has since prompts the development of distance,
collaborative and e-learning in the andragogical process that has also proof as a very useful tool that
contributed to the development of digital enhancement among the Malaysian citizen.
Tiffin and Rajasingham (1995) quoted that ICT would allow fully immersed, interactive real-time
communication through audio, textual video and even touch and smell. This development would
create a communication environment where all functions of a conventional classroom can take place.
Therefore it would be proper to propose to commission the many states or national level creative and
literary writing association could collaborate using a single regional digital technology platform to
share knowldege on creative writing and publication skills. Many writers normally are sentimental in
nature and do not wish to be disturb and would not like to mix but the creative writing skills should be
share with the young generation, therefore a digital technology platform is the must suitable tool to
share.
The setting up, commissioning of a regional digital technology management platform in the
National writers Association (GAPENA) premise that wired and connected with all the state level
writers associations is a value added knowledge dissemination and writers sharing tool for all the
literary writers throughout the country. It would be better if the entire creative and literary writers
association and its premise ICT and digital technologies could be connected to form a regional lifelong
creative and literary writers management system in supporting the transformation of the Malaysian
creative writers societal development and human capital through a regional server. The much needed
collaborative creative writers digital infrastructure which could be connected to the central or regional
mainframe will definitely contribute to the self learning in a networked human and information
technology environment and will accelerate to the paradigm shift of creative and literary writing cycle
in the country.
In the proposed regional creative and literary writers learning management system that will
utilized by the Malaysian creative writers of the multi etchnic races from all walks of life could be
beneficial because Wasonga (2005) found that a class in multicultural background significantly
increased knowledge about diversity, attitudes towards multiculturalism as well as through the social
networking and this perspective fit in nicely to the regional collaborative creative writers digital
management platform in Malaysia that could create racial harmony and integration for national unity.

2. REVIEW OF LITERATURE

A lot of researches has been conducted on distance, collaborative and e learning in education but none
has been conduct on the utilization and enhancement of digital technology in the teaching, fostering
and sharing of creative and literary writing skills among the writers fratenities especially the young
malaysian of all ecthnicities and from all walks of life who teasured the importance of writing in
national language that will enable accessibility to educate and transmit the much needed day to day
knowledge for social transformation and development as to bridge the digital divide of between the
young and old Malaysian creative writers. This is utmost important as people from all walks of life
especially the young creative and literary writers need the know-how of accessing to creative writing
skills, knowledge and education. Shirley (2001) quoted that collaborative digital learning environment
can be used widely either for educational or training purposes. Therefore the enhancement of a
creative and literary writers digital learning management platform connected to all the 22 state level
creative and literary writers associations to a mainframe sever station in the GAPENA building is an
effective way of utilizing digital technology not only for the present creative writers but also for the
younger generation in acquiring the much needed livelihood education and the contents to the users on
creative writing.
The creation of a creative and literary writers digital learning environment by utilizing the
existing state-of-art digital technologies, which will create a regional collaborative creative and
literary writers digital learning management system to connect and wired throughout the country, will

3
be a cost effective move in disseminations of knowledge to the young creative writers. This would
enable the creative writers, both old and young to be center into one place not only for the purpose of
networking among their peers, friendship, racial integration, religious tolerance and creative and
literary writing knowledge. Therefore as Koatas, Psarras and Stefanos.(2002) quoted that academic
community is addressing more and more on the rise of on-line community that will be instrumental in
the realization of advanced learning society. Internet on-line environment enables new and interesting
designs for the support of traditional learning for the development of new forms of learning. All this
could also apply into enhance literary writing learning environment in transforming a regional creative
writing and literary management system into a regional collaborative writers and literary digital
learning platform to create a literary learning society and human capital among the young generation
of the country.
The much preferred digital literary learning platform for creative and literary writers would be to
combine both the electronic-enabled learning system and traditional face to face group discussion
methodology as the creative writers maybe comprise of those first time learners and users of digital
technology that should be guided by an instructor probably come from among the local writer who is
savvy in computer because Young (2001) suggested that collaborative and e- learning works best
within a blended training solution which incorporates traditional methods as well as technology-led
learning. One method is to utilize it as a method of providing a consistent level of skills within a team
of delegates prior to them participating in an instructor-led session so they can get the most out of the
training and the instructors time and knowledge. Eisinger (2000) also mentioned that by combining
traditional learning characteristics with the unique environment available on-line, elements that
emerge would differentiate excellent in e learning, namely the sharing of knowledge through the
blended learning environment for creative writers and upgrading knowledge capital for societal
development in Malaysia. Therefore, before the usage of digital technologies in the creative and
literary writers association, they have to be guide step by step in the utilizaton of digital technology.
Young (2001) suggested that within the web-enabled environment, individuals can access learning
materials, courses, individual topics and performance support resources any time, from anywhere
centralize centers of office, at home or while traveling. Standard web browsers offer a consistent and
seamless user interface across a wide variety of workstation platforms and networks. One might also
ask for the fulfillment and requirements of the curriculum as well as the content relevancy because
most of the courses followed, as Morris (1996) quoted, distance and collaborative interactive project.
The production of learning materials could be enjoyed nationwide by those users in the collaborative
digital learning station in the state level creative and literary writers association and at their home
irrespective of their location. New ideas and materials would become immediately available for
discussions and trials after dispatch by e-mail to a central server. The central server would serve as
main frame to enable the instructor to upload all learning files and document as well as instruction to
the young creative and literary writers and learners throughout the country.
Rajasingham (1996) noted that effective, cost-efficient instruction that can match the needs for
skills related to technological change, delivered interactively, at the convenience of the young creative
and literary writers and learners. The young creative and literarywriters or learners, no matter where
their physical location would be, should be able to interact with the instructors and other peers, with
the content and with one another in synchronous and or asynchronous mode. This digitalization allows
the mergers of tele-communications and computer giving us information technology, new ways of
learning and teaching in this digital age and further to provide alternatives to all levels of learners
especially the young.
Another issue need to address is the effectiveness in the management of the creative and literary
writers digital learning environment in collaborative learning state level creative writers association
throughout the country whereby the collaborative creative and literary writers digital learning
management system platform needs to have certain quality. As Roffe (2002) proposed, elements of
quality control and assurance system in distance learning should produce learning materials and
monitoring correspondence learning activities. Thus the sheer newness of e-learning for many
individuals and groups brings pressure on evaluation to yield information about its effectiveness and
efficiency as a learning solution especially the young and old creative and literary writers come from
the digital technology have not. Therefore all the state level creative association need expertise and
qualify instructor cum knowledge disseminator to guide the creative writers both old and young the
proper ways to use the sophisticated digital technology to create and enhance a creative writers digital

4
learning environment. The management perspectives of digital technologies in the regional
collaborative creative and literary writers digital learning platform are of utmost importance to ensure
the success of the creatvie writers approaches of teaching and learning. By doing so, we are able to
see the impact and its effectiveness towards the implementation of a wholesome collaborative creative
and literary writers digital learning platform. In the management perspective, as Nicholson (1997)
quoted that techniques and technologies can be taught as principles prior to application, whereas the
management processes and their complications have to be experienced to be sensed prior to a theory
being needed. Therefore trained ICT facility management instructors need to be appointed as a
permanent staff in the digital learning environment at the state ceative writers associations.
Computer literacy is the basic for both the young and old creative writers to master and it takes
time. Normally the old creative writers still insist in using the manual type-writer. But upon the
acquiring the knowledge of using computer, only then the networking and dissemination of the much
needed social and creative writing skills and knowledge will be introduce to the creative writers.
Research has proven that computer and Internet are an added advantage towards knowledge and
information or educational application because of its effectiveness in the teaching and learning
process. The computer assisted learning approach is in fact a very useful and effective tool in learning
process. Kulik, Bangert and William (1980) have proven that faster learning process; easily
remembered; positive attitude and active response towards the application of computer in their
learning process and the best part is acquired learning flexibility.

3. Research Objective

The objective of this study is to determine ways to achieve an effective managerial and application
perspective of ICT in the regional collaborative creative and literary writers digital learning
management system in GAPENA and all the 22 state level creative writers associations throughout
the country in the learning process which has an influence on the level of writers creative knowledge
and writing skill achievement and the nations human capital building

Research Framework

Dependent Variable Independent Variable

Regional Collaborative Creative and Demographic factors
Literary Writers Digital LMS in Learning culture and Environment
Supporting the Writers Learning and Digital facilities (ICT and LMS platform
Knowledge Sharing Learners efficacy
Digital leadership and managerial quality


Research Methodology

A set of questionnaire was given to a total of 80 respondents from both the old and young creative and
literary writers fratenity randomly selected from various states in Peninsula Malaysia. The
questionnaire consists of Part 1 on the respondents demographical data and Part 2 that includes the
dependent and independent variables. Non-parametric and parametric statistical tests were used to
analyze the data.

Results

Reliability of instruments:
Cronbach Alpha statistic is found to be 0.980. Therefore the reliability of the questionnaire is
acceptable.

5
Descriptive Statistics
Table 1: Summary of Respondents Characteristics

SUBJECT FREQUENCY PERCENTAGE (%)
1. Gender
Male
Female

60
20

75
25
2. Race
Malay
Chinese
Indian

70
9
1

87.5
11.25
1.25
3. Academic Achievement
Secondary Education
Tertiary Education

20
60

25
75
4. Creative Writing Experience
6-15 years
>16 years

60
20

75
25

5. Experience in using ICT and Internet
0 - 1 years
2 -4 years
>5 years

20
55
5

25
68.75
6.25

Table 1.1 and 1.2 summarize the respondents characteristics. There are 60 male (75%) 20 female
(25%) creative writers. Table 1.3 shows that 75% of the creative writers possess tertiary education and
the rest only secondary education. Among them are 70 Malays (87.5%), 9 Chinese (11.25%) and 1
Indian (1.25.%). Table 1.4 shows 75% of them have between 6 to 15 year of writing experiences and
the rest have more than 16 years of writing experience. Table 1.5 shows that 25% of the respondents
have only have less than one year of experience in using ICT and internet, 69% have 2-4 years of
experience in using ICT and internet.

Statistics and Discussion

Table 2: The results of Pearson Correlation tests

Correlation test between
1. Creative writers academic achievement
and literary writers Digital LMS
r

0.834
p value

< 0.001
N

80
2. Creatuve writers writing experiences
and the extent of using ICT and Internet in
literary writers Digital LMS

0.573

<0.001

80
3. Creative writers ICT instructors
commitment and the learning content
provided

0.795

<0.001

80
4. Digital technologies usage culture and
practice of creative writers and literary
writers Digital LMS

0.749

<0.001

80
Note: = 0.01; r = correlation coefficient; N= Total respondents

Table 2.1 shows there is a strong positive relationship between creative and literary writers academic
achievement and literary writers Digital LMSs digital facility provided. Each creative writers
association branches has provided some form of learning facility to their young learners who follow
collaborative enhance creative writing skills and knowledge. Writers young and old are encouraged to
use the internet facility like networking with their respective counterparts to share knowlege petaining

6
to literary writing and works. If the propose digital lerning platform were to be materialize, then
creative writers both old and young will benefit from it.. Majority of the writers comprised of
freelance writers and profesionals working people who use their leisure hours constantly in their
creative writing and also constantly upgrading themselves.

Table 2.2 shows the creative and literary writers writing experiences and the extent of using ICT and
Internet in literary writers Digital LMS that are able to learn better if there is an instructors
incorporate the use of ICT and digital learning facility in their instructions of the creative writers both
old and young could surf or excess the necessary creative writing skills themselves through the
internet provided. Otherwise they could use the digital facilties for social networking or finding their
inspiration to write.. Instructors and creative writers are the users of ICT in the teaching and learning
process. However, some instructors faced limitations in the digital learning process as the software and
hardware provided were limited. Instructors encounter the problem of being unable to facilitate
creative writers in this perspective because not all the writers association both in states or national
level possess units of desktop can access to the electronic digital learning portal. The only means is
through the use of their own Internet at home for networking in their learning and consultations
individually at their home. This will definately affects the creative writers learning process. At the
beginning stage of learning, guidance must be slow as some of the old and young creative writers who
are techno first timers faced a lot of problems in the usage of digital technology.

Table 2.3 shows that there is a strong relationship between creative writing instructors commitment
and the learning content provided. Instructors are committed in proving and maintaining the learning
contents in the portal and it is always ready for the learners to access. The instructors download and
upgrade their learning contents or creative writing skills from time to time and maintain their portal.
They must follow the guidelines formulated by the national writers association, As Pauleen et.al
(2004) state that experiential learning-based and team-based assignment which make extensive use of
ICT with real life setting could be the best solution in achieving total learning experience combining
theory and practice and usefully apply to learners everyday life. This could inspire the creative writers
to use it as their theme in writing creative and literary works.

Table 2.4 shows that there is a strong relationship between the digital learning culture and literary
writers digital LMS provides. A national creative and literary writers collaborative digital learning
infrastructure provide an effective platform for collaborative crative writers lifelong learning
programs. The regional creative and literary writers LMS learning portal providers commitment to
the digital learning programs must be cost effective and fully utilized not only by the instructors and
both old and young creative writers throughout the country but also whoever from all levels of
community and all walk of life in order to function well as a lifelong didgital creative writers and
literary learning center that could upgrade the writers writing skills and knowledge and human
capital as well as bridging the digital divide. and between the have and have not.

4. DISCUSSION

The five dimensions of regional collaborative creative and literary writers digital learning
environment, namely demographic, creative writers learning culture and environment, digital
facilities and technology accessibility, digital leadership and management quality and the learners
efficacy in using technology constitute the success of the project. Each one of them is equally
important in the development and transforming the creative and literary writers into knowledgeable
society. LMS administrators not only manage the infrastructure as a whole but also other duties in that
association and in constant collaboration with the national level writers associations. So long as the
creative writers fratenity in the country could see the need and initiate personally for the well being of
the society, and has carry out the much needed social responsibility towards the community, namely to
transform a digital creative writing society.
The significant difference between creative and literary writing instructors from the various state
level writer association and the application of enhance collaborative digital creative writing learning
among the writers may be due to the unavailability of general guidelines provided by the GAPENA in
managing the appropriate procedures to be practiced. So, the effectiveness in the management and

7
application of digital technologies in creative and literary writing in the state level creative writers
depends much on the creative writing instructors own experience as well as the ICT and the
managerial knowledge.
A panel of committed creative association chair, co-chair or any top office bearer and ICT creative
instructors will yield the success of the implementation of the projedct that will enhance a blended
collaborative creative and literary digital learning application for both of the old and young writers in
the country in their learning and skill acquiring process. Otherwise it will fail, not due to the lack of
resources but also human factors. Successful implementation of a digital enhance blended
collaborative creative writers learning platform needs to be compelling to the audience it targets by
offering the learner a resource that seems to be appealing, valuable and productive to their goals and
aspirations (Henri, 2001). Therefore those creative writers who is in charge of the digital enhance
blended collaborative creative writers digital learning center at state level and instructors must work
hard side by side to transform the writers into a knowledgeable society. Leaders will play their roles
by helping everybody in the organization, including gaining more insightful views of current reality
and this is also in-line with a popular emerging view of leaders as coaches, guides or facilitators.
Therefore a strong and well-respected leadership with a clearly defined task would get the best result
through fairly directive and instruction (Lucey, 1995).
The creative and literary writers digital learning portal administrators and instructors who carry
out the implementation stages in the regional creative and literary wirters enhance collaborative
digital learning infrastructure and system must fully utilize the technology and also educate the old
and young creative writers as well as offering innovative programs (Gunasekaran; McNeil and Shaul,
2002). The support of the creative writers educational process are all in the way with key elements
inclusive of provision of learning materials, sharing of ideas and skills and providing facilities for
practical work or simulations, enabling questions and discussions, assessments and provision of
learners support services (Alexander and McKenzie, 1998).
The significant difference between the creative and literary writers academic achievement, and
work experiences in the utilization digital technologies both in the association and at home and
Internet in enhancing a collaborate digital learning system commissioned and located in the state level
creative writers association may be due to the lack of the learners experiences, qualification, usage
and application of ICT. This may account for the differences and this will affect the effectiveness in
the management and usage of ICT infrastructure provided in the entire creative and literary writer
associations in the country. They need experienced portal administrators and content managers
contribution and help to minimize those shortchanges. The increase of users especially young writers
in the enhance collaborative creative writers digital learning facility in their state association have
prompted both private and government agencies to adopt a more moderate approach by seeking extra
funding and extra facilities branches especially in the rural vicinities. They may accommodate extra
bandwidth to their existing technology as John Chambers of CISCO System suggested by sticking to
the two fundamental equalizers in life namely internet and education. The fusion of the two provides
an efficient way to empower workforce with the skills and knowledge it needs to compete amid the
rapid pace of change where knowledge management involves a mix of cultural, organizational,
process, management and technology initiatives.
Creative and literary writers demographic factors plays a vital part in the success of regional
enhances creative writers collaborative digital learning management system. As a user in the digital
facility, one has to equip himself or herself with the state of the art digital learning tools at home too
and this needs money. The creative writers could afford to do so but the problem may be due to
commitments if they are solely committed to the digital learning process. Then they will spend time to
equip themselves for that purpose or they may set priority themselves. Therefore knowledge gained by
creative adn literary writers through the enhance collaborative digital learning application empowers
them to know more and learn faster with less cost, and to harness the power of information and
knowledge which can result in greater productivity and harmony in a knowledge society.

8

Figure 2: Regional Creative and Literary Writers Digital Learning Infrastructure

5. CONCLUSION AND RECOMMENDATIONS

The creative and literary writers LMS and portal administrators effective management and
application of ICT in the regional enhance collaborative digital learning center in the state writers
association must be full time voluntarary employment basis. Further the digital facilities in the
learning centers needs to be scrutinized to determine the maximize usage of the facility for the writers
fratenities.
The government should at least subsidize the purchase of desktop or laptop computers for all
registered creative and literary writers throughout the country. On the other hand, online facilities like
wifi, electricity should be provided nationwide so as there will be no interuption in the writers
learning process.
The personal income tax deduction of RM5000 and wifi subscribing reduction of up to RM500
which has been carried out by the government since 5 years ago is another encourages motivation for
the creative and literary writers to possess laptop computers. The deduction should be further
increased.
Creative and literary works completed by the writers should be publish and posted in the e-books.
This could encourage the young creative and literary writers to write more as well as gather more
informations through the internet and share the digital platform as a forum to discuss on creative
writing among the writers fratenities.
The success in the management of enhance regional collaborative creative and literary writers
digital learning centered in all states writers association need a trained, skillful, dynamic,
experienced, and committed LMS portal administrators and instructors in every state level writers
asssociation to collaborate with the mainframe administrator in the GAPENA building. This will
make a vast difference in influencing old and young writers in learning process towards gaining
insight into various kind of knowledge needed for the advancement of creative and literary society
and livelihood.
All enhance digital facilities in writers associaton nationwide could be jointly connected through
a common, combined effort and standard enhance digital Learning Management System (LMS) from
the main frame server in the dissemination of creative writing skills and knowledge in the country by
setting up a standardized ICT and enhance creative and literary writers digital learning portal under
the patronage of the Ministry of information and telecommunication. A supervisory panel has to be set
up at the ministerial level to supervise the implementation of regional collaborative creative and
literary digital learning centers to synchronize the policies and procedures of disseminations of
creative and literary writing skills and knowledge towards building the countrys human capital.

9
Creative and literary writers who wish to upgrade themselves in the knowledge economy will be
given opportunities but they themselves have to be prepared prior to register to use the given facility
under the tutelage of appointed and trained instructors in the regional enhance collaborative creatie an
dliterary writers digital learning center in the writers association throughout the country in matters like
basic ICT literacy knowledge, e-mail, surfing, access to the Internet, and social networking. The
Malaysian governments initiative of installing and commissioning the wifi and broadband facility and
extending the bandwidths throughout the country either publicly or privately has constitute to the
advancement of internet and connectivity couple with the constant supply of electricity throughout the
country has ensure the success of the digital technology projects in Malaysia.

REFERENCES

A.Gunasekaran, Ronald McNeil and Dennis Shaul (2002), E-Learning: Research and Application.
Journal:Industrial and Commercial Training, Vol.34, Issue 2 . MCB Univ.Press. Pp.44-53
Alexander and McKenzie (1998), The Failure of E-Learning in A. Gunasekaran. Journal: Industrial
and Commercial Training, Vol.34, Issue 2 Pp.44-53
Eisinger (2000) A Framework for E-Learning as a Tool for Knowledge Management. Journal:
Industrial Management and Data System. Vol.102, Issue 7 MCB Univ. Press. Pp.371-380
Fry ,K (2001) E-Learning Markets and Providers: Some Issues and Prospect. Journal Education and
Traning, Vol.43,Issue 4/5, Pp.233-229. MCB Univ. Press.
Henri (2001), Theory of E-Learning, in A. Gunasekaran. Journal: Industrial and Commercial Training
Vol.34, Issue 2 Pp.44-53.
Ian Roffe (2002), E-Learning: Engagement, Enhancement and Execution. Journal: Quality Assurance
in Education. Vol.10, Issue 1, MCB Univ. Press.
Koatas,M; Psarras;J & Stefanos,P (2002), Knowledge and Information Management In e Learning
Environment: The User Agent Architecture. Journal: Information Management & Computer
Security, Vol.10. Issue 4, MCB Univ. Press. Pp.165-170.
Kulik,J.A; Banget, R & William, G (1983), Effect Of Computer Based Teaching On Secondary
Students. Journal Of Eductational psychology, 75, Pp.19-26.
Lalita Rajasingham (1996), The virtual Class: The Emerging Educational Paradigm. EDUCOMP 96.
Pp. 2-12.
Mok Mo Ching and Cheng Yin Cheong (2001) A Theory of Self-learning in a networked human and
IT environment: Implications for education reforms. International Journal of Education
management, Vol.15 Number 4. Pp.172-186
Morris T (1996) Internet- The Technology and Potential of An Educational Superhighway. MCCE
EDUCOMP, 1996 Pp.13-33.
Nicholson A (1997) Bringing management reality into the classroom- the development of interactive
learning. Journal of management Development. Vol.16.Number 6. Pp.438-451
Pauleen D.J et.al (2004) ICT Supported team-based experitntial learning: Classroom perspectives.
Journal of Education and Training. Vol. 46 Number 2004. Pp.90-99
Shirley (2001) The User Agent Architecture. Journal: Information Management and Computer
Security, Vol.10 Issue 4. MCB niv. Press. Pp. 165-170.
Tiffin and Rajasingham (1995) in Michael Szabo (1996) Interactive Multimedia As Faculty Renewal
And Change Agent: A Three-Pronged Approach To Successful Implementation In Malaysia.
EDUCOMP 96. Kuala Lumpur. Pp.50-60.
Wasonga T.A (2005) Multicultureal education knowledgebase, attitudes and preparedness for
diversity. International Journal of Education management, Vol.19. Number 1. Pp.67-74
Young, K (2001), The Effective Development Of e Learning, Journal: Industrial and Commercial
Training. Vol.33 Issue 1, Pp. 5-11.

1

STUDENT AWARENESS TOWARDS E-LEARNING IN EDUCATION

Azliza Yacob
1
, Aini Zuriyati Abdul Kadir
1
, O. Zainudin
2
, A. Zurairah
3

1
Faculty Computer, Media & Technology,
2
Center of Quality Assurance
3
Center of Preparatory and General Studies,
TATi University College, Jalan Panchor, Teluk Kalong,24000 Kemaman, Terengganu.
azliza@tatiuc.edu.my, aini@tatiuc.edu.my, zainudin@tatiuc.edu.my, zurairah@tatiuc.edu.my

ABSTRACT

This paper is to examine the awareness of e-learning that involves student from TATI University College
in Malaysia as a respondents. The students have being exposed to the e-learning studies in campus as
approach to gather more information in their studies. The number of student that has been selected are
366 students and only 200 has returned back the questionnaires. The answer were analyzed in a multiple
regression analysis, putting the students perceptions in relation to gander, year of study, faculty,
technology usage and the awareness of e-learning implementation. The methods being used is
questionnaire. The question is measured using likert type scale, ranging from 1(strongly disagree) to 5
(strongly agree). The result shows that males and female have a significant awareness towards e-learning
in education at TATIUC.

Keyword: e-learning, technology, awareness, implementation of e-learning

1. INTRODUCTION

E-learning comprises all forms of electronically supported learning and teaching. The information and
communication systems, whether networked or not, serve as specific media to implement the learning
process (Tavangarian D., Leypold M., Nlting K., Rser M.,2004). The term will still most likely be
utilized to reference out-of-classroom and in-classroom educational experiences via technology, even
as advances continue in regard to devices and curriculum. E-learning is essentially the computer and
network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-
based learning, computer-based learning, virtual classroom opportunities and digital collaboration.
Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-
ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation,
streaming video and audio. Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based
Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can
still find these terms being used, along with variations of e-learning such as elearning, Elearning, and
eLearning. The terms will be utilized throughout this article to indicate their validity under the broader
terminology of E-learning.
The internet has facilitated the establishment of electronic learning (e-learning) education systems.
The arising popularity of e-learning is attributed to its ability to enable students to study without the
constraints of time and space and to reduce internal training costs for some organizations. Given this
rising popularity, the perception of students in the implementation of e-learning at the institution such
as TATIUC (TATI University College) environment has become a top priority for their educational.
TATIUC is formally known as Terengganu Advanced Technical Institute (TATI) wholly owned by
Terengganu State Government of Malaysia. TATIUC offer academic programs that focus on
engineering, utilizing teaching and learning concepts and laboratory practical. An e-learning system
will become meaningful when its being applied in order to make them easier to access, well-designed,
learned-centered, affordable and efficient, flexible and has a facilitated learning environment.
Rosenberg (2000) states that, e-learning refers to the use of internet technologies to deliver a broad
array of solutions that enhance knowledge and performance. It is networked, delivered to end user
through standard Internet technology, and focuses on the broadest view of learning. Vicky OLeary
(2005) study, highlighted that e-learning could help the company or organization as medium to allow
978-602-19271-0-6 ICEL 2011

2
the learner to access material such document database and assignment that required by the learner.
TATIUC have taken one step ahead to improve their facilities of e-learning in order to ensure that this
institution could deliver better information and education. Due to that, this paper will discuss on the
infrastructure contribution towards e-learning and the awareness of e-learning implementation process.
This research will also help the students in a process of upgrading their knowledge to the world class
mind set.


E-learning seems to be on the verge of becoming the new learning paradigm. Besides, E-learning is
often defined in terms of technology. For example Welsh et al. (2003, p. 246) define e-learning as the
use of computer network technology, primarily over or through the Internet, to deliver information
and instruction to individuals. Rosenberg (2001) shares a similar definition referring to e-learning as
using internet technologies to deliver various solutions to learners. Holmes and Gardner (2006) simply
state that e-learning provides us with access to resources that promote learning on anyplace and
anytime basis. While the definitions of e-learning may vary, they all focus on a set of basic concepts
which include learning, technology and access. Students perceptions of e-learning in university
education may be influenced by specific individual variables. Junior students may have experienced
using e-learning in secondary schools.
On the other hand, senior students may for the first time have met computers for educational
purposes at university. Irrespective of age, men are supposed to be more used to computers than
women. Women typically display lower computer aptitude and higher levels of computer anxiety.
Research has indicated that mens technology usage decisions are more strongly influenced by
perceptions of usefulness. In contrast, women are more influenced by perceptions of ease of use. Men
and women focus on different aspects of using computers (Venkatesh & Morris, 2000). Hence, it
could be hypothesized that young male students are more prone to adapt to e-learning than not so
young female students. In identifying the students perception towards e-learning at TATIUC there
were three hypotheses which has been putting under consideration that are technology usage and the
awareness of e-learning implementation.

2.1 Technology Usage

Technology are important in ensure that with e-learning designed around computer-mediated
communication and heavily dependent upon the technology, reliability becomes even more important
(Sandholtz et al., 1992) as empirically illustrated in previous work on distributed learning (Webster
and Hackley, 1997): Technology being used at this institution will become a measures in classifying
the perception given by students. Technology is important tools in applying and ensuring the
successful of e-learning. As being define that e-learning means having people talking, writing,
teaching and learning with each other online or in other words, using computer-based systems. E-
learning is found usually with a suitable software tools. E-learning encompasses any communication
available to participants from any e-mail, discussion board, blogs, face book, twitter and other
related technology that support e-learning. Adding towards the increments of mobile technology and
new tablets of technology such as iPod and iPhone could contribute the easiest ways of implementing
e-learning. The technologies also contribute effectiveness at teaching in the class and encourage the
exploration of knowledge in various ways. Previous research has showed that without appropriate
equipment and easy access, it is quite hard, if not possible, to implement any e-learning (Oliver &
Towers, 2000). Contrast with Broadbent (2001) states, e-learning does not required a huge
infrastructure. He mentioned that a well working internet connection and supplying enough computers
for end users would be sufficient for an effective e-learning project. This contribution will help in
increasing the knowledge in using the technology available at the institution which will make the
studies more interesting and efficient in their studies.

3
2.2 The Awareness of E-learning Implementation

In implementing e-learning, Anderson (2002), Bean (2003), Chapnick (2000), Clark and Mayer
(2003), Gold et al. (2001) warn managers to be careful in the process of adopting e-learning for their
organizations. There are three categories of e-learning implementation being evaluated, that are
usefulness, ease-of-use and self-efficiency.

2.2.1 Usefulness

They mentioned that without careful planning the company would spend more money, unappealing
products and failure. Similar cases with other innovation e-learning are required considerable up-front
analysis, development time, money, technological infrastructure and leadership support to be
successful. In e-Learning readiness assessment helps an organization to design e-learning strategies
comprehensively and to implement its ICT goals effectively (Kaur & Abas, 2004). Borotis &
Poulymenakou (2004) stated that e-learning readiness can be defined an organization who intends to
adopt e-learning as the mental or physical preparedness of an organization for some e-learning
experience or action. As more and more organizations decide to join and expand e-learning
interventions, it becomes more critical to assess their readiness to utilize technology in order to
implement successfully (Carr and Miller, 2001), and adjust their learning strategies with their e-
Learning efforts. Moreover, past failures of e-Learning interventions lead us to enforce a
comprehensive readiness assessment in order to decrease the risk (Hill, 2000).

2.2.2 Ease-of-Use

The implementation of e-learning could help the students in doing their assessment more efficient and
effective. The affectionless of the technology will ensure that the implementation of e-learning would
be success. Moreover, the technology tools being used to implement e-learning should be able to
deliver the knowledge as required. Students having access to an e-learning system can now interact
with instructional materials in various formats (text, pictures, sound, video on demand, and so on)
anywhere and at any time, as long as they can log on to the internet. Furthermore, given the
functionality of message boards, instant message exchanges and video conferencing, they can even
interact with teachers and classmates both individually and on a simultaneous basis. They can also
engage in self-paced learning, taking control over both the process and the content of their learning
(Trombley and Lee, 2002; Zhang and Zhou, 2003).

2.2.3 Self-Efficacy

One of the important factors in education is learner. In e-learning students are required to do self
study, due to this, they required to have knowledge in using the technology. Self-efficiency has been
identified factor for assessing the readiness for e-learning. The diffusion of innovation shows that the
institution that openly seek for individual development and information about innovation to improve
themselves and have higher self-efficiency beliefs for the achievement can adopt innovation earlier
than others (Rogers, 2003). The questions designed seek for self efficiency which involved the
attitudes of the students in using e-learning tools that will adopt innovations to the success of e-
learning implementation.

3. METHODOLOGY

This study involves all degree students from TATIUC. A set of questionnaire has been distributed to
obtain the demographic information and examine the level of awareness of the e-learning system. The
question is divided into three sections consisting of demographic profile, technology usage and e-
learning implementation .The first section of contains the question on the background information
such as gander, year of studies and faculty being studied. This data represent the demographic profile
of the respondents. In this section also contains the questions regarding the technology usage which
asked the respondent regarding the background of technology. The second section contains the

4
question regarding on e-learning implementation that obtain the information regarding the usefulness,
ease of use and self-efficacy.


The reliability and validity of the questionnaire was assessed and found to be a valid based on the
examination done towards demographic data, technology usage and awareness on e-learning
implementation. The concentration of this paper are on the technology and the awareness of students
towards e-learning. All degree students were participate as respondents. There are about 366
questionnaire has been circulate. Only about 200 respondent have given their feedback.
The result for demographic profile by the respondent comprises that 59.8% are male and 40.2%
are female. The study that being examined considered from year 1 to year 4. The result shows that,
22% are from year 1, 42% from year 2, 19.5% from year 3 and 16.6% from year 4.They were also
being evaluate base on the faculties that they studied. The faculties are, FKMT (Faculty Computer
Media & Technology), FTKEA (Faculty Electronic Engineering Technology & Automation), FTKK
(Faculty Polymer Engineering Technology) and FTKP (Faculty Manufacturing Engineering
Technology). The result shows that, 33.5% are from FKMT, 28.5% respondent from FTKEA, 16.5%
from FTKK and 21.0% are from FTKP. All of the students used e-learning during lecturing and during
their study. Tables 1 illustrate the percentage of demographic profile based on gander, year of studies
and the faculty.

Table 1: Summary of demographic profile

Item Category Frequency Percent Cumulative
Percent
Gender Male 119 59.8 59.8
Female 80 40.2 40.2
Total 200 100.0 100
Year of Study
(1 - 4)
Year 1 44 22.0 22.0
Year 2 84 42.0 64.0
Year 3 39 19.5 83.5
Year 4 33 16.5 100.0
Total 200 100.0 100
Faculty FKMT 67 33.5 33.7
FTKEA 57 28.5 28.6
FTKK 33 16.5 16.6
FTKP 42 21.0 21.1
Total 200 100.0 100.0

Based on the technology usage, overall perception shows that the awareness of students towards
technology usage is 99.5%. There is only 0.5% unaware with the technology usage. While in
identifying students perception towards e-learning table 2, shows the overall perception result of e-
learning that referring to the arrangement of scale ranging from 1-5 (strongly disagree to strongly
agree).

Table 2 : Summary of overall question on e-learning

Questions Strongly
disagree
Disagree Not Sure Agree Strongly
Agree
1. Overall, e-learning system is useful in my
study.
2.60% 3.10% 15.30% 46.90% 32.10%
2. Overall, the quality in using e-learning is
easy to use
1.00% 4.60% 15.80% 52.00% 26.50%
3. Overall, the e-learning affects my self-
efficiency
2.10% 2.60% 19.60% 46.90% 28.90%

5
The result from the awareness of implementation e-learning shows that, e-learning system is
useful in their study where the percentage of agree shows 46.90% and strongly agree 32.10%.
Meanwhile, only 2.60% strongly disagree and 3.10% disagree. Not sure 15.30%. These show that, the
students aware about the implementation of e-learning and prefer to use the technology in their study.
Due to the usefulness of e-learning, the quality also should put under consideration. The result for the
question on overall the quality in using e-learning is easy to use shows that 52.00% agree, 26.50%
strongly agree. Disagree shows 4.60%, strongly disagree 1.00% and not sure 15.30%. There also
questions related to self-efficacy in the questionnaire. The result for question overall, the e-learning
affects my self-efficacy shows that 46.90% agree, 28.90% strongly agree. While disagree 2.60%,
strongly disagree 2.10% and not sure 19.60%. The implementation of e-learning has make the students
relies the important of e-learning in their study. Meanwhile, for the student that still do not aware or
understand about e-learning should be expose more during lecturing and communicating. This is
important since e-learning could benefit them more in searching for information and upgrade their
knowledge and skills.
In order to differentiate the data, Spearman correlation measure were used to measure the data.
Table 3 shows the P-value measure between gander with technology usage, usefulness of e-learning,
quality in using e-learning and affect to self-efficiency. The correlation being done is to test the
hypothesis which were study in this paper.

Table 3: P-value measure

Comparison P-value
1. Gender and technology usage 0.412
2. Gender and usefulness 0.591
3. Gender and quality of easy to use 0.185
4. Gender and self-efficacy 0.698

4.1 Gender and Technology Usage

Table 4: Symmetric Measures for Gender and Technology usage

Value Asymp. Std. Error
a
Approx. T
b
Approx. Sig.
Interval by Pearsons R Interval .059 .029 .823 .412
c

Ordinal by Spearman Ordinal
Correlation
.059 .029 .823 .412
c

N of Valid Cases 198

a. Not assuming the null hypothesis.
b. Using the asymptotic standard error assuming the null hypothesis.
c. Based on normal approximation.

H0 = There is no actual correlation between gender and usage of technology in learning the learning
process.
H1 = There is correlation between gender and usage of technology in learning the learning process

As a conclusion, at the significance level = 0.05 since the p-value = 0.412 0.05, we shall not
reject the null hypothesis and conclude that there is no actual correlation between gender and usage of
technology in learning the learning process.

6
4.2 Gender and Usefulness of e-Learning

Table 5: Symmetric Measures for Gender and usefulness of e-learning

Value
Asymp. Std.
Error
a
Approx. T
b
Approx. Sig.
Interval by Pearsons R
Interval
-.046 .072 -.641 .522
c

Ordinal by Spearman Ordinal
Correlation
-.039 .071 -.538 .591
c



H
0
= There is no actual correlation between gender and the usefulness of e-learning system in the
student study.
H
1
= There is correlation between gender and the usefulness of e-learning system in the student
study.

reject the null hypothesis and conclude that there is no actual correlation between gender and the
usefulness of e-learning system in the student study.

4.3 Gender and Quality on Easy to Use

Table 6: Symmetric Measures for Gender and quality on easy to use

Value
Asymp. Std.
Error
a
Approx. T
b

Approx. Sig
Interval
-.092 .069 -1.288 .199
c
Ordinal by Spearman
Ordinal Correlation
-.095 .069 -1.331 .185
c


H
0
= There is no actual correlation between gender and the quality in using e-learning.
H
1
= There is correlation between gender and the quality in using e-learning.

reject the null hypothesis and conclude that there is no actual correlation between gender and the
quality in using e-learning.

7
4.4 Gender and Affect to Self-Efficacy

Tabel 7: Symmetric Measures for Gender and affect to self-efficacy

Value
Asymp. Std.
Error
a
Approx. T
b

Approx. Sig
Interval
-.029 .072 -.395 .693
c
Ordinal by Spearman
Ordinal Correlation
-.028 .071 -.388 .698
c


H
0
= There is no actual correlation between gender and the quality in using e-learning.
H
1
= There is correlation between gender and the quality in using e-learning.

reject the null hypothesis and conclude that there is no actual correlation between gender and the e-
learning affects my self-efficacy.
This study has shown that students e-learning system plays an important role in influencing the
students. In this study, student has been examined by identifying their awareness towards technology
usage. The result shows that there is no different between male and female student which each of them
are aware with the e-learning system in their study life.

5. CONCLUSIONS

The result of the study shows that the strategy of implementing e-learning will be the best way for
students to be aware of new technology and willing to study in various concepts. The used of new
technology will make them interested in searching and upgrading their knowledge. The management
should maintain the technology in campus in order to ensure e-learning could be useful to the students.
This are because most of the students are still teenagers and they interested in interactive concepts of
learning. Moreover, the interactive concept that can be used in e-learning will make the study more
interesting. Nowadays, the concepts of e-learning should be more wider since the technology today
provide many opportunities to the academician and students in gather their knowledge. By using e-
learning student also confess that this concept is very useful for them in their study. Related to this
result showing that e-learning affect their self-efficacy especially in upgrading their knowledge and
skills.

ACKNOWLEDGEMENT

We would like to extend sincere appreciation to all the group members and students from all faculty at
respective research area who involved in this study. The special thanks to Rector and Deputy Rector
that encourage and allow us to do this research. Not forgotten also for funding this research. Thank
you from all the group members.

REFERENCES

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Resources Management Journal, Vol.16 No. 4, pp. 1-14.

1

GENERATIONAL DIFFERENCES IN SATISFACTION WITH E-
LEARNING AMONG THE HIGHER LEARNING INSTITUTION
STAFFS

Mohd Amin Ahmad
1
and Shafiee Md Tarmudi
2

1
Faculty of Business Management, Universiti Teknologi MARA Johor, MALAYSIA
2
Faculty of Business Management, Universiti Teknologi MARA Johor, MALAYSIA
1
mohda479@johor.uitm.edu.my
2
.shafi128@johor.uitm.edu.my

ABSTRACT

Training technologies and generational groups changes over decade, numerous issues both in training
and technology need to be addressed to meet the demands of this evolution. Generation is a group of
individuals, most of whom are the same approximate age, having similar ideas, problems, and attitudes.
There were four types of generation, Traditionalist, Baby Boomer, Gen-X, and Gen-Y. Finding ways to
close the generation gap between older workers with decades of experience but fewer technology skills
and younger, inexperienced employees with significant technological skills is the challenge for
organizations of today. The purpose of this research was to examine the differences between generational
age groups in their perceived satisfaction with e-learning. A quantitative method was used to survey the
relationships between stated independent variables and generational age groups (dependent variable).
The design use was ex-post-facto and there was no manipulation of the independent variables. The
inquiry was one in which the experiences and demographics of the sample population were collected,
analyzed, and reported. Total respondents selected for this study comprise of 100 staffs of various
institutions of higher learning who have taken e-learning format course for their jobs. The instrument
used was E-Learning Satisfaction (ELS) survey develops by Wang (2003), which contains 7
demographic and 17 performance items. The results of this study have indicated that overall satisfaction
with e-learning is both fairly significant and moderately stable. We recommend that the top management
in the institutions of higher learning to offer e-learning sessions to keep the workforce among their
organization staffs up-to-date on their technical skills and link on-line training to the management
strategic plan, so that the staffs will see why these training programs are useful. Thus, any organization
can use this information to modify training to increase e-learner satisfaction.

Keywords: e-learning, computer based training, training management

1. INTRODUCTION

Lewis (1999), quoted that continuing advancements in training technology that allowed traditional
forms of instruction to change considerably over the course of the generations of workers who are
currently in the workplace. As training technologies and generational groups change over the next
decade, numerous issues in both training and technology will need to be addressed to meet the
demands of this evolution. Acton (2005) suggested that training is one of the key employee-centered
practices that is strongly associated with higher earnings and employee retention. Additionally,
training is vital to businesses as large numbers of older workers reach retirement and recent college
graduates join the labor force. ASTD (2001), cited finding ways to close the gap developing between
older workers with decades of experience but fewer technology skills and younger, inexperienced
employees with significant technological skills is the challenge that all companies are facing in this
transition. Gunasekaran (2002), explain that e-learning is being implemented by many organizations to
meet the new training demands of changing technology and demographics because it can provide
access to high quality training from numerous sources around the world. Although computer-based
training is seen as commonplace to younger workers who have grown up with technology, many older
workers who have had to adapt to technological changes throughout their careers have not yet
embraced or adopted the newer training model of e-learning as an effective alternative or addition to
standard classroom training. Many national and multinational corporations spend large sums every
978-602-19271-0-6 ICEL 2011

2
year to provide technical, compliance, and developmental training for their employees. For this reason,
it is of the importance for instructional designers and training organizations to develop training that is
useful across multiple generations. Research is needed to evaluate the value of learner satisfaction
with computer-based instruction in corporate training environments across multiple generational
audiences.
Gunderson (2005) stated that, "Three factors demographics, workplace skill demands and the
global economy are combining to create a jobs revolution. Any one of these factors represents a
dramatic transition in our economy. This unprecedented shift from a higher number of older,
experienced workers to a much smaller number of more technical, but less experienced, workers may
have a direct impact on both industry and the economy. In response to these changes, workers will be
forced to learn and relearn current in-demand skills. This continuous updating of skills will increase
the need for and focus on training within corporations to retain workers and remain competitive in a
changing marketplace. The focus of this study was on the variations between the generations in
response to aspects of technology, more specifically, the use of e-learning in workplace training
situations. The identification of such variations may allow for the creation of more efficient and
effective training and e-learning models.
The purpose of this research study was to examine the differences between generational age
groups in their perceived satisfaction with computer-based training. This study investigated possible
disparities regarding perceptions e-learning faced by employees of different generational age groups.
Although this study did not focus on barriers to e-learning, satisfaction with computer learning and
learner characteristics has been found to be important in the development of computer-based training
(CTAL, 2001). To examine these relationships of training, technology, and age, this study looked at
several variables, including demographics, job position, and experience with e-learning.


The Generations: Generation is a group of individuals, most of whom are the same approximate
age, having similar ideas, problems, and attitudes. The concept that a group of people could be united
by the sharing of the experience of common historical events due to being born in a specific time
period was first introduced by Karl Mannheim in the early 1920s. In the present day, the concept has
found its way into popular culture through recognized archetypes such as Traditionalist, "Baby
Boomer," "Gen-Xer," and "Gen-Y".
Traditionalists: Also known as "the Silent Generation," the "Traditionalists" were born prior to
1945. This is the oldest group; most are in retirement age.
Baby-boomers: Perhaps the most well known of the generations - and definitely the largest in
number, impact, and scope - the Baby Boomers continue to influence all areas of society. Even as they
approach retirement age, they continue to dominate workplace structures and principles. Baby-
boomers are the people who were born from 1946 -1964. There is a great deal of ambiguity as to the
precise dates of the baby boom, but according to Gillon (2004), and Green (2006), the range most
generally acknowledged is from 1946 -1964.
Generation X : The Generation X cohort is made up of individuals born between 1965 and 1980.
This generation is also known as the "Invisible," "Forgotten" or "13th" generation due to its meager
numbers and perceived lack of a defining social identity in the wake of the Baby Boomers. The "X"
designation has been an "unable to shake" stereotype, even as they begin to turn 40
Generation Y: The Generation Y cohort is made up of those individuals born between 1981 and
2000. Use of the term Generation Y to describe any group of individuals is controversial for a variety
of reasons. "Generation Y" alludes to a succession from "Generation X," a term originally coined as a
derogatory label. The expression "Echo Boomers" was also used to highlight the generation's obvious
link to the main childbearing years of Baby Boomers. Another attempt to link these generations is the
use of the term "Second Baby Boom" to allude to the population growth that Generation Y represents.
Strauss (1993) used the names "Millennials" and "Internet generation" endeavor to apply to the Gen Y
cohort a more independent designation that is connected to key events and cultural trends which are
clearly linked with the generation. No single term is the "correct" term to describe members of this
generation. This cohort is also commonly referred to as the Millenniums as this group was viewed as
the "graduating class of 2000".

3
Generational Differences: A generational difference, or a "generation gap," is the common
expression used to describe wide distinctions in cultural norms between members of a younger
generation and the previous one. Strauss & Howe (1993) explain that this term illustrates the
difference in values and attitudes between one generation and another, especially between young
people and their parents. This difference occurs when older and younger people do not understand
each other because of their different experiences, opinions, habits, and behaviors. The term first
became popular in America during the 1960s to describe the cultural disparities between the "Baby
Boomers" and their parents. Gillon (2004) suggested that although some generational differences have
existed throughout history, during this era discrepancies between the two generations grew
significantly in contrast to previous times, specifically with respect to such matters as music, fashion,
drug use, war, and politics. This may have been magnified by the unparalleled size of the young Baby
Boomer generation, which gave it unprecedented strength, impact, and eagerness to challenge societal
mores. Largely as a factor of globalization and as a result of the numerous technologies of today, a
youth is shaped by the same events, trends and developments. All countries are witnessing declines in
their national birth rates, are equally concerned by global warming, and many communicate with
others globally employing such tools as Twitter and Facebook.
Generational Difference in Technology Adoption: According to the Forrester Research (2006),
NACTAS Benchmark Survey of 66,707 households, which examined technology adoption and
forecasts, demographics, attitudes, and online behavior; technology use varies widely by generation.
The data reveal that, while all generations adopt technology, younger generations are more likely to
harness technology to enhance the ways they communicate, learn, buy, entertain, get services, and
spend their time. According by Reynol and Mastrodicasa (2007), the Generation Y has integrated
technology almost completely into their lives. 97% own a computer, 94% own a cell phone , 76%o
use Instant Messaging (IM), 15% of IM users are logged on 24 hours a day/7 days a week , 34% use
websites as their primary source of news, 28%o own a blog and 44% read blogs, 49% download
music using peer-to-peer file sharing, 75% of students have a Face book account, 60% own some type
of expensive portable music and/or video device. NACTAS (Forrester, 2006) also found that twice as
many Generation Y as Boomers own camera phones, and five times as many use mobile data services.
In addition, the social computing activities of younger generations are approximately twice that of
older generations. Social computing and these modes of collaborative-learning become increasingly
important as companies look for alternative training scenarios such as e-learning, mobile-learning, and
other forms of learning communities and training opportunities.
E-Learning: E-learning is instructional content or learning experiences that are delivered or
enabled by electronic technology, such as web-based learning, computer-based learning, and virtual
classrooms. This includes delivery of the content via the Internet, intranet/extranet, CDROM, and
DVD. Ruttenbur, Spickler, & Lurie (2000) suggested in the context of this study, e-learning refers to
adult-centered and work-related instruction to deliver knowledge to employees utilizing computer-
based training (CBT). According Gunasekaran, McNeil, & Shaul (2002), the e-learning industry has
emerged only within the last fifteen to twenty years. It has only been since the advent of digital
technologies that there has been such an interest in e-learning, due to the use of electronic mail, the
Internet, various multimedia, and the existence of the World Wide Web. The importance of these
technologies to learning has increased significantly over the last several years. In order for e-learning
to be successful, these e-learning systems must be designed and constructed with care, using well
designed procedures and techniques based upon scientific approaches. E-learning or computer-based
training provides a blended solution of self-paced training and availability options that provide
effective, convenient, less expensive, and flexible solutions for dispersed populations with diverse
training needs. According to Lewis (1999), some of the advantages of e-learning that have produced
significant improvements in comprehension and retention, while also permitting a reduction in training
time compared to other delivery methods, include: availability to end user, review of previous content,
consistency of material, material updated in a timely manner, applicable to different learning styles,
efficient, cost-effective for small-groups, immediate assessment and feedback functions. When
designing for effective e-learning, a variety of learning styles and learner characteristics such as age,
background, environment, interest, and educational level should be integrated into the design of the
computer-based training module.
E-learning Satisfaction (ELS): Measuring employee satisfaction offers an indication of how
successful the organization is at presenting effective training and benefits to its employees and offers

4
additional insights regarding retention efforts. Because satisfaction is essentially a psychological state,
consideration should be given to quantitative measurement, even though an extensive body of research
in this area has been developed. Kamsin (2005), explain that perceived learner satisfaction is a critical
variable for corporate employees using e-learning as a training resource, since learner satisfaction is
significantly related to a number of coveted educational outcomes. According Wang (2003), when
determining the success of e-learning, satisfaction may need special attention. The wide use of
satisfaction measurements employed by training managers suggests that e-learner satisfaction deserves
more attention. Wang (2003) developed an operational and theoretical construct to examine the factors
distinctive to e-learning satisfaction (ELS). He examined the conceptual ambiguity that exists in
education psychology between teaching quality and perceived satisfaction. By contrasting this with the
current marketing literature, which sees these two elements as related but separate, he defined e-
learner satisfaction as a summary affective response of varying intensity that follows e-learning
activities, and is stimulated by several focal aspects, such as content, user-interface, learning
community, customization and learning performance. The literature shows a direct relationship
between learner characteristics and measures of satisfaction. However, although the relationship of
these factors to the individual characteristic of age groups has been studied (Long, et al, 2000), the
relationships across the generations needs additional examination because of the impending
demographic changes and impacts to businesses and the economy. This study sought to investigate
this relationship.

3. METHODOLOGY

Research Design: A quantitative methodology was used in this study. This was a survey of the
relationships between a variety of independent variables and generational age groups (dependent
variable). Its design was ex-post-facto and there was no manipulation of the independent variables.
The inquiry was one in which the experiences and demographics of the sample population were
collected, analyzed, and reported.
Population/Sample: The population for this study was Malaysian Higher Learning Institution
staffs who have taken any e-learning format course for their jobs. The specific content or job role was
not examined in this study; this study focused on respondents' perceptions of e-learning and
demographic data, including job type. The sample was approximately 100 staffs of various universities
and higher learning institution. However, it was not a true random sample because every person in the
population did not have an equal chance of being selected.
Instrument: The instrument used in this study was the 24-question E-Learning Satisfaction (ELS)
survey develop by Wang (2003), which contains 7 demographic and 17 performance items. A Likert
scale followed each of the performance item statements. The questionnaire collected data in the four
areas of the ELS model, which included: learner interface, learning community, content, and
personalization. These four distinct elements were determined by Wang (2003) through factor analysis
to be indicative of e-learners rather than simply end-users of e-learning systems.
Data Collection: A sample of approximately 100 respondents was drawn from the population.
This study employed a set of questionnaire to collect demographic data, as well as responses to the
ELS survey.
Data Analysis: This quantitative study used both descriptive and inferential statistics to analyze
the data and address the following research question: Are older participants (Traditionalists and Baby
Boomers) in corporate training sessions more or less satisfied with e-learning than younger
participants (Generation X and Generation Y)? In view of the current status of generational
differences and learning satisfaction in a corporate training the purpose of this study was to determine
what relationship, if any, exists between e-learning satisfaction and different generations. Analysis of
variances (ANOVA) tests for e-learning satisfaction (ELS) and generational group were calculated.

4. FINDINGS AND DISCUSSIONS

Demographic: A total of 100 respondents, 40 males (40%) and 60 females (60%), participated in the
study. Within the sample, 38% of the participants were 46 or older (38%), which would represent the
Baby Boomer generations. In this research there were no participant consider as Traditionalist because
most of them was retired already. 62% of the respondent were younger generational, 42% represent

5
Generation X and 20% from Generation Y. While it may appear that the difference between the older
and younger generational groups is 38% versus 62%. It is important to note that of the Generation Y,
are old enough to be eligible for the workforce and at the same time the Traditionalists are eligible for
retirement beginning in 2008, and as previously indicated, Millennials born after 1992 are not yet old
enough to work.
Descriptive Statistics: The majority of respondents were well-educated, 43%, (N = 43) holding a
bachelor's degree, 47% (N=47) holding a master's degree, 4% (N=4) that obtained a doctoral degree
and 6% (N=6) only have certificate from secondary school. Many levels of organizational positions
were represented in the survey sample. 60% of the participants indicated that they held the
professional and managerial roles, 30% were administrator, 6% were senior lecturer and 4% were
administrative supporting staff. This category was reviewed for patterns and indications of additional
role designations in future research. The most prevalent form of e-learning experienced by survey
participants in corporate training was web-based. While almost all (87%, N = 87) of respondents had
encountered this style of e-learning, 69%, (N = 69) of those surveyed had experience with CD-based
e-learning programs and 42% (N = 42) indicated having had DVD-based e-learning.
The perception of e-learning satisfaction is higher among those participants who said they have a
master's degree and doctoral level education, well over all other education levels (N = 60). The
perception of success in e-learning programs is markedly higher among those participants who
indicated they had an undergraduate degree level education, well over all other education levels.
Interestingly, this positive perception of e-learning satisfaction is higher among those participants who
indicated they were involved in profesional and managerial roles.
E-Learning Satisfaction: Overall, survey responses indicated agreement with all of the elements
in the ELS-Survey. Based on the 4-point scale, the means ranged from a high of 3.21 in response to
the statement, "E-learning programs enable me to control my learning progress," to the lowest mean of
2.56, in response to the statement, "E-learning programs make it easy for me to share what I learn with
the-learning community,". To more specific only those of noteworthy items are discussed; (i) The e-
learning program provides useful content (Q2), (ii) As a whole, you are satisfied with e-learning
programs (Q16) and (3) As a whole, e-learning programs are successful (Q17)
"The e-learning program provides useful content,": Members of the Baby Boomer generation
were again much more likely to "agree" (N = 20) than to "strongly agree" (N = 8) or "disagree" (N =
10). Generation X members were likewise much more likely to "agree" (N = 30) with this statement
than to "strongly agree" (N = 22). However, Generation X was somewhat more likely to "strongly
agree" with this statement than were Baby Boomers (N - 8). Additionally, Generation X was almost
equally likely to "strongly agree" (N=22) as to "disagree" (N=12) with this statement. Members of the
Generation Y who participated in this study fell into two response groups, with "agree" (N = 15) being
the more prevalent response than "disagree" (N = 5).
"As a whole, you are satisfied with e-learning programs.": It shows that all of the generations,
indicated overwhelming agreement with the statement "As a whole, you are satisfied with e-learning
programs." However, Baby Boomers showed a preference toward "disagree" (N = 2) in response to
their overall satisfaction with e-learning. Baby Boomers also were more likely to indicate "disagree"
(N = 8) as they were to "strongly agree" (N = 12) with regard to satisfaction.
"As a whole, e-learning programs are successful.": The finding also demonstrates that all of
the generations, indicated overwhelming agreement with the statement, "As a whole, e-learning
programs are successful." However, Baby Boomers showed a preference toward "disagree" (N = 11)
in their perception of the overall success of e-learning. Generation X were slightly more likely to
indicate "disagree" (N - 10) than "strongly agree" (N = 15) with regard to perception of overall
success, and Generation Y members were a great deal more likely to indicate "strongly agree" (N =
17) than "disagree" (N = 3).

5. CONCLUSIONS AND RECOMMENDATIONS

Design online training: E-learning is becoming increasingly important in the corporate training
environment. Changes in technology, employee demographics, globalization and financial incentives
are driving organizations to move traditional classroom training functions to e-learning environments.
The results of this study have indicated that overall satisfaction with elements of e-learning is both
fairly significant and moderately stable. Since many of these programs are not optional, organizations

6
will benefit from knowing employee satisfaction levels with regard to e-learning. Thus, the data
retrieved from satisfaction surveys may provide training managers with some insight as to whether the
mandated online training would be successful. The data in this study indicated that the majority (94%)
of respondents held an undergraduate degree or higher. Although this may be a factor of the industries
and/or positions in the sample, it points to the need for e-learning design to be based more closely on
the audience the modules are intended for, not just a basic "lowest-common denominator" design. The
research indicated higher satisfaction and perception of success with e-learning by those with higher
levels of education. Interestingly, satisfaction was highest for those that had obtained a master's
degree, while perception of success was highest for those at the undergraduate level. Although the
research did not address this directly, this difference may be a result of more graduate and
undergraduate exposure in recent years to both e-learning concepts and opportunities.
Generational Differences: Levels of satisfaction remain fairly stable across generations with few
exceptions. The Baby-Boomer, Generation X, and Millennials - all indicate overall higher satisfaction.
Another area that demonstrates the need for further analysis is other apparent differences between
Baby-Boomer and Generation X satisfaction in regard to content. In general, these generations were
very similar in overall responses. However, Generation X indicated greater satisfaction with content
and "needs being met," "usefulness," and "user friendliness." It is possible that this difference may
reflect the differences in these generations' introductions and approaches to this type of technology as
a whole. For the most part, Baby-Boomers began experiencing computers, Internet and e-learning
technology as common-place once already among the workforce, adding the learning facet to the need
to get work accomplished. Generally, Generation X began experiencing these changes while still in
learning environments and in primarily learning settings; perhaps lowering, and even changing, the
expectations, interactions, and attitudes. Perhaps employees viewed e-learning as useful because they
thought it would improve their performance on the job. Additional research would be necessary to
examine and test these models.
Learner Satisfaction: Learner satisfaction is a key ingredient in determining training program
effectiveness (Acton, Scott, & Hill, 2005). Satisfaction surveys are standard tools used in training
organizations to evaluate training courses. Additionally, the information retrieved from evaluation
surveys can be used to improve course content and design (Chute, Thompson, & Hancock, 1999. If
managers know which programs are more likely to be successful in the classroom and which online
before the sessions are offered, they may be able to select the learning mode that correlates most
strongly with e-learner satisfaction. Additionally, they may perceive them as more useful. Training
managers should also consider offering e-learning sessions to keep the workforce up-to-date on their
technical skills. Another key point regarding e-learner satisfaction is that it can predict learners'
behaviors (Wang, 2003). Thus, management can use this information to modify training to increase e-
learner satisfaction. The results of this research may have numerous implications for various
stakeholders, including future and current employees, administrators, executive management, trainers,
technical support staff, instructional designers, vendors, and educators. As a result of this research
study, e-learning stakeholders will have additional information pertaining to generational differences
in satisfaction with regard to e-learning. The findings of this research may be valuable for helping
instructional-designers and trainers overcome generational differences and for assisting in the
development, implementation, and delivery of e-learning courses.
A replication of this study: It is suggested to using a larger sample size with random or stratified
selection to increase the validity of the present study's results. In addition, participants should be able
to choose to complete either a paper and pencil or an electronic version of the survey. This would
possibly help to accommodate participants who may have less experience, access, or comfort with
computers to fill out the current on-line only version of the survey. Examination of the impact of early
survey responders and late survey responders may have on e-learner satisfaction. Some studies have
suggested that favorable responders are more likely to participate by completing the survey sooner.
However, if responses were analyzed based upon time to respond, or other timeline, additional
differences may become apparent. Administering a pre- and post-training assessment of the e-learning
satisfaction factors may also yield additional findings or trends. This would allow for greater controls
of both dependent and independent variables
Quality of e-learning: It is important to study the quality of e-learning that is developed to
primarily convey information, and e-learning that is developed to teach or improve skills. Determining
whether differences exist in a synchronous and asynchronous e-learning environment is another area

7
for future research. A synchronous environment is one in which the training classes occur in real time
and are led by a trainer; in an asynchronous environment, trainees learn at their own pace. (Kamsin,
2005). Although both qualify as e-learning, synchronous environments tend to have a more blended
approach and may appeal more to learners who prefer traditional teaching models. It is possible that
these preferences may also follow generational difference patterns
More research regarding generational differences as they relate to e-learner satisfaction could
improve knowledge of this area of adult education and training. The study of both generational
differences and studies of e-learning are still fairly recent developments in educational settings. With
both areas also becoming more relevant in corporate settings a greater understanding of possible
interactions will be increasingly valuable. Investigating potential differences between mandated and
voluntary e-learning in the work place may also show differences in e-learning satisfaction.

REFERENCES

Acton, T., Scott, M., & Hill, S. (2005). E-education: Keys to success for organizations. 18' Bled
eCommerce Conference, Bled, Slovenia, June 6-8.
American Society for Training and Development (ASTD) & Masie Center (Masie). (2001, June). E-
Learning: If We Build It, Will They Come? Alexandria, VA: ASTD.
Chute, A., Thompson, M., & Hancock, B. (1999). The McGraw-Hill Handbook of Distance Learning.
New York: McGraw-Hill.
Commission on Technology and Adult Learning (CTAL). (2001). A Vision of e Learning for
Americas Workforce. Alexandria, VA: MASIE Center.
Forrester Research (2006) North American Consumer Technology Adoption Study (NACTAS).
Retrieved
March 20, 2007, from http://www.forresterresearch.com/html.
Gillon, S. (2004), Boomer nation : The Largest and Richest Generation Ever and How It Changed
America. New York: Free Press.
Green, B. (2006) Marketing to Leading-Edge baby Boomers : Perceptions, Principles, Practices,
Predictions. New York:Paramount Market Books.
Gunasekaran, A., McNeil, R. D., & Shaul, D. (2002). E-Learning :Research and Applications.
Industrial and Commercial Training, 34(2), 44.
Gunderson, K. (2005). The Jobs Revolution:Changing how America Works. New York: Greystone
Group
Kamsin, A. (2005). Is e-learning the solution and substitute for conventional learning? International
Journal of the Computer, the Internet, and Management, 13(3), 79-89.
Lewis, M. (1999). Computer-Based Training: New Technologies. Heating piping and Air
Conditioning. 77(12), 53-57.
Long, P., Tricker T., Rangecroft, M., & Gilroy, P. (2000), Satisfaction with Distance Education:
Evaluation of A Service Template. Total Quality Management, 11(4-6), S530S536.
Reynol, J., & Mastrodicasa, J. (2007). Connecting to the Net.Generation: What Higher Education
Professionals Need To Know About Today's Students, NASPA.
Ruttenbur, B. W., Spickler, G., & Lurie, S. (2000). E-learning: The Engine of The Knowledge
Economy. New York: Morgan Keegan. Retrieved June 14, 2008, from: http://www.masie.com.
Strauss, W., & Howe, N. (1993). Generations: The History of America's Future, 1584 2069,
Harper Perennial.
Wang, Y. (2003). Assessment of Learner Satisfaction with Asynchronous Electronic Learning Systems.
Retrieved October 5, 2007, from http://www.sciencedirect.com/pdfs/B6VD0- 48CFV9D-l.pdf
Wang, C, & Liu, Z., (2003). Distance Education Basic Resources Guide. Retrieved January 3, 2007,
from http://www.emeraldinsight.com/pdfs/cb223a.pdf.

