This article was downloaded by: [Colorado College]On: 08 October 2014, At: 15:21Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office:Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

Educational Media InternationalPublication details, including instructions for authors and subscriptioninformation:http://www.tandfonline.com/loi/remi20

Characteristics of the Web‐Based LearningEnvironment in Distance Education:Students’ Perceptions of Their LearningNeedsHanafi Atan a , Zuraidah A Rahman a & Rozhan M Idrus aa MalaysiaPublished online: 17 Feb 2007.

To cite this article: Hanafi Atan , Zuraidah A Rahman & Rozhan M Idrus (2004) Characteristics of theWeb‐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: http://dx.doi.org/10.1080/09523980410001678557

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”)contained in the publications on our platform. However, Taylor & Francis, our agents, and ourlicensors make no representations or warranties whatsoever as to the accuracy, completeness, orsuitability for any purpose of the Content. Any opinions and views expressed in this publicationare the opinions and views of the authors, and are not the views of or endorsed by Taylor &Francis. The accuracy of the Content should not be relied upon and should be independentlyverified with primary sources of information. Taylor and Francis shall not be liable for anylosses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilitieswhatsoever or howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantialor systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, ordistribution in any form to anyone is expressly forbidden. Terms & Conditions of access and usecan be found at http://www.tandfonline.com/page/terms-and-conditions

Educational Media International

ISSN 0952-3987 print/ISSN 1469-5790 online © 2004 International Council for Educational Mediahttp://www.tandf.co.uk/journals

DOI: 10.1080/09523980410001678557

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

Taylor and Francis Ltdremi41202.sgm10.1080/09523980410001678557Education Media International0000-0000 (print)/0000-0000 (online)Original Article2004Taylor and Francis Ltd4120000002004HanafiAtanSchool of Distance EducationUniversiti Sains Malaysia11800 USM PenangMalaysiaahanafi@usm.myhanafiatan@hotmail.com

Abstracts

A study was conducted regarding students’ perceptions on the characteristics of the learning requirements in a web-basedlearning environment. Various aspects of on-line learning were studied including the general web-based support system forthe students, the learning materials, instructional strategies of the learning materials and the learning resources. The resultsrevealed a high degree of necessity for a web-based general support system to be provided to the students; the students werealso very receptive towards the need for on-line supplementary course articles, as well as materials related to course tests andexaminations. Where the on-line web-based learning materials were concerned, the students perceived that these shouldonly be supplementary and supportive to the existing modular print-based format of the course delivery. The instructionalstrategies that integrate various forms of interaction, the access to a plethora of resources and the media-rich environmentfitted 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 unenvironnement de formation basé sur le Web. Plusieurs aspects de formation en ligne ont été étudiés sans oublier le systèmede support général basé sur le Web pour les étudiants, le matériel de formation, les stratégies d’instruction de ce matérielet leurs ressources. Les résultats révèlent que les étudiants ont besoin d’un système de support général basé sur le Web. Lesétudiants 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 modulaireimprimé et livré lors du cours. Les stratégies d’instruction qui combinent plusieurs formes d’interaction, l’accès à un excèsde 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 allgemeinenetzbasierte Unterstützungssysteme für die Studenten, Lehrmaterialien, ihren didaktisch-strategischen Hintergrund undRessourcen. Die Ergebnisse zeigten, dass ein hoher Bedarf für ein allgemeines, netzbasiertes, den Studenten zur Verfügunggestelltes 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. InBezug auf die schon online zur Verfügung stehenden netzbasierten Lernmaterialien sind die Studenten der Meinung, dassdiese 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 zuMultimedia-Angeboten enthielten, erfüllten sehr gut ihre Anforderungen für Fernstudien.

Introduction

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

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

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, suchas 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 andstudents for teaching and learning activities. Features such as the synchronous learning activities (computerconferencing, chats, web tutorials) and the asynchronous learning activities (e-mail, listservers and webcourses) provide means of effective communication and reinforce the teaching and learning conductedthrough distance education.

