ah Abdol Latif

Can The Use Of QR Codes Enhance M-Learning InA Blended Learning Environment?

In recent years, with the introduction of smartphones, tablet computers and the advancement of information and communication technology (ICT), there has been a growing interest in the use of Quick Response (QR) codes for educational purposes. The majority of scholarly accounts in this particular topic have been those related to managing libraries, and to a lesser extent to teaching and learning. At present, applications of QR codes in higher education are minimal, and even fewer in a blended learning environment. This paper describes an exploratory project that attempts to introduce three specific examples of basic QR code-driven activities in an Open and Distance Learning (ODL) institution. Learners were asked to scan QR codes using mobile smartphones or tablet computers. Three different types of content, i.e. text-based instruction, Uniform Resource Locater (URL) of video lectures (called iLectures) and URL of self-test activities were made available to learners via the QR codes. A cross-sectional survey was carried out on learners who have been introduced to the QR codes. The objectives of this project are multi-pronged: first is to create awareness of QR codes among learners; second is to encourage and push the use of specific online materials via mobile devices; and third is to determine learners’ attitudes/perceptions towards the use of a combination of smartphones and QR codes in learning. This study is important to an ODL institution like Open University Malaysia (OUM). For a provider of flexible delivery of instructional materials, QR codes can play a significant role in enhancing mobile learning (or m-learning) and engaging learners in their learning process. The research findings are expected to indicate whether or not the integration of smartphones and QR codes can be considered an effective way forward in achieving a semi-ubiquitous m-learning environment. (Abstract by authors)

Prioritizing services and facilities in a higher education institution: Importance-satisfaction quadrant and gap analyses

Purpose The purpose of this paper is to identify the “selling points” for Open University Malaysia (OUM) to be used in its marketing activities and the “critical points” that OUM should focus on for further improvements in providing its services to its students. These selling and critical points are derived from the analysis of the importance and satisfaction data collected from OUM’s postgraduate students. Design/methodology/approach This study employs a two-dimensional, i.e., Importance-Satisfaction Survey which consists of 47 items, categorized under eight dimensions. Items are phrased as positive statements and students are asked to indicate how important it is to them using a seven-point Likert scale ranging from not at all important (1) to very important (7). They are then asked to rate their level of satisfaction, using the same scale from very dissatisfied (1) to very satisfied (7). A total of 709 postgraduate students responses were used in this study. A multiple regression analysis was conducted to explain the relationship between the dependent variable, overall satisfaction and eight independent variables. The “selling points” and “critical points” are determined by combining the quadrant and gap analyses. The “selling point” items are the high-importance-high-satisfaction (HIHS) items with relatively small gap scores while the “critical points” are those in the high-importance-low-satisfaction and HIHS quadrants with relatively large gap scores. Findings The overall results of the Importance-Satisfaction Survey showed that the postgraduate students are generally satisfied with OUM’s programmes and services. The multiple regression analysis of all dimensions against overall satisfaction as the dependent variable showed that the five dimensions of facilitator, curriculum, faculty, support services and learning centre account for 75.7 per cent of the variation in overall satisfaction. The selling points include: the learning management system (MyVLE), online registration, course contents, modules and facilitators. The critical points include those related to facilitator interaction and feedback, students’ sense of connectedness with the faculty staff, timely responses to enquiries and complaints and accessibility to digital library and learning centre staff. Practical implications Importance-Satisfaction Surveys can be used to help an institution to identify the services and facilities that can be marketed and also those that need to be improved in order to better meet its students’ expectations. Originality/value While many similar studies had been conducted elsewhere, this study had identified the “selling points” and “critical points” which are unique to OUM. In addition, most previous studies were focused on conventional institutions, carried out in many different countries with differing learning environments and cultures.