Educational Media International

ISSN: 0952-3987 (Print) 1469-5790 (Online) Journal homepage: https://www.tandfonline.com/loi/remi20

Characteristics of the Web‐Based Learning

Environment in Distance Education: Students’
Perceptions of Their Learning Needs

Hanafi Atan , Zuraidah A Rahman & Rozhan M Idrus

To cite this article: Hanafi Atan , Zuraidah A Rahman & Rozhan M Idrus (2004)
Characteristics of the Web‐Based Learning Environment in Distance Education: Students’
Perceptions of Their Learning Needs, Educational Media International, 41:2, 103-110, DOI:
10.1080/09523980410001678557

To link to this article: https://doi.org/10.1080/09523980410001678557

Published online: 17 Feb 2007.

Submit your article to this journal

Article views: 240

View related articles

Citing articles: 2 View citing articles

Full Terms & Conditions of access and use can be found at

https://www.tandfonline.com/action/journalInformation?journalCode=remi20
Characteristics of the Web-Based Learning
Environment in Distance Education: Students’
Perceptions of Their Learning Needs
Hanafi Atan, Zuraidah A Rahman and Rozhan M Idrus, Malaysia
Education
10.1080/09523980410001678557
remi41202.sgm
0000-0000
Original
Taylor
202004
41
School
HanafiAtan
hanafiatan@hotmail.com
ahanafi@usm.my
000002004
and
ofArticle
Distance
Media
(print)/0000-0000
FrancisInternational
Ltd
EducationUniversiti
(online) Sains Malaysia11800 USM PenangMalaysia

Abstracts
A study was conducted regarding students’ perceptions on the characteristics of the learning requirements in a web-based
learning environment. Various aspects of on-line learning were studied including the general web-based support system for
the students, the learning materials, instructional strategies of the learning materials and the learning resources. The results
revealed a high degree of necessity for a web-based general support system to be provided to the students; the students were
also very receptive towards the need for on-line supplementary course articles, as well as materials related to course tests and
examinations. Where the on-line web-based learning materials were concerned, the students perceived that these should
only be supplementary and supportive to the existing modular print-based format of the course delivery. The instructional
strategies that integrate various forms of interaction, the access to a plethora of resources and the media-rich environment
fitted well with their learning requirements via distance education.

Caractéristiques de l’environnement de formation basé sur le Web lors d’une éducation sur distance. Perceptions
d’étudiants sur leur besoin de formation
Une étude concernant les perceptions des étudiants a été menée sur les caractéristiques du besoin de formation dans un
environnement de formation basé sur le Web. Plusieurs aspects de formation en ligne ont été étudiés sans oublier le système
de support général basé sur le Web pour les étudiants, le matériel de formation, les stratégies d’instruction de ce matériel
et leurs ressources. Les résultats révèlent que les étudiants ont besoin d’un système de support général basé sur le Web. Les
étudiants sont également très ouverts au besoin d’articles supplémentaires de cours en ligne ainsi qu’au matériel de forma-
tion en ligne relaté aux tests et examens du cours. Concernant le matériel de formation en ligne basé sur le Web, les étudi-
ants s’aperçoivent que ce matériel de formation ne peut être que supplémentaire et servir de soutien au matériel modulaire
imprimé et livré lors du cours. Les stratégies d’instruction qui combinent plusieurs formes d’interaction, l’accès à un excès
de ressources et l’entourage riche en médias répondent bien à leur besoin de formation par une éducation sur distance.