In terms of the learners’ support system in distance education, the ICT in the form of a web environment iscapable of supporting various interactive features that facilitate the fulfillment of the needs and requirementsof 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 thecourse delivery was beneficial and it assisted them to learn the materials and skills taught in a way thatfacilitated their learning. Milheim (2001) studied the role of the teaching faculty and administrators in the useof 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 theimportance of student-related procedures to support distance education as a whole, such as the registrationprocess, 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 theirattitude towards the essential instructional technologies, their perception towards the learner–instructor andlearner–learner interactions, their satisfaction and related technical problems. They discovered that studentspreferred the cyberspace mode of learning, as the instructional technology could stimulate the classroomexperience, 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 placeand 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 moduleswhich include the core teaching materials, video-conferencing teletutorials (scheduled), an annual residentialintensive 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 onthis 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-lineservices. The aspects studied were the general support services, learning support services, on-line learningmaterials, the instructional design of on-line learning, the resources of on-line learning and other relatedaspects. It was hoped that this study would reveal the characteristics of, and student preferences towards, theon-line web-based design that could provide a comprehensive learner’s support system and pedagogicalapproaches that are in line with their need as students in distance education. This study would also fosterunderstanding 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, learningmaterials, 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 mostuseful/important.

The sample of the study consisted of the distance education learners enrolled in the distance educationprogrammes at the School of Distance Education, Universiti Sains Malaysia, Penang, for the 2001/2002

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

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 thestatements put forward, while means with values less than 3.0 reflected the respondents’ disagreement with thestatements put to them.

Results and discussion

The results in Table 1 show that all statements regarding the need of on-line general support services obtainedmean values of 3.760 or higher, indicating the respondents’ high degree of agreement with the statements putforward 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 examinationprocedures should be made available on-line (

x

= 4.260). This information on examinations that is normallyfurnished to them includes the dates, venues and times of examinations. Such information, available inadvance, 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 intensivecourses (

x

= 4.159) as well as video conferencing is concerned (

x

= 4.047). The need for counselling servicesalso achieved a high mean value (

x

= 3.802). The current mode of counselling is via one-to-one telephoneconversations and mail correspondence. The on-line counselling services would provide faster feedback fromthe counsellor/s and result in improved cost effectiveness.

Table 2 shows the responses from the students regarding the web-based learning support services. Overall, thestatements under this category received positive responses from the students with the means obtained beingmostly higher than 3.587. The students were most receptive regarding the need for the availability of pastexamination and test questions (

x

=4.437) and model answers for such questions ( = 4.351) to be made avail-able on-line. This availability of past examination and test questions with model answers enables the studentsto 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 pertinentissues should be accessible on-line (

x

= 4.222). Such materials permit them to update their knowledge andskills in relevant courses. The articles on study skills which the lecturers forward to students from time to timealso obtained a high mean value (

x

= 4.147), suggesting that students acknowledged the importance of sucha service. Distance education learners need constant reminders regarding required learning strategies, timemanagement skills, motivation and discipline. The learners with the proper learning strategies and attitudesrelated 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 andBugbee, 1993).

x̄

x̄ x̄x̄

x̄ x̄

x̄

x̄

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 1.1392 Current announcements to the students 315 4.127 0.9393 Information regarding the intensive course 313 4.159 0.9094 Chat communication with lecturer and students 312 3.881 1.0215 Counselling on-line 314 3.802 0.9946 On-line book borrowing from the library 313 4.070 0.9077 Information regarding the final examination 315 4.260 0.9698 On-line information regarding video conferencing 314 4.047 1.0679 On-line course agenda and short notes regarding the

video conferencing314 4.067 1.023

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

106

EMI 41:2–REFEREED PAPERS AND SELECTED PAPERS FROM THE OSLO CONFERENCE

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 uncertaintytowards the statements put forward to them. The respondents posed slight degrees of disagreement with thestatement related to the ease of learning on-line than learning via print-based modules (

x

= 2.621). They alsoshowed some degree of uncertainty that on-line learning is more interactive than learning via print-basedmodules (

x

= 2.932) and that all modular print-based learning materials should be provided on-line (

