• 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 didn’t 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 hours-
including 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 1
Examinations 2
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 TMA’s 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 self-

managed 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 - learner-

learner 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 Studies the course materials
same time set by the at a time of his/her choice.
institution
Traditional student ODL student

Attends lectures at the Studies the course

time set by the materials at a time of
institution/lecture. his/her choice.
Attends lectures on- Studies wherever is
campus convenient.
Usually has to study full- Can study while
time employed full-time.
Can only apply the Can apply the
knowledge gained after knowledge as it is
completing the degree learned.
Starts the degree Often is matured,
programmes experienced individual.
immediately after
leaving school.
Motivation is to get a Motivation is to improve
degree than a job. his/her work
performance and
prospects for promotion.
Studies with his/her In relative isolation.
peers
Traditional student ODL student
Has immediate academic Has limited facxe-to-
& administrative support face support
from the university.
Depends on the quality Has well-developed
of the lectures delivered course materials
by the lecturer. specifically designed for
the independent learner.
Learning is teacher Learning is self-
centred. managed by the learner
Delivery of teaching – Delivery of teaching –
teachers talking most of relies a lot on
the time. 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
QUALITIES OF ODLSTUDENTS
students

Responsible
Dedicated Motivated

Forward
Possess thinkers
multitasking
skills
• Responsible - employees increasingly recognises
the value.

• Dedicated - ODL learners are recognised as goal-

oriented 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 tutor’s
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 I hope your score does not fall within this range. Distance
below education is probably not a good idea for you! Don’t 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 other’s 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 Yes No Cannot observe
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?
Characteristics Yes No Cannot observe
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?
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,M’sia and
President of PGRM.
2. Academic community: Dato’Prof. Emeritus Gajaraj Dhanarajan-
VC,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 U-
responsible 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 self-
assessment 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 1
Examinations 2
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 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 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 I hope your score does not fall within this range. Distance education is
below probably not a good idea for you! Don’t 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 other’s 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,CD-
ROM 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 What is it about

Materials
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. 1 2 3 4 5

Meeting by week number at the 1st 5th 9th 13th 17th

latest:
Submission of student TMAs at the TMA1 TMA2 TMA3
latest:
Return of marked TMAs by tutor TMA1 TMA2 TMA3

Above is summary of the schedule for tutorials.

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

No Tutorial Sessions schedule Dates

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.
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. won’t 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

Instructions:
1. TMA 1 has two questions. Question 1 is based on Unit
1 ‘WOU’s website and basic
search’ while question 2 is based on Unit 2 ‘Learning modes
at WOU’.

2. The first question requires you to produce an essay of at

least 300-350 words. The second question will require
answering a question based on Unit 2 in about 550-600
words.

Both answers must have double- line spacing, using

Times New Roman Font
12.
3. This is an individual assignment so ensure that you
do not plagiarise other people’s work. Any plagiarism
may result in disciplinary action. Your tutor will explain
more about this to you.

4. You are to submit your answers online using the

OAS system and it is your
responsibility to submit your TMA correctly and in a
timely manner.

5. Your TMA 1 deadline is Saturday, 28th April 2018

by 2400 hours.
6. TMA 1 will contribute 25% towards the total course grade.

7. You do not need to submit your Turnitin Originality Report to OAS

anymore.
However, you are highly encouraged to passage your TMAs to the Turnitin
system before submission, to encourage honest academic writing but it is not
mandatory except for Project courses. Bear in mind that when you submit your
TMA in Turnitin the second time the system will usually take at least 24 hours
to send you the report.

8. The cover page and answers for both questions 1 and 2 must be done on
one Microsoft Word document.

9. Finally zip the folder that contains your TMA file before submitting it to
the Online Assignment Submission (OAS).
Question 1 (40%)
Your friend Anita has just registered for the April 2018
intake. She is not sure about how the
WawawasanLearn is beneficial to an ODL student.

Discuss the five (5) purposes of the

Wawasanlearn with her. Provide an example for each
of the purposes. Your answer must
have an introduction and a conclusion.
Introduction
Background information related to the situation. Introduction to WawasanLearn and its benefits
to an ODL student.
Five (5) purposes of the WawasanLearn.
Each purpose – 2m for identifying the purpose, 2m for elaboration and 2m for example(the
example can also be the kind of postings to explain the purpose). Total: 5x6=30m +2m
. The elaboration must clearly describe the purpose. Up to an additional 2 marks for a student
who discusses the answer thoroughly.
Purposes:
For learner’s expression.
• To connect with other learners.
• To dialogue with the tutor and Course Coordinator.
• To seek mentoring and live help.
• For content interaction among learners and/or tutor and Course
coordinator.

Accept any other relevant way.

The conclusion can summarise why the WawasanLearn is beneficial to ODL students.
Question 2 (60%)
Discuss five (5) characteristics of open distance learning. As an appendix to your
assignment, attach a page that shows screenshots of two (2) questions related to
either question 1 or 2 of TMA1 that you have posted in your class tutorial forum.
Your answer must have an introduction and a conclusion.

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 that has a detailed write up on how to
do citations and referencing.

Refer to:
http://woulibrary.wou.edu.my/help/citeguides_wou.asp
1. INTRODUCTION.
2. DISCUSS ANY 5 OF THE ODL.
3. Screenshots of two questions posted on LMS. They
must be related to TMA 1 question 1 or 2
4. Sentence introducing the source of information. Example:
According to Kiyosaki (2003), a graduate with
a ..
The better your education, the better your
opportunity to earn a higher income (Kiyosaki:
2003)
Correct in-text citation with Author and Date
E.g. (Kiyosaki 2003)
Screenshots of two questions posted on LMS.
They must be related to TMA 1 question 1 or
2

CONCLUSION.

2 In-text Citations
[In the text of the article]
(Chicago style)
(2 marks)
BLOG SPECIALLY FOR YOU:

www.learningskillswuc131.blogspot.com
Whatsapp group: 4lss1

For academic only.

No sensitive matters and postings