Merkmale netzbasierter Lernumgebungen im Fernunterricht: Die Wahrnehmungen von Lernbedingungen bei Studenten
Es wird über eine Studie über die Wahrnehmungen von Merkmalen der Lernbedingungen bei netzbasierten Lernumge-
bungen von Studenten berichtet. Verschiedene Aspekte von Online-Lernen wurden untersucht, wie z.B allgemeine
netzbasierte Unterstützungssysteme für die Studenten, Lehrmaterialien, ihren didaktisch-strategischen Hintergrund und
Ressourcen. Die Ergebnisse zeigten, dass ein hoher Bedarf für ein allgemeines, netzbasiertes, den Studenten zur Verfügung
gestelltes Unterstützungssystem besteht; den Studenten war durchaus auch der Bedarf an zusätzlichen online-basierten kurs-
bezogenen Artikeln als auch an Materialien bewusst, ebenso der Bedarf an test- und prüfungsbezogenen Angeboten. In
Bezug auf die schon online zur Verfügung stehenden netzbasierten Lernmaterialien sind die Studenten der Meinung, dass
diese nur zusätzlich und unterstützend zum vorhandenen modularen druckbasierten Format der Kurslieferung sein sollten.
Die Unterrichtsstrategien, die verschiedene Formen von Interaktion, den Zugang zu einer Vielzahl von Ressourcen und zu
Multimedia-Angeboten enthielten, erfüllten sehr gut ihre Anforderungen für Fernstudien.

Introduction
The advancement of Information and Communication Technology (ICT) has a significant and profound
impact on distance education. In terms of teaching and learning in distance education, where the learner and
lecturer are separated in time and space, ICT in the form of a web-based learning environment can support
an array of instructional delivery media, utilising the effective pedagogical approaches that involve and seek

Educational Media International

ISSN 0952-3987 print/ISSN 1469-5790 online © 2004 International Council for Educational Media
http://www.tandf.co.uk/journals
DOI: 10.1080/09523980410001678557
104 EMI 41:2–REFEREED PAPERS AND SELECTED PAPERS FROM THE OSLO CONFERENCE

the active participation of students in the construction of knowledge. Features of the World Wide Web, such
as hypertexts, graphics, sound and video illustrations and the easy-to-handle point and click graphical inter-
faces provide an extensive environment for instructional designers to develop diverse types of learning mate-
rials. The web can also support various forms of communicative features that can connect lecturers and
students for teaching and learning activities. Features such as the synchronous learning activities (computer
conferencing, chats, web tutorials) and the asynchronous learning activities (e-mail, listservers and web
courses) provide means of effective communication and reinforce the teaching and learning conducted
through distance education.
In terms of the learners’ support system in distance education, the ICT in the form of a web environment is
capable of supporting various interactive features that facilitate the fulfillment of the needs and requirements
of the learners at a distance. The on-line course registration, on-line fee payments, general enquiries, counsel-
ling services, virtual notice boards and the chat facility are known to be contributory to efficient student manage-
ment and administration, resulting in the provision of more satisfactory services and assistance to these students.
The analysis of students’ perceptions on the technology used in the delivery of courses has been of some inter-
est to educators. Shuell and Farber (2001) reported that students found that the use of technology in the
course delivery was beneficial and it assisted them to learn the materials and skills taught in a way that
facilitated their learning. Milheim (2001) studied the role of the teaching faculty and administrators in the use
of instructional technologies to present the educational materials to distance learners in a variety of environ-
ments as well as on the administrative strategies for effective distance education programmes. He stressed the
importance of student-related procedures to support distance education as a whole, such as the registration
process, financial aid, library services, transfer of credits and student advisory services. Navarro and Shoemaker
(2000) studied student performance and the perception of distance learners in cyberspace in terms of their
attitude towards the essential instructional technologies, their perception towards the learner–instructor and
learner–learner interactions, their satisfaction and related technical problems. They discovered that students
preferred the cyberspace mode of learning, as the instructional technology could stimulate the classroom
experience, support collaborative learning and interactive feedback. The support made available for student–
student interaction via the electronic bulletin board enabled stimulating thoughts and debates to take place
and led to satisfying and effective learning experiences.
The delivery model of the distance education academic programme at the School of Distance Education,
Universiti Sains Malaysia is comprised of the pedagogically articulated self-learning printed-text called modules
which include the core teaching materials, video-conferencing teletutorials (scheduled), an annual residential
intensive course and a five-day residential orientation programme in the main campus (Idrus and Zin, 1992).
Selected courses are also enriched by the use of audio and video tapes and the printed study guide. Based on
this backdrop, the on-line learning environment is introduced for a more comprehensive learning experience.
In this study, we looked at the students’ perceptions regarding their needs on the various aspects of the on-line
services. The aspects studied were the general support services, learning support services, on-line learning
materials, the instructional design of on-line learning, the resources of on-line learning and other related
aspects. It was hoped that this study would reveal the characteristics of, and student preferences towards, the
on-line web-based design that could provide a comprehensive learner’s support system and pedagogical
approaches that are in line with their need as students in distance education. This study would also foster
understanding of the students’ needs with respect to on-line learning and the appropriate instructional strat-
egies that are most suitable for them. The preferred on-line instructional design could be taken into consider-
ation during the planning and development stage of on-line web-based support and learning environments,
leading to an effective and satisfying learning experience by the students.

