Learning Skills For Uni Studies U2 PDF

WUC 131/03
Learning Skills for

University Studies
Unit 2
Learning
Modes
at WOU
Contents
Unit overview 1
Unit objectives 2
2.1 WOU, its academic services and structure 3
Objective 3
Introduction 3
Academic services provided by WOU 5
Academic structure of WOU 9
Suggested answers to activity 16
2.2 Traditional learning and open distance learning 17
Objectives 17
Introduction 17
Characteristics of traditional learning 18
Weaknesses of the traditional learning system 19
Suggested answers to activities 34
2.3 Modes of open distance learning 36
Objectives 36
Introduction 36
Constructivism and open distance learning 37
Modes of open distance learning at WOU 40
Suggested answers to activities 57
Summary of Unit 2 58
References 59
Unit Overview
Welcome to Unit 2 of Learning Skills for University Studies. We are sure
you are excited about being a student of Wawasan Open University
(WOU). At this point, you may have many questions on your mind:
What is WOU? What is ODL? How do I study? How am I different
from other students who study full time? It is normal for you to feel
anxious about this whole new programme which you are undertaking
but do not worry! We shall give you all the guidance and support
you need to ensure your success.
In the first section of this unit, we shall explain to you the objectives
behind the setting up of WOU, the academic services provided and
the academic structure that is used at WOU. In the second section,
we will help you to recall how you learnt under the traditional schooling
system and review some of its strengths and weaknesses. Following
that, we will introduce you to the open distance learning (ODL) system
to enable you to make a comparison between the two systems. The
last two sections of this unit are very important. The ODL system is
significantly different from the traditional system that you are used to,
so we will explain in detail; the mental attitudes you must have in
order to succeed in your studies with WOU. The last section in this
unit explains the modes of learning in ODL which you must take into
consideration when you study with us.
One major characteristic of WOU students is that most of them are

working adults. You may hold a full time job and have now decided
to pursue tertiary education on a part-time basis. As you begin your
academic journey, it is important that you equip yourself with the
necessary skills for you to be successful in your studies. This is
precisely the aim of this course — to provide you with learning skills
that you may not have acquired previously. As it is the first unit of this
course, we begin by introducing you to the institution that you will be
UNIT 2 Learning modes at WOU 1

associated with for several years to come. In the first section, therefore,
we provide you with the background, set-up and organisational structure
of WOU. This is to help you familiarise yourself with the University you
have enrolled in.
Unit 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 a 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.
2 WUC 131/03 Learning Skills for University Studies

2.1 WOU, Its Academic
Services and Structure
Objective
By the end of this section, you should be able to:
1. Explain the objectives of setting up WOU, its academic

services and structure.
Introduction
You will most probably ask is ‘Why was WOU set up? There are
already so many universities in Malaysia!’. How different is WOU?
How is it relevant to working adults? To answer these questions, let us
go on a reflective journey.
Now, try to go back to the days after you finished your schooling. That
was the time you had to make decisions about your future. Why didn’t
you decide to further your studies as soon as you left school? You,
as well as many other school leavers, may have decided to forego
higher education due to various reasons such as lack of money,
lack of motivation, family commitments or because of the limited
access to institutions of higher learning at that time. But now that
you witness the nation developing at a tremendous pace, you feel
there is a need for you to upgrade your skills and knowledge or
face the fact that you may be left behind!

Employment statistics show that only 29% of the workforce
possess tertiary education. There is also an increasing concern
that Malaysian workers who have an SPM qualification
or less will find it extremely difficult to find employment
or qualify for promotions if they are already working. These people
have the option of upgrading themselves via short courses (which
some of them may have already done). But ultimately, they would
have to have tertiary qualifications which is what many of the
employers look for in a prospective employee today. To many of
them, this has to take place while they are still engaged full time
with their work, family and social commitments. It is indeed a
big challenge for those who would like to improve themselves
academically.
With the introduction of open and distance mode of learning, full

time working people (including you) have an additional avenue.
WOU is one such institution which provides a second chance
for you to pursue your goal of achieving a post secondary
and tertiary education qualification without leaving your job!
Aren’t you excited about this opportunity? Being able to take on an
education programme at this point in your life will help you in many
ways. It will help you to succeed by being competitive in the job
market, by becoming a productive member of the community and
in preparing you for lifelong learning.
In view of your concerns over finance, time and other commitments,

WOU was therefore 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.

Academic services provided by WOU
As you are going to study while working full-time, you may want to
know how classes are conducted at WOU. WOU provides a
comprehensive package of learning support that enables you to
cope with your studies as well as other commitments.
Course materials
Finding the right materials to study has always been the biggest
challenge for learners. You may be worried about what to read. You
may also worry about where to get them. Worse still, materials can
be difficult to read and understand. So, in order to help you, WOU
has made great efforts to produce course materials to suit your
needs.
1. Course materials for all the units in your course are

specifically designed. All the information required for the
course is contained in the set of materials. A self-contained
course normally contains five units and within each unit,
there are several sections. There are two types of course
materials used in WOU: course materials and course guides.
The first is where course writers, usually experts in the
c o n t e n t a re a , a re e n g a g e d t o w r i t e n e w c o u r s e
materials based on the syllabus approved by the Malaysian
Qualifications Agency (MQA). WUC 131/03 Learning Skills
for Univeristy Studies, that you are now undertaking, is one
suchcourse. But where appropriate or ready-made course
materials are available, especially in other ODL institutions,
WOU will purchase the materials and adapt them to make
sure that they are relevant to the institution’s and students’
needs. Some courses at WOU’s School of Business and
Administration and the School of Science and Technology
have been taken from other ODL institutions (with permission)

and adapted for use in WOU. But they are still considered
self-contained materials. Currently, these materials are
slowly being phased out as WOU has begun to revise them
so that they become our own materials.
You will notice that the WOU course materials generally use a
simple, direct writing style. Most sentences are short and
communicate only one concept or point at a time. They use
a conversational tone. The word ‘you’ is frequently used to
address the student. Some course writers appear, in their
writing, as though they are talking directly to the students,
i.e., you. On the whole, WOU course materials are quite
informal in their style. In addition, the materials you will be
using are also very interactive. You will be constantly given
opportunities to be involved in the learning process. This is
done via activities, exercises, questions and self tests that
appear regularly in the text. These have also been included to
break the monotony and boredom of reading the materials and
to evaluate your understanding of what you read. Additional
recourses to these materials are added to the WawasanLearn.
Links to relevant audios, video and websites are provided.
Currently, all course materials are uploaded as PDF files onto
the WawasanLearn for students’ use.
Activity 2.1
Do you still remember the learning materials that you used in

school? How different are they from the materials in WOU?
__________________________________________________________
__________________________________________________________
__________________________________________________________