1

ONLINE INSTRUCTIONAL CONSULTATION (OICon) MODEL FOR
HIGHER EDUCATION INSTITUTION (HEIs)

Abd Hadi Bin Abdul Razak
1
, Ang Ling Weay
2
and Nur Fadziana Faisal Mohamed
3

UUM College of Arts and Sciences, Universiti Utara Malaysia, 06010 Sintok, Kedah, MALAYSIA
1
ahadiar@uum.edu.my,
2
ling_weay@yahoo.com &
3
fadziana@uum.edu.my

ABSTRACT

Virtual discussion between students and lecturers nowadays become easier and effective by using
computer-mediated communication (CMC) tools. The issue on geographical distance is no longer a
problem but there are some aspects that need attention, such as the consultation documentation, record
log and the ability to see the records of these virtual relationships. Most current virtual communications
software is focused on the communication and less on the process of before and after the virtual
communication. In order to enhance the virtual communication process, we have designed and developed
an Online Instructional Consultation (OICon) model to facilitate student-lecturer consultation for higher
education mentor-mentee system in Malaysia. The model consists of 5 interrelated domains that are
personalization, consultation processes and task involved, features and multimedia components,
consultation content and consultation document. It provides alternative means on delivery of the contents
and services as well as provides participants a range of option. By this way, students and lecturer can
involve actively through online consultation at remote places, not just between lecturer and students but
also on post-session discussion among peers. Point of correspondence includes implementation of CMC
tools to facilitate online consultation processes for academic advisory purpose. OICon model was then
transformed into a prototype system to verify the model. Based on the evaluation conducted, we found
that users are relatively positive towards implementation of multimedia communication tools for
consultation in higher education and they agreed that the OICon model is crucial for enhance and
promote interactivity for consultation among students and lecturers.

Keywords: Online Instructional Consultation, Nonverbal Cues, Computer-mediated Communication
(CMC), Higher Education Institution (HEIs)

1. INTRODUCTION

Telementoring is conceptualized as the online or electronic version of mentoring (Chan, 2000; Single &
Muller, 1999). The evolution of communication technologies at present give impetus to researchers and
practitioners by simply putting the Computer Mediated Communication (CMC) tools on their
telementoring application without really understand the potential benefits of the technologies in the
telementoring program. Although telementoring provides connectivity, the effect of distance and time
depersonalizes the relationship is still questionable (Talmadge, 2004). Eventually, the problem of
socialization become more severe as both mentors and mentees are separated at a distance. Three issues
and challenges of the existing telementoring program that had been identified are:
1. Miscommunication due to the lack of nonverbal cues (McLoughlin, Brady, Lee, & Russell, 2007;
Ensher, Heun, & Blanchard, 2003). Most telementoring program adopted asynchronous CMC tools such
as e-mail and web forum to support online mentoring program. This lead to the lack of nonverbal cues that
may reduce the richness of information delivered. In addition, it may cause misunderstanding or incorrect
diagnosis of the clients problem that end up with consultation frustration.
2. The need of competency in written communication and technical skills (McLoughlin, Brady, Lee,
& Russell, 2007; Ensher, Heun, & Blanchard, 2003). Human are not alike. Those who are slow in typing
thorough in editing may find that their contents may no longer relevant once they are ready to transmit it.
There are those who poor in writing but actually can verbally communicate their problem very well.
978-602-19271-0-6 ICEL 2011

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3. The need of recording, retrieving and playback of recorded document online. Current telementoring
program is usually terminated once the problems of a client have been solved. The failure of recording
consultation session and lack of recorded information management cause problem of future retrieving and
references. Even if there is, most of the recorded information only includes semi-structured information
such as dates, announcements, participants names or e-mail contents. The function of online meeting
records technology is rarely used to track group progress or to serve as public record of past actions and
decisions. Instead, some of the telementoring programs rely on third-party software and application to
store personal records and project information, set up the e-mail program for organizing the project
messages and set a time schedule to manage weekly or monthly project tasks (For example: the Electronic
Emissary project (Sanchez & Harris, 1996). The organization and management of a telementoring
program are still primarily done manually that involve labor- intensive process. Mentor and facilitator in
setting a well-planned online mentoring program in maintaining the mentoring relationship should put
some efforts.
The above situations motivate the conduct of this research by developing an online instructional
consultation model, namely Online Instructional Consultation (OICon) model, that facilitate consultation
among student and facilitators for mentoring program in Higher Education Institution (HEIs). Specifically,
this model is constructed based on the conceptual considerations of principles and guidelines as suggested
by Steven (2002). The holistic approach is adapted in this system by designing multimedia components in
providing supports starting from scheduling the by consultation time until the termination of the session as
well as managing the recorded document online.
According to Fagan, Newman, Paul and Murray (2006), it is necessary to determine the selection of
technology for e-consultation based on the actors goals and needs. In addition, the consultation processes
are also need to be considered in identifying appropriate ICT tools for each stage. The idea of
implementing ICT tools for consultation in Malaysia higher education institution is by recruiting
participants and adopting the technology. The remaining part of this paper will focus mainly on the
background study of existing e-consultation of models, consultation processes in HEIs, e-consultation
principles and guidelines and matching of computer-mediated communication tools based on these
guidelines and consultation processes. Lastly, OICon model is proposed and its key differences from other
models and telementoring programs are described.

2. BACKGROUND STUDY

2.1 Reviews on Existing E-Consultation of Various Contexts

The common e-consultation model usually consists of the basic components, collaborative tools and their
functionality, capability and consultation processes. Two existing online consultation models are reviewed
and discussed in the following section.

2.1.2 Financial Service Remote Consultation

Financial service consultation (Tanaka, Koga & Yajima, 1999) provides assistant for customers in
completing tele-consultation through touch screen interface at the client side. It is designed as a help desk
system that serves only one client at a particular time. The designation of this consultation takes into
consideration various participants remote conversation skills, roles, and asymmetrical communication
between customer and staff. Besides that, it is designed based on the e-consultation processes as shown in
figure 1.

3

Figure 1: Consultation Processes

Two functions that provide support for asymmetrical communication are tele-monitoring and tele-
operating. Both staffs and customers terminal are provided with window for tele-operating but with
different functions. A customer has the knowledge about his or her problems but do not have the skill in
solving them. Thus he or she is required to explain problem to the consultant that that has the knowledge
in solving his or her problem by using text chat component and the videophone (see Stage I). Customers
terminal side activities are then captured and being observed at the window of the staffs tele-monitoring
terminal. At the same time, the staff is trying to find a solution (see Stage II). Tele-operating window at
staff terminal is embedded with functional button that controls several activities such as the map or figure
that are to be displayed at customers terminal. This enables the staff to explain the problem (see Stage III)
and guide the customer in completing the consultation procedure by remotely operating the customers
terminal. The financial service remote consultation system is real-time consultation conducted by using
videophone or videoconference and share-window function. A consultant can provide instruction by
remotely control the customers terminal. In addition, the consultant can take control over the customers
operation in order to provide support for customers who do not have the skills in using the system.

2.1.2 Virtual Consultation for Telemedicine Education

Virtu@l Consult@tion (see Figure 2) is a Medical Simulation-based Training model developed by Ortega
et al. (2003). Its purpose is to provide support for medical students to simulate a medical consultation from
different location, using the current pedagogical methods based on clinical cases and integrating electronic
resources. Most of the available computer support systems do not support multi-users and synchronous
environment (Ortega et al., 2003). Thus, Virtu@l Consult@tion focuses on synchronous consultation by
adding some functionality in their model to compensate for the insufficient function in other models.

Figure 2: Virtu@l Consult@tion Model with Main Functionality

4
The advantage of Virtu@l Consult@tion is the multimedia data exchange that makes medicine
consultation simulation more realistic than the face-to-face simulation, besides enabling sharing of
information among users. The main functionality of this model is the ability of the patients to be
questioned by the physicians in guiding them to present their problem. Ortega (2005) emphasized that
Virtu@l Consult@tion model provides an integrated medical education synchronous consultation, which
mainly consists of web server, database, and the following functionalities:

a. A medium for multi-users that include tutor, patient, secretary and physicians to collaborate and
accelerate the access and delivery of information.
b. Chat application interface and chat server.
c. Multimedia data, principally medical imagery or photographs that use to complete the exams and
medical records can be retrieved from graphic database and shares on cooperate electronic
whiteboard.
d. Cooperative tool Electronic whiteboard component implemented with modification tools that
allow multi-users to zoom in, zoom out, write and draw annotation on the images.
e. Sharing of physicians notes, medical records and comparison of their notes with other physicians
notes.
f. Images and sound player are implemented with the aim to simulate the patients problem area. The
multimedia information and learning material delivery during consultation session is stored in
database.
g. Accessing to external resources and document such as e-books, commented or interactive clinical
cases, medical images and other can facilitate the learning process by providing extra knowledge.

Obviously, the Virtu@l Consult@tion provides more options of CMC tools and functionality as
compared to the financial service consultation. The financial service consultation focuses on one-to-one
interaction by using synchronous CMC tools. On the other hand, the Virtu@l Consult@tion did not
implement synchronous communication tools but also include database, sharing notes function, cooperate
tools such as shared-whiteboard as well as Images and sound player. Although videophone or
videoconference provides a unique feature of real-time interaction among participants in paraverbal and
nonverbal cues, textual chatting or input features should be applied as an optional support communication
tools. Likewise, the display-change of the financial service consultation and shared-window whiteboard of
the medical tele-consultation system can be applied in this online instructional consultation model as
document or application presentation function.
For maximum effectiveness, a system should have the capabilities of conducting various activities
during the remote consultation without any interruption. Such capabilities are video conferencing, instant
messaging, application, and document sharing. By having these functions, time can be saved because only
a few efforts is required whereby one consultant can serve many clients with similar problem
simultaneously. Database and web server are essential to enable users to retrieve the recorded consultation
documentation. From the comparative analysis between these two e-consultation models, it is found that
an effective e-consultation model should be able to:

a. Facilitate one to many consultations.
b. Provide participants various options of communication tool.
c. Request data stored in database.
d. Request helps from peers other than facilitator.
e. Increase problem-solving skills with the help of shared-window components.
f. Obtain multi-participants views through online polling for decision-making stages.

5
In addition, some features and components that are found to be appropriate for the OICon model of
HEIs include:

a. Communication Tools:
Question and Answer (Q&A)
Live Chat Events / Instant Messaging
Electronic Note Pad
Shared-Window Function
Video Conference
List of Participants
Shared-Whiteboard
b. Consultation Contact Management and Feedback
c. Multimedia Database

2.2 Online Consultation Principles and Guidelines

To help in guiding in the design and development of the online instructional consultation model, a more
comprehensive and richer understanding of several principles are required. Steven (2002) proposed top ten
tips of designation of e-consultation for promoting the civic education in policy. Since not all the guideline
are suitable for instructional consultation, thus we study and extract the suitable guidelines, adapted seven
out of the ten of these Principles and Guidelines as illustrated below in figure 3.

Figure 3: Online Consultation Principles and Guidelines as suggested by Steven (2002)

The first guideline is the required academic support. Viewing from instructional consultation
perspective, there must be an academic desire as the input and a willingness to consider that input in the
decision-making process. This academic support is the core domain in governing the other guidelines.
Next, the second guideline is related to the stating of the consultation purpose and shared contexts. It is
necessary to give participants some information regarding the consultation issues before starting the online
consultation session either through downloadable discussion document or web sites (Fagan et al., 2006).
Then, the third guideline is about building the audience and informing others. Recruitment of people
before starting the online consultation session is crucial as most of the people are not aware of the online
published announcement. Steven (2002) posits that the participants need to be encouraged to join in the
announcement list of so that they can subscribe whenever possible.
The fourth guideline concerns with the choosing of the right model and elements. For the instructional
consultation in HEIs, the communication mode chosen should match the consultation purpose. It must also

6
take into consideration the time factor since mentoring programs have differences in duration. These
communication components can be categorized into synchronous and asynchronous communication tools.
Based on the above descriptions, the major components suggested by Steven (2002) that are found to be
suitable include the following:

a. Question and answer (Q&A)
b. E-mail
c. Document comments
d. Instant Messaging
e. Online polling

Meanwhile, Steven (2002) emphasizes on creating the online event structure that has the beginning to
an end as stated in the fifth guideline. Besides offering 24-hours, and seven-days-a week availability of
consultation service to students, this model should make use of the real time communication benefit that
provide a sense of community and immediacy for user. In the sixth guideline, Steven (2002) suggests that
online consultation events should have an online facilitator that help to keep the event flowing and on task.
Likewise, Gagne (1992) in his nine events of instructional also states that instructor should provide learner
the guidance to help them stay on track. This means that they are given the authority to remind
organizational decision-makers of their commitment to participate, and deal with problems behind the
scenes as required. The facilitators role is to regulate the flow of conversation and control the consultation
activities as well as proposing solution. The last guideline refers to the dissemination of consultation
contents. People should be aware of the contents of the online events so that their opinions and comments
can be shared. Through the online announcements, people can obtain knowledge and issues of the
consultation.

2.3 Online Instructional Consultation Processes for HEIs

In designing the OICon model, the holistic approach is emphasized by including three core phases for
instructional consultation in higher education: Pre-consultation, online consultation session and post-
processing phase. These principles and guidelines are adapted to the online instructional consultation
processes as illustrated in figure 4.

Figure 4: Adaption of e-consultation Principles and Guidelines with Online Consultation Processes

In the first phase, before starting an online consultation session, it is necessary to state the consultation
purpose and share the consultation contexts. It is necessary to give participants some information
regarding the consultation issues before starting the online consultation session either through
downloadable discussion document or web sites (Fagan et al., 2006). Assuming that the students and
lecturers may feel doubtful on the purpose of online events, it must be stated clearly so that both
participants are aware of the shared-context and readable information. Besides that, recruitment of people
before starting the online consultation session is crucial as most of the people are not aware on the online
Pre-consultation
Phase
State the
Consultation
Purpose & Share
Contexts
Recruitment of
Other Students
Online Consultation Phase

Choose the suitable CMC Tools
Post-processing
Phase
Dissemination of
Content & Results
Post-session
Discussion
Problem
Posting
Discussion Decision
Making

7
published announcement. The pre-consultation processes, begins with student making online appointment,
scheduling consultation hour, and sending upcoming consultation events and details through e-mails. To
have more participants, the student will send invitation to other peers. Besides that, lecturer can make
online announcement to have more participation in the online consultation session.
Many authors and researchers proposed consultation processes by dividing the consultation model into
three phases: entry level, analysis-diagnosis, and problem solution (Brokes, 1975; Kurpius & Brubaker,
1976; Davies, 1975; Schein, 1969, 1978; Argyris, 1970; Havelock, 1973; Caplan, 1970). During the online
consultation session, three sub processes are included: problem posing, discussion, and decision-making.
In general, the consultation process will be terminated after the clients problem had been solved.
However, for online instructional consultation, some of the mentoring programs involve long term
relationship while some are short-term. Thus, an effective telementoring should be implemented with
repository that can keep consultation contact and contents as archive.
To compensate for miscommunication due to lack of nonverbal cues and the need of competency in
written communication and technical skills, blending modes communication tools are included such as
video conference component, and leave comments feature in video form. Auditory and visual cues that are
included in the videoconference are important in which the movement of facial gesture, hand gesture, and
eye movement may influence the flow of conversation. It is believed that this interactive element is the
key to success when combined with well-planned, student-centered instruction (Greenberg, 2004;
Omateyes, 1996). The blending modes of CMC tools had make consultation easier by providing users
with various options to suit their online communication pattern and consultation environment. For those
who need a consultation session during emergency, synchronous communication tools would be the
preferred choice.
Steven (2002) emphasized that dispersed consultation contents and results are important to promote
the civic education. However, for instructional consultation, we make the consultation contents and results
accessible by the group member of the particular consultation session. Lecturer has the ability to monitor
unauthorized access to specific consultation content. Instead of sharing decision-making and consultation
results, we suggested that there should also be an online post-session discussion platform that supports
discussions between peers who are not physically present in the same room, or at the same time. This
online discussion helps participants to contribute ideas, reflect on consultation issues, and promote the
sharing of knowledge among peers.

3. ONLINE INSTRUCTIONAL CONSULTATION (OICon) MODEL

In this section, the discussion is about the developed online instructional consultation (OICon) model that
is integrated with suitable CMC tool. The integrated model provides a complete package of features
needed to assemble, administer, and facilitate comprehensive e-consultation for HEIs. There are five
domains involved in this model, which are personalization, consultation processes and task involved,
features and multimedia communication components, consultation document, and management involved
in this model. Figure 5 shows the Online Instructional Consultation (OICon) model that has been
developed. The selection of media to be implemented in the OICon model is based on the online
consultation processes, tasks involved, and user requirements. There are four domains that include
personalization, consultation processes and task involved, features and multimedia communication
components, consultation document and management.

3.1 Personalization

Facilitators and students have their own authentication to access the OICon using unique usernames and
passwords. Users may search and view the announcements, news, calendar events, and help
documentation. They can even send feedback form to the administrator. Students in the university level
are not supposed to be spoon fed in obtaining knowledge. In fact, they need to be resourceful in searching
for help. For this reason, we provide online platform that include with search engine function in which

8
protg can search experts information details and their area of expertise from online databases is
provided.

3.2 Consultation Processes & Task Involved

In general, there are three core phases (see Table 1) involved in the instructional consultation of HEIs:
Pre-consultation, which are online consultation session, and post-consultation. Consultation session
contains sub-tasks, which are online consultation session, problem posting, discussion, and decision-
making.

Table 1: Consultation Phases and Common Tasks

Phases Processes and Task involved
Pre-consultation - Student make appointment online
- Consultation time scheduling
- Send Invitation mail
Online Consultation Session - Students post problem
- Students and lecturers discuss the
problem
- Lecturer provide solution
Post-session Discussion - Retrieving and playback of recorded
session online
- Peers online collaboration (Synchronous
and Asynchronous)
- Retrieving of consultation
documentation uploaded by facilitator.

9

Figure 5: Online Instructional Consultation (OICon) Model

10
3.3 Features and Multimedia Components

Twelve multimedia components have been proposed as derived from the literatures and e-consultation
models. These components and features are consisting of asynchronous and synchronous communication
components as listed table 2. In order to retain the interactivity as in the face-to-face consultation,
modification on these communication components is necessary. For example, customization of participant
lists by adding raise hand function to enable students to have control over the online collaboration when
presenting their point of views. Although the consultation applies the facilitator-led approach, the used of
self-paced led approach with peer discussion after a consultation session may give better results. Seven
new features and components are proposed which are:
Frequently Asked Question (FAQ)
Document Conversion and Sharing function
Attendance List or Logbook Management
Time Scheduling and Announcement Board
Consultation Session Recording, retrieving and playback function
Consultation Document Management
Dynamic Video Player

Table 2: Asynchronous and Synchronous Communication Components

Asynchronous Communication Synchronous Communication
- Question & Answer (Q&A)
with FAQ feature
- E-mail
- Online Polling
- Electronic Notepad
- Time Schedule &
Announcement Board
- Document Conversion &
Sharing
- Video Conference
- Instant Messaging
- Shared Window Function
- Shared Whiteboard
- Consultation Session Recording
- List of Participants

3.4 Consultation Contents

In an online consultation environment, the online attendees mostly contribute the contents. For example,
the members together with the consultation document, and recorded consultation session upload
presentation files. The administrator creates other contents such as user manual, instruction video, latest
news and events. There are three main categories of OICon contents based on personal and group domain.
Personal contents can only be granted by the owner consists of students personal details, and e-mail
address. Whereas group content are accessible for all the members, allowing the information sharing
among them, for example, sharing of consultation document. Other contents such as announcements,
recorded consultation session, and calendar events are eligible to be granted by all users including the non-
members.
There are two types of consultation contents as shown in table 3. Audio-visual recording session and
other consultation document such as presentation file uploaded by participants during or after consultation
session. Both of these consultation contents and documents uploaded can be retrieved using search engine.
Consultation recorded session in audio-visual form can be playback through flash video player that is
embedded in web sites. Students are allowed to download the consultation documents.

11
Table 3: Audio-visual recording session and consultation documents

Audio-visual Recorded Document Other Consultation Document
1) Conduct video conferencing
through Live Streaming Media
Player, the recorded media can be
playback through Recorded Media
Player.
2) Retrieving of the media through
search engine from multimedia
database.
3) Media are organized in list of
dynamic thumbnail.
1) Enable students to retrieve and
download consultation documents
and content from the repository.

2) Retrieving of documents through
search engine from database
3) Documents are organized in thread
and sequential form

4. OICon CONSULTATION PROCESSES

In addition, based on the consultation with the three experts in this research, seven features and functions
that are crucial for this online consultation development include; FAQ, Document conversion and sharing
function, logbook management, time schedule and announcements board, consultation recording, retrieval
and playback function, consultation document management and dynamic video playback. Thus, there are
all together nineteen features and components identified that are crucial for this online consultation model
as shown in table 4.

Table 4: Matching of CMC tools and Features with Consultation Processes

Phase Process and Tasks Involved Matching of CMC tools and
Features
Pre-consultation - Student make appointment
online
- Consultation time scheduling
- Send Invitation mail
Consultation Time
Scheduling &
Announcement Board
E-mail
Online Consultation
Session
- Students post problem
- Students and lecturers discuss
the problem
- Decision Making
Audio or Video
Conferencing
List of Participants
Electronic Notepad
Shared window Whiteboard
Shared-screen Function
Instant Messaging
Survey/ Polling
E-mail
Multimedia Database
Document Conversion and
Sharing
FAQ
Post-processing Phase
- Retrieving and playback of
recorded session online
- Peers online collaboration
(Synchronous and
Asynchronous)
- Retrieving of consultation
documentation uploaded by
lecturer
Consultation Session
Recording, Retrieving and
Playback Online
Consultation Contact
Management and Feedback
Multimedia Database
Document Comment
Instant Messaging

12
Pre-consultation phase includes the introductory information of upcoming consultation, appointment
making, announcement making, time and date scheduling and invitation mail sending. In this phase,
students that are willing to seek help from their supervisor are the initiator. They send online appointment
form to request for online consultation. Meanwhile, a notification mail that contains the minutes and
agenda meeting are sent to students mailbox. For this respect, e-mail is integrated due to their ability in
reducing ambiguity of communication. Sometimes, lecturer initiates the consultation session. To handle
this, the time schedule and announcement board components are added to OICon model to enable lecturers
to make announcement and send e-mail to invite their mentee to join in the consultation.
During the consultation session, students explain their problem to lecturer. The lecturer may ask for
clarification to understand more on the students problem and search for solution. Several important tasks
during problem posing, online discussion, and decision-making session require multiplicity of cues and
immediacy of feedback. Text-based CMC cannot communicate nonverbal information and gesture cues as
possess by videoconference component. Hence, for this purpose of communication, combination of rich
and lean medium is necessary. These CMC tools include audio-visual conferencing, instant messaging, e-
mail, online polling, electronic notepad, shared-window function, shared-whiteboard and list of
participants. Others CMC tools and functions that recommended by educationist and IT experts are
frequently asked questions (FAQ) component, Document Conversion and Sharing and consultation
session recording function.
Post-consultation phase include post session discussion and follow-up of delayed consultation session.
During the decision-making session, the lecturer may suggest and explain the solutions. This session may
end up when they achieve a consensus or left the consultant to decide the solutions. Sometimes, the less
rush consultation conclusion may delay to the next time consultation. Not all decisions can be made on the
short time and may delay to next consultation time. Thus, consultant may need to retrieve previous
recorded consultation document, agenda and list of participants involved by sending another invitation
mail. For this respect, a combination of communication technologies with consultation document
management feature can also create a spectrum of media richness, increase the effectiveness of
information delivery and thereby leading to higher performance of satisfaction.
Indeed, Steven (2002) stated that dissemination of consultation contents and results are important for
those who absent to consultation session and willing to get the knowledge though post-session discussion
among peers. For this reason, OICon model provides post-session discussion platform with instant
messaging feature, recruit peers to discuss on the recorded-consultation session as well as present their
point of view by leaving comments in either textual or audio-visual form to compensate for the need of
written communication and technical skills. Consultation contacts and feedback management feature helps
facilitator to inform and give feedback for mentees. Besides that, facilitators terminal is also provided
with consultation and documents management that does not included in the other models.

5. KEY DIFFERENCES OF OICON MODEL FROM OTHERS MODEL

It is important to note that the features and components that were listed in this model as supporting
components for consulting service online are not meant to represent an exclusive list. Instead, the
mapping of CMC tools to the manner and strategy provides a useful source to facilitate the relevant
consultation activities. The key differences of OICon model from other models are:

a. The OICon model takes into account the holistic consultation approach starting from pre
consultation, consultation session and post-session discussion. Before a consultation session
starts, it is necessary to recruit people and inform them the purpose and agenda of consultation as
suggested by Steven (2002). Sometimes, the lecturer initiates the consultation session. For this
reason, researcher added the time schedule and announcement board components to the OICon
model in which this component enable lecturers to make announcement to invite their mentee to
join consultation besides sending invitation mail. Whilst, differences from other consultation
models and telementoring programs that emphasized only on synchronous communication tools
(For example: Tutor.com and Financial Service Remote Consultation model) and asynchronous

13
communication (For example: MentorNet), OICon model consist of blending modes of
communication tools that not only provide verbal cues but also nonverbal cues that contribute to
a sense of social presence among participants. Human are not all alike. Some of them are poor in
writing skill but perhaps may communicate their problem effectively through video and audio
conference. Some of them are kind of shy and may found instant messaging and e-mail the easy
way to poses their problem. Besides that, the OICon model consists of consultation session
recording feature that were not included in the Financial Service Remote model and Virtu@l
Consult@tion for Telemedicine Education model. Recorded consultation session is important for
future retrieval and reviewing. This differs from other telementoring systems such as MentorNet
and Emissary Telementoring in which they emphasize only on e-mail message archive. Audio-
visual recording decreases information loss for meeting recording as compared to written note
recording since a verbatim record is produced (Whittaker et al, 2006). Dissemination of
consultation contents and results are important for those who were absent from the consultation
session and willing to get the knowledge though post-session discussion among their peers. The
OICon model is equipped with post-session discussion platform with instant messaging feature
that can recruit peers to discuss on the recorded-consultation session as well as presenting their
point of view by leaving comments in either textual or audio-visual form. Differs from the other
e-consultation models, this OICon model takes into consideration the nature of long-term
relationship telementoring. Consultation contacts and feedback management feature helps
facilitator to inform and give feedback for mentees. Besides that, facilitators terminal is also
provided consultation and documents management that does not included in other model.

b. Seven new features and components are proposed which are:
Frequently Asked Question (FAQ)
Document Conversion and Sharing function
Attendance List or Logbook Management
Time Scheduling and Announcement Board
Consultation Session Recording, retrieving and playback function
Consultation Document Management

c. Students and facilitator different online consultation terminal in which:
Facilitator is given privileges to control students activities by adding Pass the ball Function
and Kick the user Function.
Facilitator is given the privileges to record the consultation session, edit or delete
consultation-recorded session as well as publish it on dynamic video playlist.

All experts that reviewed it acknowledge this OICon model. Mr. Mohamed Nizam Saad, a lecturer
from College of Arts and Science (CAS) added that this model is different from other e-learning system as
it includes logbook management features that differentiate it from other e-learning application. The model
clearly portrayed all the features and components of an online consultation system. However, Dr. Michael
Morgan suggested that the model should include the capability of keeping track of the consultation-
recorded session especially with the participants.

6. CONCLUSIONS

There are three issues and challenges relating to the existing telementoring program which are (a)
miscommunication due to lack of nonverbal cues, (b) the need or competency in written communication
and technical skills (McLoughlin, Brady, Lee, & Russell, 2007; Ensher, Heun, & Blanchard, 2003), and
issues concerns with recording, retrieving and reviewing of consultation document. In order to compensate
for these issues and challenges, a model for online consultation for HEIs known as the OICon model is
proposed. The OICon model consists of five domains that are personalization, consultation processes and

14
task involved, features and multimedia components, consultation content and management. The
multimedia communication components and features are determined from literature review particularly on
existing e-consultation model for various contexts, major e-consultation as suggested by Steven (2002) as
well as experts recommendation. These components and features are matched based on principles and
guidelines as well as on the online instructional consultation processes. The OICon model is then
transformed into a prototype system to be tested by six lecturers and 34 students from College of Arts and
Science at Universiti Utara Malaysia (UUM). The research study found that users are relatively positive
towards the implementation of multimedia communication tools for consultation in higher education and
they agreed that the OICon model is crucial for enhance and promote interactivity for consultation among
students and lecturers. Besides that, this model is acknowledged by three IT and educationist experts and
is suitable to be applied for online instructional consultation development.

ACKNOWLEDGEMENT

Special thanks to the Students and Lecturers from the College of Arts and Science (CAS) in Universiti
Utara Malaysia (UUM) for their active participations in the preliminary study and evaluation processes.

REFERENCES

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:Addison-Wesley.
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New directions in research. Journal of Vocational Behavior, 63, 264-288.
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processes for citizens' participation in public policy. Retrieved August 12, 2009, from
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Greenberg, A. (2004). Navigating the sea of research on videoconferencing-based distance education: A
platform for understanding research into the technologys effectiveness and value. Retrieved October
24, 2010, from http://www.wainhouse.com/files/papers/wrnavseadistedu.pdf
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preparation. Bloomington, Indiana: Indiana University.
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facilitating reflection on professional experience for novice teachers. Proceedings of the 2007
Australian Association for Research in Education (AARE) Conference. Fremantle, WA.
Muller, C. B., and Single, P. B. (1999). Encouraging women students to persist in engineering and
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Frontiers in Education (FIE) Conference.
Omatseye, J.N. (1999). Teaching through tele-conferencing: Some curriculum challenges. College
Student Journal. 33(3), 346-353.

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Tanaka., T., A. Koga., et al. (1999). Design of User Interface for Tele- consultation system over the
Web. SMC '99 IEEE International Conference on Systems Man and Cybernetics.

1

THE WEB COLLABORATIVE CONTENT ORGANISER (WebCoCo): A
CONCEPTUAL FRAMEWORK FOR SYSTEM DEVELOPMENT

Hanafi Atan, Zuraidah A. Rahman, Omar Majid & Norzaini Dahlan

School of Distance Education
Universiti Sains Malaysia
11800 Penang, Malaysia

ABSTRACT

This paper discusses a conceptual framework for the system development of the web collaborative
content organiser (WebCoCo). The conceptual framework of the system focuses on four main
elements of learning activities, namely, learning objects, collaborative tasks, reflection and
evaluation. The learning object tool consists of a learning object template which allows a course
manager to upload relevant resources from the learning object library. These learning objects stored
in the library are meta-tagged to allow students to search for the specific ones they require. The
collaborative tasks in the system involve the deployment of various tools, namely, concept mapping,
problem solving and topic forum tools. Based on the learning objects made available to them,
students then work collaboratively to construct the concept map of a particular lesson. The concept
map tool encourages students to participate actively in generating relationships from the information
they receive from the learning objects thus allowing them to participate in the active process of
knowledge construction. The course manager may also launch the topic in the forum board to get the
students involved in discussing and exploring the contents and materials learned. These reflection
tools in the system allow students to reflect and demonstrate on their understanding of the course
content via the development of individual e-portfolios. The e-portfolio provides a learning record
and evidence of a student's abilities, achievement and understanding of the course content. In
addition, various other interactive evaluation tools, such as the interactive quiz and a library of
structured questions with guided answers, are also embedded in the system. These tools allow and
facilitate the mastery, comprehension and understanding of the course content by the students.

Keywords: Student-Centred Learning, Learning Object, Concept Map, Collaborative Learning,
Generative Learning.

1. INTRODUCTION

The phenomenal advancement of information and communication technology (ICT) has altered the
way education is being delivered. Traditional classroom teaching is now increasingly being coupled
with the use of technology to facilitate and enhance more meaningful and engaging teaching and
learning processes. The changes have immense potential for the development of hybrid or fully online
learning where the use of immense educational resources is readily available in the Internet and there
is ease of communication between the teacher and learners. The Internet technology is now
increasingly being used in tandem with student-centred learning (SCL) approaches such as
collaborative learning (Lakkala, 2007) and generative learning (Bannan-Ritland, Dabbagh and
Murphy, 2000). The use of technology and SCL make the students more responsible about their
learning such as planning their studies, interacting with teachers and other students, researching and
assessing the amount of learning that has taken place. The main attributes of the SCL, which are the
students responsibility and independence in learning, encourage them to develop the characteristics of
good learners being highly motivated and possessing high order thinking skills necessary for
advancement in this digital age.

1.1 Collaborative Learning

One of the aspects of SCL that can be readily supported by the advancement of ICT is the use of
collaboration in learning processes. The collaboration can easily be integrated as part of the learning
978-602-19271-0-6 ICEL 2011

2
design and this can be achieved through the use of various Internet-based e-learning tools such as web-
meeting, forums and chats.
The study on the effect of collaboration on learning using the Internet has been there at the
forefront of educational technology research and has been documented immensely. A study by Hiltz
(1998) demonstrated that collaborative learning can bring about learning outcomes as effective as
those achieved in face-to-face learning. It is pointed out that students who collaborate to share ideas,
solve problems, use various information sources and create knowledge together are learning actively
and are more engaging (Lakkala, 2007). The importance of collaboration is that each member in a
group is contributing to the success of the entire group. All the members in the group work together to
accomplish shared learning goals (Gokhale, 1995).
Findings from research support the view that collaboration enhances social skills and
competencies, such as leadership, communication skills and critical thinking. For example, Slavin
(1996) and Gokhlae (1995) showed that when students work in teams, they engage in active learning
which requires them to use critical thinking. Johnson & Johnson (1989) highlighted their finding that
collaborative learning increases student abilities in leadership and effective communication as well as
enable them to manage conflicts constructively.

1.2 The Content Organiser

The content organiser is a web-based learning tool that integrates both learning objects and the
concept map in a system. Such a system provides a pedagogical environment to engage learners to
generate and to organise their ideas of the contents being studied. As such, it allows the students to
personally organise learning objects in a way that they construct and reflect their understanding by
linking their new and old knowledge.
The content organiser is conceived under the cognitive information processing. It focuses on the
generative learning model where the learner is an active participant who works to construct
meaningful understanding by generating relationships between the different types of information
he/she receives. Cognitive psychologists and educationists usually see these as the skills associated
with thinking activities. Students are active participants in the instructional process whereby they
construct new knowledge through information in the instructional environment, adding on to their
prior knowledge and previous experience (Grabowski, 1996). These activities are completely in
contrast to those which simply involve the memorising of information where the students passively
receive information with or without processing the information meaningfully.
Using the content organiser, students are active participants in constructing meaningful
understanding of information found in the learning environment and generate relationships between
the various types of information. With the design of generative learning objects, students are able to
generatively construct, manipulate and organise learning objects in the concept map.

1.3 Learning Objects

There are a number of definitions of learning objects (LOs) being offered. From the description found
in literature, the definition of a LO primarily depends upon the context of the definition and
background of authors. However, the definition of this object generally covers the following
categories (Mortimer, 2002):
(i) Content the content and learning activities support the learning objectives.
(ii) Size and seat time a chunk of learning that takes no longer than 15 minutes to complete.
(iii) Context and capabilities a nugget of learning that can "stand alone" and be delivered to a
learner on an as-needed, just-enough basis.
An LO can be a relatively small learning material, a unit of lesson or a subject containing some
lessons. The granularity of an LO centres on combining units of the learning object in terms of
sequencing (Wiley, 2002). According to Wiley (2002), granularity refers to the size of an LO. On the
other hand, the combination of LOs refers to how these objects are assembled into a larger learning
material.

3
1.4 The Concept Map

The concept map is a type of knowledge representation used in education; it is a graphical node
illustrating the relationship among concepts (Novak, 1998). The concept map allows students to
demonstrate and illustrate their knowledge and encourages them to reflect and elaborate on their
knowledge graphically (Novak & Gowin, 1984). Novak and Gowin (1984) indicated that this
technique is appropriate for all levels of students and they further pointed out that concept mapping
encourages students to think. According to Jonassen (2000), concept maps engage learners in the
reorganisation of knowledge; the explicit description of concepts and their interrelationships as well as
the deep processing of knowledge promote better retention, retrieval and application of knowledge,
relating new concepts to existing ones to improve understanding. The dynamic features of learning
objects fit this goal very well.

2.0 OBJECTIVES

The objective of this paper is to propose theoretical and conceptual models for the design and
development of the web collaborative content organiser (WebCoCo). It is an online learning system
that uses LOs and concept map tools in the design approach of learning contents, resulting in
generative learning in the design of the learning strategy. The model aims to facilitate student-centred
learning where the learning environment is designed to allow for the maximum engagement of
students in using the contents organiser to reflect their understanding of the course content. The
ensuing collaboration in using the content organiser is expected to foster higher order critical
thinking and enhance students individual collaborative skills.
Apart from proposing the conceptual model, this paper also highlights the features of the prototype
developed system based on the proposed model which is now almost ready for evaluation. We hope a
very comprehensive study will be conducted soon to evaluate the effectiveness of the system.

3.0 THE THEORETICAL FRAMEWORK

The theoretical framework of the proposed conceptual framework incorporates a number of important
components from different perspectives. The pedagogical and collaborative learning perspectives
have been modified from Reid et al. (1989). The perspective of the design structure of the LOs has
been modified from Bannan-Ritland, Dabbagh & Murphy (2000). The features of the learning within
the theoretical framework include the following:
(i) Provision of a learning environment that enables the collaborative process of knowledge
construction.
(ii) Learners are able to interpret their learning via the LOs provided and build their mental
model collaboratively to reflect the understanding of their knowledge.
(iii) Learners are required to construct knowledge collaboratively through the design of the
course content via the contents organiser.
(iv) Provision of evidence of learning via the development of personalised e-portfolios.
It is evident that the system is a compromise of a learning environment that contains elements of
generative learning, collaborative learning and learning objects which require learners to analyse,
synthesise and evaluate facts and ideas in the process of knowledge construction. The critical thinking
elements used in the proposed system are analysis, synthesis and evaluation as suggested by Lewittes
(2007). The evidence of learning is reflected in the e-portfolio. Figure 1 depicts the theoretical
framework.

4

Figure 1. The theoretical framework

4.0 THE CONCEPTUAL FRAMEWORK

The design of the LOs by individual students is assisted via a structured collaborative learning
mechanism. Thus, the conceptual model incorporates the following three important components:
i. Learning objects
ii. Collaborative learning
iii. The content organiser
Figure 2 shows the conceptual model of the system. It incorporates the theoretical, pedagogical
and technological perspectives from the view of SCL. The aims of the conceptual model are to
facilitate the collaboratively knowledge construction and higher order critical thinking skills among
students. In this system, students will be using learning objects as the instructional design approach of
learning contents and they collaboratively design the LOs using the organiser in a way that reflects
their understanding of new knowledge being constructed and higher order thinking skills being
acquired.

Figure 2. The conceptual model of the WebCoCo system

5
5.0 SYSTEM DEVELOPMENT

WebCoCo contains many important functions to conform with SCL attributes such as the LO search
engine within the system, the LO repository, LO uploading tools, forums, the reflection corner,
assessment, the concept map, etc. Figure 3 shows the various functions of the WebCoCo system.

Figure 3. The various functionalities of the WebCoCo system

Three groups can gain access to the system, namely:
i. The administrators
ii. The lecturers
iii. The students
The students have to register to join the activities of the system. Each function in the WebCoCo
system is designed with the goal of facilitating SCL which is highly collaborative in nature. The
functions engage the students as active participants in designing their learning contents using the
concept map. Screen shots of several functions of the system are shown below.

Figure 4. The main page of the system

6

Figure 5. List of learning objects

Figure 6. The concept map

SUMMARY

Numerous e-learning systems have been developed with the objective of promoting SCL through the
use of ICT. This paper presents a theoretical framework and prototype of the system that uses the
reusability and flexibility of LOs to promote SCL which incorporates pedagogical aspects such as
generative and collaborative learning. The proposed conceptual model has been used successfully to
provide a basis for the development of a WebCoCo system to promote SCL through the use of
generative and collaborative learning approaches as well as the use of the LOs. We hope the
developed system can be evaluated and the ensuing experience in using the system can be shared for
the improvement of teaching and learning practices.

ACKNOWLEDGEMENT

The support from the USM RU research grant No: 1001/PJJAUH/817042 is gratefully acknowledged

7
REFERENCES

Bannan-Ritland, B., Dabbagh, N. & Murphy, K. (2000). Learning object systems as constructivist
learning environments: related assumptions, theories and application. In: Wiley, D. A. Ed. The
Instructional Use of Learning Objects: Online Version. Retrieved Oct 3, 2002, from
http://reusability.org/read/.
Grabowski, B. L. (1996). Generative learning: past, present, and future. In Jonassen, D. H. ed.
Handbook of Research for Educational Communication and Technology. NY: Simon and
Schuster Macmillan. pp. 897- 918.
Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology
Education. 7(1), 22-30.
Hiltz, S. R (1998). Collaborative learning in Asynchronous learning networks: Building learning
communities, Invited address at WEB98, Orlando Florida November 1998. Available:
http://eies.njit.edu/~hiltz/collaborative_learning_in_asynch.htm.
Jonassen, D. H. (2000). Computers as mindtools for schools. 2
nd
ed. New Jersey: Prentice Hall.
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive,
individualistic learning (5
th
ed.). Boston: Allyn & Bacon.
Lakkala, M. (2007) The pedagogical design of technology enhanced collaborative learning. E-
Learning Europa Portal, Retrieved from http://www.elearningeuropa.info/files/media/3028.pdf, on
13 June 2008.
Lewittes, H. (2007). Collaborative learning for critical thinking: Pedagogy, Learning outcomes and
Assessment, Retrived from
http://www.aacu.org/meetings/generaleducation/documents/Lewittes.pdf, on 13 June 2008.
Mortimer, L. (2002). Learning objects of desire: Promise and practicality. Retrieved Nov 5, 2002,
from http://www.learningcircuits.org/2002/apr2002/mortimer.html.
Novak, J. D. (1998). Learning, creating, and using Knowledge: Concept map
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as facilitative tools in
schools and corporations. New Jersey: Lawrence Erlbaum Associates.
Novak, J. D. & Gowin, D. B. (1984). Learning how to learn. London: Cambridge University Press.
Reid, J., Forrestal, P., & Cook, J. (1989). Small group learning in the classroom. Portsmouth, NH:
Heineman.
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we
need to know. Contemporary Educational Psychology, 21, 43-69
Wiley, D. A. (2002). Learning objects. In Kovolchick, A. and Dawson, K. eds. Educational
Technology: An Encyclopedia. Santa Barbara: ABC-CLIO. Retrieved April 15, 2003, from
http://wiley.ed.usu.edu/docs/encyc.pdf.

1

EXAMINING USER ACCEPTANCE OF E-SYARIAH PORTAL
AMONG SYARIAH USERS IN MALAYSIA

Mornizan Yahya
1
, Feridah Nadzar
2
, and Baharom Abdul Rahman
3

1
Faculty of Business Management, Universiti Teknologi MARA, Puncak Alam, MALAYSIA
2
Faculty of Business Management, Universiti Teknologi MARA, Puncak Alam, MALAYSIA
3
Faculty of Businesess Management, Universiti Teknologi MARA, Puncak Alam, MALAYSIA
mornizan@salam.uitm.edu.my

ABSTRACT

Electronic government will improve both on the internal government operations and its delivery
services to the Malaysian people. E-government plays an essential role in catalyzing the development
of the MSC as well as furthering the political and economic development goals in Vision 2020. The
implementation of E-Syariah Portal as one of the e-government initiatives has opened up a new book
in the government administration throughout the country. E-Syariah Portal is the main element to
reform government operations in adopting a customer-focused approach via online service. The
purpose of this paper is to determine the factors that influence the intention to use and actual usage of
e-Syariah Portal by Syariah users in Malaysia. The research uses an extension of Unified Theory of
Acceptance and Use of Technology (UTAUT) model by including information quality and system
quality. A questionnaire was designed and responses from 35 users of a pilot test were collected and
analyzed. Instruments developed by Venkatesh, Morris & Davis (2003) and Ahn, Ryu & Han (2004)
were used to measure the intention to use E-Syariah Portal. The findings of the study indicate that
performance expectance, effort expectancy, social influence, information quality and system quality
are strongly linked to intention to use E-Syariah Portal. This study can help ICT decision makers of
the Department of Syariah Judiciary Malaysia to recognize the critical factors that are responsible for
the success of E-Syariah Portal.

Keywords: E-Syariah Portal, Unified Theory of Acceptance and Use of Technology (UTAUT),
Intention to Use, User Acceptance

1. INTRODUCTION

E-government systems are becoming a part of modern public administration systems (Halaris,
Magoustas, & Mentzas, 2007) and many governments have made huge investments in electronic
government services to link government networks to improve efficiency and productivity (Hung,
Chang & Yu, 2006). E-government will improve information flow and processes within the
government; improve the speed and quality of policy development; and improve coordination and
enforcement which would enable the government to be more responsive to the needs of its citizens
(Multimedia Development Corporation, 2007). In Malaysia, the implementation of electronic
government started in 1997 with the initiation of Multimedia Super Corridor (MSC) in 1996. The
implementation of e-Government in Malaysia heralds the beginning of a journey of reinventing the
government by transforming the way it operates, modernizing and enhancing its service delivery
(National Archives Act, 2003). One of the government agencies, Malaysia Administrative
Modernization and Management Planning Unit (MAMPU) has been entrusted to plan, implement and
monitor the countrys e-Government initiatives (MAMPU, 2004). There are seven main projects
under e-Government flagships: Electronic Procurement (e-P), Project Monitoring System (PMS),
Electronic Services Delivery (e-Services), Human Resource Management Information System
(HRMIS), Generic Office Environment (GOE), E-Syariah and Electronic Labour Exchange (ELX).
Each project is lead by a particular agency as below:

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Table 1: Malaysias e-Government Projects and Implementation Agencies

E-GOVERNMENT PROJECTS AGENCIES
PMS Implementation Coordination Unit at the Prime Ministers
Office
HRMIS Public Service Department
GOE Prime Ministers Office
ELX Ministry of Human Resources
e-Services Road Transport Department
e-Procurement Ministry of Finance
e-Syariah Islamic Justice Department at the Prime Ministers Office
Source: MAMPU (2003)

2. THE IMPLEMENTATION OF E-SYARIAH PORTAL

E-Syariah project, as the seventh E-government initiative (MSC), has been allocated RM39 millions
by the Malaysian Government to reform the Syariah administration to upgrade the quality of services
in Syariah Courts in Malaysia. The E-Syariah project, launched in April 2002, has been implemented
at all 110 Syariah Courts in Malaysia in April 2007 (MDC, 2007). The main objective of
implementing e-Syariah is to improve the quality of service in Syariah courts. Through better
monitoring and co-ordination of its agencies, e-Syariah will eventually enhance the Islamic Affairs
Departments effectiveness and thus improve the management of its Syariah courts. The e-Syariah
application consists of Syariah Court Case Management System, Office Automation System, E-
Syariah Portal, Syarie Lawyers Registration System and Library Management System (Official
Website of Syariah Judiciary Department).
E-Syariah has received increasingly more attention from users and this has resulted in E-Syariah
Portal. E-syariah Portal, one of the E-modules, serves as a gateway for the public, Government
Agencies and the Syariah Courts to access relevant information and utilized E-Syariah services
anytime and anywhere. In this Internet age, the portal improves communication and reduces the gap
between the Syariah Courts and the public (Department of Syariah Judiciary, 2005).
E-Syariah Portal links all syariah courts of the country and acts as a one-stop counter for virtually
all matters related to Islamic judiciary (Siddiquee, 2007). Among the services provided in the e-
Syariah portal are Online Case Mal Pre-Registration, Online Case Status Checking, SJDM (JKSM)
Official Website, Syarie Criminal Case Registration System, Library Management System, E-Form,
Online Faraid Calculation, Court Procedures and Processes, Court Schedule Cases, Court Directory,
Archive (Reference Materials, Journals and Case Types) and Syarie Lawyer Registration System (E-
Syariah Portal Official Website).

3. UNIFIED THEORY OF ACCEPTANCE AND USE OF TECHNOLOGY (UTAUT)
MODEL

Researchers have developed and used various models to understand acceptance of users of
Information System. Among these models, UTAUT has become the latest and most powerful model
accepted among the information system researchers (Venkatesh & Davis, 2000; Wang & Liao, 2008;
Gefen, Karahanna & Straub, 2003) to predict and explain an information systems usage intention
(Venkatesh et al., 2003). The UTAUT model has been found to provide as much as 70 percent of the
variance in intention to use technology, which is more effective than any known models from the past.
UTAUT has integrated eight different models: Theory of Reasoned Action (TRA), Technology
Acceptance Model (TAM), Motivational Model (MM), Theory of Planned Behavior (TPB), C-TAM-
TPB, Model of PC utilization (MPCU), Innovation Diffusion Theory (IDT), and Social Cognitive
Theory (SCT). The UTAUT model by Venkatesh et al. (2003) postulates six constructs: performance
expectancy, effort expectancy, social influence, self efficacy, anxiety, and attitude toward using
technology which determine the behavioural intention. Another two constructs: behavioural intention
and facilitating conditions influence the usage behaviour of the technology. Four moderating
variables: gender, age, experience and voluntariness were also examined and found to have varying
influence on the primary constructs. An overview of this model is shown in Figure 1.

3

Source: (Venkatesh et al. (2003)

Figure 1: Unified Theory of Acceptance and Use of Technology Model

4. RESEARCH MODEL AND HYPOTHESES DEVELOPMENT

UTAUT model was chosen in this study to determine the factors that would influence the user
acceptance of e-Syariah Portal among the Syariah users in Malaysia. This study aims to evaluate the
independent variables of UTAUT; performance expectancy, effort expectancy, social influence which
significantly influence the dependent variables; the intention to use. Two extending variables:
information quality and system quality were also included in the model. These factors were chosen
due to their significant relationships with intention to use of information systems (Delone & Mc Lean,
1992; 2003). Though there are other potential antecedent factors that could be included into the model,
only five specific factors are chosen because of their strong support from previous studies and their
applicability in the context of e-Syariah Portal. The framework for this research is given in Figure 2.
The objective of this research is to evaluate Syariah users intention to use e-Syariah Portal as a
mean to forecast, explain, and improve usage pattern. The research also examined the applicability of
UTAUT to the e-Syariah Portal as a government initiative in improving the government service
delivery towards users.

4.1 Performance Expectancy

Performance expectancy (PE) refers to the extent to which a user perceives e-Syariah Portal will help
to be more useful in accomplishing Syariah services online rather than using the traditional Syariah
services. The constructs in the other models that pertain to performance expectancy of this model are:
perceived usefulness (TAM, and combined TAM-TPB), extrinsic motivation (MM), job-fit (MPCU),
relative advantage (DOI), and outcome expectancy (SCT). Performance expectancy is the strongest
determinant in both voluntary and mandatory settings (Venkatesh et al., 2003). Thus this research
proposes the following hypothesis:

H1: Performance expectancy will have a positive effect on intention to use e-Syariah Portal.

4
4.2 Effort Expectancy

Effort expectancy (EE) represents the degree of ease that a user associates with using the e-Syariah
Portal. User perception about the clarity, understandability, flexibility, and ease of using the system
are taken into consideration (Venkatesh et al., 2003). Therefore, it is hypothesized that:

H2: Effort expectancy will have a positive effect on intention to use e-Syariah Portal.

4.3 Social Influence

Social influence is defined as the degree to which an individual perceives that important others believe
he/she should use the new e-Syariah Portal system. Social influence of UTAUT is similar to the
constructs presented in TRA, TAM2, TPB/DTPB, and combined TAM-TPB: subject norm; DOI:
image and MPCU: factors. These constructs are similar in behaviour. They are found to be
insignificant in voluntary contexts but become significant when the use of the system is mandatory.
The literature explained that in mandatory contexts the effect is attributed to compliance and appears
to be important only in the early stages of individual experience and when rewards or punishment are
applicable. In contrast, social influence operates by influencing perceptions about the technology in
voluntary contexts which is known as the internalization and identification (Venkatesh et al., 2003).
Based on the findings by previous researchers, we posit that:

H3: Social influence will have a positive effect on intention to use e-Syariah Portal.

4.4 Information Quality

Information Quality represents a users reaction to the characteristics of e-Syariah Portal output
information versus the users information requirements. The content of e-Syariah Portal includes
content variety, complete and detail information, accurate information, timely information, reliable
information and appropriate format (Ahn et al., 2004; Wang et al., 2007; DeLone & McLean, 2003;
Lin, 2007). Most previous researches used content and content quality frequently and stressed the
importance of information quality (Aladwani & Palvia, 2002; Palmer, 2002; Ahn et al., 2002).
According to DeLone & Mc Lean (2002; 2003), information quality has the potential to directly
affect both behavioural intention and perceived usefulness of information system. Information quality
determines the success of a website design and perceived information quality positively affect PEOU,
PU, attitude, and user acceptance of e-shopping (Shih, 2003). Perkowitz & Etzioni (1999) argued that
information is useful only if the user considers the information on the web site to be accurate,
informative and up-to-date. These results suggest the following hypothesis:

H4: Information quality will have a positive effect on intention to use e-Syariah Portal.

4.5 System Quality

System quality in the Internet-based information system is defined as the measure of the e-Syariah
Portal and focuses on the outcome of the interaction between the user and the portal. Design,
navigation, response time, systems security, systems availability and functionality are examples of
qualities valued by the e-Syariah Portal users for this study (Ahn et al., 2004). System quality is
related to the quality of system that produces information output, which reliability, accessibility,
integration, and response time can be measured (Nelson, Todd & Wixom, 2005).
Upon literature, e-commerce researchers recognized that a web sites usability can significantly
influence users search strategies and performance (Lieu & Arnett, 2001). According to Yoo, Suh &
Lee (2002), system quality is more important in the context of virtual communities as many
community members are reluctant to use the web site when they have difficulties: experience lack of
access, difficulty in navigating the web site, frequent delays in response, and frequent disconnection.
Based on the previous researches above, it is hypothesized that:

H5: System quality will have a positive effect on intention to use e-Syariah Portal.

5
4.6 Intention to use E-Syariah Portal

In this study, intention to use is referred to the intention to use e-Syariah Portal as a result of their prior
experience in using the e-Syariah Portal. Ajzen (1991) argued that behavior intention represents the
subjective odds that an individual will engage in a certain behavior. However, according to Venkatesh
et al. (2003), performance expectancy, effort expectancy, social influence and facilitating conditions
constructs of UTAUT have positive influence on behavioural intention to use. Hence, the next
hypothesis states as the following:

H6: Users intention to use e-Syariah Portal will have a significant positive influence on the usage
of e-Syariah Portal.

Figure 2: Research Model

5. METHODOLOGY

5.1 Survey Instrument

The instrument that will be used for this survey was online questionnaire which was presented in the
Bahasa Malaysia (Malay language) for easy understanding of the questions asked and since most of
the respondents are Malays. However, English questionnaire was also developed for the purpose of
the study. Multi-item scales were used in the questionnaire to measure the constructs. The
respondents were asked to determine on a five-point Likert scale how much they agreed (1 = strongly
disagree, and 5 = strongly agree) with each statement describing an issue.
The organization of content of the questionnaire succeeding with a cover letter consists of three
sections including demographic. Section One is the classified demographic section which will focus
on items such as age, gender, marital status and age; highest level of education, type of employment,
level of occupation, and length of working experience; the internet knowledge, experience, and hours
of using internet; and e-Syariah Portal experience and hours spent on the portal. Section Two consists
of the constructs: performance expectancy, effort expectancy, social influence, information quality,
system quality, and intention to use that will measure the relationship of the factors (independent
factors) with the dependent factor within the research framework of the study. Finally, Section Three
of the study will focus on the items that relate to the intention to use e-Syariah Portal.

Performance
Expectancy
Effort
Expectancy
Social
Influence

Intention to use
E-Syariah Portal
System
Quality
Information
Quality

6
5.2 Participants

A pilot study was conducted to test the validity of the questionnaire. The population of the study
consisted of users who have used the e-Syariah Portal. 40 questionnaires were distributed to the
Syariah users of the Syariah High Court of Kuala Lumpur personally. Respondents were required to
evaluate agreement to statements that used a five-point Likert scale. A five-point represents strongly
agree while a one-point represents strongly disagree. Out of 40 questionnaires, 5 were found to be
incomplete. 35 respondents responded and the feedback was incorporated accordingly. The number
of usable response was 35, yielding a usable response rate of 87.5%. The data collected was analyzed
using techniques available on the Statistical Packages for Social Sciences (SPSS) version 17.0.

6. FINDINGS

6.1 Demographic Profile of the Respondents

The demographic profile of the surveyed respondents is summarized in Table 2. In this study, only
selected profiles such as gender, age, education, type of employment, and level of occupation were
reported by the researchers. The total sample for the survey consists of 35 respondents. The gender
distribution of the survey respondents are 51.4% (18) male while 48.6% (17) are female respondents.
The respondents age range from 21-25 are 3 (8.6%); from 26-30 are 5 (14.3%); from 31-35 are 8
(22.9%); from 36-40 are 3 (8.6%); from 41-45 are 5 (14.3%); from 46-50 are 7 (20%); and from 51-55
are 4 (11.4%). All of the respondents are working professionals: top management level 3 (8.6%);
middle management and professional level 19 (54.3%); support and technical level 7 (20%); and 6
(17.1%) are not applicable. The respondents have been educated to secondary school 7 (20%) and
college or higher education: diploma 6 (17.1%); bachelor degree 12 (34.3%); master degree 8
(22.9%); and doctorate 2 (5.7%). Most of the respondents work in the public sector 19 (54.3%)
and about 10 (28.6%) work in the private sector whereas 4 (11.4%) of the respondents are self-
employed and 2 (5.7%) respondents are not employed.

6.2 Reliability Analysis of Measures

Reliability analysis was performed for all the measures as shown in Table 3. Reliability refers to the
accuracy of a measuring instrument (Kerlinger, 1986). Cronbachs alpha technique was adopted to all
variables to measure the reliability of the instrument used for the pilot study. Cronbachs alpha is a
reliability coefficient that indicates how well the items in a set are positively correlated to one another
(Cronbach, 1951). The Cronbachs alpha for reliability was calculated and revealed coefficients that
exceed a generally accepted standard for reliability. All of the measures included in the questionnaire
show adequate levels of internal consistency and reliability. The reliability for the measures ranges
between 0.735 for intention to use and 0.948 for the measure of performance expectancy.
Cronbachs Alpha value scores 0.7 and above, suggesting that the measures are highly reliable.
These reliability coefficients infer that the instrument has an internal consistency (Cronbach, 1951).
The results showed high value of Cronbach alpha in Table 3 indicating that all the constructs are
accurate and hence suggests the instrument is reliable and is suitable to measure the concepts
employed in the study.

7
Table 2: Demographic Profiles on Gender, Age, Education, Type of Employment and Level of
Occupation

6.3 Correlation Analysis

The association between the six dimensions employed in the study: performance expectancy, effort
expectancy, social influence, information quality, system quality and intention to use are presented in
Table 4. Correlation analysis was conducted by using the Pearsons product-moment correlation to
determine the strength of the relationship between the measures. The interpretation of strength of
relationships followed the guidelines by Cohen (1988): small: r = .10 to .29; medium: r = .30 to .49;
large: r = .50 to 1.0.
As shown in Table 4, the value of Pearson correlation matrix ranges from r = 0.464 to r = .796.
The highest correlation value was between Performance expectancy and Effort expectancy: r = .796
with p-value = .000. Other variables have high positive linear correlations and this shows that they are
highly significant related to each other. They are Performance expectancy and Social influence: r =
.660 with p-value = .000; Performance expectancy and Information quality: r = .747 with p-value =
.000; Performance expectancy and System quality: r = .772 with p-value = .000; Performance
expectancy with Intention to use: r = .634 with p-value = 0.000; and. Effort expectancy and Social
influence: r = .571 with p-value = 0.000; Effort expectancy and Information quality: r = .775 with p-
value = .000; Effort expectancy and System quality: r = .716 with p-value = .000; Effort expectancy
with Intention to use: r = .591 with p-value = .000; Social influence with System quality: r = .601 with
p-value = 0.000; Social influence with Intention to use: r = .588 with p-value = 0.000; Information
quality with System quality: r = .689 with p-value = .000; Information quality with Intention to use: r
=.565 with p-value = .000; System quality with Intention to use: r = .581 with p-value = .000 whereas
Scale Frequency Percentage (%)
Gender
Male
Female
Total

18
17
35

51.4
48.6
100
Age
21-25 years old
26-30 years old
31-35 years old
36-40 years old
41-45 years old
46-50 years old
51-55 years old
Total

3
5
8
3
5
7
4
35

8.6
14.3
22.9
8.6
14.3
20
11.4
100
Education
Secondary school
Diploma
Bachelor Degree
Master Degree
Doctoral Degree
Total

7
6
12
8
2
35

20.0
17.1
34.3
22.9
5.7
100
Type of Employment
Public
Private
Self-employed
Not employed
Total

19
10
4
2
35

54.3
28.6
11.4
5.7
100
Level of Occupation
Top management
Middle management and professional
Support and technical
Not applicable
Total

3
19
7
6
35

8.6
54.3
20
17.1
100

8
Social influence with Information quality: r = .464 with p-value= 0.005 have medium positive linear
correlations which shows that the variables have moderately positive relationships between one and
another.

Table 3: Reliability Analysis of Measures

Measures No. of item Cronbachs alpha
Performance Expectancy (PE) 4 .948
Effort Expectancy (EE) 4 .918
Social Influence (SI) 5 .851
Information Quality (IQ) 8 .784
System Quality (SQ) 8 .829
Intention to Use (IU) 5 .735

Table 4: Pearson Product-Moment Correlations between Measures

7. CONCLUSION

This study contributes to the understanding of determinants of the user acceptance of e-Syariah Portal.
Utilizing UTAUT model as a theoretical framework, three critical variables (performance expectancy,
effort expectancy and social influence) and two online quality factors (information quality and system
quality) are proposed as significant contributors to the user acceptance of e-Syariah Portal. Six
hypotheses were tested and supported in this study. The results have supported the work of Venkatesh
et al. (2003) and Ahn et al. (2004). Performance expectancy, effort expectancy, social influence,
information quality and system quality were all found to be significant predictors and positively
related to Intention to use e-Syariah Portal. Performance expectancy and effort expectancy were
found to be the most influential predictors for intention to use e-Syariah Portal. Based on the research
findings, Syariah users have agreed that performance expectancy, effort expectancy, social influence,
information quality and system quality will strongly influence the intention to use e-Syariah Portal.
Users perceived that the e-Syariah Portal had online qualities in terms of information and system.
Thus, it can be concluded from this study that e-Syariah Portal was successful from the users
perspectives.
This study makes three contributions to user acceptance research. First, UTAUT can be applied in
the new web-based information system context that is e-Syariah Portal. Second, the two online quality
factors have a significant impact on the user acceptance of e-Syariah Portal. Third, Syariah users
consider the e-Syariah Portal not merely as an information system but also as a virtual link that
provides registering, receiving information and communicating. Hence, it is suggested that e-Syariah
service provider (DSJM) should have integrative approach to evaluate the e-Syariah Portal, and take
selective strategy to enhance the user beliefs and increase the user intention to return by understanding
reasons or specific issues that relate for variability in users or service providers perception.

Scale 1 2 3 4 5 6
1. Performance Expectancy
- .796
**
.660
**
.747
**
.772
**
.634
**

2. Effort Expectancy

- .571
**
.775
**
.716
**
.591
**

3. Social Influence

- .464
**
.601
**
.588
**

4. Information Quality

- .689
**
.565
**

5. System Quality

- .581
**

6. Intention to Use

-
** < 0.01 (2-tailed)

9
ACKNOWLEDGEMENT

We would like to express our appreciation to the Department of Syariah Judiciary Malaysia and Kuala
Lumpur Syariah High Court for their help in questionnaire development and assistance for the study.

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10
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25(4), 717-733.

1

DYNAMICS OF E-LEARNING DEVELOPMENT

Rosana P Mula, Myer G Mula, Sandeep Reddy Chama
3
, Prashanth Pasupuleti
4
,
Bhanu Prakash
5
and Lenka Niharika
6

Coordinator, Learning Systems Unit (LSU), International Crops Research Institute for the Semi-Arid Tropics
ICRISAT), Patancheru, 502324, Andhra Pradesh, India
Scientist, International Crops Research Institute for the Semi-Arid Tropics ICRISAT), Patancheru, 502324,
Andhra Pradesh, India
3
,
4
,
5
and
6
Research Fellows, International Crops Research Institute for the Semi-Arid Tropics ICRISAT),
Patancheru, 502324, Andhra Pradesh, India
Email address of corresponding author: r.mula@cgiar.org

Abstract

Access to information and knowledge has long been recognized as a key element for sustainable
agricultural development. Information and communication technologies (ICTs) and such specialized
ICT applications as e-Learning offer new options to deliver knowledge and information to agricultural
professionals, who serve as knowledge intermediaries for farmers.

