Engaging the Open and Distance Learners via Online Community to Increase theirCommitment to stay
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This paper presents the findings of the research on the various interventions implemented by Open
University Malaysia and their impact on its learners’ level of Engagement in the Online Community.
The intensity of the Online Community which is the result of the interventions was measured using four
variables: Learner-Learner, Learner-Tutor, Learner-Staff and Learner-Content interaction. These
variables were then correlated to two other variables; their level of Engagement and Commitment to
stay. Self-administered questionnaires were distributed to 1,500 undergraduate learners of Open
University Malaysia located throughout Malaysia. Results obtained from 1,116 respondents showed
that there was a strong correlation between Learner-Learner, Learner-Tutor, Learner-Staff, Learner-
Content, Engagement and Commitment to stay. Multiple regression analysis carried out showed that
the learners’ Engagement explains 72 percent of the variance of their Commitment to stay. This study
concurs with many previous researches that reducing the feelings of isolation of open and distance
learners can help increase their level of engagement and reduce their attrition. (Abstract by author)Keywords:
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Attrition
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This study aims to analyze the status of distance learning in higher education and explore the effects of learning engagement and self-directed learning readiness among variables related to learners on academic performance and course satisfaction in distance learning. It seeks to provide a baseline for other studies to develop strategies for quality online courses in preparation for a prolonged COVID-19 pandemic. An online survey was conducted on 708 students from a four-year University E located in Seongnam, Gyeonggi-do. Each student completed a self-administered questionnaire on a web page, which was created for the survey. The survey used a multiple regression analysis, with the independent variables being student engagement and self-directed learning readiness. With the aim of explaining academic performance and satisfaction for distance learning, the study also adopted a stepwise selection method to select the independent variables. It was found that learner engagement has a greater influence on academic performance than self-directed learning readiness among the independent variables. Additionally, it was found that learners’ self-directed readiness did not impact course satisfaction; only learner engagement influenced student satisfaction for online courses. In conclusion, the survey showed that learner engagement and self-directed learning readiness are significant predictor variables of academic performance in online courses. It also found that learner engagement is a significant predictor variable of student satisfaction with online courses. In other words, teaching strategies are important for the promotion of student engagement to improve academic performance and student satisfaction in distance learning.
Student Engagement
Blended Learning
Promotion (chess)
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There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in e-learning courses between the teacher and the students may result in a psychological and communicational gap between them. Such a gap will often impede the ability of the teacher and his or her students to achieve the desired level of understanding among them. In the light of this, teachers and students participating in distance-learning courses will generally require "special" behavioral patterns, which are designed to overcome the communication gaps resulting from the transactional distance. This study examined three key distances experienced by students enrolled in distance learning courses as predictors of perceived learner satisfaction. Through a survey analysis, the study sought to answer 3 key questions - to what extent is Leaner-Leaner Transactional Distance (LLTD) predictive of students' perceived satisfaction (SPS) with a Distance Education (DE) course? Is Learner-Teacher Transactional Distance (LTTD) a predictor of students perceived satisfaction with the DE course? To what extent does Learner-Content Transactional Distance (LCTD) serve as a predictor of perceived learner satisfaction with a DE course? Subjects constituted of a random sample of 168 students enrolled for a Bachelor of education program in 2013 at the University of Nairobi, Kenya. A survey questionnaire measured the predictive constructs of the study namely, Learner-Learner Transactional Distance (LLTD), Learner-Teacher Transactional Distance (LTTD) and Learner-Content Transactional Distance (LCTD). Students' perceived satisfaction (SPS) was measured by use of a ten item Likert scale instrument. Results of the study indicated the three variables were key predictors of students' perceived satisfaction with DE courses.