Learner support services
As the ultimate clientele of WOU is its students, it has taken efforts

to help students, like you, in many ways throughout your learning
process. Being a distance learner, we understand that you will
most probably have very few interactions with your other course
mates. You may have to find ways of locating resources on your
own and this may make you feel helpless at times. Hence, you may
need support throughout your journey with WOU. It is with all
these in mind that WOU has taken concerted efforts to provide you
with avariety of quality support services to help you in your studies.
Besides the provision of high quality self-learning materials, there
are also computer laboratories and access to learning resources at
the Regional Centre and the digital library. More importantly, there
are face-to-face tutorials, telephone counselling services as well as
Internet-based support by trained tutors and Course Coordinators. You
will find out more about them in the sections below.
1. Regional learning centres
Unlike conventional universities, WOU students do not

converge at one place for their classes. If there is such a
requirement, most of you won’t be able to take this degree
course, mainly because you are working at different locations.
However, some teaching-learning acts have to occur
via face-to-face contacts. In WOU, these take place in the
Regional Centres: http://www.wou.edu.my/main-campus-
centres (Accessed 9 March 2016).
The Regional/Learning Centres are strategically located

in offices or buildings maintained by WOU to provide
administrative and academic support for you. They are usually
located in big cities or towns that are close to your residence
to make it convenient for you to learn. You can refer to your
Student Handbook for addresses and directions to get to

these Regional Centres. Three regional support centres have
also been set up in Bandar Utama, Klang and Subang in
Selangor.
At the Regional Centres you can:
• do your registration.
• pay your fees.
• get advice and guidance about the choice of your course.
• get information about financial assistance.
• collect the face-to-face tutorial timetable.
Some of your examinations may be conducted here too. In

fact, they can be a very good venue for you to organise
discussions or get together with your course mates! More
importantly, the Regional Centres are your first point of
contact with the University. So, try to visit them, at least the
one nearest to you, as often as you can. Recently, as the
student numbers have increased, the examination venues
have been changed. To find out where your examination
venue will be, check your student portal.
2. Tutor support
As you left school some years back, you may be apprehensive

about returning to studies again. And, the longer you have left
school, the more apprehensive you may be especially about
being able to cope. Some of you may not be very
confident at this stage. Therefore, for every course that you
take, WOU has assigned 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 and less lonely for you. Apart from
the tutorial sessions, you may contact him by telephone,
Internet or video conferencing. It is your tutor who will:
• give you advice and guidance on problems related to your

studies.
• help you build-up your study skills.
• help you increase your self-confidence.
With all these guidance and support, you will become an

efficient independent learner and will be better able to cope
with your learning.
Academic structure of WOU

Many of you will be keen to know the academic structure of WOU.
To begin with, courses offered by WOU are credit based. Each
course carries 5 credit units or points. The total study hours for
one credit will be approximately 40 hours. This includes
studying the course materials, tutorial attendance and time
spent on assignments and carrying out self-tests. So, just
imagine how many hours you need to study in total? For a course
that carries 5 credit units, you would need to spend around 200
hours in a semester. If you are taking 3 courses this semester,
you have to put aside 600 hours during the 21 weeks. How
many hours do you need to study each day? Are you ready to do so?
On the satisfactory completion of a course, you will earn the relevant
number of credits and these can be accumulated towards fulfilling
the requirements of your degree programme.

WOU operates on a 21-week semester. There are two semesters in
an academic year, with a 5-week break in between. You will therefore
spend 42 weeks in a year for your study. Since there are 52 weeks
in a year, this leaves you about 10 weeks of free time or a break
from your study. You can spend more of this time with your family
members and friends whom you may have neglected during the
semester. Recently, WOU has introduced two additional intakes in
April and September. These short intakes are contained within the
long semester. New students can enrol during these intakes while
existing students can sign up for additional courses. The examination
period is at the same time for both intakes in a semester.
The academic term structure at WOU is as follows:
January / July intakes April / September intakes
Semester Weeks Semester Weeks

Study period 18 Study period 8
Revision 1 Revision 1
Examinations 2 Examinations 1
Total 21 Total 10
Semester break 5 weeks Semester break 5 weeks
Table 2.1 WOU academic term
To make your study flexible and customised to your circumstances,

most of the courses at WOU are flexible. Except for a small number
of courses with compulsory prerequisites, you may opt to register
for one or more courses at the same or different levels in any given
semester. This will help you to chart your particular progression
pathway, depending on your circumstances, towards a degree
award. Do you still remember where you can get advice on this
matter? The Regional Centre Manager will be able to provide you
counselling support, advice and guidance to assist you in developing
your own progression plan.

Assessment system
When you hear the word ‘assessment,’ you may feel concerned. Do not
be overly worried. In any formal study, you cannot avoid assessments.
Without them, 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. Later in this course, you will
learn ways to handle these assessments confidently. An assessment is
therefore a key factor in your learning process. Actually, it 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 the student and the institution.
• It can be used to determine the achievement of intended learning

outcomes.
• It can serve as a quality assurance mechanism.
In our system, your final grade for each course will depend on your
performance in two assessment components; the continuous assessment
and the final examination.
• The continuous assessment makes up the coursework

component. It consists of two tutor-marked assignments
(TMA), which can be in the form of short tests, quizzes,
projects, laboratory sessions, or assignments. You can submit
your TMAs on the Online Assignment System (OAS) to
your tutor, who will undertake the marking and grading.

• The final examination is conducted at the end of every
semester and this will be usually held at venues near the major
Regional Centres. Your Course Guide will tell you the
contribution of the final exam towards your overall grade for
the course.
In order to achieve an overall pass status on the course, you have

to pass both the continuous assessment as well as the final
examination.
SUBJECT: EXAMINATION AND ASSESSMENT POLICY FOR

UNDERGRADUATE STUDENTS ONLY.
1. In order to pass a course, a minimum threshold, as set by the

University must be achieved in both the continuous assessment
and the final examination components. In this regard, students
are advised to duly submit their TMAs and to sit for the final
examination. The weighted scores of both TMAs will contribute to
the continuous assessment component.
2. For all other courses including Mata Pelajaran Pengajian Umum

(MPU), a student must achieve an overall score of a minimum of
grade “D”.
3. 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”.
4. A student who has met the minimum threshold for the continuous
assessment component but failed to meet the minimum threshold
for the final examination component will be given grade “F” and will
be allowed to apply for supplementary examination during the
semester in which the course is offered.
5. A student who has met the minimum threshold for the final
examination component but failed to meet the minimum
threshold for the continuous assessment component, will be given
grade “FT” and will be allowed to apply for supplementary TMAs
(ALL TMAs) during the semester in which the course is offered.

