Hashim Ahmad

Attitudes Toward ICT of Electronic Distance Education (ePJJ) Students at the Institute of Education Development, University Technology Mara

The digital age presents challenges to adult students returning to further their studies through computer-based distance learning. ICT is the enabler for most distance education providers, thus the goal of this study was to determine the attitudes of adult students toward the use of ICT in education. Five hundred students was the sample size and the returned responses were 284 or 56.8%. Using Loyd and Gressards innovated questionnaire, the attitudes measured were usefulness, confidence, liking and anxiety. The analysis of the mean scores showed that computer usefulness was ranked the lowest, followed by liking, confidence and anxiety. It can be concluded that the adult students would have difficulties in their pursuit of higher education through using computers, therefore, it is recommended that the university administrators train the students on the use of computer systems such as the learning management system prior to actual classes.

Measuring andragogy: A case of e-PJJ students at InED, UiTM

Blended learning for distance education programs at the Institute of Educational Development (InED), UiTM has become very popular with the working populace, particularly those in the public sector. However, the assurance that quality education is being procured by these adult students is the issue for this research. Distance education offerings are highly reliant on ICT through the blended learning mode. Due to the economic slowdown and the governments incentive, working adults are returning to school. However, with a different learning environment, adjustments must be made to accommodate the learning process, thus, the purpose of this study was to assess the level of cognitive engagement and course value among adult, distance students toward e-learning. The sample size for this study was 500 adult students and the returned response was 33.8%. The mean scores for student engagement was 4.48 and course value was 4.36, indicating that student engagement and course value are mediocre. It was reflected in their academic performance where the average CGPA is between 2.50–2.99. These are indicators of low level integration and motivations among adult students in the course of their learning. The university administration needs ensure that the customized learning management system is more user friendly as this would enhance the chances of student success and reduce the rate of attrition.

Paradox of e-learning for distance education students at UiTM Shah Alam

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-learning 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 of ICT.

Attitudes toward ICT of electronic distance education (ePJJ) students at the Institute of Education Development, university technology MARA

The digital age presents challenges to adult students returning to further their studies through computer-based distance learning. ICT is the enabler for most distance education providers, thus the goal of this study was to determine the attitudes of adult students toward the use of ICT in education. Five hundred students was the sample size and the returned responses were 284 or 56.8%. Using Loyd and Gressards innovated questionnaire, the attitudes measured were usefulness, confidence, liking and anxiety. The analysis of the mean scores showed that computer usefulness was ranked the lowest, followed by liking, confidence and anxiety. It can be concluded that the adult students would have difficulties in their pursuit of higher education through using computers, therefore, it is recommended that the university administrators train the students on the use of computer systems such as the learning management system prior to actual classes.

Student engagement and course value as quality issues in ICT-based higher education

The evolution and revolution of Information and communication technology (ICT) has greatly impacted the world of work and higher education. For the latter, distance education offerings are highly reliant on ICT through the e-learning mode. Due to the economic slowdown and the governments incentive, working adults are returning to school. However, with a different learning environment, adjustments must be made to accommodate the learning process, thus, the purpose of this study was to assess the level of cognitive engagement and course value among adult, distance students toward e-learning. The sample size for this study was 500 adult students and the returned response was 33.8%. The mean scores for student engagement was 4.48 and course value was 4.36, indicating that student engagement and course value are mediocre. It was reflected in their academic performance where the average CGPA is between 2.50–2.99. These are indicators of low level integration and motivations among adult students in the course of their learning. The university administration needs ensure that the customized learning management system is more user friendly as this would enhance the chances of student success and reduce the rate of attrition.

Assessment of andragogical attributes of distance learners

The purpose of this research was to assess the andragogical attribute of adult students engaged in distance learning, specifically, with regards to the main construct, cognitive engagement versus academic achievement. Five hundred students were sampled and the response rate was 33.8%. From the analyses, the overall mean score for cognitive engagement is 3.75 from a scale of one to seven. The results indicated that knowledge gained through the e-distance learning is low and this evidence correlates to the average academic performance or CGPA of the respondents, which is between 2.50-2.99. The findings indicated a low level of integration and motivation in learning and consequently it is suggested that training programs and additional course revisions be integrated into the curriculum to ensure the chances of student success and reduce attrition rate.