The International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) through its Learning
Systems Unit (LSU) recognizes e-Learning as a potentially viable, cost-effective and flexible approach
to a more knowledge-intensive sustainable agriculture, in brokering the creation and management of
agricultural knowledge, and as a key element of capacity strengthening/building.

ICRISAT recently launched its maiden on-line course on Pigeonpea Production System. We believe in
the merits and potentials of platforms on learner-centric instruction and support through open and
distance learning, which mean better access and flexibility that can combine work and learning to
happen simultaneously. A blended distance learning program is adopted in this pigeonpea on-line
course developed using Moodle, an open-source community-based tool for e-Learning which allows
feedback and interaction among actors.

Different modalities of learning depending on the requirement of the course content are combined
together to overcome constraints in access, time, and place. LSU learned from the experiences of
universities transforming themselves from a single mode to multi-mode (i.e. on-site + on-line) in
providing its learners with the best and up-to-date information.

With a well-planned course content and innovative delivery, e-Learning could be a key in overcoming
the challenges of information and knowledge delivery and in capacity strengthening and building in
agriculture.

Key words: e-learning, Moodle, ICT, capacity building/strengthening, and blended Learning

1. INTRODUCTION

The International Crops Research Institute for the Semi-Arid Tropics (ICRISAT) is one of the 14
centres of the Consultative Group of International Agricultural Research (CGIAR) and is a non-profit,
non-political organization that conducts agricultural research for development (R4D) in Asia and sub-
Saharan Africa with a wide array of partners throughout the world. ICRISATs mission is to reduce
poverty, hunger, malnutrition, and environmental degradation in the dryland topics through
partnership-based approach and guided by the tenet of inclusive market-oriented development
approach (IMOD). The institute implements research programs in ways that benefit smallholder
farmers enabling them and their households to go beyond subsistence farming to produce surpluses
that can be stored and sold to markets, paving the way for prosperity in the drylands.
Capacity building plays a key role in realizing the institutes mission. This is being implemented
through face-to-face learning (residential and in-country) and lately, a dynamic open distance
978-602-19271-0-6 ICEL 2011

2
education that combines traditional means and harnessing the power of the Web 2.0, which allows e-
learning (http://www.icrisat.org/).


2.1 E-Learning

E-learning comprises all forms of electronically supported learning and teaching.
The information and communication systems, whether networked learning or not, serve as specific
media to implement the learning process. The term will still most likely be utilized to reference out-of-
classroom and in-classroom educational experiences via technology, even as advances continue in
regard to devices and curriculum.
E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-
learning applications and processes include Web-based learning, computer-based learning, virtual
education opportunities and digital collaboration. Content is delivered via the Internet,
intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led
and includes media in the form of text, image, animation, streaming video and audio.
Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT
(Web-Based Training) have been used as synonyms to e-learning. Today one can still find terms such
as e-learning, elearning, and Elearning being used synonymously (http://en.wikipedia.org/wiki/E-
learning).
The pigeonpea on-line course (http://elearning.icrisat.ac.in) was developed using an open source
tool called Moodle. It is an open education source tool which is used to upload the content and to
develop a website which is used programmatically.
Experience has it that any on-line course, for that matter, will require a well organized content
since this is its heart. The content of the pigeonpea course was developed by a team of scientists
directly involved with the crops production system; from seed to post harvest handling. There was
also the involvement of the learning coordinator that provided guidance in the design and approach to
be used for making the delivery more insightful. Feedback from the learning coordinator to scientists
and vice versa has been key in the development of the e-learning module. Assigning a focal person
from the team of scientists was also an important element for the organization of the content. The focal
person served as the contact for the individual engaged in uploading the content into the system.
Briefly, key points that facilitated the work include: group discussion of the content developers and
delivery experts, inputs (content) of scientists, and heeding to insights from previous materials and
experts.

2.2 Platform Development

Moodle is the platform which we use to develop the website using windows operating system as it
supports XAMPP. Moodle is an inbuilt application which used for developing the website.
To connect to Moodle, we used a XAMPP (which is used for windows) version which is a mix of
3 programming languages PHP, APACHE and MYSQL. i.e. XAMPP 5.2.6 version as it supports the
older version of moodle 1.9.12+.
The front end application (Designing) deals with PHP and APACHE and back-end (Database)
deals with MYSQL.

Moodle is a Course Management System (CMS), also known as a Learning
Management System (LMS) or a Virtual Learning Environment (VLE). It is a free
web application that educators can use to create effective online learning sites.
Moodle was encrypted to develop the elearning platform. Moodle acronym stands for
Modular Object-Oriented Dynamic Learning Environment, which is mostly useful to
programmers and education theorists. It is also a verb that describes the process of
lazily meandering through something, doing things as it occurs to you to do them, an
enjoyable tinkering that often leads to insight and creativity. As such it applies both to
the way Moodle was developed, and to the way a student or teacher might approach
studying or teaching an online course.

3
2.3 Moodle principles

The design and development of Moodle has been guided by a social constructionist theory and
practice of teaching and learning. While Moodle can be and is used to support a number of other
pedagogical and andragogical approaches, the core Moodle package revolves around the following
five principles: every individual is a potential teacher and learner, learning is enhanced by creating and
expressing for others, learning is enhanced by watching others, and transformation of a learner
happens by understanding others, and learning becomes better when the environment is flexible and
adaptable to the learner (http://moodle.org/).

3. METHODOLOGY

3.1 Moodle in Education and Training

Although initially designed for the higher education environment (university), Moodle has quickly
become used across a broad range of organizations worldwide to conduct courses fully online or
support face-to-face teaching and learning.
Its modularity, flexibility, security and free availability have attracted learning communities
ranging from single primary school classrooms to large universities, businesses, government
departments and other places where people learn.
Moodle has also found a niche in adult education and training because of the possibility of the
learner to learn at his own pace and even in real time. Some advantages of the learning management
system drawn from our pigeonpea demonstration course are as follows:
Learners can upload assignments. Teachers get an automatic alert when a new message
arrives. All marks can be stored in the Moodle grade book. There is no worry about losing
score sheets. The built-in chat module is a handy teaching tool for groups of students working
with or without the teacher to discuss an issue, or answering questions set by the teacher.
Chats can be saved and can be reviewed by the teacher at any time.
The database module is good for building searchable repositories. A common use of this
module is for storing past exam papers, activities for students to do or print out, or collections
of students work. The forum module enables students to have virtual seminars. The teacher
provides a text or audiovisual file, which the students respond to, one after another. And in so
doing, they are not only reacting to the stimulus file, they are also responding to each other.
Moodle is not the only tool to offer this, but it is one of many modules which all come in one
package. This module can also be used for displaying student work. The glossary is like the
database, except you can allow users to rate each others contributions. Words can be
hyperlinks to texts on the site. So students can click on a difficult word in a text and they will
automatically be taken to the explanation you provide in the glossary. Glossary entries can be
categorized to make searching easier. Typical uses are an AZ of difficult words and
collections of useful websites.
The lesson module allows a teacher to write a series of lesson pages, each one ending with a
question. The teacher can review and provide feedback to the student.
The quiz module offers a wide range of quizzes and tests with which teachers can create
revision activities. Moodle store's questions for use in other quizzes, even with other courses.
The Moodle grade book records the students results, and provides a detailed breakdown of
responses to different questions. The quiz module also allows you to shuffle the questions
within quizzes and to shuffle distracters within test items.

Moodle is a useful tool for running Web quests. Based on experience, students can be grouped
where chat and forum spaces for discussion of the subject / project can take place. The simple
procedure of editing and saving means, that group work can develop quickly without the
learners needing to be in the same place at the same time.

Moodle is user-friendly that customization can be done on the following: themes, font style,
size etc.

4
On the other hand, some of the difficulties the delivery team were faced during the process are
as follows:

The latest version of Moodle had some bugs and transition of data was difficult.
With the current version of Moodle, uploading of images as attachments is not properly stored
in Moodle server. This means the need to repeat the process if changes are required in the
content. Hence, the old version of Moodle (1.9.12) is more user-friendly in uploading images
(as well as content) using HTML editor.
Similarly, assigning (natting) of the domain name (elearning.icrisat.ac.in) is not supported by
the new version of Moodle. The solution done by the delivery team was to change some
coding part in the configuration file to successfully make available the
elearning.icrisat.ac.in to the outside world.


The most significant highlight that the delivery team solved while going through the process was
addressing the bugs in the new version of Moodle and making this stable. Overcoming these hurdles,
the pigeonpea elearning course was made possible. The demonstration, which can be parallel to pre-
resting of a survey instrument, contributed significantly in the functionality of the on-line course.
Overall, the Moodle is the easiest and most flexible content management system (CMS) available
to date. It is easy to navigate, with features that are directly applicable to the writing classroom and
best of all, is free to download and customize. Furthermore, Moodle has a strong support community
(public assistance for some issues and constraints) and strong online documentation to help one get
started and work out any problems that may occur on the way. What sets Moodle apart from other
potential open source CMS systems, notably Drupal, is that Moodle is specifically designed with
educators in mind, allowing for easy setup and maintenance
(http://jswebdesign.co.uk/articles/ETp54_Stanford_article.pdf) .

5. CONCLUSIONS

The exciting thing about the new mode of learning such as elearning, which makes it possible by open
source software technologies (F/OSS) is the fact that the field is dynamic. This implies the need for
transitional support. Teachers and learners, for that matter, require similar levels of support and
direction as in any classroom situation.

ACKNOWLEDGEMENT

Due appreciation goes to other colleagues from the Pigeonpea team headed by Dr KB Saxena for
taking time to review content of the course.

REFERENCES

1. www.moodle.org
2. http://community.education.ufl.edu/distance-learning/moodle-2-0-and-the-way-forward/
3. http://test1.icrisat.org/vasat1/agrovoc.htm
4. http://jswebdesign.co.uk/articles/ETp54_Stanford_article.pdf

1

USING PANTUNS IN GREETINGS AS A TOOL TO PROMOTE
LEARNERS USE OF METACOGNITIVE STRATEGIES IN ONLINE
ESL LEARNING

Pauziah Mat Hassan
1
, Nur Huslinda Che Mat
2
Nor Sukor Ali 3

1
Politeknik Sultan Haji Ahmad Shah, Kuantan, Pahang, Malaysia
2
Universiti Teknologi Mara, Shah Alam, Selangor, Malaysia
3
Politeknik Sultan Haji Ahmad Shah, Kuantan, Pahang, Malaysia
*email: pauziah@polisas.edu.my, nurhuslinda@salam.uitm.edu.my, norsukorali@polisas.edu.my

ABSTRACT

Metacognitive strategies are tools in developing students ability to become autonomous. Pantuns raised
learners awareness in the creative use of the language. The study aims (i) to find out if pantuns help
learners to use the language creatively (ii) to find out if the respondents used Metacognitive strategies in
accomplishing the tasks (iii) to determine learners perceptions in learning English using keyboard and
screen. A total of 50 students attended the English class. They were taught a topic on Special Greetings
and how to write pantuns in greetings. Learners designed their own Pantun Greeting Cards and exhibited
their work on board for others to read and comment. The instructor selected three best cards and justified
the choices. Next, the learners moved on to the computers and assigned to access
(http://bluemountain.com). They typed their Pantun Greetings in the Talking Cards and to click Play
to hear the pantuns being recited with native pronunciations. Next, learners were assigned to access
(http://www.123greetingcards.com). They selected Special Greeting Cards online and again to type
Pantun Greetings but with music accompanying it and to e-mail the cards to their course mates and the
instructor. The instructor assessed learners work, wrote comments and returned to them online.
Learners edited their work based on instructors comments and to compile their pantuns for others to
share and use in (http://aplikasi02.polisas.edu.my/greeting). In the next class, learners responded to a
set of questionnaires to get the quantitative and qualitative data. The data were then analysed accordingly
using frequency counts, percentages and vignettes. The findings show that all the respondents agreed that
pantuns helped them use the language creatively. Most learners employed metacognitive strategies to
accomplish the tasks. All learners agreed that they enjoyed learning English using some of the online
softwares. In conclusion, the lecturer should give the learners more opportunities to learn the language
the fun way.

Keywords: Pantuns, Greetings, Learning strategies, Metacognitive strategies

1. INTRODUCTION

This section addresses the background, the statement of the problem, the rationale, the objectives, the
research questions, the theoretical framework, and the operational definitions of terms in the study.

1.1 The Background

For Malaysia to be able to compete globally, it is essential that its citizens must be able to
communicate effectively in the English language as it is an international language. Saran Kaur Gill
(2002) stresses that Malaysia cannot afford to adopt isolationist policies. If we do take a protective
stand and make a decision that we do not need English, we will be left behind in this age of rapidly
advancing developments in the field of science and technology. We have the swirling waters of
globalization all around us and unless we learn to swim in them as strongly as we can, we will sink
and drown(Saran Kaur Gill, 2002, p.15). Thus the learning in schools and higher institutions should
be geared towards preparing the learners for this quest. They should be trained with necessary skills,
strategies and provided with necessary knowledge and one crucial aspect is the mastery of the English
as a second language (ESL). The need for higher standards of English is indeed a national problem.
However, successful learning of English language very much depends on the learners themselves, on
978-602-19271-0-6 ICEL 2011

2
their ability to fully utilise the opportunities to learn the language and through greater self-awareness
of the importance of English language while they are in Institutions of Higher Learning (IHL) . In
todays learning and teaching of ESL, a greater emphasis is being put on learners and their learning
rather than on the instructors and their teaching. However, according to Oxford (1990), many of her
English as a Foreign Language (EFL) students like to be told what to do, and they only do what is
clearly essential to get a good grade. Oxford stresses that, attitudes and behaviours like these make
learning more difficult and must be changed, or else any effort to train learners to rely more on
themselves and use better strategies is bound to fail (Oxford, 1990:10). Chamot (1993) points out that
successful learners differ from less successful ones in a number of ways, of which perhaps the most
important is the degree to which they are strategic in their approach to the various tasks which
comprise language learning (Chamot, 1993, p.138).
The goal for todays ESL learning approach is for students to become autonomous or independent
learners with the ability to use strategies aptly in a variety of contexts. Within 'communicative'
approaches, the goal is for the learners to develop communicative competence in ESL and by using
Metacognitive strategies (MS). Whatever the context or method, it is important for ESL learners to
have the chance to reflect on their language learning and strategies use. Reflecting upon ones own
thinking and learning is metacognitive thinking. Once students begin to think about their own learning,
they can then begin to notice how they learn, how others learn, and how they might adjust how they
learn to learn more efficiently.

1.2 Statement of the problem

The learners proficiency level is generally low. They do not have effective learning strategies. They
were not taught any strategy training on how to use learning strategies to enhance their ESL learning.
Through short interview with a few groups of students and lecturers, the researcher discovered that
neither the students nor the lecturers were aware of the use of Metacognitive strategies. The contents
of syllabuses do not include strategy training either. Therefore the students are all at-risk students
because according to McKeachie (1988), when students enter the higher levels of education without
proper learning strategies, they find difficulty in mastering English and other disciplines as well.

1.3 The objectives

The study aims (i) to find out if pantuns help learners to use the language creatively (ii) to find out if
the respondents used Metacognitive strategies in accomplishing the tasks (iii) to determine learners
perceptions in learning English using keyboard and screen.

1.4 Research Questions

The study attempts to answer the following research questions: (i) Do pantuns help learners to use the
language creatively? (ii) Did the respondents use Metacognitive strategies in accomplishing the tasks?
(iii) What are the learners perceptions in learning English using keyboard and screen?

1.5 Rationale of the Study

In order to produce a competitive new generation that is marketable locally and abroad, one area that
needs urgent attention is the mastery of the English language. The learners need to be trained to
become self-efficacy ESL learners who are competent and effective and creative. They need to
become self-regulated, or self-organised or self-directed or autonomous learners who make their own
progress to achieve their goals. Students must be taught to overcome their own learning difficulties. In
the context of this study, MS enhances the ESL learning processes and that the learners need to
develop a new learning culture.

1.6 The Theoretical Framework

For this study, the researchers used the concepts of Metacognitive strategies from OMalley et al.,
(1985), Nisbet and Schucksmith (1986), Oxford (1990) and Rubin and Thompson (1994). Based on

3
the concepts put forward by them, MS are summarised as higher order executive skills which enable
students to approach learning in a systematic , efficient and effective way by using elements of
Planning, Monitoring and Evaluating.

1.7 Significance of the Study

The findings of this study will contribute to a better understanding of how successful learners become
more proficient in the language. The culture of teacher-dependent is unsuitable in todays world
because information flows from various sources and learners must learn how to cope with the current
development in Information and Communication Technology (ICT). They need to be active
participants, self-directed, autonomous and need to adopt a good learning strategy as a new learning
culture where learners are able to source for their own learning materials. This simple study is hoped
to raise awareness among students, teachers and lecturers on the importance of MS.

1.8 Operational Definitions

1.8.1 Pantuns
This term refers to an epigrammatic stanza or a poetic sentence, consisting of four short lines rhyming
alternately, in which the thought is expressed by comparison or allusion.

1.8.2 Greetings
This term refers Special Greetings , to wish people Happy New Year, Merry Christmas, Happy
Mothers day, etc, which is an act of communication in which people show attention to, and to
suggest a type of relationship or social status between individuals or groups of people coming in
contact with one another.

1.8.2 ESL Learners
This term refers to 50 students as respondents of this study.

1.8.3 Learning Strategies
These refer to tools for active, self-directed involvement essential for developing competence in
language learning.


This section begins with the characteristics of autonomous or successful learners, pantuns and the
creative use of the language, and views on the use of the Metacognitive strategies among ESL
learners.

2.1 Characteristics of Successful Learners

Myers (1981) conducted a study on the use of learning strategies among successful learners, and
concluded that successful ESL learners are learners with a sense that they are competent and effective
and are aware of their learning strategies and why they employ the strategies (1981:417). MacLeods
(2002) conducted a research and the findings support Myers research. MacLeod found that successful
learners were aware of the learning strategies they used and why they employed them, and that their
choice of strategies was influenced by a combination of certain personal and situational factors. Ellis
and Sinclairs (1989) finding was also consistent with that of Myers. They generalise that good
language learners are self-aware and that they are aware of and understand the reasons for their
attitudes and feelings towards language learning (1989:6). Ellis and Sinclair and Myers seem to
support the earlier views of Stern (1983) on the characteristics of good language learners. Stern states
that good language learners are not necessarily those to whom a language comes very easily; but they
have persevered, have overcome frustrations, and have, after many trials and errors, achieved a
satisfactory level of achievemen (1983:380). Successful language learners are capable of
accomplishing tasks, are willing to become gamblers in the game of language who attempt to
produce and interpret language that is a bit beyond their absolute certainty (Brown, 1994). Brown

4
adds that the eventual success that learners attain in a task is a factor of their belief that they indeed are
fully capable of accomplishing the task. This is an important element in second language learning.
Successful learners are also self-organised learners (Thomas & Augstein, 1985). They are purposive
and can bring their thoughts, feelings and actions into consciousness, creating an awareness in which
learning is alive, relevant and viable. This view is supported by Bandura (1986) who stresses that
successful ESL learners are self-regulated learners who can approach learning tasks with confidence,
diligence, and resourcefulness. According to Bandura, these learners seek out information that they
need and follow the necessary steps to master it and when they encounter obstacles, they find a way to
overcome them. Good language learners have the ability to reflect. This is a learned behaviour which
can be cultivated by the individual over time (Sparks-Langer & Colton, 1991). It can be concluded
that successful learners use a wider range of strategies in their ESL learning, are able to determine the
appropriateness of a strategy for a specific task. These successful learners are learners with self-
efficacy. Bandura (1986) stresses that they are able to see themselves as competent and effective
learners. This perception is important as one of the characteristics of successful learners is that they
have the ability to shape, change and manage their learning.

2.2 Pantuns and the Creative Use of Language

The Malaysian four line poem, known as the Pantun, first appeared in Malay literature in the fifteenth
century (Wilkinson et al, 1957) uses the first two lines as a hint to the facts that are stated in the third
and fourth lines. According to Wilkinson et al, the first pair of lines should represent a poetic thought
with its beauty veiled, while the second pair should give the same thought in all unveiled beauty
(1957:3). It is the most outstanding form of poetry in the collection of Malay oral literature. The
Malays of the past created pantun with creativity to express an endless range of emosions. Pantuns
were used to give advice, to poke fun, to outwit one another with verbal excellence, to make advances
to someone, to satirize, to express sadness, love and longing, disappointment and so on ( Shunmugam,
2006). The pantun demands at one and the same time a fusing together of words that were pithy and
precise and highly rhythmic, where ones creativity is involved. According to Ellis and Johnson
(1998), creativity is not only a property of especially skilled and gifted to language users, but is
pervasive in routine everyday practice and is central to language learning and hence language
teaching. The creative strategies needed when learning a new language structure such as the formation
of pantun, are transferable skills which are useful in other areas of learners' lives as well. It
encourages thinking "outside the box. According to Baddock (1981), the growth of communicative
language teaching has led to a wider and wider use of communication activities as ways of creating
context for real uses of English. Such activities are intended to provide throughout the language
learning process accasions on which the learners express what they want to express through the forms
of language that are available to him at their particular stage of their language learning (Wilkins,
1976). It is felt that these opportunities for free language use are essential to the achievement of
communicative competence. After all, much of the language use in the real world is motivated by a
desire for selfexpression, as apposed to simply conveying information or getting things done
(Baddock, 1981). Communicating subjective ideas, personal expressions and imagined situations are
creative activities. Teachers or lecturers can stimulate responses in our learners to the extent of
eliciting authentic use of language (Baddock, 1981). One of the ways is through the creative use of
language among learners to create or construct pantuns. This is part of the developing the natural
skills of learners, like solving some problems, find innovative solutions and in this respect to develop
the creative use of the language. This approach is based on the idea that those who has the mastery of
the language have a broader perspective which can lead to fresh and foster creativity and innovation.
According to Carter (2004) every language user is linguistically creative, is a truism, yet the literature
on linguistic creativity is not as extensive as one would expect. In short, it is a must for language
teachers and for all those who share the fascinating, challenging mission of teaching ESL and learning
ESL creatively for a world so much in need of creative change through the use of languages. In this
respect, learners should be able to create pantuns creatively as they know what pantuns are all about
but their astounding performance would not have been possible without the painstaking guidance of
their instructor and most importantly without the use of metacognitive strategies.

5
2.3 The Use of Metacognitive Strategies Among ESL Learners

O Malley and Chamot (1990) point out that MS are important in ESL learning because they are the
higher-order executive skills that may entail prior planning, monitoring, or evaluating the success of a
learning activity. Zimmerman (1990) and also stress the importance of MS. According to them, the
potential benefit of learner and learning strategies is in the development of the students ability to
become autonomous or self-regulated learners. It is also stressed that a key element in self-regulated
learning is metacognitive knowledge about ones own learning and strategic processes and about the
demand of the task (Paris & Winograd, 1990; Zimmerman, 1990). Chamot and OMalley (1994)
conclude that allied to this knowledge is the control of executive processes crucial to learning, which
include planning, monitoring and evaluating the learning tasks. These seem to be the ingredients for
successful language learning. Blakey and Spence (1990) point out that the goal of instructors is to
create life-long learners who continue to develop once they leave the formal classroom. Therefore, the
implementation of MS in learning activities is essential. These strategies include increasing students'
awareness and control of how they learn, providing them with a powerful tool to anticipate,
strategise, monitor, and evaluate their thinking processes. Blakey and Spence stress that this, in turn,
enables the learners to approach a variety of new situations successfully by drawing on prior
knowledge and experience and adapting to the demands of the cognitive task at hand. MS will help
students to successfully solve problems throughout their lives (Blakey & Spence, 1990). O'Malley, et
al. (1987) conclude that students without metacognitive approaches are learners without direction and
ability to review their progress, accomplishments and future learning directions (O'Malley et al. 1987,
p.23)

3. METHODOLOGY

This section provides a brief description of:
(i)Teaching and Learning Strategies, (ii) Instrumentation, (iii) Respondents (iv) Data collection
procedure
(v) Methods of data analysis.

PHASE 1

(i) Teaching and Learning Strategies

A. Set Induction:
1. Learners were to listen to Maher Zains songBarokallah.
2. The instructor elicited answers from learners regarding the theme of the song.
3. The instructor discussed with learners pertaining to the theme of the song and concluded the topic
of the lesson for the day, that is, Special Greetings.
4. Learners were to give the different types of Special Greetings and the instructor wrote their
responses on the board.
5. Expected answers are in the box below.

Special Greetings: Happy birthday, Happy teachers day, Happy mothers day, Happy fathers
day, Happy Hari Raya, Happy New Year, Happy Anniversary, Happy Chinese New Year,
Happy Deepavali, Happy Wesak day, Merry Christmas, Get Well Soon, Congratulations, etc.

B. Presentation stage:

1. Learners were exposed to the creative use of language for Special Greetings, that is, by using
Pantuns.
2. The instructor explained that long time ago Pantuns were very popular among the Malays and
also Indonesians.
3. Learners were told that Special Greetings could be conveyed in a form of Pantun.
4. Learners were given the input. Two stanzas of pantuns for a Special Greeting were displayed on
the board. Two students were asked to read aloud the pantuns.

6
The sun is bright and the sky is clear,
The winds are blowing wild and strong.
Happy Hari Raya to you my dear,
Forgive me for whatever Ive done wrong.
I have some bread with a bit of butter,
I need to get more for the coming holidays.
Happy birthday to you my dear sister,
May God bless you always.
5. Based on the input, learners were to discuss with the instructor pertaining to how pantuns were
constructed creatively.
6. The instructor explained that in order to construct a pantun, learners should be creative and
should think and know how to plan, to monitor and evaluate their own work or evaluate work
with peers and the instructor will be fascilitating their work.

C. Practice Stage

1. The instructor displayed two stanzas of incomplete pantuns with the intended meanings given in
line 3 and line 4.
2. Learners were asked to discuss and work with partners to complete the task by constructing
meaningful sentences in Line 1 and Line 2 to rhyme with line 3 and line 4.
3. Learners were asked to think creatively as well as making use of metacognitive strategies in
completing the task below.

.

Merry Christmas and Happy New Year,
May all your wishes come into your way.

.

Congratulations, wish you all the best,
Hope you will achieve a successful life.

Examples of learners creativity in language use.

Something far away can never be near,
It is almost a thousand miles away.

At the end of the branch is a bird nest,
On the other branch is a big beehive.
All the wild animals I have nothing to fear
They are kept in the zoo at Changi bay.

I study very hard to pass the test,
The test will be over exactly at five.
4. Learners were to recite their pantuns and the instructor would give comments for further
improvement based on accuracy and appropriacy.

D. Production Stage

1. Learners were to work in pairs. Using an A4 size computer paper, they were to design beautiful
Greeting Cards with the Special Pantun Greetings inside.
2. Learners were to paste their Greeting Cards on the Notice Board. Then, they moved to read the
Pantun Greeting Cards of others.
3. The instructor selected three best Pantun Greeting Cards and justified the choices.

PHASE II

Extended Learning: Students engagement in online learning.
1. Learners were asked to go to the computer lab. They were given a website to explore.
(http://www.bluemountain.com/talking e-card).
2. They were to select Everyday Talking e-card. Then, they were asked to click at Sweet
Wishes Talking e-card.

7
3. Once they had selected it, they would see a picture with Make it Talk. Learners were to go to
the box.
4. They were to type their pantuns there, then they clicked Saveand Play box.
5. Next, they were to click the Character Voice on the right.
6. Once they clicked it, learners could hear the Character reading their pantuns and learners
could listen to check the recitation with good native pronunciations. Learners were free to
create as many pantuns as they liked and practised on the pronunciations.
7. Next, learners were to access (http://www.123greetingcards.com).
9. Here, learners were to select Greeting Cards online and again to type their Pantuns for Special
Greetings but with beautiful music accompanying. Then learners were asked to e-mail the
Greeting Cards to the instructor.
10. The instructor then would assess by checking the learners work online, and would send the
comments to the respective students via e-mails.
11. Learners were to edit their pantuns based on the instructors comments and later all of them were
to compile and submit for others to share and use in a section of the POLISAS portal.
12. Anyone who would like to e-mail the E-cards with the Special Greetings in Pantuns to friends
and lecturers could select from http://aplikasi02.polisas.edu.my/greeting .

(ii) Instrumentation

A set of questionnaire consisting of three (3) sections were distributed to the respondents to get the
the data in order to answer Research Questions (i), (ii) and (iii).
SECTION A to get answers to RQ (i) Do
pantuns help learners use the language
creatively?

a. Do you agree that pantuns help learners use the
language creatively? Tick ( YES) or (NO)

b. If you ticked (YES), explain briefly how pantuns
helped you use the language creatively.

SECTION B to get answers to RQ (ii)
Did the respondents use Metacognitive
strategies in accomplishing the tasks?

Learners answered a set of Structured
Questionnaire adapted from Rubin and
Thompsons (1994) Executive Control
Questionnaire, specifically based on three elements
of Metacognitive Strategies that is, Planning,
Monitoring, and Evaluating. This questionnaire
consists of three parts: A, B and C.

SECTION C to get answers to RQ (iii)
What are the learners perceptions in learning
English using keyboard and screen?

(i) Did you enjoy learning English using keyboard
and screen (computer)? Tick (YES) or (NO)

(ii) If you ticked (YES), explain briefly how this
type of learning is meaningful to you?

.
.

(iii) Respondents

A total of 50 students of Semester One (1) of mixed ability who attended the English Class of AE 101
(English for Communication) were involved in this study.

(iv) Data collection procedure,

At the end of the lesson (Topic: Special Greetings) learners were to respond to a set of questionnaire
comprising Section A, B and C to get the quantitative and qualitative data.

8
(v) Methods of data analysis
Each learners responses were analysed quantitatively using frequency counts, percentages and the
qualitative data were presented in vignettes to answer the research questions.


(i) Pantuns help learners to use the language creatively

Out of 50 students, all of them (100%) agreed that Pantuns helped them use the language creatively.
Some of the learners responses are as below:

1. Pantun is unique. I have to be creative in order to use the language creatively.
Looking for the right words to rhyme is tough, but once I got it, I feel good. It is a good
activity.

2. I must be creative to construct nice sentences. It is like writing a poem but a bit different. I
checked the dictionary for the right words.

3. My English is not good. But I understand how to write pantun in Malay. I managed to write
my English pantun by checking for the right words in the dictionary. It is hard, I tried and at
last I did it.

4. I used to write pantun in Malay. Now I have to write in English. It is challenging. I looked
around for ideas.
I looked at the sky, the trees to get ideas. Then I construct sentences. When I got the right
words that rhymed, I feel happy.

5. This is my first time writing pantun in English. I know the concept. It is hard because I have to
keep it to the rule. There is a rule. I need to select the right words that rhyme. I have to know
how to use the language creatively.

6. I like pantun. In Malay it is not that difficult to write it. But in English, it is difficult. Firstly I
have to be creative. I have to select the words that rhyme well. My lecturer said that the
beauty of the pantun reside in the rhyme, structure as well as the word order. This is not easy.
But I managed it.

7. Writing pantun is a creative activity. I like this because it gives me freedom to express my
feelings.

8. I discussed with my friend how to write a nice pantun. We tried choosing words that rhyme
and we were happy to know that we could do it. We did not know that we are able to use the
language creatively

9. Yes, pantun helps me use the language creatively. I never tried writing pantun before this. I
tried by discussing with my friend. We seeked help from our lecturer too. We discover that we
are able to write beautiful pantuns.

10. Yes, true. I think pantun helped me use the language creatively. When I created my pantun, I
looked for the right words that rhyme. Then I tried to construct nice sentences. I think this is
creative, cool.

(ii) The respondents used Metacognitive strategies in accomplishing the tasks

On the whole, all the respondents (100%) used Metacognitive strategies during the process of
constructing pantuns.

9
Table 4.1. Percentage of use of Metacognitive Strategies in accomplishing the task among learners

Elements of MS (N) %
Planning 25 50
Monitoring 20 40
Evaluating 5 10
Total 50 100

From the results displayed in Table 4.1, it can be seen that 50% of the responses from the learners
indicate the use of planning, while 40% indicate the use of monitoring and 10% indicate the use of
evaluating in accomplishing the task. The results in Table 4.1 show that planning is the most
frequently used while evaluating is the least frequently used in accomplishing the task.

(iii) Learners perceptions in learning English using keyboard and screen.

All learners (100%) agreed that learning English using keyboard and screen are interesting.
These are some of their responses:

1. Yes, I enjoyed learning English using keyboard and screen, it is interesting. It is a good
opportunity for me to explore something interesting online.

2. Yes, I enjoyed learning English like this. It is interesting to interact with a computer. And it is also
interesting. I look forward to read email from my lecturer regarding my work.

3. Yes, I agreed and I enjoyed learning English using some of online softwares. It is interesting and it
is self-directed.

4. Yes. I think it is interesting. I feel I have the freedom to express myself. I have the chance to see
what are there for us online. Now I can learn more on my own.

5. Yes, of course. I enjoyed learning this way. I hope next week we can come to the computer lab
again

6. Yes, it is interesting. It is a good exposure. We look forward to read comments from our lecturer
online.

7. Yes, this is good. It is quite interesting. I find it hard to create pantun in greeting but I managed it.
I love the music. It is virtual but real.

8. Yes, I agreed. I enjoyed it. I liked the Talking card. It is interesting. I learned about many new
words by browsing. I look forward to receive comments from my lecturer online.

9. Yes, I agreed. It is interesting. This opportunity gives me the chance to explore more on my own.

10. Yes, this is quite interesting. My friend helped me. I do not have a computer and this is a good
opportunity for me. Now I really feel that a computer is an important tool for learning online.I
should have one in my own room.

5. CONCLUSIONS

The findings show that all the respondents agreed that pantun helps them use the language creatively.
Learners employed metacognitive strategies to accomplish the tasks. The results of this study show
that the learners use all the three elements of MS, that is, planning,monitoring and evaluating. This
finding is consistent with the finding obtained in Nik Surianis (2003) study and also consistent with
another local study conducted by Bromeley and Tan Kim Hua (2006) in which all of the learners High

10
Proficiency and Low Proficiency used all the elements of planning,monitoring and evaluating in
accomplishing the tasks.This is confirmed by Chamot and OMalley (1994) as they point out that
some of the unsuccessful learners were found to have used strategies although not as widely as did the
successful learners. The results show that planning is the most frequently used by the learners
indicating that learners did plan to construct their pantuns. Evaluating is the least frequently used by
the learners indicating that only a few learners evaluate their work after accomplishing the tasks. All
learners agreed that they enjoyed learning English by using some of the online softwares. As a
conclusion, it is important that the instructor should give the learners more opportunities to learn the
language online the fun way yet much effective.

REFERENCES

Baddock, B.J. (1981).Creative language use in communication activities. ELT Journal. Xxxv (3). 230
231. Oxford University Press.
Bandura, A. (1986). Self foundation of thought and action. A social cognitive theory. Englewood
Cliffs, NJ:Prentice-Hall.
Blakey, E., and Spence, S. (1990). Developing metacognition. ERIC Digest. D327218) Available:
http://ericps.ed.uiuc.edu/npin/respar/texts/home/metacog.html
Bromeley,P. and Tan Kim Hua (2006). Metacognitive strategy instruction for reading: co- regulation
of cognition.Jurnal e-Bangi. Jilid 1, Bilangan 1, Julai-Disember. 1-27.
Carter ,R. (2004). Language and Creativity. The Art of Common Talk. Routledge, London.
Chamot, A. U. (1993). Student responses to learning strategy instruction in the foreign language
classroom. Foreign language Annals, 26, 308-321.
Chamot, A. and OMalley, J.M. (1994). Implementing the cognitive academic language learning
approach (CALLA). In R.Oxford (Ed.), Language learning strategies around the world: Cross
Cultural acquisition in bilingual pre-school programs. TESOL Quarterly, 17, 401-419.
Chamot, A. U. (2006). Preparing language teachers to teach learning strategies. In W. M. Chan, K.
N.Chin, & T. Suthiwan (Eds.) Foreign language teaching in Asia and beyond, pp. 29-44.
Singapore: Centre for Language Studies, National University of Singapore.
Ellis,R and K.E. Johnson (1998). The relationship between individual differences in learner creativity
and language learning success. TESOL Quarterly. Vol.32, No.4 pp.763-773. Teacher of English to
Speakers of Other Languages Inc.
Gill, S.K. (2002) English language challenges for Malaysia: International communication, Serdang.
Universiti Putra Malaysia.
McKeachie, W. J. (1988). The need for study strategy training. In C. E. Weinstein, E. T. Goetz, & P.
A. Alexander (Eds.), Learning and study strategies: Issues in assessment, instruction, and
evaluation (pp. 3-9). New York: Academic Press.
MacLeod, P. (2001). A case study of the learning strategies of two successful learners of English as a
second language with instrumental motivation. Journal of Language and Linguistics. Vol.1 No.2,
2002. ISSN 1475-8989.
Nik Suryani Nik Yusuf (2003). The Use of Metacognitive Strategies in an EAP/ESP Lesson. PhD
Thesis. Kuala Lumpur: Fakulti Pendidikan, Universiti Malaya.
Nisbet, J. and Schucksmith, J. (1986). Learning Strategies. Boston, Mass.: Routledge and Kegan Paul.
OMalley,J.M., Chamot,A.U., Stewner-Manzanares,G., Kupper,L., and Russo,R.P. (1985). Learning
strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.
OMalley,J.M., Chamot,A.U., Stewner-Manzanares,G., Kupper,L.,and Russo,R.P. (1985). Learning
strategy applications with students of English as a second language. TESOL Quarterly, 19, 557-
546.
OMalley, J.M., Chamot, A.U., and Walker,C. (1987). Some applications of cognitive theory to
second language acquisition. Studies in Second Language Acquisition, 9287-306.
OMalley, J.M. and Chamot, A.U.(1990). Learning strategies in second language acquisition. New
York:Cambridge University Press.
Oxford, R.L. (1990). Language Learning Strategies: What Every Teacher Should Know. Englewood
Cliffs, NJ: Newbury House

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Paris, S.G., and Winograd, P. (1990). How metacognition can promote academic learning and
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Hillsdale, NJ: Erlbaum.
Shunmugan, K. (2006). A study on the translation of metaphors in Malay Pantuns into English.
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Heinle and Heinle.
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Educational Leadership, (48)6, 37-44.
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Wenden, A. L. (1991). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.
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Singapore.
Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview.
Educational Psychologist, 25 (1), 3-7.

1

STUDY OF SOCIAL NETWORKING USAGE IN HIGHER EDUCATION
ENVIRONMENT

Falahah
1
and Dewi Rosmala
2

1
Faculty of Engineering, Widyatama University, Bandung, INDONESIA
1
Department of Informatics Engineering, Institut Teknologi Nasional, Bandung, INDONESIA
falahah@widyatama.ac.id, rosmala@yahoo.com

ABSTRACT

Social networking, in specific term, access social network application through internet connection, is a
new trend in almost organization today. This phenomenon also aroused some debate about impact of
employee productivity by using social networking site during office hours. The phenomenon of social
networking access also occurred in higher education environment. Despites of debate about negative
assumption of social networking impact on productivities, some of campus elements such as students
or lecturers using these sites to disseminate information and support the communication among them.
According to this phenomenon, we conducted the research to explore the usage of social networking in
higher education environment, especially among lecturers and students, and analyse the impact into
teaching-learning activity. Research was conducted in three private universities which have familiar
with social networking activity. The research focused on usage of four kinds of activity such as
connecting through facebook, microblogging, instant messaging, and blogging, by request online
survey from 300 respondents, which come from three universities.
The result show that most respondents agree for free access into social networking during office hours,
and at about 60% respondents using these access not only for entertain but also for information
distribution and communication to support teaching activity. The usages vary from task assignment,
announcement, class rescheduling negotiation, examination, and so on, which uses some application
such as Facebook, Twitter, instant messenger and blog site. The objective of these results is trying to
propose the policy of social networking access which most suitable with user behavior in each
environment

Keywords: social network, usage, higher education.

1. INTRODUCTION

Web is a democratic, open and DIY (Do-It-Yourself) communication media, as mentioned by Berners-
Lee (2001). The use of online social media networking activities in higher education varies from
blogging, Wikis, and social networking sites. Table 1 shows summarize of online social media usage
in higher education. (Hamid, 2009)

Table 1: Matrix of OSN and Social Technology (Hamid, 2009)

Social
Technologies
Online Social Networking Example
Content
Generating
Sharing Interacting Collaboratively
Socialising
Blogs Blogger,
wordpress
Wikis wikipedia
Photo Sharing Flickr,
Video Sharing YouTube
Podcasting
Social
bookmarking

Online
discussion board

978-602-19271-0-6 ICEL 2011

2
Instant
Messaging
Yahoo
Messenger,
Google
Talk
Social network
sites
Facebook,
twitter

Social Network (SN) media had shown their growth rapidly in higher education where the most users
are at young age and digital native. According to this trend, some universities had adopted this
opportunity to support their academic activity, official or unofficial activity, by students and lecturers.
In the other site, some of them still worry about negative impact of this trend and choose to apply
restricted access on SN media. This research has an objective to explore the usage of SN media in
higher education and try to uncover the benefit of SN usage to support academic activity.


2.1. Social Media Network: Definition and Usage

Social media has proof its ability to boost the communication between people and many industries are
attempting capitalized on the power of social media. But, there is one industry in particular that is best
suited to adapt to these new mediums institutions of higher education. As social networking has
become one of the most popular means of communication among the traditional college-age
demographic, universities are beginning to utilize these technologies to communicate with current and
prospective students (Gruber, 2009)
The Educause Center for Applied Research (ECAR) Study of Undergraduate Students and
Information Technology, 2008 defines social networking sites as Web-based services that allow
[individuals] to 1) construct a public or semi-public profile within a bounded system, 2) articulate a
list of other users with whom they share a connection, and 3) view and traverse their list of
connections and those made by others within the system (Gruber, 2009).
According to recent statistics, some site published the survey result of social media usage.
Socialnetworkingwatch.com states that 68% women and the rest are men. Socialnomics.net
mentioned some fact which show the grow of social media, such as (Qualman, 2009):
Years to reach 50 million users: radio (38 years), TV (13 years), internet (4 years), iPod
(3years), and Facebook (100 million users in less than 9 month).
If Facebook were a country it would be the worlds 4th largest between the United States and
Indonesia (note that Facebook is now creeping up recently announced 300 million users)
Social media take on many different forms, such as internet forums, weblogs, social blogs,
microblogging, wiki, podcast, photo or video sharing, rating and social bookmarking. Kaplan and
Haenlein divide the social media types into six categories such as (Wikipedia):
Collaborative project (ex. Wikipedia)
Blogs and microblogs (twitter)
Content communities (youtube)
Social networking sites(facebook)
Virtual game worlds ( world of warcraft)
Virtual social worlds (second life)
Technologies used in social media include: blog, picture-sharing, vlogs, wall-posting, email,
instant messaging, music-sharing, crowdsourcing, and VoIP.
Functionality and the usage of Social Media Network has spread into several aspects as described in
framework proposed by Kietzmann. (Hermida, 2011). This framework show the seven building block
of social media functionality, which are: identity, conversation, sharing, presence, relationship,
reputation and groups.

3

Figure 1: Social Media Functionality Framework (Kietzmann)

2.2. Usage of Social Network in Higher Education

There is pros and cons of social network (SN) usage in higher education environment. Although some
of Web 2.0 users are youngster, but to adopt the social technologies in class room needs careful plan
for some reason, for examples not all digital natives are keen to have such technologies for various
reasons: diversity of experiences, familiarity, attitudes and expectation of the students towards online
technologies (Hamid, 2009).
Despite of the pros and cons, some of social network media has exceed their functionality, from
non formal media into formal and official media, both for public information and communication.
Facebook and Twitter for example. Facebook itself, after 3 years release (2007), this site introduced
the fan page concept which is successfully attracting many users to create their fan page officially.
The owner of fan pages varies from small or individual business into big company such as HP, Fujitsu
and so on. Many universities jumped at the opportunity to create an official Facebook, and also some
of sub organization in the university, for example library, students association, students forum, etc.
Fan pages can creates viral marketing effect, because it can catch the interest from the friends of
people who already become fan (Reuben, 2009). Twitter also has successful reach the popularity
relatively faster than Instant Messaging such as Yahoo Messenger (YM!) or Google Talk. Having
Twitter account can become one of official identity in virtual worlds, beside email address as you
can see in formal poster publication in public area. Many students and lecturer creates viral
networking using twitter and follow each others. It also helps the user to spread information and
express their opinion directly to the others.
Indonesia also has their own social networking media which is Kaskus. Most of students in higher
education express their opinion, share the experience using Kaskus. Some of them create groups in
Kaskus and kaskus also has successful create their own virtual community. They share common
netiquette and some terminologies which have specific meaning in Kaskuser (the kaskus users)
community.
The usage of SN media in higher education can vary from marketing media, information media,
communication media, feedback, complain, announcement, sharing, task assignment and examination.
The intensity of SN media usage depends of some factor such as:
The background and behavior of user
University policy on internet access
The attitude of user

4
The behavior of university communication
The role and rule of SN in daily communication

3. RESEARCH OBJECTIVE AND METHODOLOGY

The objective of this research is to uncover some fact about SN usage in higher education by identify
the dominant usages on basic functionality and academic specific activity. The result is expected can
answer such questions as:
1. Are there positive benefits of SN usage in higher education?
2. What of dominant functionality of SN usage in higher education?
3. What kind of policy and support needed to optimize the benefits of SN usage?
The research was held in three universities which has different policies on social networking usage
during office hours. University A is relatively the biggest one, which has good IT support and facility,
but only has one faculty of engineering with 20% of total student come from faculty of engineering.
The second University, B, has established almost 25 years, has specific field of interest in engineering
area so most of the students are come from faculty of engineering. Both University A and B has some
lecture and management who come from oldies generation which are not so familiar with new
technologies such as internet and Web 2.0.
The third university, C, relatively new and most of lecturer and staff are young age people. This
university only has specific interest in computing area which includes networking and application.
This university also has good network platform and encourage the students to take a laptop in every
place at the campus environment. To support this atmosphere, they provide wireless and wired
network access almost everywhere in the campus area and it is easy to access the internet during or
after office hours.
Internet has become significant requirement for these universities, but they apply different policies
in managing internet access. The first university (A), apply tight policies such as not allowing open
Facebook, yahoo messenger, tagged, and other site which has little relation with academic purpose
during office hours, they also put limitation on download site such as Torrent but it allow us to open
the Rapidshare, 4shared, Ziddu, Youtube, and other site. The second University is relatively open in
the Social Networking sites such as Facebook, yahoo messenger but apply restricted policy on Twitter
and downloading document from site such as Rapidshare, Ziddu and Torrent. The last one, University
C, has no limitation to open any SN site but put limitation on downloading file especially from Torrent
and Rapidshare.
To assess the characteristic of social networking usage in these universities, we conducted the
survey to answer the usage of social networking according to 7 functionality framework and also tried
to explore the usage in academic purposes.
The survey was held by online questioner which asked into at least 300 respondents, 100 respondents
from each university. The composition of respondents consists of 50% students, 30% lecturers and
20% staff.
The questioner was divided into 4 segments which are:
1. University Profile (according to internet facility) : the time of availability, restricted site
access, quality of connection, speed of connection, speed of updating content, speed of
download/upload content.
2. Respondent profile and internet literacy profile which are : age, work experience (years),
gender, Internet account : email, Facebook, Twitter, Instant Messenger, blog, and Linkedln),
the period of internet usage (years), the frequent of internet usage in daily(times) , the time
spent of internet usage for each event (minutes), most frequent visited site, and the reason
when visiting (sharing, collect information, conversation, presence, reputation, and groups)
3. The usage of social networking according to its basic functionality :
a. Sharing
b. Presence
c. Relationship
d. Conversation,
e. Identity
f. Reputation
g. Groups

5
4. The usage of social networking according to its support in academic activity:
a. Task Assignment
b. Announcement
c. Class Rescheduling
d. Task/schedule negotiation
e. Examination
f. Resource Material (searching/sharing)
g. Others (entertain, communication, information update)

Table 2 shows the profile of internet facilities on three universities. Most of them has good internet
connection and has good perception from their users.

Table 2: Profile of Internet Facility

University A B C
Operation (years) 22 30 5
Internet adoption (years) 8 8 5
Internet connection availability WIFI : poor
Wired : strong
Time : 24 hours
WIFI : poor
Wired : strong
Time : 24
hours
WIFI : good
enough
Wired : strong
Time : 24 hours
Restricted site access during
office hours
Facebook
IM
Rapidshare,
torrent
Twitter Rapidshare
Torrent
Ziddu
Speed of upload/download *) Very good Very good Very good
Speed of updating content *) Very good Good Very good

*) based on general users perception.

Respondent was selected mostly from techie generation which has good internet literacy, because
we use online questioner tool when conducting these survey. Table 3 shows the profile of respondent.
As mentioned above, the third university (C) has relative younger lecturer and staff than the others.
Facebook is the most favorite account of each student. All of them already has facebook account.
Despite of this fact, not all of them had an official email address (which has domain their own
university). The usage of official email only dominant at University A, that has formal regulation and
culture to spread formal information using official email address. Table 3 show the percentage of
respondent relative to the others. For example, only 50 % students in University A (from total
respondent) who has an official email address.

Table 3: Profile of Respondent

Respondents Type Students Lecturers Supporting staff
University A B C A B C A B C
Age (average) 20 21 20 32 35 30 35 35 30
Gender (%) **) M=60 M=70 M=50 M=70 M=50 M=50 M=80 M=60 M=3
0
Working
experience (years)
8 8 3 10 8 3
Internet
account
(%) **)
Official
email
50 0 20 90% 60% 50% 90% 20% 40%
Free
email
80 100 85 80 85 90 30 30 90
Facebook 100 100 100 85 75 100 50 40 80
Twitter 80 60 75 50 20 30 10 10 15

6
IM 30 50 55 50 50 50 10 10 35
Blog 20 10 25 30 10 35 10 0 10
LinkedLn 20 0 10 35 20 25 0 0 10

**) Percentage of total respondent, Gender M=male

We use information in Table 4 to show the internet literacy profile of our respondent. The values that
put on the table are the average took from the respondents answers. This table can show that in
University C, the average of time spent on internet (for each site) is relative higher than the others,
although their period of internet usage is the smallest one. It has strong relationship with academic
atmosphere and availability of internet access.

Table 4: Internet Literacy Profile

University A B C
The period of internet usage (years) 5.5 4.2 3.2
Frequent of internet usage daily
(times)
4 3 6
the time spent of internet usage for
each site (minutes)
10 10 15
the site is most frequent visit Twitter, wikis,
facebook
Facebook,
wikis, blog
Facebook,
wikis, twitter,
the reason when visit the site Presence
Reply email
Collect
information
Sharing
Presence
Reply
email
Sharing
Collect
information
Sharing,
Collect
information
Conversation
Reply email

Table 5 show the recapitulation of questioner for University A, for basic functionality of SN usage
which refer to Social Media Network Functionality. Function No. show the number of functionality
which is: (1) Sharing, (2) Presence, (3) Relationship, (4) Conversation, (5) Identity, (6) Reputation,
and (7) Groups. S, L and F represent the Students, Lecturer and Staff responden.

Table 5: Social Network Usage based on Basic Functionality for University A

Function
No. 1 2 3 4 5 6 7
Responden
S L F S L F S L F S L F S L F S L F S L F
Facebook
50 25 10 65 20 10 70 20 10 40 10 0 10 20 10 15 20 10 30 10 10
IM
10 10 50 10 20 10 40 30 0 30 10 0 10 0 0 10 20 20 10 10 0
Blogging
10 10 0 5 10 0 10 10 0 10 10 0 10 20 0 10 16 20 0 15 0
twitter
68 60 30 20 65 30 20 10 10 60 40 35 40 35 30 20 28 25 60 31 10
average 35 26 23 25 29 13 35 18 5 35 18 9 18 19 10 14 21 19 25 17 5


Table 6 and Table 8 show the average value of SN usage based on Basic functionality (table 6) and
academic specific purpose (table 8).

7
Table 6: The Average Values of Basic Functionality of Social Networking Usage

According to the values on Table 6, we can see that the most dominant functionality of social
networking usage is for sharing and relationship. Most of respondents use SN for sharing their
opinion, feeling, complaint or anything in their mind to their friends. Some of them do not apply
different treat when sharing opinion, for example, with the students or between lecturers. They treat
them nearly equal that show the democracy of internet social media. Table 7 shows the 3 dominant
functionalities of SN. The different result show that most student using SN for conversation and
sharing and they almost do not care about reputation. In the other hand, some of lecturers still keep
their reputation and identity while communicating and using SN. The column of most visited SN
reflects the impact of access restricted policy that applies on each university. Most of them visit
Facebook as dominant social media than the others. It is also can explain why Indonesia became the
second of Facebooks user in the world.

Table 7: Most SN Functionality and Most Visited Site

Responden Institution Most SN Functionality Most
Visited
Student
A Sharing Relationship Conversation Twitter
B Conversation Relationship Identity Facebook
C Conversation Identity Groups
Lecturers
A Sharing Presence Reputation Twitter
B Relationship Sharing Presence Facebook
C Reputation Sharing Identity
Staffs A Sharing Identity

Google
Talk
B Presence Relationship Identity Facebook
C Presence Relationship Identity Facebook

Despite of pros and cons about SN usage in office hours, in campus/university, the survey can show
that the respondents also using SN for academic activity. Some of them use SN to share the resources,
task assignments and announcements. However, some of them still use SN for entertain,
communication and news but the big portion of academic activity oriented usage such as task
assignment and announcement should not ignored as an important impact of SN in higher education
environment. Some of lecturer state that it is more efficient to put the announcement in Twitter or
Facebook rather than send a message using mobile services to some students or ask academic staff to
put paper based announcement. The students, which are digital natives, are easier to get information
from digital device rather than traditional media. But, this behavior depends on lecturers background
or age. The younger lecturer, the more they tend to use digital media than traditional ones.

Table 8 shows the average values of academic specific purpose of social networking usage. Each value
in the header show the aspect of usage which is:
1. Task Assignment
2. Announcement
3. Class Rescheduling

8
4. Task/schedule negotiation
5. Examination
6. Resource Material (searching/sharing)
7. Others (entertain, communication, information update)

The interesting fact from these result show that the dominant purpose of SN in academic activity is to
publish or communicate the task assignment. The SN has succeeded change the way of interaction
between students and lecturers. Now they can interact via many media, mobile text messaging,
Facebook, Twitter, blog or Instant Messenger. The availability of SN also made lecturers easy to
publish the announcement, task assignment or negotiate the schedule with the students, in relative
shorter time than before. The lecture can communicate with many class representatives in the same
time, without need presence in many places but just sit and chat with many students. They can
promote or forward the information to the others quicker and more efficient than before by using
Facebook and Twitter.

Table 8: The Average Values of Academic Specific Purpose of Social Networking Usage

The most dominant usage of SN is for resource material sharing and searching. Some of lecturers use
their blog to provide resources material for their students. Students also can share the resource with the
others and it can help us to spread the material more efficient that using traditional way such as copy
of paper based material. However, we could not reduce the impact of SN usage for wasting
resource such as entertaining (watching movie on Youtube, download or playing online game,
reading the news and so on), but the proportion of this usage is relatively small compare with positive
benefits.
Others interesting results derived from this research are:
1. Most of respondents agree for free access into social networking during office hours, and the
opinion that SN usage in office hours may impact the productivity is not proven yet.
2. About 60% respondents using these access not only for entertain but also for information
distribution and communication to support teaching activity
3. Usages of SN are vary from task assignment, announcement, class rescheduling negotiation,
examination, and so on, which uses some application such as facebook, twitter, instant
messager and blog site.

This result can give us a suggestion to manage the policy of SN usage in our environment based on the
user profile or behavior. If user can get positive benefits of SN usage, why we should put big worries
to utilize it in academic activity? It would be contradictive if University applies restricted policy to
access the SN media, but they use it to promote their program and information to public. The key
solution is how we can manage this opportunity wisely so every stakeholder in academic environment
can gain optimum benefits.

5. CONCLUSIONS

The usage of SN media in higher education has emerging new opportunity both for basic functional
usage or academic specific usage.
Research shown some interesting result of SN usage in higher education, such as:
1. Based on questioner which held in three private universities, the main functionalities of SN
usage are for sharing, conversation and relationship, which the most famous visited site is

9
Facebook and Twitter. Facebook and Twitter seems more interesting for lecturers to share
their opinion or build communication with the students and friends. Only small portion of
lecturers are blogging and updating the content frequently.
2. The choice of what site that most frequent visited is depend on environmental access policy.
In the university that applies limited access to SN, the lecturers and students have no choice so
they only can use the available site. The university has applied the policy based on
assumption that access to SN site would has negative impact into productivity, but the fact
show that most of lecturer and student use the SN not only to entertain but also to facilitate
effective communication within the groups.
3. Usage of SN in academic activity was dominated by resource material sharing and searching
and task assignment. By SN connection, the lecturer can spread the information instantly
more effective than others media, because almost all students has account in SN site such as
Facebook. The negative impact such as wasted resource by using the network for entertaining
is relative small comparing with positive benefits.
4. Most of respondent using the SN not only for entertain but also for task assignment,
announcement, class rescheduling negotiation, and examination. Most of them agree for
opening access of SN sites during office hours, because they still can keep their priority in job
or main task, despite the assumption that SN will reduce the productivity.
As derived from this result, the university need to explore the intensity of SN usage before decide to
implement limited access on SN site. The rapid growth of SN usage in higher education is a fact that
we can deny anymore. Despite to refuse it, we should think the most effective way to adopt it in higher
education and promote the suitable usage policy based on environment user behavior.

REFERENCES

Alexander, Bryan, 2009, "Social Networking in Higher Education", accesed from
http://net.educause.edu/ ir/library/pdf/PUB7202s.pdf, 20 September 2011
Hamid, S., Chang, S. & Kurnia, S (2009). Identifying the use of online social networking in higher
education. In Same places, different spaces. Proceedings ascilite Auckland 2009, accessed from
http://www.ascilite.org.au/conferences/auckland09/procs/hamid-poster.pdf, 21 September 2011
Gruber, Abe, 2009, "Social Media in Undergraduate University Admissions", Thesis of M.B.A. at
Hawaii Pacific University, Honolulu. Accessed from
http://www.bloomfield.edu/socialmediathesis/ AbeGruber_SocialMediaThesis.pdf, 20 September
2011
Hermida, Alfred, 2011"Social media is inherently a system of peer evaluation and is changing the way
scholars disseminate their research, raising questions about the way we evaluate academic
authority", accessed from http://blogs.lse.ac.uk/impactofsocialsciences/2011/06/27/social-media-
is-inherently-a-system-of-peer-evaluation-and-is-changing-the-way-scholars-disseminate-their-
research-raising-questions-about-the-way-we-evaluate-academic-authority/, 22 September 2011
Oradini, F., & Saunders, G. (2008). The Use of Social Networking By Students and Staff In Higher
Education. Paper presented at the iLearning Forum, 2008, Paris. Accessed from : http://www.eife-
l.org/publications/proceedings/ilf08/contributions/improving-quality-of-learning-with-
technologies/ Oradini_Saunders.pdf, 23 September 2011.
Qualman, Eric, 2009, "Statistic Show Social Media is Bigger Than You Thinks", accessed
from:http://www.socialnomics.net/2009/08/11/statistics-show-social-media-is-bigger-than-you-
think/,22 September 2011
Reuben, Rachel, "The Use of Social Media in Higher Education for Marketing and Communications:
A Guide for Professionals in Higher Education", accessed from http://www.ciff.net/
seminarioformanciononline/DocumentoSeminarioII.pdf, 21 September 2011
http://www.socialnetworkingwatch.com/all_social_networking_statistics/, accessed at 20 September
2011
http://id.berita.yahoo.com/indonesia-urutan-ke-2-terbesar-pengguna-facebook-025416888.html,
accesed at 22 September 2011,Social Media, accessed from
http://en.wikipedia.org/wiki/Social_media, 20 September 2011.

1

ENHANCING STUDENT-CENTRED LEARNING THROUGH USAGE
OF TELEVISION COMMERCIALS VIA WIKI

Er, Ann Nah
1
, T.H. Lim
2
and Mah, Boon Yih

1
Academy of Language Studies, University Technology MARA, Pulau Pinang, Malaysia
2
1
erannnah417@ppinang.uitm.edu.my

limth309@ppinang.uitm.edu.my
mahboonyih@gmail.com

ABSTRACT

The proliferation of educational technologies and various audio-visual gadgets has stretched the
boundaries of student-centered learning. The medium for learning no longer rely solely on text books
or traditional classroom teaching. Multimedia materials provide exciting new possibilities for learners,
paving the way for students to assume an active role in their learning. This study explores the usage of
television commercials via wiki an educational workspace to support student-centered learning.
Learning through television commercials creates interest and is highly motivating especially for
foreign language learners. The participants of the study comprise of 120 students pursuing a diploma in
culinary arts and taking French as a compulsory subject. A structured questionnaire was used to elicit
students feedback on their experience using wiki during student learning time. The results yielded a
satisfactory acceptance of this educational workspace. Findings showed that students have the capacity
to control the pace of their learning thus motivating students to engage positively in independent
learning.

Keywords: student centered-learning, foreign language learning, television commercials, wiki

1. INTRODUCTION

The key word to student-centered learning in the new millennium is educational technologies.
Multimedia usage in foreign language instruction has inspired learners to travel beyond the four walls
of the traditional classroom. Learners are given broader horizons to explore and they are motivated to
learn on their own. Motivation and interest are primary ingredients that propel learners to go that extra
mile. According to Littlewood (1984:53)
Motivation is the critical force which determines whether a learner embarks on a task at all, how
much energy he devotes to it, and how long he perseveres. It is a complex phenomenon and includes
components: the individuals drive, need for achievement and success, curiosity, desire for stimulation
and new experience.
Motivation is therefore the key ingredient that propels students to assume an active role in their
learning. Students are encouraged to shift their paradigm from passive learning in traditional
classroom teaching to a more dynamic and involved experience. A survey by European Students
Union (2010) stressed that learning can no longer be a one way process as students are seen as active
participants or partners who contribute to reaching the required outcomes of a course or programme.
In active learning mode, students are in fact given more responsibility in choosing and managing their
learning. (Sparrow et. al: 2000)
Cannon (2000) affirmed that
Student-centered learning describes ways of thinking about learning and teaching that emphasizes
student responsibility for such activities as planning learning, interacting with teachers and other
students, researching, and assessing learning.
In this sense, students must have the right tools to be able to assume this responsibility.
Multimedia materials provide exciting new possibilities for student-centered learning, paving the way
for students to assume an active role in their learning. Educational technologies provide the platform
978-602-19271-0-6 ICEL 2011

2
for students to be effective and autonomous learners while the teachers according to Wolk (2010)
assume the role of a facilitator guiding them to manage their time and energy.
This study explores the usage of educational workspaces like wiki to enhance student-centered
learning and how television commercials can motivate students making learning exciting and fun. The
aim of this study is to find out the role of these factors in foreign language learning and how they
interrelate with each other to enhance the learning experience.


Please follow the paper format carefully. Insert the paper reference number given to you at the footer
of this document. Other than this, do not introduce any header or footer in your paper.
Body of paper should be formatted in a single column, with 2cm top/bottom margin and 2.5cm
margin on sides. Use Times New Roman font pt 11, justified on both sides. The first line is to be
indented 0.5cm to indicate the beginning of each paragraph. The paper length is limited to 8 pages.
Do not change your font sizes or line spacing, and try to avoid headers, footers and footnotes. The
paper should be organized according to headings and sections consecutively numbered using Arabic
numerals and decimals. Headings, sections and subsections should be preceded with single blank
lines.

