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First section of this unit explain objectives behind the

setting up of WOU, the academic services and the academic


structure at WOU.
In second section, recall how you learn under traditional
schooling system & review some of its strength &
weaknesses.
Make a comparison between ODL & traditional system
The mental attitude you must have to succeed at WOU.
The last section explains the modes of learning in ODL.

One major characteristic of WOU students


working adults.
Pursue tertiary education on a part-time
basis.
It is important you equip yourself with the
skills to be successful in studies.
This course is to provide the skills.

OBJECTIVES:
By the end of this unit, you should be able
To:1. Explain the objectives of setting up WOU, its
academic services and structure.
2. Compare and contrast the characteristics of open
distance learners and traditional learners.
3. Describe the benefits of open distance learning.
4. Make comparison between distance and traditional
learning.
5. Explain the mental attitudes which an ODL student
should have.
6. Apply the various modes of learning for open
distance learners.

Objective:
By the end of this section, you should be
able to:
1. Explain the objectives of seting up of
WOU, its academic services and
structure.

Why was WOU set up ?


How different is WOU ?
How is it relevant to working adults?
Why didnt you decide to further your studies as
soon as you left school ?

Many forgo higher education due to :1.Lack of money


2. lack of motivation
3. family commitments
4.Limited access to institution of higher learning
at that time.
Statistics only 29% possess tertiary education.
Malaysian workers with SPM extremely difficult
to find work.
Now employers look for workers with tertiary
education.
With ODL full-time working people ( you also)
have an additional avenue.
WOU provides you the second chance to pursue
your goal of tertiary education without leaving
your job.

WOU was set up with the objective of providing at


reasonable cost, tertiary education for working
adults like you.
More importantly you can now study while
working.

Most of the course materials are print-based.


Printed Course Materials
WOU has made great efforts to produce printed
course materials to suit your needs.
1.Course materials all the units specially designed.
All the info is contained in the set of materials.
2. Normally 5 units.
3. These materials are slowly phasing out as WOU
prepares own materials.
4. WOU materials are simple and direct writing style;
most sentences shortand communicate only one
concept; use conversational tone; the word you is
frequently used to address student.

WOU course are quite informal in this style.


The materials are very interactive.
You will be given opportunities to be involved in
the learning process via activities, exercises,
questions andself-tests that appear regularly in
the text.
Additional resources are added to
wawasanLearn.
Links to relevant audios, video and websites are
provided.

Do you still remember the learning materials that


you used in school ?
How different are they from the materials in WOU ?
1. Most of them were textbooks.
2. Very little exercises or activities in them,
contained a lot of facts.

WOU has taken efforts to help students


you have to find ways of locating resources on your own
this may make you feel helpless at times.
WOU has taken concerted effort to efforts to provide you
with a variety of quality support services to help you in your
studies.
Besides high quality materials, there are computer labs &
access to learning resources at RC and DL.
Most importantly there are F2F tutorials, telephone
counselling services as well as Internet-based support by
trained tutors & CCs.

Some teaching-learning acts have to occur via F2F contacts


at RCs.
Are strategically located in offices or buildings to provide
administrative & academic support you.
Are usually located in big cities or towns that are close to
your residence convenience.
Refer to Student handbook for address to these RCs.
3 of them in Bandar Utama, Klang & Subang in Selangor.
At the RCs you can:
do you registration
pay your fees
get advice & guidance for course
get info about financial assistance
collect the F2F tutorial timetable.

Some exams may be conducted at RCs.

RCs are your first point of contact with


your University.
To find out where your exam venue will
be, check your student portal.

For every course you take WOU assigns a tutor to help you.
The tutor is your main contact with the University.
For each course there will be 10 hours of tutorial classes
where the tutor will facilitate your learning process.
The tutor will make the learning process smoother & less
lonely for you.
You may contact him by telephone, Internet or video
conferencing.
It is your tutor who will:
give you advice & guidance on problems related to your
studies.
help you build-up your study skills.
helps you increase your self-confidence.

Courses offered by Wou are credit based.


Each course carries 5 credit units or points.
The total study hours for one credit will be about 40 hoursincluding studying course materials, tutorial attendance &
time spent on TMAs & carry out self-tests.
You would need to spend around 200 hours during the 21
weeks.
All the accumulated unitsto fulfil the requirements of your
degree programme.
WOU operates on 21-week semester.
2 semesters in an academic year, with a 5-week break in
between.

You will therefore spend 42 weeks in a year for your study.


This leaves you about 10 weeks of free time or a break from
your study.
Is a 10-week break enough for you?
The academic term structure at WOU :Semester

Weeks

Study period

18

Revision

Examinations

Total

21

Semester break

5 weeks

Most of the courses at WOU are flexible.


You may opt to register one or more
courses at the same or at different levels
in any given semester.
The RC Manager will be able to provide
you counselling support, advice &
guidance to assist you in developing your
own progression plan.

Without assessment, you will not be able to know how much


you have learnt.
Sometimes a little tension created before an assessment is
good to make you take your study more seriously.
An assessment is undertaken for several reasons: it can push you to study harder.
it is a good motivation tool.
it is another learning occasion.
it provides feedback to both student & the institution.
it can be used to determine the achievement of intended
learning outcomes.
it can serve as a quality assurance mechanism.

Your final grade for each course will depend on your


performance in 2 assessments components; the continuous
assessments & the final exam.
The continuous assessment = 2 TMAs ( short tests, quizzes,
projects, lab sessions or assignments).
You can hand in your TMAs to your tutor, who will undertake
the marking & grading.
The final exam is conducted at the end of every semester
and will usually be held at venues near major RCs.
In order to achieve an overall pass status on the course, you
have to pass the continuous assessments & final exams.

SUBJECT: EXAMINATION & ASSESSMENT POLICY FOR


UNDERGRADUATE STUDENTS FOR ALL UNDERGRADUATE
STUDENTS ONLY.
(A)Assessment & grading system Criteria for passing a course
The grade for a course is assigned based on the overall score which
combines both the continuous assessment and the final examination
components.
In order to pass a course:
1. A minimum thereshold, as set by the University must be achieved in
both the continuous assessment component. In this regard, students are
advised to duly submit their TMAs and to sit for the final examination.
2. For MPW/MPU courses (Mata Pelajaran Wajib/Mata pelajaran Umum),
a student must achieve an overall score of a minimum of Grade C.
3.For non-MPW/MPU courses, a student must achieve an overall score of
a minimum of Grade D.
If a student has passed both components, the grade for the course will be
accorded based on the overall course score. However, if a student fails
either component, the highest grade that can be achieved is C.