6. A student who does not meet the minimum threshold for both
the continuous assessment and the final examination components,
will be given grade “FX” and will not be allowed to sit for supplementary
examination and supplementary TMA. The student will have to
repeat the course.
Students are reminded that although “C-“, “D+” and “D” are accepted
as “pass”grades, they nevertheless do not reflect a satisfactory
performance level (GPA is still below 2.00) and students must try to
consistently achieve a grade “C” and above in order to maintain a
good academic standing.
Final examination
Final examination is an end-of-semester evaluation that will be held at

designated examination centres at the stipulated date and time. The
examinations will be scheduled as follows:
• January and July intakes: Week 20 and 21
• April and September intakes: Week 10
The rules governing examinations are stipulated in “Regulations for

Assessment and Examinations” in the student handbook.
The examination timetable will be posted on the Student Portal well before
the examination period. Students are responsible to print and check
their own examination timetable thoroughly and be at the examination
centre well before the commencement of the examination. All students
must familiarise themselves with the “Examination Instructions to
Candidates”.
Absence from an examination
Students who are absent from examination do not need to submit an

appeal for special consideration for absence from examinations.

A candidate who is absent from any examination but meets the
minimum threshold (as set by the University) in the continuous
assessment component will be allowed to sit for supplementary
examinations any number of times, subject to the approval of the
respective Schools (grade “AR”).
However, a candidate who is absent from any examination but does not
meet the minimum threshold (as set by the University) in the continuous
assessment component will not be allowed to sit for the supplementary
examinations (grade “F*”).
Points to note:
Refer to Item 17 of “Regulations for Assessment and Examinations”.
Re-sitting examinations (Supplementary examinations)
All re-sit examinations will be held together with the main examinations.
Students from the following categories shall be given the opportunity to

re-sit the failed course(s) (EXCEPT for Project courses) during the main
examination period when the course is offered:
• Students who have failed in the main examinations and obtained

grade “F” or
• Students who are absent from any examination and given grade
“AR”.
At the Undergraduate level, the grade for the course will be accorded based
on the overall course score if students have passed both components in the
supplementary examinations. However, if students fail either component,
the highest grade that can be achieved is “C”.
Supplementary for Continuous Assessment Component
A student who has been given grade “FT” for a course will be allowed
to re-do the continuous assessment (TMAs) without having to re-sit the
final examinations. Eligible students must apply for supplementary TMAs
(for ALL TMAs) during the semester in which the course is offered.

Repeating a Course
A candidate who has passed all the components of a course but wishes
to improve the overall grades, or a student who has failed a course
(grade “FX”), may repeat the course and the best grade achieved will
be used in the computation of the Cumulative Grade Point Average
(CGPA).
The student may request, upon registration for repeat of undergraduate

and postgraduate courses, for ALL or NONE of the TMA marks from the
most recent sitting of the same course to be retained for the repeated
sitting. (Note: A student must have completed all required TMAs in the
earlier sitting)
Such request can be extended for any number of repeated sitting but the
School reserves the right to approve or disapprove the retention depending
on circumstances.
Activity 2.2
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
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?
Summary
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.
Suggested answers to activity
Feedback
Activity 2.1
1. Most of them were textbooks.
2. Very little exercises or activities in them, contained a lot

of facts.

2.2 Traditional Learning and
Open Distance Learning
Objective
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.
Introduction
Before we proceed, just think about this question:
“How did you learn when you were a student in school?”
All of you remember well that we used to go to school. Some cycled to

school, some walked and some took the school bus. What is a school?
You and I know that a school is a place where learning occurs. It has
a physical presence in the form of several buildings in a compound.
You studied in a room in the building called the classroom. Physically,
a classroom has tables and chairs and of course a blackboard or a
whiteboard.

Characteristics of traditional learning
The picture below shows a very familiar scene where the teacher is
standing in front of a class, teaching a group of students. He is the most
important person in the class. He teaches by talking and explaining to
you. All activities happen because he organises them. Given below is a
scenario you find in most classrooms.
Teacher:
Uses the board to write.

Reads from the board or
textbook. Asks you to read
from the textbook. Instructs
you to do exercises. Sets
the time. Warns you to
complete your work. Gives
you homework. Reprimands
you. Cautions you not to
make noise. Tells you to pay
attention.
Figure 2.1 Traditional classroom teaching
Apart from the teacher, you also meet your classmates and other
students at least five hours every school day, and this works out to 200
days in a year! You have plenty of time at school to do your school work
and homework and to meet your schoolmates to compare notes and
discuss things. Sometimes you help your friends in their school work or
homework or vice-versa. That was what school was like.
What we have described above is the traditional way we all learn. Was
it how you learnt? Well, how can we summarise traditional learning?
Yes, you will realise by now that traditional learning is mainly teacher
centred. You depend on the teacher to instruct you. Imagine what would

happen if there was no teacher for a few days, or worse, weeks!
Of course, most if not all the learning activities happen at a place
called the school. To use a technical term, we say the teaching-learning
process occurs at the school. We all have to be physically present there
to receive instruction. Furthermore, the teaching act (by the teacher)
and the learning act (by the students) happens at the same time or
simultaneously. In other words, we learn as the teacher teaches. This
happens in real time. Well, that is how most of us learnt.
Weaknesses of the traditional learning system

Is there weakness in this so called traditional teaching-learning system,
a system which nearly all of us went through?
The traditional learning system has a few weaknesses:
• Expensive to build schools
• Teacher dependent
• Teacher oriented
• Fixed years of instruction
• Elitist education system
• For children only
This system is expensive. There has to be a physical building that

can accommodate all the students at the same time. This learning
system is sometimes called the brick and mortar system. Buildings
are expensive to construct and maintain. Students have to be at the
school. Many schools have double sessions, i.e., the morning
and afternoon sessions. This is because there are not enough

classrooms to accommodate all students of the school. Those who
live far away may have to leave early and return late. Some even
have to rent rooms near the school. This incurs extra expenses.
More importantly, the traditional system is both teacher oriented as

well as teacher-dependent. Teachers control the students’ learning.
As such, students depend largely on instruction by the teacher. Students
are usually not proactive. They leave most of the teaching-learning
process to the teacher. They expect the teacher to tell them what to do,
when to do it and how to do it. They try to absorb and understand what
the teacher says. At higher levels of education, students are usually
busy listening and taking notes from what the teacher says. You do not
normally query or question the teacher. You assume the teacher knows
best. Therefore, what the teacher says is largely true. At times, the
circumstances themselves do not allow you to ask questions because
there won’t be enough time to finish the syllabus if you were to ask many
questions. The teacher sets the pace. In a class with varying levels of
ability, not all students can follow the pace set by the teacher.
The traditional learning system is said to be an elitist education system.

