Developing a Learning Mix for the Open University Malaysia

Abtar Kaur, Ansary Ahmed

lended learning can be viewed as learning that combines several learning modes with the view of optimizing resources and maximizing learning. Al­though it is not a new concept, many organizations are innovatively combining new forms of electronic delivery with nonelectronic delivery modes.

Recent literature reviews show that one's focus or perspective on blended learning will depend on the technological resources available. Still, most authors contend that blended learning simply combines online and face-to-face learn­ing methods (Bersin and Associates, 2003; Garrison, Kanuka, & Hawes, 2003). In addition, blended learning is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-managed and self-paced learning (Open University Malaysia, 2001; Valiathan, 2002). Within these broad categories, various other microblends might evolve. For example, at Open University Malaysia, a learner might prefer to read a standard textbook rather than the specially designed print module, attend three out of the five recommended face-to-face meetings, and be an active participant in online discussion forums.

This issue of having various mixes within the blends is growing. For exam­ple, Rossett, Douglis, and Frazee (2003) view blended learning as a variation of the following combinations of approaches: coaching by a supervisor; participation in an online class; breakfast with colleagues; reading on the beach; reference to a manual; coUegial relationships; and participation in seminars, workshops, and

The Handbook of Blended Learning

online communities. While their description primarily relates to corporate train­ing environments, the forms and types of blended learning in higher education are also proliferating. In higher education, a blended learning course might com­bine synchronous and asynchronous technologies, videoconferencing with online meetings, face-to-face orientation sessions with online modules, and online field experiences or internship reflections with live class meetings.

Research on Blended Learning

Preliminary research results show that learners in institutions that have identi­fied the purposes of different blends tend to benefit more in terms of increased employee productivity, increased program completion rates, and improved in­teraction and satisfaction.

Increased Employee Productivity

A study by Thomson Corporation (2004) found that a combination of e-learning or online instruction, simulations, texts, mentor and instructor support, and live classroom-based training has the power to increase employee productivity signif­icantly. The second phase of this study sought to identify essential instructional components of successful blended learning. Three types of blended learning solutions—instructor-led training, text-based programs, and scenario-based exercises—were compared with e-learning. The first group, instructor-led train­ing, received scenario-based exercises. A second group, text-based programs, received scenario-based exercises that had access to text objects. A third group, scenario-based exercises, incorporated e-learning. In addition, a fourth group was given a standard e-learning course. The control group (the fifth group) was estab­lished to benchmark performance and did not receive any training. The results confirmed that a defined blended learning solution heightens overall on-the-job performance in terms of accuracy and speed compared to the performance achieved by e-learning alone. When compared with the e-learning group (fourth group), the blended learning groups (first group, second group, and third group) were 27 to 32 percent more accurate in task performance and performed the tasks 41 to 51 percent faster.

Increased Program Completion Rates

Singh and Reed (2001) conducted research at Stanford University on the mecha­nisms by which blended learning might be better than both traditional methods and individual forms of e-learning for motivated gifted youths. Studies provided

Open Distance Pedagogy

evidence that a blended learning strategy improves learning outcomes by providing a better match between how a learner wants to learn and the learning program offered.

Singh and Reed stressed that in order for blended learning to be successful, the right ingredients for a blended program are needed. In particular, those coordinating the blended program must know or specify the target audience, content, program costs, and overall infrastructure components. When it was discovered that only about 50 percent of their highly motivated gifted youths would complete their programs, it was determined that there was a mismatch between die student's desired learn­ing styles and the program's delivery format. The introduction of live e-learning using synchronous interaction with Centra (a software program) resulted in improved student completion rates of up to 94 percent.