(B) Eligibility for supplementary examination


A student who has attended the final examination for a course and
obtained grade F will be given the opportunity to re-sit during the
following supplementary examination, provided that the student has
achieved the minimum threshold (as set by the University) in the
continuous assessment component. This option can only be
EXERCISED ONCE at the next immediate offering of the same
course. No supplementary TMA will be offered. If the student does
not sit for the supplementary examination in the next immediate
offering, the eligibility will be forfeited.
The highest overall score grade that can be achieved in a
supplementary examination is Grade C (as this considered as
attempting the examination component for the 2nd time) irrespective
of students having passed both components eventually. However
students who were granted AR status (absent from examination
due to valid reasons accepted by the University) in the final
examination, and sat for the supplementary examination, would be
accorded the appropriate grade if they have passed both
components (as this is considered their 1st attempt in the
examination component.

1. Take your calendar and your Student handbook. Mark


on your calendar the first day of your first semester.
Mark also the last day of this semester. Indicate when
the semester break is. If you do not have the calendar
for the following year, just mark for this year. You can
continue your marking when you get your calendar
next year.
2. Refer to the Student Handbook, Mark all the dates for
the tutorial sessions. Check to see if these dates clash
with any of your important activities. All the tutorials
will be held on weekends only. The tutorials should be
given priority over other activities. This is because you
only have a limited number of tutorials.

3. For each course that you are taking this semester, check
the weightage or percentage contributed by the
continuous assessment and the final examination to the
overall grade. Is it the same for each course?

Now, you should have a better understanding of WOU in


relation to your role and responsibilities as a student here.
Its background, objectives, as well as the academic
organisation and structure were explained in this section
and we also looked at the support services that you will
receive as a student here.

Objectives
By the end of this section, you should be able to:
1.Describe the characteristics of traditional
learning.
2. Explain the characteristics of open and
distance learning.
3. Diiferentiate between traditional and distance
learning.
4. Identify the attitudinal changes essential for
successful distance learning.

How did you learn when you were a student in


school ?
What is school ?
A school is a place where learning occurs.
has a physical presence = several building in a
compound.
You studied in a room called the classroom.
Physically, a classroom has tables and chairs and
or course a blackboard or a whiteboard.

a teacher stands in front of a class teaching a group


of students.
He is the most important person in class.
He teaches by talking & explaining to you.
All activities happen because he organises it.

Apart from teacher, you will also meet your


classmates and other students at least 5 hours
every school day 200 days a year !
You have plenty of time to do school work &
homework & to meet your schoolmates to compare
notes and discuss things.
What we have described above is TL we all learn.
You will realise now TL is teacher centred you
depend on teacher to instruct you.
Teaching & learning process occurs at school.
We all have to be physically present to receive
instruction.

The teaching act ( by teacher) & learning act ( by


students) happens simultaneously.
We learn as the teacher teaches & it happens in
real time.

The TL system has a few weaknesses: Expensive to build schools-a physical building brick &
mortar system, double sessions
Teacher dependent controls student learning, students
not proactive & do not question the teacher, teacher sets
the pace & what teacher says is largely true.
Teacher oriented- Teacher tells students when to do, what
to do and how to do it.
Fixed years of instruction Elitist education system favours those from better social
economic families,poor students do not go to school as only
few schools & far away.
For children only 7 years old start & only a small % to
tertiary education, they start work & no longer study .

At what age did you stop


schooling ? What were your
reasons for doing so? Are your
reasons the same as your
friends?

The traditional education system has served


most humans for centuries.
Why then did you decide to continue your
studies ?
Why do you want to take up formal education
again?
More importantly, why did you choose WOU and
the ODL system?

In your opinion, do you think the traditional system still


discriminates against those from the lower social economic
status?
Give reasons to support your view.
Students from the lower social economic status (SES) tend to lose out
in the following aspects:
1. Additional reference books they may not be able to buy so many
reference books compared to their friends from the higher SES.
2. Study time they may have less time tostudy as they may be
required to help out in the family, or to work after school to earn
extra money.
3. Location of the school students from lower SES have fewer choice
over the schools which they can attend due to transport. (They
usually have to cycle or walk and so can to nearby schools only
compared to their friends of higher SES)
4. Private coaching/tuition students of lower SES may not have so
many private coaching/ tuition due to financial problems.

open = the learning system available to anyone,


irrespective of age, qualification or ethnic group.
distance = has a spatial & a time dimension.
The physical distance means you study away from
the academic institution.
Time = the teaching & learning activities are
separated.
Teaching activities = the preparation of the course
materials well in advance.
Learning activities = your studying activities at
home or elsewhere and completing your assignments

In both the geographical and spatial sense then,


ODL is distanced.
Apart from WOU, other institutions offer open
distance education.
Some well-known ones are :
The Open University (UK)
The University of South Africa (South Africa)
Sukhothai Thammathirat Open University
(Thailand)
Arhabasca University ( Canada)
Indira Gandhi National Open University (India)
Open University Malaysia ( Malaysia)

ODL = the system of learning accessible to all,


where the teaching & learning activities are
separated in time & space.
Learning need not necessarily take place in the
physical presence of a teacher & learning also
need not necessarily takes place at the same
time as teaching.
In distance learning the mode of communication
is replaced by technological innovations: self
instructional printed materials, electronic
communication, telephone, teleconference, audio,
video, broadcasting and on-line communication.
You also have the privilege of studying in the
comfort of your home.

The WOU via ODL, provides an opportunity to all


those who are working & wish to further their
education.
Students learn at times & places different from
the institution & gives you flexibility & choice over
what, when, where, at what pace, & how you
learn.
You can tailor your own timetable to fit in your
lifestyle.
You decide the technology that best suits your
style of learning & circumstances.
ODL = an education system that puts students in
command.

In distance learning, the human touch is still


maintained thru regular F2F tutorials with a
personal tutor.
There are 2 main types of separation in distance
education spatial & time dimensions.
Some distance education systems use
synchronous ( at the same time) mode of
instruction.
Synchronous instructions requires all students
and instructors to be present simultaneously or
together at the same time.
They may meet at the same place, or they can be
miles apart but connected via technology.

Example, classroom learning, Internet chats,


teleconferencing and web conferencing.
Asynchronous instruction does not require the
simultaneous participation of all students &
instructors.
Email is asynchronous because the 2 parties
need not have to be in front of the computer
screen at the same time.
In term of ODL, it means students do not need to
be at the same time.
You can choose you own time frame and interact
with the learning materials, other students &
instructors according to their own schedules.

Asynchronous instruction is definitely more


flexible than synchronous instruction.
This leads to self-paced learning & also selfmanaged learning.
It allows multiple learning levels & schedules.
Other examples of asynchronous delivery =
email, listserves, audiocassette courses,
videotaped courses, correspondence courses and
WWW-based courses.
Benefit of ODL = access to education that you
would not otherwise have, allows learners to
study when & where suits them, you are able to
continue studying while fulfilling work, family or
community commitments.

