"The Teacher is Always There, but Isn't...". Distance Learners' Experiences and Perspectives on Distance Learning at Universiti Utara Malaysia.

• Main Author: Hisham, Dzakiria
• Format: Thesis
• Language: English
• Published: 2004
• Subjects: LC Special aspects of education
• Online Access: http://etd.uum.edu.my/2558/1/Hisham_Dzakiria.pdf; http://etd.uum.edu.my/2558/; http://lintas.uum.edu.my:8080/elmu/index.jsp?module=webopac-l&action=fullDisplayRetriever.jsp&szMaterialNo=0000225684
• Institution: Universiti Utara Malaysia

This study investigates the learning experience of distance learners (DLs) at Universiti Utara Malaysia (UUM) through a detailed study of a small group of students as they progress through a course in Business Studies. The study aims to generate insights into how DLs at UUM study in particular ways. This knowledge, derived from the students, is individual, detailed and contextual. Finding out about the circumstances under which UUM DLs study, the practicalities of studying and getting into the mind frame of learners, all raise important methodological issues. This research is based on the following three epistemological perspectives adapted from Segall (1998):l) Metaphysical: What is the story? - exploring how DLs understand causality, intention, existence and truth in relation to their distance learning; 2) Historical - understanding of learning barriers and challenges. Who or what causes the learning barriers that DLs face in their pursue of distance education?; 3) Pedagogical - How can this study help UUM to improve the educational experience of distance learning at UUM?; How can the institution make changes to existing distance learning courses and programmes, and assist learners in their endeavours on the basis of the knowledge generated from this study? Learning support and interactions are two primary themes that surfaced in the research findings. The two are central to the success of any distance learning programme. Often overlooked, insufficient student support services and low interactions between the DLs with distance teachers, with other learners, and with content can directly impact on prospective and current DLs at Universiti Utara Malaysia. This study shows that it is important that learning support for distance learning be student-centred, and it is critical that current learning support for UUM distance learning programmes be reviewed with the distance learners in mind. It may be helpful to work through the steps that DLs must take to re-learn the learning skills at a distance, enrol for, participate in and successfully complete a distance learning course.