2.1 Wiki as an educational workspace

Wiki is a WEB2.0 tool that allows its users to collaborate and work on a HTML-based document
through the use of a browser (Kear, Woodthorpe, Robertson & Hutchison: 2010). A unique feature of
wiki is users can create and edit web pages, add comments and also link the web pages that have been
created to one another or to other external links without the need to have any programming language
at all. The administrator of the wiki can monitor the activities performed by various users and can
track the changes on individual or groups of pages. If there is a need to revert a certain page to an
earlier version, the administrator can easily do it via a simple click.
Since a wiki page is editable by its users, it has been used widely as a collaborative tool in the
business and educational sector (Judd, Kennedy, & Cropper: 2010). In the business world, its uses
include keeping track of a teams sales status and sharing information on the development of a product
(Chi Zhou, Xiao, Yang, & Wilcox: 2011).
In education, students are encouraged to use wiki as a platform to embark on collaborative writing
such as writing reviews, glossaries and essays (Hughes and Narayan: 2009). In their study, Hughes
and Narayan (2009) discovered that students perceived wiki as an effective tool in the learning and
engagement with course concepts. They further discovered that this was also true for a group of
students whose task was to create definitional glossary of which not much collaborative work was
needed. This indicates that wiki may also be used for other pedagogical uses that are not collaborative
in nature.
Ertmer, Newby, Liu, Tomory, Yu & Lee (2011), in another study, claimed that the use of wiki can
increase students confidence and convince them to make use of it in future. Apart from that, the
students in the study were also made aware that they could actually collaborate with people from all
around the world through the use of technologies and that the benefits obtained far outweighed the
costs.
With various findings that indicate and support the advantages of using wiki in education, this
study attempts to use wiki as a platform as well as a tool to support student-centered learning.
Television commercials are uploaded to this platform with accompanying exercises to help students in
their learning of French as a foreign language.
Students are given individually a password to access the website (frenchuitmpp.pbworks.com
Figure 1). Since this task encourages self-centered learning, students are encouraged to use this
education workspace to explore on their own. Thus, the navigability is an important technical aspect of
this website. Students should be able to navigate the site easily and efficiently. Huizingh (2000)
attested that failure to do so will discourage users to continue. Clear navigational layout enables them
to find the correct button to explore. Hyperlinks are part of the navigation system linking users with
network structures for television commercial pages (YouTube, Break, Dailymotion etc.) and exercise

3
pages (hot potatoes). A part from hyperlinks, search facilities help users to find specific information
like definitions of words or terms within the site itself. (Huizingh, 2000)

Figure 1: Wiki webpage of frenchuitmpp.pbworks.com

2.2 Audio-visual materials in language learning

With the advent of technology, there is in reality an enormous amount of resources available for both
students and teachers. Easy accessibility to all types of media like films, songs, games and the internet
provides foreign language teaching (FLT) with a variety of audio-visual materials. Terantino (2011)
affirmed that access to audio-visual materials has improved significantly with the advent of video
posting sites like YouTube, Break, Metacafe, Dailymotion to name a few. Wright (1976:1) maintained
that various media and visual presentation styles facilitate enormously language learning.
The present of various technological media, according to Roberts, Foehr and Rideout (2005) plays
an important role in the socialization of youth who are among the first to adopt these new
communication technologies.
As a result, students of the new generation approach learning differently. Roberts, Foehr and
Rideout (2005:3) noted that 8 18 year-olds spend an average of 6 hours daily surrounded by media.
These digital natives (Prensky: 2001) are usually engaged in downloading pictures, wallpapers,
videos, audios and share them in various social networks. Students having grown up in the digital age
and who are inundated regularly with sound, image, graphic and 3D images cannot really express any
interest in learning a foreign language if it is not associated with an audio-visual experience.
In a foreign language class, teaching without any audio-visual materials is like asking students to
imagine visiting a medieval castle through an oral description or telling students about a delicious
cheese fondue without actually tasting it. It can be an even more daunting task when it comes to
explaining complex or abstract concepts. Salomon (1979) suggested that this area becomes easier
when the knowledge is presented in both verbal and visual form. Berk (2009) attested that usage of
videos benefits students as it stimulates both hemispheres of the brain and involves multiple
intelligences skills.
Therefore using media in learning a foreign language, in this case, audio-visual materials, is
essential to meet the educational needs of digital savvy students. For the purpose of this study,
television commercials are the chosen media to motivate students to adopt self-centered learning.

4
These commercials accompanied by exercises are uploaded into the wiki website as the instructional
material in foreign language acquisition.

2.3 Television Commercials

Television and commercials have been around for ages and have been researched for its advantages
and disadvantages to children, teenagers, adults and consumers alike. Nevertheless, this form of media
which portrays everyday people and their culture is an effective learning tool. In addition to being
short, compact and concise, television commercials are abound with cultural elements which are easily
exploited in foreign language learning. (Smith & Rawley: 1997, Etienne & Vanbaelen: 2006,)
Authentic materials possessing this valuable ingredient allow students a view into the realistic
setting and actual usage of the language they are learning. Harben (1999) affirmed that visual context
provided by elements such as setting, body language and facial expressions can aid comprehension as
well as activate learners prior knowledge of the social and cultural aspects of language.
Furthermore, for students learning French as a foreign language, the use of the target language is
relatively restricted. Therefore, through this form of media, students are given the opportunity to
explore and discover French through the perspective of a native speaker. It is an ideal platform to
showcase situations which are culturally relevant to the learning of this foreign language (McGee &
Fujita: 2000, Tuzi, Mori & Young: 2008).
By definition, television commercials have essentially a commercial function. They are usually
informative, engaging and entertaining. The images and language used in commercials usually bring
forth their messages either subtly or directly. Commercials can be in the form of jingles, catch-phrases
or catchy dialogues that stays in the audiences mind. They also have a tendency to use phrases which
are repetitive and simple. This is an advantage to language learning as it can help develop learners
listening and pronunciation skills. In reality, students do not want to spend hours going over gruelling
explanations of grammatical items, mundane pronunciation tables or drillings of vocabulary in a
classroom. Therefore introducing commercials in a lesson can sustain students interest and arouse
curiosity of the new language they are learning thus motivating them to participate in their own
learning.
The genre used in commercials can be from humour to action or from fantasy to horror in order to
captivate attention. As in films, the context and language used in television commercials could be
highly fantastic or from everyday mundane activities. As an added advantage, commercials are rich in
linguistic components in the form of proverbs, colloquial expressions, puns or sayings which are
invaluable in language learning. Usage of television commercials can definitely promote interest and
garner greater student participation.

2.4 Advantages of using television commercials in learning

Literatures on usage of films for education purposes are abound unlike television commercials.
However, there are three distinct advantages that make usage of television commercials more viable
and interesting than films in education.

a) Length of the commercial

Television commercials are essentially advertisements aired to promote a variety of products, services
or ideas. According to economic researches, commercials are usually produced to target viewers with
the demographic age of 18-49. Television commercial runs in general in 15 second increments and is
usually between 30 120 seconds long. Commercials are therefore short and to the point which is
ideal for new language learners (Erkaya: 2005). Their brevity attracts students more than films which
are usually longer and requires more time to prepare.
Furthermore, empirical evidence in Balatovas (1994) research shows that attention span is
lowered when watching videos used to teach foreign languages. Students are distracted after the first
minute and more lose concentration by six minutes and only one third watches till the end of the
video.

5
b) Commercials are a complete story in itself

As students lose interest easily, Canning-Wilson and Wallace J. (2000) recommended usage of short
video segments of not more than one minute long. As learners are given only a short segment of the
film to watch, they might subsequently have difficulties understanding the behaviour of the characters.
This could cause confusion and disorientation. It could also hinder students comprehension of certain
sentence patterns produced in the context or situation of the segment. To avoid this, an explanation
could be provided or the students could watch the film in its entirety but it defeats the purpose of using
the segment in the first place.
Television commercials on the other hand are a short complete story in itself and have a clear
mission. They are therefore more users friendly and prove to be an ideal media for effective foreign
language learning.

c) Copyright laws

Considerations have to be given to copyright laws when using films in education. Even though usage
of films for academic purposes is covered by the Fair Use clause, there are still limitations.
Educators have to be aware of legal rights to duplicate or extract movie clips and incorporate them
into their lessons without infringing on the copyrights of the films.
Furthermore, they have to obtain and use original film copies in class while downloading films
illegally from the Internet is an offence.
Commercials on the other hand covet wider audience coverage and downloading is usually
encouraged. They are easier to find in the Internet than films. Moreover commercials are normally
short thus they do not need a large amount of storage file or a long time for downloading. Films take
up 1-4 GB of storage space. In short, the main objective of commercials is to advertise and promote a
service or product. Consequently advertisers like Honda, Apple and Pepsi offer legal and free
downloads in the hope of endearing themselves to customers besides creating loyalty and prospective
customers for the actual product.
There is no question that television commercials are the ideal audio-visual aide that can foster
interest and motivation for student-centered learning.

3. METHODOLOGY

For this research, a Model was constructed below to look into three main factors that could promote
and enhance effective foreign language learning.

Motivation and Interest
Perception on Learning
Ease of Use of Wiki
Student-Centered Learning

6
3.1 Research Objectives

From the model above, the following will be the research hypotheses for this study:
H1 : Motivation and interest encourages positive learning in French
H2 : Good student perception on learning French
H3 : Ease of Wiki Use provides positive learning in French

3.2 Participants

Statistical power analysis was used to determine the required sample size. As multiple regression
approach is used in this study, it is reasonable to assume a general sample of 80 would be acceptable
(Cohen: 1988).
160 questionnaires were sent out to students from the faculty of culinary arts taking French as a
compulsory subject. In this study, the response rate is 75% with 120 questionnaires returned as
participants recruited personally has a higher mean response (Sitzia and Wood: 1998).
Students were given individual password to access the website. After usage, students were
encouraged to post comments and discuss what they have learned in French on the website.
Discussions were also held during class time to address the difficulties encountered or to introduce
interesting points experienced by the students when using the website.

3.3 Instrument

The main instrument used in this study is a 20-item questionnaire consisting of 4 sections. The first
section investigates students usage of the educational workspace wiki. The second section examines
the learning skills acquired after the lesson and the last two sections check on students motivation and
perception on self-centered learning. Students were asked to access the website to watch television
commercials during their student learning time. They are encouraged to complete exercises or
activities proposed for the commercials. The questionnaire was distributed after the students have
completed their task. Finally, all data collected were analyzed using SPSS.


A reliability analysis was conducted to gauge the reliability of the measure by testing for both
consistency and stability of the items measured. Cronbachs alpha is a reliability coefficient that
indicates how well the items in the set are positively correlated to one another (Sekaran, 2006). The
closer Cronbachs alpha is to 1, the higher the internal consistency reliability. In the model tested, the
Cronbachs alpha for the 20 items is 0.94 indicating a good and reliable model.

Cronbach's
Alpha
N of
Items
.914 20

In the second part correlation and multiple regression analyses were conducted to examine the
relationship between student-centered learning and three potential predictors. In this model, this
statistical technique is used to examine the relationship between single dependent variable Student-
Centered Learning (SCL) and the 3 independent or predictor variables Motivation and Interest (MAI)
and Perception on Learning (POL) and Ease of Wiki Use (EWU).

7
Model R
R
Square
Adjusted
R Square
Std. Error
of the
Estimate
Change Statistics
Durbin-
Watson
R
Square
Change
F
Change df1 df2
Sig. F
Change
1 .685(a) .469 .456 .32318 .469 34.203 3 116 .000 1.955
a Predictors: (Constant), Motivation and Interest (MAI), Ease of Wiki Use (EWU) and Perception on Learning
(POL)
b Dependent Variable: Student-Centered Learning (SCL)

From the analysis, the results of regression from the 3 predictor variables against Student-
Centered Learning (SCL) are tabled above. The results indicated that 46.9% of the variance in
Student-Centered Learning (SCL) has been significantly explained (sig F change = p<0.05) by the 3
independent or predictor variables (MAI, EWU and POL).

From the coefficient table above, we can also note the level of importance of the 3 independent
variables. The results show how each independent variable influences differently the variance in SCL
indicating significant positive regression weights. This shows that independent variables contributing
to the SCL have higher scores. This can be seen from the column BETA under Standardized
Coefficients, the highest number in the beta is 0.394 for MAI which is significant at 0.000. This is
followed by POL at 0.231 at a significant level of 0.014 and the lastly is 0.176 for EWU which is
significant at 0.051. Thus we can say that the greatest influence would be from MAI, followed by POL
and EWU is the least contributing factor to the model.
From the results, it is noted that motivation and interest (MAI) plays a major role in student-
centered learning (SCL) which verifies the first hypothesis that MAI encourages positive learning in
French. It can be concluded also that students have a good perception on learning French which
verifies the second hypothesis of this study. However, the use of wiki as the platform for learning
indicates a lower result. This shows that students find the usage of this platform satisfactory but it is
not one of the major factors influencing self-centered learning.

5. CONCLUSIONS

There is a multitude of materials that can be incorporated into language learning. The most important
criteria when choosing is whether it caters to the needs of your students. In foreign language learning,
materials are employed to stimulate interest and to increase the effectiveness of learning. Students
learn best when they are enjoying themselves. Therefore, to enhance student-centered learning it is
essential to know what motivates them thus giving students a more challenging and fulfilling learning
experience.
Commercials are used because they are short, informative and entertaining. They can grasp and
hold students attention leading them to be actively engaged in their own learning. However, care must
be taken when choosing content to suit the objective of the lesson. Materials that are irrelevant,
confusing or distracting could be counterproductive to the learning process.
In this study, commercials are identified as a particularly effective medium for vocabulary learning,
improving listening skills and developing cultural knowledge. Nevertheless, more thoughtful planning
is needed to enhance the usage of this medium especially in speaking and communicational skills.
Coefficients
a
.501 .251 1.996 .048
.168 .085 .176 1.968 .051
.229 .091 .231 2.507 .014
.387 .085 .394 4.552 .000
(Constant)
EWU
POL
MAI
Model
1
B Std. Error
Unstandardized
Coefficients
Beta
Standardized
Coefficients
t Sig.
Dependent Variable: STUDENT CENTERED LEARNING (SCL) a.

8
As for the platform used for self-centered learning, wiki has basically a collaborative function
where students are encouraged to explore and contribute with the user community surfing this website.
During discussions in class, most of the students voiced their difficulties on writing comments in
French on the platform. Students who have only one semester of basic French lack confidence and are
basically shy in exposing their errors to their friends when writing in a foreign language. This could be
one of the reasons why students do not make full use of the website for discussions. Wiki is in fact an
online interaction tool but unfortunately it was not fully utilized due to students minimal knowledge
of the French language.
Further studies can be conducted on students with a higher level of French language to gauge the
effectiveness of this educational platform. Another area that can be look into is conducting
collaborative basic French writing skills using wiki to bolster students confidence in writing in a
foreign language. Aptly noted by Jill Walker, a hypertext theorist, students need to be jolted out of
their conventional individualistic, closed writing of essays only ever seen by their professor and start
treating errors as a natural learning process.

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http://www.esib.org/documents/publications/Survey_Analysis_T4SCL.pdf
Terantino, J.M. (2011). Emerging technologies- YouTube for foreign languages: You have to see this
video. Language Learning & Technology, 15(1), 10-16. Retrieved from
http://llt.msu.edu/issues/february2011/emerging.pdf
Tuzi, F., Mori, K., Young, A. (2008). Using TV Commercials in ESL/EFL Classes. The Internet TESL
Journal, 14(5). Retrieved from http://iteslj.org/Techniques/Tuzi-TVCommercials.html
Walker, J. (2003) Talk at Brown, jill/txt. Retrieved from http://jilltxt.net/?=541
Wolk, R. (2010). Education: the case for making it personal. Educational Leadership. 67(7).
Wright, A. (1976) Visual Materials for the Language Teacher, Essex, Longman Wilson.
http://en.wikipedia.org/wiki/Impact_of_illegal_downloading_on_the_film_industry
Editorial. Illegal Movie piracy: We need a hi-tech solution to illegal downloads The Observer. (2011)
http://www.guardian.co.uk/commentisfree/2011/mar/13/film-piracy-illegal-downloads-internet

1

VIRTUAL APPLICATIONS AND REAL PROBLEMS; EDUCATION
AND HIGHER EDUCATION IN IRAN

Mohamed Tavakol

Sociology Department, University of Tehran
m.tavakkol@gmail.com

ABSTRACT

Internal problems of Education and Higher Education (Flexibility, Access, and Relevance) and
external problems of (specifically) Higher Education(Public and Private Relations, National
Development, Human Resources, Access, Innovation, Globalization, and Privatization) are all
subject to a radical transformation as a result of substantial changes and new circumstances
occurred and occurring with the introduction and application of information technologies(IT) in this
realm. The paper, after outlining the new expectations from and challenges in Education and Higher
Education throughout the world and the rise of new perspectives for them, will focus on major
developments in Education and Higher Education in Iranconsidering the framework of recent
socio-economic demands and expectations. Within this approach, therefore, the recent developments
resulted from the introduction of IT in pre-university and university systems (as an important part of
national TAKFA plan and its aftermath) would be reviewed, and the achievements and
shortcomings during the last ten years would be analysed and discussed. One of the results of this
analysis is that the practical expectations do not match with theoretical measures drawn for virtual
learning plan in Iran. The experience of Iran in this field could be educative for other developing
countries.

Keywords: ICT, Virtual, Education, Higher Education, Iran

1 INTRODUCTION

The expansion of information technologies and their consequences on life of individuals and societies,
introduction of ICTs to education and putting the students and teachers in a virtual space and making
them familiar with these technologies, have been considered the most necessity throughout the globe-
though with different degrees!. For this purpose the students as the future mature citizens, especially,
are trained to get ready for living in the so-called Information Society.
Along with the development of ICTs, both developed and developing countries have employed these
technologies in their education systems; but there has been a difference in their objectives. While in
developed countries the objective in the application of ICTs in education have been the diversification
of educational methods- as well as providing a new framework to promote the quality, variety, and
depth of educational programmes, in the developing countries ICTs have been, at best, an instrument
to expand the access to the general education and close the physical and geographical gap especially
for the rural and discrete areas (Zamani, 59).
The virtual education programs in most of the developing countries, and even in some of
developed countries, are aimed at training future teachers, to recognize the needs of the Information
Age for new learning skills, to know virtual learning environments and know how to use the ICT tools
and processes.
In recent years, plus the national ICT-based educational systems, there has been an extension of
international, and regional networks based on ICTs; to name few we should mention IEARN,
ORACLE (Think Quest), and MONDIALOGO(Tavakol:2009,59).

2 PRE-UNIVERSITY IT-BASED EDUCATION IN IRAN

In the turning years of the Twentieth Century, the imperatives of the age of knowledge and
information and the need to follow the achievements of information technology in the country led to
governments decisions to invest in rapid expansion of information and communication technology
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(ICT). It was understood that ICT can help greatly in achieving specific social and economic
development goals as well as play a key role in broader national development strategies. As a result a
national ICT agenda in Iran was drawn out and called TAKFA". TAKFA was considered to be the
road to knowledge-based development.
The general framework of National Information and Communication Technology Agenda TAKFA
consisted of five major parts, namely:
1. Infrastructure: Access, Security, Data Centres, Regulations, and Law.
2. Commerce and Economic Services: e-Commerce, e-Banking, e-Money, etc.
3. Government Services: e-Services, e-Governance, and e-Government.
4. Human Resource Development, Cultural and Social Programmes: HRD and e-Education,
Culture in Digital Environment.
5. Employment and Industry: Industrial Development, High Tech Jobs, Industrial Parks, and
SME Development.
The Iranian Education Ministry also prepared a charter to guide reforms in Irans education
system with the application of ICT as one of its pillars. The Office of Planning for the Development of
ICT in Education has employed expert managers, developed operational programs, and defined
executive projects. The following projects have been implemented or are in the process of
development:

A. Project of Research and Development; for reviewing the countrys education system and
reorganising it with regard to modern educational approaches to information technology.
B. Project of Training Personnel; launching this project in the first year resulted in training
120,000 teachers and specialists (Nafisi, 3-5).
C. Project for equipping schools; establishing computer laboratories in 6,500 educational units, 60
teacher training centres and 40 technical institutes, in the first year of its implementation.
D. Project for creating electronic content; it dealt with the contents offered on the world-wide web
and was divided into three sections: information, services, and educational resources
E. Project for a National Network of Schools: began in 2001, connecting some 1,200 high schools
in 6 provinces (Ministry of Education, 1-7).
ICT application in education in Iran had three major dimensions; teacher training, inter-school
networking, and educational content.
As far as teacher training is concerned, in the first phase of the project (years 2002-3) some 70000
teachers and 7000 heads of Schools Computer Labs passed the courses dealing with basis of operating
system, IT-based learning, and training to use internet. In the following 2 years the training continued
so that the documents report that some 42 million person/ hour training has been provided(Supreme
Council of ICT, 56). In the beginning the programmes were doing quite well but later with handing in
their execution to the private sector at provinces, the plan was slowed down and performed
incompletely and discreetly.
As to school networking, the National Network of Schools, ROSHD, was introduced to strengthen
and promote national IT based course-work programme. By implementing the project, the ratio of
computer per secondary level student grew from 1.295 to 1.60, and training centers accessed to 6950
sets of PIV, 25800 PIII computers, 6550 printers and 6550 scanners (Supreme Council of ICT, 58-68).
As far as content production is concerned, two major digital productions were to be made available;
the supply of school texts in PDF form, and CD forms of some textbooks. In addition to school texts,
there were other content production projects, for example E-learning Software for Vocational Training
Organization of IRAN --Managed by the Ministry of Labour and Social Affairs (Safavi et al, 191-236,
and, FAA, 22-25).
We had a quick review of the major Iranian Educational projects, planned or partially came into
operation by the government (TAKFA, 56-69). However a country with some 18 million students
needs to do much more, considering the advent and introduction of ICT facilities available to the
country, the general aptitude of young students, the widespread articulation of need for change in
education, and the socio- economic reality and potentials (Montazer et al, 63).

3 VIRTUAL HIGHER EDUCATION IN IRAN

Regarding virtual or IT-based higher education in Iran, there should be made an important
differentiation. A number of institutions of higher education have employed IT in the academic

3
services they provide to their students and academic staffbut their structure, and its functioning, are
basically conventional, i.e. non-virtual. A lesser number of institutions of higher education have been
formed, as a whole, or allocated part of their setting, as a virtual or pseudo-virtual higher education.
Even the latter have been busy with teaching and learningand almost none with virtual research (and
with no VRE)(Tavakol:2009a).
In contrast to what is expected, and is experienced in advanced countries, the virtual institutions of
higher education in Iran, are not free from the hard regulations, and innovative in their requirements,
procedures, academic content and programs, and many other affairs. They are supposed to follow, like
conventional universities, the centralized and uniform regulations and procedures.
However, the first virtual higher education was formed, in 2004, inside the well-established
conventional University of Shiraz, the capital of the central province of Fars (Masoumi, 241-2). It
started with some 100 students only. Soon after Shiraz few other virtual higher education centers were
formed. The number reached to 13 centers in 2007 with the student population of 8000and to 26
centers(to include 6 Medical Sciences University centers) with the total enrollment of some 19000.
When you compare this enrollment with over 3.5 million students enrolled at conventional higher
education institutions it means too littledespite its high growth rate since its start.
In the following table the name of the virtual centers has been followed by the enrollment size
differentiated by the degree level in each center.

Table 1: Virtual Universities, Higher Education Centres and Their Enrolments

Educational level Higher Education Institutions
Total Ph.D. Masters Bachelors
334 320 14 Isfahan University
168 168 Tarbiat Modarres University
266 266 Azarbayjan Tarbiat Moallem University
1682 1300 382 Tehran University
43 43 Sistan & Baloochestan University
232 7 232 Shahid Beheshti University
4314 861 3453 Shiraz University
204 204 Isfahan University Of Thechnology
2019 2019 Amir Kabir University Of Technology
808 27 781 Khaje Nasir Toosi University Of Technology
721 721 Tabriz Sahand University Of Technology
1614 612 1002 Iran University Of Science & Technology
291 290 1 Ghom University
52 52 Isfahan University Of Medical Sciences
13 13 Tabriz University Of Medical Sciences
107 107 Tehran University Of Medical Sciences
165 158 Shahid Beheshti University Of Medical Sciences
26 26 Shiraz University Of Medical Sciences
4 4 Kerman University Of Medical Sciences
305 30 275 Payame Noor University
2465 350 2115 University Of Hadith Sciences
444 444 Virtual Electronic Higher Education Institute
949 949 Faran Virtual Electronic Higher Education Institute
1281 104 1177 Noortooba Virtual Electronic Higher Education
Institute
165 165 Karaj Farabi Higher Education Institute
285 285 Tehran Mehr Alborz Higher Education Institute
18957 7 7166 11784 Total
Source:IRPHE,2011

As it was mentioned before, most of these virtual centers are parts of well-established universities;

4
Shahid-Beheshti(ex National University), Amir-Kabir(ex Tehran Polytechnic), Isfahan University(in
Isfahan), Iran University of Science and Industry(ex Technical Training College), Khajah-Nasir-
Toosi(a merge of few ex-technical colleges), Medical Science Universities(some six of them), Tarbiat-
Modarres(the only rather new postgraduate university), Tehran University(the biggest and oldest
university), and Sharif University of Technology(the highest ranking technological university in Iran).
In addition most of them are governmental universities and centersand the remaining few are small
pseudo-private higher education institutions.
And now some observations regarding virtual higher education in Iran:
--Virtual education and specially higher education is considered more as a luxury entitythis is
the case both by policy&decision makers, and, the public. As a result it is not taken seriously, and has
not been established on equal foot, and as a valuable alternative to conventional education..It is treated
an auxiliary education for an individual who has no other choice. If not explicitly and officially, in
reality virtual higher education enjoys the credibility lower than the conventional oneand naturally
attracts less talented and qualified students. This is the wide-spread view of the students, the families,
and even, in effect, the government. As an evidence; following the successful establishment and
functioning of the Avicenna virtual university network encompassing the Mediterranean countries of
Southern Europe and Northern Africa, it was decided the Avicenna II(or Farabi) network be formed in
Iran to encompass Central Asia as well. It was approved by Unesco and the countries concerned. The
plan so far has reached nowhere and has remained within the papers for some 10 years.
--Virtual higher education is still fed and managed as a parasite to conventional universities and
higher education centers; in terms of the headquarters, buildings, equipments, budget, personnel,
academic staff, and legal arrangements. This is particularly true for the great majority of the
governmental virtual universities. As a result they do not have well-trained instructors for IT-based
learning, sufficient and well-prepared content, no independent administration and personnel, no
distinct and flexible procedures, no independent organizational authority differentiated from the
conventional higher education.
--Deficiencies are present both in IT hardware and software of Iranian higher education; in
terms of equipment, regulations, procedures, and preparations. The virtual higher system as
understood worldwide are not internalized and its requirements implemented. For example the exams
are given in classic by presence formand not on-line. The courses are handled at times in a semi-
classic form on CDs, and the tele-conferencing and on-line & networked interaction and participation
by students and teachers are substituted by face to face classesone of the reasons being the low-
speed internet and limited networking facilities.
--One of the aims or outcomes of virtual higher education , universally, has been to make higher
education more affordable and accessible especially for the lower strata and the marginal groups in the
country. This has not been realized in Iran, as far as the costs are concerned.
To sum up, the traditional outlooks, the static structures, the classic methods, the conventional
contents, the dry bureaucracy ((THE REAL PROBLEMS)) did hindered the realization of the
advantages expected from the application of the information and communication technologies in
education and higher education ((THE VIRTUAL)).

4 CONCLUSION AND DISCUSSION

The realization of a serious virtual education and higher education depends on the introduction of a
new educational system, to surpass the traditional education. Without that ICT application remains at a
ceremonial, lucrative, and superficial level. It is true that in recent years the pre-university education in
Iran has been allocated with an amount more than other sectors, including the higher education, but
because of the lack of any deliberate and especially comprehensive plan, the major part of the budget
has gone for buying hardware, and very little to multi-media content production.
It is a fact that the mass of youth and school- children have approached technology to learn in a
self- teaching style what they could not learn from the official classic schooling. This mass is
becoming bigger and bigger in size and with increasing depth and width of general knowledge and at
times even specialized knowledge. It is not an exaggeration if we say that the youth has gone ahead of
the system. The implications and consequences of such a phenomenon cannot be easily by-passed, in
the future. This generation is not satisfied with traditional styles and methods, the classroom and
teacher, and individual styles and dogmatic obedience. And this can heavily influence the future

5
changes not only in education but in wider society. These, necessitates the change in policy. But the
latter can go nowhere in a bureaucratic and manipulative Administration (Moosavi and Pazooki, 126-
7). A change is essential both within the higher education and between higher education and society-
and its parts,. It is particularly so if higher education is concerned with the new expectations of social
relevance, equity, and national development (Tavakol:2007,108-110).
The major factors influencing the stagnation or lack of enough speed and coverage of ICT-based
education and virtual higher education in Iran are:
1. Lack of a comprehensive ICT-based educational policy to which the government be
practically committed.
2. Conservative attitudes-- including in Education and even in higher education sector. In recent
years it is shown to be hard to dare and courage both by policy-makers and the actors at
different levels of education system, to decide and implement educational changes necessary
for the ICT application. Oversensitivity and control over educational matters by the system
extends to all realms of organizational, managerial, communicational, and content-production
mattersincluding in ICT- based education.
3. The weakness of IT-literacy among policy-makers, managers, and teachers. This and the lack
of complementary and orchestrated software, hardware, brain-ware, and management, and as a
result the non-structured and partial introduction of ICT into educational institutions, has not
satisfied even the minimum expectations.
4. Adoption of parallel networks and programmes in ICT application has led to the setting up
different digital systems supposedly aimed at one and the same objective.
5. Lack of certainty and confidence in projects initiated by education and to some extent by
higher education administration, along with oscillations, seasonal support or retraction, added
to inefficiency of communication backbone and networking, lack of basic needs of ICT, and
the shortage of enough software in Persian language especially at pre-university education,
has made the introduction of ICT to education and higher education inefficient.
The success story of virtual education starts, in our view, when these obstacles are overcome.
Then and only then the road would be ready to embark on a journey that plus the pieces prepared, the
investments made, and the attempts made, there is a comprehensive plan, a sincere cause, a firm
decision, and a courage to move ahead.

REFERENCES

FAA (FANNAVARI-ETELAAT). (2005). "Structural Changes in IT and E-learning"(in Persian),
Spring, pp 22-25.
Ministry of Education, ICT Section. (2003). Synopsis of ICT activities in Education, Tehran: ME.
Montazer, Gh.A., Bahreininejad, A.(2004). "The E-learning System Dilemmas in Iran", Iranian
Journal of Information Science and Technology, Vol 2, No 1.
Masoumi, D. (2010), "E-learning in Iran", at www.taalim.ir /files/IRAN1.pdf.
Moosavi and Pazooki.(2006). E-learning and its Effects on Educational Systemes, Tehran: Azad
UniversitySouth.
Nafisi, A.(2003). The Ideal Perspective, Missions, General Aims, Strategies and Policies of ICT in
Education, Approved by the Strategic Council of ICT in Education, Tehran: NP.
TAKFA. (2005) . National ICT Agenda, Tehran: Supreme Council of ICT.
Supreme Council of ICT.(2005). National ICT Agenda (TAKFA) A Brief Report of Action, Tehran:
SCICT.
Tavakol, M.(2007). "Higher Education Development", in the Proceedings of International Conference
on Shaping Higher Education, Hangzhou: Unesco&Zhejiang University.
Tavakol, M.(2009)a. "Virtual Research", in the Papers Collection of the First International Conference
on Building Research Capacity in Africa. Bamako: Unesco Cluster Office.
Tavakol, M.(2009)b. "E-Education in Iran", Iranian Journal of Research in Educational Systems, Vol
3, No 3.
Safavi, SAA., Baveghar, M., Ghaffari, H. (2006). "Content Production"(in Persian), in the
Proceedings of E- learning Conference, 25-27 May, Zanjan: Zanjan University Press.
Zamani, B.E.(2010). "Successful Implementation Factors for Using Computers in Iranian Schools
During One Decade, Computers and Education Journal, Vol54, No1.

1

UPSI LEARNING MANAGEMENT SYSTEM (MyGuru2) IN THE
CLOUD COMPUTING ENVIRONMENT

Mohd Nazri Md Saad
1
and Ahmad Wiraputra Selamat
2

1
Centre of Information Technology and Communication, Universiti Pendidikan Sultan Idris, Tg Malim,
MALAYSIA

ABSTRACT

UPSI Learning Management System or MyGuru2 is an e-learning portal that offers a robust set of
teaching and learning tools, functions and features. It enables lecturers to create and upload learning
resources and activities for learners access and at the same time allow them to track and monitor their
learning activities. Currently the system is used in hybrid technology method and be part of
universitys integrated management system which applies the concept of data centralization and single
sign-on. MyGuru2 consists of four main features such as subject information that contains outcome
based education (OBE), assessment that contains auto and manual grading system and collaborative
tools that includes forum, file sharing, online survey and web conferencing. The other feature is an
administrative tool that enables lecturers to manage and revise their subject to meet the changing needs
of students. With the increasing number of students, especially in distance learning (PJJ) which
entirely dependent on the MyGuru2 as the medium of communication and learning, system
infrastructure need to be upgraded to accommodate the increasing access and usage as well as service
delivery. We propose cloud computing as a solution where MyGuru2 will be put on convenient, on-
demand network access to a shared pool of configurable computing resources that can be maintained
and provisioned with minimal management effort. The project will present the issues and challenges of
the current MyGuru2 system and how cloud computing manage to overcome the problem in the
meantime provide high availability and usability. We also study how it affects students to
communicate and share materials with their lecturers and classmates compared to the current practice.

Keyword: Learning Management System, Distance Learning, Cloud Computing

1. INTRODUCTION

The University Integrated Management System or Sistem Maklumat Bersepadu Universiti for
Universities (SMBU) is an innovative web-based application developed by skilled programmers &
developers of ICT Centre, UPSI, with involvement from the management of the university, faculty
administrators, education experts, financial managers, human resource managers, and technology
experts of Universiti Pendidikan Sultan Idris.
The main objective of this proposal is to provide a cost effective and robust application by
implementing SMBU based on open-source solution. The implementation will be performed by
experienced project team with thorough knowledge and understanding of the related process flows and
operations. An achievable implementation time frame with structured activities and high emphasis on
quality and quick results will be put into practice to ensure the development process runs smoothly
without interrupting the existing system. The SMBU integrates all the comprehensive modules,
accessible through the web which has single sign-on feature. The main modules are MyUPSI Portal,
MyFIS, MySIS, MyGuru2 and MyHRA. Integration of the system fulfills 3 main objective which to
ensure efficient data management and retrieval, to ensure data reliability and integrity and enable data
mining for knowledge discovery (Wan Maseri, 2004). SMBU fulfills management needs and has
proven to increase the efficiency of the organization as a whole since it was implemented in 2008.
UPSI continues to embed the latest technology into the business including teaching & learning
management. The E-learning portal is integrated into the SMBU. All the teaching and learning
processes are carried out via MyGuru2. It is a platform with various functions and features designed to
support an outstanding teaching and learning process. It allows the lecturers to create the content of
teaching resources and upload them to the internet themselves. Meanwhile they can also monitor their
978-602-19271-0-6 ICEL 2011

2
students activities. MyGuru2 is a fully open source system in terms of component, operating system,
development application and database.
MyGuru2 is compatible with all browsers because one of the main reasons for using the Web is
compatibility with all users (Alessi & Trollip, 2001). The Web is emerging as a viable teaching and
learning platform for learner-centered instruction at the same time that there is a call for incorporating
learner-centered approaches in education (Roberts, 2004).

2. ABOUT THE PROJECT

Realizing the importance of ICT in teaching and learning, UPSI has set a policy of e-learning which
require lecturers and students to use learning management system as a medium of information sharing.
Therefore, the ICT Centre were given the responsibility to make this happen by kicking-off the
project of University Learning Management System referred as MyGuru2.The vision of MyGuru2 is
to offer robust set of teaching and learning tools, functions and features. Besides that, MyGuru2
enables lecturers to upload learning materials and create activities for learners learning progress.
MyGuru2 consists of four main features such as subject information and assessment that contains
auto and manual grading system while collaborative tools includes forum, file sharing and online
survey. The other feature is an administrative tool that enables lecturers to manage and revise their
subject to meet the changing needs of students. The main advantage of MyGuru2 like other LMS is
includes a self-paced 24/7 learning for students (Rosenberg, 2001). Besides, each tool is designed to
ensure its user friendliness.

2.1 The Users

MyGuru2 is mandatory to all lecturers and students. Currently, there are 20116 students and 506
lecturers in UPSI actively using MyGuru2 with the total of 3409 courses.
Table 1 shows the number of hits to MyGuru2 system from January to May 2011.

Table 1 : MyGuru2 hits in 2011

Month Student Lecturer
January 54044 2286
February 54261 1438
March 165737 3456
April 392199 7675
May 356916 7817

Figure 1 : MyGuru2 hits by month in 2011

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2.2 Technical Specification

2.2.1 Database

MySQL 5.0 is selected because of these features:

Scalability and flexibility - MySQL database server provides scalability, supporting the capacity to
handle embedded applications with a footprint of only 1MB to run massive data and hold terabytes of
information.

High performance and availability - A unique storage-engine architecture allows database
professionals to configure MySQL database server specifically for particular applications.

Robust transactional support - MySQL offers one of the most powerful transactional database engines
on the market. Features include complete ACID (atomic, consistent, isolated, durable) transaction
support, unlimited row-level locking, distributed transaction capability, and multi-version transaction
support.

Web and data warehouse strength - MySQL is the de-facto standards for high-traffic web sites because
of its high-performance query engine, tremendous fast data insert capability, and strong support for
specialized web functions.

Strong data protection MySQL offers exceptional security features that ensure absolute data
protection.

Manageability - MySQL offers exceptional quick-start capability with average time from software
download to installation completion is less than fifteen minutes.

Low total cost of ownership - By migrating current database-drive applications to MySQL, UPSI
enjoys cost saving in licensing and database maintenance.

2.2.2 Application

MyGuru2 uses PHP as the development platform based on these factors:

Works Great with HTML - PHP and HTML are interchangeable within the page. While PHP might
add some new features to our application, its basic appearances are still created with HTML.
Interactive Features - PHP allows us to interact with our users in ways that HTML alone can't.
Easy to Learn - By learning just a few simple functions, we are able to do a lot of things with our
application.

2.2.3 Operating System

For the server and back-end solution, we are using Red Hat Enterprise Linux for operating system

2.2.4 Web Server

Apache is used as the web server for this project based on these advantages:
Supports a wide variety of operating systems.

Can be customized for the needs of MyGuru2.

The installation of Apache became easier by using XAMPP which is also open source.

4
2.2.5 Design specifications

Open source integrations. Linux, MySQL, Apache, XAMPP
Uses industry standard open protocols. HTTP, Extensible Markup Language (XML)
Modern technology design. Java, JavaScript, Dynamic HTML, WEBEQ, Zapatec Tree,
MediaWiki, TinyMCE, Oracle Call Interface (OCI).
Horizontal scalability. Load balancer to distribute workload into 3 different servers with cluster
technology for the database.
Browser based client interface.
Administration console to manage accounts and servers.

2.3 Overview of Hardware/Software of System

Figure 2 : MyGuru2 Infrastructure

As depicted in Figure 2, MyGuru2 infrastructure consists of:

Blade Chassis : Sun Blade 6000 Modulor System
Blade Server : 6 x Sun Blade X6250 Server Module
Load Balancer : Big IP (f5) 3600 Series

Generally the server consists:

Red Hat Enterprise Linux - Significantly improves performance, price/performance, scalability,
and reliability and made possible with MyGuru2 server architectures.
Hyperic - provides a popular open source IT Operations computer system and network monitoring
application software.
XAMPP Free and open source cross-platform web server package, consisting mainly of the
Apache HTTP Server, MySQL database, and interpreters for scripts written in the PHP and Perl
programming languages. XAMPP have been tested and works well with :
Oracle Call Interface (OCI), provide interface between MyGuru2 and University Student
Information System (MySIS) for data synchronization.

5
WEBEQ, Java open source toolkit that uses MathML to build dynamic web pages that allows
the usage of mathematical and scientific symbols seamlessly.
The Zapatec Tree - versatile way to display information. Use the DHTML tree as a menu, a
site map, or a way to display your data. Our DHTML tree works with many different
browsers. Also an open source software.
TinyMCE - released as open source software under the LGPL by Moxiecode Systems AB. It
has the ability to convert HTML text area fields or other HTML elements to editor instances.
Mediawiki - web-based and open source wiki software application to create wiki application.

2.4 Innovation

The following is a list of innovations made in MyGuru2 to become a robust and powerful system:
Platform for e-learning MyGuru2 transforms the way of learning and teaching from
conventional to electronic. Indirectly it optimizes lecturers and students time where the process of
learning and teaching can be done continuously 24x7.
Allows collaborative learning MyGuru2 encourages collaboration between lecturers and
students via bulletin board, course material, online assessment, assignment etc. At the same time,
students can contribute as content provider which promotes the concept of sharing and
collaborative learning.
Social Networking virtual sharing with RSS and other social network like twitter, Facebook etc.
Web Based Learning - Internet access in multiple platform
Mobile Learning MyGuru2 is proven able to work with mobile devices such as iPad, iPhone and
other smartphones.
Data Integration As a component of University Integrated Management System (UIMS),
MyGuru2 is fully integrated with other systems in the university and accessible via single sign-on.
The diagram below shows the overview of integrated system in UPSI.
E-portfolio allows students to manage their portfolio and collect their learning evidences
digitally.
Learning Evaluation Online evaluation of the academic staff at the end of the semester.
University Evaluation Evaluates UPSIs infrastructures and program via final semester students
opinion / polls.
Practicum survey Evaluates industrial training quality via student opinion / polls.
Green IT using Sun Solaris thin clients to minimize hardware and energy consumption.
Outcome Based Education - Creation of a curriculum framework that outlines specific, measurable
outcomes including soft skills, bloom taxonomy and others.
Cloud Computing MyGuru2 application and its content is accessible anywhere in the world in a
secured server and storage.
In 2011, MyGuru2 takes another step ahead by providing the services in cloud 24 by 7 to all PJJ
(Distance Learning) students.
Secured Socket Layer (SSL), providing MyGuru2 with reliable end-to-end secure services. So
MyGuru2 are not anymore HTTP but HTTPS.

2.5 Deployment of MyGuru2

MyGuru2 users are the UPSI teachers and lecturers, also few others agency who have interested in
using MyGuru2 as their e-learning platform. Based on the data obtained in June 2011 shows numbers
of active users in MyGuru2 is 23442 (Refer Table 2), and 6809 of them are off-campus student (PJJ).
These are among the factors;
a. MyGuru2 as the medium of learning and teaching has been made obligatory by Pusat Program
Luar (PPL). Students are able to access the notes, learning material and latest announcement from
the lecturer via MyGuru2
b. MyGuru2 is the main communication channel between lecturers and students with the usage of
forums, personal messages and web conferencing
c. Quizzes and tests are conducted via myGuru2
d. Virtual Classes (via Web Conferencing) are accessible via MyGuru2

6
Table 2 : Active MyGuru2 Users Statistics

Group Number of users
Lecturer 576
Administation Staff 1544
Fulltime student 14303
Off Campus Student (PJJ) 6809
Sekolah Khir Johari (Project with school) 90
JPN (Project with JPN) 120
TOTAL 23442

Statistics of active PJJ users is shows in Table 3, since registration on Mac 17, 2011, access to
MyGuru2 increases 5 times compared to normal usage by in-campus students. This shows that PJJ
students rely on the portal for their learning session and activities

Table 3: MyGuru2 Users Comparison

Month Full Time hits PJJ hits
January 54044 -
February 54261 -
March 66544 99193
April 89898 302031
May 67897 289019

This paper will review the usage of MyGuru2 among off-campus student and suggest few solutions to
problems and limitation faced by UPSI in implementing e-learning as whole.

3. METHODOLOGY

A survey has been done to the off-campus students on April 5
th
till 15
th
2011 related to MyGuru2. The
questionnaire is created through Google Docs and being published in MyGuru2 main screen. There
4694 students or 69% of off-campus students participates as respondents in this survey.
The result of the respective survey is generated by Spreadsheet Google Docs.
At the same time, the survey is also conducted via phone calls to the off-campus students. The
number of respondents is 7. Data obtained via the system such as MyGuru2 usage by hour, by students
and by courses are also being made as a base of this research.

4. ANALYSIS

4.1 Internet Service Providers used

Weve given option based on current ISP selection trend which includes TM Streamyx, Celcom
Broadband, DIGI Broadband, Maxis Brondband, YES Broadband and P1 Broadband. 2135 students or
45% chose TM Streamyx, 1414 students or 30% chose Celcom Broadband and the rest chose the other
ISPs. Refer Figure 3.

7

Figure 3 : ISP used by off-campus students to access MyGuru2

4.2 MyGuru2 accessing interval

Accessing interval is the time needed from the login page to the main page displayed fully. Students
are given with options including less than 20 seconds(fastest), less than 40 seconds, less than 1 minute,
less than 2 minutes, and more than 2 minutes(slowest). Refer Figure 4.

Figure 4 : MyGuru2 accessing interval for off-campus students

Figure 4 depicts 1003 students or 21% able to access MyGuru2 at the fastest interval time with less
than 20 seconds while 1116 students or 24% able to access in less than 40 seconds. If less than 40
seconds is considered as an ample time to access a web site, 45% of distance learning students can
access MyGuru2 at a fast and comfort condition. 763 students or 16% only able to access the system at
an interval time of more than 2 minutes which is considered as slow to access a web site.
56% from the fast access are using TM Streamyx as shown in Table 4. 52% of slow access recorded
used Celcom Broadband. Refer Table 5.

Table 4: Users with less than 20 seconds interval with their respective ISPs

ISP Number Percentage
TM Streamyx
TM
562 56.0%
Celcom Broadband 232 23.2%
Maxis Broadband 137 13.8%
P1 49 5.0%
Digi Broadband 21 1.7%
YES 3 0.3%
TOTAL 1003 100%
< 20 seconds
< 1 minute
< 2 minutes
> 2 minutes
< 40 seconds

8
Table 5: Users with more than 2 minutes interval with their respective ISPs

ISP Number Percentage
TM Streamyx
TM
153 19.8%
P1 21 2.7%
YES 2 0.2%
TOTAL 772 100%

4.3 Frequency of Distance learning students login to MyGuru2 system

This question is to analyze the frequency of login by Distance Learning Students in a period of one
week time. 7 options are given to chosen as the answer which includes less than once, once, twice,
trice, four to six times, seven times and more than seven times. Refer Figure 5.

Figure 5: Frequency of Distance learning students login to MyGuru2 system

The bar chart in Figure 5 proves that 84% or majority of the distance learning students surfs MyGuru2
at least four times a week. The non-active users who log in stand between less than once to twice only
recorded 5% from total students. The high dependency towards the system makes majority students to
surf it more frequently.

4.4 Communication medium

Students can choose more than one type of communication medium to communicate between lecturers
in this survey. Options given include MyGuru2 Forum, E-mail, Short Message Service (SMS),
telephone conversation and web conferencing. Figure 6 proves that the distance learning students
chose the MyGuru2 Forum as the preferred communication medium with the vote off 3469 or 78%
using it, 2112 or (47%) students chose the e-mail service provided by the UPS ICT Center.
This is because the MyGuru2 comprehends other information needed by the students to
communicate such as lecturers name, group mates name, notes, latest announcements and many
more.
< 20 once
Once
Twice
4 6 times
Thrice
7 times
> 7 times

9

Figure 6: Communication medium between distance learning students and lecturers

4.5 Frequencies of connection problems (Unable to log in to MyGuru2 system)

This section is almost similar to section 4.2 that is access period except that it focuses directly on the
accessibility to MyGuru2. This survey leads us to a number of 565 or 12% of the students did not
came across any connection problem in using MyGuru2. 1775 students or 38% from the total happen
to face around twice connection problem out of 10 login tries. 1310 or 28% students faced 3-4 times of
connection problem meanwhile 640 or 14% students faced 4-5 times connection problems and the rest
faced more than half of their tries to login to MyGuru2.
108 students or 2% from the total faced connection problem almost every time they login.
Analysis found that 80.5% of these students are using Celcom Broadband and Maxis Broadband.

Figure 7: Frequency of connection problems.

Table 3.3: Users faced 9-10 times connection problems out of 10 login tries to MyGuru2 and their
ISPs.

ISPs No. of tries Percentage
TM Streamyx 11 10.2%
P1 Wimax 2 1.9%
Yes 4G 1 0.9%
TOTAL 108 100%

1-2 times
3-4 times
4-5 times
6-8 times
9-10 times
Never
E-mail
MyGuru2 Forum
SMS
Telephone
Web Conferencing

10
4.6 MyGuru2 usage by Distance Learning Students in 24 hours

Our analysis found that the usage is high between 8pm to 10pm. Figure 8 shows the access to the
system at time on 31
st
March 2011. 8pm to 9pm recorded the access of 1013 users and from 9pm to
10pm it reaches to 1250. The situation differs with the absence of the distance learning students where
the highest hit recorded was between 12pm to 3pm. This is because as the distance learning students
are full time teachers, they are only free after their work hour.

Figure 8: Access to the system in 24 hours.

5. RESULT AND DISCUSSIONS

Based on the analysis done, we found that the awareness of the students to use the more stable internet
connection is high with 45% using TM Streamyx compared to other broadband service providers.
Streamyx proved to be the most stable and fast connection base on the analysis made which proves
that 56% of fast connection to MyGuru2 is by that particular ISP.
Besides TM Streamyx, students also prefer to use Maxis and Celcom Broadband. But, these
two ISPs are also proven to be slow in surfing MyGuru2 where 52% of the slow connection access to
MyGuru2 is from Celcom Broadband and 80.5% of the connection problems in login to MyGuru2
where 9-10 tries out of 10 failed are from Maxis and Celcom Broadband.
Analysis also reveals that the percentage of students took time more than 2 minutes to access
MyGuru2 is significant though with its less percentage of 16%. The percentage of frequent connection
problem to MyGuru2 with 4 out of 10 login tries is also significant with 913 number of students or
19%. As MyGuru2s dependency by distance learning student is quite high, these numbers are quite
big and should be reduced.
With the constant increase of number of distance learning students that is believed to be reaching
12000 in future, current MyGuru2 infrastructure expected to be insufficient to handle the request from
users or at least to maintain the current performance. Diagram 4.1 shows the current MyGuru2
systems infrastructure.
New server or hardware purchase to boost the performance of the system will consume a huge
amount of expenses and with a limited scalability. Alternatively, we suggest in using Cloud
Computing for MyGuru2 system. Via cloud computing, MyGuru2 will be operating from a cloud
network and operate in an environment called on-demand networking which can be scaled
accordingly. This network can access to any form of computer source such as in server form, storage,
application or software.

11
5.1 Why cloud environment?

UPSI has decided to move to the cloud computing environment because:
Incremental Scalability. Cloud environments allow users to access additional computer resources
on-demand in response to increased application loads.
Agility. As a shared resource, the cloud provides flexible, automated management to distribute the
computing resources among the cloud's users.
Reliability and Fault-Tolerance. Cloud environments take advantage of the built-in redundancy of
the large numbers of servers that make them up by enabling high levels of availability and
reliability for applications that can take advantage of this.
Service-oriented. The cloud is a natural home for service-oriented applications, which need a way
to easily scale as services get incorporated into other applications.
Utility-based. Users only pay for the services they use, either by subscription or transaction-based
models.
Shared. By enabling IT resources to be consolidated, multiple users share a common
infrastructure, allowing costs to be more effectively managed without sacrificing the security of
each user's data.
SLA-driven. Clouds are managed dynamically based on service-level agreements that define
policies like delivery parameters, costs, and other factors.
APIs. Because clouds virtualized resources as a service they must have an application
programming interface (API).

6. CONCLUSIONS

The practice of MyGuru2 for distance learning students opened a new chapter in system development
in UPSI ICT Center. We are now more aligned towards the requirement and access to the internal
systems thus in a different pattern showed by the full time students.
We are confident that the usage of MyGuru2 system by the distance learning students will be in
the encouraging mode as it is the main communication medium between them and their lecturers
besides accessing to their course materials, announcements, latest news and online tests.
We are suggesting the usage of cloud computing which is proven to be more manageable as UPSI
need not to spend to upgrade the infrastructure to support the increasing number of users as it can be
given to the cloud service provider itself.

REFERENCE

NIST.gov Computer Security Division Computer Security Resource Center. DRAFT Cloud
Computing Synopsis and Recommendations.Csrc.nist.gov. Retrieved 2010-08-22.
Wan Maseri Wan Mohd. (2004). Electronic Management System (1
st
Edition), Seri
Kembangan:Amerald Express
Rosenberg, M. J. (2001). E-Learning Strategies for Delivering Knowledge in the Digital Age. New
York: McGraw Hill.
Alessi M. A., Trollip R. L. (2001). Multimedia For Learning (3
rd
Edition). Massachusetts : Allyn and
Bacon
Roberts T. S. (2004). Online Collaborative Learning : Theory and Practice. New York : Information
Science Publishing

1

REAL-WORLD USES FOR NEW TECHNOLOGIES: STUDENTS
EXPERIENCES ON USING BLOG AS LEARNING JOURNALS

Emelia A.Rahman Sidek
1
and Melor Md.Yunus
2

1
Faculty of Education, Universiti Kebangsaan Malaysia, MALAYSIA
emeliarahman@gmail.com

ABSTRACT

The application of new Information and Communication Technology (ICT) tools in English Language
Teaching (ELT) has allowed for the development of the latest learning methodology and this innovation
has caught the attention of language practitioners who wish to experiment with blogging to enhance the
teaching and learning experience. This study will discuss the Implementation of Blogs in Classroom
which focused on Blogs as Learning Journals. This study will discuss on the students experiences in
using blogs as learning journals and to what extent they would to it at MARA Professional College,
Beranang. 60 students from COM2033 (Public Speaking) course participated in this study. Qualitative
data were collected from observation of students journal entries/comments, and also interviews with
6 students to gain more perspective about their experiences in using the blogs in their learning. The
findings show that students enjoyed the use of computer tools for the conduction of the lesson and
most of them expressed their wish to see blogging being used more widely. The findings also reveals the
students recommendations to improve the use of blog as learning journal based on their own experiences.
Therefore, this paper was designed to explore the potential of blogs to support reflection and
communication in realistic circumstances, and to explore the strength and weaknesses of current practice
in order to build more effective practice in the future.

Keywords: Learning journals, Information and Communication Technology, English Language
Teaching, Blogs, learning methodology

1.0 INTRODUCTION

Innovative Tools in English Language Teaching (ELT): Implementation of Blogs in Classroom

In view of the increased dependence on the internet, the use of information and communication
technology (ICT) has also grown manifold in education. Increasingly, there is a growing perception
amongst teachers that ICT is an effective way to connect with and engage their students in learning.
Increasingly, these internet generation learners will demand that schools are technologically relevant
and provide technology-rich learning environments (Goh, J.W.P., Quek, C. J., & Lee, O. K., 2010). It
is important to acknowledge the fact that students have become more sophisticated in terms of the IT
and internet consumption and as such can process learning differently through constant exchange of
information and discussion. Students are growing up immersed in digital media which they use for
entertainment, communication, learning, and even shopping. Since web logs are a new form of
technology and users are doubtful about its successful adaptation, the attitudes and intentions of
writing web logs are shaped before initiating efforts begin. In order to make good use of the latest
technological advances associated with ICTs, these technologies need to be integrated into teaching
practice (Ana, 2010). This would facilitate the development of innovative modalities that would
enable educational institutions to better cater to the needs of the diverse types of students in todays
university environment.
Glori H. Smith (2009), acknowledged that in the last few years there has been an exciting
explosion of experimentation with weblogs or blogging in the school setting. Many educators think
there is a possibility of engaging students interest using the newly available technologies. The
technology specialists seem ready to help; there has been a similar explosion of education-friendly
blogsites with names such as eledblog.com, echalk.com, edublogs.com and more. Much of this
experimentation has been informal and gone unreported, but there has also been some research done
with blogging in classroom situations. This statement also supported by Nurenzia Yannuar (2010),
978-602-19271-0-6 ICEL 2011

2
which stated that Blogs can be accessed freely as long as the user has a computer and Internet
connection, meaning that the technology is affordable and anyone can have access to it. Thus, it is
affordable to be enrolled in a blog, be a blogger, or to read a blog. The idea behind the optimism about
blogging and language improvement is that a blog can serve as a medium by which language learners
can practice their L2 in order to communicate with other participants. A study by Erkan Tekinarslan
(2008), reports on the experiences of an instructor and an undergraduate class who used blogs in
their teaching and learning environment at Abant Izzet Baysal University, Turkey. The data
reflected that blogs are user friendly and convenient tools for publishing and sharing studies
(Erkan Tekinarslan ,2008).
For the purpose of this paper, we have set up a blog which named Emeliarahman Learning Blog,
(emeliarahman.blogspot.com) in January 2010 for the Public Speaking (COM 2033) course. This
course is focusing on the Public Speaking Skills. It is also as a part of Active Learning that have been
introduced in MARA Professional College Beranang since early 2010. Data were gathered through
observations of students journals entries/ comments and interviews regarding:a) Blog as learning
journals: Evolution in Education; b) Improving the use of blog as learning journal: From the eye of
the students;c) To what extent does the student would reflect to the blogs? The Journal Writing
Experience

1.1 Emeliarahman Blog : The Task

The blog (Emeliarahman.blogspot.com) was created in January 2010 as a part of requirements for the
COM2033 (Public speaking Skills) course. We chose the blogger.com as the hosting provider for the
blog because it provides much more reliable and faster access compared to the nearest competitor. The
blog discussion theme is Public Speaking Skills. The students involved were from Semester 4 students
in Higher National Diploma Programme in Computing (BIT). These students have been exposed to
the Internet Learning and therefore they are already familiar with the blog. All of them, totaling 60
students, are involved in this experiment. They were told to visit the blog as frequently as possible
because the blog will hold announcements, links to the development tools, discussion, notes,
assignments and anything regarding the course. The students were asked to do reflections and
comments on the articles that they have read. They were also informed of the rationale and objective
of the blog assignment that is to: expose students to the use of Social Networking Sites (SNSs) in
learning, foster critical and reflective thinking skills, encourage self-directed learning, and encourage
peer to peer learning and communication. Clear assessment criteria were given which includes clarity
of content, appropriate info, relevancy of discussion; comments or references to discussion posted by
other members; and reference to scholarly articles or books related to the issue or concept. The
reflection task contributes 20% to the final grade of this course.

1.2 The Blog Post

The blog post is the main entry situated in the front page of the blog. Along with the title, there is
also information such as the day, date, time stamp and writer of the particular posting. These
appear automatically, as the blog host or software has programmed the information to appear in
such a way. It can be seen that this particular blog writer has opted to use Blogger as his blog
host, and the address for the blog includes the word blogspot which is the domain of its site.
The ending of a blog post will typically be accompanied by a statement that informs the reader of
who wrote the post and at what time, and how many responses were given to that particular posting.
In the figure above, the information reads: Posted by Emelia at 11:52 A.M

1.3 The Comments Box

This statement marks the ending of a blog post and the previous post written will be directly
underneath, as can be seen in the excerpt above. These are all cues that must be understandable
to anybody who blogs. Thus, the fact that the community of readers is able to use these features,
portrays their multimedia literacies via their blogging activities. The feature of the blog which
enables two-way communication is the comment box which is available for every blog post.
According to Hurlburt (2008), one key evidence of a successful blog is the fact that it is continuous

3
and has a lot of comments. The blog shows all these facets. All the readers have to do is click on the
link provided at the end of a blog post and they are able to write a response or reflections to what
the blog writer has initiated in topic selection and what has been written in the blog post. The figure
below shows a sample of a blog post comment box. When the posting has been read, all the reader
has to do is click the link and a box will appear, enabling them to leave a comment, as can be seen
below. This is where the students can write their reflections on the topic posted.

Figure 1: Emeliarahman.Blogspot.com


2.1 The Rise of Technology in Classroom : Blogs as Learning Journals

The rise of blogs in the late 90s as a computer-mediated learning in higher education has become
popular as a substitute of other types of the Social Networking Sites (SNSs) such as Facebook,
Friendster or Twitter. The unic multimedia features, interactivity and ability to support cooperative
and autonomous learning has welcomed the Blogs to be one of most popular ICT tools to be used in
the classroom learning environment. Since 2000, when Weblogs became widely available, a
surprisingly wide variety of blog uses can be observed in the higher education and research arenas (Di
Zhang, 2009). Blogs are only one of many computer-mediated technologies starting to dominate
blended and wholly online courses. Most people assume that using these technologies, because it is
what the students want, will translate into increased learning opportunities (Strampel, Oliver 2008).
There are numerous reasons for using blogs in education, such as to provide a real audience for student
writing, to provide extra reading practice for students, to increase the sense of community in a class, to
encourage students to participate, to create an online portfolio of student written work (Stanley, 2005).
Blogs also encourage students to write and knowing a larger audience can be reading their blogs
further develops critical thinking skills, (Faril Mohan 2008).

2.2 Blogs as Online Assignment : The Use of Learning Journal to Cultivate Reflection

Weblogs offer a relatively convenient and easy mechanism for students to journal their learning
processes, and if used appropriately this technology has the potential of facilitating reflective learning.
Weblogs support the ability of students to record and revisit experience, which is an important part of
reflective learning. Essentially, the student is stimulated with new information, in an attempt to make
sense of that information, the student may use prior knowledge and past experiences to help them
describe the experience or event in a detailed way and avoiding judgments while identifying others
views and perspectives and attempting to provide reason and justification for actions (Strampel &
Oliver, 2007 p.3). Specifically, many hope that blogs will help facilitate higher-order learning and
reflective thinking (Farmer, Yue, & Brooks, 2008). In a study by Strampel (2007), he stated that the

4
students perceive that the blog offered them the ability to evaluate their own learning, to revise their
thinking, and, in their words, to reflect. This evidence suggests that by writing about their learning,
students were better able to see and understand their thinking and change their conceptions when
necessary both important elements in higher levels of reflection and cognitive processing (Strampel
& Oliver, 2007). A study by Yang, S.-H. (2009) made use of blogs as a platform to critically reflect on
their learning processes as well as to gauge the impact of blogs on their own professional growth.
Forty-three student teachers in two teacher-education programs at two science and technology
institutions in central Taiwan participated in this study. The results showed that the student teachers
actively discussed teaching theories and their implications through blogs. All of the 43 teachers who
took part in this study were reflective, and some critically reflected on their thoughts and made
significant comments; and the participants considered technology a useful platform for reflecting and
communicating with each other. The positive implications for the use of blogs as a medium to provide
and promote critical reflection for EFL teachers are discussed.

3. METHOD

3.1 Research Design

The study was a qualitative study of the students experiences of using blogs as learning journals as
part of their learning environment. The primary data was collected through interview with participants
and observation of the students journal entries/comments made in the blog. The significance of
understanding these common experiences was to develop an in-depth understanding of the
experiences, the essences of participating in blogs in real-world technologies. This provides educators
and designers of learning with knowledge to develop new practices and methodologies involving
social networking tools for learning.

3.2 Participants

Sixty 4th year students, 50 males and 10 females, studying for the HND in BIT diploma took part in
the study. The criteria for participation included having already studied the subject entitled
Information and Communication Technology for HND, so that they possessed the basic knowledge
required to use the blog. For the interview purpose, we chose 6 participants, 5 males and 1 female and
conducted a 20 minutes interview session in the final semester.

3.3 Data Collection Procedure

i) Observation of blog posts and comments the research employs the qualitative research beginning
with the observation of blog posts and comments done over a fixed period of time.
ii) Interview with the subjects
The researchers selected and interviewed 6 participants in a secure setting in college. Each
participants was interviewed by following the interview protocol. Each interviews lasted
approximately 30 minutes.

4.0 Results and Discussion

4.1 To what extent does the student would reflect to the blogs? The Journal Writing Experience

More than 300 journal entries/ comments were analyzed according to the topics. Each entry was at
least two or three paragraphs of text, ranging from a minimum of 50 to a maximum of 200 words.
Although no quantitative analyses are presented here, the word count is considered an indication of the
elaboration of thoughts in each entry (Davis, 2006). As such, most entries included in this study were
fairly well-developed. During the 10-week lectures, all 60 students posted more than 100 comments
altogether. Furthermore, we explored into the types of reflection whether it is descriptive or critical.
The reflective journals submitted by students varied a few demonstrated deep and critical reflection,
but most focused on describing events, with little or no analysis, and in turn, no evidence of learning,
explanation, or plans for future action. In the reflective journals, most students reflections were at the

5
first level of description, providing often shallow narratives of tasks and activities. For example, in
March 7, 2010, I posted a clip from youtube entitled Bad Public Speaking Examples by Barna 007
to talk about some mistakes and errors that can be done unintentionally when doing Public Speaking.
It can be seen that 112 comments were posted regarding the clips. These are some students excerpts
from the blog that can be categorize as descriptive and critical reflections.
Figure 2 shows that this student, Afiqah seems to like this clip so much and being positive in her
online learning. She commented that even if there is no marks for the assignment, she would be happy
to share her comments because she enjoys watching the video. She loves the clip because it creates a
fun learning environment for her. She added her experiences together with suggestions on some tips
on Public Speaking. Her comments can be described as critical because she seems to relates her own
experiences with the clip. In her reflections, she stated that this clip is a creative invention and she
also described it as effective teaching tool and learning method. It shows that she had done some
reading and she could also reflects what she had laearned with the teaching pedaagogies. She also
stated that from her own experience people tend to remember what they have seen and listen much
more longer compared to what they read. This statement shows this students had reflected wisely
eventhough she didnt quote her statements.