Unique nature of ODL charateristics:


separation of teacher & learner in time or place or
in both time & place.
self-managed learning learners have to be
independent & organise their own learning.
synchronous & asynchronous learning teaching &
learning take place simultaneously or at different
times.
unlimited access to course 24 hours a days, 7
days a week, 52 weeks a year.
just in time and on-demand learning digital learning is

delivering knowledge when & where the student needs it, and
as often as they need it. This concept of :anywhere-anytime
learning leads to greater retention and satisfaction, in addition
to a significant cost savings for employees.

instituitonal accreditation that is, learning is


accredited or certified by some institution or
agency.
use of mixed-media courseware including print,
radio and television braodcasts, video and audio
cassettes, computer-based learning and
telecommunications.
two-way communication - allows learners &
tutors to interact as distinguished from the
passive receipt of broadcast signals.
Communication can be synchronous or
asynchronous.
face-to-face meetings for tutorials - learnerlearner interaction, library study & lab or practice
sessions

Based on what we have discussed so far, can you fill in the table
below with at least 6 differences between ODL and traditional
students at a tertiary institution (e.g., a university). The first one
has been done for you.
Traditional student

ODL student

Attends lectures at the


same time set by the
institution

Studies the course materials


at a time of his/her choice.

Traditional student

ODL student

Attends lectures at the


time set by the
institution/lecture.

Studies the course


materials at a time of
his/her choice.

Attends lectures oncampus

Studies wherever is
convenient.

Usually has to study full- Can study while


time
employed full-time.
Can only apply the
knowledge gained after
completing the degree

Can apply the


knowledge as it is
learned.

Starts the degree


programmes
immediately after
leaving school.

Often is matured,
experienced individual.

Motivation is to get a
degree than a job.

Motivation is to improve
his/her work
performance and
prospects for promotion.

Studies with his/her


peers

In relative isolation.

Traditional student

ODL student

Has immediate academic Has limited facxe-to& administrative support face support
from the university.
Depends on the quality
of the lectures delivered
by the lecturer.

Has well-developed
course materials
specifically designed for
the independent learner.

Learning is teacher
centred.

Learning is selfmanaged by the learner

Delivery of teaching
teachers talking most of
the time.

Delivery of teaching
relies a lot on
technologies, especially
computer technologies.

ODL students go thru a very vigorous academic


process.
Being an ODL learner you need to : Organise and manage your own learning.
Take responsibility for your own learning by
making decisions as to what, when & how you will
learn.

Qualities
ofODL
ODL
QUALITIES OF
STUDENTS
students

Responsible

Motivated

Dedicated

Possess
multitasking
skills

Forward
thinkers

Responsible - employees increasingly recognises


the value.
Dedicated - ODL learners are recognised as goaloriented individuals who see education as ongoing
process lifelong learners.
Possess multitasking skills- ODL learners are
recognised as individuals who perform effectively
in a multi-tasking environment cos majority are
full-time or part-time working adults who juggle
job, coursework & family responsibilities. They
understand the need to prioritise.

Motivated - ODL learners are seen to be


motivated self-starters with the ability to
complete assignments on time & adapt to dynamic
environments. They strive on challenge.
Forward thinkers ODL learners are perceived to
be capable of stretching their thoughts & ideas
into new territories to be innovative & creative
people. They also seek to understand the
competencies & personality traits of their
colleagues or team members.
At the end, you will be a more organised,
systematic & independent person a change in
your attitude & mindset is necessary.
You must be prepared to face a lot of challenges
along the way.

You are now n independent distance


learner &there are certain changes
that you need to make in order to be
successful.
You will need to decide when, how,
what & where to learn.
You need to organise & take
responsibility for your own learning.

The following are some things expected of you as


ODL : This system is student oriented & student
controlled. Good time management comes in
handy here.
You now have a tutor to guide you & advise you
in your learning but does not teach you- facilitate.
You need to exercise flexibility in your learning
approach you not only work independently but
collaborate & work in a team as & when the need
arises.
You need to be more resourceful to finding
solutions especially when faced with ambiguities.
You must be willing to initiate calls to your tutors
or course mates for assistance.

As a distant learner, you need to become more


selective & focused in your learning in order to
master new information. For example, you should
be able to focus on what is signified ( the tutors
argument) or organise & structure content
presented to you.
So, if you want to be a successful open distance
learner, think about the commitment &
responsibility that lies ahead of you & take the
necessary efforts to make the transition.

Are you ready to become a distance learner ?


Two simple tests are provided here to judge your
readiness or become a distance learner.
Test A
Below are statements that describe some of the more important
characteristics of self-directed learners. Such learners have a certain
degree of autonomy that predisposes them to be successful in a
variety of learning contexts, including distance learning or distance
education. DEARS is a non-scientific instrument that is intended to
provide general guidance for those considering courses or even a
degree via distance education, regardless of the source. Here,
distance education means any form of instructional delivery that does
not involve continuous teacher students interaction in a face-to-face
classroom setting. By assessing yourself on the DEARS statements, you
will get an idea of your predisposition & temperament for a successful
distance education experience.

Rate each statement according to the scale below. And please be as


honest as possible!
1. Never
2. Very infrequently
3. Sometimes
4. Frequently
5. Always
_____ 1. I take responsibilty for my own learning.
_____ 2. I am regarded by my peers as a self-starter.
_____3. I can stay on task without constant feedback about my
performance.
_____ 4 . I am a person who is curious about many things.
_____5. I often figure out novel ways to solve problems.
_____6. I enjoy helping others who have learning needs.
_____ 7 . Once I have goals or a set of objectives, I can determine
what I need to do to reach them.
_____ 8. I recognise and know how to use feedback about progress
on a learning task that I have undertaken.
_____9. I am good visualising how things would be when they are
the way I want them to be.

______ 10. I am good at logistics. I can determine what is needed and devise
a plan for getting it.
______ 11 . I believe that knowledge is largely constructed by the learner
and that teachers are more facilitators of learning than
dispensers of information.
______ 12. I understand how I learn best and often think of ways I can
improve.
_______13. I know what I believe but I am open to other opinions that may
be contrary to my beliefs.
_______14. I enjoy learning that is both interesting and challenging and I am
motivated in such situations to go beyond the minimum
requirements.
_______ 15. I am able to translate learning objectives that have been set for
me into objectives that reflect my own personal style of learning.

_______ Total

Assessing the results


The total scores are explained below. The maximum score you can
get is 75. Obviously, the higher the number, the higher your potential
is benefit from your WOU experience.
55-75

You should have no difficulty with distance education courses.


You have a pronounced sense of autonomy and self-direction.
These are important qualities that will make it easier for you
to cope with WOU courses.