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 showedsome degree of recognition among the learners of the central role of the printed-based modules as a vehiclefor 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 perceivedby the students in statement 3, technology has a role to play but only acts to supplement the materials in theprint-based modules. They felt more comfortable learning via print-based modules than via on-line learning(

x

= 3.980). They emphasized that the modular print-based learning materials should remain in the printformat and only the supplementary learning materials should be made available on-line (

x

= 3.695). The capa-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

x̄

x̄ x̄

x̄x̄

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 are made available on-line

315 4.222 1.044

2 Assignment questions are sent on-line 315 3.768 1.2513 Answers to assignment questions given by the students are sent

on-line315 3.587 1.229

4 Lecturers send back answers to assignment questions on-line 315 3.888 1.5215 Collection of past examination and test questions are made

available on-line313 4.437 2.435

6 Examination and test model answers are provided on-line 313 4.351 0.9767 Articles on study skills in distance education are sent on-line

to students from time to time312 4.147 0.937

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 on-line

313 2.993 1.258

2 Only part of the modular print-based learning materials should be provided on-line

312 3.192 1.146

3 Only supplementary learning materials should be provided on-line. The modular print-based learning materials should remain in the printed format

312 3.695 1.131

4 I feel more comfortable learning via print-based modules than learning on-line

311 3.980 1.071

5 I feel more comfortable learning on-line than via print-based modules 312 2.621 1.5766 I feel learning on-line is more interactive than learning via print-based

modules313 2.932 1.046

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

Students’ Perceptions of Learning Needs

107

yielded a positive impact towards the enhancement of students’ achievements as compared to conventionalface-to-face teaching (Abbas, 1995; Ali and Umar, 2001).

Table 4 shows the results of the students’ perceptions regarding the various instructional strategies that couldbe incorporated into on-line learning. Instructional strategies, in essence, refer to teaching activities. Teachingactivities are an important pedagogical consideration for distance education because most studies haveindicated that when students actively participate in the learning process they are likely to perform better andremember more. The results show that, as a whole, the means obtained for all statements were in agreementwith the statements put forward to them.

It is interesting to note that, despite some degree of inclination towards and ease with the print-based learningmaterials as the medium for the course delivery, as depicted in Table 3, students recognised the capabilitiesand 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 thatwould provide better learning outcomes (

x

= 3.647). They also felt that on-line learning provided the graphicsand illustrations that would enhance understanding of the teaching materials (

x

= 3.659) and the interactivenature of on-line learning provided more impact towards their understanding of the course materials (

x

=3.694) while responses could be more clearly and promptly given on-line (

x

= 3.490). On-line learning wouldalso provide better learning communication when compared to learning via the print-based modules (

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 wouldbe challenged to the limits of their abilities by systems that recognise and address their individual knowledgelevel. The combination of the animation capabilities and the communicative features allows learners to utilisethe 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 inplace. Furthermore, comments with regards to the effectiveness of the modules are justified when they arepresented with complementary strategies to add value and strength to their studies, which is evident from their

x̄x̄

x̄x̄

x̄

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-based modules

312 3.083 0.994

2 Various forms of learning instructions can be utilised in on-line learning

311 3.463 1.011

3 Students have various options in their learning activities via on-line learning

312 3.544 1.932

4 On-line learning enhances learning motivation and interest compared to learning via print-based modules

312 3.294 0.996

5 Responses can be more clearly given via on-line learning than learning via the print-based modules

312 3.490 1.042

6 Better learning communication can be achieved in learning on-line than learning via print-based modules

312 3.519 1.039

7 Computer graphics in learning on-line are better understood than learning via the print-based modules

311 3.659 0.990

8 Questions and answers will provide more impact towards the understanding of learning materials in on-line learning compared to learning via print-based modules

311 3.694 1.012

9 Learning on-line is more effective in terms of teaching and learning as compared to learning via the print-based modules

