Beruflich Dokumente
Kultur Dokumente
Abstract
IT is considered as an enabler for Malaysia to transform itself from a developing
country to an industrialized nation. IT has left an immense impact on the nature and
structure of higher education in Malaysia and will continue to play a prominent role in its
future. This paper presents to the readers how IT utilization has enabled the country to
offer quality education to its citizen in-line with the requirements of its labor market and
the Net generation. The reader is first introduced to the present day youth of Malaysia
and the situation faced by the country with respect to higher education. This is followed
by a description of the factors that makes it conducive for IT implementation in higher
education. The paper then dwells on the status of IT utilization in higher education in
Malaysia. Next, we discuss how IT will be further utilized in order to realize our plan and
vision of higher education for the future so as to be able to meet the needs of the
countrys ever increasing student and evolving population. Finally, we conclude with the
hope that by sharing the Malaysian experience of IT utilization in higher education, the
less developed country could conceive new ideas of how similar efforts can be emulated
and optimistically trigger off collaborative efforts with the more advanced South East
Asian countries.
1.0
Introduction
As Malaysia progresses towards the higher end of developing country spectrum, its
society is simultaneously changing. The traditional mode of learning is no longer suitable
to its fast changing youth. The Malaysian youth of today are evolving increasingly to
what is described as the e-generation or e-geners or n-geners (Wim Veen, 2002 and Wim
Veen, et al., 2003). These youth possess some notably positive characteristics such as;
Able to do multi-tasking
For these youth technology is a natural and necessary part of their lives. They use
mobile phones and emails to communicate. They are quite adept at using the Internet,
actively involved in online communities, skillful at downloading videos and music over
to their computers and locating information from electronic or virtual libraries. Many egeners self-taught themselves to build their own website. Their natural use of
technologies, unquestionably requires a change in the pedagogy of learning and teaching.
Another situation which has to be dealt with by the Ministry of Education is the ever
increasing number of youth seeking higher education. Malaysia has 11 public universities
and 6 newly established university colleges. On top of this, there are already more than
200 private universities and colleges. Student enrolments in Malaysian universities
increases over more than 53 times from 2,835 in the 60s to about 239,845 in 2001 in the
eleven public universities in Malaysia (Figure 1) (Malaysian Educational Statistics,
2002). This does not include enrolments at the private colleges and universities, which is
estimated to be about 100,000 (Noran and Ahmad, 2003, 12p). Student enrolment
between 1997 and 2001 indicate a large increase in 1999, which began to taper off in
2000 and 2001. By the year 2020, the Malaysian government envisions at least 21% of
college bound youth should be able to receive higher education. Currently, the
government emphasizes a ratio of 60:40 students in the S & T compared to the Arts and
Humanities. The spread in location of the HEIs have also changed over the years from
urban- based (centering in the Kuala Lumpur or Penang area) to the north and south of
the main peninsular as well as to the Borneo states.
80,000
70,000
60,000
50,000
40,000
30,000
20,000
10,000
0
1997
1998
1999
2000
UI
A
UU
M
Un
im
as
UM
S
UP
SI
UM
US
M
UK
M
2001*
UT
M
Ui
T
M
UP
M
No. of students
Universities
Another factor that has contributed to the high enrolment is the depreciation of the
Malaysian Ringgit in 1998. Prior to the currency crisis, Malaysia sends thousands of its
students to study abroad annually, mainly to the UK, USA, Australia, India and the
Middle East. These students were selected based on merits and received financial
assistance from the government and other agencies to study medicine, engineering,
dentistry, pharmacy, accountancy, law, Islamic Studies and even Computer Science/IT. At
that time, many private students study abroad too and they were supported by their
affluent parents and relatives. When the currency crisis hit Malaysia, this practice stopped
almost completely and the local universities and colleges have to absorb these selected
students.