Improved Interaction and Satisfaction

A study at Harvard Business School (HBS) indicated that student interaction and satisfaction improved when e-learning options were added to traditional forms of learning (DeLacey & Leonard, 2002). It was found that blending tradition with technology may be HBS's best approach for continuous renewal to develop its core capabilities around learning. HBS had integrated face-to-face classroom meetings with new approaches such as taking learning out of the classroom by including simulations, video cases, multimedia cases, computerized exercises, and polls. According to students from the Program for Global Leadership, the strengths of this approach included being able to share their learning and enter into debates with an entire online group. They also noted that online discussion provided a great learning experience. In fact, many of them wanted to keep their docu­ment and file-sharing systems online for their future projects, either academic or job related.

Research by Bersin and Associates (2003) focused on corporate blended learn­ing programs. The principal goal of this research was to provide detailed infor­mation about real-world implementation and strategies that work. Listed below are some of their major findings.

Reason for Program Failure

From interviews with dozens of blended learning program managers, Bersin and Associates found that the biggest reason for program failure was not the content but program management. Rather than focusing on the types of media elements to blend to enhance learning, most institutions were merely managing media elements such as finding and retrieving better graphics, video clips, or animations. Technology was emphasized over the learning process or overall effectiveness.

The Handbook of Blended Learning

Blended learning need not cost millions of dollars. When properly thought out, it involves selecting a dominant mode of electronic learning or media (for example, using the Web) and surrounding it with human interactive content.

An Overview of Blended and E-Learning in Malaysia

In most organizations in Malaysia, some form of blended learning is the preferred choice; however, e-learning is becoming increasingly important. A survey of e-learning initiatives, with sections on blended learning, was conducted among twenty-six organizations, including higher learning institutions, government agen­cies, and public libraries (Abtar, 2003). From the survey, it was found that 79 per­cent of these organizations used blended learning, followed by 17 percent face-to-face and 4 percent online only.

Of the twenty-six organizations that provided feedback, seventeen indicated that they had an existing strategy or policy for their e-learning approach that in­cluded some mention of off-line support due to technology challenges. The chal­lenges were seen as threefold: (1) building sustainable Internet facilities, (2) finding or developing powerful content, and (3) managing the interactions into a knowl­edge database to be tapped by others in the learning environment.

Other research findings included reasons for not implementing e-learning. The barriers to e-learning implementation included e-learning course materials that were not efficiently administered in their respective organizations (23 per­cent), inadequate training opportunities for staff and users (15 percent), lack of organizational strategies for e-learning (15 percent), and expensive or no budget available (15 percent). Furthermore, most employees were adequately satisfied with their current face-to-face training system (12 percent).

In terms of implementing e-learning, 50 percent of the organizations surveyed planned to implement online training or e-learning programs in the next one to three years, 30 percent within a year, 10 percent within three to five years, and an additional 10 percent indicated that they had no plans. Most of the organizations in the survey agreed that online training or e-learning programs will be the dominant method of learning in the future.

Most of the organizations were in the implementation stage of their online training or e-learning development. Nine considered their e-learning activities as centralized, four were departmentally based, and three relied on individual efforts. At the operational level, learners and lower-level staff had high acceptance level for e-learning compared to top or senior management and academic or middle management staff.

In sum, although Malaysian organizations recognize that e-learning has many benefits, they are not ready to implement it in its entirety. Perhaps the key is

Open Distance Pedagogy

blended learning, that is, selecting the right combination of technologies, content, activities, and learning modalities that will bring equal and satisfying returns to both the organization and the learners.

Open University Malaysia's Blended Learning Model

As an extremely young and fast-growing university, the Open University Malaysia (OUM) was established on August 10, 2000, as the seventh private university in Malaysia and started operations in August 2001. The OUM thrives on a vision " to be leader and innovator in open learning" and leverages the quality, prestige, and capabilities of its owners—a consortium of eleven Malaysian public universities. Within just three years, OUM has established itself as the first open and distance learning (ODL) higher education provider in the country. As of September 2004, it had an enrollment of close to twenty-five thousand students.

