Mansor Fadzil

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)

Applications of Artificial Intelligence in an Open and Distance Learning institution

Applying Artificial Intelligence (AI) in an educational setting presents a wealth of opportunities, particularly for Open and Distance Learning (ODL) institutions. As ODL relies heavily on human-machine interactions, AI thus naturally offers open universities various means to address issues such as how do people actually learn; what constitutes effective teaching; as well as what are the advantages and limitations of computer-based systems in education. Open University Malaysia (OUM) is Malaysia’s premier ODL institution and has been operating for seven years. As an ODL institution, OUM’s operations and services are heavily anchored on a range of information and communication technologies (ICTs) that could potentially include AI. Though the implementation of AI has not been fully realised in education, OUM foresees many areas that can benefit from it, in terms of ensuring quality, improving pedagogical methods as well as enhancing the overall teaching and learning experience. In this paper, we will explore several fields whereby AI could be potentially utilised in an ODL institution, i.e. expert system for programme advising; automated scheduling of classes; marking of assignments; plagiarism detection; retaining learners and adapting to their diverse needs and backgrounds; maintenance of property; and ensuring security. OUM also anticipates that AI could provide a significant and highly intriguing paradigm shift in the deployment of ODL and that it could greatly influence the future of all open and distance learners.

Mobile Learning Support to Distance Learners: Using WhatsApp Messenger

This paper examines the Open University Malaysia’s (OUM) forays into using WhatsApp Messenger as a tool for supporting learning. The pilot project was implemented on the new group of about 3000 first-semester learners. The mobile learning messages were in the form of images, audios and videos, in addition to the text format. A preliminary survey was conducted using the Google Drive survey instrument, and it was communicated to the learners via WhatsApp. This paper outlines the OUM’s efforts and processes in implementing WhatsApp as a tool for mobile learning support and distance learners’ experience and usage pattern for the mobile learning messages.