TABLE OF CONTENTS
Page
ACTIVITY 1 2
ACTIVITY 2 4
ACTIVITY 3 8
ACTIVITY 4 17
ACTIVITY
1
1.0
INTRODUCTION
The teaching and learning environment of the Open
University Malaysia (OUM) has been transformed by independent learning
opportunities provided by the OUM Learning Management System (myLMS) and
supported by the Learning Skills for Open and Distance Learners course
(OUMH1103) which provides learners with the required skills and knowledge while
operating in a technology-rich environment. This article will discuss how
Learning Skills course like OUMH1103 provide learning resources and services to
Open University Malaysia (OUM) students to develop their study strategies and
academic writing skills.
2.0
LEARNING SKILLS
A simple definition of learning skills is, all the skills
that are provided to a learner to equip him/her with the necessary knowledge to
function efficiently as an ODL learner.
According to Schumaker and Sheldon (1985), these are “techniques,
principles, or rules which enable a student to learn to solve problems and
complete tasks independently” (in Gordon, 1994). Why are learning skills important? Research
shows that learning skills affect academic achievement whereby they expect an
increase in academic skills and performance.
At the OUM, the OUMH 1103 course Learning Skills for Open Distance Learners is being offered to
students to equip them with adequate knowledge and skills to function as
efficient ODL learners capable of maximizing the different learning modes.
Broadly, the course which was written by a panel of 7 experts and implemented
in 2004 include the following major sections: Learning to Learn Skills, Basic
Computer Sills and Information and Library Skills. The course is further sub-divided into nine
topics:
- Managing learning.
- Reading for information.
- Note- making and note- taking
skills.
- Presenting information.
- Coping with assessments.
- Information gathering
process.
- Skill in information
retrieval.
- Evaluating of information.
- Using Microsoft application
(Words, Excel, and Power point).
In the year 2006, the module was selected by an
International Panel of the Commonwealth
of Learning
3.0
CONCLUSIONS
From the above
discussion, it can be concluded that students are well prepared with the
OUMH1103 course. Moreover, it is apparent that there are no differences in
attitudes regarding the course between genders, age, different learning centers
and different programs. It is noticeable that the course helps learners to
acquire all the needed skills for the open and distance learning.
(390 WORDS)
REFERENCES
Bozarth J., Chaman D. and LaMonica L., (2004), “Preparing for Distance Learning: Designing
an Online Student Orientation Course”
Gibson, C. C. (1998), “Distance
learners in higher education”, Madison: Atwood Publishing
Pallof, R. M., Pratt, K. (2003),
“The virtual student”, San Francisco: John Wiley & Sons.
Pomeroy, G. (2001), “Real changes in education”, Retrieved
November, 27, 2015, from http://www.enterstageright.com/archive/articles/0801education.htm
ACTIVITY
2
THE PROBLEMS
FACED BY STUDENTS IN DISTANCE LEARNING
1.0 INTRODUCTION
Distance
learning offers enormous potential for students who want to take a class but
are physically unable to attend a traditional classroom. It affords a
flexibility that many students find appealing; however, others find this
flexibility challenging, intimidating or frustrating. Distance-learning classes
can present problems for students in the areas of support, interactivity,
commitment and technology.
2.0 THE
PROBLEMS
2.1 Support
By its very
definition, distance learning implies a physical separation between student and
instructor. This creates a challenge for students who might need or desire
academic or technical support, and it can quickly become a source of
frustration. An effective distance-learning instructor will provide multiple
methods of contact, including a phone number, Skype user name and/or email
address, along with general availability and response times. Sometimes a
"Help" discussion thread is included in an asynchronous environment,
to give peers the opportunity to help each other. Even with these support structures
in place, however, students new to distance learning will need to adjust to the
absence of regular office hours.
2.2 Interactivity
Another problem
facing distance-learning students is the level and type of interactivity.
Similar to the issue surrounding support, the lack of face-to-face interactions
between student, teacher and other classmates can be problematic for those new
to the distance-learning environment. An effective distance-learning class will
incorporate interactive tools, such discussion boards, wikis and blogs, and
synchronous audio or video components. Group or paired projects can further
foster a sense of interaction and collaboration. A lack of meaningful
interactivity may cause students to feel isolated and become discouraged.
2.3 Commitment
In a
distance-learning class, students must be committed to their own success. A
traditional classroom environment carries with it a certain level of social
pressure: the teacher and other classmates expect each student to come to class
every week, complete the assignments, answer the teacher's questions and
actively participate in group projects. In a distance-learning class, these
behaviors are expected as well, but the social pressure to comply is absent.