45-54

You will probably do well in a distance education course.


However, you need to remind yourself that you have to be
focused and to stay on task.

30 - 44

Well, if your score falls within this range, studying through


diatance education will be a challenge. You are more inclined
to the traditional learning environment. You will miss the
classroom interaction context a great deal. However, you can
still make it by being aware of the ODL system and quickly get
yourself into this new mode of learning.

29 and
below

I hope your score does not fall within this range. Distance
education is probably not a good idea for you! Dont give up! I
would encourage you to take the challenge and make sincere
and real hard efforts to succeed.

Think about the score you obtained.


It may not be perfectly accurate.
However, it does give an indication of
your readiness to be a distance
learner. Do take the score seriously.
If you are not happy with your score,
it will be a good idea for you to
consult your tutor or your Regional
Centre manager.

In this section, you learnt about the


charateristics of TL & DL. By
understanding the differences between
TL & DL, you will be more aware of the
attitudinal & mental changes that you
need make in order to become a
successful open distance learner.

Objectives :
By the end of this section, you should be able to:
1.Explain constructivism and ODL.
2. Identify the four learning modes of ODL.
3. Apply the four learning modes in your studies.

So, how do you learn at WOU ?


WOU is a dedicated distance education institution.
It uses all the resources to successfully design and
implement ways & means to help you reduce your worries &
to make your learning process as a distance learner easier
& smoother.
Before that, you need to know about the constructivist
learning philosophy & how it relates to you as an OD learner.
This constructivist philosophy is based on the basic
concept of human beings being seekers & builders ( now
termed constructors) of knowledge.

ODL offers the widest opportunity to practise the


ideas behind constructivism.

Constructivism is a philosophy of learning


founded on the premise that, by reflecting on our
experiences, we build our own understanding of
the world we live in.
We all generate our own metaphors, rules
and mental models that we use to make sense
of our individual experiences.
Learning thus becomes the process of making
adjustments to our mental models to include all
these new experiences.
According to this philosophy, learning is an
active process.

Learning is active mental work, not passive


reception of teaching.
The use of a variety of technologies in the oDL
setting provide an ideal environment for infusing
and constructives principles.
The use of computer mediated communication &
computer-supported work, for e.g., offer the field
of ODL alternative ways of learning.
In addition, learner autonomy required in ODL is
also reflected in the constructivist views to
encourage active, collaborative, & responsible
learners.

The WOU LMS WawasanLearn is an e.g. of


constructivist practices for learner involvement,
and so does the wider Internet & the search
engines like Google, Yahoo!, where you search &
construct your own personal view about a
concept or a specific topic of duty.
It is therefore, a student-centred approach that
places responsibility on students to take charge
of their learning experiences.
In this approach, teachers are the knowledge
experts who have a good understanding of the
subject matter- they prepare activities &
assignments that foster the acquisition or
creation of knowledge.

Students are then challenged to produce reality


based products such as oral presentations or
project papers.
This allows students the opportunity to discuss
& question each others understanding & explain
their own perspectives in order to develop some
form of shared understanding.
The approach not only fosters active
participation of both teachers & students in the
learning process but encourages collaboration
between teachers & students & among other
students as well.
In other words, not only is learning shared but
responsibilty for instruction is also shared.

The amount of guidance & help given by the


teacher will depend on the knowledge level &
experience the students bring to class.
As an OD learner, this is the approach that you
need to get used to.
You will no longer depend on your teachers or
expect them to spoon feed you all the time.
You will take responsibility for your own learning
or be a self-directed learner.

Constructivist checklist
This checklist serves as a simple measure of some of the
ways in which the constructivist charateristcs are present
in your assignments, projects, activities and ultimately in
your learning environment. The observation should
provide insights into the ways in which constructivist
philosophy translates into practice in ODL settings. The
checklist should only be applied to assignments, projects
and activities which are presented to you online. It may
not always be possible to observe all of the
characteristcs depending on the content and the group of
students. So, do not worry if all the characteristics are
present in the assignment, project or activity.

Instructions:
Select one assignment, project or activity that you need to do
online and check if the following charatceristics are present (Yes),
not present (No) or cannot be observed. (Cannot observe). Put a
tick (/)in the appropriate column.

Characteristics
Is it goal-oriented ?
Is it student-centred?
Doe sit have clear, specific objectives?
Does it have multiple perspectives?
Do your tutors act as facilitators for this
activity?
Does it encourages peer learning?
Does it have a learner control?
Does it contain authentic activities and
contexts?
Does it encourage knowledge
construction?
Does it encourage knowledge
collaboration?

Yes

No

Cannot observe

Characteristics
Previous knowledge constructions?
Doe sit include problem solving?
Does it allow exploration?
Are there alternative viewpoints?
Is there authentic assessment?
Is there primary sources of data?

Yes

No

Cannot observe

In this section, we will discuss 4 major modes of learning under


ODL.
They are self-learning, F2F learning, group learning & online
learning.
Distance learning?
No school?
No classroom?

(a)

(b)
Figure 2.3 Types of learning

(c)

means that you will spend most of your time


reading course materials on your own.
Make decisions on when, what, how and where
to study
read all course materials provided and
understand them, go thru all the activities &
exercises & check with the answers given at the
end of each unit.
refer to other reading materials available at
either your RC or public library or DL.
read the summary at the end of every unit.

1. Look through all the course material which you have received. Make a full
list of all of them. Write down briefly what each course material is about.
No.

Title of Course Materials

What is it
about?

In WOU, you do not have the opportunity to meet your tutor


as often & as frequent as in traditional institution.
In an ODL, tutorials have a very different function.
It is important that you understand thoroughly the role of
the tutor & the function of the tutorial. So that you can derive
maximum benefits from them.
In an ODL system, most of your learning is expected to
occur thru self- learning- you study independently, at your
own time & place.
Tutor is the one you will meet most frequently throughout
the 18 weeks of your course.
The tutor is not a lecturer engaged by WOU to play on a
part-time basis, a facilitative role in your learning.

Tutors are the key interface between WOU & your understanding
of the course materials.
The tutor provides the personal touch & academic support to the
students thru several means : the tutorials, assignment marking
& feedback, telephone tutoring, & online support at the LMS.
Of course a tutor most important job is to conduct F2F tutorial
sessions.
But there are only 5 tutorials & each lasts 2 hours.
10 hours is not enough for the tutor to lecture the content of the
whole course to you.
So, what are the tutorials for then ????
All students are encouraged to attend all the tutorial sessions.
These sessions are for you to interact with the tutor & fellow
learners as well as participate in lab classes.

