Educational Transition of East Malaysian Distance Learners

Saw, K. G.; Awang, Marinah; Idrus, Rozhan M.; Atan, Hanafi; Azli, Nazirah A.; Jaafar, Inaya; Rahman, Zuraidah A.; Latiff, Zulkifli Abd.

doi:10.1080/0268051990140305

Cited by 5 publications

(4 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second most common situational barrier was SB1 Job as the students were working adults pursuing their tertiary education part-time while still holding jobs with various responsibilities. Other studies have also documented the challenges that distance learners faced with the numerous responsibilities that they have taken on and the social responsibilities arising from the complexities of the adult learners' lives (Bok 2021;Dass, 2001;Hazaymeh, 2021;Saw et al, 1999). In comparison, Arifin's study at the Indonesian Open University highlighted barriers such as workloads (42.9%), lack of university support (20.4%), financial problems (14.3%), delivering or caring for infants (8.2%), family problems (4.1%), time management (4.1%), health challenges (2%), and other factors (2%).…”

Section: Discussionmentioning

confidence: 99%

“…The challenges to learn English can become heightened as the students are working adults who are returning to formal education on a part-time basis. When these working individuals participate in distance education, they might face multiple challenges as they deal with the numerous responsibilities that they bring on board (Saw et al, 1999). Meanwhile, Azli et al (2000) highlighted gender differences and found that due to female adult students' responsibilities as wives and mothers they had less social interaction.…”

Section: The Role Of Emotional Intelligence In Adults' Second Languag...mentioning

confidence: 99%

See 1 more Smart Citation

Distance Learners’ Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English

Teoh

Liau

2023

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

Students face various barriers in learning English via distance education. The purpose of this explanatory mixed methods study was to collect quantitative and qualitative data regarding students’ emotional intelligence (EI) and the situational barriers (SB) they faced in learning English via distance education. In phase one, 238 students voluntarily submitted their questionnaires containing Schutte’s Self-Report Inventory Emotional Intelligence scale. The mean EI score of the distance learners was 130. Based on the EI scores, three subgroups of respondents; HighEI, MidEI, and LowEI were identified. In phase two, 18 participants chosen based on their EI scores were interviewed. The interviews were transcribed and analyzed using content analysis. The qualitative data revealed eight major situational barriers. Out of these, SB1 Job, SB2 Family and Home, and SB4 Time were most frequently cited. The study also found that distance learners’ EI was significantly related to their perceptions of the situational barriers to learning English through distance education. Studies affirmed higher EI students are better at moderating the negative effects of challenging circumstances and achieving their goals. Thus, it is crucial to fortify students’ EI through training, mentoring, and counselling programs to empower them to moderate their barriers, persevere, communicate with others, and make informed decisions to achieve academic success.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: The Role Of Emotional Intelligence In Adults' Second Languag...mentioning

confidence: 99%

Distance Learners’ Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English

Teoh

Liau

2023

Turkish Online Journal of Distance Education

View full text Add to dashboard Cite

show abstract

“…However, this does not necessarily mean that students do not interact with their peers outside the confines of the VCLE. In our previous study, we reported that students found peer assessment to be a significant contribution to their efforts to improve their understanding of subject matter (Saw et al, 1999a). Some students also formed discussion groups on their own initiative.…”

Section: Videoconferencing Learning Environment 483mentioning

confidence: 98%

The videoconferencing learning environment: Technology, interaction and learning intersect

Saw

Majid

Ghani

et al. 2007

Brit J Educational Tech

Self Cite

View full text Add to dashboard Cite

This paper is a study on the interaction patterns of distance learners enrolled in the Mathematics and Physics programmes of Universiti Sains Malaysia in the videoconferencing learning environment (VCLE). Interaction patterns are analysed in six randomly chosen videoconferencing sessions within one academic year. The findings show there are more interactions in the graphics display mode than the video display mode. The graphics display mode, which involves the simultaneous interaction of the teacher, students and course materials, shows greater student engagement in the VCLE. The focus on a three-component interaction in distance learning differs from previous studies which looked at distinct types of two-component interactions. The types of communicative interaction, in particular the explanatory and cognitive types which are dominant in the graphics display mode, are discussed within the construct of learning. The higher number of teacher-initiated interactions may also imply that the teacher plays a crucial role in creating and maintaining a community of inquiry focused on exploring and developing content as well as giving feedback on concepts, ideas or solutions. IntroductionWith the advent of advanced technology, distance education practices have evolved from didactic conversation utilising a simple dedicated telephone line for two-way communication and a self-instructional package to providing a learning experience almost as real as that found in a face-to-face traditional learning environment. While guided didactic conversation is no longer the pervasive characteristic of distance education, Chen and Willits (1998) found that dialogue in the form of in-class discussion remains

show abstract

“…From the above point of view, a common focus in literature on various forms of distributed education has been on how to reach those living in rural and remote areas (e.g., Saw et al 1999;Rennie 2003;Venter 2003;Rye 2007). Moreover, it has been about bridging the gap between cities and rural and remote areas, and about bringing knowledge and enlightenment to the masses outside the small circle of urban elites (Albach 1999).…”

Section: Education As Localized Communicationmentioning

confidence: 99%

Digital communication, transportation and urban structuration in students' daily life

Rye

2010

Geografiska Annaler: Series B, Human Geography

View full text Add to dashboard Cite

. This article explores how the use of digital communication in distributed education influences urban students' daily life movements and communication patterns. From this point the article also discusses how the structuration of urban life interplays with the socio‐spatial organization of a given city. Time‐geography is used as an analytical frame for analysing the time‐space of the students, wherein the intersection between the social, technical, and spatial organization of the city is the main focus of interest. The discussion shows how the use of the Internet enabled the students to sustain the basic spatial organization of their life while attending higher education. At the same time, the meaning of places in their daily life was changed through the use of the Internet, especially with respect to the students' homes. It is argued that the use of communication technology contributes to the reproduction of the socio‐spatial organization of the city.

show abstract

Educational Transition of East Malaysian Distance Learners

Cited by 5 publications

References 1 publication

Distance Learners’ Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English

Distance Learners’ Emotional Intelligence and Perceptions of Their Situational Barriers in Learning English

The videoconferencing learning environment: Technology, interaction and learning intersect

Digital communication, transportation and urban structuration in students' daily life

Contact Info

Product

Resources

About