2.0
2.1
Financial Allocations
The Malaysian government is serious in meeting its higher education needs. This is
reflected in its budgetary allocation for this sector. The Malaysian governments
3
20
15
10
5
0
Year
% of total educational expenditure against to-tal Federal expenditure
% of educational ex-penditure against GNP at market price
2.2
IT Adoption Policy
The Malaysian government envisions the public and private sectors to exploit S & T
to improve the economic performance of the nation. S & T is expected to play a critical
role in social, environmental and health care programs, to sustain development, and to
create jobs. The general drive of the S & T policy is to turn public sector science towards
the market place and to look for future S & T growth and applications within the business
sector. Over the 20 years, Malaysia has shaped a coherent S & T policy, which have
successfully;
Establish S & T Advisory System in the shape of the National Council for
Scientific Research and Development;
Promote the use of technology through the establishment of Technology Parks and
incubators; and
Integrate excellence in S & T human resource though awards such as the National
Science Fellowship, increase opportunities for postgraduate, post-doctoral and inservice training (National Science and Technology Policy, 2003).
The new S & T policy formulated in 2003 emphasizes the creation of the right
environment that can turn ideas and creativity into competitive businesses. The
expected financial quantum required to implement these proposals is estimated to be
about RM9.5 billion. The new S & T policy is based on the premise that investments
need to be made in the following areas in order to transform ideas into products,
processes and services;
Institutions
Government
(GRI)
1998
Research
Institutes 99,864,780
2000
153,619,090
24,107,636
Private
156,426,885
204,513,206
Total
262,982,964
382, 239,932
% of total
23.33
22.87
1,127,032,589 1,671,445,343
This pattern of R & D expenditure was similarly indicated by the private sectors.
Between 1992 and 2000, Malaysia has also recorded a steady growth in its national gross
expenditure on research and development (GERD) to gross domestic product (GDP) at a
ratio of 0.30 in 1992, 0.34 in 1994, 0.22 in 1996, 0.39 in 1998 and 0.50 in 2000 (1998
National Survey, 1999, Fig.4.1b; 2000 Malaysian science and technology, 2002, p.5).
Three fields of study with the largest share of R & D expenditure are applied science and
technologies (31.6%), Information, computers, communication technologies (22.9%) and
engineering science (18%).
2.3
In terms of public awareness, the results of two national surveys indicated that the
Malaysian publics level of S & T knowledge was low (Public awareness, 1997 and
2001), with a mean score of 2.29 in 1996, sliding down to 2.23 in 1998 and 2.18 in 2000.
However, the surveys indicated that most Malaysians held positive views on science and
technological issues. For example, in 1996, 78% indicated that science is necessary,
82.8% felt that science & technology improved lives and 58.6% have the opinion that
computers created more jobs and most Malaysians surveyed in 1998 still hold similar
views. This positive attitude is more pronounce among those with tertiary education
(mean of 2.56 in 1996 and 2.64 in 1998). Malaysian youth generally have a higher
6
understanding of S & T compared to adults and children. This is especially true with
youth who possess a higher level of formal education. In the second national survey in
2000, the publics perceived knowledge of S & T remained poor and it continue to drop
from 2.29 in 1996 to 2.23 in 1998 and 2.18 in 2000 in the index scale of 4 as the
maximum (National science and technology policy II, 2003, p.6).
Malaysians are also adept at using the mass media. The 1996 national survey
indicated that 97.3% watched television, 93.6% read the newspapers, 82.5% listened to
the radio, 71.1% read magazines but only 19.4% read science-based magazines (Public
awareness, 1997, p.75). This trend still prevails in 1998. A number of studies indicate
high computer ownership in Malaysian homes but relatively low usage of the Internet.
One such study observes the digital divide in a housing estate in the Lembah Pantai,
Kuala Lumpur (Noor Bathi, et al., 2001), who sampled 231 housing units. The study
revealed that 38.5% of the homes has a personal computer. Out of the 38.5%, 9.1% has 2
PCs and 4.5% have more than two PCs. Among those interviewed, 28.1% (including
those already with and without PCs) indicated their intentions to purchase a PC in the
near future. They intended to do this either by using monies from their savings,
withdrawals from Employees Provident Fund (EPF), through hire purchase and
borrowing from banks or their employers. This indicates that the majority of Malaysian
citizens are aware of the need to expose their families to the use of PCs and perhaps only
economic limitations prevents them from owning one. From 982 respondents, 50.6%
indicated that they have used computers at various places (such as at their homes, offices,
schools, cyber cafes, and friends houses) and for various purposes (personal use, office
work, school projects, entertainment). When self-assessment were requested of the
respondents, 49.8% indicated they do not know how to use computers, 34% felt that they
have the basic skills, 12.6% and 3.3% assessed themselves as being at the intermediate or
skilled level respectively. One curious finding is that over half (61.3%) of the users have
never used the Internet and among those who have used the Internet (363), the majority
used it for communication or to find information. Only a small percentage used the
Internet for research, entertainment or purchasing products. A more recent study by
Narimah and Zamree (2002), who surveyed 2015 respondents, explored respondents
knowledge on information technology, the ownership, usage of computers, Internet
subscription and training in ICT related courses. The results indicate that the respondents
have some knowledge of IT and were less ready in terms of computer skills and Internet
use.