If you are absent from a tutorial class, it is likely that you will miss
out on certain teaching learning activities.
When you are in tutorial class, it is important you participate
actively cos it is the most effective way to learn.
Another way is by sharing your knowledge & understanding with
other students it helps to check how accurate your understanding
is.
One of the major activities conducted during the tutorial session
is the completion of the TMAs.
All the courses have 2 TMAs- can be essay, short test, short
project, research proposals, or presentations during tutorials.
The first TMA is normally after the second tutorial.
All TMAs will be submitted thru OAS and will be returned the
same way with a grade and comments.

Other than marking & grading, what else will tutor do ?


They will facilitate your learning process by guiding you thru the
difficult parts of your study units.
They highlight the most important points or arguments in the study
units, exemplify & give further explanation, provide more examples,
or relate the points to your personal experiences.
They will provide alternative imterpretations to what has been
given in the study units.
They will help you to solve your individual problems.
In a nutshell, you can say that they are the most important component
of WOU to provide a personalised learning experience for you.
In fact, many of you probably ar enot aware that assignments such
as TMAs are themselves important & effective personalised learning
tools too.

Based on what you have written in your TMAs, the


tutors can :
Comments on your understanding of the course
content.
Point out your weaknesses, highlight areas or
topics you should pay more attention to or need
further clarification.
Refer you back to specific sessions of the study
units, and/or make any further suggestions.

1. Proposal was first announced by YB Dato


Seri Dr. Lim Keng Yaik- national president
of PGRM in 1999.
2. An education foundation was formed in
2000 WEF.
3. In 2002, WEF commissioned a group of
ODL experts.
4. The 8 member expert group was headed
by VC of WOU,
Dato Prof. Emeritus G. Dhanarajan.

5. In 2005, WEF was issued a letter of


invitation by Ministry of Higher Education
to establish an open U college.
6. Pioneer staff began operations in Menara
BHL, Pg.
7. Gound breaking in Jan 2006 at
Homestead,Pg.
8. WEF set up a Board of Directors, the
authority-in-charge of charting the direction
and monitoring the WOU, appointment of
VC,chairman and members of the Council.
9. The board endorses the appointment of
VC nominated by the Council.

The Council consists of :


1. Public sector: YB Dato Seri Dr. Lim Keng Yaik-MEWC,Msia and
President of PGRM.
2. Academic community: DatoProf. Emeritus Gajaraj DhanarajanVC,CEO(designate) of WEF, Former President and CEO of The
Commonwealth of Learning and former CEO.
3. Dato Dr. Sharom Ahmat CEO WEF, former Deputy VC of USM
and Permanent Academic Advisor of University of Brunei
Darulsalam.
3.1 Dato Prof. Emeritus Sham Sani former VC of UKM.
4. Dr. Wong Poh Kam Director of the Entrepreneurship Centre and
Associate Prof. at the Business School of the NUS.
5. Civic and Community Organsations
Datuk Dr. M. Jegathesan Deputy President of the Olympic Council
of Malaysia and Adjunct Prof. at UM and UPM.

6. Commercial and industrial sectors


Dato Chet Singh- Director of IOI Industries Bhd and
former GM of thePDC
7. Dato Dr. Freezailah bin Che Yom former Ex.
Director of the International Tropical Timber
Organisation and Chairman of the MTCC.
8. Dato Dr. Tan Tat Wai- Group MD of Southern Steel
BHD and VP of the Harvard Club of Malaysia.
9. Dr. R. Thillainathan Ex. Director and CEO of ASLI

The other authorities in the U are the Senate,


Management Board, Schools, Institutes and
Academics.
The Senate is the academic body of the Uresponsible for:a. Planning
b. developing
c. reviewing
d. regulating programmes
e. regulates exams

WOU also has an International Advisory Board. Its


founding members are:1. Prof. Dr. Abdul W. Khan Asst. Director General of
UNESCO
2. Ms. Shona Butterfield Member of the Tertiary
Education Commission of NZ.
3. Dr. Paul Cappon President and CEO of the Canadian
Council of learning
4. Prof. Brenda Gourley VC of the Open U of UK
5. Dr. David Woodhouse Ex. Director of the Australian
Universities Quality Agency.
6. Mr. John Yip former Director General of Education in
Singapore

Activity 2.1
Now to check if you have understood what we have discussed so
far, can you outline the role of WEF.
_______________________________________________________
_______________________________________________________

You have just read about the pioneering people involved in the
WOU project. Amongst them is a Prof. Emeritus. What do you
understand by the term Prof. Emeritus and what does the title
confer upon the person ?
________________________________________________________
________________________________________________________

Draw a chart of the organisational structure of WOU. Your


chart should include all the authorities that make up the U.
To help you to start, the highest authority has been drawn
for you.
________________________________________________________________
________________________________________________________________
Note: You do not have to memorise this chart.

Wawasan Education
Foundation
(Board of Directors

The objective of setting up WOU


provides a second chance to pursue a post
secondary and tertiary education qualification without
leaving your job.
help you to succeed by being competitive in the job
market.
become a productive member of the community
preparing you for lifelong learning.
providing at reasonable cost a tertiary education for
working adults.

Printed Course Materials


a. Designed course materials for all units- 5 units and
within each unit, several sections.
There are 2 types of course materials:i) Course materials
ii) course guides
Course materials are based on the syllabus approved
by LAN (Lembaga Akreditasi Negara)

Academic services provided by


WOU
a comprehensive package of
learning support
the main source of info is still the
printed material

b. Course Guide
to assist students in understanding the textbook.
provides additional explanation,exercises and selfassessment questions
WOU course materials are quite informal in style,
interactive and students are involved via
exercises,questions and self tests.
Other form of course materials tapes and videos

Activity 2.2
Do you still remember the learning materials that you
used in school?
How different are they from the materials in WOU ?
_____________________________________________
_____________________________________________
_____________________________________________

self-learning materials
computer laboratories
learning resources at RO
digital library
face to face tutorials
telephone counselling services
Internet-based support

4 ROs throughout Malaysia


located strategically in offices or buildings
provide administrative and academic support
do registration
pay fees
get advice and guidance- choice of course
get info financial assistance
collect face-to-face tutorial timetable
get reference materials-internet, printed/video/
audio materials.
may conduct tests, exams and online continuous
assessments.
a good venue to organise discussions/get
together with course mates and also 1st point
of contact with WOU.

tutor is main contact with WOU


tutor facilitate your learning process.
make learning process smoother and less
lonely.
give you advice and guidance on study
problems
help you build-up your study skills.
help you increase your self-confidence.
Eventually you become an efficient independent
learner.

courses are credit based.


one credit = 40 hours ( studying, tutorial,TMAs and
self-test)
WOU 21-week semester (there are 2 semesters
with a 5 wk break)
42 weeks of study (52 42 = 10 weeks free time)

Semester

Weeks

Study period

18

Revision

Examinations

TOTAL

21

Semester Break 5 weeks

REASONS:can push you to work harder


a good motivation tool
is another learning occasion
provides feedback to both the student and the
institution
used to determine the achievement of intended
learning outcomes
serve as a quality assurance mechanism

Final grades = continuous assessment +


final examination
Continuous Assessment = coursework = 3
TMAs( short tests, quizzes, projects, lab
sessions or assignments)
Final exam = end of every semester

1. Take out your calendar and your Student


Handbook. Mark on your calendar the first
day of your first semester. Mark also the last
day of this semester. Indicate when the mid
semester break is. If you do not have the
calendar for the following year, just mark for
this year. You can continue marking when
you get your calendar next year.

