JULY - DECEMBER 2008 VOL.2 NO.2 33 INTEGRATED E-LEARNING INTEGRATED increased the pace of learning and, in doing so, extended so, doing in and, learning of pace the increased (Finn, 2002). the boundaries for knowledge transfer 2.0 Notwithstanding the to technology using above, of approach unilateral a that believe many experts do support learning will not be successful. Instead, e-learning will be effective if it is implemented in an integrated distribution capabilities to give our learners alternatives alternatives learners our give to capabilities distribution courses online via ambitions academic their pursuing for and programmes. In addition, e-learning it easier has to update made outdated or inaccurate sections of enable can ICT because addition, In materials. learning teaching and learning from anywhere and at anytime, it is seen as an effective educational means to opportunities provide (Blurton, lifelong 2002). the most valuable contribution Perhaps, of e-learning to higher personalisation and customisation allowing is education “just – learners of needs specific the meet to learning of the right content, on just the right device, for just the 2005). right person, at just the right time” (Wagner, From the organisational perspective, e-learning enabled the provision has of seamless support for faculty, students, and staff alike using a common platform. e-learning At the same time, it has allowed monitoring of learner and instructor performance and creation of learning content management systems (LCMS) have helped to anticipate the needs for interoperability that and learning technology management, standards, and digital content e-learning had rights repositories. opened up In immense delivering short, possibilities knowledge for and information to learners, INTEGRATED E-LEARNING AT OPEN UNIVERSITY MALAYSIA AT E-LEARNING INTEGRATED INTRODUCTION Tel: 03-2773 2709 Fax: 03-2697 8746 03-2697 Fax: 03-2773 2709 Tel: Open University Malaysia Ismail Tun Jalan 50480 Kuala Lumpur E-mail:[email protected] 8820 03-2697 Fax: 03-2773 2010 Tel: RAMLI BAHROOM PROF. E-mail:[email protected] PROF. TAN SRI ANUWAR ALI SRI ANUWAR TAN PROF. to enhance further its customised education role for all. E-learning has in extended providing learning mass to take place beyond the yet confines of the four walls of the classroom. It has also enabled us to take advantage of connectivity, connections, and content- to higher education that we witness in many developing developing many in witness we that education higher to countries. The Board Conference of Canada (1991) has the least at require workers’ ‘knowledge that estimated equivalent of three months education or training every field. competent in their years just to stay five The advent of technology, particularly and the now Internet the mobile technology, has enabled ODL levels of support services. levels This awareness has led to the rapid and growth distance of learning open or ODL institutions to cater the needs of the countries’ human capital development to and lifelong learning. The potential market for lifelong learning, is in huge particular, given the lack of access apparent that there is a marked movement from the supply-side “same-for-all” education to the demand- side “just-for-me” education. education higher successful many by adopted approach This learner-centered institutions provide learners with personalised learning different and modes delivery different with programmes led to a growing need for flexibility in higher education Flexibility, so. or decade last the in particularly delivery, in this context, not definition of learning only at relates any timeand to any more place, but importantly, its its ability to traditional customise learning to meet individual learner needs. In this regard, it is very 1.0 The demands of globalisation and liberalisation, have 34 PUBLIC SECTOR ICT MANAGEMENT REVIEW aae lann ad aet-ae neato. This interaction. face-to-face and learning managed combined with the be other forms of learning, usually self- must it effective, be to e-learning for addition, In so thatthegoalsofaneducationsystemareachieved. incorporated be e-learning of aspects three the all that essential is it Thus, outcomes. learning compromised appropriate and technology pedagogy, it will lead to ineffective delivery system and adequate commitment without organisational but With process. learning and pedagogy well-defined strong organisational support will result in without an ineffective technology on reliance heavy hand, other the On results. desired the support and organisational commitment will not achieve thinking and others but without adequate technological as higher-order learning, such problem-based pedagogy constructivism, on emphasis indicated overwhelming have institutions that some of experience The and SpectorDavidsen, 2000:243). 2 Koper, 2003: and Merrienboer (Jochems, conditions critical three following the incorporates which manner 3. 2. 