• First section of this unit – explain objectives behind the

setting up of WOU, the academic services and the academic

structure at WOU.

• In second section, recall how you learn under traditional

schooling system & review some of its strength &
weaknesses.

• Make a comparison between ODL & traditional system

• The mental attitude you must have to succeed at WOU.

• The last section explains the modes of learning in ODL.

• One major characteristic of WOU students
– working adults.

• Pursue tertiary education on a part-time

basis.

• It is important you equip yourself with the

skills to be successful in studies.

• This course is to provide the skills.

OBJECTIVES:
By the end of this unit, you should be able
To:-

1. Explain the objectives of setting up WOU, its

academic services and structure.
2. Compare and contrast the characteristics of open
distance learners and traditional learners.
3. Describe the benefits of open distance learning.
4. Make comparison between distance and traditional
learning.
5. Explain the mental attitudes which an ODL student
should have.
6. Apply the various modes of learning for open
distance learners.
Objective:
By the end of this section, you should be
able to:
1. Explain the objectives of seting up of
WOU, its academic services and
structure.
“Why was WOU set up ?
“How different is WOU ?”
“How is it relevant to working adults?”
“Why didn’t you decide to further your studies as
soon as you left school ?”
• Many forgo higher education due to :-
1.Lack of money
2. lack of motivation
3. family commitments
4.Limited access to institution of higher learning
at that time.

Statistics – only 29% possess tertiary education.

• Malaysian workers with SPM extremely difficult
to find work.
• Now employers look for workers with tertiary
education.
• With ODL full-time working people ( you also)
have an additional avenue.
•WOU provides you the second chance to pursue
your goal of tertiary education without leaving
your job.
WOU was set up with the objective of providing at
reasonable cost, tertiary education for working
adults like you.

•More importantly you can now study while

working.
Most of the course materials are print-based.

Printed Course Materials

WOU has made great efforts to produce printed
course materials to suit your needs.

1.Course materials – all the units specially designed.

All the info is contained in the set of materials.
2. Normally 5 units.
3. These materials are slowly phasing out as WOU
prepares own materials.
4. WOU materials are simple and direct writing style;
most sentences shortand communicate only one
concept; use conversational tone; the word “you’ is
frequently used to address student.
• WOU course are quite informal in this style.

• The materials are very interactive.

• You will be given opportunities to be involved in

the learning process via activities, exercises,
questions andself-tests that appear regularly in
the text.

• Additional resources are added to

wawasanLearn.

•Links to relevant audios, video and websites are

provided.
Do you still remember the learning materials that
you used in school ?
How different are they from the materials in WOU ?

1. Most of them were textbooks.

2. Very little exercises or activities in them,

contained a lot of facts.
• WOU has taken efforts to help students

• you have to find ways of locating resources on your own

• this may make you feel helpless at times.

• WOU has taken concerted effort to efforts to provide you

with a variety of quality support services to help you in your
studies.

• Besides high quality materials, there are computer labs &

access to learning resources at RC and DL.

• Most importantly – there are F2F tutorials, telephone

counselling services as well as Internet-based support by
trained tutors & CCs.
• Some teaching-learning acts have to occur via F2F contacts
at RCs.

• Are strategically located in offices or buildings to provide

administrative & academic support you.

• Are usually located in big cities or towns that are close to

your residence – convenience.

• Refer to Student handbook for address to these RCs.

• 3 of them in Bandar Utama, Klang & Subang in Selangor.

At the RCs you can:

• do you registration
• pay your fees
• get advice & guidance for course
• get info about financial assistance
• collect the F2F tutorial timetable.
• Some exams may be conducted at RCs.

• RCs are your first point of contact with

your University.

• To find out where your exam venue will

be, check your student portal.
• For every course you take WOU assigns a tutor to help you.

• The tutor is your main contact with the University.

• For each course there will be 10 hours of tutorial classes

where the tutor will facilitate your learning process.

• The tutor will make the learning process smoother & less
lonely for you.

• You may contact him by telephone, Internet or video

conferencing.

• It is your tutor who will:

• give you advice & guidance on problems related to your
studies.
• help you build-up your study skills.
• helps you increase your self-confidence.
• Courses offered by Wou are credit based.

• Each course carries 5 credit units or points.

• The total study hours for one credit will be about 40 hours-
including studying course materials, tutorial attendance &
time spent on TMAs & carry out self-tests.

• You would need to spend around 200 hours during the 21

weeks.

• All the accumulated unitsto fulfil the requirements of your

degree programme.

• WOU operates on 21-week semester.