2. Refer to the Student Handbook. Mark all the dates


for the tutorial sessions. Check to see if these
dates clash with any of your important activities.
All the tutorials will be held on weekends only.
The tutorials should be given priority over other
activities. This is because you only have a limited
number of tutorials.

3. For each course that you are taking this


semester, check the weightage or
percentage contributed by the
continuous assessment by the
continuous assessment and the final
examination to the overall grade. Is it
the same for each course?

Now, you should have a better understanding


of WOU in relation to your role and
responsibilities as a student here. Its
background, objectives, as well as the
academic organisation and structure were
Explained in this section and we also looked
at the support services that you will receive
as a student here.

Objectives:
By the end of this section, you should be able
to:
1. Describe the characteristics of traditional
learning.
2. Explain the characteristics of open and
distance learning.
3. Differentiate between traditional and distance
learning.
4. Identify the attitudinal changes essential for
successful distance learning.

Think : How did you learn when you were a student in school?
We.
go to school
cycled to school
walked to school
took a bus to school
School =
a place where learning occurs.
has a physical presence
several buildings in a compound
studied in classroom that has tables, chairs and blackboard.

Teacher standing in front of class.


Teaches by talking and explaining.
Uses board to write.
Reads from the board or textbooks.
Instruct you to do exercises.
Sets the time.
Warns you to complete your work.
Gives you homework
Reprimands you and caution you not to make noise.
Tells you to pay attention.

Apart from teacher you meet your classmates


5 hrs
200 days in a year.
Have plenty of time to do school work and
homework
Meet your schoolmates to compare notes and
discuss
You sometimes help your friends in school
work.

Traditional learning is teacher centred.


Depend on teacher to instruct.
Teaching and learning process occurs in school.
We have to be physically present there.
Teaching and learning happens at the same time.
We learn as the teacher teaches in real time.

expensive building = brick and mortar system, students at


school-double sessions
teacher oriented & teacher dependent
students not proactive busy listening & taking notes
teacher sets the pace or learning to complete syllabus

an elitist education system favours better social economic


families- poor children do not go to school & some schools faraway
schooling is designed only for children start at age 7

The traditional learning system has a few


weaknesses:
o Expensive to build school
o Teacher dependent
o Teacher oriented
o Fixed years of instruction
o Elitist education system
o For children only

In your opinion, do you think the traditional school


system still discriminates against those from the
lower social economic status ?
Give reasons to support your view.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

1. Open = available to anyone irrespective of age,


qualification,ethnic group.
2. Distance = you study away from academic institution.
3. Time = the teaching & learning activities are separated.
4. Teaching activites = preparation of course materials
5. Learning activities = studying the materials at home 7
completing assignments.
6. In both the geographical and spatial sense, ODL =
distanced

The British Open University (England)


The University of South Africa (South Africa)
Sukhothai Thammathirat Open University
(Thailand)
Athabasca University (Canada)
Indira Gandhi National Open University (India)
Open University Malaysia (Malaysia)

the system of learning accessible to all


learning not necessarily in the presence of teacher
learning not necessarily take place at the same time as teaching.
WOU thru ODL provides an opportunity to all working and wish
to further education.
approach to learning is flexible-how,when,where,when etc
the students are in command
human touch still maintained via F2F tutorial
2 main types of separation spatial & time dimensions.
some use synchronous mode of instruction.

requires all students and instructors present


simultaneously/together at the same time.
How ?
Via technology classroom learning, internet chats,
teleconferencing & web conferencing.
Advantage ?
The interaction is done in real time & immediately
Difficulty?
when working adults are not free at the same time

does not require simultaneous participation of students &


instructors e.g. email
students do not meet at the same time.
students choose own time frame & interact with the learning
materials, other students & instructors on own schedules.
more flexible than synchronous instruction.
self-paced & self-managed learning.
allows multiple learning levels & schedules.
Other examples are email, listserves, audiocassette courses,
videotaped courses, correspondence courses & WWW-based
courses.

@ separation of teacher & learner time, place or both


@ self-managed learning independent
@ synchronous & asynchronous learning- T & L take place
at the same time or different times.
@ unlimited access to course 24/7/52
@ just in time and on-demand learning- digital learning
deliver knowledge when and where a student needs it
@ institutional accreditation- certified by some institution or
agency
@ use of mixed media courseware print, radio, TV
broadcasts, video and audio cassettes,computer-based
learning and telecommunications.
@ two-way communication allows

Based on what we have discussed so far, can you fill in the table
below with at least 6 differnces between ODL and traditional
students at a tertiary institution (e.g. a university). The first one has
been done for you.
Traditional Student

ODL Student

Attends lectures at the time Studies the course materials at a


set by the institution/lecture. time of his/her choice.

1. Responsible studying thru ODL comes with great


responsibility and employers recognise this
2. Dedicated ODLers = goal oriented & lifelong
learners
3. Possess multitasking skills- ODLers are full-time or
part-time working adults who juggle job, coursework
and family responsibilities
4. Motivated ODLers = motivated self-starters and
thrive on challenge
5. Forward thinkers ODLers are innovative &
creative.

1. Good time management


2. Tutor to guide and advise you.
3. Students learnt independently or work in a team.
4. Be more resourceful in finding solutions or initiate calls to
tutor for help.
5. Become more selective and focused in learning to master
new info.

The following is part of a speech of a speech by the Minister of Human


Resources at a function organised by the Malaysian Employers Federation
(MEF). Several problems pertaining to graduates especially local graduates
are highlighted in the speech. As an ODLer and an employee, what do you
think your edge will be over the other local graduates? Write down your
responses in the space provided.
The private sector requirements on skills competency as highlighted
earlier on is further supported by Bank Negara Malaysia survey on
Employability of Graduates conducted in July 2002 which disclosed that a
major problem is the mismatch of skills as most of the respondents
considered that a significant proportions of graduates did not meet the
skill needs of industries and the problem was more acute for local
graduates. Thus, the private sector gave more preference to employ foreign
graduates rather than local graduates.
As Malaysia needs to enhance its competitiveness in globalised market,
employees are required to acquire knowledge and skills needed for their
present jobs and to develop different skills in order to multitasking duties.
MEF proposed that the curriculum of courses taught by educational
institutions either in private or public sector should prepare the local
graduates to acquire knowledge and skills required by the private sector
thus making them more employable.

