Introduction
The Centre for Off-Campus Studies (COCS) of the Universiti Sains Malaysia (USM) was established in 1971 and is Malaysia's only tertiary distance education institution. It offers a unique hybrid of distance education. Primarily it extends USM's academic degree programmes to qualified adult learners and in the process utilises both traditional and non-traditional modes in its delivery. This is because only seventy-five percent of the requirements are accumulated in the off-campus mode (i.e. Stages 1-5) which the remaining twenty-five percent are completed during the final year of study on-campus as full-time students.
The dissemination of knowledge begins with specially designed modules of validated self-instructional printed materials which may be supplemented by other methods. All the facilities provided are directed towards training the teacher-dependent oriented Malaysian students into self-directed learners who are capable of exhibiting a high level of independence and discipline in pursuing their courses. For the average student, such a revolutionary change in learning style can have varying effects. However, self-directed learning, once mastered, can have a positive and lasting effect on the learner.
Although all our students are adults who also perform the roles of spouse, parent and full-time worker, the programme was not established under the context of adult education per se. One of the primary objectives of this programme is to help adults who had missed opportunity for higher education to qualify for a degree. More importantly, our system differs from the Open University (UK) in the sense that the student population is restricted to qualified candidates. In this respect, the learning experience is not open-ended, neither can it be accused of moulding individuals according to specific criteria, but merely extends an invitation to goal-oriented adults who establish and seek goals, and seek to achieve, as the setting provides. Therefore, the term "adult education" in the Malaysian context, where the learning project is purely academic., can in accordance with Darkenwald and Merriam, be defined as "a process where a person whose major social roles are characteristic of adult status undertakes syst
ematic learning activities for the purpose of bringing about changes in knowledge, attitudes, values, or skills".(1)
This article explores the usage of audio teleconferencing with the electronic writing board in an effort to bring about the traits of being in charge of ones own learning.
Audio Teleconferencing
In line with technological advancement, and in an effort to provide a strong student service, the Centre introduced teletutorials through audio conferencing in the second half of the 1988/89 academic session. As an educational link, it can be used for direct instruction (2, 3), the tutorials supplement printed materials, and also for professional development activities.
System Description
The teleconferencing system at the Centre uses the telephone (via Malaysian Telecoms Co. Exchange) by using a 4-wire dedicated line to connect the teleconference room at the Centre, from which the lecturer teaches, with ten regional centres throughout the country. The equipment at the Centre comprises of voice conference equipment, conference control set, acoustic echo canceller, remote control, microphone, and a speaker. At the regional centres, only the acoustic echo canceller, remote control, a speaker and two microphones are provided. Media that can be transmitted via telephone lines can also be employed to complement the auditory interaction (4, 5).
Electronic Writing Board (EWB)
As a result of a pilot project undertaken in the latter half of 1989, the EWB has been incorporated with the teleconferencing system and is now operational. Briefly, the EWB system displays characters and graphics that are handwritten on the writing board or writing pad. The data written on the input surface is displayed on a colour monitor TV screen. This data is displayed in real time as the data is written on the input surface. Information is transmitted to or received from a remote location by telephone lines via a modem connected to the system. A built-in floppy disk drive in the control unit enables data playback. As a result, the regional centres are supplied with a monitor and a writing pad.
Justification
Cost
One of the major considerations for the installation of the teleconferencing system is the fact that the cost of employing part- time tutors to service the courses exceeds 1/2 million Ringgit per annum (that is in excess of £120,000). These expenses are greatly reduced by cutting down on tutorials at the regional centres and replacing them with teletutorials conducted by the lecturers themselves. Presently, with the exception of the Foundation Sciences courses, all tutorials are conducted by the lecturers via teleconferencing with the electronic writing board. Audio conferencing will most definitely be cheaper than the tutorials conducted by the part-time tutors at the regional centres when the travelling cost of all the students are taken into account. Tutors are now only employed to supervise the laboratory sessions.
Effectiveness of tutorials
The tutorials at the regional centres were designed to provide educationally desirable interaction between students in the same regional centre and tutors who are supposed to conduct the tutorials and laboratory sessions. However, the Centre had difficulties in employing reliable tutors for high level courses, that is, courses at Stages 3, 4 and 5. With audio teleconferencing, students have the opportunity to interact directly with their lecturers. On top of this, difficulties were faced in employing tutors (even for Stages 1 and 2) at certain regional centres.
Tutors were also found to be less effective. Based on students' reports, tutors were not capable of elaborating certain concepts and theories and some tutors lack dedication and professionalism. Even though tutors were given guidelines on how to teach the course by the lecturers in charge of the course, this did not seem to alleviate the problem. The teletutorials will rectify this problem.
Uniformity in progress is another problem. Although tutors have a schedule to follow, they sometimes lose track and as a result students from different regional centres have different progress rates. This makes it difficult because quizzes, continuous assessment and examinations are set after a specific period, by which time students should have covered a certain amount of text. By being left behind, examination and assessment results are affected. Although students are supposed to study on their own, inconsistencies on the part of the tutors upset their schedules. The teletutorials will also enable the lecturers to check on the academic progress of the students. Any student found falling behind or not progressing very well can be counselled immediately and if others share his/her problem they can work it out together.
Towards Self-Directed Learning
It should be pointed out that our programmes, not only have selected candidates, but also operate within a time frame where the adult learner has to decide, act and achieve in that given time limit. There are three degrees on offer and students must plan and finish within the maximum allocated period of eleven years. However, students have the freedom of choosing the variation in discipline available, again within the package offered. In this respect, the adult learner still has the task of (independently) making educational decisions and planning strategies for their execution.