1. s poe t te rdtoa epai o the on emphasis traditional instructors. the to opposed attention of as focus primary the be would learners the whereby face-to-face learner-centered be should E-learning and learning interactions; and self-managed with combined is e-learning where approach” “blended the is learning and teaching to approach best The pedagogical, take to technical andorganisationalaspectsintoaccount; has e-learning Integrated Number of Tutors Number ofLearning Centres Number ofmodules(Printed, CDand Web-based) Number ofprogrammes Enrolment Item Table 1:Progress ofOUM country to practice this integrated e-learning approach e-learning integrated this practice to country this in institutions education higher first the of one is it is worthy to note that Open University Malaysia (OUM) Having explained the meaning of integrated e-learning, 3.0 this inexorable requirement. by abide to has it effective, be to e-learning For learners. of needs diverse the meet to system tailor-made be education entire the that demand-led requires current education The exception. no is e-learning regard, this In experience. and potential learning her or his maximise to learner the allowing thus centred, learning. Finally, any form of learning has to be learner- advanced it may be, will ever replace the other forms of howevere-learning, of amount no and system learning “blended pedagogy” has proven to be the most effective and higherlevels ofcompetencyinOUM. knowledge for search their continue to adults working of number larger a permitting environment education higher country’s the in shift paradigm a allows indeed This Malaysia. beginning in education new of democratisation the a for marked All” for “Education motto, Learning its with OUM Distance of establishment the Malaysia, and in (ODL) Open practice first to the university Being universities. a public 11 of of stewardship consortium the under university modern-day a managing for model unique a as established 2000, the seventh private university in Malaysia on 10 August in its teaching and learning process. OUM was set up as 2001 100 753 12 29 4 INTEGRATED E-LEARNINGAT OUM 2008 67,614 7,440 368 61 50 JULY - DECEMBER 2008 VOL.2 NO.2 35 Figure 1: Blended Pedagogy at OUM 1: Blended Pedagogy Figure Blended Pedagogy face-to-face interactions and Figure 1). online A model for Collaborative learning Online Learning (COL) (see was developed to support the interactive online face-to-face traditional the of extension an as curriculum learner like online, via interaction learner The learning. important is an tutorials, face-to-face in the interaction component of its blended approach to learning besides the self-managed learning which is made possible by making the printed modules, electronic software and digital collection available to learner community. With the understanding that learners have different styles, makes combination this learning, of pace and approach to the learners. attractive it very Programmers Programmers and the Multimedia technological perspective. The Experts Information Communication and examined technologists then ICT requirements scrutinised Organisational and systems. the and infrastructure recommend technological the appropriate commitment is shown by the amount of investment in infrastructure, equipments ICT-related and software to ensure that the entire content development glitches. does not suffer any process 3.2 One of the strengths flexibility, ensure of To mode. OUM delivery its in lies as institution a higher education accessibility and affordability, which are the stones corner- of ODL, OUM has but different three of comprises which embarked delivery of mode on the blended learning, Self-managed modes: delivery complimentary Organisation Integrating Pedagogy, Technology and Integrating Pedagogy, Technology it forms a team comprising of subject matter experts (SMEs) and Instructional Designers (IDs) an to appropriate design pedagogical approach. Subsequently, Since its inception, pedagogical, OUM technological and organisational takes aspects into important is This system. e-learning its designing when consideration as content, e-learning the its develop university to example, gives For substantial education. focus to quality services rendered, OUM graduates had given relatively universities. other the to compared OUM for ratings high This is a positive achievement since OUM is relatively young when compared to the other universities years. had been in existence for many who 3.1 discipline areas such as business, information technology technology information business, as such areas discipline and education. A tracer study was conducted by Ministry of Higher the Education (MOHE), Malaysia in 2006 where country the in universities all of graduates the on the graduates were asked on their ratings on a set of services provided by their alma In mater. most of the first humble intake of 753 studentsSemester to in August 2001 over 30,000 67,600 over enrolment, total the of in Out Semester. 2008 the current September are teachers while more than open 37,000 market. Since are OUM caters from primarily for the working population, 95% of its students are date, To OUM working has produced 8,895 adults. graduates in multi- Table Table 1 shows the progress of the university from its 36 PUBLIC SECTOR ICT MANAGEMENT REVIEW mLS, hc i itral dvlpd hs gained has developed, internally is which (myLMS), system management e-learning Our anywhere. and anytime anyone, for learning of concept the realise to it enable to systems and infrastructure ICT necessary the up setting on money blended of sum considerable a of spent OUM’s has OUM regard, this component In learning. online is final pedagogy and third The • gone has she through themandatorytraining programmes. or he unless teach to allowed is tutor No counselling. learner and advising academic of area the in tutors the trains also programme (Digital The Library). resources online and (OMES), System Entry programme, training which expose them tutor to myLMS, intensive Online Mark an the tutors, enhance its To of performance myLMS System. portal, Management learning Learning or OUM’s using conducted is these tutors facilitate online learning for learners which tutoring, face-to-face the from Apart tutors. part-time equally brings An “door-steps”. OUM important aspect of learners’ OUM’s face-to-face interaction