Figure 2 : Critical Reflections

From Figure 3, it can be seen that this student, Siti had reflected critically and this can be seen
from her writings about the clip. She started her comments by saying something that related to her
own experiences in doing the Public Speaking presentation. As she described in her comments, she
sometimes do the same mistakes as the clip without she realizes it and she stated some examples to
share it with her friends. She felt embarrassed of herself but she stated that she will tried her best to
avoid the same mistakes in he future. She also honestly shared her fear when it comes to give her
speech. This shows that the students were not afraid to share their feelings and thoughts eventhough
they knew it will be published online.

Figure 3 : Critical Reflections

From Figure 4, it can be seen that Noor Fadilah found the video was very interesting and captured
her attention. She also commented on her new knowledge about how to give a good presentations.
This reflections is more to the descriptive types because she only give examples which relates her
experiences with the clip. This maybe due to the lack of time to do the assignment or maybe she feels

6
that its not important to do any research before posts her reflections. She also mentioned that some of
the things are new to her and that she happy to share this new information with her friends.

Figure 4 : Descriptive Reflections

4.1.1 Types of reflections involved in the students journal writing

It can be concluded that the number of descriptive reflections far exceeded the number of critical ones.
It shows that some of the students did their research and reflected wisely on the selected topics while
some of them just rephrase or summarize the articles just for the sake of doing the assignments. This
findings maybe due to the fact that these students know they are going to have an audience by
publishing their writing on the Web, they often produce higher quality work than students who write
only for the teacher or for others in the class. Most of the students were also seems encouraged and
were not afraid to share their feelings, opinions and their experiences when doing the Public Speaking.
This maybe due to the facts that the blogs have motivate them to write and express themselves,
knowing that they were not alone having all the problems. Most of them also tried to encourage each
other, and some of them were also gave their responds to their friends posts and comments.

4.2 The Interviews

4.2.1 Blog as a Learning Tool: Technology replacement in face-to-face language learning

From the findings, Ali mentioned that through the use of blog it helps him to improve his thinking
skills because he needs to think about what to write. This shows that the blog encourage them to
reflects and to study the materials before they can comments or write their reflections on it. This is
because they learn that other people can also comments and study their post all the time. Ahmad
agreed that it really helps him in learning because he can learn from other students posts /reflections.
It shows that the blogs is a great tool in information sharing. This statement is also supported by
Kamal which stated that the blog seems to be able to promote a sense of belonging for some of them
and increased their self-confidence. This findings supported the study by Nadzrah (2008) which stated,
Discussions online can be interesting when students understand the objective of doing discussion
online instead of face-to-face discussion. In her study, she concludes that students gave a positive
feedback of their involvement in participating on blog discussions, as most of them agreed that they
were able to practice their communication skills in English such as they were able to give their
suggestions freely because they felt comfortable expressing their ideas and were more confident
expressing themselves on blog than face to face (Nadzrah ,2008).
Rahman commented that he likes when the lectures blended the traditional method of learning
with the technology. It shows that students nowadays preferred the new way of learning because it is
more challenging and provide them with unlimited knowledge while Azhar stated It kind of made me
pay more attention because I wanted to have something to write about. I didn't want to end up writing
about something I didn't know. It also help the students to less their fears when talking in public
because they do not have to worry about their friends judgments. Afiqah commented, People dont
have to recognize me when I made comments. In a way, it offers an alternative avenue to express

7
their opinions minus the embarrassment of speaking bad English in front of the class. The experience
is less traumatic and less risk, therefore creating a safer environment for making mistakes and taking
chances.

4.2.2 Improving the Use of Blog as Learning Jjournal: From the Eye of the Students

Most of the students feel its easy to learn this subject using the blog. It should be noted that the
students are already familiar with the computer skills and therefore responded positively when asked
about ease of use. They also indicated a relatively high level of appreciation for the application of
Blog as a learning tool. Ali and Kamal feel that this method of learning is very interesting and he
recommended that all subjects or course should use this method. In a traditional classroom not every
student gets to share his/her thoughts. This is mainly due to time limitations and curriculum
constraints. Therefore, the students enjoyed the mix approach of traditional (lectures) and technology
(blogs) learning. Ahmad feels that its exciting to learn with ICT but the college should improve the
facilities. eg: Internet connection, lab. This was due to the problems that occured in the college in
which the Internet connections was not available all the time. This makes it difficult for the students to
do their assignments which needs internet connection. Rahman and Azhar wanted the instructor to
post more articles, clips and give more feedback to their comments. This will improve an help them
more in their own learning. Afiqah wanted more time to the assignments because she feels that if more
time were given then the comments or reflections might be better because they have more time to
study and do research on the topic.

5. Conclusion : Pedagogical Implications of Educational Blogging

It can be concluded that the use of journal writing as a teaching tool in this study provides substantial
evidence of the student meaning making process as they reflected individually in journals and in
collaboration with others. Participants also reflected in their interviews about the value of the blog as
learning journals in helping them to gain strength and self-confidence, that enabled them to engage
more deeply with others both inside the classroom and outside in the community. It shows that
students enjoyed the use of computer tools for the conduction of the lesson and most of them
expressed their wish to see blogging being used more widely for their learning. This statement was
strongly supported by Angelique D.(2007) which said One concern about using technology in the
classroom is that students who arrive with greater sophistication and experience with computers and
the Internet will adapt more easily to the blog than those who are less sophisticated and experienced.
At the same time, there is a concern that students with stronger verbal skills will feel more comfortable
about expressing their opinions and questions in written form for the entire class to observe. This
show that students are very interested in learning using these new tools. The study also proved that the
blogs managed to gain students attention and interest and motivated them to work on the activities,
ask questions and participate in both online and in-class discussions. The students seemed to be in
favour of educational blogging. They considered this kind of technology to be an effective
educational aid since it provides students with opportunities to collaborate and be actively involved in
the learning process. According to M. Ferreira (2010), the incorporation of computer technologies into
higher education has led to the development of a variety of formats for education where practices of
teaching and learning have been expanding to include the use of the latest technologies. Under the
general rubric of integration of information and communication technologies (the so called ICTs) in
teaching and learning several classifications of these new forms of education have been suggested in
research and emerged in discourse, from e-learning to virtual education.
In conclusion, throughout this study, the blog was meant to be a safe place for student to explore
their own learning. It also allowed the students and instructor to interact in a way that may otherwise
not be possible. This interaction may have encouraged unseen and unwritten learning. Perhaps by
having students write in their blogs, reflecting was taking place but not being documented. Perhaps the
instructors feedback prodded the students into action that was not shared. However, blogging, should
not replace face-to-face interaction, but it may provide a practice environment where students can
think, reflect, and create language slowly for a real-life audience. Its value as a pedagogical tool
appears to be in its authentic, interesting and communicative nature. Furthermore, its popularity
outside the foreign language classroom may be a motivating force for technologically savvy young

8
learners. For this reason, educators are interested in motivating their learners to communicate and
learn beyond the classroom may benefit from incorporating blog projects into their classrooms.

REFERENCES

Erkan Tekinarslan.2008. Blogs: A qualitative investigation into an instructor and undergraduate
studentsexperiences. Australasian Journal of Educational Technology 2008, 24(4), 402-412
Goh, J.W.P., Quek, C. J., & Lee, O. K. (2010). An Investigation of Students' Perceptions of Learning
Benefits of Weblogs in an East Asian Context: A Rasch Analysis. Educational Technology &
Society, 13 (2), 90101.
Hain, S. and Back, A. Personal Learning Journal Course Design for Using Weblogs in Higher
Education. The Electronic Journal of e-Learning Volume 6 Issue 3 2008,
Helena S. Y. Song and Yuen May Chan .2008.Educational blogging: A Malaysian university students'
perception and experience .Proceedings ascilite Melbourne 2008: Full paper: Song & Chan
James, M. (2007/8). Driving learning through blogging: Students perceptions of a reading journal
blog assessment task. PRism 5(1&2): http://praxis.massey.ac.nz/prism_online_journ.html
Mah Boon Yih,Er Ann Nah.2009.Writing Web Logs in the ESL Classroom: A Study of Student
Perceptions and the Technology Acceptance Model. Asian Journal of University Education Vol.5
No.1 June 2009 ISSN 1823-7797
Maria Jos M. Ferreira.2010. Intelligent classrooms and smart software: Teaching and learning in
todays university. Springer Science+Business Media, LLC 2010
Nadzrah Abu Bakar.2008.Peer assisted learning and blogging: A strategy to promote reflective
practice during clinical fieldwork Australasian Journal of Educational Technology 2008, 24(3),
241-257.
Nurenzia Yannuar .2010.Exploring Learners Autonomous Abilities in Blogs Designed for
Independent Learning by Malaysian Journal Of ELT Research ISSN: 1511-8002
Richard K. Ladyshewsky and Peter Gardner.2007.. Blogs in English language teaching and learning:
Pedagogical uses and student responses Reections on English Language Teaching, Vol. 6, No. 2,
pp. 1202 Brad Blackstone, John Spiri & Naeko Naganuma 2007
Strampel & Oliver Using blogs in higher education.2008. A Pilot Study on How Online Journaling
Can Be Effective in Language Learning. Proceedings ascilite Melbourne 2008: Full paper:
Strampel & Oliver
Yang, S.-H. (2009). Using Blogs to Enhance Critical Reflection and Community of
Practice.Proceedings ascilite Melbourne 2008: Full paper:. Educational Technology & Society, 12
(2), 1121.

1

THE DEVELOPMENT OF TECHNICAL ENGLISH MULTIMEDIA
INTERACTIVE MODULE TO ENHANCE STUDENT CENTRED
LEARNING (SCL)

Mohd Shafeirul Zaman Bin Abd Majid
1
, Mohammad Musab Bin Azmat Ali
2
, Azwin Arif Bin
Abdul Rahim
3
, Nor Yazi Binti Khamis
4

1
Centre for Modern Languages and Human Sciences, Universiti Malaysia Pahang
shafeirul@ump.edu.my/shafeirulzaman@gmail.com

ABSTRACT

Based from the definition found in Longman Dictionary of Contemporary English (Second Impression;
2006), technique can be defined as a special way of doing something whereas technology is referring
to new machines, equipment and ways of doing things that are based on modern knowledge about
science and computers. Therefore, in teaching and learning processes, technique and technology
cannot be apart from each other as both complete the circle of education.
In discussing about the usage of technology in delivering the knowledge and information, we can
never run from the reality of integrating it into the traditional method, from textbooks and teachers to a
more diverse type especially in the learning materials as in recent case, educators are keen on using the
latest invention and innovation in their classroom. This is maybe because it will make their tasks easier
or they wanted to be in the wave of technologies era or even they believe that such things benefits the
students in terms of gaining their understanding in the subject taught.
This is the reason why such research is to be conducted in order to make sure that the focus of the
teaching and learning processes is now on students whereby the traditional method of using module or
book will be replaced by courseware so that it can be more attractive in the sense of students
acceptance. Besides that, by producing our own courseware, it is hoped that we have answered the call
of preserving our nature by using material that is not made from tree and such apart from entering the
new phase of integrating technologies in teaching and learning.

Keywords: Student Centred Learning

1. INTRODUCTION

Alison King (1993) in her article entitled From Sage on the Stage to Guide on the side did mentioned
about how the educator in the yesteryears became the central figure where the knowledge that they
have will be transferred to the students merely for the purpose of answering examination questions. In
lieu to this, we can see that the students are passive learners as they just receive everything given to
them.
However, this type of learning is no longer relevant in the recent cases. This is because the power
of thinking specifically in posing and solving complex problems in every individual is undisputable.
Knowledge is something that people gain from many aspects either in the classroom or even the things
around them.
In relation to this, people will normally relate their existing knowledge with their experience in
order for them to better understand in detail about certain thing. By applying this technique, it is
believed that the students can process the information in a more meaningful ways especially in the
aspect of critical thinking skills. Information that they had constructed from various aspects and likely
easy for them to remember and understand on its own.
By far, this is what changes the viewpoint from the previous to the latter, which is guide on the
side as the role of the educator is now helping the students to better understand of the subject taught
by letting them to get self-indulge with the information presented in a way that they will be applying it
into their understanding.

978-602-19271-0-6 ICEL 2011

2

Based from the definition found in Longman Dictionary of Contemporary English (Second
Impression; 2006), technique can be defined as a special way of doing something whereas technology
is referring to new machines, equipment and ways of doing things that are based on modern
knowledge about science and computers. Therefore, in teaching and learning processes, technique and
technology cannot be apart from each other as both complete the circle of education.
In discussing about the usage of technology in delivering the knowledge and information, we can
never run from the reality of integrating it into the traditional method, from textbooks and teachers to a
more diverse type especially in the learning materials as in recent case, educators are keen on using the
latest invention and innovation in their classroom. This is maybe because it will make their tasks
easier or they wanted to be in the wave of technologies era or even they believe that such things
benefits the students in terms of gaining their understanding in the subject taught.
According to Michael G. Moore, an education professor in Pennsylvania State University (The
American Journal of Distance Education, 2006), using technology or specifically computers in the
classroom instruction can be categorized as independent study. This means that technology aided in
the instruction process is a more student-centered way where the learning materials are more
structured, in this sense interactive. By using technology in teaching and learning processes, we are
officially entering the new phase of education system as the traditional classroom is now known as
Smart Classroom. In this reformation, the classroom is equipped with computers with Internet access,
LCD projector and even in some school, interactive whiteboard which is connected to the classroom
computer. All of these are in the name of utilizing technologies in the education process.
Advances in learning technologies have resulted in a ceaseless search for more effective and
applicable methods of instruction. In Malaysia, the integration of technologies in daily teaching and
learning processes started with the introduction of Multimedia Super Corridor in 1996 where one of its
flagships is the implementation of Smart Schools; the method is the same as the one mentioned
previously (Smart Classroom). By integrating information and communication technology (ICT), the
way in which education is delivered has changed, and students are connected to a wider world beyond
the classroom door (Puteri Rohani Megat Abdul Rahim, 2010). As in the 21st century classroom, the
role of the teacher is to facilitate learning of the vast information available and to help the students to
develop their skills in critical thinking, problem solving and decision making (P. Thivilojana S.
Perinpasingam & Rohini Balapumi, 2010). More importantly, the focus of the learning process now
goes back to the students as been recognized as Students Centred Learning, which freedom is given to
them to learn themselves, instead of relying solely on the teacher in traditional classrooms (Seah Hui
Yong, 2011).
This is the reason why such research is to be conducted in order to make sure that the focus of the
teaching and learning processes is now on students whereby the traditional method of using module or
book will be replaced by courseware so that it can be more attractive in the sense of students
acceptance. Besides that, by producing our own courseware, it is hoped that we have answered the call
of preserving our nature by using material that is not made from tree and such apart from entering the
new phase of integrating technologies in teaching and learning.

3. METHODOLOGY

In this research, a survey questionnaire will be used to investigate the sense of student centred learning
in Technical English subject whereby it involves randomly selected first year students from various
faculties in 2011/2012 session. In brief, the process of data collection method can be further classified
in this diagram:

3


Since that this is a concept paper and the findings are still being gathered, therefore there is no further
result and discussion to be made.

5. CONCLUSIONS

To conclude, this research is expected to generate the students learning profile especially for Technical
English subject while at the same time developing Student Centred Learning course materials.

REFERENCES

Michael G. Moore (2006.) Evolution of Theory of Transactional Distance, The American Journal of
Distance Education.
Puteri Rohani Megat Abdul Rahim (2010). An Evaluation of E-Learning: Bane or Fad?
Transformations in English Language Education, Proceedings of 19th MELTA International
Conference.
P. Thivilojana, S. Perinpasingam and Rohini Balapumi (2010). Design and Evaluate a web-based
lesson to be used as an instructional tool in an English language classroom, Transformations in
English Language Education. Proceedings of 19th MELTA International Conference.
Kok Boon Shiong, Baharuddin Aris and Zaidatun Tasir.Students (2010). Learning Path in Adaptive
Self-Directed Learning System. Globalization and Localization in Computer Aided Language
Learning.

Literature Study: Gathering
materials for module
development
Assessing students learning
behaviour
Data Analysis: Assessing
relevant modules in CMLHS to
be converted into courseware
Quasi-Experimental: Obtaining
feedback from students
Data Analysis: Comparing and
contrasting ideas on the
aspect of traditional method
versus using technology
Courseware development
Courseware testing
Report writing

1

REGIONAL TEACHERS AND ACADEMICS LMS AN INNOVATIVE
AND COLLABORATIVE PLATFORM TO SUPPORT LIFE LONG
LEARNING AND TRAINING FOR TEACHERS AND ACADEMICS

Lee Tan Luck
1
, Nazihah Binti Omar
2
, Wan Haslin Aziah Binti Wan Hassan
3

1, 2 & 3
Faculty of Business Management, MARA University of Technology, Johor
leeta786@johor.uitm.edu.my

ABSTRACT

This purpose of this research is to examine the expansion and utilization of the existing and would be
commision digital technologies in the teacher training institutes into an innovative platform of
Regional Teachers and Tertiary Academics Education Learning Management System on supporting
and building communities of teachers and tertiary academics in improving the quality of their
pedagogical and child or adolecent phychology and upgrading human capital in the everlasting
challenges of the teaching and lecturing profession. Teachers and academics could utilize their off duty
hours in the process of life-long learning by utilizing the internet of the school or university ICT
laboratory and follow in-service courses conducted in the teacher training institutes during term
holiday through the regional teachers and academics education learning management platform. Five
dimensions of enhancing an innovative and collaborative teachers and academics educational
platform to support teachers and academics life-long learning utilizing the schools and
universities ICT laboratory (demographic, digital technology availability, teachers learning
culture and school administrator leadership quality) were examined to determine the success of a
Regional teachers and academics education learning management system as an innovative and
collaborative tool to support schools teachers and academics in their quest of upgrading
pedagogical knowledge and lifelong learning. In general, the result shows there is significant
differences among factors stated above which will upgrade the potential of school teachers and
academics life-long learning process and upgrading teaching skills and be competitive with their peers
from other sectors. The usage of digital technology in the teacher training institutes, school and
university ICT laboratory by enhancing the Regional teachers and academics education learning
management system could be beneficial to the school teachers and academics by upgrading their
knowledge on pedagogies and teaching methodologies in fostering their quality and human capital.

Keywords: ICT and e learning, life-long learning, teachers and academics, ICT Laboratory, Regional
teachers and academics learning management system

1. INTRODUCTION

Teachers and academics are the backbone of a countrys intellectual growth and human capital. Young
generation in the country depends much on the teachers and academics to be educated. Knowledge
frontier is unlimited; therefore mankind needs to be vigilant and searching beyond the limit. Teachers
and academics are the front runner in this perspective and their lifelong learning to acquire new
knowledge which is as equally important in the knowledge frontier. Malaysian government has placed
priority in teachers education before its independence in 1957. Teachers training in Malaysia started
in a very humble beginning way back in 1950s. In the later years saw the setting up of local teacher
training colleges in almost in every state in Malaysia and local public universities offering courses to
train teachers on not only pedagogical, psychological and knowledge based but also digital
technologies in education, not only for primary, secondary but tertiary level by moving from
conventional to invention and technologically enhanced methodologies especially in this digital age.
The liberalization of education in the country has created the opportunities of setting many public and
private national and state level tertiary intitutions of higher learning.
As far as education is concern, pedagogy and methodologies are utmost important in the teaching
career. In Malaysia, the eligibility and qualification to teach is possesing a diploma in education from
any teacher training college or from the faculty of education at any public universities. At least
978-602-19271-0-6 ICEL 2011

2
teachers could be trained in these aspects in the teachers training colleges throughout the country but
what about the thousands of academics who lectures in the tertiary institutions of higher learning in the
country? Even though they may possess the highest level of education and qualifications in their
specific field but to teach and disseminate knowldege needs pedagogical and methodological
approaches, especially young academics. This is to maintain the quality of education in the country.
Therefore, Thompson (2010) qoute that learning through an open and distance learning for teachers
education ia a cost effective way in accelerated expansion of school eduation. By providing a regional
teachers and academic lifelong learning education management platform should be set up in the
existing teachers training colleges in the country because the lecturers from teachers training colleges
in the country are the best experts and sources of references in pedagogy and methodologies of
teaching.
Application and digital technologies enhancement in education has always been placed as top
priority by the Malaysian government. This is to upgrade the countrys human capital. The application
of digital technologies such as the internet and technology enhance learning system in the teaching and
learning process as innovation in the education system has since prompt the development of distance,
collaborative and e-learning in the andragogical process has also proof as a very useful tool that has
contributed to the development digital enhancement among the educators and teacher training colleges
as core syllabus in the pedagogical training. The process of digital technologies utilization in
education may lead to the countrys education reform to transform the Malaysian citizen into
knowledge society and a developed country.
The governments and private initiative in constructing, supplying and commissioning of ICT
laboratory in institutions of learning at all levels from primary to tertiary level throughout the country
and sponsoring e-learning portal and platforms that will enable the education fratenities in the country
to access and acquire knowledge. This formed the foundation of life-long learning in Malaysia.
Presently, the setting up of Learning Management System in the tertiary level has shown the path that
even at school level it could also acquire and utilize for the purpose of teachers and academics
lifelong learning to upgrade the countrys human capital. Tiffin and Rajasingham (1995) quoted that, it
would allow fully immersed, interactive real-time communication through audio, textual video and
this development would create a communication environment where all functions of a conventional
classroom can take place.
The ICT laboratory in in all levels of education is a value added knowledge dissemination tool.
The best part of Malaysian digital development in education is the commissioning of ICT laboratories
in all level of schools and tertiary institutions throughout the country with laptops, LCDs and
technology enhanced classroom in the tertiary level. All the digital technologies are utilized in the
teaching and learning process for students, teachers and academics. It would be better if the entire
school and universities ICT laboratories could be wired or connected and transformed into a regional
collaborative lifelong learning center through a regional server and regional learning management
system commission in teachers training colleges. This could accelerate to the paradigm shift of
current education reform (Mok and Cheng, 2000).
The excellence in dissemiantion of knowledge through a medium, namely teachers and academics
need pedagogical and teaching methodology knowldege, lecturers in teaching training colleges
throughout the country are the sources for that excellence. Therefore ICT and E-Learning in Education
is an alternative innovative and collaborative educational platform to support adult lifelong learning
for teachers and academics to better themselves in the digital age and disseminate the much needed
education to the young generation of the country.

2. RELATED LITERATURE

Researches have been conducted on ICT and e learning as an innovative and collaborative platform in
education for students but hardly any researches conducted on the schools and universities ICT
laboratory in the country to support and facilitate adult lifelong learning for working teachers and
academics either for knowledge generation or upgrading pedagogical and methodological skills.
Teachers and academics use the digital education technology know-how to teach students but they
themselves ignored the accessibility to upgrade themselves to knowledge and education and also
further to build pools of human capital. Collaborative digital learning environment can be used widely
either for educational or training purposes (Shirley, 2001) Therefore the setting up of a regional

3
teachers and academics lifelong learning centers upon the existing schools and universities ICT
laboratories is an alternative effective way for the existing strength over 600,000 teachers and 40 000
academics nationwide of utilizing and benefiting from the digital technology int their quest of
upgrading pedagogical skills.
The creation of a regional collaborative teachers and academics e learning management system to
connect and wire the nationwide schools and universities ICT laboratories will be a cost effective
move in disseminations of knowledge and learning for the teachers and academics. This would enable
them to be centered into one place not only for the purpose of networking among their peers,
friendship, racial integration, religious tolerance and knowledge. Therefore as Koatas, Psarrasand
Stefanos (2002) quoted that academic community is addressing more and more on the rise of on-line
community that will be instrumental in the realization of advanced learning society. Internet on-line
environment enables new and interesting designs for the support of traditional learning for the
development of new forms of learning. Furthermore, as Mayes adn Burgess (2010) mention on the
embedded within all teacher tranining programms nbut particularly within open dan distance learning
programs, is the approach taken to help teachrs develop their pedagogic knowldege and could put into
practice in school based setting. All this could also apply into the teachers and academics learning
platform to create a learning society and human capital of the country.
Lifelong learning to upgrade oneself does not mean a person should be eyeing for any
certification. Therefroe the digital platform could transpire tecahers and academics to upgrade
themselves in pedagogical knowledge that later would enable them to have a smooth parth in their
teaching career. As Smith (2008) quoted that no certificate requirement would enable one to be in the
education administrator position. Teachers and academics in the country already have had their
minimum qualification to teach student but the main aspect to enble teachers or academic to teach is
obtaining a least a diploma in education that would qualify them to teach effectively. Therefore the
digital platform suit this perspective.
The much preferred learning platform for the existing school teachers and academics would be to
combine both the electronic-enabled learning system and traditional face to face classroom teaching.
The learning methodology for the teachers in schools and academics from universities demographic
continuum comprise of those digital technology savvy and the old timers that should be guided by a
trained instructor because Young (2001) suggested that collaborative and e- learning works best within
a blended training solution which incorporates traditional methods as well as technology-led learning.
One method is to utilize it as a method of providing a consistent level of skills within a team of
delegates prior to them participating in an instructor-led session so they can get the most out of the
training and the instructors time and knowledge. Eisinger (2000) also mentioned that by combining
traditional learning characteristics with the unique environment available on-line, elements that
emerge would differentiate excellent e learning, namely the sharing of knowledge.
Young (2001) suggested that within the web-enabled environment, individuals can access learning
materials, courses, individual topics and performance support resources at any time, from anywhere
centralized centers of office, at home or while travelling. Standard web browsers offer a consistent
and seamless user interface across a wide variety of workstation platforms and networks. One might
also ask for the fulfillment and requirements of the curriculum as well as the content relevancy
because most of the courses followed, as Morris (1996) quoted, distance and collaborative interactive
project. The production of learning materials could be enjoyed nationwide by those users in the
collaborative lifelong learning centers irrespective of their location. New ideas and materials would
become immediately available for discussions and trials after dispatch by e-mail to a central server.
The central server would serve as a main frame to enable the instructor to upload all learning files and
document as well as instruction to the teachers learning in Malaysia.
In terms of quality and assurance in digital usage, there must be some forms of digital security
installed as each individual teacher and academics utilize the ICT facility. They have their own private
access password and also a firewall to filter those unwanted information which could affect the
morality of the teaching fraternity. Fry (2001) noted a series of benchmarks for ensuring the
collaborative lifelong teachers and academics learning quality. Evaluating program effectiveness
includes a documented technology plan, with password protection, encryptions, back-up system and
reliable delivery, established standards for course development, design and delivery, good facilitation
of interactive and feedback and the application of specific standard for evaluation. All this would
enable smooth accessibility for the school teachers and academics in universities to achieve excellence

4
and acquiring those much needed advance knowledge on pedagogical education. This would lead to
the progressiveness of developing human capital in Malaysia. As Roffe (2002) proposed, elements of
quality control and assurance system in distance learning should produce learning materials and
monitoring correspondence learning activities. Thus the sheer newness of teachers and academics
collaborative and e-learning for many teachers and academics and groups could bring pressure on
evaluation to yield information about its effectiveness and efficiency as a learning solution. Therefore
all the centers need expertise and qualified instructors cum knowledge disseminator to guide the
existing teachers and academics in the country the proper ways to use the sophisticated digital
technology to create a digital lifelong learning environment. At least junior inexperience and the
experience senior aged teachers and academics also could gain from these initiative and contribute to
the progress of education in Malaysia.
To effectively manage the teachers and academics Learning Management System that serve the
regional collaborative lifelong learning centers for teachers and academics in e-learning platform, one
has to play a double role not only as teaching and guidance staff but also as administrator of the
learning portal. In order to achieve the targeted success, a series of benchmarks for ensuring e-learning
quality and evaluating program effectiveness has to be drawn as to upgrade the teaching profession
both in schools and universities later which includes a documented technology plan and the
application of specific standard for evaluation need to be adhered and supported by government.
Teachers training colleges in the country played a pivotal role in the pespective.

3. RESEARCH OBJECTIVE

Almost all level of education system in the country have ICT laboratories. Therefore the digital
technologies could be utilized not only as teaching tools by teachers in school or academics in
universities for the students but as collaborative digital technology. Thus this enhances lifelong
learning tools for teachers and academics quest for knowledge when it is wired and connected and
commissioned into a regional collaborative teachers and academics lifelong e learning center through
a learning management system to upgrade teachers and academics knowledge and human capital.
The objective of this study is to determine ways to achieve an effective managerial and application
perspective of ICT in the proposed regional teachers and academics collaborative lifelong learning
centers based in teachers training colleges throughout the country for existing teachers and academics
in Malaysia. We could also determine the way to achieve excellence in the management and
maximizing utilization of the existing school and universities ICT laboratories as collaborative and
lifelong e learning center and the LMS platform connected through a regional server based in teacher
training college in delivering quality and lifelong education especially on pedagogical, child and
adolecent psychology to every teacher and academics in Malaysia.

3.1 Research Framework

Dependent Variable Independent Variables
Demographic factors
Learning culture and practice
Schools and Universities ICT
Laboratories- An Innovative and Digital facilities (ICT and TELMS platform,
Collaborative Teachers and Accessibility)
Academics Lifelong Learning Teachers and academics
Support Education Platform School and universities Administrators
Leadership and managerial quality


5
3.2 Research Methodology

A set of questionnaire was given to a total of 200 teachers and academics randomly selected from
various schools and universities from four states in Malaysia. The questionnaire consists of Part 1 on
the respondents demographical data and Part 2 that includes the dependent and independent variables.
Non-parametric and parametric statistical tests were used to analyze the data.

3.3 Results

Reliability of instruments
Cronbach Alpha statistic is found to be 0.910. Therefore the reliability of the questionnaire is
acceptable.

3.4 Descriptive Statistics

Table 1: Summary of Respondents Characteristics

SUBJECT FREQUENCY PERCENTAGE
(%)
1. GENDER
Male
Female

60
140

30
70
2. RACE
Malay
Chinese
Indian

120
60
20

60
30
10
3. Academic Achievement
Tertiary Level
College Level

160
40

80
20
4. Working Experience
6-15 years
>16 years

55
145

27.5
72.5

5. Experience in Using ICT and Internet
1-5 years
8 years

120
80

60
40

Table 1.1 and 1.2 summarize the respondents characteristics. There are 60 male (30%) and 140
female teachers and academics (70%) from various schools and universities of four states in Malaysia
chosen randomly for this research. Table 1.3 shows that 80% of the teachers and academics possess
basic tertiary education and the rest only college trained. Among them are Malay 60%, Chinese 30%
and Indian 10%. Table 1.4 shows 27.5% of them have between 6 to 15 year of working experiences
and the rest have more than 16 years of work experience. Table 1.5 shows that 60% of the respondents
have experience between 1 to 5 years of internet and ICT usage wheareas 40% of the respondents
have more than 6 years of experience in using ICT and internet.

6
3.5 Inferential Statistics and Discussion

Table 2: The Results of ANOVA Test

Sum of Squares df Mean Square F Sig.
2.1 Academic
achievement
and digital
facilitites
Between Groups 29.407 20 1.470 2.156 .004
Within Groups 122.055 179 .682
Total 151.462 199

2.2 Learning
culture and
practice
Between Groups 38.431 20 1.922 6.427 .000
Total 91.949 199
2.3
Instructuctors
commitment
and the
learning
content
Between Groups 19.533 20 .977 2.662 .000
Total 85.195 199

2.4 Teachers
and
academics
Technology
usage
Between Groups 20.176 20 1.009 2.482 .001
Total 92.936 199

2.5Leadership
Quality
Between Groups 21.032 20 1.052 2.043 .007
Total 113.152 199
Note: = 0.05, N= 200

3.5.1 Table 2.1 shows there is a strong positive relationship between teachers and university lecturers
academic achievement and schools and university ICT laboratory facilities provided. Schools and
unviersities from each surveyed state are trying to provide some form of learning facilities to their
teachers or academics who want to follow collaborative lifelong learning programs. In fact, teachers
and academics are encouraged to use the internet facilities like networking with their respective peers
via learning portal provided through the connectivity of the school and university ICT facilities.
Teachers and academics are also encouraged to attend further training program and lifelong learning
classes during the weekend to improve themselves in knowledge economy. Majority of teachers and
academics using the facilities not only for their official teaching duties during working hours but also
constantly upgrading themselves by using internet to surf for extra information on teaching materials
and knowledge. But none so far on pedagogical and child or adolecent phychological knowldege in
their teaching career.

3.5.2 Table 2.2 shows that there is a strong relationship between the learning culture and practice of
school teachers and universities academics and the digital technology provided in education especially
school and universities ICT laboratories which could later set and commissioned into a .regional
teachers and universities lifelong learning through the connectivity of its ICT laboratories as an
effective platform for collaborative teachers and academics lifelong learning programs. The LMS
learning portal providers which is the teachers training colleges commitment to the teachers and
academics lifelong learning programs must be cost effective and fully utilized not only by the
instructors, school teachers and academics but also whoever from all levels of education fratenities in
order to function well as a lifelong learning center that could upgrade teachers and academics
knowledge and human capital as well as bridging the digital divide between urban and rural teachers
and academics community; between the haves and haves-not as well as between the senior and junior

7
teachers and academics. The effectiveness of regional teachers and academics lifelong digital learning
programs depends very much on the level of priority given to the program.

3.5.3 Table 2.3 shows that there is a strong relationship between instructors or course managers
commitment and the learning content provided. Instructors are committed in providing and
maintaining the learning contents in the portal and it is always ready for the learners to access. The
instructors have to upload and upgrade their learning contents from time to time and maintain their
portal. They must follow the guidelines formulated in the teacher training division of the Ministry of
Education and courses pertaining to pedagogy, child and adolecent psychology, methodology etc. to
facilitate in their teaching career.

3.5.4 Table 2.4 shows that the teachers and academics are able to learn better when instructors
incorporate the use of ICT learning in their instructions. Trained and full time or sometime peer
instructors are the users of ICT facility in the teaching and learning process. However, some
instructors faced limitations in the lifelong learning process as the software and hardware provided
were limited. Instructors encounter the problem of being unable to facilitate school teachers and
academics in this perspective because not all the ICT laboratories in schools and universities and every
units of desktop can access to the electronic learning portal. The only means is through the use of their
own Internet at home or office for networking in their learning and individual consultation at their
homes. This will affect the teachers and academics in the learning process. At the beginning stage of
learning, guidance must be slow as the teachers and academics who are not savvy in digital technology
faced a lot of problems in the usage especially those seniors.

3.5.5 Table 2.5 shows that in the management of a regional teachers and academics learning
mangement system definately needs good leadership quality to manage and coordinate the teachers
adn academics lifelong learning and training in pedagogical and physhicology knowledge. A good
leaders may yield good results and maximization in the utilization of digital technologies provided by
the government.

4. DISCUSSION

The five dimensions of enhancing an innovative regional collaborative and e learning of teachers and
academics lifelong LMS platform to educate and improve livelihood of teachers and academics
utilizing the school and universities ICT laboratory which connected to all teacher training college in
the country through a main central server, could constitute to the success of the upgrading of
pedagogical and phychological knowledge among the teaching staffs in Malaysia. A well equipped
teacher and academics with pedagogical knowledge could tackle the teaching and learning process
either in school or universities. Each one of the dimension studied is equally important in the
development and transforming the school teachers and academics in Malaysia into a knowledgeable
society. School and university administrators not only manage the organization as a whole but also
other unit in that organization. So long as the education fraternities could see the need and initiate
personally for the well being of student, themselves, the society and the country, he or she already has
played an important role as an educator and has carried out the much needed responsibility towards the
community.
The significant difference between instructors from the teachers and academics quest of lifelong
learning through the application of collaborative e lifelong learning among the teachers and academics
could be due to the unavailability of general guidelines provided by the governmental authority in
managing the appropriate procedures and practices. It may be due to the institutions administrators
own discrepancy. So, the effectiveness in the management and application of ICT in the regional
teachers and academics lifelong ICT centers surveyed depends much on the instructors, teachers and
academics own experience and practices in the disbursement of their duties. Teachers and academician
who possess higher degree such as master, doctor of philosophy or even post doctorate might not be
able to teach properly unless one must poses knowldege of pedagogy and child or adolecent
physchology as well as methodology. Institution that poses the good command of those knowledge are
none other than the teaching staffs of teachers training colleges throughout the country and that are the
source of pedagogical knowledge.

8
Committed education fratenities will yield the success of the implementation of ICT and
collaborative lifelong learning application for the school teachers and academics andragogical
approaches in the teaching and learning process. Successful implementation of school and academics
ICT and collaborative lifelong learning application need to be compelling to the audience it targeted
by offering the learner a resource that seems to be appealing, valuable and productive to their goals
and aspirations (Henri, 2001). Therefore administrators in the collaborative teachers and academics
lifelong ICT learning center and instructors must work hard side by side to transform the education
community into a more knowledgeable society.
The lifelong learning portal administrators and instructors who carry out the implementation
stages in the regional teachers and academics lifelong collaborative and e learning system must fully
utilize the technology provided in schools and universities throughout the country and also
disseminate high quality knowledge to the teachers and academics as well as offering innovative
programs (Gunasekaran; McNeil and Shaul, 2002). The support of the education process are all in the
way with key elements inclusive of provision of learning materials, providing facilities for practical
work or simulations, enabling questions and discussions, assessments and provision of learners
support services (Alexander and McKenzie, 1998).
The significant difference between the teachers and academics academic achievement, and work
experiences in the usage of ICT and Internet in the school and academics collaborative ICT lifelong
learning may be due to the lack of the learners experiences, qualification, usage and application of
ICT. This may account for the differences and this will affect the effectiveness in the management and
usage of ICT infrastructure provided in the schools and universities ICT laboratory in the country.
They need experienced portal administrators and content managers contribution and help to minimize
those shortchanges. The government may accommodate extra bandwidth to their existing technology
as John Chambers of CISCO System suggested by sticking to the two fundamental equalizers in life
namely internet and education. The fusion of the two provides an efficient way to empower
workforce with the skills and knowledge. It needs to compete amid the rapid pace of change where
knowledge management involves a mixture of cultural, organizational, process, management and
technology initiatives.
Teachers and academics demographic factors play a vital part in the success of setting up a
regional teachers and academics collaborative lifelong learning platform. As a user in the digital
facility, one has to equip with the state of the art learning tools at home too and this needs expenditure.
Teachers and academics could afford to do so but their commitments if they are solely committed to
the lifelong learning process. Then they will spend time to equip themselves for that purpose or they
may set priority themselves. Therefore pedagogical knowledge gained by teachers and academics
through the collaborative lifelong learning application empowers them to know more and learn faster
with less cost, and to harness the power of information and knowledge which can result in greater
productivity and harmony in a knowledge society.

5. CONCLUSION AND RECOMMENDATIONS

The Regional Teachers and Academics Collaborative Lifelong Learning Management System and
portal administrators effective management and application of ICT must be under the charge of
Teacher Training Division, The Ministry of Education with the collaboration of The Ministry of
Higher Learning. Further the digital technology facilities in the teachers and academics lifelong
learning based in school and universities ICT laboratory needs to be scrutinized to determine its
maximize usage.
The success in the management of a Regional Teachers and Academics Collaborative Lifelong
Learning Management System needs trained and skillful administrators and instructors to collaborate
among schools, teachers training colleges and universities. This will make a vast difference in
influencing teachers and university academics community in their lifelong learning process towards
gaining insight into various kind of knowledge especially pedagogy needed for the teaching process
and advancement of the Malaysian society.
ICT laboratories in schools, teachers training colleges and universities throughout Malaysia could
be jointly connected through a common, combined effort and standard Learning Management System
(LMS) in the dissemination of knowledge not only for students but also for teachers and academics in
the country by setting up a standardized ICT teachers and academics collaborative lifelong learning

9
portal under the patronage of the Ministry of Education and the Ministry of Higher Learning. A task
force supervisory panel has to be set up at the ministerial level to supervise the implementation of the
teachers and academics collaborative lifelong learning to synchronize the policies and procedures of
disseminations of knowledge towards the teachers and academicians in the processes of transforming
and building the countrys human capital.
Telecomunication company and electricity board who provide broadband and wifi facility and
extending the bandwidths throughout the country either publicly or privately has constituted to the
advancement of internet and connectivity coupled with the constant supply of electricity throughout
the country. This will ensured the success of the digital technology projects in the country.

REFERENCES

A. Gunasekaran, McNeil, R and Shaul,D (2002), E-Learning: Research and Application. Journal:
Industrial and Commercial Training, Vol.34, Issue 2. MCB Univ.Press. Pp.44-53
Alexander and McKenzie (1998). The Failure of E-Learning in A. Gunasekaran. Journal: Industrial
and Commercial Training, Vol.34, Issue 2 Pp.44-53
BetsAnn S (2008), Deregulation and the New Leader Agenda: Outcomes and lessons from Michigan.
Education Administration Quaterly, Vol.44 No.1 Pp30-65
Eisinger (2000) A Framework for E-Learning as a Tool for Knowledge Management. Journal:
Industrial Management and Data System. Vol.102, Issue 7 MCB Univ. Press. Pp.371-380
Fry, K (2001) E-Learning Markets and Providers: Some Issues and Prospect. Journal Education and
Traning, Vol.43,Issue 4/5, Pp.233-229. MCB Univ. Press.
Henri (2001), Theory of E-Learning, in A. Gunasekaran. Journal: Industrial and Commercial Training
Vol.34, Issue 2 Pp.44-53.
Ian Roffe (2002), E-Learning: Engagement, Enhancement and Execution. Journal: Quality Assurance
in Education. Vol.10, Issue 1, MCB Univ. Press.
Koatas,M; Psarras;J & Stefanos,P (2002), Knowledge and Information Management In E Learning
Environment: The User Agent Architecture. Journal: Information Management & Computer
Security, Vol.10. Issue 4, MCB Univ. Press. Pp.165-170.
Mayes, A.S and Burgess,H (2010) Open and Distance Learning for Initial Teacher Education in
Teacher Education in Danaher, P.A and Abdurrahman Uma, Perspective on Distance Education:
Teacher Education through Open and Distance Learning., Canada: Commonwealth of Learning.
Mok Mo Ching and Cheng Yin Cheong (2001) A Theory of Self-learning in a networked human and
IT environment: Implications for education reforms. International Journal of Education
Management, Vol.15 Number 4. Pp.172-186
Morris T (1996) Internet- The Technology and Potential of An Educational Superhighway. MCCE
EDUCOMP, 1996 Pp.13-33.
Nicholson,A (1997) Bringing management reality into the classroom- the development of interactive
learning. Journal of Mmanagement Development. Vol.16.Number 6. Pp.438-451
Shirley (2001) The User Agent Architecture. Journal: Information Management and Computer
Security, Vol.10 Issue 4. MCB niv. Press. Pp. 165-170.
Tiffin and Rajasingham (1995) in Michael Szabo (1996) Interactive Multimedia As Faculty Renewal
And Change Agent: A Three-Pronged Approach To Successful Implementation In Malaysia.
EDUCOMP 96. Kuala Lumpur. Pp.50-60.
Thompson,B (2010) The cost-Effectiveness of Using Open and Distance Learning in Teacher
Education in Danaher, P.A and Abdurrahman Uma, Perspective on Distance Education: Teacher
Education through Open and Distance Learning., Canada: Commonwealth of Learning.
Young,K (2001), The Effective Development Of e Learning, Journal: Industrial and Commercial
Training. Vol.33 Issue 1, Pp. 5-11.

1

COMPUTER ANXIETY: DATA ANALYSIS

Maimunah Mohd Shah
1
, Roshidi Hassan
2
, Roslani Embi
3

Faculty of Business Management, Universiti Teknologi MARA, Shah Alam, MALAYSIA
monamohdshah@yahoo.com

ABSTRACT

With rapid changes in computer applications, computer users are facing continuous challenges in
learning and adapting to these applications. With its current and advanced features, it is quite
impossible for computer users not to use applications such as Internet, E-mails, Word Processing,
Databases, Spreadsheets and etc especially in the workplace. Although many computer users are
comfortable using computers, it is not surprising that some of them are struggling to interact with these
applications. Several studies have reported the presence of computer anxiety among computer users in
various organizations despite of them conducting scheduled trainings. Among computer users are
employees in commercial banks. In the current study, data were obtained from a survey method and
319 samples were analyzed. Robust analysis was conducted to find the level of computer anxiety and
the impact of attitude toward computer on these respondents when they were using various computer
applications with their skills and knowledge besides several demographic items. Applying multiple
regressions, the results indicate computer knowledge, computer skills and acceptance of technology
have significant negative relationship on computer anxiety. The results suggest that computer users
are not anti-technology as they need to use them in the workplace to perform various job activities.
However, employed computer users are encouraged to manage their time wisely and give priority to
performing job tasks than personal acts.

Keywords: Computer anxiety, computer skills, technology acceptance and attitude toward computer.

1. INTRODUCTION

Technology has offered many creations and innovations through software applications. Known as
computer applications, it pampers computer users to depend on various computer applications. It is
true enough that it is difficult not to use computer applications in the workplace today. There are
various job tasks that must be done using computer applications. For example, the Internet, E-mail,
word processing, databases, spreadsheets, power-point slides and so on. They are widely and heavily
used by working adults in many organizations. The usage of these computer applications has
influenced the acceptance of user toward technology. Despite acquiring skill and knowledge when
interacting with computers and their applications, many employees feel frustrated with the issues
created by computers. This phenomenon is known as computer anxiety.
It was reported in the literature that students, teachers, managers and business professionals are
among those who have experienced computer anxiety. A feeling of frustration while using computers
occur either when the applications are complicated or too advanced to cope with or sometimes when
the system is down or malfunction. Barcy and Barcy 2008 reported that higher and low task
proficiency was correlated with computer anxiety. Apart from the reason mentioned early, past
studies have also reported that computer anxiety was associated with anger; irritation; feeling of
uneasy, and these feelings were associated with attitude toward computers (Weil & Rosen, 1999). For
example, in an article written by Shepherd (2004), she reported the existence of computer anxiety
among the respondents participating in her study.
However, she did not present the empirical evidence in her paper. Therefore, in the current study,
robust analysis was done to extract more results in order to compare and to support with other studies.
The study was conducted to determine the level of computer anxiety among employees in commercial
banks. Further investigations were done to identify which determinants have influenced computer
anxiety.

978-602-19271-0-6 ICEL 2011

2

Earliear studies in computer anxiety were conducted as early as 1984 and the issues in technology with
rapid changes in its creation and innovation have impacted computer users with a feeling of relief that
computer technology has various applications. Technology has helped working adults to ease their
workload, giving accurate calculations or deliver beautiful presentation of reports and many others.
Computer users especially employees in business organizations interact with computers more than
their official working time (Kupersmith, 1992) and widely and heavily use various applications such
as the internet, e-mail, word processing, databases, spreadsheets and so forth (Miller, 1997).
However, the presence of this rapid development has given a state of frustration to some computer
users.
Computer anxiety has been addressed by many researchers. Most of the researchers agree that
computer anxiety is related to negative emotional feelings associated with direct experiences.
Interestingly, Howard (1986) addressed the source of computer anxiety, which was caused by the lack
of operational experience with computers, inadequate knowledge about computer and psychological
fear of technology.
There were interrelationships between computer use, perceived ease of use and perceived
usefulness; and behavioural intention (Hsu, Wang & Chiu, 2009). Even Wilfong (2006) revealed in
her study that self-efficacy beliefs, computer experience and computer use were strong predictors of
computer anxiety and anger. Saade & Kira (2007) reported that computer experience, ease of use
from technology acceptance model were strong predictors for computer novice to suffer anxiety
symptoms when interacting with computers.
Dyck & Smither (1994) also found that for both younger and older adults, higher levels of
computer experience were correlated with lower levels of computer anxiety as well as a more positive
attitude toward computers. As a matter of fact, computer knowledge mediated the effects of age and
education on computer interest (Ellis & Allaire, 1999). A study conducted by Parasuraman & Igbaria
(1990) identified age, men and education to be negatively related to computer anxiety.
Interestingly, there was a significant effect between computer confidence on task complexity and
minimal computer-liking as repoted by Chang (2005) when he conducted this study involving
teachers. He argued that when teachers increased their computer experience through the
accomplishment of various task levels this had helped them to minimize computer anxiety provided
that teachers ocontinously enhance their knowledge and understanding task complexity. The effect of
computer experience on computer anxiety was also the interest of this researcher when he conducted a
study on 101 undergraduates who enrolled in a teacher education course. He reported that many
teacher trainees demonstrated a high degree of computer anxiety; however, when they gained
computer experience, their level of computer anxiety was reduced (Anderson 1996).

2.1 Research Framework

Firstly, all the variables which had been selected as independent variables were integrated from
previous researchers. For example, technology acceptance model was used as it was related to the
usage of computers. Many studies have been using this model to describe the power of acceptance of
technology. Furthermore, the items or dimensions contained in this model had been validated and re-
evaluated by many experts whom had used them in their research works (Adams, Nelson, & Todd,
1992).
Computer skills and computer knowledge were selected based on a study conducted by Shepherd
(2004). In this study, she tested the level of computer anxiety among students, library staff and
academicians from three different locations. However, in the article which had been generated from
this study she did not reveal the details of the empirical results but only shared with readers the
descriptive results. Hence, this gave an opportunity to the researcher to explore the data of the current
study and revealed interesting results from the robust analysis conducted.
Another variable included as the independent variable was computer applications which was
introduced by Miller (1997). Computer applications were useful to employees in easing them to
perform various job activities that were routinely done. The efficient use of computer applications
would result in low computer anxiety. The effective use of computer applications would also produce
the same result (Emmon, 2003). Previous researches also revealed about the frequent use of these

3
applications. In the current study, the researcher only chose six applications which were widely used
by employees in many business organizations, including commercial banks. These were internet, e-
mails, word processing, databases, spreadsheets and power-point presentation.
The current study also included attitude towards computer as the moderating variable. Parayitam,
Desai, Desai, & Eason (2010) evidenced the impact of this variable on computer anxiety, satisfaction
and stress on undergraduate students in a US university. It would be worthwhile to test the same
variable on different subjects and locations. Furthermore, the results of the impact of the moderating
variable on IV and DV would contribute to the body of knowledge as it was different from Parayitam
et al.s study. The presence of attitude towards computer would determine its relationship with
computer anxiety. Logically, positive or high attitude towards computer would result in high
acceptance of technology. The same goes with computer skills and computer knowledge. In the
current study, attitude towards computer was chosen to moderate between technological changes and
computer anxiety.

3. METHODOLOGY

3.1 Sample population

Specifically, both executives and non-executives were involved in this study. Employees from
commercial banks were selected in the study because they were the people who directly used
computer applications, computer skills and computer knowledge when performing various job tasks.
In 2006, Chew, Poon and Rahim investigated the relationship between job stress and the layout of the
office or ergonomics. Furthermore, previous studies highlighted various locations to study computer
anxiety but very few were done for commercial banks especially in the Kuala Lumpur area. This
presents an opportunity to the researchers to extend the research in this area.

3.2 Data Analysis Procedure

The SPSS was used to analyse the data. The SPSS can calculate the score of computer anxiety by
providing the correct figure and grouping them according to the level of computer anxiety. For
example, scores of no computer anxiety, low computer anxiety and moderate/high computer anxiety.
Besides, the software could also provide the output which was easy to interpret. Furthermore, it could
show the direction of the relationships between the independent and dependent variables. Graphs will
be presented to further explain the results of the study. Some of the demographic profiles were tested
in the current study. For example, those with two categories were tested using t-tests and those items
with more than two items used the Anova test to seek the relationship of the variables. The t-test was
used to seek the differences in the mean scores and the values of the standard deviation. Since the data
of the current study was normal, the Pearson Correlation Coefficient was used to test all the research
questions and hypothesis.

3.3 Sampling Technique

Random sampling was used in this study. Using a random sample is an important aspect of survey
research and to ensure that the results are representative of the target population. Random sampling
had enabled the researcher to successfully generalize the survey results to the target group. Random
sampling could be achieved with two requirements: i. Randomness: an equal chance of selecting any
member of the population or probability sampling. ii. External selection: respondents were chosen
to participate rather than deciding to take the survey themselves.
In the current study, it was estimated that 20,000 employees are working for commercial banks
based on the statistics given from each bank located in the headquarters. Based on Kertcie and
Morgan (1960), 377 were required for data analysis. When the researcher estimated that about 70
percent of employees would complete the survey, with 5 percent error tolerance, the number of
questionnaires distributed turned up to 539. However, this figure had been rounded-up to 550. 333
cases were returned and only 319 were analyzed; this brought to the percentage of return rate to 88.3
percent (333/377). The unit of analysis was employees from commercial banks located in Kuala
Lumpur (Sekaran, 2003).

4
3.4 Data Collection Procedure

The employees in commercial banks located in Kuala Lumpur were identified to participate in the
study. The main aim was to get as many responses as possible. The bank managers were given a short
brief as to how the questionnaires should be distributed randomly to both executives and non-
executives in the department. A cover letter was attached with each of the questionnaires before
distribution was administered by the bank managers. The employees were requested to respond within
a few days before returning them to the manager. Those responded questionnaires were returned to
the researcher for further checking and screening.

3.5 Instruments

All the instruments used in this study were taken from established questionnaires which have been
used by former researchers. Based on the literature, all these instruments had been tested for their
reliability and validity and the Cronbachs Alpha scores were more than 0.7 which means these alpha
scores were acceptable in order to proceed with further data analysis.
1. Technology Acceptance Model (TAM) was developed by Davis (1989). It has 12-item
statements. The Cronbachs alpha score in the current study was .94.
2. Computer skills and computer knowledge were developed by Shepherd (2004) with 5-item
statements each. The score was .82 and .86 respectively.
3. Computer applications were identified by Miller (1997) and applications included the frequent
use of computer users.
4. Attitude towards computer was the moderating variable of the study. The scale measuring
attitude towards computer was developed by Nickell & Pinto (1986). It has 12 items with
negative statements and the values were reversed in order to get accurate results for the
analysis. The alpha score was .79
5. Computer anxiety was the dependent variable in the current study. Computer Anxiety Rating
Scale (CARS) was used to measure computer anxiety (Heinssen, et al., 1987). It has 9
negative statements. The values were reversed to get accurate results for the data analysis. It
has alpha score of .88.

4. RESEARCH RESULTS

4.1 Level of computer anxiety

A scale called Computer Anxiety Rating Scale (CARS) was meant to measure the level of computer
anxiety (Heinssen, et al., 1987). Computer anxiety was introduced in 1984 and is still seen in many
studies conducted on this topic. Studies have explored more by indicating or searching for the causes
and factors. Many studies conducted in the USA had reported the presence of computer anxiety
among business professionals, educators, students and many others. Therefore, getting to know the
level of computer anxiety among employees in the current study will add to the body of knowledge as
the study was conducted for commercial banks located in the Kuala Lumpur area. The importance of
the measurement would identify the status of interaction with computers among employees as
individuals would have different computer skills and knowledge in handling computers. Secondly, the
importance of the measurement would induce the top management to properly strategize any training
that needs to be given to all computer users or employees as these people are directly using computer
applications.

4.2 Summary of research results

Some items in the demographic profile were tested using t-tests and Anova to see the differences and
relationship of the items when the groups were experiencing computer anxiety. The preliminary
results of the demographic profiles are as follows:
1. 43 percent of the respondents in the study experienced low computer anxiety.
2. In terms of gender, there was no difference with the scores of computer anxiety.
3. Non-executives experienced higher computer anxiety than executive employees.

5
4. T-test showed that younger adults experienced higher computer anxiety than middle-aged
adults.
5. As for the race, Chinese employees experienced higher score of computer anxiety than the
Malays and others.
6. In terms of education background, employees with only SPM/MCE certificates experienced
higher score in computer than those with higher level of education.
7. Employees who have served 1-10 years in the premise experienced higher score in computer
anxiety than those with 11 to 19 years of service and 20 to 30 years of service.
The results of the current study revealed that 43 percent of the respondents working for
commercial banks experienced low computer anxiety. This result is in line with previous researchers
(Bozionelos, 1996; Korobili, et al., 2010; Saad & Kira, 2007). In terms of gender, the results of t-test
in the current study confirmed that there was no gender difference in the score of computer anxiety.
Todman (2006) reported similar result in his study. However, this result contradicted with a study
reporting that female staff experienced higher computer anxiety than male staff (Emmon, 2003; Kian-
Sam & Chee-Kiat, 2002).
In the previous studies, female respondents were the teachers, business managers and
professionals, students, bankers and so on. Regardless of the gender, it is very important to participate
in learning and adapting to new applications implemented in the workplace. The process could be in a
series of training or self-learning through reading the manual. This process would take time and
patience and the feelings of acceptance and resistance towards technology or application varied from
one individual to another individual. Sometimes, the process of adapting or to get familiar with
certain applications depends on the age and education background of the respondents.
Employees working for commercial banks were from different education background. It was
proven from the Anova tests that those who held SPM/MCE had experienced computer anxiety more
than other higher qualifications. This means that these employees were not sure or having insufficient
experience in terms of their computer skills and computer knowledge. It could also be lack of working
experience (Igbaria & Chakrabarti, 1990) in handling work activities using computer applications
(Miller, 1997) that contribute to experiencing computer anxiety. As revealed in the findings as well,
employees with low attitude toward computer experience high computer anxiety although their
computer skills are high. The same goes with high attitude towards computer whereby they also
experience computer anxiety even though they have high computer skills, but the statistics were not as
bad as employees with low attitude towards computers.

4.3 Correlation Results

Table 1 : Correlation Between Variables

Items Attitude
toward
computer
Technology
Acceptance
Computer
Skills
Computer
Knowledge
Computer
Applications
Computer
Anxiety
-.721 -.374 -.583 -.202 -.153
**p<0.01, ***p<0.001

There is significant negative relationship between computer anxiety and other variables in the
study. Based on the specific results, there is high negative relationship between computer anxiety and
attitude towards computer. But, there is negative moderate relationship between computer anxiety and
computer skills. However, there is negative low relationship between computer anxiety and computer
knowledge. Lastly, there are small relationships between computer anxiety and computer knowledge,
and computer anxiety and computer applications.
In the previous studies, computer anxiety has significant impact on computer use (Igbaria &
Chakrabarti, 1990), computer skills (Harrison & Rainer, 1992), attitude towards computer (Compeau
& Higgins, 1995). Logically, employees with positive attitude towards computers, when they are
interacting with computers, they probably know that they must be serious and focused on the job.
Usually, individuals with positive attitude towards computers are very committed and hardworking.
These individuals must have been very familiar with new applications by signing up for training

6
courses to learn and adapt themselves to use various applications correctly. Actually, there are many
ways for the employees to maintain positive attitude towards computer. First, accept the new
technology although in general humans usually resist to changes. Usually what happens is that when
they get familiar with the new technology, they will not want to change. This cycle will only stop
when the company changes to a different management.

4.4 Computer skills and technology acceptance constitute to computer anxiety

A stepwise multiple regression analysis was carried out to assess the relative contributions of
technology acceptance, computer skills, computer knowledge, and computer applications. Computer
skills alone explained 34 percent of the variance in computer anxiety. With the value added by
technology acceptance, it explained an additional 1.2 percent of the variance in computer anxiety for a
total of 35.2 percent. Both of these independent variables were statistically significant contributors,
with p-value < .05. Other independent variables were not statistically significant in this assessment.
Based on the literature, working adults who have been using computers in the work place feel
familiar with the applications and logically they will have low computer anxiety. However, the results
in the current study revealed that high computer skills result in high computer anxiety. Probably, this
is due to rapid changes in technology and computer applications, so those employees will have to learn
and adapt with these new applications. At that particular time, their level of computer anxiety will
obviously be high. Most likely, they are experiencing time constraints to meet deadlines for
submission of reports or outputs to their superior. That is why although the computer skills are high,
but their interaction with computer applications, for example, having difficulty to trouble shoot any
malfunction in addition to using complex or complicated databases or spreadsheet, will lead the
employees to experience high levels of computer anxiety. Furthermore, more than 95 percent of the
employees are using various computer applications mentioned earlier in the workplace. In the current
study, 43 percent of the respondents experience computer anxiety. Lack of operational experience and
inadequate knowledge about computers are some of the causes why computer users are experiencing
computer anxiety (Igbaria & Chakrabarti, 1990). They affirmed that computer users would minimize
their usage besides having negative attitude toward computers due to insufficient knowledge of
computer-based learning (Igbaria & Chakrabarti, 1990).

4.5 The impact of attitude towards computer on computer skills and computer knowledge as well as
on computer anxiety.

In the current study, hierarchical regression was conducted to test the moderating effect of attitude
towards computer on the relationship between the variables relating to technological changes, and
computer anxiety. The results revealed that attitude towards computer do moderate the relationship
between computer skills and computer knowledge, and computer anxiety.

Table 2: Coefficients Regression for Interaction of Computer Anxiety

Variables Model
1
Beta
Model
II
Beta
Model
III
Beta
IV
Technology
Acceptance
Computer Skills
Computer Knowledge
Computer
Applications

-.114*
-.516**
-.075
.015

-.059
-.270**
-.078**
.031

-.067
-.281**
-.067
-.003
MV
Attitude Toward
Computer

-.570**

-.542**

7

4.6 The interaction of attitude towards computer on computer skills and computer anxiety

Figure 2 reveals the impact of attitude towards computer on computer skills and computer anxiety. It
shows that employees with low attitude towards computer resulted in low computer skill, but high in
computer anxiety. The impact was lower for employees with high attitude, but still their computer
skills are higher but a little lower on computer anxiety. This lower computer anxiety was not as high
when compared to employees with low attitude towards computer.

Figure. 2 Interaction of attitude towards computer on computer anxiety and on computer skill

4.7 Interaction of attitude towards computer on computer anxiety and computer knowledge

Figure 3 revealed the impact of attitude towards computer on computer knowledge and computer
anxiety. It showed that employees with low attitude towards computer experienced high computer
knowledge and also high computer anxiety. However, employees with high attitude towards computer
experienced high computer knowledge but low computer anxiety. The possible reason being proper
training or regular training were lacking so the results revealed low attitude towards computer among
the employees impacted high computer anxiety although having higher computer skills. The same
goes with employees having high attitude towards computer. The impact was not as bad on
IV*MV
Technology
Acceptance*Attitude
Toward Computer
Computer
Skills*Attitude
Toward Computer
Computer
Knowledge*Attitude
Toward Computer
Computer
Applications*Attitude
Toward Computer

-.030
.111**
-.117**
-.055
R
2
.356 .602 .626
^R
2
.356 .246 .023
F 43.405 94.851 57.428
P 0.00 0.00 0.00

8
employees with high attitude towards computer although they were also experiencing higher computer
skills and a bit lower on computer anxiety.

Figure 3: Interaction of attitude towards computer on computer anxiety and on computer
knowledge

Figure 3 explained that various activities were performed by employees using various computer
applications. These applications may be either easy to adapt to by those who have high computer
knowledge with high attitude towards computer. However, complex or complicated applications or
having many trouble shootings may depress the employees to accept these applications if the attitude
towards computer of the employees were low; of course this would lead to high computer anxiety. It
could be possible that rapid changes in technology demanded employees to master and acquire
computer knowledge. So, computer anxiety is related to high and low task proficiency (Barcy &
Barcy, 2008). Moreover, with different backgrounds of employees, this may hinder the mastering of
computer applications; thus, there will be a possibility that they will experience computer anxiety
although at a low level.

5. CONCLUSION

Rapid changes in information technology demand business organizations to provide up-to-date
facilities and computing environment to expose employees with the latest computer applications. The
findings of the present study indicate that either with low or high attitude towards computers, it does
affect computer skills and computer anxiety. Computer skills have a quite strong effect on the level of
computer anxiety. Therefore, a study on computer anxiety does not mean that computer users are anti-
technology (Rosen & Weil, 2000). The most important thing is to manage the usage of those
applications effectively so that routine jobs that depend on technology can be accomplished smoothly
without much of a frustration. This is because the presence of computer technology does come as a
package with computer anxiety. Therefore, with the right computer skills among the employees, this
could minimize the level of computer anxiety. As the literature suggests this could be done by the
business organizations focusing on computer training, computer-supported collaborative learning,
promoting social interaction, implementing some innovative learning methods and avoiding negative
consequences (Parayitam, et al., 2010; Sanderlin, 2004).