It favours those from better social economic families. Long ago, only
children from rich families could attend school. Poor children could not go
to school because they had to help their parents at work or home while
classes were going on. On top of that, there were very few schools. So,
the children had to travel very far to go to school. This again ruled out
the disadvantaged children who were prevented by financial constraints
and other circumstances to go to school.
Another major weakness of the traditional learning system is that

schooling is designed for children only. Children normally start going
to school at seven years of age. At what age did you stop schooling?
Some stop after primary school while most stop after secondary school.
Only a small percentage proceed to tertiary education and stop between
the ages of 22 to 24. For most people, that is the end of their formal
education. They start work and no longer study for the rest of their lives!

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 human societies for
centuries. Under this system, you would have gone past the schooling
age and that means the end of your formal education. Why then did you
decide to continue your studies? Why do you want to take up formal
education again, at this age? Oh yes, why have you not chosen the
traditional education system to continue your studies? More importantly,
why did you choose WOU and the open distance learning system? We
shall now find out what open distance learning is.
Activity 2.3
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.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________

What is open distance learning?
Are you curious about the word ‘open’? By now, you probably have an
idea what distance learning is. Well, ‘open’ has many meanings and even
connotations. In our context, it means that the learning system is available
to anyone, irrespective of age, qualification or ethnic group. ‘Distance’
in our context has a spatial and a time dimension. The physical distance
means you study away from the academic institution, in this case WOU.
In terms of time, the teaching and learning activities are separated. In
our case, the teaching activities refer to the preparation of the course
materials. They are prepared and ready well in advance. Learning
activities refer to you studying the materials at home or elsewhere and
completing your assignments. Well, this happens at a different time from
the course material preparation. In both the geographical and spatial
sense then, ODL is ‘distanced.’
Apart from WOU, there are other institutions that offer open distance
education. Some of the most well-known ones are:
• The Open University (United Kingdom)
• 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)
You are now aware that in distance education, there is a separation

between the teacher and the institution, on one hand, and the student
on the other. So, what do we get when we combine ‘openness’ and
‘distance’? Open Distance Learning (ODL) is thus the system of learning

in which learning is accessible to all, and where the teaching and
learning activities are separated in time and space. Learning need not
necessarily take place in the physical presence of a teacher. Learning
also need not necessarily take place at the same time as teaching. Have
you ever thought how that can happen? In the conventional educational
system, the teaching content is communicated by the teacher mainly
by word of mouth, inside a classroom. In distance education, this mode
of communication is replaced by technological innovations such as self
instructional course materials, electronic communication, telephone,
teleconference, audio, video, broadcasting and on-line communication.
You also have the privilege of studying in the comfort of your own home.
The WOU, through ODL, provides an opportunity to all those who are
working and wish to further their education. Students learn at times and
places different from the institution. This approach to learning gives you
flexibility and choice over what, when, where, at what pace, and how
you learn. You can tailor your own timetable to fit in with your lifestyle.
In terms of the use of technology, you decide the technology that best
suits your style of learning and circumstances since distance education
commonly exploits facilities of educational technology.
In other words, ODL is an education system that puts the student in

command. Having said that, in distance learning, the human touch is
still maintained. As mentioned earlier on, this is done through regular
face-to-face tutorials with a personal tutor. If you have an academic
problem you cannot solve on your own, there is a tutor who is available
during regular tutorial classes to help you do it.
Remember we said there are two main types of separation in distance

education — in spatial and time dimensions. Some distance education
systems use synchronous mode of instruction. Don’t be intimidated
by this word if you are not familiar with it. It simply means ‘at the same
time.’ Synchronous instruction 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
through technology. For example, classroom learning, Internet chats,

teleconferencing and web conferencing. The advantage of synchronous
instruction is that interaction is done in “real time” and immediately.
Obviously this mode of learning can be quite difficult in the case of
working adults because not everyone will be free at the same time.
Asynchronous instruction does not require the simultaneous participation

of all students and instructors. Can you think of an example of one form
of asynchronous communication? Well, email is asynchronous because
the two parties need not have to be in front of the computer screen at the
same time! In terms of ODL, it means students do not need to meet at
the same time. Rather, you may choose your own time frame and interact
with the learning materials, other students and instructors according to
their own schedules. Asynchronous instruction is definitely more flexible
than synchronous instruction. This leads to self-paced learning and also
self-managed learning. It allows multiple learning levels and schedules.
Other examples of asynchronous delivery include email, listserves,
audiocassette courses, videotaped courses, correspondence courses,
and WWW-based courses.
By now you should understand the main benefit of distance learning.

It gives you access to education that you would not otherwise have.
Only a minority of adults can afford to stop work in order to further their
studies. As ODL allows learners to study when and where it suits them,
you are able to continue studying while fulfilling work, family or community
commitments.
In short, the unique nature of open and distance learning has

resulted in certain characteristics:
• separation of teacher and learner — in time or place, or in both

time and place.
• self-managed learning — learners have to be independent and

organise their own learning.

• synchronous and asynchronous learning — teaching and
learning may take place simultaneously or at different times.
• unlimited access to course — 24 hours a day, seven days a week,

52 weeks a year.
• “just in time” and on-demand learning — digital learning is

delivering knowledge when and where the student needs it, and
as often as they need it. This concept of “anywhere-anytime”
learning leads to greater student retention and satisfaction, in
addition to significant cost savings for employers.
• institutional accreditation — that is, learning is accredited or

certified by some institution or agency. This type of learning is
distinct from learning through your own effort without the
official recognition of a learning institution.
• use of mixed-media courseware — including print, radio and

television broadcasts, video and audio cassettes, computer
-based learning and telecommunications. Courseware tends
to be pre-tested and validated before use.
• two-way communication — allows learners and 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 and laboratory or practice sessions.

Activity 2.4
Based on what we have discussed so far, can you fill in the

table below with at least six 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 time set Studies the course materials at a

by the institution/lecture. time of his/her choice.