• 2 semesters in an academic year, with a 5-week break in

between.
• You will therefore spend 42 weeks in a year for your study.

• This leaves you about 10 weeks of free time or a break

from your study.

• Is a 10-week break enough for you?

The academic term structure at WOU :-

Semester Weeks
Study period 18
Revision 1
Examinations 2
Total 21
Semester break 5 weeks
• Most of the courses at WOU are flexible.

• You may opt to register one or more

courses at the same or at different levels
in any given semester.

• The RC Manager will be able to provide

you counselling support, advice &
guidance to assist you in developing your
own progression plan.
• Without assessment, you will not be able to know how much
you have learnt.

• Sometimes a little tension created before an assessment is

good to make you take your study more seriously.

• An assessment is undertaken for several reasons:-

• it can ‘push’ you to study harder.
• it is a good motivation tool.
• it is another learning occasion.
• it provides feedback to both student & the institution.
• it can be used to determine the achievement of intended
learning outcomes.
• it can serve as a quality assurance mechanism.
• Your final grade for each course will depend on your
performance in 2 assessments components; the continuous
assessments & the final exam.

• The continuous assessment = 2 TMAs ( short tests, quizzes,

projects, lab sessions or assignments).

• You can hand in your TMAs to your tutor, who will undertake
the marking & grading.

• The final exam is conducted at the end of every semester

and will usually be held at venues near major RCs.

• In order to achieve an overall pass status on the course, you

have to pass the continuous assessments & final exams.
SUBJECT: EXAMINATION & ASSESSMENT POLICY FOR
UNDERGRADUATE STUDENTS FOR ALL UNDERGRADUATE
STUDENTS ONLY.

(A)Assessment & grading system – Criteria for passing a course

The grade for a course is assigned based on the overall score which
combines both the continuous assessment and the final examination
components.
In order to pass a course:
1. A minimum thereshold, as set by the University must be achieved in
both the continuous assessment component. In this regard, students are
advised to duly submit their TMA’s and to sit for the final examination.
2. For MPW/MPU courses (Mata Pelajaran Wajib/Mata pelajaran Umum),
a student must achieve an overall score of a minimum of Grade C.
3.For non-MPW/MPU courses, a student must achieve an overall score of
a minimum of Grade D.
If a student has passed both components, the grade for the course will be
accorded based on the overall course score. However, if a student fails
either component, the highest grade that can be achieved is “C”.
(B) Eligibility for supplementary examination
A student who has attended the final examination for a course and
obtained grade “F” will be given the opportunity to re-sit during the
following supplementary examination, provided that the student has
achieved the minimum threshold (as set by the University) in the
continuous assessment component. This option can only be
EXERCISED ONCE at the next immediate offering of the same
course. No supplementary TMA will be offered. If the student does
not sit for the supplementary examination in the next immediate
offering, the eligibility will be forfeited.

The highest overall score grade that can be achieved in a

supplementary examination is Grade C – (as this considered as
attempting the examination component for the 2nd time) irrespective
of students having passed both components eventually. However
students who were granted “AR” status (absent from examination
due to valid reasons accepted by the University) in the final
examination, and sat for the supplementary examination, would be
accorded the appropriate grade if they have passed both
components (as this is considered their 1st attempt in the
examination component.
1. Take your calendar and your Student handbook. Mark
on your calendar the first day of your first semester.
Mark also the last day of this semester. Indicate when
the semester break is. If you do not have the calendar
for the following year, just mark for this year. You can
continue your marking when you get your calendar
next year.

2. Refer to the Student Handbook, Mark all the dates for

the tutorial sessions. Check to see if these dates clash
with any of your important activities. All the tutorials
will be held on weekends only. The tutorials should be
given priority over other activities. This is because you
only have a limited number of tutorials.
3. For each course that you are taking this semester, check
the weightage or percentage contributed by the
continuous assessment and the final examination to the
overall grade. Is it the same for each course?

Now, you should have a better understanding of WOU in

relation to your role and responsibilities as a student here.
Its background, objectives, as well as the academic
organisation and structure were explained in this section
and we also looked at the support services that you will
receive as a student here.
Objectives
By the end of this section, you should be able to:
1.Describe the characteristics of traditional
learning.

2. Explain the characteristics of open and

distance learning.

3. Diiferentiate between traditional and distance

learning.

4. Identify the attitudinal changes essential for

successful distance learning.
“ How did you learn when you were a student in
school ?

• What is school ?

• A school is a place where learning occurs.

• has a physical presence = several building in a

compound.

• You studied in a room called the classroom.