There are no national statistics on the level of IT literacy among new undergraduates
enrolled in the HEIs. However, isolated studies have indicated that the level of IT literacy
among the university bound youth, are high. Recently, the Faculty of Computer Science
and IT, University of Malaya carried out a survey of 383 new undergraduates enrolled at
the Faculty to find out the reasons why they chose to come to UM and their level of IT
literacy. The results indicate that more than 80% of undergraduates know how to word
process, use the e-mail and the Internet, over 50% knows how to use presentation
software, the spreadsheet and only about 30% knows how to use a database management
system (Table 2). Assuming that this situation is the same for the other undergraduates, it
shows that the current Malaysian students at the HEIs could easily utilize ICT facilities
during their learning process and as such HEIs should capitalize on this knowledge to
provide an IT based environment suitable for their teaching and learning needs.
The studies mentioned above do show that the Malaysian society in general are not ICT
illiterate, are aware of the importance of IT in their daily lives, do use the Internet to
search for information and communicate readily via the e-mails and cell phones. This is
especially so among the younger respondents.
IT Skills
Good & V.
Good
Average Low
%
%
Word
(Words)
Processing
Never
Use
Did not
Answer
25
64
PowerPoint
48
23
20
48
33
DBMS (Access)
27
33
36
32
53
11
Internet
21
63
13
2.4
Essential Infrastructure
The ICT infrastructure is in place to enable the utilization of the Internet for learning
and teaching in Malaysia. The Ministry of Education has provided school teachers who
are teaching Mathematics and Science with Laptops. This will enable them to use
computers in their teaching activities. The Ministry has also engaged specialists to
develop multimedia course contents to be used in schools. Malaysias Multimedia Super
Corridor (MSC) is designed to create an ideal environment for ICT-related production as
well as the backbone for an information highway. The telephone penetration rate as a
measurement of the ICT readiness of the country rose from 16.6 percent to 23.2 percent
between 1995 and 1999. Fixed lines in the rural areas rose from 5.2 percent in 1994 to 11
percent in 1999. Jaring registered users alone increase from 28 in 1992 to 0.5 million in
2002. Internet usage has grown from 1.6 million in 1998 to 6.5 million in 2001 and is
expected to grow to 10 million in 2003. The total PC market in Malaysia is close to
186,000 units in 2002 (Country intelligence report, 2002; Jaring: Corporate information,
2002)).
3.0
3.1
The impact of IT at institutions of higher learning and its effect on student learning
and teaching can be viewed from two perspective, the management of the students
academic affairs, and the management if their learning experiences. Several examples
drawn for this paper are taken from the University of Malaya that exemplifies most large
public and private institutions of higher learning in Malaysia, which are wired. The
Ministry of Education sees the e-learning policy as a system that enables information
gathering, management, manipulation, access and communication in various forms. The
strategies taken to enhance the use of ICT in HEIs include; providing an up-to-date tested
ICT infrastructure and equipment to all HEIs, emphasizing the integration of ICT in
teaching and learning, the upgrading of ICT knowledge among students and teachers,
increasing the use of ICT in educational management and the upgrading of the
maintenance and management of ICT equipments (EU-Asia E-Learning, 2003).