Why are open distance learning graduates in demand?
There are people who may have doubts about the quality of ODL
graduates. This is due mainly to their ignorance of the ODL system. In
fact, ODL students go through a very rigorous academic process, as
you will find out when you take this WOU programme. Being a distance
learner, you need to:
• Organise and manage your own learning.
• Take responsibility for your own lear ning by making

decisions as to what you will learn, when you will learn and
how you will learn.
As such, by being a distance learner, you will have to learn all these
skills. These qualities will also make you a better person in general and
a better employee in particular. Let us now take a look at the qualities:
Responsible Dedicated Possess Motivated Forward

multitasking thinkers
skills
Figure 2.2 Skills required by open distance learners

• Responsible
Studying through the ODL mode is a real commitment and

comes with great responsibility. Employers are now increasingly
recognising the value of an employee who has the determination
and self-motivation to advance through the ODL process.
• Dedicated
ODL learners are recognised as goal-oriented individuals who

see education as an ongoing process. They are driven to be
lifelong learners.
• Possess multitasking skills
ODL learners are identified as individuals who perform effectively

in a multi-tasking environment because the majority of them are
full-time or part-time working adults who juggle job, coursework,
and 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 and adapt to dynamic
environments. They thrive on challenge.
• Forward thinkers
ODL learners are perceived to be capable of stretching their

thoughts and ideas into new territories to be innovative and
creative people. They also seek to understand the competencies

and personality traits of their colleagues or team members.
At the end of your learning process, you not only earn your university
degree, you also become a more organised, systematic and
independent person. But in order to tap into the benefits, a change in
your attitude and mindset is necessary. There are a lot of challenges
and hurdles that you are going to meet along the way and you must
be prepared to face them. Forget about how you learnt in your
school days. You are no longer in school now. You are now a distance
learner and there are certain changes that you need to make in
order to be successful. You are an independent learner now.
You will need to decide when, how, what and where to learn. You
need to organise and take responsibility for your own learning. The
following are some of the things that are expected of you as an
open distance learner:
• This system is student oriented and student controlled. It is a

system where you are in control of most things related to your
studies. You must therefore coordinate the different areas of
your life which influence each other — your family, job, spare
time, and studies. Good time management will come in very
handy here.
• The role of the teacher is now changed. You now have a tutor
who is there to guide you and advice you in your learning. He
facilitates but does not teach you.
• You need to exercise flexibility in your learning approach. Open

distance learning requires students to not only work
independently but to collaborate and work in a team as
and when the need arises.
• You need to be more resourceful in finding solutions especially

when faced with ambiguities. It is common for students in
many online courses to work alone, often at home in the
evenings or weekends. However, it will be hard for students
who work under these conditions to resolve some potentially

frustrating ambiguities that can be resolved more readily in
face to face situations. In this case, you must be willing to
initiate calls to your tutors or your course mates for assistance.
• As a distant learner, you need to become more selective and

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 and structure content presented
to you.
So, if you want to be a successful open distance learner, think about

the commitment and responsibility that lies ahead of you and take the
necessary effort to make the transition.
Activity 2.5
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
The statements that describe some of the more important

characteristics of self-directed learners are stated on the next
two pages. 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 student interaction in a face-to-
face classroom setting. By assessing yourself on the DEARS
statements, you will get an idea of your predisposition and
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 responsibility 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

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 as follows. The maximum score

you can get is 75. Obviously, the higher the number, the higher
your potential to 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
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 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.
Summary
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.

Suggested answers to activities
Feedback
Activity 2.3
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 to study 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.

Activity 2.4
Traditional student ODL student
Attends lectures at the time set Studies the course materials at a

by the institution/lecture. time of his/her choice.
Attends lectures on-campus. Studies wherever is convenient.
Usually has to study full-time. Can study while employed
full-time.
Can only apply the knowledge Can apply the knowledge as it is
gained after completing the learned.
degree.
Usually starts the degree Often is matured, experienced
programme immediately after individual.
leaving school.
Motivation is to get a degree then Motivation is to improve his/her
a job. work performance and prospects
for promotion.
Studies with his/her peers. Studies in relative isolation.
Has immediate academic and Has limited face-to-face support.
administrative support from the
university.
Depends on the quality of the Has well-developed course
lectures delivered by the lecturer. materials specifically designed
for the independent learner.
Learning is teacher centred. Learning is self managed by the
learner.
Delivery of teaching — teachers Delivery of teaching — relies a
talking most of the time. lot on technologies, especially
computer technologies.

2.3 Modes of Open Distance
Learning
Objectives
1. Explain constructivism and ODL.
2. Identify the four learning modes of ODL.
3. Apply the four learning modes in your studies.
Introduction
You were told that you need to manage your own learning. You have
to choose when, what, how and where to study. You no longer depend
on teachers. The teacher’s role has changed now. You should not
think or imagine that you are in school, attending classes with your
classmates and waiting for the teacher to teach you! There is no
teacher around all the time to coach you or to provide you with all the
learning materials. You are an independent learner now! 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
and means to help you reduce your worries and to make your learning
process as a distance learner easier and smoother. But before we
venture into the ODL learning modes, you need to know a little bit
about the constructivist learning philosophy and how it relates to you
as an open distance learner. This constructivist philosophy is based on
the basic concept of human beings being seekers and builders (now

termed constructors) of knowledge. ODL offers the widest opportunity
to practise theideas behind constructivism.
Constructivism and open distance learning

Constructivism is a widely accepted learning philosophy, especially
in open distance learning. So, as an open distance learner, you need
to know why and how it applies to your learning. 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.

Information can be imposed on a person but understanding cannot
because it must come from within. In other words, 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 the constructivist principles. The use
of computer mediated communication and computer-supported
work, for instance, 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, and
responsible learners. The WOU LMS — WawasanLearn is an example
of constructivist practices for learner involvement, and so does the
wider Internet and the search engines like Google, Yahoo!, where you
search and construct your own personal view about a concept or a
specific topic of study.

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. So, they will prepare activities
and 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. During this process, students
may conceive the external reality differently, based on their own unique
set of experiences and beliefs. This allows students the opportunity to
discuss and question each other’s understanding and explain their own
perspectives in order to develop some form of shared understanding.
The approach not only fosters active participation of both teachers
and students in the learning process but encourages collaboration,
that is between teachers and students and among students as
well. In other words, not only is learning shared but responsibility
for instruction is also shared. Thus, the teacher acts as a facilitator
and guide. The amount of guidance and help given by the teacher
will depend on the knowledge level and experience the students
bring to class.
As an open distance 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. From now on, you will take
responsibility for your own learning or be a self-directed learner.
In the following section on learning modes, we will discuss how
you will be better able to do this.

Activity 2.6
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 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
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 assignment, project or activity.
Instructions:
Select one assignment, project or activity that you need to do

online and check if the following characteristics are present (Yes),
not present (No) or cannot be observed (Cannot Observe). Put a
tick (P ) in the appropriate column.
Cannot
Characteristics Yes No
observe
Is it goal-oriented?
Is it student-centred?
Does it have clear, specific objectives?
Does it have multiple perspectives?
Do your tutors act as facilitators for this
activity?

Cannot
Characteristics Yes No
observe
Does it encourage peer learning?
Does it have learner control?
Does it contain authentic activities and
contexts?
Does it encourage knowledge
construction?
Does it encourage knowledge
collaboration?
Previous knowledge constructions?
Does it include problem solving?
Does it allow exploration?
Are there alternative viewpoints?
Is there authentic assessment?
Is there primary sources of data?
Modes of open distance learning at WOU

In this section, we will discuss four major modes of learning under ODL.
They are self-learning, face-to-face learning, group learning, and online
learning. As you are going to use these modes of learning throughout
your study in WOU, it is important that you familiarise yourself with them.