Are you ready to become a distance learner?


Two simple tests are provided here to judge your readiness to become a
distance learner.
Test A
Below are statements that described some of the important characteristics of selfdirected learners. Such learners have a certain degree of autonomy that predisposes
them to be successful in a variety of learning contexts, including distance learning or
distance education. DEARS is a non-scientific instrument that is intended to provide
general guideline for those considering courses or even a degree via education
means any form of instructional delivery that does not involve continuous teacher
student interaction in a F2F classroom setting. By assessing yourself on the DEARS
statements, you will get an idea of your predisposition and temperament for a
successul distance education experience. Rate each statement according to the
scale below. And please be as honest as possible!
1. - Never
2. - Very frequently
3. - Sometimes
4. - Frequently
5. - Always

_______ 1. I take responsibilty for my own learning.


________2. I am regarded by my peers as a self-starter.
________3. I can stay on task without constant feedback about my performance.
________4. I am a person who is curious about many things.
________5. I often figure out novel ways to solve problems.
________6. I enjoy helping others who have learning needs.
________7. Once I have goals or a set of objectives, I can determine what I
need to do to reach them.
________8. I recognise and know how to use feedback about progress on a
learning task that I have undertaken.
________9. I am good at visualising how things would be when they are the
way I want them to be.
________10. I am good at logistics. I can determine what is needed and devise
a plan for getting it.

________11. I believe that knowledge is largely constructed by the


learner, and that teachers are more facilitators of learning
than dispensers of information.
________12. I understand how I learn best and often think of ways I
can improve.
________13. I know what I believe but I am open to other
opinions that may be contrary to my beliefs.
________14. I enjoy learning that is both interesting and challenging,
and I am motivated in such situations to go beyond the
minimum requirements.
________15. I am able to translate learning objectives that reflect
my own personal style of learning.

________Total

The total scores are explained below. The maximum score you can get is 75.
Obviously, the higher the number, the higher your potential to benefit from
your WOU experience.

55-57

You should have no difficulty with distance education courses. You have a
pronounced sense of autonomy and self-direction. These are important
qualities that will make it easier for you to cope with WOU courses.

45-54

You will probably do well in a distance education course. However, you need
to remind yourself that you have to be focused and to stay on task.

30-34

Well, if your score falls within this range, studying through distance
education will be a challenge. You are more inclined to the traditional
learning environment. You will miss the classroom interaction context a
great deal. However, you can still make it by being aware of the ODL system
and quickly et yourself into this new mode of learning.

29 and
below

I hope your score does not fall within this range. Distance education is
probably not a good idea for you! Dont give up!! I would like encourage you
to take the challenge and make sincere and real hard efforts to succeed.

In this section , you learnt about the


characteristics of traditional and distance
learning. By understanding the differences
between traditional and distance learning, you
will be more aware of the attitudinal and
mental changes that you need make in order
to become a successful open distance learner.

Objectives
By the end of this section, you should
be able to:
1.Understand constructivism and oDL.
2.Identify the four learning modes of
ODL.
3.Apply the four learning modes in
your studies.

You are an independent learner now.


WOU is a dedicated distance education institution.
WOU successfully design and implement ways to make
your learning easier and smoother.
You need to know about constructivist learning philosophy
and how it relates to you as ODLer.
Constructivist philosophy is based on the concept of
human beings being seekers and builders of knowledge.
ODL offers the widest chance to practise the ideas behind

Constructivism-widely accepted learning philosophy in ODLing.


By reflecting on our experiences we build our own understanding of the
world we live in.
We generate our own metaphors, rules and mental models
Learning is thus making adjustments to our mental models to include all
these new experiences.
Learning is an active process which cannot be imposed on a person.
Learning is active mental work, not passive reception of teaching.
Use of technologies in ODL provide an ideal environment for infusing
the constructivism principles.
Use of computer mediated communication and computer-supported work,
offer the field of ODL alternative ways of learning.
Constructivism encourages active, collaborative, and responsible learners.

WOU LMS WawasanLearn is an example of constructivists practices


The search engines like Google, Yahoo!, where you search and construct your
your own personal view about a concept or a specific topic of study.
It is a student-centred approach where students take charge of their learning
experiences.
Teachers are knowledge experts.
Students are challenged to produce reality based products such as oral
presentations or projects papers.
Students have opportunity to discuss and question each others understanding
and explain their own perspectives.
It encourages collaboration between teachers and students where learning and
instruction are shared.

Constructivist checklist
This checklist serves as a simple measure of some of the ways in which
the constructivist characteristics are present in your assignments, projects,
activities and ultimately in your learning environment. The observation
should provide insights into the ways in which constructivist philosophy
translate into practice in oDL settings. The checklist should only be applied
to assignments, projects, activities which are presented to you online. It
may not always be possible to observe all of the characteristics. Certain
projects may emphasise fewer characteristics depending on the content
and the group of students. So, do not worry if not all the characteristics are
present in the assignments, projects, activities.
Refer to page 31

There are 4 major modes:


1. Self-learning
2. F2F learning
3. Group learning
4. Online learning

1. Spending time reading course materials on your own.


2. Make decisions on when, what, how and where to study.
3. Wrong decision = problems and not accomplishing anything at
the end of semester.
4. Course materials = print-based, video and audio materials,CDROM and streaming video systems.
5. Also other materials from RO or public library and WOU DL.
6. Additional reading materials = textbooks, journal articles and
specimen examination questions.
7. There is a summary to every of the 5 units.

1. Look through all the course materials which you have


received. Make a list of all of them. Write down briefly
what each course material is about.

No. Title of Course


Materials

What is it about

2. Did you receive any other form of course


materials other than the printed one?
What are the non printed course materials
you received?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

1. In ODL you study independently at own time and


place.
2. The tutor is not a content provider.
3. Tutor has a facilitative role.
4. Tutors are the key interface between WOU and your
understanding of the course materials.
5. Tutor provides personal touch and academic support
via tutorials, assignment marking and feedback,
telephone tutoring and online support at LMS.
6. The most important is F2F tutorial sessions.
7. Tutorials 5 sessions = 10 hours. Enough ?????