Methodology
The questionnaire developed for this study was of the type that tried to elicit the feedback of the respon-
dents towards their needs in on-line learning. The questionnaire contained statements related to the vari-
ous aspects of on-line learning, including the general support system, learning support system, learning
materials, instructional strategies of the learning materials, learning resources. Each statement was accom-
panied by the Likert Scale ranging from 1–5, with 1 denoting the least useful/important and 5 the most
useful/important.
The sample of the study consisted of the distance education learners enrolled in the distance education
programmes at the School of Distance Education, Universiti Sains Malaysia, Penang, for the 2001/2002
 Students’ Perceptions of Learning Needs 105

academic session. The questionnaires were distributed randomly among the first, second and third-year under-
graduate students. A total of 315 questionnaires were returned – a return rate of 31.5%.
The analysis of the data involved extracting the means of each of the statements with the means of 3.0 repre-
senting the equilibrium point. The means greater than 3.0 reflected the respondents’ agreement with the
statements put forward, while means with values less than 3.0 reflected the respondents’ disagreement with the
statements put to them.

Results and discussion

The results in Table 1 show that all statements regarding the need of on-line general support services obtained
mean values of 3.760 or higher, indicating the respondents’ high degree of agreement with the statements put
forward to them. These results indicate that the respondents perceived the high degree of necessity of the on-
line support services to be provided to them. They perceived that the information regarding examination
procedures should be made available on-line (x̄ = 4.260). This information on examinations that is normally
x

furnished to them includes the dates, venues and times of examinations. Such information, available in
advance, is important to enable the students not only to prepare for the examinations, but also to make neces-
sary arrangements such as to obtain permission for leave, travelling and other related preparatory require-
ments. The same information is required in advance on-line, where the scheduling of the annual intensive
courses (x̄ = 4.159) as well as video conferencing is concerned (x̄ = 4.047). The need for counselling services
x x

also achieved a high mean value (x̄ = 3.802). The current mode of counselling is via one-to-one telephone
x

conversations and mail correspondence. The on-line counselling services would provide faster feedback from
the counsellor/s and result in improved cost effectiveness.
Table 2 shows the responses from the students regarding the web-based learning support services. Overall, the
statements under this category received positive responses from the students with the means obtained being
mostly higher than 3.587. The students were most receptive regarding the need for the availability of past
examination and test questions (x̄ =4.437) and model answers for such questions (x̄ = 4.351) to be made avail-
x

able on-line. This availability of past examination and test questions with model answers enables the students
to evaluate themselves on the skills and knowledge they have acquired. Presently, students encounter difficul-
ties in accessing such information. It is only available in hard copy format at the main campus university library.
The students also felt that the supplementary learning materials based on the latest and current pertinent
issues should be accessible on-line (x̄ = 4.222). Such materials permit them to update their knowledge and
x

skills in relevant courses. The articles on study skills which the lecturers forward to students from time to time
also obtained a high mean value (x̄ = 4.147), suggesting that students acknowledged the importance of such
x

a service. Distance education learners need constant reminders regarding required learning strategies, time
management skills, motivation and discipline. The learners with the proper learning strategies and attitudes
related to the academic self-concept, time management, commitment, motivation to learn, positive expecta-
tions for success and anxiety reduction are known to be more successful in their endeavours (Brent and
Bugbee, 1993).