• Physically, a classroom has tables and chairs and

or course a blackboard or a whiteboard.
• a teacher stands in front of a class teaching a
group of students.

• He is the most important person in class.

• He teaches by talking & explaining to you.

• All activities happen because he organises it.

•Apart from teacher, you will also meet your
classmates and other students at least 5 hours
every school day – 200 days a year !

• You have plenty of time to do school work &

homework & to meet your schoolmates to compare
notes and discuss things.

• What we have described above is TL we all learn.

• You will realise now TL is teacher centred – you

depend on teacher to instruct you.

• Teaching & learning process occurs at school.

• We all have to be physically present to receive

instruction.
• The teaching act ( by teacher) & learning act ( by
students) happens simultaneously.

• We learn as the teacher teaches & it happens in

real time.
The TL system has a few weaknesses:-
• Expensive to build schools-a physical building – brick &
mortar system, double sessions

• Teacher dependent – controls student learning, students

not proactive & do not question the teacher, teacher sets
the pace & what teacher says is largely true.

• Teacher oriented- Teacher tells students when to do, what

to do and how to do it.

• Fixed years of instruction -

• Elitist education system – favours those from better social

economic families,poor students do not go to school as only
few schools & far away.

• For children only – 7 years old start & only a small % to

tertiary education, they start work & no longer study .
 At what age did you stop
schooling ? What were your
reasons for doing so? Are your
reasons the same as your
friends?

• The traditional education system has served

most humans for centuries.
• Why then did you decide to continue your
studies ?
• Why do you want to take up formal education
again?
• More importantly, why did you choose WOU and
the ODL system?
 In your opinion, do you think the traditional system still
discriminates against those from the lower social economic
status?
Give reasons to support your view.
Students from the lower social economic status (SES) tend to lose out
in the following aspects:
1. Additional reference books – they may not be able to buy so many
reference books compared to their friends from the higher SES.
2. Study time – they may have less time tostudy as they may be
required to help out in the family, or to work after school to earn
extra money.
3. Location of the school – students from lower SES have fewer choice
over the schools which they can attend due to transport. (They
usually have to cycle or walk and so can to nearby schools only
compared to their friends of higher SES)
4. Private coaching/tuition – students of lower SES may not have so
many private coaching/ tuition due to financial problems.
• ‘open’ = the learning system available to anyone,
irrespective of age, qualification or ethnic group.

• ‘distance’ = has a spatial & a time dimension.

• The physical distance means you study away from

the academic institution.

• Time = the teaching & learning activities are

separated.

• Teaching activities = the preparation of the course

materials well in advance.

• Learning activities = your studying activities at

home or elsewhere and completing your assignments
• In both the geographical and spatial sense then,
ODL is ‘distanced.’

• Apart from WOU, other institutions offer open

distance education.

• Some well-known ones are :

• The Open University (UK)

• The University of South Africa (South Africa)
• Sukhothai Thammathirat Open University
(Thailand)
• Arhabasca University ( Canada)
• Indira Gandhi National Open University (India)
• Open University Malaysia ( Malaysia)
• ODL = the system of learning accessible to all,
where the teaching & learning activities are
separated in time & space.

• Learning need not necessarily take place in the

physical presence of a teacher & learning also
need not necessarily takes place at the same
time as teaching.

• In distance learning the mode of communication

is replaced by technological innovations: self
instructional printed materials, electronic
communication, telephone, teleconference, audio,
video, broadcasting and on-line communication.

• You also have the privilege of studying in the

comfort of your home.
• The WOU via ODL, provides an opportunity to all
those who are working & wish to further their
education.

• Students learn at times & places different from

the institution & gives you flexibility & choice over
what, when, where, at what pace, & how you
learn.

• You can tailor your own timetable to fit in your

lifestyle.

• You decide the technology that best suits your

style of learning & circumstances.

• ODL = an education system that puts students in

command.
• In distance learning, the human touch is still
maintained thru’ regular F2F tutorials with a
personal tutor.

• There are 2 main types of separation in distance

education – spatial & time dimensions.

• Some distance education systems use

synchronous ( at the same time) mode of
instruction.

• Synchronous instructions requires all students

and instructors to be present simultaneously or
together at the same time.

• They may meet at the same place, or they can be

miles apart but connected via technology.
• Example, classroom learning, Internet chats,
teleconferencing and web conferencing.

• Asynchronous instruction does not require the

simultaneous participation of all students &
instructors.

• Email is asynchronous because the 2 parties

need not have to be in front of the computer
screen at the same time.

• In term of ODL, it means students do not need to

be at the same time.