The OUM provides learners the freedom to choose where, when, and what they want to learn and how they want to go through their study programs. Due to the unique capabilities of OUM learners, such as their diverse educational and working knowledge backgrounds, access to the nearest learning center, the avail­ability of learning time, and the accessibility to the Internet, the OUM offers flex­ible blended learning using three main methods: self-managed learning, face-to-face learning, and online learning (Figure 22.1). Within these three main or macromodes exist many other microapproaches. For example, in the second option of face-to-face learning, a student may opt for a formal classroom meeting of five times a semester or alternatively select a personalized study option wherein the learner formally meets the tutor twice a semester. In the following section are a few examples of the microblends within the blended pedagogy:

• A learner in the remote areas of Sabah and Sarawak in East Malaysia may de­pend entirely on the specially designed print module and attend three out of the five assigned face-to-face classes.

• A learner in the towns of Sabah and Sarawak in East Malaysia may use the specially designed print module as a guide, use textbooks and online digital re­sources as core study materials for self-managed learning, attend all five face-to-face classes, meet with peers for small-group discussions, and actively participate in online discussion forums.

• A learner in Kuala Lumpur City in West Malaysia may depend entirely on on­line resources (such as digital books, journal articles, and related links) and online discussions but also attend classes two out of five times, mainly to sit for the tests.

The Handbook of Blended Learning

FIGURE 22.1. OPEN UNIVERSITY MALAYSIA'S BLENDED LEARNING MODEL.

• A learner in Kuala Lumpur studying computer science might attend all five laboratory classes, use the print module as a guide, rely entirely on online resources, and meet up with the tutor on a personal arrangement.

Self-managed learning (SML) is the most important of the three methods. In fact, on average, about 70 percent of the expected forty hours of student learn­ing time per credit is taken up with this method. Self-managed learning at the OUM is essentially based on specially constructed print-based modules supported by other forms of learning resources (CD-ROM courseware) and digital content from the OUM's digital library. At the OUM, print is the foundation of blended learning and the basis from which all other delivery systems evolve.

The modules developed at the OUM undergo a rigorous content and instructional development process, whereby it takes approximately six to eight months to produce

Open Distance Pedagogy

one learning module of about two hundred pages. In the design of the module, sound pedagogical classroom-like techniques are incorporated, among which include: ''think, " " your idea, " " activity, " " take a break, " and " practice exercises." The OUM takes the whole process of module design and development as something pivotal so that learners are better able to manage their own learning. We believe in the adage: " When something can be read without effort, great effort has gone into its writing."

To further support SML processes, all new learners are required to take " Learning Skills for Open Distance Learners, " a three-credit-hour course that covers learning-to-learn skills, information and communication technologies (ICT) skills, and information skills. The course has had considerable success in help­ing learners manage their time and overcome problems of adjusting to ODL methods of learning. To date, close to five thousand students have taken the course. According to a OUM student counselor, " The number of students seeing me about coping with learning at OUM has reduced substantially after they started taking the Learning Skills for Open Distance Learners course."

Variations of self-managed learning occur depending on learner character­istics, content area, resourcefulness of the tutor and learner, the overall quality of the module, availability of learner time, and accessibility to other learning resources. In initially charting the blended learning approach, we envisaged that a learner should put in an average of two hours of self-study time per day so that they are ready for the two-hour face-to-face meeting (every two weeks) and a minimum of one and a half hours of online time weekly. Within this proposed SML time frame, other factors, such as learner resourcefulness and pivotal sup­port on a personal basis, are key variables for SML success.

Face-to-Face Learning

Face-to-face learning brings OUM learners to a socialization stage. Adult learn­ers at the OUM demand that their face-to-face classroom interactions be as per­sonally gratifying as possible. Therefore, the role played by our pool of sixteen hundred part-time tutors is extremely important. Consequently, we greatly em­phasize tutor effectiveness and competence.