Table 1 Students’ perceptions regarding the need for on-line general support services

Items Statements N Mean SD

1 On-line course preparatory notes 313 3.760 1.139

2 Current announcements to the students 315 4.127 0.939
3 Information regarding the intensive course 313 4.159 0.909
4 Chat communication with lecturer and students 312 3.881 1.021
5 Counselling on-line 314 3.802 0.994
6 On-line book borrowing from the library 313 4.070 0.907
7 Information regarding the final examination 315 4.260 0.969
8 On-line information regarding video conferencing 314 4.047 1.067
9 On-line course agenda and short notes regarding the 314 4.067 1.023
video conferencing
106 EMI 41:2–REFEREED PAPERS AND SELECTED PAPERS FROM THE OSLO CONFERENCE

Table 2 Students’ perception regarding the need for on-line learning support services

Items Statements N Mean SD

1 Latest reading materials that are not available in the modules 315 4.222 1.044
are made available on-line
2 Assignment questions are sent on-line 315 3.768 1.251
3 Answers to assignment questions given by the students are sent 315 3.587 1.229
on-line
4 Lecturers send back answers to assignment questions on-line 315 3.888 1.521
5 Collection of past examination and test questions are made 313 4.437 2.435
available on-line
6 Examination and test model answers are provided on-line 313 4.351 0.976
7 Articles on study skills in distance education are sent on-line 312 4.147 0.937
to students from time to time

The results of the students’ perceptions regarding the on-line learning materials are shown in Table 3. State-
ments 1, 5 and 6 obtained means less than 3.0, indicating some degree of disagreement and uncertainty
towards the statements put forward to them. The respondents posed slight degrees of disagreement with the
statement related to the ease of learning on-line than learning via print-based modules (x̄ = 2.621). They also
x

showed some degree of uncertainty that on-line learning is more interactive than learning via print-based
modules (x̄ = 2.932) and that all modular print-based learning materials should be provided on-line (x̄ =
x x

2.993).
Although the students’ perceptible comparison between the print-based materials with the web-based materi-
als could not be made due to the different features and functionalities of the two media, the results showed
some degree of recognition among the learners of the central role of the printed-based modules as a vehicle
for instruction in distance education. The existence of various forms of technology, including that of web-
based learning which can be used to deliver instruction to students with much more instructional strength,
does not mean that one should discard the conventional mode of course delivery (Chen, 1997). As perceived
by the students in statement 3, technology has a role to play but only acts to supplement the materials in the
print-based modules. They felt more comfortable learning via print-based modules than via on-line learning
(x̄ = 3.980). They emphasized that the modular print-based learning materials should remain in the print
x

format and only the supplementary learning materials should be made available on-line (x̄ = 3.695). The capa-
x

bilities of the print-based modular approach in terms of the learning outcomes have been well established.
Studies have shown that the modular approach of learning utilising various cognitive strategies significantly