• You can choose you own time frame and interact

with the learning materials, other students &
instructors according to their own schedules.
• Asynchronous instruction is definitely more
flexible than synchronous instruction.

• This leads to self-paced learning & also self-

managed learning.

• It allows multiple learning levels & schedules.

• Other examples of asynchronous delivery =

email, listserves, audiocassette courses,
videotaped courses, correspondence courses and
WWW-based courses.

• Benefit of ODL = access to education that you

would not otherwise have, allows learners to
study when & where suits them, you are able to
continue studying while fulfilling work, family or
community commitments.
Unique nature of ODL charateristics:
• separation of teacher & learner – in time or place or
in both time & place.

• self-managed learning – learners have to be

independent & organise their own learning.

• synchronous & asynchronous learning – teaching &

learning take place simultaneously or at different
times.

• unlimited access to course – 24 hours a days, 7

days a week, 52 weeks a year.
• “just in time” and on-demand learning – digital learning is
delivering knowledge when & where the student needs it, and
as often as they need it. This concept of :anywhere-anytime”
learning leads to greater retention and satisfaction, in addition
to a significant cost savings for employees.
• instituitonal accreditation – that is, learning is
accredited or certified by some institution or
agency.

• use of mixed-media courseware – including

print, radio and television braodcasts, video and
audio cassettes, computer-based learning and
telecommunications.

• two-way communication - allows learners &

tutors to interact as distinguished from the
passive receipt of broadcast signals.
Communication can be synchronous or
asynchronous.

• face-to-face meetings for tutorials - learner-

learner interaction, library study & lab or practice
sessions
Based on what we have discussed so far, can you fill in the table
below with at least 6 differences between ODL and traditional
students at a tertiary institution (e.g., a university). The first one
has been done for you.

Traditional student ODL student

Attends lectures at the Studies the course materials
same time set by the at a time of his/her choice.
institution
Traditional student ODL student

Attends lectures at the Studies the course

time set by the materials at a time of
institution/lecture. his/her choice.
Attends lectures on- Studies wherever is
campus convenient.
Usually has to study full- Can study while
time employed full-time.
Can only apply the Can apply the
knowledge gained after knowledge as it is
completing the degree learned.
Starts the degree Often is matured,
programmes experienced individual.
immediately after
leaving school.
Motivation is to get a Motivation is to improve
degree than a job. his/her work
performance and
prospects for promotion.
Studies with his/her In relative isolation.
peers
Traditional student ODL student
Has immediate academic Has limited facxe-to-
& administrative support face support
from the university.
Depends on the quality Has well-developed
of the lectures delivered course materials
by the lecturer. specifically designed for
the independent learner.
Learning is teacher Learning is self-
centred. managed by the learner
Delivery of teaching – Delivery of teaching –
teachers talking most of relies a lot on
the time. technologies, especially
computer technologies.
• ODL students go thru’ a very vigorous academic
process.

• Being an ODL learner you need to :-

• Organise and manage your own learning.

• Take responsibility for your own learning by

making decisions as to what, when & how you will
learn.
 Qualities ofODL
QUALITIES OF ODLSTUDENTS
students

Responsible
Dedicated Motivated

Forward
Possess thinkers
multitasking
skills
• Responsible - employees increasingly recognises
the value.

• Dedicated - ODL learners are recognised as goal-

oriented individuals who see education as ongoing
process – lifelong learners.

Possess multitasking skills- ODL learners are

recognised as individuals who perform effectively
in a multi-tasking environment cos’ majority are
full-time or part-time working adults who juggle
job, coursework & family responsibilities. They
understand the need to prioritise.
• Motivated - ODL learners are seen to be
motivated self-starters with the ability to
complete assignments on time & adapt to dynamic
environments. They strive on challenge.

• Forward thinkers – ODL learners are perceived to

be capable of stretching their thoughts & ideas
into new territories to be innovative & creative
people. They also seek to understand the
competencies & personality traits of their
colleagues or team members.

•At the end, you will be a more organised,

systematic & independent person – a change in
your attitude & mindset is necessary.

• You must be prepared to face a lot of challenges

along the way.
• You are now n independent distance
learner &there are certain changes
that you need to make in order to be
successful.

• You will need to decide when, how,

what & where to learn.

• You need to organise & take

responsibility for your own learning.
The following are some things expected of you as
ODL :-
• This system is student oriented & student
controlled. Good time management comes in
handy here.

• You now have a tutor to guide you & advise you

in your learning but does not teach you- facilitate.

• You need to exercise flexibility in your learning

approach – you not only work independently but
collaborate & work in a team as & when the need
arises.