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The study aims to determine the effects of learning activities based on learner autonomy on the English achievements, attitudes, and learner autonomy of 6th grade students by allowing students to choose activities to be conducted in English language teaching. The study was conducted on experimental and control groups. Research data were collected through the use of achievement tests, the scale of attitudes toward English lesson, learner autonomy scale, interviews and observation based on researcher’s journal form. The study results showed that the achievement levels of the experimental group that used learning activities based on learner autonomy learning and those of the control group that used the activities within the framework of the curriculum prescribed by the Ministry of National Education increased. However, the experimental group was seen to be more successful than the control group. There were significant differences between students in experimental and control groups with respect to achievement, attitude, and learner autonomy scores but all the differences were in favor of the experimental group. As a result of the content analysis method, it was reached that learning English with various classroom activities based on learner autonomy was effective because of the fact that it facilitated, reinforced and retained students’ learning process. Also, this learning process enhanced cognitive, affective, and self and peer assessment skills of students.
Learner autonomy
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Online learning's application in the language learning process has become an important topic as the COVID-19 crisis has restricted in-person classes. This study investigates student satisfaction in an online language learning course at a higher educational institution in Vietnam. The study tested the influence of learner-learner, learner-content, and learner-instructor interactions; internet self-efficacy; and self-regulation on student course satisfaction. The effects of student background variables were also explored. Linear regression analysis was conducted to determine the contribution of predictor variables to student satisfaction. The findings showed that student interaction with peers, content, and instructors and self-regulation were good predictors of student satisfaction; however, internet self-efficacy was not a good predictor. Additionally, there were no differences in effects of gender and prior online language learning experience on student course satisfaction.
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Profiling (computer programming)
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Learner support is an important benchmark of open and distance learning because of the character of the learners and the temporal separation of the learner and the teacher. But the level of importance attached to these services and the level of satisfaction may vary according to gender. Thus this study examines the perception of students on the quality of learner support services in Port Harcourt study centre of NOUN. Two research questions and two hypotheses were posed and tested. The methodology adopted is a descriptive survey method, the instrument for data collection was questionnaire and the statistical tools used were mean, standard deviation and t test. The result of the test of hypotheses indicates that there were no significant differences in the level of importance and level of satisfaction between male and female learners. However, the study indicates that male learners attached less importance to learner support services and are less satisfied with the quality of the services. Our conclusion is that given the high mean score of the level of importance and the low mean score for the level of satisfaction the quality of learner support is not as high as the students would expect. This therefor calls for an improvement in the quality of learner support services to sustain learners’ commitment and continuity in the programme in NOUN. Keywords : Learner Support Services, Distance learners, Adults, Tutorials
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Because of its openness and large scale, online learning leads to the diversification of learners' learning objectives and background, which in turn leads to the differences and individualization of learners' demand for teacher support. Therefore, explore the differences in teacher support perceived by different learners is meaningful. In this study, 751 questionnaires were used as research samples. Through a t-test and one-way ANOVA, several results were obtained. There was a significant difference in students' perceived teacher support, whose gender, education background, identity, major, number of completed courses, learning duration, and motivation were different. Therefore, recommended that the teaching administrator considers the individual differences of learners when providing support services.
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Studies have indicated that the lack of self-regulated learning skills, or the inability to function autonomously may lead to adults dropping out of courses, failing to enroll in subsequent courses, and overall dissatisfaction with learning in distance courses (Calvin, 2005; Hisham, 2004; Zimmerman, 2001). Confessore, (1992) asserts that success is ultimately dependent upon the individual’s personal characteristics that define learner autonomy which lie in the psychological paradigm of individuals.
This study examined to what extent distance learners in Malaysia are autonomous by investigating learner autonomy level among distance learners undertaking learning in the distance learning environments. Adult learners come from different background, skills and experiences and thus, may contribute to the different approaches and attitude towards learning. The adult learners’ diversified background in terms of their learning styles, perception towards learning environment, computer technology experiences and English language proficiency may influence their learner autonomy or intentions to participate actively and productively in a learning process. Thus, this study also examined whether these variables predicted the adult learners’ learner autonomy. A stratified structured sampling was used to select 370 adult distance learners of three universities in Malaysia which offered distance learning program. Data was gathered using self-administered questionnaires. Two hundred and forty nine distance learners or 69% of them completed and returned the survey questionnaires in this study.