Table 3 Students’ perceptions regarding the need for on-line learning materials

Items Statements N Mean SD

1 All modular print-based learning materials should be provided 313 2.993 1.258
on-line
2 Only part of the modular print-based learning materials should 312 3.192 1.146
be provided on-line
3 Only supplementary learning materials should be provided on-line. The 312 3.695 1.131
modular print-based learning materials should remain in the printed
format
4 I feel more comfortable learning via print-based modules than learning 311 3.980 1.071
on-line
5 I feel more comfortable learning on-line than via print-based modules 312 2.621 1.576
6 I feel learning on-line is more interactive than learning via print-based 313 2.932 1.046
modules
 Students’ Perceptions of Learning Needs 107

yielded a positive impact towards the enhancement of students’ achievements as compared to conventional
face-to-face teaching (Abbas, 1995; Ali and Umar, 2001).
Table 4 shows the results of the students’ perceptions regarding the various instructional strategies that could
be incorporated into on-line learning. Instructional strategies, in essence, refer to teaching activities. Teaching
activities are an important pedagogical consideration for distance education because most studies have
indicated that when students actively participate in the learning process they are likely to perform better and
remember more. The results show that, as a whole, the means obtained for all statements were in agreement
with the statements put forward to them.
It is interesting to note that, despite some degree of inclination towards and ease with the print-based learning
materials as the medium for the course delivery, as depicted in Table 3, students recognised the capabilities
and the strength of the web-based learning environment in the delivery of course instruction in distance educa-
tion. The students perceived that on-line learning has the ability to support various instructional strategies that
would provide better learning outcomes (x̄ = 3.647). They also felt that on-line learning provided the graphics
x

and illustrations that would enhance understanding of the teaching materials (x̄ = 3.659) and the interactive
x

nature of on-line learning provided more impact towards their understanding of the course materials (x̄ = x

3.694) while responses could be more clearly and promptly given on-line (x̄ = 3.490). On-line learning would
x

also provide better learning communication when compared to learning via the print-based modules (x̄ = x

3.519). Such responses by the respondents were an indication that the instructional strategies used in the web-
based on-line learning could be versatile and highly motivating as a distance learning vehicle. Students would
be challenged to the limits of their abilities by systems that recognise and address their individual knowledge
level. The combination of the animation capabilities and the communicative features allows learners to utilise
the various interactive pedagogical strategies that would facilitate their learning and, hence, maximize learn-
ing effectiveness (Chen, 1997).
The responses from the students are consistent with the fact that they are experiencing a more fulfilled expe-
rience via the on-line format, thus further enriching and enhancing the learning support systems already in
place. Furthermore, comments with regards to the effectiveness of the modules are justified when they are
presented with complementary strategies to add value and strength to their studies, which is evident from their

Table 4 Students’ perceptions regarding the instructional strategies of on-line learning

Items Statements N Mean SD

1 On-line learning provides clearer instructions than the print- 312 3.083 0.994
based modules
2 Various forms of learning instructions can be utilised in on- 311 3.463 1.011
line learning
3 Students have various options in their learning activities via 312 3.544 1.932
on-line learning
4 On-line learning enhances learning motivation and interest 312 3.294 0.996
compared to learning via print-based modules
5 Responses can be more clearly given via on-line learning than 312 3.490 1.042
learning via the print-based modules
6 Better learning communication can be achieved in learning 312 3.519 1.039
on-line than learning via print-based modules
7 Computer graphics in learning on-line are better understood 311 3.659 0.990
than learning via the print-based modules
8 Questions and answers will provide more impact towards the 311 3.694 1.012
understanding of learning materials in on-line learning
compared to learning via print-based modules
9 Learning on-line is more effective in terms of teaching and 311 3.411 1.947
learning as compared to learning via the print-based modules
10 Learning on-line enables the students to be exposed to various 312 3.647 0.974
learning strategies
108 EMI 41:2–REFEREED PAPERS AND SELECTED PAPERS FROM THE OSLO CONFERENCE

responses. At this juncture, it might have been worthwhile to take a little time to capitalise the situation by the
inclusion of a short embedded survey to investigate further needs of the students that could be presented as
an on-line pedagogy that will further conform to the needs of the students.
Table 5 shows the students’ responses regarding the learning resources made available through on-line learn-
ing. All the responses in Table 5 also obtained mean values greater than 3.0, showing a positive agreement with
the statements provided to the respondents. The respondents perceived that on-line learning facilitated the
utilisation of the graphics motion or animation that, in turn, allowed learning to be much more interesting
and easy to follow (x̄ = 4.028). This perception was consistent with the study on the effects of computer graph-
x