is its centres, its to these education Using environment. learning and teaching conducive a ensure other to facilities and classrooms, library, digital and physical a connection, internet with laboratories computer with well-equipped are centres These country. the over distributed all centres learning local 51 and regional 10 has Currently,OUM are centres. learning its at also conducted which interactions OUM face-to-face regular learning, provides self-managed complement To • (COL) inNovember 2006. Learning of Commonwealth The by Materials Education Learning” received the Award for Excellence in Distance Distance and Open for Skills “Learning modules, these In this regard, it is not completely surprising that one of House agreed to Publishing print them Pearson for when sale to proven the was general public. modules of OUM’s quality The animator. 3-D one and programmers multimedia 3 specialists, video and audio 3 publishers, desktop 6 designers, graphic 8 designers, instructional 12 employs OUM currently, materials, learning quality for internally demands Technologyhigh Toand the (CIDT). meet are from and industry SMEs developed by as OUM’s by own Centre for Instructional well Design written as are universities modules printed OUM its around courseware. complimentary other revolvesand modules printed OUM at learning Self-managed • Online Learning Face-to-Face Interactions Self-Managed Learning t od mr ta 2 mlidsiln databases multi-discipline 23 than more holds it the necessary online resources to our learners. OUM’s Currently, Tan Sri Dr Abdullah Sanusi Digital Library provides Riyadh in CentreusingmyLMS asitse-learningportal. E-Learning National a establish to Education (MOHE) of the Kingdom of Saudi ArabiaHigher of (KSA) Ministry the with collaborating is OUM time, same the At E-Learning. in Training and Education of Best for (MDeC) Malaysia of Corporation Development Pacific ICT Awards (APICTA), initiated by the Multimedia Asia The received OUM 2006, November In our learners. by received well very are which objects learning i-Tutorial,contains MyLMS and i-Radio users. 100,000 than more by used being is myLMS Todate, myLMS. used and purchased have universities public local the of Some learning. higher of institutions international and local the among acceptance and recognition wide following awards: the by have evidenced as ODL commendations several and received e-learning promoting in efforts OUM E-LEARNING ANDODL 4.0 to itsever growingnumberoflearners. services ICT of full-range a provide and infrastructure OUM’s represents clearly ICT effective an develop to commitment organisational spending of amount This the form of capital expenditure to enhance in its ICT services. is million RM17 which of ICT, on expenditure) total of 20% (nearly million RM20.9 and spent OUM 2006, developed also has In system. information it management OUM’s enhanced 24x7, internet up OUM’s is that connection ensuring from Apart network. the back-bone of OUM’s information and communication Information Systems (MIS). ICT Services Department is Management and (FIS) Systems Information Financial (HRIS), System System Information Resource Information Human (SIS), Student of comprising system integrated fully and complete a place in put has OUM that information is timely and accurate. In this regard, fully integrated E-Solution. This is necessary to ensure An equally important aspect of ICT is the provision of a • in September2007Semester. hits 196,109 to Semester 2004 January in hits 33,516 from six-fold almost increased has library online this of use the that note veryto is heartening It world. the in anywhere from accessible are which e-newspapers, and e-dissertations e-journals, e-books, of consisting Total E-Solution AWARDS FOREXCELLENCE IN JULY - DECEMBER 2008 VOL.2 NO.2 37 WAY FORWARD WAY Moving into New Modes of Delivery Developing Quality e-Learning Infrastructure and System Training of Learners and Tutors Training of Learners main campus and our own regional learning centres are centres learning regional own our and campus main wirelessly connected to the Internet. 6.2 In line with the fast country, OUM growing is in mobile the usage process of in of widening the mobile the use phones in its mobile technology delivery is used system. to inform Currently, learners of their examination results and automatic calls for academic As mentioned above, OUM implementing e-learning has by effectively incorporating it been successful mode. delivery learning its of components in the of one as as in However, any learning and growing organisation, there is always room for improvement and OUM continue will to enhance its role in the contributing democratisation towards of education. This is in line with the recommendation that OUM as one primary of providers Malaysia’s of distance education continue offer e-learning opportunities to help the nation create to a knowledge society and promote national knowledge and economic growth (Muhammad and Yusuf, 2004). ensure To that OUM stays ahead in terms of providing an integrated e-learning solution to its learners, following will be undertaken: the 6.1 OUM will not provide to continue system e-learning quality and sustainable developing effective, is aim Its engaging, learners. our to access faster but greater only will that portal learning online best the available make to from Apart learners. our of needs learning the all serve the learning management system, OUM will continue to enhance its ICT infrastructure. At the moment our 30% of the modules in OUM have e-learning content. have Efforts increased. be to needs ratio this Definitely, been undertaken to increase e-learning content in our