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10.1016/j.chb.2004.03.020

1

EVALUATION OF USER INTERFACE DESIGN FOR LEARNING
MANAGEMENT SYSTEM (LMS): INVESTIGATING STUDENTS EYE
TRACKING PATTERN AND EXPERIENCES

Prasanna Ramakrisnan
1
, Azizah Jaafar
2
, Farizah Hanis Abdul Razak
3
, Dianacamelia Anak
Ramba
4

1,3,4
Faculty Computer and Mathematical Sciences (FSKM), University Technology MARA (UiTM), 40450
Shah Alam, Selangor MALAYSIA
2
Faculty Infomation Science and Technology (FTSM), University Kebangsaan Malaysia (UKM), 43600
Bangi, Selangor MALAYSIA
prasanna@fskm.uitm.edu.my, aj@ftsm.uk.my, fariza@fskm.uitm.edu.my, marcelladiana87@gmail.com

ABSTRACT

E-learning is an innovation technology with the aim to provide a strategy to improve the quality of
teaching and learning. The establishment of LMS is to improve the teaching and learning environments
and to have better learning delivering through electronic device. The interface design of LMS plays an
important role to deliver the learning process to both learners and educators. The usability of LMS is
an important criterion for providing an effective and easy learning environment. Thus, this study aimed
to evaluate user interface design of LMS by analyzing students eye tracking pattern though the gaze
plot and heat map. The interface of LMS was divided into three area; top, left and content. Students
area of interest was identified using the eye tracing pattern. Students eye movement was studied using
Tobii Series Eye Tracker Model T60/T12 and ManGold software suite to capture their eye tracking
pattern when using the LMS to complete their task. The analysis from the students eye tracking
pattern indicated some interface design issues in LMS. Based on this finding, we discuss the user
interface design guidelines applied in LMS and suggested some improvement for identified design
issues.

Keywords: usability, user interface design, eye-tracking, e-learning

1. INTRODUCTION

E-learning is a combination form of online and offline learning. The term online learning is defined
precisely as learning using a computer with a link to internet access (Duff 2004), while offline
learning refers to learning which is not linked to internet access for example, CD-ROM, video and
audio tape. Online learning is encompassing with a diversity learning access and teaching paradigms.
The most familiar current online learning is learning management system (LMS) which is used widely
at the local university to increase interaction between student and lecturer. The LMS is an information
system that controlled by administrator and manage e-learning course and also keep track of students
progress (Brown & Johnson 2007). LMS is a web- based technology which facilitates in planning,
distribution and estimation of a particular learning process (Ayub et al. 2010). LMS offers possibilities
for changing and developing new method in education as well as facilitating flexibility for institutions.
The LMS is accessible via the internet where lecturers could access the system to upload content
and establish online collaboration with students. Students can also access the system from anywhere to
download content and collaborate online. Therefore, the design interface of LMS is important as its
play a vital role in user interface interaction. In the online environment, users will utilize the computer
to access the content and interact with others online user and instructors. The LMS must be designed
in an appropriate way so that users would not face any trouble when using it (Ayub et al. 2010). The
problem in LMS design would decrease the user satisfaction when using the portal. Thus, a simple
LMS user interface must be included for ease the interaction between users and systems (Ghoniemy &
Fahmy 2010).
The evaluation of user interface design for i-learn portal, LMS used in University Technology
MARA (UiTM) was studied using eye-tracking technique. The eye tracking technique is employed to
978-602-19271-0-6 ICEL 2011

2
identify the current design issues concern on the design interface. An eye-tracking technique works to
track the students eye movement pattern and their position on the screen. The students eye-
movement pattern is recorded with Tobii Series Eye Tracker Model T60/T12 to obtain the information
on students attention area in i-learn portal interfaces during accomplishing tasks. After students task
completion, a post interview is conducted to identify students experience, using i-learn portal. An
interview is needed because the eye-tracking alone does not provide any direct information on the
students experience (Eger et al. 2007).
The concept of students experience is directly related with the usability of LMS. It is important to
obtained information about students behavior and understands the way students navigate through
learning LMS (Murieal Garreta-Domingo & Mor 2007). The students behavior provides useful
information on usability and to system designers in order to identify the LMS design issues and which
is the task that generates more failure and frustration. Hence data was collected from the eye tracking
test and interview to analyze and identify the interface design guidelines that applied in LMS. Besides
that some suggestion were also listed for improvement of identified design issues.


2.1 Usability Testing

The usability testing is a technique which widely used to identify the quality of a certain area in web
site design. The purpose of conducting usability testing is to make sure the students can do the
purposed tasks in LMS with efficiently, effectively and satisfactory. Usability testing is a method
which can be used in discovering problems regarding the user interface of the LMS by students
(Nakamichi et al. 2006). The usability evaluation of LMS can be studied through the user testing
(Nielsen 2003). There are three components, which encompass in conducting the user testing. There
are participating students who have an experience as a user; asking students to perform representative
task with the design; and observing the students.
There are several methods to conduct the usability testing such as heuristic evaluation, cognitive
walkthrough, and task analysis (Razeghi 2010). Each of the methods has one or more technique
embedded into it. Table 1 includes the description of some important methods and techniques of
usability testing.

Table 1: Usability Testing Methods and Techniques

Usability Testing Description
M
E
T
H
O
D

Heuristic evaluation Experts evalute a product based on some accepted principles
Cognitive
walkthrough
Experts walkthrough the phases and actions necessary to accomplish a
task and gather potential issues
Pluralistic
walkthrough
Experts walkthrought the actions which needed to accomplish a task as
a group asking themselve a set of questions
Task analysis Is a learning process about the product by observing user in action
T
E
C
H
N
I
Q
U
E
S

Interviews Enquiry user verbally after completing a task
Questionnaires Ask user to write down their ideas in answering question about the test
Thinking Aloud Ask user to say aloud what they thoughts when completing a task
Restrospective think
aloud
Ask user on what they thought after completing a task.
Direct observation Observe users behaviours when complete a tak.
Video recorded
observation
Video record the users behaviours while completing a task
Screen logging
observation
Record the users interaction with interface via logging software
application
Focus group Record a moderated discussion among potential users of a product
Eye tracking Capture users point of gaze while completing a task

Source: (Razeghi, 2010)

3
2.2 Eye Tracking

Eye tracking is a method used to measure a persons point of gaze, which focuses on what a person
looking at and find out the eye spot. The function of eye tracking is to record a persons eye
movements while performing a task provides information about the nature, sequence and timing of the
cognitive operation that takes place (de Kock et al. 2009). The hardware that is used to capture the eye
movement is called an eye-tracker. The data collected from an eye-tracker will be analyzed using an
eye tracking software.
The eye movement can be studied through the fixation and saccade to monitor the complexity of
an interface. Fixation is the moment where the eyes moderately static, normally lasting between a
quarter to a half of a second (Manhartsberger & Zellhofer 2005). The most information from the eye is
made accessible during a fixation and it target is to recognize the fixated object. Saccade is rapid
movement between fixations to another spot. it typically occurs 3 to 4 times every second (Ehmke &
Wilson 2007). Data that collected on fixations and saccades from an eye-tracker will be visualized in
an eye tracking software as gaze plot and heat map. Gaze plot is used to exhibit the fixation and
saccades, while heat map explains the focusing duration on the screen by using color representation.

3. METHOD AND TECHNIQUES USED

An empirical study was conducted to gather data from the eye tracking technique for the evaluation of
user interface of LMS and an interview for identifying the students experience using LMS. The study
on students experiences can give better understanding on the usability of LMS (McCarthy & Wright
2004).

3.1 Participant

Five participants are chosen from two different faculties, which is from Faculty of Business
Management and Faculty of Computer Science and Mathematics. Each participant required to
complete given tasks without unlimited time.

3.2 User Task

For this study the i-learn portal, LMS used in University Technology MARA was used to conduct the
user interface design evaluation. The participants are students of UiTM. Students were given four (4)
tasks to be completed with LMS. There are as follows.
Task 1: Assess to i-learn portal account.
Task 2: Download a lecture note from one of the registered courses.
Task 3: Upload the selected note to i-learn portal account.
Task 4: Send the selected note to one of the course members.
The above task includes students interaction such as accessing, downloading, uploading and sending.
Those interactions are important to evaluate an LMS because they are the basic interactions that need
to be included in any LMS.

3.3 Eye Tracking

The eye-tracking technique was used to collect data from students eye movements to measure their
performance towards LMS. Tobii Series Eye Tracker Model T60/T12 was used to record the user
performance for task 1 to 4. Calibration is the first process in eye-tracking technique to track the
position of eye movements. This process is important to ensure the gaze vector and gaze fixation
position of students is on the host of computer screen (Bates et al. 2005). In this study, the eye tracker
device needs to be calibrated for each student before conducting the test. After the calibration process,
students will proceed to completion of given tasks. During completing the tasks, the student eye-
movements and action will be recorded. Once the task was completed, we obtain data on students eye
movement in a form of visualization and video recording. The visualization type used to interpret the
data is the gaze plot and heat map.

4
The gaze plot indicated where a students attention. Gaze plot provides information on fixation and
saccade. The circles in gaze plot suggest students attention area in a page. Gaze plot circle specify the
duration of a fixation. Larger circle represents longer fixation. Long fixation can be interpreted as the
user is interest or, either the user is confusion on the subject or on the interface design. The lines that
connect circles indicate the saccade path. The lines show the students eye movement in i-learn portal
interface.
Heat map is another method used to visualize the data collected from students eye movement. The
heat map shows the hotspot area of students attention. The hotspots are the areas which most viewed
by the students and this area is shown in red (Navalpakkam et al. 2011). Both gaze plot and heat map
is used to provide better understanding on students attention area.
To further support experience on interface design, we can study students attention spending when
entering the selected pages on the i-learn portal. The i-learn portal layout is divided into three parts or
variables to detect the area of attention spending. There are top, left and content. These three variables
are used to analysis the area of interest (AOI) and area of attention spent by each participant. The AOI
analysis allows to define areas within a page and to compare eye tracking data for those areas such as
the fixation count and the fixation duration by eye tracking data on each page. The chosen of layout
areas are based on the portal layout interfaces itself (see Figure 1) and the data analysis of eye
movements is based on the area to help investigate the students attention spending on each interface
design of portal.

Top

Left

Content

Figure 1: The three areas used for the analysis of the eye movement data

3.4 Interview

An interview was conducted once the students completed all the 4 tasks given to them. The interview
was to identify students perception and experience using the LMS.

4. FINDING AND DISCUSSION

4.1 Analysis of Eye Tracking Patterns

The following section discusses the eye tracking results and suggests design guidelines for identified
user interface design issues.

4.1.1 Task 1: Assess to i-learn portal account

All participants have completely finished this task without any assistant from the test administrator.
However, student 1 had taken long time during this task before this student can move to the selected
course page. All the students stated no problem with this task.
Eye tracking patterns analysis: Only gaze plot of student 1 indicated fixation on entire area of i-
learn portal home interface (see Figure 2). But the focus of the attention was still at content area,
which was indicated with the red colored area in heat map (see Figure 3). The rest of four students

5
gaze plot revealed more attention was given at the content area which menu for course selection is
available.
Design issues: The student 1 accesses the home page of i-learn portal for the first time for the
student encounter the design. Learn ability student 1 was moderately fast. Student 1 spends some time
in exploring the home page of i-learn portal before proceeding to the content area.

Figure 2: Gaze Plot Pattern of Student 1

Figure 3: Heat Map Pattern of Student 1

User interface design guidelines: The students should be able to learn easily and timely the
features provided in LMS (tuikys et al. 2006). The home page interface should be simple and
memorable design and guide the students directly to the content area where the menu for course
selection is available. The simple and memorable design can help users to easy accessing the interface.
The i-learn portal has a learnability characteristic. New user of the portal was able to learn quickly the
interface before proceeding to the content area. The important content area was highlighted to the
students by displaying the course menu in a table with different background color. Besides that, all the
important announcements that need to be given to the students were posted just above of the course
menu. This is a good area to place the important announcements because every student will be
focusing to course menu area at LMS home page once they log in.

4.1.2 Task 2: Download a lecture note from one of the registered course

Students were able to complete task 2 even though some of the students had several problems. Most of
the students had difficulty to understand the navigation tools on the left area of course page. This
causes the students to spend longer time for understanding the function of course navigation (myTool).
Eye tracking pattern analysis: The larger gaze plots identified much occur between left area and
the content area for all participants. The fixation counts revealed more at content area and left area
(see Table 2). This indicated the participant eye movements much focus at center and left area. Student
2 and 3 never logged in to i-learn portal for some time. The fixation counts on left area for these
students indicated slightly higher than the rest of the students. But Student 1 is first time user of i-learn
portal, so this student spend more time understanding the tools available on left area first. Once
understood, this student was able to do the given task. This supported by higher fixation count for
student 1 at left area and lower fixation counts at the content area.
Design Issues: When the infrequent user, the student logged in to portal, they could not remember
the ways to access the content in the portal. However, they were able to quickly move to the content
menu.

6
Table 2: The Fixation Count for the Three Indentified Area of Interest

Top Left Content
Student 1 0 165 13
Student 2 0 11 30
Student 3 0 1 22
Student 4 11 12 17
Student 5 6 1 32

User Interface Design Guidelines: The LMS interface should help the students or lecturers from
remembering the information while using the system (Mandel 1997). One of the criteria used in LMS
to minimize memory load was information display of current location of students. Most of the student
use LMS to download notes (Muhammad et al. 2011). The i-learn portal was design in such a way that
once the student selected the course at home page, they are able to see all the folders contenting the
course content for the selected course at the content area. Besides that, one more features that can be
included is the shortcut. The mnemonic and accelerator keys (e.g. keyboard shortcuts) can be included
as a shortcut for commonly used function in LMS.

4.1.3 Task 3: Upload the selected note to i-learn portal account

Students needed longer period of time to complete this task. The feature of the i-learn portal used to
upload a file is myDrawer. The myDrawer is online storage that is available for all the students. There
are two myDrawer available in the i-learn portal. The students had uncertainty in choosing between
the two myDrawer that led to four of the students used myDrawer that is available under myTools and
one used group myDrawer.
Eye tracking result: All students able to complete this task successfully. Most of the students
fixation and saccade path was at adding the file title and file browsing (see Figure 4 to Figure 8).
Nevertheless, fixation and saccade paths for student 5 illustrated eye movements were around the left
and content area (see Figure 8). Student 5 had uncertainty in choosing between the two myDrawer.
Thus student 5 had a larger fixation circles around the myDrawer and Group link at left area.
Design Issues: Students were unable to differentiate the use of two myDrawer. The label name
used for both the myDrawer does not distinguish them.
User Interface Design Guidelines: Navigational controls used in LMS allow the students control
the interface (Mandel 1997). It is important for the students to use controls to interact with LMS. The
design of navigational control (e.g. Types, color, visibility and label name) used for interacting with
LMS user interface need to be clear. It is recommended using only one myDrawer or using different
labeling such as courseStorage and groupStorage to distinguish between the myDrawer.

Figure 4: Gaze Plot Pattern of Student 1 Figure 5: Gaze Plot Pattern of Student 1

7

Figure 6: Gaze Plot Pattern of Student 3 Figure 7: Gaze Plot Pattern of Student 4

Figure 8: Gaze Plot Pattern of Student 5

4.1.4 Task 4: Send the selected note to one of the course member

The entire students completed this task successfully
Eye tracking result: The eye tracking result had shown that all students focused at content area.
From the gaze plot, it can be described that entire students concentrated at the title field, send check
box, user selection, select file and browse through file field. Furthermore, the saccade path occurrence
was a lot at the content area compare to other areas.
Due to the function of sending is in the same page of uploading as file (task 3), there was not any
new design issue detected for task 4. Hence user interface design guideline for this task was not
proposed.

4.2 Analysis of Interview Data

Students experience and user behavior feedback on i-learn portal interface design is obtained from the
interview data. Based on the finding the students provided a combination positive and negative
experience using the i-learn portal. The result shows that all students participated in the testing were
not satisfied with the design of controls used in the i-learn portal.
The i-learn portal was designed for assisting the teaching and learning process online. Lecturers
usually upload all the course-related files in i-learn portal and any students registered for the course
can download those files from any location. Therefore, these students do not need to wait anymore for
the lecturer to provide the teaching material through handouts in the classroom. This could be a reason
why students indicated downloading files related to course is really helpful for them and they enjoy
having the availability of course content in i-learn portal.
Another important feature in i-learn portal is the availability of a forum. Students and lecturers are
able to interact with each other at any time at any place for a discussion. Students interaction with the
lecturer and other students taking the course is not limited to only classroom time with the availability
of forum. The result discovered that students do enjoy having forum features in i-learn portal. The
summary of students experience using i-learn portal is presented in Table 3.

8
Table 3: Students Feedback on Their Experience using i-Learn Portal

Students
Experience
Students Feedback
Satisfying All five students are not satisfied with control design for i-learn
portal user interface.
Enjoyable Availability of course contents and forum in i-learn indicated
enjoyment for the students.
Helpful Feature of downloading files from course content was found
helpful by the students.

Students feedback on the satisfaction of i-learn portal was negative to the control design. Students
negative feedbacks are crucial in order to improve the design interface to be more interactive, usable
and affordance. The negative feedbacks identified from the students feedbacks together with the
proposed solution are stated in Table 4.

Table 4: The issues identified from the students about i-learn portal user interface design

Aspect Identified Issues Proposed Solution
Label The word used for myDrawer was not
well described. It was difficult for the
student to understand and the word used
confused them.
Change the use of myDrawer
term to another appropriate term
which familiar with all the
students.
Color The color combination did not attract the
students. Most noticeable inappropriate
color combination was stated at top menu.
Both the background and text color for the
top menu is dark.
Top menu color need to be
changed as it is not visible to
users. Proposed to use reverse
color technique for top menu. Use
dark background with lighter font
color or vice versa.
Font The font size for myTools is very small.
Thus the visibility of the font is not clear
for students with vision problem.
Proposed to use larger font size to
increase the font visibility at
myTools.

5. CONCLUSIONS

The design of the portal is important as its plays a vital role in student - interface interaction. This is
because students in an online environment will use the computer to access into the content and interact
with other students and lecturers. Therefore, the interface design must be designed in a comfortable
way so that users would not face any difficulties while using it. From the finding, the i-learn portal had
both positive and negative design issues. We proposed solution for the identified negative design
issues. From this study it is hoped that the designer of i-learn portal can improve the portal interface
based on the identified design issues to improve students satisfaction.

REFERENCES

Ayub, A. F. M., R. A. Tarmizi, W. M. W. Jaafar, W. Z. W. Ali & W. S. Luan 2010. Factors
Influencing Student's Use a Learning Management System Portal:Perspective from Higher
Education Students. International Journal of Education and Information Technologies 4(2): 100-
108.
Bates, R., H. Istance, L. Oosthuizen & P. Majaranta. 2005. Survey of De-Facto Standards in Eye
Tracking. Laporan.
Brown, A. & J. Johnson. 2007. Five Advantages of Using a Learning Management System.
http://www.microburstlearning.com/articles/ [29 May 2011].
de Kock, E., J. van Biljon & M. Pretorius 2009. Usability evaluation methods: mind the gaps, hlm.
122-131.

9
Duff, A. 2004. The Revised Approaches to Studying Inventory (RASI) and its Use in Management
Education. Active Learning in Higher Education 5(1): 56-72.
Eger, N., L. J. Ball, R. Stevens & J. Dodd 2007. Cueing retrospective verbal reports in usability testing
through eye-movement replay, hlm. 129-137.
Ehmke, C. & S. Wilson 2007. Identifying web usability problems from eye-tracking data, hlm. 119-
128.
Ghoniemy, S. & A. Fahmy 2010. A Dedicated Web-Based Learning System. Universal Journal of
Computer Science and Engineering Technology 1(2): 84-92.
Mandel, T. 1997. The elements of user interface design Ed.: Wiley.
Manhartsberger, M. & N. Zellhofer 2005. Eye tracking in usability research: What users really see,
hlm. 141152.
McCarthy, J. & P. Wright 2004. Technology as experience. Interactions 11(5): 42-43.
Muhammad, A., A. M.Iftikhar, S. Ubaid & Martinez-Enriquez 2011. A Weighted Usability Measure
for e-Learning System. Journal of American Science 7(1): 680-686.
Murieal Garreta-Domingo & E. Mor 2007. User Centered Design in E-Learning Environments: from
Usability to Learner Experience. 11(2): 16.
Nakamichi, N., K. Shima, M. Sakai & K. Matsumoto 2006. Detecting low usability web pages using
quantitative data of users' behavior, hlm. 569-576.
Navalpakkam, V., J. Rao & M. Slaney 2011. Using gaze patterns to study and predict reading
struggles due to distraction, hlm. 1705-1710.
Nielsen, J. 2003. Usability 101: Introduction to usability. Jakob Nielsen's Alertbox 25.
Razeghi, R. 2010. Usability of Eye Tracking as a User Research Technique in Geo-information
Processing and Dissemination.
tuikys, V., R. Damaeviius, M. Montvilas, V. Limanauskien & G. Ziberkas 2006. Educational
Portal Development Model for Implementing Design for Change. Information Technology and
Control 35(3).

1

INSTRUCTIONAL DESIGN THEORY ON TEACHING DELIVERY
AND EVALUATION ONLINE FOR GRAPHIC DESIGN COURSES

Zainuddin Ibrahim
1
and Azlan Abdul Aziz
2

1
Faculty of Art & Design, Universiti Teknologi MARA, Shah Alam MALAYSIA
2
Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA, Shah Alam MALAYSIA
macintag@gmail.com,, azlanaa@fskm.uitm.edu.my

ABSTRACT

This research identified the perusal of instructional design theory on teaching delivery and online
evaluation for Graphic Design courses. For this online teaching and learning development, lecturers and
students must be able to access a teaching and learning framework, which is effective, easy to use and
accessible. Through a conducted teaching and learning program which involved a series of online and
offline delivery trials to a small group of students located in the Graphic Design Department, Faculty of
Art & Design Universiti Teknologi MARA UiTM) attempted to achieve a new approach of how the
teaching and learning environment for Graphic Design normally using face-to-face teaching, can be
appropriately instructed into online delivery. A website was established which provided the students
with a series of lessons according to the instructional design theory which included formative appraisal.
Each topic was accompanied by multimedia element in order to have better understanding and learning
experience. Hyperlinks to various related resource materials were provided throughout the program to
encourage non-linear access to knowledge, to enhance repetition and to encourage independent
learning. The study was able to conclude that, the perusal of instructional design theory will drive
online learning as an effective medium for delivering graphic design course is successful.

Keywords: Online Teaching and Learning, Instructional Design.

1.0 INTRODUCTION

The increase in student enrolment for graphic design programs has forced institutions to spend
millions of Ringgit to fulfill the needs of students in terms of placement, lecture rooms, studios,
computers, maintenance and many more. Therefore, the use of technology in education can help to
alleviate some of the problems due to the influx.. Nowadays, new technologies support new ways of
learning. According to Ally (2004), online learning is the use of Internet to access learning materials,
to interact with the content, instructor, and other learners, and to obtain support during a learning
process. Some institutions have created an online learning in their teaching and learning system
through a Learning Management System (LMS). In addition, the explosive growth of technologies has
created a new global awareness and culture, and offers an ideal framework for developing new levels
of opportunity for learning. However, the preparation of teaching materials that involves technical
skills which involve Learning Course Management System (LCMS) still needs a more detailed study.
According to Hamat & Mohamed Amin (2009), educators need to start by understanding the
technology and its features and the benefits they bring to them. Teaching and learning skills through a
screen requires an effective instructional theory so that they facilitate the understanding and beneficial
to all parties.

2.0 OBJECTIVES

According to Malaysia Thesis Online (Perpun, 2011), there are no records for research on instructional
design for the development of graphic design courses. It is hope that the findings of this research will
serve as a good reference on the development of online graphic design courses. Furthermore, it is hope
that the study could also assist graphic design lecturers to actively engage or involve in designing and
developing more online learning materials for the learners.
This research is conducted to:
978-602-19271-0-6 ICEL 2011

2
1. Identify the appropriate instructional design theory to be implemented to develop online
learning material.
2. Ascertain the feasibility of online learning materials (LCMS) as an enhancement
supplementary instructional tool for graphic design courses.
3. Identify the effective online appraisal method to evaluate the online courses.

3.0 SIGNIFICANCE OF THE STUDY

In the age of science of technology and e-knowledge, the online learning materials are highly sought
after in the acquisition of knowledge and skills. In the graphic design learning, the interactive online
learning materials are highly recognized to be able to enhance teaching and learning processes. This
research involves a development, analysis and study of instructional design theory on online learning,
which is currently not available in the Graphic Design Courses at Universiti Teknologi MARA
(UiTM).
The online learning materials will be developed by the researchers of this project, to supplement
conventional teaching and learning method of the graphic design courses in UiTM. It seeks to tap into
the impact and advantages of electronic or digital devices and technologies, especially in the aspect of
visual-audio enhancement, as well as provides an alternative for conventional teaching and learning
method in order to produce effective and motivated learning results.
When the feasibility of this online learning materials is proven, with its strengths and weaknesses
fully assessed, the research findings will provide some relevant reference for the establishment of a
fully interactive online learning materials as supplementary learning materials that create learning in
mobile, or flexible learning for learner who are learning Art and Design in UiTM.
By looking into the benefits of providing online delivery of graphic design teaching and learning,
the researchers also hope to enhance students motivation and confidence level in the graphic design
technology. The positive perceptions of students towards learning will further impact their motivation
and increase students competency. Furthermore, an online teaching and learning environment can
brings a lot of benefit in terms of space, time, cost and manpower.

4.0 PROBLEM STATEMENT

Realizing its economic and pragmatic values, many are keen to learn graphic design today. In
Malaysia, the waves of graphic design are noticeable where this course has become one of the most
popular in local university currently. In UiTM (Universiti Teknologi MARA) alone, there are around
1500 students learning graphic design course each semester.
The number of students increases every year and there is a great demand for graphic design
program in the university. Throughout the years, the traditional approach has been the most preferred
teaching method among graphic design lecturers in UiTM. With the maximum 30 contact hours per
week to learn graphic design and the big number of students in a classroom (most of the classes have
30 students above), it is a rather challenging task to allow each student to have the chance to engage
and interact in the learning process. Thus, there is always an issue of why the majority of students still
cannot produce a high standard and quality artwork.
Garrison & Anderson (2003) indicated that even though e-learning has numerous advantages such
as learners self-paced, increased personal communication between instructors and learners, increased
flexibility in time and place, these websites are not as popular as the founders have expected. Liu
mentioned that teachers are not familiar with modern technologies. The situation is common in
Malaysia. On the other hand, the demand of learners or students to learn graphic design is increasing
every day. A majority of them are looking out to attain any extra learning material that would enhance
their learning.
In the case of UiTM, the learners have only 3-5 contact hours for each course. Outside the
classroom, they are all alone to do their development. Obviously, they are in need of supplementary
materials that would help them master their skill.
In comparison with the course materials designed for traditional classrooms, online learning
materials are still lacking for graphic design courses. The challenges facing online teaching are, among
many, the insufficiency of teaching resources, and non-classification of raw teaching materials.

3
According to Hall (2005), the best way to make online resources sharing possible is to let teachers
participate in courseware designing activities.


The rapid use of computer technology has offer great flexibility in education to cater for the increase
in learners diversity in a classroom. Since computers offer great flexibility in the type of resources to
learners, it has become an increasingly common tool used for enhancing and enriching the teaching
and learning process. But in the electronic world, it is important that educational organizations
implement online learning successfully to meet students needs. According to Apedoe & McGee
(2005), they suggest that a Course Management System should include more tools for learner-oriented
activities.
According to Associate Prof. Dr. Mustaffa Mohamed Zain, Deputy of Vice-Chancellor Universiti
Teknologi MARA (Academic and International), in a International Conference on e-learning (UICeL)
2007, he said that all the institutions have to think about the development on teaching module for the
vocational education which involve skill development.
According to the then Ministry of Education, Datuk Sri Hishamuddin Tun Hussein, he said
educators must improve teaching and learning delivery approach to enhance our national education
towards globalization (BPPDP, KPM, 29 MAR 2006). This statement is to persuade all the researchers
in Malaysia to take the opportunity to enhance Malaysian educational teaching and learning system.
However there is still a missing gap in knowledge for the vocational and skill-based education
program. According to the e-learning centre of UiTM namely the i-Learn Centre, their Learning
Management System records show that 1.2% out of 200 courses offered in the Art & Design faculty
implemented online delivery and 0% conducted full online delivery.

6.0 METHODS

This research adopts a qualitative ethnographic approach involving undergraduates from graphic
design students from the Art & Design Faculty, UiTM. The sample comprised first year graphic
design students and anyone taking one of the identified courses. Due to the evolving nature of
qualitative research that allows for constant admission of newly derived criteria and issues selection,
sample selection was also based on participants of face-to-face and online modes. Data for the study
will be collected using observation, interview, testing and content analysis.

6.1 Observation

According to Lofland (1971) cited from (Paton, 1990), observation refers to the circumstances of
being in or around an on-going social setting for the purpose of making a qualitative analysis of that
setting. In this study, the participants usage of a graphic design course through the face-to-face mode
for one group and online for another group is observed. Throughout the study, the researchers take into
consideration the physical and virtual setting to see, hear and experience the course as practiced and
their association with the behavior, cognitive and constructivist achievement.

6.2 Interviews

The aim of the interview is to find out what is in the interviewees mind. In this study, interviews
allowed the researcher to enter the interviewees realms as regards their use of needs and references to
better understanding of these from their point of view. The main concern of the qualitative
interviewing in this research is to understand how the participants viewed the online learning
environment and captures the complexities of their individual perceptions and experiences (Paton,
1990). Such information would be inaccessible or impossible to comprehend with the use of other
types of data gathering tools such as questionnaire or observation. According to Paton (1990), the
qualitative interviewing begins with the assumption that the perspective of others is meaningful,
knowable and able to be made explicit.

4
6.3 Content Analysis

Another particularly important data collection tool that provides more comprehensive outcome both in
terms of theory and practical skill aspect is content analysis. This kind of data collection provided with
the necessary rich source information about the online learning environment especially for graphic
design courses. The content analysis will look at the type of interaction and to look at the roles that
both tutors and learners play in online environments especially for psychomotor skill development.
Through reading and excerpt or an entire passage of the massages and quotations posted by the
participant, the researchers will able to analyze better the views, feelings and justifications of the
participants.

7.0 SCOPE & LIMITATION

This research will specifically focus on online learning for one course. This study will cover for online
& offline learning testing. Online learning testing will use the Learning Content Management System,
and the offline learning testing remain as current practice. The tests will be conducted for a duration of
one semester at the Graphic Design Department, Art & Design Faculty, Universiti Teknologi MARA
to review the achievement.

8.0 CONCLUSION

In conclusion, conventional learning has become mainstream and detached from the learning system
of the past. Computer and internet usage nowadays is seen as universal media, spanning social class,
gender, race and age. The introduction of online learning enable students to enhance learning and to be
more skillful, innovative and have a better understanding of the course. This will allow them to
manage their learning time and to be prepared for a more responsible role in student-centered learning.
As the online learning system continues to develop, devices will also evolve rapidly to include many
new features and functionalities. The result of this fusion of online learning can be used in many ways
we never thought possible before. As a clear education trend, more and more students and educators
will be integrated into online learning, making them the most versatile application for effective
teaching and learning.

REFERENCES

Ally, M. (2004). Foundations of educational theory for online learning. Retrieved July 13, 2011, from
http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf
Apedoe, X., & McGee, P. (2005). The Interplay of Teaching Conception and Course Management
System Design. Research Implications and Creative Innovations for Future Design , pp.57-68.
Elisabeth, R., & Darin, H. (2001). Basic of E-Learning. New York: American Society for Training and
Development.
Garrison, D., & Anderson. (2003). E-Learning in the 21st Century: A Framework for Research and
Practice. London: Routledgefalmer.
Hall, B. (2005, March 12). About E-Learning. Retrieved June 10, 2011, from About E-Learning:
http://www.brandonhall.com/public/faqs2/faqs2.htm
Hamat, A., & Mohamed Amin, E. (2009). Course Management Systems : Research, Design &
Development. Malaysia: Karisma Publication Sdn. Bhd.
Melan, T. S. (2007 26-June). Mimos Press Release. Retrieved 2007 12-August from Mimos:
http://www.mimos.com.my
Nagu, S. U. (2007 23-November). NSTOnline Learning Curve. Retrieved 2007 23-November
from New Strait Time:
http://www.nst.com.my/Current_News/NST/Sunday/LearningCurve/20070505170034/Article
Paton, M. (1990). Qualitative Evaluation and Research Methods (2nd Ed.). Newbury Park, CA: Sage
Publication.
Perpun. (2009, June). Malaysian Thesis Online (MYTO). Retrieved 2011, from Malaysian Thesis
Online: http://www.perpun.net.my/myto

5
Thelma, J. G., & Elizabeth, P. S. (1972). Independent Activities For Learning Centre. MSS
Educational Pub. Co. .
Zain, M. M. (2007 31-July). Developing on Teaching Module for The Vocational Education. Shah
Alam, Selangor, Malaysia.

1

QUALITY FRAMEWORK FOR ASSESSMENT OF MULTIMEDIA
LEARNING MATERIALS VERSION 1.0

Syed Jamal Abdul Nasir bin Syed Mohamad
1
, David Asirvatham
2
, HalimatolHanim Mohd
Khalid
3

1
Universiti Teknologi MARA, Shah Alam

2
Universiti Malaya
3
Malaysia Open University
syedjamal145@salam.uitm.edu.my, david.asirvatham@um.edu.my, hanin@oum.edu.my

Abstract

This paper reports about an instrument which has been developed by the Commonwealth of Learning
Media Centre for Asia (CEMCA) and the Ministry of Higher Education, Malaysia (MOHE). This
instrument aims to be a standard quality framework which can be used by multimedia users in
evaluating the quality of the e-learning materials. Basically, the instrument is constructed to evaluate
two sections, which are the learning material development process and the finished learning material
product. However, this paper merely discusses the second section.

Key Words: multimedia learning materials, quality assurance and assessment.

1.0 INTRODUCTION

Multimedia learning materials(MLM) can be defined as the combination of various digital media
types, such as text, images, sound and video, into an integrated multi-sensory interactive application or
presentation to convey a message or information to learners that promotes effectives learning (Neo and
Neo, 2000). It is an important component in e-learning or distance learning. Studies have shown that
MLM has a huge impact on the outcome of learning. A well designed MLM can promote better
performance among learners. MLM that is designed using good teaching methodologies and
instructional models can have a positive impact on the learners. MLM can be engaging, while
simulated experiment and game-based learning can be fun for learners.
Today, large investments are made on developing MLM for teaching and learning. For example,
as one of the flagship programs of the Multimedia Super Corridor (MSC), RM300m was allocated for
smart schools where it involved the development of MLM for schools (Vicziany & Marlia, 2004).
E-learning or distance learning can be supported by multimedia-rich content. It deploys videos,
audios, animations, chats, interactive contents and other collaborative contents. The use of MLM
makes learning interesting and fun. Hofstetter (1995) defined interactive multimedia as the use of a
computer to present and combine text, graphics, audio and video, with links and tools that let the user
navigate, interact, create and communicate.
As more MLM are being developed, it becomes important to determine the quality of these
products. Users need a guide to select and use these products. Users also need to know the quality of
these products. Adopting poor quality content can result in poor performance of the learners and
subsequently increase the drop-out rate.

2.0 TYPE OF MLM PRODUCT ADDRESSED BY THIS FRAMEWORK

The type of MLM product referred here is the finished MLM used for the purpose of teaching and
learning. The guidelines for the summative assessment of MLM is provided for MLM related to
teaching and learning rather than other type of content such as for advertisement-based or
entertainment.
Assessment can be defined as evaluating the appropriateness of the material for the purpose.
Formative assessment involves the judgment of the effectiveness and efficiency of the development
process. Summative assessment involves the assessment of the competed MLM products. In formative
978-602-19271-0-6 ICEL 2011

2
assessment, the purpose is to improve the product during the development stage. Normally, the
guidelines serve as strategy or plan that can be used to improve the product.
In summative assessment, the finished product is evaluated. The purpose of summative assessment
is to make a decision to whether to adopt the product or, in some cases, to grade the product. The
summative assessment determines the quality of the finished product. As MLM development is slowly
taken over by production companies ad publishers, summative assessment becomes more important to
users, who could be students, teachers or other stakeholders.
Quality Framework for Assessment of MLM is divided into two parts Part A and Part B. Part A
covers the Pre-requisite Data for Assessment of MLM and includes some basic information relating to
the MLM while Part B serves as an Assessment Guide for Multimedia Learning Materials and
provides some useful guidelines to the evaluators/stakeholders for the assessment of MLM to
minimise subjectivity.

3.0 THE CONSTRUCTION OF QAMLM

The idea of constructing the QAMLM was initiated by Commonwealth Educational Media Centre For
Asia (CEMCA) during the 1
st
Roundtable Meeting with a group of experts in Bangaluru, India on the
7
th
of August 2007. The meeting group agreed to have a standard framework as a guide for the
learning materials developers and the end users as well. They also agreed that the development of the
framework should involve experts and stakeholders from various Asian countries. Two core groups
one in India and the other in Malaysia were constituted to undertake the development of the
framework as a result of collaboration between CEMCA and Malaysia Ministry of Higher Education
(MOHE) (CEMCA,2010). This followed by a series of roundtable meetings which was conducted
involving experts from India, Malaysia, Sri Lanka, Brunei and Singapore.
The Indian core group merely concentrated on the first section which is the learning material
development process where the Malaysian core group focused on the finished learning materials. Both
groups have agreed to adopt ADDIE model (Analysis, Design, Development, Implementation and
Evaluation) as an underlying theory to develop the framework.
The first draft of QAMLM was tabled out in Dec 2
nd
2008 and after 18 months of serious
deliberation process which involved experts and stakeholders from various organizations around
Southeast Asia. It was circulated widely to various stakeholders and hosted to CEMCA website and
Wiki Educator of Commonwealth of Learning in order to get feedback from diverse parties in the
world.
The draft framework for finished learning materials was tested rigorously by several content
developers and users. Amendments were made based on the feedbacks from the pilot tests.

Table 1: Reliability of Three Pilot Tests

TEST

SECTION
FIRST PILOT
TEST
10 assessors
SECOND PILOT TEST
25 materials
THIRD PILOT TEST
(Final)13 materials
OVERALL .916 Too few cases .900
ANALYSIS .386 .338 .635
DESIGN .816 .723 .737
DEVELOPMENT .823 .786 .811
IMPLEMENTATION .450 .327 .862
EVALUATION -.353 Too few cases All items have been
removed

Table 1 summarizes the entire three pilot tests. The first pilot test was conducted by deploying 10
assessors to evaluate one multi-media learning material. The second pilot test on the other hand
involved one assessor to evaluate 25 multi-media learning materials. Both results were presented to

3
the panel of experts from Malaysia and India and resulting a more improved version or set of items.
Based on the final version the third pilot test was conducted and the reliability values have met the
acceptable value.

The MLM Framework Structure

The MLM framework structure is divided in two parts:
Part A addresses the pre-requisite data (14 items) for the assessment such as Information of the
MLM like module title, target audience, language, minimum hardware and software requirement
etc.

Part B provides a set of quality indicators with 5 points scale (19 quality indicators) that help the
users assess the quality of an MLM product. The higher the rating of the indicator the higher the
quality of the MLM product.

Who can use the Framework

The framework is useful to those who use the MLM like learners, teachers, parents, administrators,
librarians and etc.

Table 2 shows the final version of Quality Framework for Assessment of Multi-Media Learning
Materials.

Table 2: Quality Framework For Assessment of Multimedia Learning Materials

PART A: PRE-REQUISITE DATA FOR ASSESSMENT OF MLM
S. NO QUALITY
INDICATORS
DESCRIPTORS SCORE
Part A : Information
on MLM
Comments
A1 Reference Code:
A2 Module Title:
A3 Subject Area:
A4 Coverage:
A5 Keywords:
A6 Language:
A7 Target audience:
Pre-school
Primary School
Lower Secondary school
Upper Secondary School
Undergraduate
Post-Graduate
General Public
Special needs (specify: __________)
Others (specify: e.g. Farmers)
Not Stated

A8 Minimum Hardware
Requirements stated:

RAM Stated
Processor Stated
HDD Stated
Multimedia Requirements Stated
(e.g. CD/DVD, Speakers, Mike, etc.)

4

PART B: ASSESSMENT GUIDE FOR MULTIMEDIA LEARNING MATERIAL

S.NO QUALITY INDICATORS SCORE DESCRIPTION
B1 Learning objectives (LO) are
clearly stated (*)
1 Primary LO not stated
2 Primary LO stated
3
Primary LO is clearly stated, but
sub/secondary LO (SLO) are not stated
4 Primary LO and Secondary LO are stated
5
Primary LO and Secondary LO are very
clearly stated
B2 Language is appropriate to
target 1 audience (*)
1
Totally not understandable (i.e. Too high
level, too many mistakes )
2
Inappropriate (High level, complex, some
mistakes)
3
Appropriate (Average level of difficulty and
complexity, minor mistakes)
4 Good (simple and clear)
5 Excellent (simple, very clear and engaging)
B3 Pre-Requisites stated

1 Not stated
2 Stated but not clear
3 Stated and clear but not adequate.
4 Stated clearly and adequately
Internet speed stated
Other Requirements Stated
(specify: ___________)
Not Stated
A9 Minimum Software
Requirements stated:

OS Stated (e.g. windows version)
Browsers version/type
Plug-in software stated
Other software requirements
(specify: ____________)
Not stated

A10 MLM validate by
SME
Yes No
A11 Warranty Warranty provided
No Warranty provided

A12 MLM conformant
with prevalent and
applicable standards

SCORM
Web 2.0
Open source
Others (not stated)

A13 Provides support for
special needs (i.e.,
physically
challenged)

Yes No

A14 License conditions of
the MLM stated

Copyright protected
Creative Commons with Attribution
Creative Commons share Alike
Creative Commons non Commercial
Any other
Not stated

5
5
Stated clearly, adequately and checked (pre-
tested)
B4 Content is accurate and
factual (*)

1 Lots of mistakes and inaccuracies
2 Some mistakes and inaccuracies
3 Accurate and correct
4
Accurate, correct and appropriate to the
target audience
5 Accurate, correct, appropriate and enriched
B5 Content Meets Objectives (*)

1 Not structured
2 Semi-structured
3 Fairly well structured
4 Well structured
5 Very well structured and provides site map
B6 Content is structured

1 Not structured
2 Semi-structured
3 Fairly well structured
4 Well structured
5 Very well structured and provides site map
B7 Scope of the content is
sufficient

1 Totally insufficient.
2 Partially sufficient
3 Meets minimum requirements
4 More than sufficient
5
More than sufficient and is supplemented
with additional activities
B8 Clear instructions are available
on 1how to use the content (*)

1
No instructions available (i.e. very difficult
to use)
2 Some instructions available
3 Most instructions available
4 All necessary instructions available
5
All necessary instructions available with
additional help tools
B9 Content is easy to understand
(*)

1 Content difficult to understand
2
Some parts of content difficult to
understand
3 Most parts of content easy to understand
4 Content easy to understand
5
Content easy to understand and innovative
approaches used to explain content
B10 MLM is interactive (*)

1 No interactivity provided
2 Limited interactivity provided
3 Fair amount of interactivity provided
4 Interactivity is adequate and engaging
5
Many interesting and innovative forms of
interactivity provided (e.g. Simulation and
game-based learning etc.)
B11 Different learning styles are
addressed

1 No specific learning style addressed.
2 Only one learning style addressed.
3 Few different learning styles addressed.
4 Few different learning approaches are used
5
Many different learning approaches are
used.
B12 The use of media is
appropriate 1
(*)
1 Choice of media is poor
2 Choice of media is appropriate
3 Choice and combination of media is

6
appropriate
4
Choice and combination of media is
appropriate and engaging
5
Choice and combination of media is
appropriate, engaging, and is consonant
with learning objectives
B13 The interface is user-friendly
(*)

1
Interface is not user-friendly (i.e. user need
to use manual extensively or require many
hours of training)
2 Some parts of interface are user-friendly
3 Many parts of interface are user-friendly
4
Interface is user-friendly and visually
appealing
5
Interface is very user-friendly, visually
appealing and has a wow element
B14 The MLM is sensitive to
gender and Socio-cultural
factors. (*)

1 MLM does not reflect sensitivity
2 MLM reflects sensitivity to some extent
3 MLM reflects sensitivity
4
MLM reflects sensitivity and supportive of
gender equality and socio-economic
considerations
5
MLM is sensitive, supports and advocates
gender equality and socio-economic
considerations
B15 Use of fonts and colour are
appropriate.

1 Fonts are not legible.
2 Fonts are legible but not visually appealing
3
Fonts are legible and colour and style are
learner appropriate
4
Font size and colour communicate
information
hierarchy and are learner appropriate
5
Fonts and colour are learner appropriate and
creatively used
B16 Learner Assessment is
included in 1
the MLM

1 Assessment is not included
2
Assessment covers only some of the
learning outcomes
3 Assessment covers all learning outcomes.
4
Assessment covers all learning outcomes
with feedback
5
Innovative techniques of Assessment used
covering all learning outcomes with
remedial feedback.
B17 Promotes collaborative
learning

1 Promotes only individual learning
2
Provides scope for limited interaction with
peer and/or instructor.
3
Provides adequate scope for interaction with
peer /instructor.
4 Provides scope for group activities
5
Many group activities are provided for with
opportunity for knowledge construction.
B18 Learning support is available

1 Learning support is not available
2
Limited online and/or off-line learning
support is available
3
Learning support is available with good
response time

7
4
Prompt learning support is available
through various modes during working
hours.
5
24 7 learning support is available through
various modes
B19 Overall how do you rate the
MLM ?

1 Poor
2 Average
3 Good
4 Very good
5 Excellent

4.0 CONCLUSION

Generally, the framework is able to serve as a reliable tool to assess multi-media learning materials or
at least can assist users to get general ideas about the quality of a MLM. Even though no weight has
been given but the quality indicators are divided into two main categories that are critical indicators,
which are marked as * and the rest is considered as desirable indicators. A MLM is considered having
quality if the critical indicators are rated above average. As for the desirable indicators, the greater the
rating means the better the quality of the MLM. Nevertheless, the framework is not conclusive, it is
ready to receive suggestions for further improvement.

REFERENCES

Anuradha Deshmukh (2009) Quality Assurannce Framework for Multi-Media Learning Materials: A
Field Testing Report, Paper presented at: QAMLM International Roundtable, New Delhi.
Bangsal K.(2003) Educational Audio-Visual Media: Some Indicators For Evaluation, Paper Presented
in a Seminar Organized by the Academic Staf College at Jamila Millia Islamia, December, 2,
2002, New Delhi, India
Bowser, J.(1998). Revolutionizing Workforce Performance: A System Approach to Mastery. San
Francisco: Jossey-Bass
CEMCA (Commonwealth Educational Centre Media For Asia) (2010) Quality Assurance of Multi-
Media Learning Materials (Version 1.0), New Delhi: CEMCA
Ehlers U, Hildebrand B, Tescheler S, Pawlowski, J.(2004) Designing Tools and Frameworks For
Tomorrows Quality Development. In: EQO Workshop@ICALT 2004 Quality in European e-
Learning. EOQ, Jowensuu, Findland.
Hofstetter, F. (1995). Multimedia literacy. New York: McGraw-Hill.
Khan, B.H. (2004). The People-Process-Product Continuum in e-Learning: The e-Learning P3 Model,
Educational Technology, Volume 44, Number 5, pages 33-40
Neo, M., Neo, T.K. (2000), "Multimedia learning: using multimedia as a platform for instruction and
learning in higher education", Proceedings of the Multimedia University International Symposium
on Information and Communication Technologies 2000 (M2USIC'2000), P.J. Hilton, Kuala
Lumpur, Malaysia, 5-6 October, .
Vicziany Marika and Marlia Puteh, Vision 2020, The Multimedia Supercorridor And Malaysian
Universities, Conference Proceedings 15th Biennial Conference of the Asian Studies Association
of Australia 29 June-2 July 2004
The Institute For Higher Education Policy (2000) Quality on The Line, Washington: Blackboard.

1

EVALUATING MATHEMATICS E-LEARNING MATERIALS: DO
EVALUATORS AGREE WITH DISTANCE LEARNERS?

Hasmawati Hassan, Fatimah Hassan, Norziani Dahalan @ Omar, Zuraini Zakaria
and Wan Asna Wan Mohd Nor

School of Distance Education, Universiti Sains Malaysia, Penang, MALAYSIA
hasma@usm.my

ABSTRACT

Distance education might be the best thing the academic world can offer to adults who missed tertiary
education for one reason or another. Studying part-time and working full-time, distance learners do
need as much help they can get in order for them to survived and sustained. With the advancement of
technology, educators are themselves learning to utilise and making good use of technology for the
betterment of their teaching. Realizing this, the author started developing Mathematics e-learning
materials in academic year 2006/2007 for first year distance learners majoring in Biology, Chemistry
and Physics from School of Distance Education, Universiti Sains Malaysia. The topics covered are
mostly from Calculus. E-learning materials were developed using PowerPoint, MathType and
Articulate Presenter. Students can access the e-learning materials through Moodle. This paper tries to
explore whether there are agreement between evaluators who were knowledgeable in e-learning and
had experience in e-learning with distance learners on Mathematics e-learning materials. They were
given questionnaire formulated from ARCS model of motivation. The survey was administered during
intensive course of 2008/2009 academic session. One of the objectives of the research is to investigate
the need, perception and expectation of distance learners on using Articulate as an alternative tool for
distance learning. Results show that distance learners mean score were higher in three (attention,
confidence and satisfaction) out of four ARCS model strategies compared to the evaluators. Since the
evaluators were superior in terms of knowledge in Calculus, it is consistent that their mean is higher in
the relevance strategies. The outcome from this research will be use to improve development of e-
learning materials in terms of content and pedagogy in future.

Keywords: Distance education, e-learning materials, Articulate Presenter, Mathematics

1. INTRODUCTION

The advancement of information and communication technology (ICT) has helped thousands of adult
learners around the world to enrol in tertiary institution to pursue a diploma or a degree. Statistics
from Ministry of Higher Education Malaysia (MOHE) showed 100% increase in enrolment of part-
time students or distance learners in public universities in Malaysia from the year 2004 to 2007. The
number of public universities offering part-time or distance education programme also showed the
same percentage increased, that is from 7 to 14 public universities for the same time period
(Kementerian Pengajian Tinggi, 2008). School of Distance Education (SDE), Universiti Sains
Malaysia (USM) is celebrating her 40
th
anniversary this year. Since 1971, SDE, USM has produced
over 16,000 graduates contributing to the human capital in Malaysia.
According to the study done by Wong (2008), working adults pursuing higher education through
distance learning were able to relate and use their knowledge to their jobs. They also gained
advancement in their career and socioeconomic status. The flexibility studying online distance
education attracts potential learners to enrol.
Studying via distance education mode is far more challenging than conventional face to face
mode. The development of e-learning materials was used to supplement the limited number of contact
hours through synchronous video conferencing (Hasmawati et. al., 2008). Findings from study done
by Wang (2009), learners indicated that online course materials help them to understand better, stay
focus on contents while in class and most important learners can view and review repeatedly at their
convenience.
978-602-19271-0-6 ICEL 2011

2
This paper tries to explore whether there are agreement between evaluators who were
knowledgeable in e-learning and had experience in e-learning with distance learners on Mathematics
e-learning materials.

2. E-LEARNING MATERIALS

Distance education might be the best thing the academic world can offer to adults who missed tertiary
education for one reason or another. Studying part-time and working full-time, distance learners do
need as much help they can get in order for them to survived and sustained. It is the educators desire
to teach effectively, able to engage learners and increase learning outcomes of learners. No doubt, the
experiences of educators during their students years were very much different from what learners of
the 21
st
century are experiencing.
With the advancement of technology, educators are themselves learning to utilize and making
good use of technology for the betterment of their teaching. Realizing this, the author started
developing Mathematics e-learning materials during 2006/2007 academic session for first year
distance learners majoring in Biology, Chemistry and Physics from School of Distance Education,
Universiti Sains Malaysia. The topics covered are mostly from Calculus. The e-learning materials
were developed for JIM 105 Basic Mathematics course. Learners from the sciences (other than
Mathematics major) were required to pass the course in order for them to obtain a degree.
The e-learning materials were developed by the author using PowerPoint, Math Type, Autograph
and Articulate Presenter. Articulate Presenter is a rapid e-learning authoring tool for integrating and
recording audio with PowerPoint as the platform. Rapid e-learning authoring tool is very popular due
to the ease of use (Hasmawati et. al., 2009). Learners can access the e-learning materials through
Moodle. Figure 1 shows screen shot of Mathematics e-learning material.
The first batch of learners using these Mathematics e-learning materials was excited and they gave
positive and encouraging reactions (Hasmawati, 2007). They appreciated the effort taken by the
author to produced Mathematics e-learning materials which contain additional examples for them to
practice and able to check their solutions. The audio accompanying the PowerPoint presentation
recorded by the author was what they been waiting and wanted in order to help them understand the
steps in solving the Mathematics problem given.

Figure 1: Screen Shot of Mathematics E-learning Material.

3. METHODOLOGY

The e-learning materials were developed using PowerPoint, Math Type, Autograph and Articulate
Presenter can be viewed by the learners through Moodle. There were ten e-learning materials
developed by the author during the 2006/2007 and 2007/2008 academic session. The study on the
effectiveness of the e-learning materials was carried out during the intensive course of 2008/2009
academic session. The evaluators were given CD containing three e-learning materials. Twenty
evaluators were people knowledgeable, had experience and involved in e-learning, either as research
officer or graduate student.

3
A quantitative data analysis was employed. The analysis was done using SPSS. Both learners and
evaluators were given questionnaire using five Likert Scale measurements, constructed and modified
from Kellers ARCS Model of motivation. The four major categories in the model are attention,
relevance, confidence and satisfaction. According to Keller (1987), in order for learners to become
and remain motivated, this four categories or conditions have to be fulfilled. The Mean analysis was
carried out to assess the learners and evaluators perception of Mathematics e-learning materials.


Thirty six distance learners and twenty evaluators participated in the study. Table 1 shows the overall
mean value of the four strategies for both learners and evaluators. The learners mean score were
above 3.7 for all four strategies with confidence strategy mean score of 4.096 being the highest. The
evaluators also scored highest in the confidence strategy with mean score of 4.022.
The analysis shows that learners mean score were higher in three strategies, that is, attentions
confidence and satisfaction compared to learners mean score. Evaluators mean score were higher
compared to learners mean score in the relevance strategy. Since the evaluators were superior in terms
of knowledge in Calculus, it is consistent that their mean is higher in the relevance strategies
compared to the learners.

Table 1: Learners and Evaluators Perception on Strategies Applied

Item Strategies People Mean
Attentions Learners 3.778
Evaluators 3.297
Relevance Learners 3.767
Evaluators 3.998
Confidence Learners 4.096
Evaluators 4.022
Satisfaction Learners 3.749
Evaluators 3.657

Table 2 shows the result of mean and percentage of strongly agree and agree for five specific
items in attention strategies. A fairly high score of mean 4 and 86.1% of strongly agree and agree
given by the learners to the item This material intrigues me to continue and focus on in this subject.
More unexpected elements can be added in order to gain learners attention.

Table 2: Effectiveness of the Attention Strategies

Specific Items People
Strongly Agree
+
Agree
Mean
This material immediately attracts my
attention when presented
Learners 72.2 % 3.80
Evaluators 61.7 % 3.40
Interesting presentation table of
contents by various media.
This material intrigues me to continue
and focus on in this subject.
This material has unexpected
elements.
This material has various examples to
demonstrate concept / formula

Table 3 shows the result of mean and percentage of strongly agree and agree for seven specific
items in relevance strategies. The evaluators scored higher in six out of seven items in terms of

4
percentage for strongly agree and agree; and five out of seven items in terms of mean compared to the
learners. This shows that the content in the Mathematics e-learning materials were very much relevant
to the evaluators. This is consistent since majority of the evaluators were from science background.

Table 3: Effectiveness of the Relevance Strategies

Strongly Agree
+ Agree
Mean
This material associates with my
field.
This material provides what I want to
learn about this subject.
Learning objective is presented at the
beginning of the presentation.
Learning objective is clear.
This material is related to my
previous expertise.
This material related to my previous
experience
This material related to my previous
knowledge

Table 4 shows the result of mean and percentage of strongly agree and agree for four specific
items in confidence strategies. More than 90% of the learners strongly agree and agree in three out of
four items; and mean of all the items were above 4 in the confidence strategies. Both learners and
evaluators agree that the e-learning material gave them chance to revise the e-learning material
regardless of time and it do increase their knowledge in the topic discussed.

Table 4: Effectiveness of the Confidence Strategies

Strongly Agree
+ Agree
Mean
I have a chance to revise this material
anytime.
This material has elements / activities
that can measure my knowledge.
This material increases my
understanding of this topic.
This material increases my knowledge
in this topic.

Table 5 shows the result of mean and percentage of strongly agree and agree for five specific
items in satisfaction strategies. The results showed that the evaluators mean and percentage of
strongly agree and agree were higher in two out of five items in satisfaction strategies. That is, to the
evaluators the e-learning materials had sufficient content and meet their learning needs. This is again
due to their knowledge in the topic. 82.9% learners strongly agree and agree that the e-learning
materials motivated them to continue learning, but only 46.7% evaluators said so. This may be due to
the knowledge that they already had in the topic discussed. 60% of the learners strongly agree and

5
agree that the e-learning material is enough for the discussed topic. This means that 40% of learners
wished for more examples or explanation in the discussed topic.

Table 5: Effectiveness of the Satisfaction Strategies

Strongly Agree
+ Agree
Mean
Knowledge from this material can be
applied to a real situation.
This material strengthen my
knowledge is in this subject.
This material motivates me to
continue learning.
Learners 82.9 % 4.0
This material is enough for the
discussed topic.
This material is enough to meet my
learning needs.

5. CONCLUSIONS

Results show that distance learners mean score were higher in three (attention, confidence and
satisfaction) out of four Kellers ARCS model of motivation strategies compared to the evaluators.
Since the evaluators were superior in terms of knowledge in Calculus, it is consistent that their mean is
higher in the relevance strategies.
To answer the question, do evaluators agree with distance learners? in the evaluation of
Mathematics e-learning materials, the authors says yes and no. Looking at the overall mean score
of the strategies, the range is between 3.7 and 4.1 for the learners; 3.2 and 4.0 for the evaluators,
relatively close in terms of range, indicating agreement. Looking at the individual items for each
strategy, there are results showing agreement between learners and evaluators, for example, the item
This material provides what I want to learn about this subject from the relevance strategy and
.This material increases my knowledge in this topic from the confidence strategy. On the other
hand, the item from satisfaction strategy, This material motivates me to continue learning, shows
somewhat disagreement between learners and evaluators.
The outcome from this research will be use to improve development of e-learning materials in
terms of content and pedagogy in future. According to Keller and Suzuki (2004), attention,
confidence and relevance are necessary conditions to ascertain the motivation to learn and for the
learners to gain positive feeling towards their learning experience, the fourth condition, which is
satisfaction, is required.
It is the aspiration of educators to motivate distance learners, promote learning, and improve
learners engagement, thus maximized learners learning outcomes in terms of good grades. In order
to do so, e-learning or online materials prepared for distance learners must comply with rules of
instructional design for e-learning content. Sophisticated technology used to develop e-learning
content does not guaranty good and effective e-learning material. Instead educators as developers
should design their e-learning materials according to pedagogical principals for e-learning. To do so,
educators need to educate themselves to be a good designer, content expert and competent to use
technologies in terms of hardware and software to produce effective e-learning materials. The
institution of higher learning can support educators in terms of infrastructures, provide hardware and
software, provide training or send educators for training elsewhere. It is the aspiration of the authors
that e-learning or online learning can be optimized and empowered for the betterment of distance
learners.

6
ACKNOWLEDGEMENT

The authors would like to gratefully acknowledge the 2007 Research University Grant
(1001/PJJAUH/817017) of Universiti Sains Malaysia which enables the authors to produce
this paper and to conduct related study.

REFERENCES

Hasmawati Hassan (2007). E-Pembelajaran Pemangkin Pengajaran dan Pembelajaran Matematik
Secara Jarak Jauh. Prosiding Simposium Kebangsaan Sains Matematik ke-XV, Shah Alam,
Selangor.
Hasmawati H., Fatimah H., Norziani D., Zuraini Z., & Wan Asna W. M. N. (2009). Developing and
Evaluating Rapid E-Learning Mathematics Materials for Distance Learners. Proceeding of Second
International Conference on Computer and Electrical Engineering (ICCEE2009). Dubai, UAE.
Hasmawati H., Zuraini Z., Norziani D., Fatimah H. & Wan Asna W. M. N. (2008). Creating
Rapid e-learning Materials The Easy Way. Proceeding of International Conference and
Workshop on e-Learning Strategies: Edutainment. Bangkok, Thailand.
Keller, J. M. (1987). Development and Use of the ARCS Model of Instructional Design.
Journal of Instuctional Development, (Vol. 10, No. 3)
Keller, J. M. and Suzuki, K. (2004). Learners Motivation and E-Learning Design: A
Multinationally Validated Process. Journal of Educational Media, (Vol. 29, N0. 3)
Kementerian Pengajian Tinggi (2008). Laporan Statistik Pelajar. Access on 31 Mac 2011 from
http://www.mohe.gov.my/web_statistik/statistik_pdf_2008_05/ipta_2-11.pdf
Wang, S. (2009). University Student Perceptions of E-Learning Strategies Instructor Used in Blended
Courses. Proceeding of Second International Conference on Computer and Electrical
Engineering (ICCEE2009). Dubai, UAE.
Wong, D. (2008). Online Distance Learning provides Additional Learning opportunities and improves
the Socioeconomic Status of Working Adults in Malaysia. Asian Journal of Distance Education,
(Vol.6, no.1), pp 5 14.

1

STUDENT ENGAGEMENT IN ONLINE LEARNING: LEARNERS
ATTITUDE TOWARD E-MENTORING

Norziani Dahalan@Omar
1
, Hasmawati Hassan
2
and Hanafi Atan
3

1,2,3
School Of Distance Learning, Universiti Sains Malaysia, Pulau Pinang
norziani@usm.my, hasma@usm.my, ahanafi@usm.my

ABSTRACT

People are looking for flexible learning to accommodate their needs for improvements. One option is
through internet based learning or online learning. Internet has provided people with unlimited access
to information. Online learning enables lifelong learning become more accessible. The development of
online learning offer opportunities for teachers to create mentor online as to support student
engagement in learning. Online learning provides multimedia and instructional information. Therefore
e-mentoring becomes a viable tool to help student engage in online learning. By using electronic
communications, e-mentoring intends to develop and grow the skills, knowledge, confidence, and
cultural understanding of the lesser skilled individual. E-mentoring enables teachers interacting with
students through email, online chat and online bulletin board regardless of geographic location.
Consequently, learners are capable to build their own knowledge when they feel connected by the
activity in which their engage. The purpose of this research is to investigate learners factor toward e-
mentoring. The study aims to indentify learners attitudes toward e-mentoring. In fact understanding
learners attitude toward e-mentoring is essential to ensure learners can reap the benefits of e-
mentoring. A survey analysis was carried out. A total of 205 participants were asked to answer a
questionnaire. A factor analysis and multiple regression technique were carried out. Factor analysis
result indicated there are two groups of learners attitude that is learner autonomy and teacher as
assisted tutors. Finding shows that learners attitudes play a role in predicting e-mentoring. To
ascertain the successful of e-mentoring program, this research provide evidence learners attitude are
critical factors to ensure students would stay involve with their mentor.