3.1.1
The e-generation students expects to enroll online, register for their courses over the
Internet from their homes or elsewhere before each semester commences, able to check
the schedule of courses or the time table before or at the beginning of each semester,
check their examination results, submit essays, have access to electronic information, to
reserve library books online, to send and receive emails, to communicate easily with their
peers as well as lecturers and able to download lecture notes and tutorials online. They
expect the services they receive to be customized to their needs, and that the protocols for
accessing information easy, seamless, flexible and efficient. These expectations require
the University to reorganize, restructure and redesign its entire administration process
that is related to academic matters. Overlapping of functions need to be removed and new
services developed. This need requires the integration of services to achieve more
connectivity so that access to information becomes efficient and easy; developing the
content needed by the university community and increasing the competencies of
members of the university to locate, use and assimilate information, use IT and
multimedia applications skillfully.
Most universities in Malaysia are already providing these services. For the
University of Malaya like other universities in Malaysia, the centre of information lies in
the university student information system and the university homepage, which acts an
academic portal and through it users obtain information about academic and staff matters.
Through the university homepages potential students browse through information about
the university academic programs, informs current and potential students about the
support services available for these academic programs (such as the library, halls of
residence, medical and counseling services), and provides information about the
university governance and administrative bodies.
10
IT
empo
werm
ent
Policy
Budget
Higher Education in
Public and Private IHE
Infrastructure
e-learning
Virtual
University
Mobile
Learning
11
Distance
Learning
Most universities in Malaysia provide for registration of courses online over the
university Intranet or the Internet before each semester commences. Students would be
informed about courses on offer in each semester, the timetable and the examination
scheduled for each course from the university web portals. Potential applicants to the
university are informed in more detail about the academic programs offered through each
facultys websites linked to the universitys main homepage. The Faculty of Computer
Science and Information Technology at the University of Malaya for example, embed a
number of information management systems within its Faculty web portal in its attempt
to be a truly e-faculty. The Facultys web portal displays current information about the
faculty courses at both undergraduate and postgraduate levels, empowers lecturers to
update information about their research, teaching as well as publications, and provide
students with the facility to obtain information about the facultys timetable, download
lecture notes and assignments online. The Facultys web portal, also embed a number of
information management systems such as the staffs attendance and leave management
system (ALMS), the final year students project management system (E-ilmiah), and the
industrial training information pages. Future enhancement would include the Meetings
Minutes Management system (M3), which would handle all faculty meetings, a student
discussion bulletin board and the Academic Adviser Management Information System.
The Faculty web portal also provides access to an e-journal hosting system, which
currently hosts 2 faculty journals, the Malaysian Journal of Computer Science and the
Malaysian Journal of Library & Information Science. In future, this hosting system
would host the Malaysian Journal of Science published by the Science Faculty and The
Journal of Problem-based Learning. The Faculty is rapidly moving towards a paperless
faculty management environment.
3.1.2
Most universities in Malaysia are also moving towards enhancing learning by using
the hybrid approach of providing traditional lectures as well as tutorials and
supplementing this with e-learning options. To enable this, the universities are wired or
connected to the Internet through campus wide networks. Every university staff members
as well as registered students are given e-mail accounts, making it easy for students to
communicate with their lecturers, office support staff and university management. The
Higher Education Department of the Ministry of Education has indicated the Malaysian
Ministry of Educations desire to see a more student-centered or interactive or problembased learning environment used in institutions of higher learning to combat the problems
12
3.2
The virtual e-learning programs are more utilized by the private universities in
Malaysia, where academic programs are tailored to the demands of mature or working
students. The main players in the provision of this type of e-learning programs are the
Multimedia University Malaysia (MUM), University Tun Abdul Razak (UNITAR) and
the Open University Malaysia (OUM).
The Multimedia University provides e-learning programs through its campus in
Cyberjaya, which offers credited academic programs such as the Bachelor in e-Business,
Diploma in Information Technology and the Certificate in English Language Proficiency
programs all of which are offered only recently in 2002 and 2003. Students are given
online service support to online classes, real time content and electronic learning
resources. The virtual learning experiences are enhanced with traditional classroom
contact hours
University Tun Abdul Razak (UNITAR) began offering e-learning programs in
1998. Since then their student enrolment has increased from 162 in 1998 to over 7,500 in
2002 (Syed Othman, 2002). KUB Malaysia Berhad, a public listed company owns
UNITAR. UNITAR offers courses through seven centers throughout the country. The
degrees it offers are Bachelor programs in Business and Information Technology. The elearning model, which UNITAR uses encompass 6 main supporting systems. The first is
the courseware, which are multimedia CD or web-based that are accessible at all times to
13
students and the second is the Course Management System called VOISS (Virtual Online
Instructional Support System) that contains the courseware, forum, e-mail facilities,
bulletin boards, assignments, quiz, time tables and examination results, which can be
assessed from the Internet. The third module is the online real time tutorial meetings,
which can take place either online or face-to-face. Students meet their facilitators for
about 2 4 hours a week at assigned centers for each subject depending on the year the
students are in for their tutorials or extra-curricular activities. The program is also
supported by a digital library, which provides full-text access to online databases. The
latest national venture in e-learning initiative is the Open University of Malaysia
(Universiti Terbuka Malaysia or UNITEM).