• You need to be more resourceful to finding

solutions especially when faced with ambiguities.
You must be willing to initiate calls to your tutors
or course mates for assistance.
• As a distant learner, you need to become more
selective & focused in your learning in order to
master new information. For example, you should
be able to focus on what is ‘signified’ ( the tutor’s
argument) or organise & structure content
presented to you.

• So, if you want to be a successful open distance

learner, think about the commitment &
responsibility that lies ahead of you & take the
necessary efforts to make the transition.
Are you ready to become a distance learner ?

Two simple tests are provided here to judge your

readiness or become a distance learner.

Test A
Below are statements that describe some of the more important
characteristics of self-directed learners. Such learners have a certain degree
of autonomy that predisposes them to be successful in a variety of
learning contexts, including distance learning or distance education.
DEARS is a non-scientific instrument that is intended to provide general
guidance for those considering courses or even a degree via distance
education, regardless of the source. Here, distance education means any
form of instructional delivery that does not involve continuous teacher
students interaction in a face-to-face classroom setting. By assessing
yourself on the DEARS statements, you will get an idea of your
predisposition & temperament for a successful distance education
experience.
Rate each statement according to the scale below. And please be as
honest as possible!

1. – Never
2. – Very infrequently
3. – Sometimes
4. – Frequently
5. – Always

_____ 1. I take responsibilty for my own learning.

_____ 2. I am regarded by my peers as a self-starter.
_____3. I can stay on task without constant feedback about my
performance.
_____ 4 . I am a person who is curious about many things.
_____5. I often figure out novel ways to solve problems.
_____6. I enjoy helping others who have learning needs.
_____ 7 . Once I have goals or a set of objectives, I can determine
what I need to do to reach them.
_____ 8. I recognise and know how to use feedback about progress
on a learning task that I have undertaken.
_____9. I am good visualising how things would be when they are
the way I want them to be.
______ 10. I am good at logistics. I can determine what is needed and devise
a plan for getting it.
______ 11 . I believe that knowledge is largely constructed by the learner
and that teachers are more facilitators of learning than
dispensers of information.
______ 12. I understand how I learn best and often think of ways I can
improve.
_______13. I know what I believe but I am open to other opinions that may
be contrary to my beliefs.
_______14. I enjoy learning that is both interesting and challenging and I am
motivated in such situations to go beyond the minimum
requirements.
_______ 15. I am able to translate learning objectives that have been set for
me into objectives that reflect my own personal style of learning.

_______ Total
Assessing the results
The total scores are explained below. The maximum score you can get
is 75. Obviously, the higher the number, the higher your potential is
benefit from your WOU experience.
55-75 You should have no difficulty with distance education courses.
You have a pronounced sense of autonomy and self-direction.
These are important qualities that will make it easier for you
to cope with WOU courses.
45-54 You will probably do well in a distance education course.
However, you need to remind yourself that you have to be
focused and to stay on task.
30 - 44 Well, if your score falls within this range, studying through
diatance education will be a challenge. You are more inclined
to the traditional learning environment. You will miss the
classroom interaction context a great deal. However, you can
still make it by being aware of the ODL system and quickly get
yourself into this new mode of learning.
29 and I hope your score does not fall within this range. Distance
below education is probably not a good idea for you! Don’t give up! I
would encourage you to take the challenge and make sincere
and real hard efforts to succeed.
Think about the score you obtained.
It may not be perfectly accurate.
However, it does give an indication of
your readiness to be a distance
learner. Do take the score seriously.
If you are not happy with your score,
it will be a good idea for you to
consult your tutor or your Regional
Centre manager.
In this section, you learnt about the
charateristics of TL & DL. By
understanding the differences between
TL & DL, you will be more aware of the
attitudinal & mental changes that you
need make in order to become a
successful open distance learner.
Objectives :
By the end of this section, you should be able to:

1.Explain constructivism and ODL.

2. Identify the four learning modes of ODL.

3. Apply the four learning modes in your studies.

• So, how do you learn at WOU ?

• WOU is a dedicated distance education institution.

• It uses all the resources to successfully design and

implement ways & means to help you reduce your worries &
to make your learning process as a distance learner easier
& smoother.

• Before that, you need to know about the constructivist

learning philosophy & how it relates to you as an OD learner.

• This constructivist philosophy is based on the basic

concept of human beings being seekers & builders ( now
termed constructors) of knowledge.

• ODL offers the widest opportunity to practise the

ideas behind constructivism.
• Constructivism is a philosophy of learning
founded on the premise that, by reflecting on our
experiences, we build our own understanding of
the world we live in.