The courses are offered at a distance, and hence all supportive learning materials are designed for independent study. The field of independent study has been well established and that distance is one of its distinguishing characteristics is firmly rooted (6, 7). The students are supplied with self-instructional learning materials for self-directed study and reading guides as well as audio-graphics, audio and video tapes for selected courses. In our context, the process of "self-directed learning" requires students to take the initiative to acquire a comprehensive and accurate understanding of the course content and bear the responsibility of forming a framework to guide their own actions for the completion of their goals. However, the concept of the independent learner is not an absolute one, but a notion that the students should be more "self-sufficient" learners (8) than they were when they enrolled in the off-campus academic programme.
Since the courses are well designed for self-directed study, the lecturers merely facilitate and encourage students to become self-directed learners. Although, the learning materials are designed as such, the students need coaching to adapt to this new concept of learning. It may be said that we are in a sense working backwards. Based on recent research on learning styles, we know or have insights about the values that accrue to the committed, self-directed learner (9, 10). Hence we instil in them the psychosocial traits as well as cognitive behaviours that are commonly associated with the self-directed adult learner. These include inculcating positive self-concept; a strong belief that one's academic success is achieved as a direct result of self-effort expended by them; the exhibition of self-control and stable behaviour when confronted with problematic and sometimes emotional situations; the ability to effectively cope with pressure and stress that accompanies aca
demic work and other aspects of living and the knowledge to seek out, identify and utilise every available resource in carrying out their learning activities and in evaluating their progress towards their objectives.
Effectiveness of Teletutorials
All the facilities provided by the Centre such as regional libraries, a counselling service, and the annual residential school should enable continued practise of these new learning behaviours and will greatly enhance their self-directedness capabilities. For the individual learner, the teleconferencing system has provided the opportunity to bridge the distance gap and enable them to fully implement their intentions. With the electronic writing board, interactive learning takes place, solving even the graphics problem in the teaching of Science and Mathematics. In general, tasks involving information transmission, problem solving and generating ideas, giving and receiving information, asking questions and exchanging opinions can be done as effectively as face-to-face (11).
The gathering of students at the regional centres for their teletutolials gives rise to a collaborative type of learning; initially among the students and then with the lecturer. Goetter and Mazemek (12) suggested that collaboration is the generator for developing within the adult the motivation and ability to mature into a sustained, satisfied, self-directed learner and the active elements of collaboration—planning, decision-making, and resource-utilization—are compatible with the fundamental concepts of self-directed learning. Our teletutorials are conducted using the very elements of collaboration and this makes them comparable with collaborative learning.
Conclusions
Academically speaking, the Centre is doing all it can utilising technological innovations to develop within the individual the competencies, skills and ability to mature into a sustained self-directed learner.
Sometimes, technological innovations are employed in educational institutions without the proper planning, assessment and evaluation which is necessary to ensure its success. In our case, the audio teleconferencing system with the electronic writing board worked. In the employment of the system, it was found that it saved money; achieved greater participation from the students; is able to give feedback immediately; is convenient for students and gives access to experts in the process of teaching. Teletutorials also require more discipline, concentration and confidence than face-to-face interactions. Although teletutorials can be demanding and tiring, they help train the students to be disciplined and confident participating students (13). 'This is in line with our effort to enhance our students' intellectual development and growth and academic performance.
References
1. Darkenwald, G.G. and Merriam, S.B. (1982) Adult Education: Foundation of Practice, Harper Row, New York.
2. Potter, G. (1983) 'The Potential Use of the Telephone as an Instructional Device in External Studies', Distance Education, Vol.4, pp.95–107.
3. Hatfield, P., Garrison, D., Adams, K. (1986) 'Audio Teleconferencing for the Physically Disabled', Open Learning, Vol. 1. No.2, pp.51–52.
4. Shobe, C. R. (1983) Telecommunication Technologies and Distance Education: A Report on Recent Canadian Initiatives'. Open Campus, Deakin University, Australia, No.8, pp.5–21.
5. Winn, B., Ellis, B., Plattor, E., Sinkey, L., Potter, G. (1986) 'The Design and Application of a Distance Education System using Teleconferencing and Computer Graphics', Educational Technology, January, pp. 19–23.
6. Keegan, D. (1986) The Foundations of Distance Education, Croom Helm, London, pp.34–35.
7. Holmberg, B. (1986) Growth and Structure of Distance Education, Croom Helm, London, pp.29–36.
8. Paul, R. (1990) 'Towards a New Measure of Success: Developing Independent Learners', Open Learning, Vol. 5, No. 1, pp. 31–38.
9. Knowles, M. (1985) Self Directed Learning, New York, N.Y.: The Adult Education Company, pp.9–135.
10. Brookfield, S. (1986) Understanding and Facilitating Adult Learning, San Francisco: Josey Bass, pp.37–69.
11. Robinson, B. (1990) 'Telephone Teaching and Audio-Conferencing at the British Open University', Media and Technology in European Distance Education, European Association of Distance Education Universities, Ed. by A.W.Bates, Open University, Walton Hall, Milton Keynes, pp. 105–110.
12. Goetter, W.G.J. and Kezemek, F.E. (1990) 'Collaboration: A Paradox for Independent Learning', International Journal of University Adult Education, Vol.XXIX, No.2, pp.22–29.
13. Ensley, R., (1985) 'Teletutorials: A Distance Tutor's View', Open Campus. Deakin University, Australia, pp.23–25.
|