311 3.411 1.947

10 Learning on-line enables the students to be exposed to various learning strategies

312 3.647 0.974

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

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 theinclusion of a short embedded survey to investigate further needs of the students that could be presented asan 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 withthe statements provided to the respondents. The respondents perceived that on-line learning facilitated theutilisation of the graphics motion or animation that, in turn, allowed learning to be much more interestingand easy to follow (

x

= 4.028). This perception was consistent with the study on the effects of computer graph-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 materialsto be given to the students (

x

= 3.842) and they viewed that the web-based learning environment allowed directlinking to other reference resources and to the other related web pages (

x

= 3.752), thus paving the way forthe construction of new knowledge. This perception is consistent with the main feature of web-based on-linelearning – that it provides a more flexible learning environment where learners have more autonomy inmaking 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. Allstatements obtained mean values greater than 3.0, an indication of some level of agreement with the statementput forward. As illustrated in Table 4, the students agreed that the web-based learning had more instructionalstrength when compared to the print-based format; however, there were some characteristics of print basedlearning modules that they were more comfortable with in their learning through distance education. Theirpreference for the use of the printed modules was mainly due to the nature of their portability, as they couldbring these modules along with them anywhere they went (

x

= 4.029) and, hence, the learning process couldbe carried out whenever the opportunities arose. The avenue for them to write short notes on the moduleswhile they were reading (

x

= 4.013) also played an important role in their preference towards the printedmodules as opposed to on-line learning. The printed materials played a central role in the course delivery indistance 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 flexibilityand greater discretionary utilisation by the learners (Chen, 1997). The current interactive on-line learningtends to provide much more instructional strengths in the delivery of distance instruction than the traditionalprinted 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 termsof the instructional strategies it can support that would result in learning that is more interesting, communicativeand collaborative. The other advantages included the linkages to other reference resources that they perceived

x̄

x̄x̄

x̄

x̄

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 materials to be given to the students

311 3.842 0.962

2 Learning on-line is more comprehensive as it provides students a direct access to reference resources and to other related on-line learning web pages

311 3.752 0.990

3 The utilisation of media in on-line learning, such as the graphic motion with audio and video clips, results in learning that is more interesting and comprehensible

311 4.028 1.948

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

Students’ Perceptions of Learning Needs

109

would affect their learning positively through their receptiveness to new information. However, the studentsperceived that the role of on-line learning in distance education is more of a supportive nature to enhance andassist 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 shouldremain 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 synchronousand the asynchronous environment.

References

Abbas, M (1995) The effectiveness of systematic teaching in the enhancement of problem solving abilities inmatriculation physics, PhD Thesis, Universiti Sains Malaysia, unpublished.

Ali, MN and Umar, NI (2001) The hybrid of the cognitive strategy in modular teaching of physics courseat the SPM level. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds)

Proceeding of the 14

th

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,

EducationalTechnology,

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 14

th

Malaysian Educational Technology Convention,

Malaysian Educational Technology Association, KualaLumpur, 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 andIdrus, RM (eds)

Proceedings of the 14

th

Malaysian Educational Technology Convention,

Malaysian Association ofEducational Technology, Kuala Lumpur, pp. 144–155.

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 computer most of the time

302 3.351 1.078

2 On-line learning is not interesting because it is controlled by the speed of the communication line

301 3.322 1.096

3 I prefer learning using the printed modules than learningon-line

300 3.476 1.009

4 On-line learning is suitable for supplementary materials only. The important and main learning materials are still better in the printed format

301 3.940 0.950

5 I prefer learning using the printed modules because I can bring them with me everywhere I go

301 4.029 0.969

6 I prefer learning using the printed modules because I can write short notes in these modules

301 4.013 0.934

7 I can print the on-line learning materials and learn from them the same way I do for the printed modules

301 3.415 1.097

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4

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,

TheAmerican 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 SainsMalaysia, Malaysia. She has an EdD in Adults Education from North Carolina State Univeristy, USA. Herresearch 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 SainsMalaysia. He has a PhD from Salford University, UK and has published extensively in the area of instructionalstrategies 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

Dow

nloa

ded

by [

Col

orad

o C

olle

ge]

at 1

5:21

08

Oct

ober

201

4