• We all generate our own “metaphors”, “rules”

and “mental models” that we use to make sense
of our individual experiences.

• Learning thus becomes the process of making

adjustments to our mental models to include all
these new experiences.

• According to this philosophy, learning is an

active process.
• Learning is active mental work, not passive
reception of teaching.

• The use of a variety of technologies in the oDL

setting provide an ideal environment for infusing
and constructives principles.

• The use of computer mediated communication &

computer-supported work, for e.g., offer the field
of ODL alternative ways of learning.

• In addition, learner autonomy required in ODL is

also reflected in the constructivist views to
encourage active, collaborative, & responsible
learners.
• The WOU LMS – WawasanLearn is an e.g. of
constructivist practices for learner involvement,
and so does the wider Internet & the search
engines like Google, Yahoo!, where you search &
construct your own personal view about a
concept or a specific topic of duty.

• It is therefore, a student-centred approach that

places responsibility on students to take charge
of their learning experiences.

• In this approach, teachers are the knowledge

experts who have a good understanding of the
subject matter- they prepare activities &
assignments that foster the acquisition or
creation of knowledge.
• Students are then challenged to produce reality
based products such as oral presentations or
project papers.

• This allows students the opportunity to discuss

& question each other’s understanding & explain
their own perspectives in order to develop some
form of shared understanding.

• The approach not only fosters active

participation of both teachers & students in the
learning process but encourages collaboration
between teachers & students & among other
students as well.

• In other words, not only is learning shared but

responsibilty for instruction is also shared.
• The amount of guidance & help given by the
teacher will depend on the knowledge level &
experience the students bring to class.

• As an OD learner, this is the approach that you

need to get used to.

• You will no longer depend on your teachers or

expect them to spoon feed you all the time.

• You will take responsibility for your own learning

or be a self-directed learner.
Constructivist checklist
This checklist serves as a simple measure of some of the
ways in which the constructivist charateristcs are present in
your assignments, projects, activities and ultimately in your
learning environment. The observation should provide
insights into the ways in which constructivist philosophy
translates into practice in ODL settings. The checklist should
only be applied to assignments, projects and activities which
are presented to you online. It may not always be possible to
observe all of the characteristcs depending on the content
and the group of students. So, do not worry if all the
characteristics are present in the assignment, project or
activity.
 Instructions:
Select one assignment, project or activity that you need to do
online and check if the following charatceristics are present (Yes),
not present (No) or cannot be observed. (Cannot observe). Put a
tick (/)in the appropriate column.
Characteristics Yes No Cannot observe
Is it goal-oriented ?
Is it student-centred?
Doe sit have clear, specific objectives?
Does it have multiple perspectives?
Do your tutors act as facilitators for this
activity?
Does it encourages peer learning?
Does it have a learner control?
Does it contain authentic activities and
contexts?
Does it encourage knowledge
construction?
Does it encourage knowledge
collaboration?
Characteristics Yes No Cannot observe
Previous knowledge constructions?
Doe sit include problem solving?
Does it allow exploration?
Are there alternative viewpoints?
Is there authentic assessment?
Is there primary sources of data?
In this section, we will discuss 4 major modes of learning under
ODL.

• They are self-learning, F2F learning, group learning & online

learning.
Distance learning?
No school?
No classroom?

(a)

(b)

Figure 2.3 Types of learning (c)

• means that you will spend most of your time
reading course materials on your own.

• Make decisions on when, what, how and where

to study

• read all course materials provided and

understand them, go thru’ all the activities &
exercises & check with the answers given at the
end of each unit.

• refer to other reading materials available at

either your RC or public library or DL.

• read the summary at the end of every unit.

1. Look through all the course material which you have received. Make a full
list of all of them. Write down briefly what each course material is about.

No. Title of Course Materials What is it

about?
• In WOU, you do not have the opportunity to meet your tutor
as often & as frequent as in traditional institution.

• In an ODL, tutorials have a very different function.

• It is important that you understand thoroughly the role of

the tutor & the function of the tutorial. So that you can derive
maximum benefits from them.

• In an ODL system, most of your learning is expected to

occur thru’ self- learning- you study independently, at your
own time & place.

• Tutor is the one you will meet most frequently throughout

the 18 weeks of your course.

• The tutor is not a lecturer – engaged by WOU to play on a

part-time basis, a facilitative role in your learning.
• Tutors are the key interface between WOU & your
understanding of the course materials.

• The tutor provides the personal touch & academic support to the
students thru’ several means : the tutorials, assignment marking
& feedback, telephone tutoring, & online support at the LMS.