The results of the descriptive analyses revealed that distance learners in Malaysia showed a relatively low level of learner autonomy in their intention to participate in learning. Using Pearson’s correlation analysis, the study found significant correlations of learning styles, perceived learning environment, computer technology experience and English language proficiency to the learner autonomy profile (LAP) scores. Chi-square test of independence revealed that the higher the learner autonomy scores, the more learning styles were being utilized in learning. The distance learners perceived that environmental supports such as personal relevance in the course structure, instructor support and satisfaction enhanced learner autonomy. In similar vein, distance learners also indicated the importance of computer technology experiences and English language proficiency. Both variables showed moderate correlation with distance learners' intentions to participate actively in their learning. The Multiple Regression analysis revealed that the number of learning styles, perceived learning environment and computer technology experience showed statistically predictive of learner autonomy or distance learners’ intention to participate. However, English language proficiency was not included as a significant predictor of learner autonomy. The overall regression model was successful in explaining approximately 39.7% of the adjusted variance in learner autonomy. The model proposed is considered a good model as the results demonstrated that the overall scores of the three predictors show statistically significant in contributing to the variance of the criterion variable.
All the hypotheses in the study were supported. The results of this study provided a number of theoretical and practical implications on the learner autonomy among distance learners in Malaysia. Recommendations were suggested to facilitate higher learner autonomy among distance learners. The need for further research on the learner autonomy was also highlighted.
Learner autonomy
Stratified Sampling
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This paper investigates the impact of the various interventions implemented by Open
University Malaysia, on the learners’ level of Engagement in the Online Community
developed through the interaction between the various participants; learners, instructors and
management staff of the university. The intensity of the Online Community which is the result
of the interventions was measured using four variables: Learner-Learner, Learner-Tutor,
Learner-Staff and Learner-Content interaction. The learners’ level of Engagement and
Commitment to stay in their programmes were also measured and a correlation was then
established. Data for the research were collected from 1550 undergraduate learners of
Open University Malaysia located throughout Malaysia using self-administered
questionnaires. Results obtained from 1116 respondents showed that there was a strong
correlation between Learner-Learner, Learner-Instructor, Learner-Staff, Learner-Content,
Engagement and Commitment to stay. Multiple regression analysis carried out showed that
the learners’ Engagement explains 72 percent of the variance of their Commitment to stay.
This study is important as it will help future researcher to develop a tool to measure
engagement of learners in the Online Community. (Abstract by author)
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TUTOR
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Language learning has become one of the needs of humans to maintain communication in the globalized world. However, it is not an isolated process and confined to linguistic skills. It gets affected by a lot of affective factors and learners’ beliefs. One of these elements is undoubtedly academic motivation, which makes language learning a more complete process, and it brings the sense of empowerment together. Therefore, the present study focuses on the academic motivation and learner empowerment from the students’ perspectives and on the probable relationship between them. 150 vocational high school students who took English as a compulsory course constituted the participants of the study. The study used mixed methods research design. The quantitative data were gathered through Academic Motivation Scale and Learner Empowerment Scale. The qualitative data were obtained via open-ended questions. Both quantitative and qualitative data analysis methods were utilized. Quantitative data were analyzed through Statistical Package for Social Sciences (SPSS). The qualitative data were subjected to the content analysis. As a result of the study, students appeared to have moderate level of academic motivation. Similarly, perceived learner empowerment was found to be at moderate level. The correlation between academic motivation and learner empowerment was positive. What is more, the findings indicated a statistically significant relationship between academic motivation and learner empowerment. Higher motivation could feed the sense of empowerment in learning English. The study aimed to provide insights and implications for instructors to build a supportive learning environment based on students’ perceived academic motivation and learner empowerment levels.
Quantitative Research
Qualitative property
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