In face-to-face interactions, OUM learners are given the option of attending classes five times in a normal fifteen-week semester, with each meeting lasting for two hours per course or subject. During the meeting, tutors are advised to conduct a mini-lesson for about twenty to thirty minutes in an area that is challenging. The rest of the time is used to conduct discussion on the given tutorial question and ad­dress student concerns. The teaching strategies employed are a mix of minilec-tures, discussions, exercises, hands-on activities, and presentations. Although students are required to meet five times a semester for two hours, the face-to-face

The Handbook of Blended Learning

methods may be blended; thus, the meeting can occur two to eight times and last anywhere from one hour to four hours, depending on the need to conduct labo­ratory work. The appropriate blends depend on the number and variety of stu­dents, the total classroom climate (structure, interactions, and resources), tutor experience, and learner as well as tutor readiness.

Where tutor readiness is concerned, tutor recruitment, selection, and train­ing are given high priority. Toward this end, the ODL Pedagogy Center has been established to investigate all issues pertaining to tutor effectiveness. The pedagogy center has the support of close to forty lead tutors who were selected based on their performance in the OUM. Together, tutors are constantly trained, moni­tored, advised, and counseled so that they are giving their best to students. Thus far, evaluations on tutor effectiveness from 4, 903 students related to 193 of the 672 tutors for the May 2004 semester among others show that more than 90 per­cent of OUM tutors were eager to support learners in their learning processes, well prepared for all tutorials, competent in the subject, and pivotal in helping learners understand the content area (ODL Pedagogy Center, 2004).

Online Learning

At the OUM, online learning is another method for reaching and supporting learn­ers by providing the best possible method of harnessing the Internet and related tech­nologies to create an effective and efficient learning support system that complements self-managed learning and face-to-face classroom interactions. The online or virtual classroom consists of all elements found in an actual classroom. In addition, two key instructional perspectives and practices are expected to evolve: (1) learner-cen­tered learning and (2) resource-centered learning. In learner-centered learning, the focus is on learner engagement in active and interactive learning. In active learn­ing, the learner may take a pretest to determine his or her level of understanding of a particular chapter in the module, or enhance his or her knowledge by trying out the digital learning objects; both of these are individual or self-paced activities. In in­teractive learning, the learner may engage in an asynchronous discussion forum to contribute ideas related to a particular topic of interest with the intent of achieving the following results: elevated content understanding, improved cognitive ability or higher-order thinking, and enhanced collaborative and cooperative learning skills. In fact, OUM learners receive up to 5 percent of meir final grade on the level of their participation in online discussions.

In learner-centered learning, the role of the online tutor is important. The OUM notes that the online tutor is to provide " learning support by stimulating discussions to enhance learners' collaborative, content and thinking skills, support

Open Distance Pedagogy

learners in increasing ownership of learning and enable flexible, lifelong learn­ing" (Open University Malaysia, 2004, p. 14). Since the virtual classroom is an ex­tension of the actual classroom where face-to-face learning occurs, we expect online tutors to play an equally effective role. As aptly noted by Salmon and Giles (1997), high-quality online tutoring is really no different from excellence in other forms of teaching. Excellent online instruction, like its face-to-face counterpart, requires instructor enthusiasm, continued involvement, intellectual engagement of students, perceptions of problems in understanding, continued insight, and the ability to model an understanding of subject matter. In effect, online instruction must be highly interactive and collaborative.

In resource-centered learning, the online learner can get access to at least 40, 000 titles of digital books; 150 titles of online dictionaries, encyclopedias, handbooks, and thesauruses; close to 11, 000 journal articles; and about 1, 000 journal titles. Apart from that, digitized versions of print modules and specially designed digital con­tent, and other tutor-created content (such as PowerPoint slides, Word documents, and Excel sheets and files) are available. These resources are highly important, as OUM learners are distributed and such immediate access to learning resources will aid them in obtaining the right mix for maximizing their learning time.

To support the OUM's online endeavors, a learning management system, myLMS (see Figure 22.2), has been built, and successfully used by close to 80 per­cent of our students.

FIGURE 22.2. myLMS ENTRY Page.

Note: For more information on myLMS, visit the OUM Web site at www.oum.edu.my.

The Handbook of Blended Learning

Blended Learning Challenges at Open University Malaysia

Despite the OUM's ideals of providing a blended learning environment suited to working adults, there are many challenges that we face and continue to address.