Students must possess or learn to develop the self-discipline required to
organize their time effectively and participate fully in the learning process.
2.4 Technology
The technology
required to participate in a distance-learning class must be readily available
and fully functional. Furthermore, students must have or acquire a certain
level of competency with the technology, including hardware, software and all
related accessories, in order to be successful in the course. Technology that
is unavailable or unstable quickly becomes a barrier for distance-learning
students. Technology that is hard to learn or use is enormously frustrating.
Tutorials, user guides and other support systems should be in place for
distance-learning students, in order to minimize -- if not eliminate -- this
problem.
3.0 CONCLUSIONS
Despite the need
for improvement, the future of distance learning seems bright. Increasing
numbers of students enrolling in distance learning classes underscore the need
for comprehensive and thoughtful evolution of distance education if it is to
become the educational model of the future (Harnar, et al., 2000, pg. 37).
Despite the cost, coordination, and training that must be put into a program,
it has great potential to deliver and receive educational programs to and from
remote sites (Weber, 1996, pg. 219). Perhaps Keegan (1995) puts it best when he
says the challenge is to design cost-effective and educationally-effective
systems for use in the new millennium of the new technologies that permit for
the first time in history (electronic) teaching of students face-to-face at a
distance.
(577 WORDS)
REFERENCES
Harner,
M., et al. (2000). Measuring the effect
of distance education on the learning experience: Teaching accounting via
Picturetel. International Journal of Instructional Media, 27 (1), 37-50.
Keegan,
D. (1995). Distance education technology
for the new millennium: compressed video teaching. ZIFF Papiere. Hagen,
Germany: Institute for Research into Distance Education. (Eric Document
Reproduction Service No. ED 389 931).
Weber,
J. (1996). The compressed video
experience. Paper presented at Summer Conference of the Association of Small
Computer Users. North Myrtle Beach, South Carolina. (ERIC Document
Reproduction Service No. ED 405 838).
ACTIVITY 3
Scanned ‘Annotation Notes’
Mind Map
Depending
on the purpose you can select a strategy that best achieves it. For example, to
get the gist of the text skimming or scanning is appropriate. For more
concentrated reading and to understand, the SQ3R method will be useful.
|
Purpose
|
Rate
|
|
To read for an overview of a chapter
|
fast
|
|
To identify main ideas so you can explain them to
another student
|
slowly
|
|
To locate specific information
|
fast until you locate the section you want, then
slowly.
|
|
To gain detailed critical understanding
|
Slowly and thoroughly underlining and taking note
|
ACTIVITY
4
HOW myVLE HELP ME IN LEARNING
1.0 INTRODUCTION
1.0 INTRODUCTION
Many facilities
available for use by OUM students and among of the facility is myVLE, an
interactive website that connects between students, tutors and university
administrators.
2.0 MYVLE
EXPERIENCE USEFUL TO MY STUDY AT OUM
Myvle can be
accessed through 'http://oumvle.oum.edu.my/index/home' while the first
experience when I went to the website is I forgot he password. I have to
contact Mr Nik to 'reset' the password. To overcome such incidents recurring, I
have kept the relevant password so easy to access Myvle in the future. Upon
entering the main dashboard of Myvle, various symbols / 'icon' such as My
Account, My subject, Announcements, Digital Library and others.
Figure 1: OUM myVLE Dashboard
2.1 MY SUBJECTS
For this
display, I can see all the subjects taken in one semester and full details
about the content of the subject and their assignment. The subjects that I took
this semester is OUMH1103 and MPU2313.
Figure 2: Course Subjects
2.2 ANNOUNCEMENT
On this page, I
get a brief update of the Administrator of the University as announcements of
the University, Registrar, Exams, Finance, CSM, faculty and Digital Library.
2.3 DIGITAL
LIBRARY
The name of the
digital library is OUM Digital Library Tan Sri Abdullah Sanusi. To find a
suitable reference books with subjects taken, I can refer to this site for
related information and download it as a video tutorial 1, part 1-4 'subject
OUMH1103.
Figure 3: Tan Sri Sanusi Digital Library of OUM
2.4 CONCLUSIONS
Myvle is
undeniable significance for the primary source of students studying in OUM
because it can be accessed anywhere, whether in the office or home, with a
laptop and a smartphone application
(276 WORDS)