Keywords: Online learning, students engagement, e-mentoring, learners attitude

1. INTRODUCTION

Owing to the growing importance of lifelong learning, online learning has become a popular tool for
learning. Most universities have also incorporate online learning in their teaching to accommodate
diverse need in learning (Artino & Stephens, 2009). Recent development in teaching and learning have
demonstrated that many college student have experienced online learning either delivered completely
online or through hybrid models that combine face to face learning with an online component
(Bradford & Wyatt, 2010). The recent trend becomes a challenge to educator to support knowledge
construction or providing learning context that nurtures student engagement to learning.
Learning activity in online learning is based on learner autonomy and interactive learning actions
(Liaw, Huang, & Cheng, 2007). Interaction between teachers and students leads to students
satisfaction and students learning outcome (Moore, 2002). The finding from Zhang, Gao, Ring and
Zhang (2007) showed that students also need teacher to facilitate online discussion forum in order to
give direction, which make students more comfortable about their discussion. To response to this
challenge, the present research believes that teacher needs to play a role as a mentor. Adam and Crews
(2004) states that e- mentoring or tele-mentoring is viable tools to help students to become involve in
online learning.
Therefore this study examines how to facilitate students engagement in online learning.
Specifically the researchers sought to explore learners attitude toward e-mentoring. Learners in online
learning environment may need support and guidance from their teacher. Teacher needs to facilitate
online discussion to ensure knowledge building among students. Learner attitude enhance learning
interest which in turn enhance learner participation in online learning activity.
978-602-19271-0-6 ICEL 2011

2

2.1 Online learning

Over the past years, internet revolution has made online learning become popular tools for learning as
an alternative to face-to-face learning. The internet has become a medium of delivery for online
teaching. To date, online learning has received considerable attention as a means of providing
alternatives to traditional face-to-face, instructor-led education (Douglas & Van Der Vyver, 2004).
Online teaching offers vast opportunity to expand the learning environment for diverse students
populations (Keengwe & Kidd, 2010). Pituch and Lee (2006) argue that students will get various
instructional aid and communication method from online learning. This is because there are a wide set
of technology engage in online learning including computer based learning, web based learning,
virtual classroom and digital collaborations ( Urdan and Weggen,2000). Further, online learning
allowed students to participate regardless of geographic location, independent of time and place
(Richardson and Swan, 2003).
Online learning is used interchangeably with e-learning. Govindasamy (2002) states that e-
learning includes instruction delivered via all electronic media such as the internet, intranets, extranets,
and hypertext/hypermedia documents. Although there is some debate about an exact definition of e-
learning, or electronic learning, but is generally accepted that learning content can be offered in
different formats, such as text or video images, and electronically delivered via the internet, personal
computer, personal digital assistant (PDA) or CD-ROM (Sandars &Langlois,2005).
As noted by Liaw, Huan and Chen (2007), e-learning had the following benefits. First, it lowers
costs. Second, its content is more timely and dependable. Third, it is a just in time learning approach.
Fourth, it builds universal communities. And finally, it provides an increasingly valuable learner
service (Rosenberg, 2001). Govindasamy (2002) reported that e-learning is means for solving
authentic learning and performance problem. Furthermore, e-learning also creates benefits such as
reduced costs, regulatory compliance, meeting business needs, retraining employees, low recurring
costs, and customer-support costs (Barron,2002; Gordon,2003;Harun,2002;Ismail,2002). Sandars and
Langlois (2005) through their recent survey found out that the most commonly stated advantages of e-
learning were the availability of up-to-date information, the speed and ease of access to a wide range
of resources, and the opportunity for the learner to work at their own pace
Cantoni, Cellario and Porta (2004) asserted that e-learning is less expensive to deliver, it is self
paced (e-learning courses can be taken when they are necessary), it is faster (learners can skip material
they already know), it provides consistent content (while traditional learning different teachers may
teach different material about the same subject), it works from anywhere and anytime ( e-learners can
take training sessions when they want), it can be updated easily and quickly (on-line e-learning
sessions are especially easy to keep up to date because the updated materials are simply uploaded to a
server), it can lead to an increased retention and a stronger grasp on the subject (because many
elements that are combined in e-learning to reinforce the message such as video, audio, quizzes,
interaction) and can be easily managed for large groups of students.
Internet learning environment have change the way people learn. Learning, discussion, knowledge
sharing that usually happen in face-to-face learning is treated differently in online learning. Yang and
Lin (2010) mentioned that learner may perceive the internet differently when they use it. As a result,
this raises an issue of learner attitude to e-learning usage.

2.2 Learner Attitude

Sun, Tsai, Finger, Chen and Yeh (2008) define learner attitude as learner impression of participating
in e-learning activities through computer usage. In order to understand what make learner engage in
online learning, the present research believed that learner attitude play a significant role. This is
because online learning environment allow students to arrange their own learning. Students are
required to take more active role in their learning as online learning environment is not a teacher
centered. Students may engage in online learning, control the learning time and procedures by
themselves (Liaw, Huang and Chen, 2007).
Ho and Kuo (2010) argue that learners computer attitudes play a significant role in the usability
of online learning. Prior studies have shown that attitude and self efficacy have been identified as

3
important factors that affect learners motivation, interest and performance in internet based learning
environments (Peng, Tsai and Wu, 2006). Sun et.al (2008) cited Piccoli et al. (2001) finding stated that
when learner are not afraid of complexity in information technology (positive attitude), learner will
become more satisfied and effective in online learning. Their review also finds that attitude influences
learning interest (Hanaffin & Cole, 1983).
Learner attitude toward online learning also depend on system characteristic. Pituch and Lee
(2006) from their empirical studies indicate that learner have greater intention to use the system if the
system is user friendly. Their research also shows that system that enable learner to interact effectively
and offer access to course content at the time influencing student to use the system for their learning.
As noted by Selim (2007), learner attitude to engage in online learning is also related to students
previous knowledge in using computer. In addition, learner attitude toward internet is also important to
determine learners motivation, interest and performance in online learning environment (yang & Lin,
2010).
Following research from Liaw et.al (2007), there are three aspects of learner attitude that link to
online learning environment. First; online learning as self-paced learning environment as learner can
control their learning time and procedures. Second; online learning environment provides learners
with various assisted function such as teacher-made online instruction. This function offer
opportunities for teacher to be assisted tutor. Third; online learning provides multimedia instruction
environment because it uses multimedia to support online teaching.
Previous research indicates that online learning methods are often less guided and self directed
(Oh & Lim, 2005). According to the author, there are learners who prefer direct and guided
instruction, thus without proper guideline, the learner may get lost due to incapability to adapt to
online environment. This study raises the need to engage to mentor online as to facilitate student in
online learning environment.

2.3 E-mentor

Bierema and Merriam (2002) defined e-mentoring as a computer mediated, mutually worthwhile
between a mentor and a protg that provides learning, advising, encouraging, promoting, and
modeling, that is often boundaryless, egalitarian, and qualitatively different from traditional face-to-
face mentoring. On the other hand, Singer and Muller (2001) described e-mentoring as the merger of
mentoring with electronic communications and has also been termed telementoring, cybermentoring,
or virtual mentoring. Similarly, Hamilton and Scandura (2003) defined e-mentoring as a method using
electronic means as the primary channel of communication between mentors and protgs.
Acknowledging e-mentoring used electronic communications, Stokes, Harris, and Hunt (2003) cited
Perren (2002) conclusion that the key feature of e-mentoring lies in internet, using e-mail and list
servers and non-face to face method of interactions. For the purpose of this research, considering
learning occurs through online discussion, the author shares Singer and Muller (2001) views of e-
mentoring that is combination of mentoring and electronic communications.
As noted by Singer et.al (2001) e-mentoring is a rapport set up between a more senior individual
(mentor) and a lesser skilled individual (mentee). By using electronic communications, e-mentoring
intends to develop and grow the skills, knowledge, confidence, and cultural understanding of the lesser
skilled individual. Besides, e-mentoring provides for synchronous conversation where students and
instructor are able to interact at their convenience. In addition, the telementoring do not limit their
connection to specific regional location, as such more mentor and protg can join in (Hamilton et.al
2003).
E-mentoring offers numerous benefits to online learners. Price and Chen (2003) suggest there are
six benefits of telementoring. First, telementoring is available in a vast distance. On-line chats and
online bulletin boards allow mentors to talk to more than one mentee at a time (Adams and Crew,
2004). Second, mentee has opportunity regardless of time and place. Third; a vast guidance and
support available through online. Fourth, mentees are able to contribute and share knowledge among
participant in the program. Fifth, its creates a collaborative learning between teachers and learners.
Sixth, organizations that opt for telementoring can choose the communication methods that are
suitable for their use.
Online learners usually experiences isolation in online learning environment because they are at a
distance. E-mentoring can be used to facilitate online learning where learners and teachers can interact

4
through e-mail, chat room, bulletin board, forum and discussion regardless of their location. Previous
research demonstrated that students reported confusion, anxiety and frustration due to lack of prompt
or clear feedback from the instructors, and from ambiguous instructions on the Web site and in e-mail
(Hara & Kling, 2001). However, the present research believe when mentor actively participate online
the greater student engage in their learning.
Kaspirin, Single, Single and Muller (2003) suggested that there are three element in measuring e-
mentoring that is involvement, satisfaction and value. The author define Involvement as the
frequency of contact between mentor and protg, and satisfaction as level of comfort and
satisfaction for the aspect of the e-mentor. For the purpose of this research value is define as how
much experience mentor contribute to learners learning.

2.4 Research Hypotheses

The purpose of this research is to investigate learners attitudes toward e-mentoring. Specifically this
research would like to answer how can learners attitude with pertaining to online learning environment
(self-paced, teacher as assisted tutor and multimedia instruction) influence e-mentoring. Given the fact
that learner attitude was associate with learning outcome, the researchers believes that learner attitude
also play a prominent role to facilitate e-mentoring. Thus, the present research hypotheses;

H1a: Learners attitude pertaining to self-paced learning will influence involvement with e-mentor
H1b: Learners attitude pertaining to teacher as assisted tutor will influence involvement with e-
mentor
H1c: Learners attitude pertaining to multimedia instruction will influence involvement with e-
mentor
H2a: Learners attitude pertaining to self-paced learning will influence satisfaction with e-mentor
H2b: Learners attitude pertaining to teacher as assisted tutor will influence satisfaction with e-
mentor
H2c: Learners attitude pertaining to multimedia instruction will influence satisfaction with e-
mentor
H3a: Learners attitude pertaining to self-paced learning will influence value of participation with
e-mentor
H3b: Learners attitude pertaining to teacher as assisted tutor will influence value of participation
with e-mentor
H3c: Learners attitude pertaining to multimedia instruction will influence value of participation
with e-mentor

3. METHODOLOGY

3.1 Participants

The study was conducted at the School of Distance Education, Universiti Sains Malaysia. The School
of Distance Education was chosen due to the nature of their learners are adult, who are geographically
dispersed and have conflicting schedules. Students meet their teachers both on-line and face to-face
during intensive weeks.
E-portal was designed to cater teaching and learning processes at school of distance education.
The purpose of e-portal is to help students in learning processes. E-portal enable students to access
learning material, e-mail, live chat sessions, online discussions, forums, quizzes and assignment at any
place at any times. All students are required to use e-learning portals for their discussion, which allows
teachers-students, and students-students asynchronous interaction. The teachers will act as a mentor to
the student that is facilitating the course and get students connected online. Data was gathered through
self-administered questionnaires.
A total of 500 questionnaires were distributed to the students with different program namely
humanities, social sciences, management and sciences. The overall response rate was 41% (205
students).Table 1 reports the demographic information.

5
Table 1: Demographic Information

Demographic Information Numbers of
respondents
Percentage
(%)
Gender Male
Female
95
110
46.3
53.7
Race Malay
Chinese
Indians
Others
138
39
8
20
67.3
19
3.9
9.8
Programe Management
Humanities
Social
sciences
Sciences
30
18
98
51
14.6
8.8
47.8
24.9
Study
Status
Year 1
Year 2
Year 3
Year 4
Year 5
49
49
46
54
5
23.9
23.9
22.4
26.3
2.4

3.2 Instruments

In measuring learners attitude pertaining to online learning environment, the researchers adopted a
questionnaire from Liaw et.al (2007). These items measures respondents attitude pertaining to online
learning that is self-paced learning, teacher as assisted tutor and multimedia instruction. Respondents
indicated on a 5-point likert scale, with 1= strongly disagree to 5= strongly agree.
E-mentoring was measured by adopting a questionnaire from Kaspirin and Single (2005). These
items measured e-mentoring from three perspectives that is involvement, satisfaction and value.
Respondents indicated on a 5-point likert scale, with 1= not at all to 5= very much.

3.3 Data Analysis

The data analyzed using SPSS version 18. Factor analysis was used to identify the underlying
construct to assess learners attitude and e-mentoring. Following Parker, S.Endler ang Bagby (1993)
the following criteria were used in order to determine what items should be retained: (a) items had to
load significantly (>.35) on a given factor and lower than .35 on the other factors, and (b) following
the rational approach to scale construction, an item was eliminated if it lacked conceptual coherence
with its factor. Reliability analyses were run to look for the robustness of the scale following Nunnaly
(1978).


4.1 Factor Analysis

Learner attitude was composed of two factors accounting for 63.57 % of the variance. Two items
were eliminated because they loaded >0.35 on more than one factor. The factors were renamed as
learner autonomy environment and teacher as assisted tutor. The coefficient alpha for learner
autonomy environment was 0.88, and teacher as assisted tutor was 0.82.
The factor analysis for e-mentoring produced two factors namely involvement with mentor and
value of participation. The variance explained for the two factors are 64.43%. Five items were
eliminated because they loaded >0.35 on more than one factor. The coefficient alpha for involvement
with mentor was 0.82, and value of participation was 0.87.

6
4.2 Bivariate correlation

The means, standard deviations, reliabilities, and intercorrelations of all study variables are listed in
Table 2. As can be seen from the zero order correlations, the predictor variables (learners attitude)
generally show moderate relationships with outcome variables (e-mentoring).

Table 2: Descriptive Statistics, Cronbachs Coefficient Alpha, and Zero-order Correlations of All
Study Variables

Variables 1 2 3 4
1. Value of participation .87
2. Involvement with mentor .437** .82
3. Learner autonomy
environment
.399** .202** .88
4. Teacher as assisted tutor .252** -.011 .362** .84
Mean 3.55 2.66 3.81 4.03
Standard Deviation .74 .97 .63 .71
Note: N=205, **p<0.01; Diagonal entries indicate Cronbachs
Coefficient alpha

4.3 Hypotheses Testing

To determine whether learners attitude will influence e-mentoring, multiple regression analysis was
conducted. Regression analysis was used to predict the independent variable learners attitude (self-
paced, teacher as assisted tutor and multimedia instruction) and dependent variables of e-mentoring
(involvement with e-mentor, satisfaction and value of participation). However based on factor analysis
there are two types of learners attitude that is learner autonomy environment and teacher as assisted
tutor. There are two types of e-mentoring measurement that is involvement and value of participation.
The results from regression analysis are shown in Table 3 and table 4.
Table 3 shows the result of learners attitude and involvement with e-mentor. The results of this
analysis shows that there is a moderate linear correlation between variables, R =.22 with R
2
=0.049,
indicating approximately 5% of the variance of learners attitude contribute to involvement with e-
mentor. It was found that learner autonomy environment predicted involvement with mentor (=.237,
p<0.5), while teacher as assisted tutor is insignificant. Thus, with one unit change in learner attitude
pertaining to learner autonomy environment, there is approximately .24 increased in students
involvement with e-mentor. Therefore hypothesis 1a is supported and hypothesis 1b is rejected. Table
3 summarizes the result of regression analysis.

Table 3: Regression Results Learners Attitude and involvement with mentor

Predictors
Dependent Variable
Involvement with e-mentor
t Sig
1 (constant) 3.849 .000
learner autonomy environment .237 3.207 .002*
teacher as assisted tutor -.097 -1.312 .191
R
2
.049
F 5.154*
Note:*p<0.05

Table 4 shows the result of learners attitude and value of participation. The result of the regression
indicated the two variables explained 22.4% of the variance (F= (28.798, p<0.01). It was found that
learner autonomy environment predicted value of participation (=.405, p<0.00), as did teacher as
assisted tutor (=.143, p<0.339). Thus, with one unit change in learner autonomy environment, there is
.405 increased in students valuing of participation in e-mentoring. So does teacher as assisted tutor in

7
predicting valuing of participation. Therefore hypotheses 3a and 3b is supported. When there is one
unit changes of learner attitude pertaining to teacher as assisted tutor, there is .143 increased in
students valuing of participation.

Table 4: Regression Results Learners Attitude and Value of participation

Predictors
Dependent Variable
Value of Partcipation
t Sig
1 (constant) 3.977 .000
learner autonomy environment .405 6.100 .000**
teacher as assisted tutor .143 2.150 .033*
R
2
.224
F 28.798**

Note:*p<0.05, ** p<0.01

5. CONCLUSIONS

Learning is a social process. Many researchers and educator have highlighted the importance of
network technology as education expands to help students learning (Liu & Tsai, 2008). The internet
has created more opportunity for continuous learning such as online learning. This situation increases
the need to create virtual mentoring or e-mentoring (Bierema & Hill, 2005). Future trends have shown
that e-mentoring has became more popular (Kaspirin, Single, Single & Muller, 2003). This paper
aimed to examine the relationship between learner attitude pertaining to online learning environment
and learners engagement in e-mentoring.
In this study, it was found that there is a positive and significant correlation among variables
(learners attitude and e-mentoring) except for teacher as assisted tutor and involvement with the
mentor. This fact implies that learners attitude pertaining to online learning environment is influential
to students engagement in e-mentoring. Learners who are able to control their own learning and
utilized various assisted function in online learning engage more to their mentor. Yang and Lin (2010)
state that students with more positive internet attitudes tend to participate more in the online forum.
In testing the hypothesis, it is noted that learners attitude pertaining to learner autonomy
environment is contribute to learners involvement with e-mentor. Learners who take charge of their
own learning are engaging more to their mentor. They tend to contact more with the teachers as they
appreciating the flexibility of online learning. Further, learners who are taking charge their own
learning are responsible to their own learning (Chang, 2005).
Another important finding was learners attitude pertaining to online learning environment also
contribute to learners value of participation. Learners who perceived that their mentor have many
experience engage more in e-mentoring. This is possibly true for learners who control their own
learning as they can see that their mentor is a valuable source for knowledge. Experience teacher
demands high quality work from students (Young, 2010). From learners perspective, effective
teachers give challengers work and more work to students (Marsch, 2001 in Young, 2010). This study
also shows that learners perception that teacher act as assisted tutor also engage to their mentor.
When learners are comfortable with teachers help, there are willing to share more with their mentor.
Further, it also removes barriers between learners and teacher when learners feel that they have given
considerable attention in their learning.
This study provide insight for institutional to consider learners attitude in designing mentor
online. Mentor online is a great help for learners who are geographically disperse. Online learners
need teachers to initiate the discussion to collaborate in online learning. Some student may get lost
without teachers assistance and help. Therefore, online teachers need to build a relationship with their
learner to increase participation.

8
ACKNOWLEDGEMENT

The authors acknowledge the fundamental research grant that has resulted to this article

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1

LEADERSHIP DEVELOPMENT FOR SUSTAINABILITY OF E-
LEARNING

Mohd. Majid Konting

Higher Education Leadership Academy, Malaysia
majidk@mohe.gov.my

ABSTRACT

The global technological advancements, challenges and opportunities as well as the launching of the
Malaysian National Higher Education Strategic Plan (NHESP) in 2007 that states clearly the need to
transform, amongst others, learning and teaching in higher education institutions, have generated a call
for and debates on leadership development in learning and teaching. Questions have been raised on
what kind of leadership is needed in the transformation of higher education learning and teaching in
Malaysia. How to develop and sustain such leadership? Further, whether the conception of leadership
in learning and teaching takes into account the uniqueness of Malaysias socio-economic culture? This
paper discusses issues related to leadership development for sustainability of e-Learning in Malaysias
higher education. It examines current developments in the field. In particular, it describes the recently
introduced National Policy on e-Learning. It discusses the development of leadership for sustainability
of e-Learning based on the Higher Education Leadership Model being developed by the Higher
Education Leadership Academy (AKEPT). This paper argues that there is a need to nurture and
enhance young academic leaders in order to sustain e-Learning, at least in the transformation of e-
Learning in higher education in Malaysia.

Keywords: Leadership, Leadership Development, e-Learning

1. INTRODUCTION

The notion of leadership development has generated much interest recently, at least in Malaysias
higher education learning and teaching. Education, in particular the higher education sector, has been
singled out as the pillar and driver in the countrys human capital development. Effectual leadership
will help set not only the institutions vision to be achieved, but also to motivate and mobilize
academia to transform and sustain accordingly. As social, economic and political changes are
inevitable because of the many internal and external forces such as technological advancement, strong
and effective leadership is pertinent in ensuring the sustainability of e-Learning in higher education
institutions.
Leadership can be simply defined as the ability to influence others toward a common goal. The
common goal can be spelt out, among others, in the vision and missions as well as the policy of an
organization. On the other hand, leadership development will expand the capacity of the individuals
ability to perform in leadership roles within the organization towards achieving the missions of the
organization. Sustainability, however, will enhance and maintain a certain status in existing systems.
In essence, leadership development for sustainability of e-Learning entails learning and teaching about
leadership qualities and the ability to consistently motivate others to enhance e-Learning. A
sustainable, democratic and strong academic leadership culture has been one of the characteristics of
many successful higher institutions in the 21st century (Fullan & Scott, 2009).
Being a fast developing country, institutions of higher learning in Malaysia have been able to
excel themselves and enjoy academic prosperities despite the numerous external and internal
challenges since Malaysias independence in 1957. Many factors have contributed to the institutions
success, but their strength is in the academic leadership quality possessed by their leaders. As a
multicultural society whereby the majority of its diverse citizens strongly believe in unity through
education, the possession of superior leadership in academia is necessary. The capacity and ability of
the academic leaders to learn, unlearn and re-learn has helped the institutions chart their own course in
achieving the institutions bold vision efficiently even during an occasionally turbulent time. In fact,
978-602-19271-0-6 ICEL 2011

2
academic leadership has been singled out as the main driver of the higher education institutions
success (MoHE, 2007; Mohamed Khaled, 2010). Being an academic, however, there are many
opportunities for the academic leader to excel to greater heights. The challenges of the globalized
world, the expeditious development of information and communication technology, the coming of the
Y generation, the ever changing aspirations of people and the countrys dream to be the hub of higher
education and learning, amongst others, demand strong effectual academic leadership in higher
education institutions. The Malaysian vision to be a developed nation with a high income society by
the year 2020 has set critical agenda projects on higher education leadership (MoHE, 2007).

2. THE NATIONAL HIGHER EDUCATION STRATEGIC PLAN

In tandem with the Vision 2020, a comprehensive transformation initiative in Malaysian higher
education can be found in the National Higher Education Strategic Plan (NHESP) and its
corresponding National Higher Education Action Plan (NHEAP) (MoHE, 2007, 2011a). As
envisioned in the Vision 2020, the higher education sector is expected to contribute significantly in the
development of first class human capital for the country. Accordingly, seven (7) thrusts of strategic
objectives have been identified in the NHESP, namely widening of access and increasing equity,
improving the quality of teaching and learning, enhancing research and innovation, strengthening of
higher education institutions, intensifying internationalization, enculturation of lifelong learning, and
reinforcing the delivery systems (MoHE, 2007, 2011a). The NHESP and NHEAP have boldly
identified the Critical Agenda Projects (with its acronym CAPs), currently numbering 23, to be carried
out effectively to make the Vision 2020 a success. The CAPs include governance, leadership,
academia, learning and teaching, research and development, internationalization, graduate
employability, private higher education institutions, holistic student development, Apex University,
MyBrain15, lifelong learning, quality assurance, accessibility and sustainability, delivery system,
polytechnic transformation, industry-academia relationship, e-Learning, top business school, centre of
excellence, entrepreneurship, community college transformation, and knowledge transfer program. In
essence, these thrusts and CAPs are believed to be the aims and drivers of the said vision to be
accomplished. Currently, the NHESP is in the second phase of its implementation (MoHE, 2011a).
The Critical Agenda Project on e-Learning (CAP: e-Learning) aims to facilitate learning and
teaching in higher education with the advancement of information and communication technology
(ICT) (MoHE, 2007). It is believed that the use of ICT in learning and teaching will enhance
independent self-directed student learning. ICT will make students manage, personalize and
responsible for their own meaningful learning. It is believed that graduates of such a learning and
teaching approach and environment will be knowledgeable, independent self-learners, responsible and
competitive globally. The first initiative undertaken for the CAP e-Learning is to develop the National
Higher Education Policy on e-Learning.

3. THE NATIONAL HIGHER EDUCATION POLICY ON E-LEARNING

The development of the National Higher Education Policy on e-Learning, launched on 16 April 2011,
is aimed toward preparing quality education at all levels of higher education as well as to provide
equal and fair access of e-Learning to the general public (MoHE, 2011b). This initiative is in parallel
with the needs of e-education proposed by the National Information Technology Council (MOSTI,
2009). The Policy and its framework are imperative for the national higher education institutions,
taking into account the current rapid advancements in communication technology and the internet. It is
believed that the national objective of having quality higher education accessible for all can be
realized with the application of information and communication technology. The application of e-
Learning will make Malaysian higher education institutions (HEIs) globally competitive not only in
preparing their students but also in providing state-of-the art learning and teaching environment and
educational services for all.
The Policy believes that e-Learning has several important agenda as translated into the following
objectives (MoHE, 2011b);
Develop a repository and directory of digital learning materials that can be used by all higher
education institutions, therefore developing shared sources of e-Learning and e-Content;

3
Enculturation of e-Learning in higher education institutions in order to develop a community
of e-Learning practitioners and the invention of original e-Content;
Provide appropriate and friendly e-Learning infrastructure;
Produce a variety of e-Content to enhance learning and instruction;
Enhance skills of staff, students and stakeholders through e-Learning; and
Conduct research and development in the pedagogy and technology of e-Learning.
The Policy has five (5) main thrusts (MoHE, 2011b). The First Thrust on infrastructure focuses on
three areas of e-learning, namely bandwidth, helpdesk, and ICT facilities. The Second Thrust on
organizational structure emphasizes the institutional mission, plan, leadership, policy and e-Learning
unit. The Third Thrust on professional development focuses on knowledge, skills, and attitude. The
Fourth Thrust on curriculum and e-content focuses on curriculum, e-content development, e-
assessment, and e-learning standard. The Fifth Thrust on enculturation gives due regards to e-learning
facilities, application of e-learning in all HEI activities, and incentive and encouragement.
The Policy is implemented in three phases; Beginning (2011-2012), Fulfillment (2013-2014), and
Optimization (2015-2016 and beyond). The Action Plan on e-Learning is presented in Table 1. As an
example, the outcomes for the Beginning Phase (2011-2012) are as follows (MoHE, 2011b):

Table 1: e-Learning Action Plan (20112015) (MoHE, 2011b)

Strategy Action Plan Outcomes Year
Strengthen
e-Learning
strategy in
learning and
teaching
processes
Enhance e-Learning
infrastructure
Launching of National e-
Learning Policy
2011
Determine the e-Learning
organizational structure
Preparing e-Learning policy and
action plan at HEI level
2011
Provide training programmes
for professional development
Increase in the number of
participants in course attendance
2011-2015
Determine curriculum and e-
Content
Increase in the number of
blended and e-Content
curriculum courses being up-
loaded in the Learning
Management System (LMS)
2011-2015
Enculturation of e-Learning Increase in the use of e-Learning 2011-2015
Establishment of incentive
instrument and recognition of e-
Learning usage
2011-2015

Infrastructure: All HEIs have high-speed bandwidth of 50-100MB with 50 percent access;
establish helpdesk support or coordination unit; and provide a 2.0 platform for e-Learning and
ICT facilities.
Organization Structure: All HEIs have the vision and missions to integrate e-Learning in
learning and teaching; establish an e-Learning action plan and team; develop an e-Learning
policy; and establish an e-Learning unit as well coordinate e-Learning activities with the ICT
Centre.
Professional Development: 25 percent of academic staff and students are knowledgeable and
practice the e-Learning pedagogy; 25 percent of academic staff and students are skillful in
information literacy and technology; 25 percent of academic staff, students and stakeholders
posses positive attitudes towards e-Learning.
Curriculum and e-Content: All HEIs have 5 to 10 percent of course curriculum in a blended
mode; 10 percent of original e-Content are developed; practice e-assessment activities; and
establishment of e-Learning standards that can be used by all HEIs.
Enculturation: Academic staff and students use e-Learning widely; HEIs promote and share
best practices in e-Learning and give recognition to staff nationally.
The success of the e-Learning Policy and its framework, according to the document (MoHE,
2011b: 102), can only be secured with the following success factors:
Solid support from multi-level leadership and management of HEIs;

4
Acceptance from the academic community that e-Learning can enhance learning and teaching;
All staff involved in learning and teaching must be trained effectively and possess mastery to
develop and use e-Learning in their pedagogy;
The E-Content must be developed systematically and meet the set standard to ensure the
quality of e-Learning
Student and staff friendly infrastructures that can support the use of e-Content.

4. THE CHALLENGE: CHANGING THE MINDSET

The transformation of higher education through the NHESP and especially the implementation of the
National Higher Education Policy on e-Learning in actual fact demands changing the mindset of the
people. As of May 2011, there are 1,134,134 students and 71,784 academic staff of different ethnic,
religious and cultural background and belief enrolled and working in the 572 various types of higher
education institutions (Table 1). Although changing their mindsets, behavior and feelings, the very
surreal meaning of learning, in such a diverse higher education population is not an easy task as
demonstrated by volumes of research and literature (Fullan & Scott, 2009), research has also
demonstrated that effective leadership is crucial for change to happen (Ulrich & Smallwood, 2007;
Deschamps, 2008; Fullan & Scott, 2009). Succinctly, academic leadership is central for these changes
to happen in higher education institutions (Fullan & Scott, 2009; Macfarlane, 2011). The good news is
that leadership can be taught (Zenger, 2007). The Ministry of Higher Education that has been
mandated to oversee tertiary education in Malaysia has recognized this by setting up, among others,
the Higher Education Leadership Academy.

Table 1: Student Enrolment and Academic Staff in Malaysian Higher Education Institutions*

Type of Institution No. of
Institutions
Students Staff
Public HEIs 20 462,780 28,571
Private HEIs 455 565,403 33,613
Polytechnics 27 87,751 6,741
Community Colleges 70 18,200 2,259
Total 572 1,134,134 71,784
*Source: Statistics of Higher Education of Malaysia (MoHE, 2011c: May); Table 1.1 (pg 16 & 17) and Table 1.

5. LEADERSHIP DEVELOPMENT: THE HIGHER EDUCATION LEADERSHIP
ACADEMY

The Higher Education Leadership Academy (better known with its Malay acronym AKEPT) was
established in 2007, and commenced in 2008 (MoHE, 2009). The core business of the Academy is to
facilitate the initiatives that have been outlined in the National Higher Education Strategic Plan with
regards to unleashing the potential of the nations human capital to become self-sufficient and
competitive global citizens and leaders (MoHE, 2009; Mohd. Majid, Zulhazmi & Eminder, 2010). To
achieve this mission, the Academy through the roles of its three Centres, namely the Centre for
Leadership Training, the Centre for Learning and Teaching, and the Centre for Leadership Research
and Innovation have been entrusted with the task of strengthening and aligning the nations HEIs with
the aspirations of the MoHE, so that the HEIs can become dynamic organizations that will
revolutionize the nations human capital by endowing it with intellectual acuity and heightened social
consciousness. In essence, AKEPTs vision, missions, and roles are as follows (MoHE, 2009).

Vision

To be acknowledged as the global benchmark and referral centre for Higher Education Leadership,
Research and Innovation.

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Missions

To align the Ministrys transformation agenda for higher education and innovation with that of the
higher education institutions to ensure that they are globally competitive,

To provide advice on the formulation of higher education policies dealing with talent management,
leadership, governance and innovation, and

To be recognized as the premier referral centre for research and innovation, learning and teaching, and
leadership competencies for higher education.

Roles

To provide relevant and pragmatic training programmes, advice and facilitation to higher education
institutions,

To promote and facilitate collaboration and alliances with the best in class globally,

To promote and facilitate a network of sharing and collaboration on research and publication on issues
and challenges in higher education, and

To put in place a structured framework and provide advice on succession planning for higher
education institutions.

6. AKEPTS ACADEMIC LEADERSHIP DEVELOPMENT MODEL

The development of academic leadership is imperative for the sustainability of e-Learning in
Malaysias HEIs. The AKEPTs academic leadership model has been formulated to act as the
foundation for the design and delivery of leadership and management development framework
including the sustainability of e-Learning (MoHE, 2009). Based on the Malaysian higher education
missions and goals, the framework (Figure 1) focuses on the integration of five target competencies in
its programmes and introduces leadership organizational capabilities that define the drive for
excellence in the performance of higher education leaders (MoHE, 2009). The framework is structured
around the five broad domains of competencies which attribute to the success of leaders in higher
education. This framework has been modeled on core as well as generic functional and professional
competencies, and leadership attributes and competencies. These are the specific sets of competencies
needed to establish a corporate culture that is results-driven, oriented to both clients and stakeholders,
as well as nurtures and promotes successful teams and coalitions within and outside the organization.
AKEPT believes that excellent transformational academic leaders are distinguished by their:
Broad-based impact and influence,
Acknowledged areas of expertise and a directory of research,
Respected collaborative alliances, habitual writing, highly-cited publications, and
Role model status reflective of their high values and integrity.

6

Figure 1: AKEPTs Academic Leadership Model (MoHE, 2009)

MODEL COMPONENTS

The heart of the AKEPTs academic leadership model encompasses values and ethics which are
culturally bound, emotional and spiritual intelligence, as well as communication and interpersonal
skills. The framework divides leadership competencies into five domains namely; Leading Change,
Leading People, Driving Results, Business Sagacity, and Moral Compass (MoHE, 2009). The skills
and attributes pertaining to each domain are elaborated as indicators. However, these indicators are not
exhaustive but describe key behavior traits associated with each competency of effective academic
leaders.

a. Leading Change

Leading change encompasses a set of core competencies needed to drive the organization onto the
cutting edge of embracing transformation and change, which involves the ability of academic leaders
to initiate strategic change, both within and outside the organization to meet challenges and the
organizational goals (MoHE, 2009). Inherent in this leading change is the ability to establish an
organizational vision and implement it in a continuously changing environment. Academic leaders
must be aware of the local, national and international policies and trends affecting the organization and
shaping stakeholders views. Academic leaders must deal effectively with pressure (resilience), be
open to change, adapt swiftly to changing conditions (flexibility), capitalize on opportunities, manage
risks (strategic thinking), and encourage new ideas and innovations.

b. Driving Results

Driving results is a set of competencies involving the ability of academic leaders to be alert to novel,
untested opportunities, manage ambiguity comfortably, take and manage risks (entrepreneurship), and
meet clients and stakeholders expectations. This domain includes the ability to make decisions that
produce high-quality results and hold themselves and others accountable for measurable high-quality,
timely, and cost-effective results (MoHE, 2009). In addition, academic leaders need to understand and
appropriately apply principles, procedures, and policies related to specialized expertise. In driving for
excellence, academic leaders should be able to demonstrate drive, urgency, and assertiveness in the
relentless pursuits of results.

c. Leading People

The domain of leading people is a skill that involves the ability of academic leaders to lead people
towards meeting the organizations vision, mission, and goals. Inherent in this domain is the ability to
provide an environment which supports superior performance and opportunities for others to

7
maximize their long-term potential, foster development, facilitate cooperation and teamwork, and
manage and resolve conflicts and disagreements in a constructive manner (MoHE, 2009). Academic
leaders must mobilize teams by building the momentum necessary to get things done by
communicating clearly and consistently, and investing time and energy to engage the whole
organization. Academic leaders must build, nurture, and value relationships with others in order to
foster a cooperative climate.

d. Business Sagacity

Business sagacity focuses on skills involving the ability of academic leaders to deliver results by
maximizing organizational effectiveness and sustainability, and creating excellence by setting the
highest standards through benchmarking against the best in class in managing human, financial, and
information resources. Academic leaders are able to lay the groundwork by building coalitions with
key players, developing networks and alliances, engaging in cross-functional activities, collaborating
across boundaries, and finding a common ground among a diverse range of stakeholders within the
framework of a shared agenda and strategy (MoHE, 2009).

e. Moral Compass

The moral compass which lies at the heart of the academic leadership competency framework
encompasses values of personal accountability and ethics, and the ability to utilize emotional
intelligence in sensing and understanding the needs, feeling, and concerns of others. Academic leaders
should treat others with courtesy, sensitivity, and respect; consider and respond appropriately to the
needs and feelings of different people in different situations; espouse clear and convincing
communications, recognize and assess their own strengths and weaknesses, vigorously pursue self-
development; engage with others in an honest, fair, and ethical manner; model high standards of
ethics, and ensure that management of information and knowledge is conducted with integrity, where
decisions and transactions are transparent and fair. Academic leaders need to ensure that everyone at
all levels in the organization plays a key role and is held responsible for the success of the organization
(MoHE, 2009).
In essence, the AKEPTs model of academic leadership development acts as the foundation for the
design and delivery of leadership development framework and initiatives, including the Learning and
Teaching Initiatives for sustainability of e-Learning.

7. CONCLUSION

Motivation and morality which are culturally bound are important domains in the development of
academic leadership for sustainability of e-Learning in Malaysia higher education institutions.
Inculcating and enhancing strong motivation and moral value domains among young potential
academic leaders are pertinent in our quest for better academic leadership in our higher education
institutions. Strong and morally abiding transformational academic leadership would rouse an
institution of higher learning to greater heights in the world of academia known for its slow progress.
There are many challenges especially for a young organization like AKEPT to facilitate HEIs
academics in their journey to transform higher education in line with the National Higher Education
Strategic Plan. In the area of learning and teaching, for example, AKEPT has to facilitate HEIs
academics in their expedition to the scared and sacrosanct ivory towers (Lewis, 2006; Ibrahim
Bajunid, 2008a), the call of the knowledge and virtues-based society (Ibrahim Bajunid, 2008b), and
the importance of justice as a value in higher education (Macfarlane, 2011). AKEPT also has to
facilitate which model of academia has to be adopted to appraise, monitor, assess and evaluate
academic staff teaching performance (Campbell, Kyriakides, Muijs, & Robinson, 2004), how to
develop curriculum (Bransford, Darling-Hammond, & LePage, 2005; Kearney, 2009; Davidson &
Goldberg, 2010), how to teach well (Shulman, 2004; Walker, 2006; Supyan, Amin & Hanafi, 2010),
and how to promote the idea of reflective practitioners (Schon, 1983) and reflective institution
(Biggs, 2007). Due to the unprecedented knowledge explosion and technological demands of the
changing world situation as a result of technological advancement, AKEPT has also to facilitate
academics in HEIs to cope with the many policy reforms which entail, among others, changing not

8
only the learning styles of every person involved but also the staff who are in direct contact with the
students (Malakolunthu, 2007).

REFERENCES;

Biggs, J. (2007). Teaching for Quality Learning at University, 3ed. Maidenhead, Berkshire: The
Society for Research into Higher Education & Open University Press.
Bransford, J. Darling-Hammond, L. & LePage, P. (2005). Introduction. In Linda Darling-Hammond
and John Bransford (Eds.) Preparing Teachers for a Changing World. San Franscisco, CA:
Jossey-Bass.
Campbell, J., Kyriakides, L., Muijs, D. & Robinson, W. (2004). Assessing Teacher Effectiveness.
London: RoutledgeFalmer.
Davidson, C.N. dan Goldberg, D.T. (2010). The Future of Thinking: Learning Institutions in a Digital
Age. Cambridge, Massachusetts: MIT Press.
Deschamps, J.P. (2008). Innovation Leaders. Chichester, West Sussex: Jossey-Bass.
Fullan, M. & Scott, G. (2009). Turnaround Leadership for Higher Education. San Francisco: John
Wiley.
Ibrahim Ahmad Bajunid (2008a). Higher education in Malaysia: challenges to the scared and
sacrosanct ivory towers. In Ibrahim Ahmad Bajunid (Ed.), From Traditional to Smart Schools
The Malaysian Educational Odyssey. Shah Alam: Oxford Fajar Sdn. Bhd.
Ibrahim Ahmad Bajunid (2008b). Postscript anticipatory legacy: the call of the knowledge and
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Malaysian Educational Odyssey. Shah Alam: Oxford Fajar Sdn. Bhd.
Kearney, M.L. (2009). Higher education, research and innovation: charting the course of the changing
dynamics of the knowledge society. In V.L.Meek, U. Teichler, dan M. Kearney (Eds.), Higher
Education, Research and Innovation: Changing Dynamics. Kassel, Germany. UNESCO and
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Lewis, H.R. (2006). Excellence Without A Soul: How A Great University Forgot Education. New
York: Public Affairs Press.
Macfarlane, B. (2011). Professors as intellectual leaders: formation, identity and role. Studies in
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Malakolunthu, S. (2007). Teacher Learning in Malaysia: Problems and Possibilities of Reform. Kuala
Lumpur: University of Malaya Press.
Ministry of Higher Education (2007). The National Higher Education Action Plan 2007- 2010.
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Ministry of Higher Education (2009). Higher Education Leadership Academy: Shaping Minds,
Building Leadership. Putrajaya: Ministry of Higher Education.
Ministry of Higher Education (2011a). The National Higher Education Strategic Plan Beyond 2020:
Action Plan for Phase 2 (2011-2015). Putrajaya: Ministry of Higher Education.
Ministry of Higher Education (2011b). The National Policy on e-Learning for Higher Education
Institution. Putrajaya: Ministry of Higher Education.
Ministry of Higher Education (2011c). Statistics of Higher Education of Malaysia. Putrajaya: Ministry
of Higher Education.
Ministry of Science, Technology and Innovation (2009). National Strategic ICT Roadmap.
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Mohamed Khaled Nordin (2010). Meneraju Kegemilangan Ilmu. Putrajaya: Ministry of Higher
Education.
Mohd. Majid Konting, Zulhazmi Idris & Eminder Singh (2010). Transforming higher education in
Malaysia: The AKEPTs Learning and Teaching Initiatives. Malaysian Edutrends, 1: December.
Schon, D. (1983). The Reflective Practitioner: How professionals think in action. London: Temple
Smith.
Shulman, L. (2004). The Wisdom of Practice. San Francisco, CA: Jossey-Bass.
Supyan Hussin, Mohamed Amin Embi & Hanafi Atan (2010). Latihan e-Pembelajaran di IPT
Malaysia (Training of e-Learning in Malaysia Higher Education Institutions). In Mohamed Amin
Embi (Editor), Amalan, Keberkesanan & Cabaran Pelaksanaan e-Pembelajaran di IPT Malaysia

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(Practices, Effectiveness & Challenges of e-Learning Implementation in Malaysia Higher
Education Institution). Putrajaya: Jabatan Pengajian Tinggi.
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Walker, M. (2006). Higher Education Pedagogies. Maidenhead, Berkshire: The Society for Research
into Higher Education & Open University Press.
Zenger, J. (2007). The Handbook for Leaders. New York: McGraw-Hill.

1

INSTRUCTIONAL DESIGN AND LEARNING THEORY ON THE
DEVELOPMENT OF C++ PROGRAMMING MULTIMEDIA
CONTENT

Mohd Nor Hajar Hasrol Jono
1
, Azlan Abdul Aziz
1
, Mohamad Ibrahim
2
and
Norsaniah Md Noh
1

1
i-Learn Centre, Universiti Teknologi MARA, Shah Alam, Malaysia
2
Faculty of Art, Computing and Creative Industry, Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia
hasrol@fskm.uitm.edu.my, azlanaa@fskm.uitm.edu.my, mohamad@fskik.upsi.edu.my,
norsa694@salam.uitm.edu.my

ABSTRACT

This paper discusses on the possibility of taking advantage of the well-served Gagnes theory of
learning and combining it with the benefits of instructional design. Such potent combination can surely
be extended further with the integration of advanced multimedia is undoubtedly helpful in todays
education realm. The best of all these factors may have a positive impact on the teaching and learning
scenario. Hopefully it has an optimistic bearing on the study of computer programming for non-
computer science students when an interactive multimedia application is developed based on Gagnes
theory of learning.

Keywords: Theory of learning, interactive multimedia application, illustrative C++ programming.

1.0 INTRODUCTION

The advent of information technology has become an integral part towards the study of programming.
In relation to that, a lot of efforts and steps have been taken to increase the students quality of
learning and understanding in programming courses (ATUR 03, Mohd Khalit Othman,2003)
(http://www.ftsm.ukm.my/programming/prosiding-atur03.html). The study of C++ programming is
not entirely easy to implement with the common teaching and learning methods
(Norasykin,2005).The development of multimedia content allows the integration of multiple
multimedia elements that could ease the study and understanding of programming techniques thus
enriching the learning environment.
A web development study through usage analysis on the utilization of web based learning
methods of C++ programming indicates that one way of heightening the learning experience must
include a graphic based multimedia element (Norasykin Mohd Zaid,2008).The objective of this study
is to design a method in developing multimedia electronic content for the C++ programming course.

2.0 PROBLEM STATEMENT

e-Learning tansforms the teaching and learning process into an effective process. The in-class
repetitive exercise aims to generate the skills on using it thus the students acqusition can be
supported and heightened through the computer and internet based learning. Students can revise,
understand new material, evaluate mastery level, attempt exercise, stimulate their mind and augment
their skills.
Therefore, the lack of systematic teaching and learning (T&L) materials on programming
specifically those that are based on Gagnes theory has rendered the need to conduct a comprehensive
study.The study should look into:
the preparation of suitable teaching and learning materials in accordance to the course content
the systematic, efficient and effective transfer of knowledge mode
978-602-19271-0-6 ICEL 2011

2
supplement the less interested students need in learning programming
the way an acquisition process can be assisted and enhanced in class
becoming a reference and a source for various activities in tandem with the course

3.0 MULTMIEDIA IN EDUCATION

Multimedia is a combination and integration of texts, graphics, audio, animation and video. Currently
the interactivity concept is given great attention so much so it is becoming as a must criteria in a
software or an application. The term multimedia is also experiencing an evolution where it is also
known as interactive multimedia to denote that the interactivity is another element to focus in any
multimedia application (Jamalludin Harun, 2005).
A variety of definitions and understandings has been set forth but generally, there are two main
characteristics that should be considered where multimedia definition is concerned. The
characteristics are:
multimedia refers to a computer based information presentation through the combination of
multiple media such as texts, graphics, audio, animation, video and others
multimedia is a system that allows independent access including interaction between a
computer and a user
Therefore the general definition of multimedia accepted by the mass is:
"an interactive communication process based on the use of computer technology which
includes the use of audio visual media such as texts, graphics, audio, video and animation."
(Jamalludin Harun, 2005)

The advancement of multimedia technology can be literally seen and felt in the presence of a
complete computer set equipped with the CD-ROM drive, audio card, video card and speakers. The
rate of household with a computer increases manifolds every year. A 1992 study in the United States
of America states that the registered number of multimedia products on CD increases from 5000 units
to 15000 units in 1996 and running into the thousands in early 2000. A similar landscape occurs in
Malaysia where a lot of local talents and companies produce and distribute multimedia application
conforming to the local cultural sense especially in the education, training and entertainment field
(Jamalludin Harun, 2005).
In the education domain, multimedia technology is able to positively affect the teaching and
learning process. This approach eases the transfer of static information into an interesting, dynamic
and interactive way. Multimedia with its dynamics will breathe a learning concept as a result from
the combination of education and entertainment called edutainment. The content transformation from
traditional to games and entertainment based will present an entertaining and attention grabbing
learning process for the students. Therefore, multimedia can help in easing the process of knowledge
transfer effectively especially for distance learning program or part time.
Jamalluddin Harun (2001) had come up with systematic and interesting models in the
development of multimedia content. The development of multimedia applications need to undergo
precise process from the planning and analyzing the needs of the application, designing, developing,
testing as well as evaluating the application.
There are a few researches on the interactive teaching and learning materials of C++
Programming multimedia content. Due to this lack of research and programming e-materials based
on the Gagnes learning theory phenomena in the form of multimedia content, the researchers took an
initiative step in aligning the instructional design and development theory with Gagnes theory. The
instructional design and development reflects the outcomes enhancement in the programming
courses.

4.0 RESEARCH FRAMEWORK

This research portrays the process of constructing the multimedia content according the Gagnes
theory as to develop the e-materials for C++ programming course.

3
This research is divided into 3 parts that are input, process and output using the ADDIE model
which comprise of 5 phases Analyze, Design, Development, Implementation and Evaluate.
Gagnes theory is used to obtain a cognitive teaching and learning concept. Analyze and design phase
are categorized as input, development and implementation phase are categorized as process, and
evaluate phase is categorized as output. In the evaluation phase, the research will identify the
effectiveness of developing the instructional design using formative theory. The research conceptual
framework on the instructional design of C++ programming e-material based on Gagnes theory is
portrayed in the following figure:

Figure 1: Research Conceptual Framework

5.0 RESEARCH METHODOLOGY

Several instructional design models are referred to in designing and developing a multimedia content
application, which are as follows.
ADDIE Model
ASSURE Model
Hanaffin and Peck Model
Dick and Carey Model
Robert Glasea Model
Waterfall Model

In the instructional design and development process, the multimedia content developer can either use
one instructional design model or a combination of elements in several model discussed before.
However, as far as this paper is concerned, ADDIE model will be referred to.

5.1 ADDIEModel

This model is among those used as the basis to the other instructional design models. Generally it
involves with several processes such as follows:

4

Figure 2: to ADDIE Model workflow

5.1.1 Analysis

The main concern in the analysis stage is to review the effective learning concept and instructional
design theory in developing the C++programming e-content or e-material. Gagnes theory will be
used in this process. Gagnes theory of processing information, developing and analyzing the e-
content application are the requirements to produce a cognitive teaching and learning concept.

5.1.1.1 Gagne Theory

According to Gagnes theory, there are nine main elements in a particular lesson which are as follows:
a) gain attention
b) inform leaner f objective
c) stimulate recall of prior information remembering the previous lesson
d) present inofrmation
e) provide guidance
f) elicit instruction
g) provide feedback
h) assess performance
i) enhance retention and transfer of knowledge and skills

In designing the e-content, the cognitive theory approach is used as follows.

a) The e-content developed must be attractive to the user. In ensuring this atmosphere is achieved,
appropriate graphics with multimedia presentation are included in the e-content development to
capture users attention.

b) Teaching and learning objective statement. According to Gagnes theory, the statement is a
motivation for the students to know and understand the intended learning activities. The statement
can be in the form of a text or attractive animated statement. The learning outcomes of the e-
content must be stated as it can encourage the user to continually use the e-content for learning.
This will increase the knowledge and skills on C++ programming based on the syllabus.

d) The e-content application can encourage the leaners to continually use and learn. Hence,attractive
elements are added to the application such as functional icons which not only provide
information, but assistance as well to the user when needed.

Analysis
Design
Development
Implementation
Evaluation

5
e) Challenging exercise, assignment or assessment in the form of objective, subjective questions and
quizzes are inserted in the application. The insertion is to appraise as well as understanding the
learners achievement, and analyzing certain topics during using the application. Positive
responses to the exercise, assessments are provided in the form of graphic, text, audio and visual.
The positive responses will increase learners interests, stimulate and motivate the learners to
which initially they will apply whatever that has been acquired.The users have the opportunity to
display their ability and competency before moving to the next competency level and they have
various ways to provide feedback such as through the use of mouse or keyboard. The answers or
responses are time based and the computer will alert the user for assistance, approval to re-
attempt the question or move to the question.

f) This application takes into consideration the final evaluation factor of the teaching and learning
events through the exercise activities of answering the objective and subjective questions as well
as the quiz. The application also can provide feedback, diagnosis of weaknesses and strengths of a
student. Such evaluation and feedback is hoped to enhance the retention and assist in the
application of information ina more challenging learning condition.

5.1.1.2 Cognitivism Theory

The Cognitive theory relates to the short term and long term memory. One of the factor in this theory
is the processing of information used in the computer based learning. This theory supports active
learning where the students actively obtain, organize and study the information to make it meaningful.
They require transfer of learning and information as this theory focuses o the previous and current
information. The software design should be in symbols and other necessary channel for the
information to be organized and easily accessible for the students.

5.1.2 Research Design

There are two (2) levels to complete this study. The first level is the design and development of the
interactive multimedia application using the in-laboratory research method and the second level is the
application analysis using quantitative research method of survey. Sulaiman Shamsuri (2004) states
that quantitative study helps in clarifying our observation analysis. In other words, numbers and
percentage make it easier for the reader to understand and interpret as numbers involve calculation.
This also helps in the collection, comparison and summation.

Both the methods have gone through a few frameworks, which are:

i. Design Method with laboratory study

The application is developed through the use of computer, some selected authoring tools,
graphic design software, audio and video software, e-content provider software and the internet.
The followings are the outlined framework:
1. Planning and analysis process from the analysis phase for the application requirement that
is the application concept development and data collection regarding the syllabus on the
introduction to computer according to Gagnes theory. This includes the preparation of
the computer system and related softwares.
2. Application design process to determine the implementation approach, specifications and
to develop the flowchart and the storyboard.
3. Application development process that is the construction and development of the content
based on the storyboard, prototype and its programming.
4. Application implementation process. Execution of the developed application for the
learning purpose.
5. Evaluation of the application. Testing and evaluating the application to meet the
specifications as an interactive multimedia application based on Gagnes learning theory
to support teaching and learning.

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ii. Survey Research Method

After the completion of the first phase, a survey will be implemented for the purpose of
gathering the information about the interactive multimedia application. According to Sulaiman
Shamsuri (2004),a study using observation must be done either through a survey or an
interview. Response from the survey is considered the primary data.
It is important for the survey at this juncture to ascertain that the design to be developed is
according to Gagnes theory of learning and the behavioural theory so that the application is
developed accordingly in the next phase.
The survey involves the following framework:
1. Design, prepare and distribute the survey through online
2. Identify the respondents who are experts in Gagnes and Cognitive theories
3. Collect data from the survey
4. Analyze the data
5. Discussion on the findings Membuat perbincangan dapatan kajian
6. Provide suggestions recommendations

It is through this framework that the gathered data can be used to evaluate the applications
impact on the learning process.

5.1.3 Research Sample

The subjects chosen for this study is selected through simple random sampling. The target population
is students who are taking the Introduction to Computer Programming at Universiti Teknologi
MARA. However the focus is only on the students from the Faculty of Applied Sciences so as to get a
more accurate data in fulfilling the aims of the application evaluation.

5.1.3.1 Online Questionnaire

An online questionnaire set according to Gagnes theory the will be prepared after the completion of
the interactive multimedia application which is to be used to evaluate the effectiveness of the
application.
Being online, the questionnaire is configured to connect with a database. The responses will be
stored before being accessed and analyzed. These data is accessible through a portal which also will
be developed.

5.1.3.2 Instrumentation

There are two related instruments used in the data collection for this study, which are interactive
multimedia application based on Gagnes theory of learning and respondents data from an online
survey.

5.1.3.3 Interactive Multimedia Application based on Gagnes theory of learning

This application is considered instrumental that underlines the essence of multimedia technology in
the learning of C++ programming based on Gagnes theory. The impact it brings depends on the
accomplishment of developing the interactive multimedia application that fulfills the need of the
learners. The application should be developed according to the skills and creative aspects that could
interest the students to learn the material. The survey responses will be used for continuous
improvement purpose.

5.1.3.4 Questionnaire

This second instrumentis also crucial. This questionnaire is targeted at the first year students (from
the Faculty of Applies Sciences) responses about the application. These students are taking the

7
Introduction To Computer Programming course. Their responses will give important feedback to
the academicians and researchers about the interactive multimedia application on programming that is
based on the teaching and learning theory.
The online questions are prepared according to the actual presentation and actual content of the
application. Among the information required are:

i. Background

The respondents are required to register when they access the website. The information like
personal biodata such as name, faculty, gender, email address, and the registration for a
username and password, are requested for the purpose of data integrity and analysis.

ii. Evaluation of the Application

The respondents have to use the interactive multimedia application, that is based on Gagnes
learning theory, for two (2) months before attempting the evaluation.
This section involves the application development process regarding the multimedia elements
and interactivity contained in the application. The facets of the evaluation are design, impact on
the usage of texts, graphics, color, audio, video, animation and other factors from Gagnes
learning theory. The outcome of the evaluationis used to further improve the application.
The respondents are required to choose from a four item Lickert scale of highly agree, agree,
disagree and highly disagree for the followings:
1. Interesting screen design.
2. Texts are legible.
3. Graphics are interesting and effective.
4. Choice of colors is effective.
5. Audio is used effectively.
6. Video is used effectively.
7. Animation helps in learning.
8. Sufficient Interactivity.
9. Iconsandguidelines are clear and understandable.
10. The presentation does not require the facilitator to be present.

iii. Evaluation on the applications content

This section is regarding the content of the application involving the syllabus of the
Introduction To Computer Programming course. The content isdivided into deveral topics
according to the sequence in the syllabus. The respondents evaluation focuses on the content
outline, objektif, similarity to the existing syllabus, explanation, examples and a few other
factors.
The respondents are required to choose from a four item Lickert scale of highly agree, agree,
disagree and highly disagree. These are the proposed quetions:
1. Content outline is clear.
2. Learning objective is clear.
3. Content delivery meets the syllabus.
4. The content is organized clear.
5. The content explanation is sufficient.
6. Examples are sufficient.
7. Supporting materials are provided.
8. The content helps in your understanding of the course.
9. The content helps in doing revision.
10. Overall, the application is satisfying.
Upon completion, the repsondents will send the data to a designated database for processing.

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5.1.4 Data Processing and Analysis

Once collected, the data is put through the Statistical Package for the Social Sciences (SPSS) version
11.5 software for analysis purpose. Data will be presented in the form of tables, graphs and both pie
and bar charts. Microsoft Excel is also used to prepare a more illustrative data.
The data analysis process begins immediately for the findings and inferences. Based on the
findings, discussion and observation are conducted to present some proposals and recommendations
at the end of this study.

5.1.5 Evaluation

Evaluation can be defined as a method to collect, record, analyze and utilize in order to support the
learning process. Its implication on the students is their increased awareness about their achievement
level in a course and increased involvement in the process of teaching and learning.
The formative evaluation is seen as a system or a method that helps to provide suitable feedback
thus the students can take remedial action through using the developed application. This allows
closing the loop where the students obtain the most from their test or exam and can improve their
learning ability and performance in the future.

5.1.5.1 Formative Evaluation Methodology

Generally, the evaluation is conducted during the learning process through the students achievement
in quiz, tutorial, exercise, laboratory report or mid term test. The feedback on the evaluation is given
immediately for a quick action thus indirectly helping the students to gauge their early comprehension
as well as to check on the effectiveness delivery of the multimedia e-content on programming based
on the Gagnes learning theory.

6.0 CONCLUSION

The findings of this study is hoped to satisfy the current learning approach to further enhanceand
upgrade the students acquisition and retention when dealing with Introducation to Computer
Programming course. The findings on the theory can be used to provide and develop other application
that can assist the students in becoming more interested in other courses offered in Universiti
Teknologi MARA.

BIBLIOGRAFI

Jamalluddin Harun& Zaidatun Tasir (2005). Multimedia Konsep & Praktis. Selangor: Venton
Publishing Sdn Bhd.
Jamalluddin Harun& Zaidatun Tasir (2001). Menguasai Perisian Persembahan Elektronik:
Microsoft Powerpoint XP. Kuala Lumpur: Venton Publishing Sdn Bhd.
Kassim Abbas (2009). Media Dalam Pendidikan Merancang dan Menggunakan Media Dalam
Pengajaran dan Pembelajaran. Perak: Universiti Pendidikan Sultan Idris.
Mok Soon Sang (2010). Pedagogi Untuk Pengajaran & Pembelajaran. Selangor: Penerbitan
Multimedia Sdn Bhd.
Mok Soon Sang (2010). Psikologi Pendidikan untuk pengajaran dan pembelajaran. Selangor:
Penerbitan Multimedia Sdn Bhd.
Sulaiman Shamsuri (2004). Research Methods for the Social Sceiences. Klang: DSS Publishing
Enterprise.
Yusuf Hashim (1998). Teknologi Pengajaran. Shah Alam: Penerbit Fajar Bakti Sdn Bhd.

Rujukan: http://www.ftsm.ukm.my/programming/prosiding-atur03.html
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REPLACING FACE-TO-FACE CLASSES BY SYNCHRONOUS
ONLINE TECHNOLOGIES: THE HOU EXPERIENCE

Nguyen Thanh Trung
1
, Tran Thi Lan Thu
2
, Lai Minh Tan
3
,

1
E-Learning, Ha Noi Open University
2
E-Learning Center, Ha Noi Open University
3
Informatics Center, Ha Noi Open University
Email:
1
trungnt@hou.edu.vn,
2
thutl@hou.edu.vn,
3
tanlm_09@hotmail.com
ABSTRACT
Since 2009, HOU has been providing live virtual classes for various distance learning
programs.
This paper will provide an opportunity to look at the issues involved in the use of these
multimedia-enabled delivery approaches, the technology behind them, the logistics involved,
and to provide an HOU perspective of the experiences encountered.
The goal of research was to provide a systematic methods to implement the highly
interactive live session. The additional goals was to design the portable hardware and easy to
use software toolset as well as easy to follow guidelines on how to propel the lectures from
the conventional dull chalk and talk and to minimise the number of staff required to give the
lectures.
Through a combination of surveys and feedback from lecturers and students, we are able
to better understand the obstacles and to continuously improve on the effectiveness of these
interactive delivery approaches.

INTRODUCTION

Hanoi Open University in VietNam is one example of higher education institution that entirely
employs ODL system. The university was established in 1993 and is now serving more than 70
thousand students. Since the first semester of 2009, HOU has been replacing several classical face-to-
face sessions with the use of various synchronous technologies.
Along with the use of the traditional printed materials and face-to-face tutorial supports,
various kinds of technolgies have been used to enhance students learning at a distance,
includingonline tutorials, web-based materials, online examination, and other online services.
As the information and communication technology (ICT) advances, ODL practitioners begins to
emphasize on the importance of interaction during the distance learning process. This new paradigm
is characterized with a belief that education is basically a two-way communication between students
and tutors, students and study materials, as
well as students and the institutions/education providers.
Launched in 2008, HOU E-Learning Program at Hanoi Open University is the first institution in
Vietnam to enter E-Learning and synchronous technology research through a joint project with
scholars from MIT, Duke and Ohio University. The research project is part of an effort to leverage e-
Learnings advantages in developing a high quality ODL program. HOU e-learning undergraduate
program is developed by the E-learning Center (ELC) at HOU, with participation and support by
corporations and organizations including Microsoft, Qualcomm, Hewlett Packard, USAID and Hanoi
University of Technology

BLENDED LEARNING ARCHITECTURE

HOU applies interactive teaching methods in its training process. Group discussions, roles play,
practice, games are applied frequently in both online and offline lessons. More than 250 industry
trainners has been mobilized to handle of more than 80% subjects, both online and offline. The best
practices have been improved with the participation and suppor of managers who come from
enterprises.

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HOU blended learning architecture

Access to a variety of learning support services by distance students has to be improved to ensure
quality learning process so that students have the motivation to develop independent learning
capacity through self-direction. The institution responsibility is to design effective learning
support system which encourages students to initiate learning and develop independent learning
culture using a variety of methods and appropriate technologies involving capacity building of
students, study groups, provision of various kinds of learning and support services for students, and
use of new technologies.

The blended learning architecture includes a Learner Interface, which facilitates access to the
learners functionality. The Learner Interface supports all the features that are available in existing
state-of-the-art e-Learning. HOU has implemented and improved its online services, including
those designed for tutorials, web-based self-learning materials, self-exercise, examination results
dissemination, online helpdesk, information dissemination, and paper-based examination. Other
online services are being developed to improve teaching and learning as well as administrative
services for students

USES OF SYNCHRONOUS CLASS ELEMENTS

Chat (text only): Synchronous chat rooms (Vbulletin and ViTalk chat) are integrated directly to HOU
LMS (moodle 1.9.3) and Forum. They allow multiple students and teachers to log in and interact. For
the on-the-flight chatroom on the course interface, moodle chat activity module allows students to
have a real-time synchronous discussion in each course. This is a great way to ask questions and to
share resources and insights. The only drawback is that when there are a lot of students logged in, and
everyone's trying to chat at the same time, the conversation can break off into tangents.

Video conferencing: Point-to-Point video conference sessions are usually designed, planned and held
at the HOU Study Centers throughout the country. This system is integrated into the distance
education program with minimal adaptation to the curriculum and course and is designed to support
two-way video and audio communication between HOU main campus and one Local Center.

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Voice-over IP: Microsoft Skype and Google Gtalk webclient are integrated into HOU VLE. VOIP
tools help our students and tutors to collaborate in their project works. Its also a place for teachers to
connect with each other, find partner classes and share inspiration

Web conferencing or Virtual classroom: HOU web-based instructional tools provide 24/7 access
to online classrooms along with shared learning resources and activities. Teachers can enhance and
extend classroom instruction while providing students opportunities to research and collaborate,
anytime and anywhere. Nowaday, HOU tutors are using two version of virtual classroms. Adobe
Connect Professional for small group presentation and Authorized wiqiz for large class teaching.

