Distance Adult Students' Self-Management Strategies Of

ASIAN JOURNAL OF UNIVERSITY EDUCATION A Publication of the Asian Centre for Research on University Learning and Teaching (ACRULeT) Faculty of Education, Universiti Teknologi MARA Advisor Mohd Mustafa bin Mohd Ghazali Chief Editors Lee Lai Fong Gurnam Kaur Sidhu Editorial Board Chan Yuen Fook Cheong Tau Han Harrini Md Noor Leele Susanna Jamian Nor Aziah Alias Parmjit Singh Aperapar Roslind S. Thambusamy Suthagar Narasuman Editorial Advisory Board Habibah Ashari (Ohio Universiti, USA) Angela Yung-chi Hou (Fu Jen Catholic University, Taiwan) Lee Ong Kim (NIE, Nanyang University of Technology, Singapore Allan White (University of Western Sydney, Australia) Richard Braddock (Macquarie University, Australia) Frank Hardman (University of York, UK) Richard Holmes ( University Ranking Watch) Patricia Rogers (CIRCLE, Royal Melbourne Institute of Technology, Australia) © UiTM Press, UiTM 2013 All rights reserved. No part of this publication may be reproduced, copied, stored in any retrieval system or transmitted in any form or by any means; electronic, mechanical, photocopying, recording or otherwise; without p r i o r p e r missi o n i n w r itin g fro m t h e D i r ect o r o f U iTM P r e s s , Universiti Teknologi MARA, 40450 Shah Alam, Selangor Darul Ehsan, Malaysia. E-mail: [email protected] Asian Journal of University Education is jointly published by the Asian Centre for Research on University Learning and Teaching (ACRULeT), Faculty of Education and UiTM Press, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia. The views, opinions and technical recommendations expressed by the contributors and authors are entirely their own and do not necessarily reflect the views of the editors, the publisher and the university. Vol. 9 No. 2 DECEMBER 2013 ISSN 1823-7797 1. Distance Adult Students’ Self-Management Strategies 1 of Online Learning Discussion Nur Shaminah binti Mustafa Kamalu Teoh Sian Hoon 2. A Genre – Based Analysis of Academic Exercise 19 Introductions in the BEd. Tesl Program, UiTM, Malaysia Syarina binti Mahmood Richard Holmes 3. The Effect of Teacher Direct Written Corrective 51 Feedback on Writing of Diploma in Hospitality and Management Students in SEGI University Siti Ummaizah binti Meor Musa Lee Lai Fong Distance Adult Students’ Self-Management Strategies of Online Learning Discussion Nur Shaminah binti Mustafa Kamalu Teoh Sian Hoon Universiti Teknologi MARA Email address: [email protected] ABSTRACT With distance learning getting more attention, the need for self-management strategies of learning becomes more prevalent since online learning is independent of time and place. This study was conducted to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and their level of self-management strategies with regard to age and gender. A quantitative method survey research design was used to carry out the research which used questionnaire as the instrument for data collecting process. Participants involved were a group of first semester distance online learning students who were full time primary school teachers. They had registered for Technology Instruction course. Findings revealed that the level of self-management strategies of learning among these adult learners was moderate. In terms of the difference in self- management strategies of learning between gender and among different categories of age, the results revealed there were no significant differences. Relationship between each component of self-management and computer skill revealed that the highest correlation was between computer skill and evaluation. Keywords: self-management strategies, online learning, computer skill Asian Journal of University Education INTRODUCTION Today, higher education has evolved with the advancement in technology. Technology has made education more accessible to any individual. The recent growth in online learning has resulted in a major shift in education and training from an instructor-centered to a learner-centered focus (Dillon & Greene, 2003). A few decades ago, students who wished to pursue higher education had to be present at their respective campus and specifically met face to face with their lecturers and other students. Byrne (2012) stated that organizations must provide as many opportunities to facilitate learners to “get” to the educational content as efficiently as possible. With technology, students who are not able to be present face-to-face can learn from a distance using the technology. This method has in a way causes a major impact on the management of learning.With this shift to Online Distance Learning (ODL) has come the suggestion that, in the absence of an ever-present instructor, students learning at a distance must take greater responsibility for the management of their own learning (Hartley & Bendixen, 2001; Moore & Kearsley, 2005). As a result, online students, specifically, are expected to “manage” the task of learning in an independent and self-directed manner (Besich, 2005). Self-management strategies of learning are one of the crucial strategies for students in determining their academic progress and achievement. Distance learning students are not exceptional. Al-Oraini (2007) stressed that the mass of information as well as growing educational demands have created new sets of problems for students in managing their learning effectively. Palloff and Pratt (2003) stressed that students themselves have to discover learning strategies: planning, organising, monitoring, evaluation, task strategies and time management to meet the challenges of the online learning environment and at the same time, they must know how to manage their studies. This becomes more challenging if the students are juggling between study, career and family. Besides, it is quite common that students drop-out of university not because they find the course too difficult to cope with, but because they become overwhelmed by the workload and are unable to manage study commitments with work and family life. Research focused on discovering the causes of success of students in online courses is critical since for many 2 Distance Adult Students’ Self-Management Strategies institutions of higher learning, the attrition rate of distance students far exceeds those of on campus learners (Lowe, 1997). Some students may have appropriate study skills which they apply during their diploma study which mostly comprises face- to-face learning and teaching. However, these skills may not be completely applicable in their current undergraduate study due to the distance learning mode in the form of online learning which requires students to be autonomous and apt at computer skill. According to Schrum and Hong (2002), computer skill is an important element of success for online learners. Apart from these, students have lost touch with studies for some time which also means lack of self-management strategies of learning. They also need to apply computer skill in their undergraduate study. As such, a large number of students face difficulty in their self-management skill; thus, affecting their grades. This is proven through their minimum participation in the online discussion forum which they are required to take part as well as through their test results. Thus, this study aims to investigate the related components of self-management skills. Generally, this study aims to explore adult distance online students’ self-management strategies of learning and the importance of computer skill and relationship with regard to age and gender. Specifically, the study focuses on the following objectives: 1. To examine the level of self-management strategies of learning among students. 2. To examine the significant differences in self-management strategies of learning between genders. 3. To examine the significant differences of self-management strategies of learning among students of different age groups. 4. To find the relationship between each component of self-management strategies of learning and computer skill. LITERATURE REVIEW Online Distance Learning (ODL henceforth) has become widespread in Malaysia in the past few years with the advancement of internet. According to Wong (2008), there are three institutions of higher learning using ODL in Malaysia: Tun Abdul Razak University, Open University Malaysia and 3 Asian Journal of University Education Wawasan Open University. Nonetheless, there are some other private and public institutions of higher learning which are in the process of transition towards ODL. To be successful in ODL, student have to be autonomous learners. Thus, they have to acquire certain skills to participate and contribute to their online assignments in order to maximize their academic learning. Thus, if students are already autonomous, they are more advantaged when getting involved in online learning. However, it is always a challenge for distance learning students to cope with learning skills (Al-Oraini, 2007). It is insufficient for higher education institutions or colleges to only inform students that online courses require them to take greater responsibility for their own learning. Some training courses or workshops for adults are needed for the development of self-management strategies of learning as stressed by Besich (2005). Self-management strategies of learning are vital so that students can absorb the new information they are required to know without finding the learning experience difficult (Byrne, 2012). Since it is distance education in the form

Load more