2010 4th International Conference on Distance Learning and Education (ICDLE)

Paradox of e-Learning for Distance Education Students at UiTM Shah Alam

Rugayah Hashim 1,

1 Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA

lEmail: guy73106@yahoo.com

Abstract- One of the variables analyzed from a research on

computer attitudes for distance education students was

computer anxiety. Computer anxiety is a mix of dislike and

phobia towards the use of computers for e-Iearning purposes.

Of the 500 sampled cases, the response rate was 50.6% or 253 respondents. A questionnaire was the instrument used to

collect data for parametric and non-parametric analyses. It was evidenced from the findings that there were still some

students who still experience computer anxiety. This outcome

is a paradox since ICT is ubiquitous and the mode of teaching

and learning for distance education is through the use ofICT.

Keywords: e-learning, distance education, computer anxiety, computer attitude

I. INTRODUCTION

Distance education is crucial to the national development and is the gateway to a knowledge-based society, thus, Malaysia looks to education as one of the keys to its socio­economic development and the transformation to a developed nation by the year 2020. Furthermore, the changing times, particularly in the current global economic crisis, have resulted in a market-sensitive education system and strategic plans have been conceived by the Federal Government to make Malaysia the education hub of Asia, in accordance with the Zahid Report (2006:4) [15], "It is also a clear indication that the higher education sector is to be the cynosure of the Government's initiatives in education and will be given the responsibility, encouragement and direction to fulfil the aspiration to make Malaysia a center of excellence for education." Thus, the findings from this study would provide the justification needed for the Institute of Educational Development (InED) to evaluate their e-Iearning platform and education.

II. PROBLEM STATEMENT

Contributions problem of the study was determining the attitudes toward ICT of adult students undertaking e-distance education at the Institute of Education Development (InED), UiTM. This problem cropped up when these students requested to have more face-to-face seminars when their mode of learning and teaching was through the use of ICT. Having more traditional, face-to-face teaching would defeat the purpose of having e-Iearning for InED, UiTM. In addition, feedbacks received from the distance learners through InED's e-Iearning forum showed that the use of computers as a mode of education exchange do not augur

978-1-4244-8752-31101$26.00 © 2010 IEEE 105

Hashim Ahmad 2 and Che Zainab Abdullah 3

2,3 Institute of Educational Development, Universiti Teknologi MARA

well for them. Thus, this study was conducted at an appropriate time as both parties need to have a win-win situation. The identification of attitudes related to age, education background, program registered for, gender, work sector and level of computer skill would support the research hypotheses. Also, the relationship of these demographic variables with computer usefulness, confidence, liking and anxiety would provide sufficient empirical evidence for InED to adjust to the students needs. Furthermore, the findings from this study would be relevant as one of the sources of reference for other institutions of higher learning that offers e-Iearning programs and courses. By improving the condition of the curricula, the top management of InED and UiTM would be able to ascertain the ICT needs and trends and to suggest recommendations for changes.

Ill. RESEARCH METHODOLOGY

This is a survey research where descriptive and relevant quantitative analyses were used to derive the empirical evidence that would answer the research questions [1], [4], [11], [9]. Cross sectional and convenience sampling techniques were used to determine the scope and unit of analysis [4], [11], [9]. The instrument used has been pre­designed, that is, the questionnaire was replicated from Loyd and Gressard's [8] study. Previous research projects using the same questionnaire for example, Hashim and Mustapha [6] and Hashim, Latiff and Kassim [7] have proved the validity and reliability of the instrument. For this study, the Cronbach Alpha score was 0.869, which means that this questionnaire is valid and reliable.

IV. FINDINGS, CONCLUSION AND IMPLICATIONS

The response rate was 50.6% or 253 of 500 respondents as shown in Figure 1. From this response rate, the highest number of those who responded at 35.6% (90) was from students aged between 26 to 30 years. Second were those between 21-25 age bracket with 74 (29.5%) responses, followed by 49 (19.4%) students between the age range of 25-30 years (Figure 2).

2010 4th International Conference on Distance Learning and Education (ICDLE)

gO

80

70

60

SO

40

30

20

10

Responded, 50.6%

Figure I. Response Rate

74

22

< 22 2125 2630 3135 3640 4145

Age Range

Did not Respond,

49.4%

1 -

1 -

4650 5155

Figure 2. Age Range of Respondents

The third demographic variable of importance to the research is the level of computer skill. As shown in Figure 3, 138 or approximately 55% of the adult students or respondents have intermediate skill level with using ICT, while 108 or about 43% are highly skilled. As evidenced by these numbers, 98% of the sampled population are considered ICT savvy, thus, it can be inferred and assumed that these distance learners would not have any problems with using InEd's e-Iearning platform. Yet the output from the T-test conducted (as shown in Figure 4), proved otherwise.