• Of course a tutor most important job is to conduct F2F tutorial

sessions.

• But there are only 5 tutorials & each lasts 2 hours.

• 10 hours is not enough for the tutor to lecture the content of the
whole course to you.

• So, what are the tutorials for then ????

• All students are encouraged to attend all the tutorial sessions.

• These sessions are for you to interact with the tutor & fellow
learners as well as participate in lab classes.
• If you are absent from a tutorial class, it is likely that you will miss
out on certain teaching learning activities.

•When you are in tutorial class, it is important you participate

actively cos’ it is the most effective way to learn.

• Another way is by sharing your knowledge & understanding with

other students – it helps to check how accurate your understanding
is.

• One of the major activities conducted during the tutorial session

is the completion of the TMAs.

• All the courses have 2 TMAs- can be essay, short test, short
project, research proposals, or presentations during tutorials.

• The first TMA is normally after the second tutorial.

• All TMAs will be submitted thru’ OAS and will be returned the
same way with a grade and comments.
• Other than marking & grading, what else will tutor do ?

• They will facilitate your learning process by guiding you thru’ the
difficult parts of your study units.

• They highlight the most important points or arguments in the study

units, exemplify & give further explanation, provide more examples,
or relate the points to your personal experiences.

• They will provide alternative imterpretations to what has been given

in the study units.

• They will help you to solve your individual problems.

In a nutshell, you can say that they are the most important component
of WOU – to provide a personalised learning experience for you.

• In fact, many of you probably ar enot aware that assignments such

as TMAs are themselves important & effective personalised learning
tools too.
Based on what you have written in your TMAs, the
tutors can :

• Comments on your understanding of the course

content.

• Point out your weaknesses, highlight areas or

topics you should pay more attention to or need
further clarification.

• Refer you back to specific sessions of the study

units, and/or make any further suggestions.
TMA1
Instructions:

1. TMA 1 has two questions based on Unit 1 ‘WOU’s website and basic search’ and
on Unit 2 ‘Learning modes at WOU’.

2. The first question requires you to produce an essay and postings on the
WawasanLearn of at least 600 words. The second question will require answering a
question based on Unit 2 in about 550-600 words. Both answers must have double-
line spacing, using Times New Roman Font 12.

3. This is an individual assignment so ensure that you do not plagiarise other people’s
work. Any plagiarism may result in disciplinary action. Your tutor will explain more
about this to you.

4. You are to submit your answers online using the OAS system and it is your
responsibility to submit your TMA correctly and in a timely manner.
5. Your TMA 1 deadline is Saturday, 19th October 2019 by 2400
hours.

6. TMA 1 will contribute 30% towards the total course grade.

7. The TMA declaration page and answers for both questions 1 and 2
must be done on one Microsoft Word document.

8. Finally zip the folder that contains your TMA file and name it in
accordance to the file naming convention given on WawasanLearn
before submitting it to the Online Assignment Submission (OAS).
Question 1 (15%)

A) Write an essay on the dreams that you had for

further education when you were in secondary
school. In your essay, include three (3) challenges
you faced in keeping those dreams alive as well as
three (3) ways you worked towards realising those
dreams resulting in you joining WOU. Your answer
must have an introduction and a conclusion
B) This question requires you to make postings in the following forums that
can be found in the WawasanLearn. The number of postings to be made
are given next to the forum title:
Discussion with course coordinator (1 posting)
Preparing for TMA 1(2 postings)
Unit 1 discussion (1 posting)
Unit 2 discussion (1 posting)

The postings can consist of comments, questions, queries and also replies to
other students’ questions. The word count is inclusive of the words in the
postings. Attach a page that shows screenshots of the five (5) postings that
you have made on the WawasanLearn to your answer for question
 Background information on dreams you had for further
Introduction education when you were in secondary school.

A.3 challenges you

faced in keeping
those dreams alive Each challenge – 2m for naming the reason and 3m for
elaboration.

3 ways you worked

towards realising Each way-2m for naming way and 3m for elaboration. Total :
those dreams
resulting in you
joining WOU. Posting of 5 messages on the LMS. Each message/screenshot
carries 3 marks. Total: 45 marks

B. Five(5) postings

Conclusion Conclusion
Question 2 (15%)

Discuss five (5) qualities that are required of open distance learners that will make
them better persons and employees. For each quality, provide an example of how you
are working towards improving yourself in that area.
Your answer must have an introduction and a conclusion.
Additional marks will be given for essays that have extra points not found in the
course content in Unit 2.

It is important for you to cite and quote appropriately. Remember to list your sources
on the References Page at the end of your essay. You must have at least 2 in-text
citations and references for question 2.