Democratization of Education

While the OUM is championing democratization of education, the use of technol­ogy will inevitably lead to some form of exclusivity. However, at the OUM, our philosophy is that no learner will be excluded since a variety of media will be used. Thus, we have a delicate task of ensuring that learners are constantly supported so that the digital gap is minimized. The concept of lifelong learning indicates that learn­ing, unlearning, and relearning with regard to technology are perpetuated. In order to narrow the digital divide, the OUM is in discussions with several telecommuni­cations companies, computer and software manufacturers, and financial institu­tions to provide our students with attractive and affordable computer packages bundled with the right software and relatively cheap broadband access.

Optimization of Resources

There are variations to the resources available at our respective learning centers. Hence, the optimization of these resources is critical to ensure that all OUM learn­ers receive the best learning support so that media can be effectively used based on their characteristics and potential effectiveness. The challenge is in identifying the appropriate resources and using them to benefit OUM learners. Of course, in some remote areas, the best resources are the teacher, the board, and the book. In the light of the fact that total tutor effectiveness is a factor beyond the OUM's control, identifying some basic resources such as videotapes and audiotapes may be a good alternative to online learning.

Efficiency

Learners demand efficiency in the different methods offered. More crucial is the fact that they hold on to the 24/7 concept of learning and expect quick responses and rapid feedback. Tutors, for their part, are not totally committed to the OUM since they are typically recruited on a part-time basis. Thus, we have a difficult and sometimes thorny situation of unequal commitments, which becomes an enormous task to tackle. The appointment of lead tutors from the best of the tutors has helped to increase com­mitment as well as strengthen the OUM's tutor support system. In addition, the uni­versity will be introducing scholarship awards for tutors to further their studies at the OUM. It is hoped that these measures will increase the tutors' level of commitment.

Open Distance Pedagogy

Pedagogical Effectiveness /

As much as we try to be rigorous in our choice of tutors for enhanced pedagogy, maintaining individual effectiveness can be an arduous task as tutors carry for­ward their old mental schemata of teaching and learning. Constant improvement of the tutor training materials as well as close supervision and coaching of the tutors in the performance of their duties is helping to alleviate this problem.

Suitability of Blended Approach

The issue of whether the three methods of learning (self-managed learning, face-to-face learning, and online learning) are a suitable and effective mix is an ongo­ing challenge. We are continually challenging ourselves as to the combinations that will maximize student learning. For example, we have started to explore on-the-job coaching, mentoring, and modeling in place of face-to-face meetings. At the OUM, we are constantly studying the educational environment, including our selection of ODL providers, in order to find the most effective mix.

Effectiveness of Blended Approach

How effectively are the different learning methods and options capitalized on by both learners and tutors? For example, in self-managed learning, are students suf­ficiently skilled and competent to maximize the learning impact of the modules, CD-ROM courseware, and associated digital library collections? Is learning effectiveness improved when they consult tutors and peers? Are tutors effectively supporting learners as envisioned by OUM? How might these tutors and peers be trained to provide more effective consulting? To address these challenges, periodic surveys are carried out to obtain feedback from learners, tutors, and administra­tors on the effectiveness of our primary methods. This constant attention to the mix of options ensures that students are getting the best possible pedagogy.

Implementation Issues

What may retard the effective implementation of the blended pedagogy? For exam­ple, online learning processes may encounter problems because of connectivity issues, a student's inability to purchase a computer, and tutors who are not proficient in providing adequate and appropriate online support.

Sustainability

Can we sustain all the blended pedagogy? Will increasing numbers of students enrolled in OUM programs mean we may have to switch to different and more

The Handbook of Blended Learning

innovative blends, specifically where face-to-face learning is concerned? This is an important issue for the OUM. In fact, we are finding that as the number of stu­dents increases exponentially—as we have experienced at the OUM during the past three years—the infrastructure and infostructure constraints and barriers have to be addressed. We are reaching maximum capacity at many of our associated learning centers. As an alternative, the OUM will introduce more opportunities for personalized (self-paced or individualized) learning.