Advance-Skilled

Intermediate

Beginner-Basic

140 160

Figure 3. ICT Skill Level of Respondents

106

The mean scores for the four attitudes of usefulness, confidence, liking and anxiety are showcased in Figure 4. Therefore, it can be concluded that the distance learners' complaints and their reluctance to use the e-Iearning systems are justified, that is, they are uncomfortable and nervous with ICT usage. Hence, this is where the paradox occurs as these adult students' computer skills have been gauged at the advance and intermediate levels. Moreover, all the respondents are working adults with some holding high managerial positions in either the public or private sectors. With computers being ubiquitous, it is ironic that these students are suffering from computer anxiety. Furthermore, cross-tabulations and correlations between the mean scores of the lCT attitudes with other demographic variables such as age, gender, program registered for, occupation sector and level of computer skill showed no significant differences.

29.50 29.00 28.50 28.00

c: 27.50 :ll 27.00 � 26.50

26.00 25.50 25.00

28.87

28.02 27.62

25.98

24.50 +---"----'-----,---'--'-,---L----'-----.-�-----'L--,

Attitudes

Figure 4. Mean Scores of the Four Attitudes

Consequently, the findings from this study imply that lnED should have more training sessions for the adult learners on the use of the e-learning platform. The coordinators in charge of the various programs must be more attentive to the students' feedbacks and try to find ways to help them overcome their technophobic tendencies. Otherwise, the academic performance of the adult students would be impaired since most learning materials are posted and uploaded onto the learning management system. Henceforth, the implications from this research on attitudes toward ICT of e-learning students would involve long term benefits and strategic exploitation of ICT investment for InED. It is important to remember that ICT is a tool or an enabler towards better delivery of education, but the user is the key. If the students exhibit negative attitudes toward ICT, then e-learning would not be their choice for seeking higher education.

V. RECOMMENDATIONS

Subsequent to the research findings, the recommendations for InED to take into consideration are: i) The conduct of further research to determine the

computer anxiety of these adult students as the results showed an alarming level of computer anxiety. Also, this is where the Coordinators appointed for the various programs should be more sensitive to the complaints of

2010 4th International Conference on Distance Learning and Education (ICDLE)

the adult learners. No matter that they are traditional students, but the evidence showed the need to counsel and be more attentive to their disability.

ii) Distance learners with no experience in ICT usage would significantly show a negative attitude towards the use of the e-learning system, hence, further research to determine their prior lack of ICT is recommended. It is suggested that the Coordinators consistently monitor the progress of the students. This is important especially for new students who needs to be familiar with the e­learning system and for them to try to get good grades in the first semester. Also, the facilitators or lecturers teaching the various courses should also be more attentive to students who are not communicating regularly on the e-learning forum. Lack of communication between the students and their respective learning facilitators would likely affect their academic performance.

iii) A longitudinal study using panel data analysis should be conducted annually or every two years.

iv) lnED has the tendency of being susceptible to new products demonstrated by the vendors. Keeping up with technology is expensive but the obvious disadvantage would be the students who would need to be retrained to adjust and adapt to the new learning system. Gradual diffusion of technology is suggested and training of new systems should be conducted to the ePJJ Coordinators before rolling out the new system to the other stakeholders.

v) InEd should also concentrate on producing quality ePJJ students rather than having the latest infrastructure. Producing ICT savvy graduates would meet the fundamentals for human capital requirements that meet the government's strategic planning and market demands.

ACKNOWLEDGEMENTS

The authors wish to thank Prof. Dr. Azni Zain Ahmed, the former Assistant Vice Chancellor of the Research Management Institute (RMI), Prof. Dr. Abu Bakar Abdul Majeed, the current Deputy Vice Chancellor of RMI, Associate Professor Dr. Jasmine Ahmad, the Dean of the Faculty of Administrative Science and Policy Studies and, Associate Professor Dr. Mohd. Ismail Ramli, the Director of the Institute of Educational Development (InED) of Universiti Teknologi MARA( UITM), Shah Alam, Selangor, Malaysia for their support, cooperation, encouragement and most of all, the approval of the research grant.

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