3.3
The provision of e-learning does not stop with local-owned universities as Malaysia
has opened its doors to foreign universities, some of whom has establish innovative
partnership that uses e-learning modules. An example is the University of Nottingham
(Malaysia). The International Medical University (IMU) is another example that has
twinning programs with several foreign medical schools and offers students online access
to courses, video lectures, links to web-based resources, self-assessments and discussion
forums. Another example is MUST (Malaysia University of Science and Technology) is
an online collaborative program with the Massachusetts Institute of Technology.
The e-learning initiatives increases access to education, enables students to share,
collaborate and obtain affordable higher education (Rusnak, 2002). E-learning tools could
develop independent self-learning, which is found lacking in Malaysian students who are
used to a more teacher-directed and structured learning environments (Ziguras, 2001).
The e-learning programs helps to make Malaysian higher education more competitive for
both home and foreign students who now turn to Malaysianbased universities for
education in medicine and technology-related programs. In this respect, Malaysia has
achieved one of her objectives, that is, to become a global player in the provision of
higher education.
4.0 Conclusion
In the context of the learning environment, IT is used as a tool to achieve
educational ends, an enabler to the learning process, since it possesses the power of scale,
14
allowing many individuals to learn at their own pace at the same time. This is already
becoming a reality in Malaysia. However, Malaysia has far to go as the proper use of ICT
for learning and teaching still needs to be perfected and the current impact of ICT usage
needs to be monitored closely to ascertain whether the desired learning outcomes are
achieved. Learning happens individually and in groups. Tapscott (1999) suggests that IT
technologies require new ways of thinking about teaching and learning. Learning
environment should move from the linear approach, such as using books as learning tools
to hypermedia learning, where access to information is interactive and non-sequential.
This means that the learner can go back and forth in his learning environment and the
teaching environment moves from formal instructions to self-construction and discovery
by the students themselves. This kind of pedagogical approach is said to suite the egeners learning needs better. The most suitable pedagogical model is constructivism,
which involves assimilating knowledge by doing rather than by listening or through
instruction.
IT has the potential to improve the provision of higher education on a larger scale as
it widens the possibility of offering education to those who wants to learn and to those
who wants to apply it in their jobs. It provides the opportunities for students who could
not fully participate on campus to obtain education. However, IT would fail to produce
improved educational outcomes if other equally relevant factors are not given due
attention. Ehrmann (2001) illustrates the successful use of IT to making bread. You must
have yeast to bake bread, but if you buy only yeast, youll never produce bread. The
recipe for IT success in education requires more than hardware. It would include staff
development, new job design, new course design, changes in roles and rewards, and new
organizational partnership. The adoption of the latest technology is not the condition for
learning and teaching, since the assembling of all required elements takes time and
practice before the desirable learning outcomes is visible.
To improve educational outcomes by using IT, it is essential to perhaps focus on a
few selected outcomes to be worked on within a 7 to 10 year plan. It is also essential to
monitor whether students skill of inquiry and research has improved; whether they are
able to apply what has been learnt, whether their ability to work in teams and
communicate has improved. This must be the focus of research in this new teaching and
learning environment. For the future, Malaysia is still looking into the feasibility of
adopting mobile learning in HEIs and its suitability for the Malaysian youth.
It is hoped that by sharing the Malaysian experience of IT utilization in higher
education, the less developed country could conceive new ideas of how similar efforts
15
can be emulated and optimistically trigger off collaborative efforts with the more
advanced South East Asian countries.
16
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