ics (Fook et al., 2001) as well as on visual effects (Masood et al., 2001) in the enrichment of teaching and learn-
ing processes through the web-based learning environment.
The respondents also agreed that on-line learning would allow the current and the updated learning materials
to be given to the students (x̄ = 3.842) and they viewed that the web-based learning environment allowed direct
x

linking to other reference resources and to the other related web pages (x̄ = 3.752), thus paving the way for
x

the construction of new knowledge. This perception is consistent with the main feature of web-based on-line
learning – that it provides a more flexible learning environment where learners have more autonomy in
making decisions regarding their learning. It allows instantaneous information-seeking strategies, thus empow-
ering learners to be autonomous learners who construct their own knowledge and, thus, maximise learning
(Jung, 2001).
Table 6 shows the results of the respondents’ perceptions related to the various aspects of on-line learning. All
statements obtained mean values greater than 3.0, an indication of some level of agreement with the statement
put forward. As illustrated in Table 4, the students agreed that the web-based learning had more instructional
strength when compared to the print-based format; however, there were some characteristics of print based
learning modules that they were more comfortable with in their learning through distance education. Their
preference for the use of the printed modules was mainly due to the nature of their portability, as they could
bring these modules along with them anywhere they went (x̄ = 4.029) and, hence, the learning process could
x

be carried out whenever the opportunities arose. The avenue for them to write short notes on the modules
while they were reading (x̄ = 4.013) also played an important role in their preference towards the printed
x

modules as opposed to on-line learning. The printed materials played a central role in the course delivery in
distance education as they were normally designed to create an impression of conversation and allowed learn-
ers to enter into a dialogue. The pedagogical characteristics of the printed modules allowed for more flexibility
and greater discretionary utilisation by the learners (Chen, 1997). The current interactive on-line learning
tends to provide much more instructional strengths in the delivery of distance instruction than the traditional
printed materials. However, this finding revealed that one should not discard the conventional mode of deliv-
ery but rather decide on the appropriate selection and choice of a precise and effective mix of distance tech-
nologies available.

Conclusion
The results of this study show that the students agreed with the superior advantage of on-line learning in terms
of the instructional strategies it can support that would result in learning that is more interesting, communicative
and collaborative. The other advantages included the linkages to other reference resources that they perceived

Table 5 Students’ perceptions regarding the learning resources of on-line learning

Items Statements N Mean SD

1 Learning on-line enables the current and the updated learning 311 3.842 0.962
materials to be given to the students
2 Learning on-line is more comprehensive as it provides students a 311 3.752 0.990
direct access to reference resources and to other related on-line
learning web pages
3 The utilisation of media in on-line learning, such as the graphic 311 4.028 1.948
motion with audio and video clips, results in
learning that is more interesting and comprehensible
 Students’ Perceptions of Learning Needs 109

Table 6 Other aspects of on-line learning

Items Statements N Mean SD

1 I feel bored learning on-line because I have to be in front of the 302 3.351 1.078
computer most of the time
2 On-line learning is not interesting because it is controlled by 301 3.322 1.096
the speed of the communication line
3 I prefer learning using the printed modules than learning 300 3.476 1.009
on-line
4 On-line learning is suitable for supplementary materials only. 301 3.940 0.950
The important and main learning materials are still better in
the printed format
5 I prefer learning using the printed modules because 301 4.029 0.969
I can bring them with me everywhere I go
6 I prefer learning using the printed modules because 301 4.013 0.934
I can write short notes in these modules
7 I can print the on-line learning materials and learn from them 301 3.415 1.097
the same way I do for the printed modules

would affect their learning positively through their receptiveness to new information. However, the students
perceived that the role of on-line learning in distance education is more of a supportive nature to enhance and
assist their understanding of the course materials via the dissemination of supplementary learning materials.
Despite the advantageous features of on-line learning, the students perceived that the printed modules should
remain the main medium of the course delivery in distance education, leading to a more suitable and compre-
hensive hybrid learning environment. Our research can be regarded as an attempt to further develop the exist-
ing learning environment in distance education with an exciting blend of the printed text, much needed face-
to-face interaction at the right dose and the on-line format; giving rise to the appropriate use of synchronous
and the asynchronous environment.