Distance Learning?
No school?
No classroom?
(a)
(b) (c)
Figure 2.3 Types of learning
Self-learning
Since most of you are working full-time and you have other commitments
at home and in the office, a lot of your learning will have to be self-
learning. This means that you will spend most of your time reading course
materials on your own. You also have to make decisions on when, what,
how and where to study. If you do not make the right decisions, you may
have problems throughout and end up having accomplished nothing at
the end of the semester.

At the time of your registration, you are provided with course
materials. The course materials are given to you as PDF files on
WawasanLearn. They are supplemented by audio and e-materials
on the WawasanLearn. For each course which you take, you will be
provided with one set of course materials, which usually consists
of five units. Your responsibility is to read all these course materials
and understand them. Go through all the activities and exercises, so
that you can periodically check your understanding and progress.
Answers to the questions are given at the end of each unit but try
not to look at the answers first.
In order to get additional information on your respective courses, you

also need to refer to other reading materials which are available at either
your Regional Centre or the public library. You may also use the digital
WOU Library and the Internet. Besides that, for all courses, additional
reading materials such as textbooks, journal articles and specimen
examination questions will be provided. As we have discussed earlier,
the WOU learning materials have been developed specifically to be
self-instructional for working adults like you. They also contain other
learning features that facilitate your learning. Can you recall some of
these features?
To enable you to search for more information on topics, additional

reading in book form or in electronic form have been recommended
throughout thematerials. Of course it will be ideal if you could ask
your friends or check with your tutors for additional information or
references. Finally, there is a summary to every unit, and sometimes in
every section. It has been provided to help you identify the main ideas
presented in each section or unit. This will be particularly important
in helping you to make revisions.

Activity 2.7
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 Materials What is it about?
Face-to-face tutorials
In a traditional university, the main mode of instruction is the lecture

and tutorial (besides laboratory and other practical classes). Most of
the learning actually occurs in the classes. But, it requires you to be
physically present in the classes most days of the week. Most of you
sign up for ODL because you are unable to do this or do not want to
leave your job. In WOU, you do not have the opportunity to meet your
tutor as often and as frequently as in traditional institutions. In an ODL
system, tutorials have a very different function. It is important that you
understand thoroughly the role of the tutor and the function of the
tutorial, so that you can derive maximum benefits from them.

As we said earlier, in an ODL system, most of your learning is expected
to occur through self-learning, that is you study independently, at
your own time and place. Besides providing quality and specifically
customised course materials for this purpose, WOU supports you in
many other ways. It is here that the tutor plays a vital role. In fact, the
tutor is probably the person you will meet most frequently throughout
the 18 weeks of your course.
The tutor is not a lecturer, and he/she does not have enough time to
lecture you on the whole course content. In other words, we say he/she
is not a content provider. He/she has been engaged by WOU to play, on
a part-time basis, a facilitative role in your learning process. Tutors are
the key interface between WOU and your understanding of the course
materials. The tutor provides the personal touch and academic support
to the students through several means: the tutorials, assignment marking
and feedback, telephone tutoring, and online support at the Learning
Management System (LMS). Of course, his/her most important role is
to conduct the face-to-face tutorial sessions. But, there are only five
sessions of tutorials for each course, and each tutorial lasts two hours.
Ten hours is not enough for the tutor to lecture the content of the whole
course to you. So, what are the tutorials for then?
Since tutorials are the primary face-to-face teaching-learning activities,

all students are encouraged to attend all sessions. These sessions are
for you to interact with the tutor and 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. You have already paid
a considerable amount of fees and would want to get maximum
educational experience and benefit from your study. When you are in
the tutorial class, it is important that you participate actively. This is
because participation is the most effective way to learn. Another way
is by sharing your knowledge and understanding with other students.
The explanation process itself forces you to rethink carefully because

you need to express it clearly to others. Moreover, when you explain a
concept or point to others, they can help to check how accurate your
understanding is.
One of the major activities conducted during the tutorial session is the
completion of the tutor marked assignments (TMAs). All the courses
have two TMAs, which will be available in WawasanLearn. They are
an important part of the overall course assessment, and can take
the form of an essay, short test, short project, research proposals
or presentations during tutorials. The first (TMA1) is normally after
the second tutorial. All TMAs will be submitted through the Online
Assignment Submission System and will be returned to you the same
way. You will receive your TMA with a grade and comments.
Other than marking and grading, what else will tutors do?
• They will facilitate your learning process by guiding you

through the difficult parts of your study units.
• They highlight the most important points or arguments in the

study units, exemplify and give further explanation, provide
more examples, or relate the points to your personal
experiences.
• They will provide alternative interpretations 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 are not aware that assignments such as
TMAs are themselves important and effective personalised learning
tools too. Based on what you have written in your TMAs, the tutors
can:
• Comment 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 sections of the study units, and/or

make any further suggestions.
Activity 2.8
Refer to your Student Handbook. Write down all the weeks and
dates for your tutorial sessions in the table below.
January / July intakes
No. Tutorials sessions Schedule Dates
1. Tutorial 1 1st week

2. Tutorial 2 5th week

April / September intakes
No. Tutorials sessions Schedule Dates
1. Tutorial 1 1st week

Note: Exact dates of tutorial may vary. Please check at the

Regional Centres.
These tutorials are usually led by academically well-qualified tutors.

They are usually recruited from the local universities and various private
institutions of higher learning as well as from the industries. They are
selected for their specialist knowledge in specific courses and their
teaching capabilities. So, remember to exploit their expertise. Ask them
questions whenever you have doubts.
In short, the face-to-face tutorial is the major channel for you to interact
with the tutor, hand in assignments and sit for short tests. The exact
dates of tutorial meetings will be given to you when you register at the
Regional Centres.
How do you prepare for the face-to-face tutorials? You already have
your tutorial schedule. What do you do next? Even though you are
busy with your own schedule, for example your work, family or other
social activities, you have to put aside some time to prepare for your
tutorial sessions. To benefit from the tutorials, you need to prepare! For
each tutorial session, you have to make the necessary preparations as
suggested below:

Before tutorials:
Read through the course materials provided. Mark the important

points in the materials. Find out more about the topic which you are
reading. Make a note of those parts of the topic which you do not
understand. Best of all, write down questions which you want to
ask your tutors. You may do this in a small notebook, or you may
even jot them down in the empty spaces in your course materials beside
the topic concerned. You can do it in your pdf file.
To highlight text

To jot down notes
During tutorials:
During tutorials, listen attentively to what your tutor has to tell you. Take
part in any discussions which your tutor may hold. Clarify with your tutor
those aspects of the topic which you do not understand. Refer to the
parts which you have marked during your reading before coming to the
tutorials. Ask the tutor those questions which you have jotted down. Take
note of any work which you need to do for the next tutorial. Remember,
make full use of the tutorial sessions. This is because you only meet the
tutor five times for each course! You will most probably meet the tutor
every 4 to 5 weeks.
After tutorials:
Do you normally put aside your course materials immediately after your
tutorials? Some of you may do that. Well, actually, your work should
not end the moment the tutorial ends! You should spend time looking
through your course materials after tutorials. One of the most valuable
intellectual skills to develop is to think broadly across many subject
areas, integrating ideas and concepts, and seeing connections between
these. Read up further on areas which you still do not understand.