modules. OUM’s target is to achieve 100% e-content has million RM4.5 of sum a and year next of end the by 2008 Budget for this purpose. been allocated in its 5.3 Insofar as the training concerned, OUM has done very of well. Its tutor training face-to-face learners programmes have is been very well designed and very effective. However, efforts are being made to be further to have They learners. online of training the improve equipped with skills not only in providing guidance on learning per se, but also on the academic advising and personal counseling, where appropriate. even 6.0 ISSUES IN E-LEARNING E-learning Content Digital Divide Digital Library; and Digital Library; Centre for Student Management (CSM) Registry Registry Centre of Instructional (CIDT) Design and Technology College, Hungary, November 2006; and November College, Hungary, Merit Award: MSC Asia Pacific IT Award, December 2006; and BestEducation and Training, for Excellence October Lumpur, Kuala Review, in Business Technology Education 2007. Management from Asia October Pacific ICT Association,Kuala Lumpur, 2006; Learning materials: Best learning materials award for Skills (Learning Learning of Commonwealth from 2006; ODL), Jamaica, November E-Learning Recognition from Eszterhazy Karoly of Continuous Education from Business Technology September 2006; Lumpur, Kuala Review, Research: Kunming, Best in Conference AAOU at ICT using Research Detection Paper on China, October 2006; Plagiarism myLMS: Runner up for Asia Pacific ITAward, from Excellence Excellence in Education Management – Provision • • • • • • • • • • • under its National Strategic Framework for Bridging the Bridging for Framework Strategic National its under Digital Divide (BDD). 5.2 From the internal perspective, currently, only about the use of ICT is growing at a rapid pace. However, there However, pace. rapid a at growing is ICT of use the is still this problem of digital divide, primarily due to income disparity and unequal regional socio-economic development. In the Ninth Malaysia Plan, 2006-2010, the Malaysian Government is committed to the bridging digital divide by infrastructure plan for focusing universal access to the internet on implementing an to grapple with. Some of these issues are beyond its control, while for others it has to continue improving upon. The issues are: 5.1 The statistics on ICT usage in the country indicate that 5.0 While OUM had its e-learning, been there are successful still some issues in that it has implementing In addition to the above, the following departments of 9001:2000 Certification: MS ISO received OUM have 38 PUBLIC SECTOR ICT MANAGEMENT REVIEW has proven to be a viable and complementary alternative August 2001, in indicates that of learners integrated e-learning in intake ODL first its since experience, OUM’s 7.0 Kezar, 2000). and (Conway,2003 collaboration complex of type this encourage constraints resource where technology, as such issues around especially institutions, education higher different among and 2000) Kovel-Jarboe, and 2003 (Conway, academy the and world business the between - partnerships in interest increased is there line with the education trend in the 21st strength Century where other’s each in is This experiences. valuable our on of sharing through leverage to continue will OUM short, In ours. to similar experience and process any those who for are new and have to go system through an e-learning delivery university or institutions of higher learning, particularly e-learning and of implementation monitoring testing, planning, formulation, organisation, the with assist to itself offers time same the at and others from learn to willing is It wheel. the organisations. It believes that there is no need interested with collaboration seek to to continue will OUM reinvent 6.6 the academic in incorporated training modules. of be will elements counseling and new advising above, mentioned As 6.5 and i-radio technology,i-TV. learning mobile this of care take to added be will learning mobile on sections New Skills ODL learning. their coveted in learners our assist further to Modules our enhancing continue will We 6.4 2009 fromthecurrent30%in2008. achieveto hopes OUM thatand just in e-content 100% its printed modules. Efforts are to currently being made to do supplement a develop as to contents continue e-learning will engaging OUM public. effort, this general of the part andAs staff learners, its amongst culture e-learning rich a inculcate to continue will OUM 6.3 embarking oni-TV in2008. also is OUM phones. mobile using materials learning of This learners. risk” function will be “at further expanded to include the sending for counseling and advising Collaborate asPartners Tutor Training ODL SkillsModuleforLearnerTraining Development ofane-LearningCulture CONCLUSION REFERENCES challenging highereducationenvironment. learner- and wasteful utilisation of resources in this increasingly ineffectiveness to lead and will elements aforementioned these pedagogy of any incorporate to failure The centeredness. blended commitment, pedagogy,by driven system technology, organisational is implemented as part of a totally integrated education of e-learning demands that require The liberalisation and system. globalisation delivery its of quality the enhancing by experience learning learners’ its enrich as well as education of democratisation country’s the enabled has It education. to the traditional 1. 9. 8. 7. 6. 5. 4. 3. 2. nie t ht:/w.erigicis org/2002/ nov2002/finn.htm. http://www.learningcircuits at: online Available E-Learning”. in (2002),”Trends Finn Amy PA: IdeaGroupPublishing. 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