Flexibility to Change

Will students buy into new ideas and strategies used by the OUM? Will the in­stitution make forthcoming changes seamless? Adults are extremely sensitive to constant changes, which could be detrimental to their studies. The OUM has con­tinually been fine-tuning its blended pedagogy. Each time we have introduced change, we took great pains to explain to the students the reasons. This open and transparent dialogue has made it easier to introduce changes.

Courseware Development

Despite the availability of sufficient print, Internet links, and digital library resources, the OUM still faces several significant challenges in courseware devel­opment. Effective courseware is crucial for subjects that are not readily under­stood because the content involves abstract or complex concepts that often can be made understandable only with graphics, animation, and video. Developing in­teractive and effective courseware requires the skills of good instructional design and content expertise.

Future Plans

Despite the challenges, OUM's future plans are in high gear as the student body is set to increase and will soon include students from other countries. We have started plans to incorporate mobile technology in a more rigorous manner as our initial studies show that more learners have mobile phones than Internet lines. We are also looking into the possibility of offering more personalized learning with such technologies. In terms of hands-on learning, we are planning to de­velop virtual laboratories for engineering and science-related courses. Video streaming is another option that has recently been implemented and been well received. As technology becomes more seamless in certain sections of the coun­try, we are preparing a more advanced version of blended and collaborative online learning.

Open Distance Pedagogy

Conclusion

Blended learning is and will be the main form of pedagogical orientation for the Open University Malaysia. Currently, print-based materials form the main resources for self-managed learning. We foresee that digital resources will play a more prominent role in the future of the OUM. In particular, the availability of cheaper mobile IGT infrastructure will be a key contributing factor for this tran­sition. Such orientations and changes toward Web-based learning will not signif­icantly affect the current emphasis of having self-managed learning form the core pedagogical blend at the OUM as it caters well for our working adult learners. However, we foresee the virtual classroom becoming a more significant compo­nent than actual classroom interactions. The contributing factors to this shift to online learning will be continuing technological advancements (including better Internet connectivity), more acceptance for this type of learning among Malaysians, and better-trained online tutors. In sum, the blended pedagogy of self-managed learning, face-to-face learning, and online learning will be main­tained, but changes will occur in the importance of each method in creating the right mix for our students.

References

Abtar, K. (2003, October). E-learning initiatives in Malaysia. Paper presented at E-Learning Symposium, Kuala Lumpur.

Bersin and Associates. (2003, May). Blended learning: What works? Retrieved August 14, 2004, from http: // www.e-learningguru.corn/wpapers/blended_bersin.doc.

DeLacey, B. J., & Leonard, D. A. (2002). Case study on technology and distance in education at the Harvard Business School. Educational Technology and Society 5(2). Retrieved August 14, 2004, from https://ifets. ieee.org/periodical/vol_2_2002/delacey.html.

Garrison, R., Kanuka, H., & Hawes, D. (2004). Blended learning in a research university. Learning Commons: Communities of Inquiry. University of Calgary, Retrieved August 14, 2004, from http: //www.commons.ucalgary.ca/documents/BlendedLearning_l. pdf.

ODL Pedagogy Center. (2004, August 24). Tutor monitoring report for Tutorial 2 and

Tutorial 4. Report presented at the 55th Dean's Meeting, Open University Malaysia, Kuala Lumpur.

Open University Malaysia. (2001). OUM learner's guide to open and distance learning. Kuala Lumpur.

Open University Malaysia. (2004). September tutor training manual. Kuala Lumpur.

Rossett, A., Douglis, E, & Frazee, R.V (2003, June 30). Strategies for building blended learn­ing. Learning Circuits. Retrieved August 14, 2004, from https://www.learningcircuits. org/2003/jul2003/rossett.htm.

Salmon, G., & Giles, K. (1997). Moderating online. Paper presented at Online Educa Berlin. Retrieved August 14, 2004, from https://www.atimod.com/presentations/MOD.html.

CHAPTER TWENTY-THREE