Make notes on your course materials. Remember to try out the above
suggestions for your coming tutorials. I am sure you will benefit greatly
from them.
Online learning
Have you seen some people using their notebooks in McDonald’s,

Starbucks or even at coffee shops? What do you think they are doing?
Some of them may be using their notebooks to do word processing.
Others may be surfing the Internet. Others may be having discussions
with their lecturers about courses that they are taking. You may be
like one of them soon. Don’t you think it is a very convenient way of
studying? One of the main sources of online learning at WOU is the
Learning Management System or LMS.
Learning management system (LMS)
The Learning Management System is one important platform for

online learning. Besides attending face-to-face tutorials conducted
by WOU, one other major source of communication with your tutors
and course mates is through WOU’s Learning Management System
(LMS). In fact, the WOU’s LMS complements and supports the
students’ course materials. It is a dynamic support system in that it
offers new and alternative resources to the students. It is a learning
system specially created for you to facilitate your learning. It is a
web-based e-learning platform to provide online learning. It allows
you to interact, communicate and learn from your tutor and also from
your course mates anywhere and anytime. It is like being in school, but
you do not need to be present in schools. You are in virtual schools.
Isn’t that interesting? If you have been surfing the Internet, you will
find accessing this learning system quite easy. However, if surfing
the Internet is something new to you, you can easily learn about the
system later in this course.

In Unit 1 of this course material, you were given detailed explanation
on how to use the LMS provided by WOU. In the section below, you
will be given a brief explanation on the functions of LMS:
• Send/receive emails.
• A place where the tutor can hold an online discussion/

conference with a group of students on delayed time
(asynchronous conferencing).
• A place where the tutor and a group of students discuss a

topic in real time via web-based chat and other forums
(synchronous conferencing).
In short, to enable you to maximise the LMS, three major tools have
been provided:
Communicate Share resources Access course

and collaborate and information materials and
your learning references
Figure 2.4 Tools in the LMS system

1. Communicate and collaborate your learning:
You do not go to school. You do not see your course mates.

You do not see your tutor everyday. Whom do you turn to
when you have problems related to your studies? Our LMS,
known as WawasanLearn provides you with three channels
to communicate with your course mates and tutors:
a. Electronic mails (email)
Many of you use emails in your daily life. It is a form of

communication which is very popular among people
nowadays. Long ago, friends used to exchange
only telephone numbers. Now, exchanging of email
addresses is more common. Emails are extremely
useful for communication and learning. It is a very fast
and convenientway to make contact with your tutors
and other students. You can also exchange notes and
reading materials through attachments. The only big
problem which you may encounter is VIRUS! Always
update your computer with the latest anti-virus software
to protect your computer from virus attack. Ask your
friends about it if you are not familiar with it.
As a registered user of WawasanLearn, you will

automatically be provided with a free email account.
Alternatively, while waiting to learn about using the email
facility provided by WawasanLearn, you may want to use
your existing email accounts or you may want to open
up additional email accounts. Two of the common free
web-mail accounts are given as follows.

Name of email Action for you to
Web address
provider take
Hotmail http://www. Click on ‘Sign Up’ in
hotmail.com/ the screen.
Yahoo mail http://www.mail. Click on ‘Sign Up’ as
yahoo.com/ shown here.
Table 2.3 Free web mail accounts
Each free email site has its own sign-on procedures. Follow
the instructions on the screen. Get help from your tutors
or friends if you face any difficulties.
After you are given the email from the WawasanLearn, or

if you have successfully opened your email accounts with
other web mails, be sure to check your email account
regularly. The success of email depends on everyone
using the system as frequently as possible. If you do not
check your emails regularly, their value for communication
is lost.
b. Online discussions
With the development of technology, there is a shift in the

teaching and learning methods. Now, there is a greater use
of the Internet and the Web for learning. WawasanLearn is
also exploiting the potentials of the Internet. It has
incorporated a feature in its LMS to enable you to have
discussions with your course mates and tutors though you
may be far apart. It is an asynchronous type of delivery
system. Do you still remember what that is? This means
that you do not need to be online at the same time as

your friends or tutor. Usually, your tutor may give you a
topic for discussion. Or, you may post a question to all
your course mates for discussion. You only respond to the
questions and comments at a time convenient to you. You
may do it after work, before you go to bed or during lunch
break. In this way, you exchange information to the benefit
of everybody.
Activity 2.9
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 examination

format for the course “Learning Skills for University
Studies”. How can the LMS help you do it?
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________

2. Access course materials and references
Can you imagine getting reading materials and references

without going to the library? With the Internet and
WawasanLearn, you can do just that. As you may have
difficulties going to the public library, WawasanLearn has a
feature which enables you to access reading materials, such as
books, journals and articles from the comfort of your own
home. There is also a digital library where you can gain access
to large, organised repository of information at any time of the
day. It is just a click of a mouse away. If you do not have a
computer or notebook, you may visit the cyber cafes to
do so. You will get to find out more for yourself when you log
into WawasanLearn later. All the Regional Centres have
computers which you can use for your work.
3. Share resources and information
Nobody can work alone. If you look for information all by

yourself, you will get limited resources. But, if you share
information you find related to your courses, I am sure you will
be loaded with information. In fact, sharing of resources and
information is an important aspect of your learning process.
This is especially so because you are busy with your work,
studies and families.
There are many ways you can share your information with
your course mates. You will be surprised how easy it is to
share using the WawasanLearn.

One of the most common methods is to use the email service
provided under the LMS. How do you do that? You just send them
through your emails. Or, if the material is very lengthy, you may send
it as an attachment. Alternatively, you may also inform your course
mates about the resources which you have found using the online
discussions or even the online forums.
Group discussions
Besides meeting your course mates during tutorials, you can also form
informal study groups. In fact, you are strongly encouraged to have group
discussions. During your first tutorial, speak to your other course mates
and take down the telephone numbers of those who are interested to
form a group. Exchange telephone numbers and email addresses as well.
A study group has a lot of advantages. For instance, it can motivate you
to study better as you can brainstorm new ideas or materials. Being a
distant learner, you need emotional and academic support. Through an
informal group, you can share problems, doubts and apprehensions. For
example, discussion on an assignment question or tutorial task. Group
members can also keep you up to speed on academic matters. Most
importantly, your journey will not be a lonely one.
Summary
You have learnt in this section that as an ODL student you need
to change your modes of learning. Four modes of learning were
identified, namely, self-managed learning, face-to-face learning,
online learning and group learning. You were also exposed to
the constructivist learning philosophy and how it relates to your
studies here.