Students can join virtual classroom sessions from 6 PM everyday

Flexible web conferencing for both learners with and without internet acceses
( centralized webconferencing at local centers)

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Internet radio/podcasts:

HOU has been broadcasting more than 100 radio subjects since 2008 via Voice of Vietnam Radio.
This consists of ready-made 45 minute direct teaching and learning exercises to the classroom on a
daily basis. The radio lessons, developed around specific learning objectives at particular levels of
maths, science, health and languages in national curricula.

Beside the broadcast lessons, Instructors might stream the audio over the Internet using the VLE built-
in online radio module. Ideally, the mp3 audio file would be archived for students to access and
review later as well. The nice thing about Internet radio / streaming audio is that students can send
chat messages while the event is happening.

Virtual worlds: Educational simulation in virtual worlds like Second Life are wonderful places for
students to meet "live" and to interact. They're ideal for learning languages because it's possible to
speak with each other through headsets and VoIP.

HOU Practice session with role playing

Second Life technology offers a surprisingly efficient solution to these challenges. The number of
students enrolled could be enlarged beyond the seat capacity of classrooms and computer labs.
Increasing numbers of university students own their own computers and have access at home or
through Internet cafes to high-speed connections capable of running graphics-intensive programs
like Second Life. This would enable universities to reserve places in their labs for those students
without such outside access, allowing other students to join the class remotely. Thus many of the
practice activities could be organized in Second Life, where students log in from their own computer,
join others in the common practice areas, and engage in the simulated workflow processes. Teachers
can also join in to supervise and evaluate students from computers and locations convenient to them.
In some simulations in Second Life, there can be automatic instructors and evaluators This is
especially critical given the financial necessity for university teachers to seek additional employment
to supplement their university salaries. Besides, universities can reach cost efficiency in education
budget.

The authors have selected three workflow processes, each representing a HOU Elearning program, to
simulate in Second Life: sales management, accounts payable and software development. In the case
of software development, the simulation will be informed by the findings of the Vital Lab project..
Development will require more extensive conceptual design in the cases of sales management and
accounts payable. As the most straightforward workflow process, accounts payable has been chosen
for the first pilot simulation. The following table describes the different skills, how they are simulated,
and how they are evaluated (quantitatively or qualitatively).

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Factors Skills Scenario on Secondlife
Attitude Customer and
service quality
focus
In-world lectures with interactive case exercises

Professional
ethics
Difficult to present in Secondlife
Professional
image
Provide some choices on office costumes (casual costumes which
are used in schools, sport activities; office costumes)
Soft
Skills
Teamwork skills Measured through teamwork performance indicators:
- Customers served/hour
- Average waiting time/customer
- Longest waiting time (top 10% percentile) etc.
Telephone and
face to face
communication
Choose effective communication ways (spot wrong behavior
subconsciously expressed by avatar):
- Fold arms, laugh when customers come in.
- Answer the phone and use curt expressions such as Yes, No etc.
- Anxious, bewildered expressions.
- Failure to welcome customers
Domain
Know-
ledge
Guide customers
through
procedures and
paperwork
- Spot customer mistakes in writing contract (date, payment terms,
amount paid, transportation terms, etc.
Eg. choose 1 incorrectly contract out of 4, then spot mistakes.
- Procedures to cooperate between accountant and cashier, chief
accountant, procurement officer, etc
Eg: to identify whether the accountant follow correct procedures or
not.

Mobile learning apps: HOU uses MLE-Moodle and in-house developed apps to realize m-learning
for customize learning scenarios:
make quick surveys or quizzes in the classroom with the mobile phones and see the results
instantly
provide mobile chat for students and tutors using vitalk, yahoo clients.
Send instant SMS for class events and notes.

CONCLUSION

Overall synchronous services delivery method has opened up numerous possibilities for both HOU
staff and students and would undoubtedly be built upon to create huge savings, innovation, learning
and collaborating opportunities. The synchronous virtual classroom, 3D virtual world, VOIP tools
once considered "the technology of the future" are now very much established as an integral part of
HOU blended learning portfolio.

HOU responsds to the increasing uses of synchronous technology as a part of state-of-the-art
blended learning envinronment to enhance teaching and learning at distance through various
subjects. In the future, new open and distance learning will depends upon greater uses of technology,
and HOU has to continuously innovate and improve its learning and teaching technology, invest
in new technologies, and develop its human resources to suit the needs for new technology uses.

Any ODL institution, including HOU, should anticipate advances in new synchronous technologies,
and wisely use appropriate new technologies for teaching and learning that meet the needs and
requirements of the students which it serves.

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REFERENCES

Baird, D.E. & Fisher, M. (2006). Neomillennial user experience design strategies utilizing social
networking media to support "Always On" learning styles. J . Educational Technology Systems,
34(1), 5-32
Macintyre, R & Macdonald, J . (2011). Remote from What? Perspectives of Distance Learning
Students in Remote Rural Areas of Scotland. International Review of Research in Open and
Distance Learning, 12(4)
Mason, R. & Weller, M. (2000). Factors Affecting Students' Satisfaction on a Web Course. Australian
J ournal of Educational Technology, 16(2), 173-200
McCarthy, J . (2009). Utilising Facebook: immersing Generation-Y students into first year university.
The J ournal of the Education Research Group of Adelaide, 1(2)
Dr Megan S. Conklin (2007) 101 Uses for Second Life in the College Classroom, Elon University,
Department of Computing Sciences.
Emily Oh, Andr van der Hoek Teaching Software Engineering through Simulation, Institute for
Software Research University of California, Irvine, CA 92612-3425 USA
Emily Oh Navarro, Andr van der Hoek Software Process Modeling for an Educational Software
Engineering Simulation Game, Department of Informatics, Donald Bren School of Information
and Computer Sciences - University of California, Irvine, CA 92697-3425 USA.

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CASE STUDY: I CT I N EDUCATI ON (SI NGAPORE)

Chai Lan Peng

The Educational Technology Division
Ministry of Education
Singapore

I ntroduction
1. Our students thrive in a social environment that offers immediate access to technology which
encourages online collaboration. Computer games, email, the Internet, cell phones and instant
messaging have become integral parts of their lives. With this ubiquitous environment and sheer
volume of interaction with ICT, todays students think and process information differently from their
predecessors. Born in the new millennium, our students expect technology to prevail in everything
they do, and learning is no exception.

Our Students & I CT Considerations
2. Common terms such as Generation X, Y and Z featured in social media and publication platforms
reflect the changing mindsets of our students. We no longer are able to teach our students the way we
were taught. The next generation of e-learning involves ICT-based communication, information
sharing, inter-operability, and collaboration to support learning. Evolving technologies that have a
bearing and impact on learning include web-based communities, hosted services, and applications
such as social-networking sites (e.g Facebook, Twitter), video-sharing sites, video and audio
podcasting, wikis and blogs. In the classroom, the impetus is now to engage students in ways that
they are familiar with and accustomed to, leveraging new media and ICT platforms.

3. In the evolving knowledge based digital economy, ICT serves as a foundation stone and catalyst for
success in developing essential 21st century skills among our students. Appealing in particular to
Generations X and Y digital natives, ICT serves to engage students in self-directed learning and
develops them towards being independent learners. With the vast array of information available in the
World Wide Web, the importance for students to be able to sieve information and extract what is
relevant is essential and cannot be overlooked. Ultimately, this equips students with the essential and
inherent knowledge and skills required of them in their future careers. In schools, with the evolution
of ICT, attention has moved from technology and infrastructure towards ICTs integration in content,
knowledge, pedagogy & process skills.

4. Implications of technology leverage in the teaching and learning environment includes the ability of
ICT to create an environment where students are encouraged to adopt a constructivist approach to
learning and build on their own knowledge; where learning would be in a context of life experiences
as ICT offers opportunities to explore ideas and not answer set questions. Coupled with this, ICT
integration emphasizes the need to rethink the role of the teacher as it affords wider opportunities for
group collaboration & learning both locally and internationally.

5. The evolution of Singapore's ICT master plan traces the journey undertaken to harness ICT for
students engaged learning and to equip them with the necessary ICT skills. During the period 1997 to
2002, Singapore conceptualized its' 1st master plan (mp1) with a vision of Preparing for
Innovations. Key features of mp1 included a basic infrastructure where ICT was positioned as an
add-on to the curriculum with predominantly CD-ROM based digital learning resources. A one-size-
978-602-19271-0-6 ICEL 2011
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fits-all professional development approach persisted with centralized provisions derived from the
Ministry of Education (MOE) Singapore that was accessed through schools intranet. In moving
forward, during the period 2003 - 2008, the 2nd master plan (mp2) evolved with the vision of
Seeding Innovations and where schools were conferred greater autonomy and ownership. Notable
mp2 features included a stabilized IT Infrastructure with internet-based access that was better
integrated into the curriculum and web-based digital learning resources with adoption of core &
mass-customized professional development approaches.

Singapores Context of I CT I ntegration & 21
st
Century Outcomes
With the need to prepare students for the 21st century, Singapores mp2 has evolved to the present
day ICT master plan 3 (mp3) with the vision of Harnessing ICT, Transforming Learners towards
instilling student competencies of self-directed & collaborative learning through effective ICT usage.
This includes inculcating in students the importance of being discerning and responsible ICT users in
the process. In realizing this vision, school leaders would be vital in providing strategic direction and
in creating conditions to harness ICT for curriculum processes. Underpinning the learner
transformation process would be the importance for teachers to develop a capacity to plan & deliver
ICT-enriched learning experiences aligned to the desired student competencies. An aspect that
requires an ICT infrastructure that supports learning anytime and anywhere.

6. Accordingly, the mp3 goals of developing self-directed and collaborative learning competencies for
students and teachers comprise:

7. In Singapore, to prepare students for the 21st century, the tenets of Curriculum 2015 or C2015 have
been adopted with the desired student outcomes of being Confident Individuals, Self-Directed
Learners, Concerned Citizens and Active Contributors. For the ideals of C2015 to be realized, mp3
forms part of the matrix of policies and strategies that establishes fundamental competencies and
mindsets required of stakeholders for the future. For students, this involves possessing competencies
for self-directed and collaborative learning through the effective use of ICT, while being discerning
and responsible in the process. For teachers, it is the professional capacity to plan and deliver ICT-
enriched learning experiences for students to become self-directed and collaborative learners while
nurturing them to be discerning and responsible ICT users.

3rd Master Plan for I CT in Education (mp3) (2009 - 2014)
8. mp3 represents a continuum of the vision of the first and second master plans, which is to enrich and
transform the learning environment of our students and equip them with the critical competencies and
dispositions to succeed in a knowledge-based economy.
Self-Directed Collaborative
Students Ownership of learning
Management and monitoring of
own learning
Extension of own learning
Effective group processes
Individual and group
accountability for learning
Teachers Student-teacher learning
partnership
Conditions for students self-
management and monitoring of
their learning
Experiences for extension of
students learning
Structures for collaboration
among students
Structures for effective group
processes
Assessment of individual and
group learning

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9. The vision of mp3 reads: Harnessing ICT, Transforming Learners. The vision focuses on the learner,
and conveys a future context. It captures the primary affordance of ICT in giving learners agency
to shape their personal learning experience, both as individuals and in collaboration with others.
Future learners will live, play and learn in a world of new digital media. Through the use of ICT,
learning will take place wherever and whenever the learner chooses.

10. The four goals of mp3 are:
a) Students develop competencies for self-directed and collaborative learning through the effective
use of ICT
a
s well as become discerning and responsible ICT users;
b) School leaders provide direction and create the conditions to harness ICT for learning and
teaching;
c) Teachers have the capacity to plan and deliver ICT-enriched learning experiences for students to
become self-directed and collaborative learners, as well as nurture students to become
discerning and responsible ICT users; and
d) ICT infrastructure supports learning anytime, anywhere.
11. The interaction and partnership between schools and MOE is an important one when deepening ICT
use in learning and teaching. It is at schools where practices that advance technological-pedagogical-
content knowledge (TPCK)1 can be best expressed. Hence, there needs to be put in place system-
level structures to support and encourage schools and, through various channels, harvest individual
schools effective practices to build the systems collective TPCK, to benefit all schools. In order to
translate these into realities, five strategic strands were identified:

a. Curriculum, Pedagogy & Assessment
To raise the level of ICT use and practices in curriculum, pedagogy and assessment, there will be
a need to articulate how ICT would integrate into a schools overall learning and teaching
framework as this eventually drives a schools effort in using ICT in learning and teaching.
Doing this will provide coherence and direction to a schools strategic plan, demonstrate how ICT
is embedded into a schools programmes, curriculum and ethos, and feature the resources and
tools necessary for teachers to support their efforts and drive change through assessment.
Practitioners can then take reference from the framework and align their efforts to achieve school-
wide use of ICT for Self-Directed Learning (SDL) and Collaborative Learning (CoL). Platforms
that comprise multimedia resources, applications, tools, lesson plans and ideas tagged and
organised by subjects would provide a platform for teachers to deposit, deliver, collaborate and
share resources on the meaningful use of ICT in teaching and learning. In addition, good
exemplars need to be identified to help develop a core of ICT-enriched learning experiences that
facilitates SDL and CoL, which can later be embedded in appropriate syllabuses.

b. Cyber Wellness
A two-pronged approach is adopted to educate students to be responsible and discerning users
when online. This comprises firstly, a systemic implementation of cyber wellness education
across schools anchored on the key principles of Respect for Self & Others and Safe &
Responsible Use that guides students in their actions through a 3-step process of Sense, Think

1
TPCK is a framework that describes the kinds of knowledge needed by a teacher for effective
technology Integration into learning and teaching. It requires understanding of the relationships between
Technology, Pedagogy and Content. See Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators, Mishra & Koehler, 2006
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and Act. New and emerging cyber wellness-related topics, key messages and learning outcomes
are also integrated into relevant sections of subject syllabi as part of MOEs on-going process of
syllabus review.

Secondly, schools have the autonomy to integrate cyber wellness topics into their existing
programmes such as school-based Character Education and Life Skills Programmes. To this end,
resources and programmes are provided from within MOE and through collaboration with other
government agencies, industry and community groups. The Cyber Wellness Student Ambassador
Programme (CWSAP) introduced in 2009 serves as an extended platform to reinforce schools
cyber wellness education. By directly involving student ambassadors, key cyber wellness
messages are delivered from the youths viewpoints which their fellow students will better
identify with.

c. Professional Development
School leaders and key personnel need to be able to provide direction and create conditions that
guide schools to reach the mp3 vision and outcomes, and in deepening teachers pedagogical
practice of ICT. The focus will be on structures and systems to implement and monitor
programmes to sustain effective school-wide ICT practices, as well as in creating conditions to
build a culture of innovation and collaboration among teachers to enhance ICT-related
professional development. Teachers, who are central to the success of mp3, have to build a deep
understanding of pedagogical practice. They will need to have competencies that will ensure that
they are able to plan and deliver ICT-enriched learning experiences for students to develop
competencies in self-directed and collaborative learning. ICT Mentors, drawn from the existing
pool of school key personnel and trained, can champion and share the effective use of ICT tools
and affordances in the designing and implementing of lessons that support self-directed and
collaborative learning These Mentors can advocate the use of Learning Teams in their school and
work with teachers to develop and share models and strategies of ICT implementation and
translation, for example through action research projects or other school curriculum innovations.

d. Infrastructure for Learning
One of the mp3 enabler goals is to have an ICT Infrastructure that supports learning anytime,
anywhere, to achieve an ICT learning environment that encourages pervasive use of ICT in
education. ICT Infrastructure forms the foundation to provide the necessary technological
platform and facilities that are relevant and forward-looking to the needs of the fast-evolving
education landscape as well as to support other mp3 initiatives that leverage ICT for learning and
teaching.

e. Research & Development (R&D)
The R&D strand expands the impact of school-based experimentation and research on practice by
establishing mechanisms and processes for scaling through an ideas to practice approach that
facilitates translation of research into usable pedagogical principles. Along with continued
support for school-based ICT innovations, these core strategies facilitate schools in developing
pedagogical and implementation principles for self-directed and collaborative ICT-based
learning.

Currently, while an estimated 42% of schools (~149 schools) are involved in ICT innovation
projects, approximately half of this figure includes schools that are directly supported through
projects under the R&D strand. To this end, the strand establishes a framework to guide the
identification and spread of innovations to other schools, leveraging on existing structures,
processes and communities. Recommendations, pedagogical principles and implementation
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strategies as well as learning points from these projects are harvested and cascaded to other
schools for adoption, adaptation, appropriation of invention.

It is also important that the Ministry and schools continue the model of top down support for
ground-up initiatives where a multi-prong approach to scale innovations helps facilitate
translation of research into practice. This includes a balance of organic and top-down diffusion
mechanisms to address the dimensions of awareness, capacity building, R&D support, curriculum
embedding and funding. These mechanisms serve as important catalysts for change to transform
the environment and shift mindsets in encouraging sustainable and reflective learning and
teaching practices. Wherever possible, scaling would ride on existing platforms to synergise
efforts.

Some Learning Points on I CT Master Plans in Education I mplementation
12. Addressing Fundamental Issues in Education - There is a need to first resolve fundamental issues in
education such as relevant curricula, adequate number of qualified trained teachers and good basic
school infrastructure before introducing a system-wide use of ICT into education. Strong school
leadership is critical to running a school effectively.

13. Adopting a Systemic and Systemic Approach - It is important to systematically identify the key
dimensions that are critical to the success of its implementation. In the master plans, 5 key
dimensions were identified and implemented to support the integration of ICT into the curriculum,
namely, infrastructure, curriculum and assessment, learning resources and tools, professional
development and research and development.

14. Paying Attention to teachers Readiness for ICT Integration - There is a need for teachers to be
willing to change their classroom practices. It is important therefore to share success stories that
clearly demonstrate the value-adding impact of the use of IT in teaching and learning. There is also a
need to build a sharing culture through regular exchange of ideas, professional reflections and
mentoring to allow learning experiences gained at professional development programmes to sustain
the professional development of teachers and school leaders.

15. Aligning Intent and Interests of key Stakeholders - To bring about synergy among the various parties,
it is important to align and communicate the intent and interests among the key stakeholders (e.g.
school leaders, teachers, students, parents, teacher trainers, researchers and industry). The wider
community can provide a supportive environment outside the schools to reinforce the learning within
schools.

16. Taking a Collaborative and Multi-disciplinary Approach - Successful implementation of the ICT
master plan requires a wide range of expertise and resources beyond what is available in the
education community. We need to work with industry partners and learning sciences researchers to
explore emerging technologies that could be potentially useful for teaching and learning, and to
generate new ideas and possibilities for ICT integration.
17. Shifting fromcentralised to School-Initiated Approach - Under mp1, MOE took a centralised one-
size-fit-all approach to ICT master planning as schools did not have the necessary capabilities and
expertise to do so on their own. It was also necessary to ensure that resources were optimally
deployed to schools, and there was experimentation on the use of ICT for teaching and learning which
involved a few schools. Under mp2, schools were at different stages of ICT integration. Thus, the
centralised approach would not be appropriate as faster and capable schools would be held back in
their implementation while the resources provided to schools that were not ready would be wasted.
Instead, a top-down support for ground-up initiatives from schools for routine ICT integration into the
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curriculum and some form of centralised top-down approach for novel integration of ICT into the
curriculum that pushes the frontiers of teaching and learning. In mp3, we continued the top-down
support for ground-up initiatives, with a focus on scaling and sharing of good practices.

Conclusion
18. To succeed in the implementation of ICT use in schools, it is necessary to focus on improving the
capabilities of teachers to effectively integrate ICT into the curriculum through constant innovations
in their classroom practices. We will continue to do the following:
Build communities of practice for teachers to share ideas and exchange success stories of
innovative ICT-based practices for adoption in their classrooms;
Build school leaders capability and expertise in technology planning to enable them to
implement effective school-wide integration of ICT into the curriculum;
Build selected teachers capability, through collaboration with industry and institutes of higher
learning, in developing quality interactive web-based resources;
Work towards a seamless ICT-enabled teaching and learning environments that allow teachers to
access and share both commercially available and school-created ICT-based learning resources;
Explore the potential integration of emerging technologies in the consumer space by selected
teachers into the curriculum to enhance learning; and
Scale up the research findings on proven ICT-enabled pedagogical models and successful
practices to impact classroom practices of all teachers.

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DISTANCE LEARNING FOR PEPPER AND CORN BREEDING
AND SEED PRODUCTION

Neni Rostini and Reginawanti Hindersah

Faculty of Agriculture - Padjadjaran University
J alan Raya J atinangor Km. 21 Bandung 40600
Correspondence: nenithamrin@yahoo.com; neni.rostini@unpad.ac.id

ABSTRACT

The one-year vocational education in seed breeding and production technology (SBP) at
Padjadjaran University provide an opportunity for seed professionals to produce pepper and corn
seed. Nowadays most of food-crop farmers in Indonesia grow pepper and corn by using, mainly,
imported seed. The production of local pepper and corn seed reached only 10% and 35,86% of
national need. The purpose of SBP program is to provide breeders which have general knowledge
and practice in pepper and corn seed production. The emphasis of this education method is
distance learning for develop students knowledge in simple method of plant breeding, plant variety
protection, registration of plant variety for seed distribution and seed certification. However,
improving practical knowledge by distance learning will not guarantee the effectiveness of the
program to deliver qualified breeder and seed producer. Laboratory, green house as well as field
works should be performed so that students will have sufficient understanding and experience as
breeder and seed producer when they work in seed company or they found their own company. To
support this hybrid vocational education program, lectures from University attend and monitor
student work regularly.

Key words: vocational education, distance learning, breeding, seed production

I NTRODUCTION

Indonesian education institutions are facing a digital era which challenge us to use information and
communication technology (ICT) as an important education tool. Website, blog, email, as well as the
other social networking can be used for online education (e-learning) to perform classes online in
distance courses. Distance learning is a way to increase the number of either high school or
vacoational school graduates to enter the university since in conventional universities the number of
student is always limited.
General Director of Higher education of Department of Education in cooperation with Southeast
Asian Ministers of Education Organization Regional Open Learning Center (SEAMOLEC) lounched
sustainable vocational education for vocational high school fresh graduate as well as working adults
having high school certificate to enter the Diplome-1 (D-1) program in state universities. In this
distance learning program, state university act as main campus which have to prepare courses program
and to assure the quality control while education is conducted in Vocational high school. In D-1
program students attend only one year education in very specific education program. The goal of this
program is to graduate hard worker and independent enterpreuneur having specific skill to produce
product and service.
Faculty of Agriculture in Padjadjaran University offers D-1 program in seed breeding and
production technology (SBP) especially for pepper and corn, the two important agricultural
comodities. Nowadays most of food-crop farmers in Indonesia grow pepper and corn by using,
mainly, imported seed. The production of local pepper and corn seed do not suffice national demand.
The purpose of SBP program is to provide breeders which have general knowledge and practice in
pepper and corn seed production.
As a nonconventional education program, most of the one year course program are taken online by
using main campus as well as vocational high scholl ICT infrastructure. Regularly, univrsity lecture
teach them in face to face method in vocational school. Since the education is conducted in vocational
978-602-19271-0-6 ICEL 2011
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high school, the priority is knowledge transfer from university lecture to high school teacher. So that
training teacher, especially in ICT, web skills and also in knowledge of seed breeding and seed
production technology should be performed before progam begin. However, improving practical
knowledge by distance learning will not guarantee the effectiveness of the program to deliver qualified
breeder and seed producer. Laboratory, green house as well as field works should be performed so that
students will have sufficient understanding and experience as breeder and seed producer when they
work in seed company or they found their own company. To support this hybrid vocational education
program, lectures from University attend and monitor student work regularly. This papper discuss the
hybrid method of seed breeding and poduction technology in Unpad, and the challange related to
changing learning methode.

LI TERATURE REVI EW
Distance Learning
Distance learning, sometimes called e-learning, is a formalized teaching and learning system
specifically designed to be carried out remotely by using electronic communication (http://searchcio-
midmarket.techtarget.com/). Because distance learning is less expensive to support and is not
constrained by geographic considerations, it offers opportunities in situations where traditional
education has difficulty operating. It is explained anywhere that distance education can be more
flexible in terms of time and can be delivered virtually anywhere by on line course.
Online courses, are those in which at least 80 percent of the course content is delivered online.
Face-to-face instruction includes those courses in which zero to 29 percent of the content is
delivered online; this category includes both traditional and Web facilitated courses (Allen and
Seaman, 2006). The remaining alternative, blended (sometimes called hybrid) instruction is defined as
having between 30 percent and 80 percent of the course content delivered online (Allen and Seaman,
2006). Based on the survey for academic officer in US, barriers to widespread adoption of online
education was not significant. However the most important barriers was they need for more discipline
on the part of online students and for greater time and effort to teach online (Allen and Seaman, 2006)
Critical point in distance learning is course management system which will be used to organize
courese experience. A course management system or learning management system are software
system designed to assist in the management of education courses for student especially by helping
teacher and learner with course administration (Simonson, 2007). CMS allows teacher to manage
their class, assignment, activities, quizz and test, resources and more in an accesible online evironment
(Simonson, 2007).
There aret those who ask the effectivenes of distance learning comparing with traditional learning
in term of learning outcome (Ulmer et al., 2007). Faculty member in all categories will be confronted
with the necessary to adapt new teaching practice. With more faculty members teaching in the blended
learning mode, effective course design is critical to maintaining quality while incorporating both face-
to-face and online components (Moskal and Weinstein, 2001). Lecture should learn how to develop
assignments that fit the learning objectives and align with the blended format of the course. In
addition, they will learn how course assignments can be used to provide evidence that students are
meeting program goals (Moskal and Weinstein, 2010).

Plant Breeding education by distance learning
The low number of horticultural plant breeders in Indonesia, despite a high national demand, is the
main raison to create distance learning program for vocational agricultural school in West Java, on of
the important horticultural centre in Java. This program in not common in Indonesia, however some
university in US offer distance learning.
Plant breeding is critical to the future of productive agriculture, food security, and economic
prosperity). In Indonesia, special plant breeding education must be performed as quickly as possibel to
meet the needs of qualified seed. Nowadays, plant breeder should have the knowledge of conventional
method in breeding as well as in seed production tehcnology. However, the science extends from
genomics to measuring diversity and germplasm enhancement to quantitative genetic theory to
prebreeding and finished line, clone, population, or hybrid plant improvement (Baenziger et al. 2009).
Distance learning in pepper and corn breeding should be performed in line with seed production since,
depending upon the crop the majority of new plant resources shulid be finished in product
development (Baenziger et al., 2009).
3
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With the revolutions in information technology, distance education has become a compelling way
to educate plant breeders because it meets the following needs (Baenziger et al.,2009)
1. Distance education is not site bound as bricks and mortar campuses are. Many plant breeding
stations are not located near major plant breeding universities, but have excellent internet access
providing local delivery of the information.
2. It can be offered for college credit or for non-credit to fit the student needs and interests. Many
students are interested only in the information and not in the college credit.
3. Most distance education courses are offered asynchronously so that students can take them as their
schedule allows. This asynchronous delivery is particularly useful for courses that have a global
reach (crossing time zones where students in the same class may be in Japan, India, Turkey, Ireland
and the U.S.)
4. It allows classes where there are relatively few students in any one campus to be taught. Most
universities have a minimum enrolment in order for a class to be taught. However, by combining
resident and distance students the minimum enrolment requirement can be more easily met.
5. Distance education provides a healthy competition in the marketplace of ideas. For example,
students may learn that one instructor may teach an outstanding self-pollinated crop breeding
course, but another instructor may teach a better cross pollinated crop

3. METHODOLOGY

The distance education system is applied in Distance education Program (Diploma 1) of Breeding and
Seed Production (40 credits) with the hybrid model. By applying the hybrid program, students
required to learn by utilizing a variety of teaching
materials (modules electronics,audio / visual, network-based teaching materials), face to face and
online tutorials. Face to face tutorials conducted by residential, students follow the teaching and
learning activities for two weeks at the main campus and . The student study a teaching
materials in their own places for two days per week in sub campus in one semester.
Independent learn does not mean learning alone but learning is initiated by themselves
or group. Students can study individually or in small groups and learning media available. Independent
study here focuses on intrinsic motivation and discipline to learn. For that students need to have the
ability to plan learning activities, learning materials or other sources and carry out the task itself. The
success of students in the learning system is highly influenced by
the discipline, creativity and perseverance students themselves. In addition students are
required to form a small group of 3 to 5 people which is a forum for discussion between
students in identify and solve problems, and therefore the effectiveness of self-learning can be
improved.
Self-Study Program debriefing
To ensure successful students in independent study, face to face meetings is needed in the beginning
of study. In this program provided students with information and skills necessary to be able to follow
the activities of studying with distance education system . The material provided in this program are:
a. Distance Learning System
b. Learning skills
c. Use ICT skills to manage information

Tutorial
To help students overcome the difficulties associated with the course materials, distance education
provides a tutorial which is mandatory for every student of this tutorial is to help
and tutoring program shaped face to face current and future residential in the form online via
the internet when they have to learn on their own. Aims to stimulate and trigger the process of
independent learning. . Practice is an activity form of the application of concepts, procedures and skills
in real or artificial situations are programmed and guided by lecturer in main campus.
3
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While the lab contains observations of activities, experiments or testing concepts, principles
or theories held in the laboratory at the main campus / sub campus /apprenticeship places. For courses
that require practice or practicum, students receive intensive guidance of lecturers and tutors.
l. Face to Face Tutorial
Activities conducted face to face tutorials during residential in each college and sub campus, long and
frequency given in accordance with their respective credit courses.

2. Online tutorial

Teaching Material
Teaching materials used in distance education Breeding and Production of Hybrid Seed Corn and
Chili consisting an electronic module of teaching materials, audio-visual, and network-based CAL. In
addition, teaching materials comes with practice guidelines or instructions for the subjects
that require practice. Teaching materials cultivated by the program organizers by D-Cystem UNPAD.
Package of teaching materials specifically designed and developed by a team of
developers (course team) involving authors matter
experts, content reviewers,instructional designers, media developers editor language, and typing. The
development team coordinated by academic staff (lecturers) universities designated as
the course manager. To be studied independently, teaching materials prepared with a
complete component. Each Module Electronic teaching material consists of several chapters,
or modules in accordance with the relevant credits.
Evaluation
Evaluation conducted to measure student competencies of a course study. Each courses have 4 tests
and score of tasks with one score for residential ( l0% contributes towards the final grade subjects)
Practicum conducted during residential or independently work with partners. There are
three components of assessment in practicum courses, namely:
A. implementation of the practicum
B. report
C. On line tutorial task

Learning Assistance Services
In addition to providing face to face and online tutorials as a learning aid services, the program is
also providing other learning support services to help students
succeed in learning. The assistance service is to provide access to the media
guidance and academic counseling and administrative services. Guidance and counseling are support
services for students learning difficulties. Help Desk located in Unpad consisting
of Lecturers and Assistant to the technical facilitation by D-Cistem. Help Desk task is to
answer student questions, give advice on the road and the difficulties students D1.
4. RESULTS AND DISCUSSI ONS
Benefits of implementation of distance education programs have begun to be perceived
by main campus as well as sub-campus. Benefits at the main campus are: 1) gathering of problems in
agricultural areas more clearly, 2) increase the resources the main campus in overcoming problems in
agricultural areas, 3) open horizons in the sub-campus faculty to take the problems in the field that
gather from the the students.
Benefits in the sub-campus are: 1) students in each sub-campus is mostly sub-campus residents around
the region, so as to enhance human resources in local
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areas, 2) increase local plant genetic resources which have not cared for, 3)increase the breeder from
among the educated farmers.
Distance education will increase the number of practitioners who come from breeders among
farmers. Practitioners of farmers who came from SMK Agriculture of the three regions
in West Java will gradually increase the number of new varieties which correspond to the
area or better known as the specific area. Genetic resources that have been neglected can
be recorded. Furthermore, in cooperation with local governments, Plant Genetic Resources can
be legalized in the office PPVTPP and developed. Graduates of the program D1 assembly
techniques and production of hybrid seed corn chili and will contribute to meeting the needs of chili
and corn seed that had been still lacking despite the introduction of seed added.
Implementation PJJ D1 is not easy because of the curriculum, 70% of which are difficult to carry
out practical work with PJJ. Problems were found in the implementation PJJ D1:
1. Practical assembly until the legality of varieties of seed varieties for circulation requires a
tutorial other than material provided on line to the video lab
2. Readiness assistant at sub campus who do not master the science of this program
3. Technical barriers of electronic relationship that is often experienced disorders internet connection
4. Implementation evaluation of the first year can not be provided by an assistant in the sub-
campus because of unpreparedness of mastery of the material

To overcome the barriers need to be done the following steps:
1. Assistant in the sub-campus should be increased or given training about 4months to
become mentors in the sub-campus is more qualified and confidence in next five years at the time the
program has been submitted to sub-campus. In addition to training four months, for a
qualified assistant, can proceed to the S2 program specifically organized for teachers D1.
2. Before the training done, tutorials and communication between faculty at the main campus, through
the electronic media and at the tutorial
3. Technical barriers must be improvement programs in the years to come
4. Gradually able to take over the role of assistant lecturer from the main campus
5. CONCLUSIONS
To improving practical knowledge by distance learning will not guarantee the effectiveness of the
program to deliver qualified breeder and seed producer. Laboratory, green house as well as field works
should be performed so that students will have sufficient understanding and experience as breeder and
seed producer when they work in seed company or they found their own company. To support this
hybrid vocational education program, lectures from University attend and monitor student work
regularly.

ACKNOWLEDGEMENT
Our gratitude goes to SEAMOLEC and D-Cystem UNPAD

REFERENCES
Literature Cited
Allen, I.E. and Seaman, J. (2006) Making the Grade, Online Education in United States, 2006.
Needham: Sloan-C.
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Anonymous. Distance Learning (Definition). Http://Searchcio-Midmarket.Techtarget.Com/
Definition/Distance-Learning. [18/11/2011]
Baenziger, P.S., Simon, P. W. and Wehner, T. C. (2009) Educating The Next Generation Of Plant
Breeders: The Need And The Challenge. Available on
Km.Fao.Org/.../Baenziger_DOC_Apb09.Pdf [15/11/2011]
Moskal, P.D. And Weinstein, S. (2010) Maintaining Quality In Blended Learning: From Classroom
Assessment To Impact Evaluation. Available on
Http://Www.Educause.Edu/Resources/Maintainingqualityinblendedlea/213889 [18/11/2011]
Simonson, M. (2007) Course management System. Quarterly Review Of Distance Education, 8(1):vii-
ix
Ulmer, W., Watson, L.W. and Derby, D. (2007) .Perception Of Higher Education Faculty Members
On The Value Of Distance Learning. Quarterly Review Of Distance Education, 8(1):59-70
3rd International Conference on e-Learning

MEDIA DESIGN FOR LEARNING INDONESIAN
IN JUNIOR HIGH SCHOOL LEVEL

Nur Hidayati
1*
, Aciek Ida Wuryandari
2#

*
Educational Institution of Quality Assurance
Panji Tilarnegara Street 8, Mataram 83114, Indonesia

#
Bandung Institute of Technology, Ganesha Street 10, Bandung 40132, Indonesia

1
ida_nhd@yahoo.com.au, ida_nh@lpmpntb.org, +628179443949
2
aciek@lskk.ee.itb.ac.id+62811220329

ABSTRACT

Learning process based on the curriculum need to be supported by learning media, one of them is electronic media such as disc/tape,
video, interactive animation, etc. Aplication of electronic media in learning process can be said as electronic learning (e-learning). Learn
something without interested in the topics or the object studied will not provide the best result. To evoke and increase students learning
interest can be implemented by giving a different touch in the learning process, such as by using animation to learn Indonesian in Junior
High School.
It is the language that is used nationally in Indonesia and it is included in education curricula from basic (primary) education to
intermediate (secondary) education. In Nusa Tenggara Barat (NTB/West Nusa Tenggara), Indonesian is ranked the lowest in average on
National Exams of the school year 2009/2010. In this study, design and implementation of Indonesain interaktive e-learning media
should be as simple as possible. Subject that is included as learning content in this media are short story, drama, poetry, and news. The
contents are Materi (material) and Latihan (exercise) that is designed in the form of a simple animation with Problem Based
Learning (PBL) approach. Research location is Mataram, NTB. This application media tested in one of Junior High School in Mataram,
namely SMP Negeri 11 Mataram. It tested in functionality and through a survey. Data collection carried out by using questionnaires,
observation and interviews with principal/vice principal, teachers, and students.
The result of this research show that animation media can be used by teachers as learning tools to give material in the class, in this case
is Indonesian subjects, interactively in Junior High School. Student interest in the application of this e-learning media in school is high,
so, it can attact students to learn because it really potential to create a pleasant learning atmosphere and to make learning easier for
student to understand the topics presented. This is indicated by the ability of students to retell the topics/stories and to answer the
questions very good. This media can help teachers to present learning materials/topics. Through this media, learning activities in Junior
High School can be run more effectively.

Key words : learning media, Bahasa Indonesia, Indonesian, animation, e-learning.

1. Preliminary
Advancement of information and communication technology today has influenced many fields, including education field. One form of
reality is the use of the internet to support learning in schools. The use of technology in education can contribute to assist teachers in
implementing the learning process in schools, especially to overcome the shortage of teaching aids in schools. In this case, example of
learning tool that is designed is media for learning Indonesian. Indonesian is the language that is used nationally in all corners of
Indonesia. It has been incorporated into the educational curriculum from basic (primary) education to intermediate (secondary)
education. In Nusa Tenggara Barat (NTB/West Nusa Tenggara), Indonesian as science, language of written communication, and culture
seems to have not understood in an optimal. Among some of the subjects tested in National Exams, Indonesian language was ranked as
the lowest average. Junior High School (SMP/MTs) students achievement in NTB based on results of examination per subject on
average in a National Exams school year 2009/2010 shown in the following table.
Table 1. National Exams Result for Junior High School (SMP/MTs) level for NTB and National in school year 2009/2010
Subjects
The Average Value
NTB National
Indonesian 6,85 7,39
English 7,02 6,98
Mathematics 7,30 7,31
Natural Science 7,40 7,16
With regard to the process of learning, e-learning can be utilized to change the pattern of conventional learning into the digital learning
patterns, one through the learning application. Learning Indonesian require a means of support that can help teaching and learning
process more interactive and fun, to improve students' ability to absorb the subject matter and facilitate the teacher in presenting material
in class.
In the making of e-learning media is needed to consider various issues related to the purpose of having the e-learning media, the target
of user, the user interface, and teaching materials. In this case, the purpose of having it is to facilitate teachers in delivering the
materials, creating fun and an interactive learning atmosphere, so that can be an effective learning. The targets are students and teachers,
978-602-19271-0-6 ICEL 2011

so the interface are presented should support the interests of both in order to attract interest and provide motivation to utilize this media.
Submission of material can be carried out in a class that has computers that can be accessed by students accompanied by teachers. Thus,
it is expected to be effective and beneficial for learning in schools, especially for the schools that have classes with the number of
students is very much in one class and the schools that have teachers in limited quantities.
This paper discusses the design and implementation of interactive e-learning to learning Indonesian. The main contents of this
application are some of the subject matter and practice solving problems that delivered through text, images, and animations.

2. Research Objectives

The objectives of this research are the first is to design learning media for Indonesian in SMP (in prototype form) to give a delivery of
content and practice (evaluation) in a simple interactive learning media, and the second is to introduce the use of information technology
to teachers and students in junior high school (SMP).

3. Learning Concepts

The learning process will become effective when each individual, who involved in it, participated actively doing their respective duties.
If students have direct experience with something to see, hold, feel, and perform physical activity, then students will have certain
experiences that build their knowledge. Teachers also need to give students the chance to exploit themselves in learning so they have a
good learning experience. Teachers can provide a medium of learning that stimulates the curiosity of students, so students have a strong
curiosity for the material presented to them and become active in learning.
The main concept of learning is to give motivation, guidance and good example. In the learning does not just take notice to curriculum
and the final result, but also should pay attention to teaching and learning process that is very important influence to produce the
maximum student achievement. Adi W Gunawan said :
Komponen penting yang selalu ada dalam pembelajaran adalah :
a. Kurikulum, materi yang akan diajarkan
b. Proses, bagaimana materi diajarkan
c. Produk, hasil dari proses pembelajaran
[1]

That is mean The important components that will be there in learning are :
a. Curriculum, material to be taught
b. Process, how the material is taught
c. Product, result of the learning process

4. Technology

The term technology used in this case is e-learning and animation.
E-Learning
Electonic learning (e-learning) contains a very broad sense, so that the various opinions put forward to be able to define e-learning
appropriately. Here are some definitions of e-learning.
a. E-learning in general refers to the use of information technology networks in the learning process. Definition of e-learning is not
just online learning, virtual learning, distributed learning, network or web base learning but it consist of letter e in the word of e-
learning that means electronic. E-learning can combine individual learning aktivities or group learning activities by online or
offline, synchronously (at the same time) or asynchronously (at different times) through network or stand-alone computer and other
electronic devices
[2]
.
b. E-learning is delivery of materials through all electronic media, included internet, intranet, extranet, satellite broadcast,
audio/video, interactive TV, CD-ROM
[7]
.

Animation
Animation is a graphic form that consist of images or text that is structured in such a way that seems to change or move visually. An
animation consist of many frame. Every frame contains image or text or both. Animation can attract people's attention and makes it
easier to understand a message or intention contained therein. Animation can be included a sound (audio) to make it more alive.

5. Media Analysis, Design, and Implementation

Interactive e-learning that is designed here is a simple aplication to assist the learning process in classroom. In the system development
process using an approach that consists of some common troubleshooting steps. Whitten said that there are several steps to solve general
problems, there are :
a. identify the problems (the early stages of system),
b. analyze and understand the problem (system analysis stage),
c. identify the requirements and expectations of the solution (stage of systems analysis),
d. identify alternative solutions and choose the action that the "best" (system design stage),
e. design the selected solution (system design stage),
f. implement the chosen solution (system implementation stage),
g. evaluate the result (system implementation stage).


That steps that appropriate the stage can be described in a block diagram that shown below.

Figure 1 : Diagram of system development stages.

The early stages of system
The application is designed as a medium that helps in the learning process at school. In this case there are some problems which are
formulated as follows.
a. What tools are needed to implement the system?
b. Where the device was placed?
c. How the media can help the learning process at school?
d. How is an e-learning application (prototype) design that will be applied?

System Analysis
From the description of the problem, the solution plan can be outlined as follows.
a. The hardware that is required are computer / laptop and speakers, or can be added a LCD projector. the software is required are
the operating system, the applications of e-learning, and the flash player.
b. The device was placed in the classroom or computer lab at school.
c. Teachers can use computers / laptops in the classroom. The teacher explains and shows the material using the LCD projector and
for the exercise can be performed by the students in turn or guided by teachers to work together. Voice in the application can be
heard through the speakers (amplified with external speakers to a laptop with inadequate audio device).
Teachers can use a computer / laptop in the computer lab. The teacher explains and shows the material using the LCD projector.
Voice in the application can be heard through the speakers (amplified with external speakers to a laptop with inadequate audio
device). Students can practice solving Indonesian problems using computers in the laboratory.
d. Design of application is simple, can be used by teachers to explain the material and used for students to do independent study and
practice problems are provided. A prototype application with the material content is static (not be changed by the user).

System Design
Target of the prototype e-learning applications design to be implemented are as follows:
a. interface of interactive e-learning that is simple and attractive
b. bridging the students to understand the material such as short stories, poetry, drama, and the news is presented.
c. questions available for students to practice
In Figure 2 below, shows that the system involves human resources that accesses the e-learning application. The application contains the
Materi (learning materials) and Latihan (exercises).

Figure 2: Overview of the system environment. Figure 3: Use case the system user.

Use case diagram can be used to understand the interactions and activities between users (actors) and the system. Use case diagram
involving all users in the system of interactive e-learning applications that is shown in Figure 3 above. the diagram shows that users with
the status of teachers or students can see the material and do the exercises. When doing exercises, after the users answering questions,
both teachers and students, can see if the answer is right or wrong.
Use case diagrams that involve teachers in this interactive e-learning system can be shown in Figure 4a and 4b below. In Figure 4a, the
teacher can see the material and listen to explanations. The material is presented in the form of animation, for the contents of short story,
drama, poetry, or news. Teachers use these materials to explain the subject as an illustration for students or to give an idea when
System Development
The Early Stages of System System Analysis System Design System Implementation
Problem identification Problem analysis
Identification of
requirements and
expectations solution
Solution identification
Choose the solution
Solution design
Solution implementation
Result evaluation
Pengguna
Guru
Siswa
Aplikasi
Materi
Latihan
Guru
Mel i hat hasi l j awaban
Mengerjal kan Latihan
<<incl ude>>
Siswa
Mel i hat Materi

explaine them in the class. Teachers can do the exercises too then see the truth of the answer, which is used to give an example or to be a
discussion matter for students in the class.

Figure 4a: Use case with teachers as actors Figure 4b: Use cases with student as actors
Use case diagrams that involve students in interactive e-learning system can be shown in Figure 4b. it show that the students can see the
material and listen to the explanations. The material is presented in the form of animation, for the contents of short story, drama, poetry,
or news. Students use this material for independent study or strengthen its understanding of the teacher's explanations on the subject.
Students can also do the exercises then see the truth of the answer as an evaluation of their ability to learn.

Interface Design and System Implementation
The interface of the interactive e-learning applications aimed at a simple display for easy use by teachers to teach and easier to
understand by students. According to the system target, which is to attract students' interest in learning, the interfaces should be
designed to provide access that avoid the impression of complicated, so they are keep to continue learning.

Figure 5a: Interface design of main page Gambar 5b : Implementation of the main page

The main page display four subjects are presented, they are the Cerita Pendek (Short Story), Drama, Puisi (Poetry), and Berita (News) as
shown in Figure 5a and 5b. Each menu contains options subject matter to gain any material and exercises to practice the menus work on
the problems. Special on Short Story and Drama, before heading to the explanation, it given an illustrative example of a story in the
form of text and animation.

Figure 6a : Interface design Short Story/Dramas Figure 6b : Implementation of Short Story/Dramas
page (illustration) page (illustration)

On the page of Materi (material), specially Cerita Pendek (Short Story) and Drama, display text of the short stories/drama with
animation and sound that according to that text (paragraph), like in Figure 6a as the design. Then, implementation of the design show in
Figure 6b that using illustration in Cerita Pendek. After a short story / drama is finished, it shall be given an explanation for each
paragraph / dialogue as the design in Figure 7a. In each page of Materi on every topic, there is a Menu button that is used to go to
MENU
I. Cerita Pendek
- Materi
- Latihan
II. Drama
- Materi
- Latihan
III. Puisi
- Materi
- Latihan
IV. Berita
- Materi
- Latihan
X
MENU
?
Title
Link
to
topic
Menu
button
Exit button
Help
button
Guru
Meli hat Materi
Mendengar Penjel asan
<<incl ude>>
drama
puisi
berita
cerita pendek
Mengerjalkan Latihan
animasi
<<extend>>
Meli hat hasil j awaban
<<incl ude>>
<<extend>>
<<extend>>
<<extend>>
<<extend>>
<<extend>>
Mendengar Penj el asan
drama
puisi
berita
ceri ta pendek
animasi
Mel i hat hasi l j awaban
<<extend>>
<<extend>>
<<extend>>
<<extend>>
<<extend>>
Mengerj al kan Lati han
<<i ncl ude>>
Mel i hat Materi
<<extend>>
<<i ncl ude>>
Siswa
No Title
Animation
(based on
the text)
butons

Text /
paragraph
Animation
MENU
> <

main page. There are provided the additional buttons in the left and the right side of Menu button to go to back or to go next page.
Design for an explanation of the overall material (short stories, drama, news and poetry) looks like Figure 7a. The title is written
according to the selected subject, such as "Cerita Pendek" or "Drama" or "Puisi" or "Berita". Implementation results is shown in Figure
7b.

Figure 7a : Interface Design of explanation material Figure 7b : Implementation of explanation in Cerita Pendek
in Cerita Pendek/Drama/Puisi/Berita

Exercise page is designed simply to facilitate the participants to practice answering questions. In the design (Figure 8a) below, show that
the paragraph is placed at the top, followed by questions/problems (multiple choice questions). If the user selects one of the answers,
correction marks will be given at the top right corner, a check mark () if the answer is correct or a cross (x) if the answer is wrong. The
Menu button is used to return to the main page, while the instruction (help) button is used to look at the instructions or application usage
assistance. The results of the implementation of the design is shown in Figure 8b

Figure 8a : Interface design of exercise page in Gambar 8b : Implementation of exercise in Cerita Pendek
Cerita Pendek/Drama/Puisi/Berita with the right answer

6. Testing

Fuctionality test
E-learning application is tested in functionality. Beside that, it is tested to teachers and students of SMP Negeri 11 Mataram (class : IX).
The respondents are a vice-principal, 3 teachers who teach Indonesian, and 28 students.
Table 2 : Result of application fungsionality testing

No Process Scenario Expected Condition Result
1 Look at the
Materi
Choose Materi on one of the subject are
available then click the next button to see next
material.
Displays pages in accordance with the chosen subject
matter.

Good
2 Doing exercise Choose Latihan on one of the subject are
available then select one of the answers provided.
Displays exercise pages that appropriate with the
selected subject. If user choose the right answer, come
check mark () in the correction box, or appears a
cross mark (X) there if its the wrong answer.
Good

Based on the table above, it can be seen that the application can run properly, so the e-learning media can be used for further testing, ie
testing the Indonesian teachers and students of SMP Negeri 11 Mataram to determine the suitability of the design concept to the reality
implementation of learning in school. The survey result through interviews and questionnaires to four people of respondent (1 vice-
principal and 3 teachers of Indonesian) in the framework of trial showed the following below.
1. School has computer laboratory that is connected to the network.
2. Vise principal and a small portion of teachers are used to operate the computers and know about e-learning.
3. Small amount of teachers in school use interactive electronic learning media like CD/DVD, internet, and other electronic media such
as television. Those are used in Indonesian subject and Natural Science subject. Only 33% Indonesian Language teachers do it.
4. School stil less in learning tools for a variety of subjects taught, including Indonesian (in the subject of Reading, Stories, and Variety
of Non-Literary Text).

Text (paragraph/dialogue/poetry/news)
_____
_____

Explanation text
_____
_____
MENU > <
Correction
box mark
Navigation
(Back/next)
button

Text (paragraph/dialogue/poetry/news
_____
_____

Questions/problems (multiple choice)
_____
_____ < >
MENU
?
Help
button

5. Vice principle and teachers strongly agreed the use of interactive e-learning media in school because it can help the learning process
in schools and agreed to develop it later.
6. Not all of teachers and students can operate the computer yet.
The results of questionnaires given to 28 students in class IX shows that :
1. 89,3% of students said they had taught by teachers who use computers.
2. 60,7% of students said they had invited to learn in computer labs by their Indonesian language teacher, but all students (100%)
claimed that they never involved to use the machine.
3. All students strongly agree, if there is an e-learning media like this Indonesian learning media.
4. All students were interested in use the media and really helpful to learn Indonesian, and they think that their teachers need to use this
kind of electronic media while teaching in class.
5. Media that is used by Indonesian teachers just like chalks/markers, white board/blackboard, erasers, textbooks, newspapers and LKS
(exercise book). All students said that no one of the teachers is using the interactive e-learning media like this tested.
6. 67,8% of students had no difficulty in operating the media. 32,2% of students feel that it difficult to use, because they cannot operate
a computer yet and the text in the media not clear enough (small in font size).
7. Students were interested in using the Indonesian learning media that was tested because they feel more easily to understand the
material (85,7%), the media is easy to use and enjoyable/fun (7,1%), they understand the material more quickly than before (3,6%),
and they feel that they dont need to record on their note book (3,6%).
Beside that interviews and questionnaires above, based on researcher observation, it appears that :
1. students spontaneously answer questions and retell what they learned with enthusiasm, this suggests the students are interested to
learn and they can easily absorb the material presented.
2. Indonesian language teachers use the media without much difficulty, even that explanation of the topics have been considered to
understand by students, so teachers can utilize the remaining time of learning to provide additional exercises or other questions.

7. Closing

Based on the results of Indonesian media applications testing, it can be concluded matters as follows.
a. Design of material and exercise for Indonesian subjects in SMP level, especially the subject of short stories, poetry, drama and news,
in a simple learning application prototype that is presented interactively which can assist the interactive learning process in the
classroom. However, it should consider the size of letters for the students who sat behind in order to make they can read clearly. This
kind of media need to be used as aids in the classroom learning process for teachers and students. In this case, the teachers can get
the student interest through the medium that they used and create a pleasant learning atmosphere to make the students able to
understand and absorb the materials presented easily. So it can be said that the use of e-learning media as teaching aids or tools of
learning in the class is really needed to overcome the lack of visual aids in learning at school.
b. Teachers and students, particularly at SMP Negeri 11 Mataram, began to recognize the interactive e-learning media in addition to
other media that is used in the process of learning in the class during this time.

8. Bibliography

[1] Gunawan, Adi W. (2006), Genius Learning Strategy, PT Gramedia Pustaka Utama, Jakarta.
[2] Naidu, Som (2006), E-Learning : A Guidebook of Principles, Procedures and Practises, Commonwealth Education Media
Center for Asia.
[3] Santrock, John W. (2004), Educational Psychology, The Mc-Graw-Hill Companies, Inc., 2
nd
Edition.
[4] Sparks, Geoffrey (2000), An Introduction to Modelling Software Systems Using The Unified Modelling Language : The Use
Case Model, Sparx Systems.
[5] Suryabrata, Sumadi, B.A., Drs., M.A., Ed.S, Ph.D (1990), Psikologi Pendidikan, Rajawali Pers, Jakarta.
[6] Whitten, Jeffery L., Bentley, Lonnie D., Ditman, Kevin C. (2004), System Analysis and Design Methods, The McGraw-Hill
Companies, Inc.
[7] ________ (2000), Fact, Figures and Forces Behind e-Learning, Elearnframe.
[8] ________ (2010), Panduan Kebijakan Pemenfaatan Hasil Ujian Nasional Untuk Perbaikan Mutu Pendidikan, Pusat Penilaian
Pendidikan, Badan Penelitian dan Pengembangan, Kementerian Pendidikan Nasional, Jakarta.
[9] ________ (2006), Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan Dasar dan Menengah, Badan Standar Nasional
Pendidikan, Jakarta.
[10] ________ (2006), Peraturan Menteri Pendidikan Nasional No. 22 (standar isi), 23 (standar kompetensi lulusan), dan 24
(Pelaksanaan Permen 22 dan 23), Depdiknas, Jakarta.

3
rd

ONLINE COURSE: MEDIA EMPOWERING IN EDUCATION PROCESS

Case Study of LMS Moodle Using with Blended Learning Method
in Padjadjaran University

J enny Ratna Suminar, Mira Trisyani

(e-Learning Management Team, Padjadjaran University)
jenny.ratna@yahoo.com

ABSTRACT
The development of information technology is growing rapidly, thus change the community paradigm in
finding and getting information. Increasing needs of information technology and communication occur in
education sector, including at Padjadjaran University which since 2003 has pioneered the implementation
of e-Learning as one method of online learning.
Universitas Padjadjaran in the period of 2010-2011 more than 149 lecturers had attended LMS Moodle
training with 296 online courses.
Online courses do not eliminate the meetings of lecturers and students in the class, because face-to-face in
the classroom between lecturers and students are still needed for getting immediate feedback and human
touch which is difficult to obtain by using media such as internet. So, that the blended learning method is
the most ideal way.

Keywords: LMS Moodle, Blended Learning.

I . I ntroduction
Utilization of technology through the internet has an increasingly important role in application
learning of technology based on e-Learning in education area. Establish a learning model through the
effective and efficient method is a strategy for educators in creating an academic climate, one learning
method that can be adaptated is to implement web-based learning. Which the learning process is not purely
through the internet only but by combining the face-to-face meetings with electronic learning. Through
collaboration methods of education through face-to-face and electronic, students are expected to foster the
socialization process amongst students and educators as the adviser, also to prepare both parties in utilizing
the development of technology and information.
The development of information technology in recent years has grown rapidly, so that this development
has changed the paradigm of community in finding and getting information, which is no longer limited to
information from newspapers, audio visual and electronics, but also other sources of information which is
Internet. The need of information and communication technology that has been also applied in education
area, particularly in Universitas Padjadjaran. To implement e-Learning process comprehensively and
continuously at the Universitas Padjadjaran, it is necessary to see the extent of lecturers needs in the use of
e-Learning as one learning method.
Universitas Padjadjaran has a mission: To implement management of education, research, and
community service, according to the university's vision, and to produce graduates who are faithful,
intelligent, independent, and civilized. So, the university responds the technological development as
collateral matter in running its vision and mission.
E-Learning is an educational system that uses electronic applications to support teaching and learning
process with the Internet media, computer networks.
At Universitas Padjadjaran, online learning activities have been held since 2003. As an illustration,
lecturers using e-learning facilities in the period 2004 - 2008 there were 479 lecturers in 332 subjects who
had received training using the LMS WebCT, the current data needs to be verified. (E-learning Universitas
Padjadjaran, 2008).
Considering the condition of the LMS WebCT, e-learning team immediately decided to perform the
migration by modifying LMS Moodle which is open source to be used in an online course activity.
Modifications have been implemented since July 2010 and have been introduced and used.

978-602-19271-0-6 ICEL 2011
3
rd

The Role of Teaching Media in Learning Process
Quoting from the statement of Hisbullah (2006) in his research result that the teaching strategy
according to Muhibbin Syah (2002), it is defined as the number of steps that are modified in such a way to
achieve specific teaching purposes. This teaching strategy includes several stages, such as:
a. The strategy of objectives formulation of teaching-learning process, which deals with strategies that
will be used by lecturers in determining the pattern of teaching to reach the teaching-learning process
target.
b. Strategic planning of teaching-learning process, related to the implementation to achieve determined
targets. In this phase including the planning of teaching media to be used.
c. Strategies for the teaching-learning process, related to the teaching systems approach which really
fits with the subject of teaching materials.

I I . Learning Management System Moodle
Moodle is a learning management system (LMS) that is open source usually called Virtual Learning
Environment (VLE) used for universities, college community, business, even for instructors and individual
that use it to add their web technology program. Indeed, LMS Moodle is available as open source (free)
which can be downloaded via http://www.moodle.org under the GNU Public license, so anyone can
download and upload it. There are several advantages of Moodle, besides than open source, the LMS is also
very possible to perform modifications to suit the needs and interest of the users, and easy to learn and use.
Universitas Padjadjaran through e-learning management team since mid-2010 has been using LMS
Moodle to conduct training to the lecturers in order to be able on applying the LMS Moodle-based online
lecture. The use of open source LMS with address http://elearning.unpad.ac.id/kuliahonline/ is implemented
after the management of e-learning seeks modifications in some cases, such the front display that can be seen
from the image below:

Figure 1 : Front display of LMS Moodle-based online course of Universitas Padjadjaran Lecturers

Display in Figure 1 is modified version from previous Moodle that can be downloaded for free, yet front
display directly from http://www.moodle.org
Significant growth occurred in 2011 which was recorder in August 2011, there were 296 online
courses from 149 lecturers that the spreading can be seen in following table.
Table 1: Number of Lecturers and Online Courses
No Faculties Number of
Courses
Number of
Lecturers
1 Law 35 25
2 Economy 13 4
3 Mathematics and Natural Sciences 48 25
4 Agriculture 34 16
5 Dentistry 10 5
6 Social and Political Sciences 12 6
7 Literature 20 5
8 Psychology 12 4
3
rd

9 Communication Science 8 6
10 Nursing 25 10
11 Husbandry 34 19
12 Fisheries and Marine Science 7 4
13 Pharmacy 22 14
14 Geology Engineering 8 5
Total 295 148
Source: e-Learning Management Team of Universitas Padjadjaran, September 2011

Besides the existing data in that table, there is one subject which is not entered in any faculty
management that is Religion subject (Protestant Christian) that has gone live with one lecturer.
Some obstacles encountered, such as computer room facilities for students who will perform online
courses have been not adequately available, although the university has attempted to provide hotspot areas at
various points on campus. Another obstacle facing to the online lectures are unprepared integrated academic
administration, such as the online-lecturers can not be monitored by faculty because there are no devices for
it. So that, manually the lecturers have to report his absence in class that could be considered not perform
teaching responsibilty. Though the lecturers perform the course without a face-to-face in classroom and
replace it with an online course.
Based on the number of recorded lecturers who conduct online courses, for the evaluation purposes of
online courses using LMS Moodle, in May 2011 e-learning management team made the categorization of
lecturers activities.
The conception of this categorization is based on several aspects, such as the lecturer who has followed a
two-day training organized by e-learning team management of Universitas Padjadjaran, also uploading
courses content for one semester, including material of quizzes, assignments, mid-test, and final-test. From
the categorization criteria expelled those lecturers who conduct online classes in Unpad distributed on three
categories: High (38.46%), Moderate (21.37%), and Low activity (40.17%).
Through interviews, it was obtained data that students become more motivated to learn
independently in fact they get extra motivation (students love to have to open an online course
materials) with this new learning process. To reinforce the opinion of the lecturer (BI), crosscheck interviews
were conducted to students who enrolled online course from the lecturer concerned.
The crosscheck was done by spreading an online questionnaire to students with questions about what
benefits they get from online course, how they feel about the Internet-based course and what matters can be
provided by lecturers trough online course. Result of the questionnaires can be simply concluded that besides
the lecturers can provide main course material also there are other things students experience to get new
knowledge besides the main subject. The new material is about Internet usage particularly the use of LMS
Moodle. Moreover, through online course the lecturers actively provide enrichment materials out of the main
materials. Other important things are the improvement of students enthusiasm and motivation when
lecturers are actively open online discussion through provided forum. In addition, lecturers can easily show
the sources of literature and material (reference) such as journal and e-book which become another
interesting matter of online course. Furthermore, the attractive matter for students in online course is when
the lecturers give online quizzes and assignments also discussion of the assignment can be done directly
(feedback) is an extraordinary thing.
I I I . Blended Learning
Implementation of an online course at Universitas Padjadjaran tends to be implemented by blended
learning method. The blend applied is to determine how many course sessions are conducted online. From
the data that was collected, a lecturers from the Faculty of Mathematics and Natural Sciences, had four
sessions of 16 lecture sessions in a semester done online. The rest of the lectures are done in a conventional
way which is face-to-face. According to BI, that lecturer, the meeting with students in the class is still very
necessary because lecturers require direct feedback with the students as well as the human touch when they
meet in person which will not be obtained when the interaction is via online.
Regarding the blended learning method itself proved to have diversity, which is a combination of 2:1, ie
from 3 SKS each online course then valued at 2 credits used online by students to obtain course materials
and 1 SKS next is face-to-face with the lecturers to discuss material that had been obtained earlier through
3
rd

online. There is also blended with 3 sessions of 14 to 16 sessions in one semester is done online. In Unpad
itself from the lecturers who have done online courses, there are two types who have done either one of both
models.
Theoritically, blended learning is to combine learning activities between the conventional (face-to-face)
and use computers based on the instructions of the lecturers which the materials are in digital form used to
assist the conventional teaching-learning process. For example, the teaching-learning process activities is
conventionally done 7 times in the class meetings maybe changed to 5-6 times face-to-face and one time
face-to-face to be converted to online meeting and this can be tailored to the needs of the existing teaching-
learning process.

I V. Closing
The use of technology through the Internet has an increasingly important role in application learning of
technology based e-Learning in education area.
Online course does not eliminate the meetings of lecturers and students in the class, because there
are also face-to-face meetings in the classroom. Conventional lectures, face-to-face meetings in the
classroom between lecturers and students are still needed for getting immediate feedback and human touch
which is difficult to obtain by using media such as Internet. So, that the blended learning method is the most
ideal way.

REFERENCES

Djamarah, Syaiful B dan Zain, Aswan. (2002) Strategi Belajar Mengajar. Jakarta : Rineka Cipta.
Hamalik, Oemar (1986). Media Pendidikan.Bandung : Publisher Alumni
Hasbullah. (2006). Perancangan dan I mplemetasi Model Pembelajaran Elearninguntuk Meningkatkan
Kualitas Pembeajaran Di J PTE FPTK UPI. UNY Jogyakarta
Kamarga, Hanny. (2002). Belajar Sejarah melalui e-learning; Alternatif Mengakses Sumber I nformasi
Kesejarahan. Jakarta: Inti Media.
Koran, Jaya Kumar C. (2002), Aplikasi E-Learning dalamPengajaran dan pembelajaran di Sekolah
Malaysia. (8 November 2002).
Syah, Muhibbin. (2002). Psikologi Pendidikan dengan Pendekatan Baru. Bandung : Rosda karya
Utomo, Junaidi. (2001). Dampak I nternet Terhadap Pendidikan : Transformasi atau Evolusi, National
Seminar Atma Jaya University Yogyakarta

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