8. All students are encouraged to attend tutorials.


9. The tutorial sessions are for you to:a. Interact with the tutor.
b. Hand in your assignments.
c. Sit for short tests or lab classes.
d. Interact with other students of the course.
10. Participate actively in tutorial class.
11. Share your knowledge and understanding with others.
12. Major activities at tutorial = completion of TMAs.(3)
13. TMAs can be essay, short test, short project, research
proposals or presentations.
14. TMA 1 is normally due on the 2nd tutorial

15. Tutor will return TMA 1 on 3rd tutorial with grade and
comments.
16. Work of tutors:i. facilitate your learning process
ii. Highlight the most important points via explanation
examples and personal experiences.
iii. Provide alternative interpretations
iv. Help solve individual problems.
17. In a nutshell tutors provide a personalised learning
experience.
18. TMAs = effective personalised learning tools.

19. Via TMAs tutors can:a. Comment on your understanding of the course content.
b. Point out weaknesses, highlight areas or topics you should
pay more attention or need further clarification.
c. Refer you back to specific sections of the study units and/or
make any further suggestions.
Tutorials No.
Meeting by week number at the
latest:

1st

5th

9th

Submission of student TMAs at the


latest:
Return of marked TMAs by tutor
Above is summary of the schedule for tutorials.

4
13th

5
17th

TMA1 TMA2 TMA3


TMA1 TMA2 TMA3

Refer to your Student Handbook. Write down all the dates for your
tutorials sessions in the table below.

No

Tutorial Sessions

schedule

1.

Tutorial 1

1st Week

2.

Tutorial 2

2nd Week

3.

Tutorial 3

3rd Week

4.

Tutorial 4

4th Week

5.

Tutorial 5

5th Week

Tutorial time table


Note: Exact dates of tutorial may vary. Please check with ROs.

Dates

Before tutorials:
Read thru the course materials provided.
Mark important points in materials.
Find out more about topics you are reading.
Make a note on those parts of the topic you do not
understand.
Write down questions you want to ask tutor.
Jot in notebook.

Listen attentively
Take part in discussions
Clarify aspects you do not understand with
tutor.
Ask tutor questions jotted down earlier.
Take note work you need to do.

Spend time looking thru your course materials after


tutorials.
think broadly, integrate ideas and concepts, see
connections between these.
Read further on area you do not understand.
Make notes on your course materials.
Try above suggestions for your coming tutorials.

One of the main sources of online learning at WOU = LMS


Learning management system (LMS)
complements and supports the students course materials
specially created to facilitate learning.
a web-based learning platform.
allows you to interact, communicate and learn from tutor and
coursemates.

i. Send/receive emails.
ii. A place where tutor can hold online discussion/conference with
a group of students on delayed time (asynchronous conference)
iii. A place where tutor and students discuss a topic in real time via
web-based chat and other forums (synchronous conferencing)
iv. 3 major tools provided:
a. Communicate and collaborate your learning.
b. Share resources and info
c. Access course materials and references

1. Communicate and collaborate your learning:


You do not:a. go to school
b. see you course mates
c. see tutor everyday
Who do you turn to when you have problems?
LMS provides 3 channels to communicate with coursemates and tutors.

a. Electronic mails (email)

Very popular nowadays

Useful for communications and learning

Fast and convenience

Can exchange notes and reading materials

Big problem???? = VIRUS!!!!

Update anti-virus software

With WawasanLearn you are given a free email account

2 most common free web emails are i. Hotmail ii. Yahoo mail

Check you email account regularly

b. Online discussions
LMS is an asynchronous type of delivery system
You do not need to be online at the same time as
your friend or tutor.
Usually tutor give you a topic for discussion
Or you may post a question
May do it after work or before bed or lunch break

1. You should have acquired some knowledge of the LMS now.


How do you think it can help you with your learning?
__________________________________________________________
__________________________________________________________

2. You would like to ask your tutor about the exam format for the course
Learning Skills for University Studies. How can the LMS help you to
do it?
___________________________________________________________
___________________________________________________________

via Internet and WawasanLearn


Digital Library
If you do not have computer, visit cybercafe

Share info you find related to courses and you will be loaded with info.
sharing of info is an important aspect of learning.
This is so because you are busy.
It is easy to share via WawasanLearn
Common method = use email by LMS
If materials lengthy attach.
inform coursemates via online forums.

Form informal study groups


Take telephone nos. of those interested to form group.
Exchange telephone nos. and email
Many advantages ;- 1. motivate to study better
2. brainstorm new ideas or materials
3. emotional and academic support
4. share problems
5. discuss assignments or tutorial tasks
6. wont be lonely

1. As an ODL student you need to change your modes of learning


2. 4 modes of learning are:i. self-managed
ii. F2F learning
iii. Online learning
iv. Group learning
3. Constructivist learning philosophy

Unit 2 is very important


explains everything you need to know about WOU
background and organisational structure-academic
structure
types of assessments
people who provide the necessary support
Difference between traditional and DL systems
Different modes of learning

The open distance learning system is different from


traditional learning. Describe the change in the
learning modes you have to adopt as an open and
distance learner.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

Tutor- marked assignment 1


Question 1 (40%)
Write an essay on the hopes that you had for further education when you were
much younger. In your essay, include three challenges you faced in keeping
those hopes alive as well as three steps you took towards making those hopes
a reality when you joined WOU. Your answer must have an introduction and a
conclusion.

CHECKLIST FOR TMA 1


Q1

1. Introduction Background info on the hopes that you had for further
education in secondary school.
2. 3 challenges you faced for keeping those hopes alive.
3. 3 ways you worked towards realising those hopes in joining WOU
4. Conclusion

Introduction

3 challenges you faced


in keeping those hopes
alive
3 ways you worked
towards realising those
hopes in joining WOU
Conclusion

Background information on the hopes that


you had for further education in secondary
school.

Question 2 (60%)
Discuss four (4) major modes of learning under ODL.Your answer must have an
introduction and a conclusion. For each mode, you must have five supporting
points.
It is important for you to cite and quote appropriately. Remember to list your
sources on
the References Page at the end of your essay. You must have at least 2 in-text
citations and references for question 2. Use the Chicago Style of referencing.
Your tutor will explain this to you. For more information on how to do proper
referencing, please refer to the WOU university citation guide which has a detailed
write up on how to do citations and referencing. Refer
to:http://woulibrary.wou.edu.my/help/citeguides_wou.asp

CHECKLIST FOR TMA 1


Q2 ( refer to Unit 3)
1. Introduction - Introduction to modes of learning under ODL
2. Discussion on four major modes of learning under ODL
3. Conclusion- Summary of essay
4.

2 In-text Citations (Chicago style)

5.

2 references (Chicago style)

TUTORIAL 2:
ON 23 OCTOBER 2016
VENUE: SEMINAR ROOM 1
TIME:10.30AM-1.30PM

BLOG SPECIALLY FOR YOU:


www.learningskillswuc131.blogspot.com

Whatsapp group: 4lss1


For academic only.
No sensitive matters and postings