Suggested answers to activities
Feedback
Activity 2.7
1. You need to jot down the titles of all the course materials
which you have received. Read through the table of
contents of each of them. Then, write down what you think
each of them is about.
Activity 2.9
1. WawasanLearn is able to help me in the following way:
a. To communicate with my tutor and course mates.
b. To look for additional reading materials.
c. To share resources and information with my course

mates.
2. Using WawasanLearn, I can either use its email facilities

or the online discussions to ask the tutor about the exam
format.

Summary of Unit 2
Summary
The second unit of Learning Skill for University Studies is a

very important unit. It explains everything you need to know
about WOU. In this unit, its background and its organisational
structure, particularly the academic structure, were explained.
We informed you about the types of assessments that you
need to undergo in WOU. We talked about the people who will
provide you with the necessary support via their experience
and expertise. Characteristics that differentiate between the
traditional and distance learning system, such as differences in
the delivery of teaching and the system of learning, were also
discussed in detail. The need for you to have a new mindset
based on the unique and beneficial characteristics of ODL
were emphasised to ensure that you are successful in your
academic pursuits. Finally, you were introduced to the different
modes of learning that you will need to adopt here at WOU.

References
Cheah, K G (2004) Learning At A Distance: From Principles to
Practice, Penang, Malaysia: University Science Malaysia Printers.
Florida Distance Learning Association (2010) http://www.fdla.com

(Accessed 2 March 2010)
Luzzo, D A and Spencer, M K (2003) Overcoming the Hurdles to

Academic Success: Strategies that Make a Difference, Boston New
York: Houghton Mifflin Company.
Reddi, V R and Mishra, S (eds) (2005) Perspectives on Distance

Education, Vancouver: Commonwealth of Learning.
The above reference is not a compulsory reading. It has been

included to acknowledge the sources of information used in the
preparation of these materials.

COURSE TEAM
Course Team Coordinator: Ms. Jasmine Selvarani Emmanuel
Content Writers: Dr. Tan Soon Yin, Mr. Fan Kok Keong and Ms. Jasmine Selvarani Emmanuel
Instructional Designer: Dr. Ng Wai Kong
Academic Member: Professor Cheah Kooi Guan
COURSE COORDINATOR
Ms. Jasmine Selvarani Emmanuel
EXTERNAL COURSE ASSESSOR

Associate Professor Dr. K. Ramanathan, Centre for Distance Education, University Sains Malaysia
PRODUCTION
Editor: Mr. William Desmond De Zeeuw
In-house Editors: Mr. Khoo Chiew Keen, Ms. Koh Kah Ling,
Ms. Michelle Loh Woon Har and Ms. Ch’ng Lay Kee
Graphic Designers: Ms. Audrey Yeong, Ms. Leong Yin Ling and Ms. Chrisvie Ong
Wawasan Open University is Malaysia’s first private not-for-profit tertiary institution dedicated to
adult learners. It is funded by the Wawasan Education Foundation, a tax-exempt entity established
by the Malaysian People’s Movement Party (Gerakan) and supported by the Yeap Chor Ee Charitable
and Endowment Trusts, other charities, corporations, members of the public and occasional grants
from the Government of Malaysia.
The course material development of the university is funded by Yeap Chor Ee Charitable and
Endowment Trusts.
© 2007 Wawasan Open University
First revision 2010, Second revision 2014, Third revision 2016
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without prior written permission from WOU.
Wawasan Open University

(KPT/JPT/DFT/US/P01)
Wholly owned by Wawasan Open University Sdn. Bhd. (700364-W)
54, Jalan Sultan Ahmad Shah, 10050 Penang.
Tel: (604) 2180333 Fax: (604) 2279214
Email: enquiry@wou.edu.my
Website: www.wou.edu.my

Learning Skills For Uni Studies U2 PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Skills For Uni Studies U2 PDF

Uploaded by

Copyright:

Available Formats

WUC 131/03

Learning Skills for

2.1 WOU, its academic services and structure 3

Academic services provided by WOU 5

Academic structure of WOU 9

Suggested answers to activity 16

2.2 Traditional learning and open distance learning 17

Characteristics of traditional learning 18

Weaknesses of the traditional learning system 19

Suggested answers to activities 34

2.3 Modes of open distance learning 36

Constructivism and open distance learning 37

Modes of open distance learning at WOU 40

Suggested answers to activities 57

One major characteristic of WOU students is that most of them are

UNIT 2 Learning modes at WOU 1

1. Explain the objectives of setting up WOU, its academic

2. Compare and contrast the characteristics of open distance

3. Describe the benefits of open distance learning.

4. Make a comparison between distance and traditional

5. Explain the mental attitudes which an ODL student should

6. Apply the various modes of learning for open distance

2 WUC 131/03 Learning Skills for University Studies

By the end of this section, you should be able to:

1. Explain the objectives of setting up WOU, its academic

UNIT 2 Learning modes at WOU 3

With the introduction of open and distance mode of learning, full

In view of your concerns over finance, time and other commitments,

4 WUC 131/03 Learning Skills for University Studies

1. Course materials for all the units in your course are

UNIT 2 Learning modes at WOU 5

Do you still remember the learning materials that you used in

6 WUC 131/03 Learning Skills for University Studies

As the ultimate clientele of WOU is its students, it has taken efforts

1. Regional learning centres

Unlike conventional universities, WOU students do not

The Regional/Learning Centres are strategically located

UNIT 2 Learning modes at WOU 7

At the Regional Centres you can:

• pay your fees.

• get advice and guidance about the choice of your course.

• get information about financial assistance.

• collect the face-to-face tutorial timetable.

Some of your examinations may be conducted here too. In

As you left school some years back, you may be apprehensive

8 WUC 131/03 Learning Skills for University Studies

• give you advice and guidance on problems related to your

• help you build-up your study skills.

• help you increase your self-confidence.

With all these guidance and support, you will become an

Academic structure of WOU

UNIT 2 Learning modes at WOU 9

The academic term structure at WOU is as follows:

January / July intakes April / September intakes

Semester Weeks Semester Weeks

Table 2.1 WOU academic term

To make your study flexible and customised to your circumstances,

10 WUC 131/03 Learning Skills for University Studies

• It can ‘push’ you to study harder.

• It is a good motivation tool.

• It is another learning occasion.

• It provides feedback to both the student and the institution.

• It can be used to determine the achievement of intended learning