References
Abbas, M (1995) The effectiveness of systematic teaching in the enhancement of problem solving abilities in
matriculation physics, PhD Thesis, Universiti Sains Malaysia, unpublished.
Ali, MN and Umar, NI (2001) The hybrid of the cognitive strategy in modular teaching of physics course
at the SPM level. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds) Proceeding of the 14th Malay-
sian Educational Technology Convention, Malaysian Educational Technology Association, Kuala Lumpur,
pp. 316–337.
Brent, MF and Bugbee, CA (1993) Study practices and attitudes related to academic success in distance learn-
ing programme, Distance Education, 14, 1, 97–112.
Chen, LL (1997) Distance delivery system in terms of pedagogical considerations: a reevaluation, Educational
Technology, 37, 4, 34–37.
Fook, SF, Kong, NW and Ismail, WMFW (2001) Effects of the graphics presention among students with
various anxiety level. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds) Proceedings of the 14th
Malaysian Educational Technology Convention, Malaysian Educational Technology Association, Kuala
Lumpur, pp. 44–60.
Idrus, RM and Zin, ARM (1992) Supporting adult learners in distance education at the Centre for Off-
campus Studies, Universiti Sains Malaysia, Malaysia, International Journal of University Adult Education, 31, 1,
51–62.
Jung, I (2001) Building a theoretical framework of web-based instruction in the context of distance educa-
tion, British Journal of Educational Technology, 32, 5, 525–534.
Masood, M, Yahya, WAJW and Omar, M (2001) The potential of the 2-dimension and 3-dimension in the
enrichment of teaching and learning through multimedia. In Ismail, MA, Mahmud, R, Hashim, Y and
Idrus, RM (eds) Proceedings of the 14th Malaysian Educational Technology Convention, Malaysian Association of
Educational Technology, Kuala Lumpur, pp. 144–155.
110 EMI 41:2–REFEREED PAPERS AND SELECTED PAPERS FROM THE OSLO CONFERENCE

Milheim, W (2001) Faculty and administrative strategies for effective implementation of distance education,
British Journal of Educational Technology, 32, 5, 535–542.
Navarro, P and Shoemaker, J (2000) Performance and perception of distance learners in cyberspace, The
American Journal of Distance Education, 14, 2, 15–35.
Shuell, JT and Farber, LS (2001) Students perceptions of technology use in college courses, Journal of Educa-
tional Computing Research, 24, 2, 119–138.

Biographical notes
Dr Hanafi Atan is an Associate Professor at the School of Distance Education, Univeristi Sains Malaysia,
Malaysia. He has a DPhil from University of Sussex, UK and is a distance technologist at the school.
Dr Zuraidah Abdul Rahman is an Associate Professor at the School of Distance Education, Univeristi Sains
Malaysia, Malaysia. She has an EdD in Adults Education from North Carolina State Univeristy, USA. Her
research interest is in the area of technological-based teaching for adults in distance education
Dr Rozhan Mohammed Idrus is an Associate Professor at the School of Distance Education, Universiti Sains
Malaysia. He has a PhD from Salford University, UK and has published extensively in the area of instructional
strategies for various media-based distance education learning materials.

Address for correspondence

Dr Hanafi Atan, School of Distance Education, Universiti Sains Malaysia, 11800, USM Penang, Malaysia; e-mail:
ahanafi@usm.my or hanafiatan@hotmail.com