Use the APA Style of referencing. Your tutor will explain this to you. For more
information on how to do proper referencing, please refer to the WOU university
citation guide that has a detailed write up on how to do citations and referencing.

Refer to: http://woulibrary.wou.edu.my/help/citeguides_apa.asp

Introduction Introduction to distance learners being better
people and employees.

Discuss five (5) qualities 5 qualities

required of open distance Responsible
learners that will make you a Dedicated
better person and employee. Possess multi-tasking skills
Motivate
Forward thinkers
Conclusion Summary of essay
In-text citations and References
2 In-text Citations
[In the text of the article]
(APA style)
2 references
[At the end of the article]
(APA style)
0.5 mark- Sentence introducing the
source of information. Example:
According to Kiyosaki (2003), a
graduate with a ..
The better your education, the better
your opportunity to earn a higher
income (Kiyosaki,2003)
0.5 mark – Correct in-text citation with
Author and Date
E.g. (Kiyosaki, 2003)
Each reference entry should be related to the
in-text citation
1 mark - each reference correctly written
(Max 2 entries)
Deduct ½ mark for each reference error.
0 mark - no reference
 DEADLINE
FOR
TMA 1
IS

19 OCTOBER 2019
DEADLINE FOR TMA2
IS

2 NOV 2019

BUT TUTORIAL 2
IS ON
3 NOV 2019
So let’s discussion TMA 2, too.
Instructions:

1. TMA 2 has two questions. Both questions are based on Unit 3.

2. Both questions require you to produce answers of about 500 words. Your
answers must have double- line spacing, using Times New Roman Font 12.

3. This is an individual assignment so ensure that you do not plagiarise

other people’s work. Any plagiarism may result in disciplinary action. Your
tutor will explain more about this to you.

4. You are to submit your answers online using the OAS system and it is
your responsibility to submit your TMA correctly and in a timely manner.
5. Your TMA 2 deadline is Saturday, 2nd November 2019 by 2400
hours.

6. TMA 2 will contribute 20% towards the total course grade.

7. The TMA Declaration form and answers for both questions 1 and 2 must be
done on one Microsoft Word document.

8. Finally zip the folder that contains your TMA file before submitting it to the
Online Assignment Submission (OAS).
 Question 1 (10%)
In this essay you are required to discuss the five (5) tips for more effective and
dynamic oral presentations. Your answer must be written using the essay
format.

It is important for you to cite and quote appropriately. Remember to list your
sources on the References Page at the end of your essay. You must have at
least 2 in-text citations and references for question 2.

Use the APA Style of referencing. For more information on how to do proper
referencing, please refer to the WOU university citation guide that has a
detailed write up on how to do citations and referencing.

Refer to: http://woulibrary.wou.edu.my/help/citeguides_apa.asp

Steps to do it.
1. Introduction- Introduction to tips for more effective and dynamic presentations.

2. Five (5) tips for more effective and dynamic oral presentations.
i) Preparation
ii) Practice
iii) Style of speaking
iv) Non-verbal language
v) Taking questions
vi) Controlling nervousness

3. Conclusion: --The conclusion can summarise why it is important to have effective and
dynamic oral presentations.

4. In-text citations and reference – 2 each.

Question 2 (10%)
You have been given the following essay topics:

1. Why are smart phones so popular today?

2. Why do people prefer private hospitals to public hospitals?
3. Why do many students prefer to study overseas?
4. Why do people prefer to live in the cities and not in the countryside?
5. Why do young people prefer to wear branded clothes?

For each topic, write the introductory paragraph. For each introduction use one type of
hook that you have studied about in unit 3. You cannot use the same hook twice. Each
introduction should have the following format:

Hook (introduces the issue). 4m

Background Information (broader picture of the issue). 3m
What the writer intends to do. 3m
Each paragraph carries 10 marks. Total is 50m

Each paragraph can be between 80-100 words

A sample introductory paragraph using a question hook is given below:

How many times have you walked into your tutorial room and seen people pull
out their smart phones to check messages, emails and social networks?
(Question hook) Smart phones have gained immense popularity among the
population today because of the several benefits offered by them. They are a
smart invention and are assisting the society in several aspects of their lives
and one of the ways is in distance learning. (Background information) This
essay will discuss the different ways a distance learner can use a smart phone
to assist their learning experience in an open and distance learning
environment. (What the writer intends to do)
Your TMA 2 deadline is
Saturday, 2nd
November 2019 by
2400 hours.
BYE AND SEE YOU ON 2 NOV 2019
FOR TUTORIAL 2.