Foreign Studies

Modular learning is an approach that focuses on learning outcomes, and its effectiveness

depends on the relation between learning outcomes and the design of the course. Both fields converge

to ensure that the course is constructively balanced as stated in Biggs (1999). In order for the program

to be constructively aligned, it is necessary to describe learning outcomes, to recognize learning

outcomes and to identify teaching outcomes that contribute to the good achievement of properly

measured student outcomes (Biggs, 1999).

Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and McMullin, 2005). ‘’Suggest that

academic personnel should launch the process not by concentrating on the substance of the module and

how they plan to teach it but by focusing on the level of learning that their students can accomplish."

The construction of modules takes on the effort, time and structured methodology, including the

reasoning for the module, the required design and production and the assessment process, in order to

be effective in their implementation. Donnelly and Fitzmaurice (as cited in O'Neill, Moore, and

McMullin, 2005), state that the following fields should be considered in every modular design in order to

improve the chances of deeper learning: 'Sustained engagement with material and others; relating new

concepts to previous experience; offering explicit examples and a consistent information base for

students; structuring in a reasonable workload for students; Provide opportunities for students to

pursue subjects in depth so that they can understand the content themselves; ensure proper planning

and summative assessment strategies.

The objective of modular distance learning is now on how learners learn and helps improve

academic performance learning impacts. One of the most difficult tasks of teaching is to define a

successful plan. Effective learning outcomes: what should students know, and what should students

learn? Are they meant to be able to do at the end of every lesson? To start with, Students require a
detailed curriculum (Grunert, 1997) detailing the main Course principles, thoughts, ideas, knowledge,

and procedures. Moreover, many students lack any of the simple learning materials required to succeed

and achieve the goals of the course. As a result, helping students learn how to learn It has been a key

component of successful course design. Many of the students should need Support with the basics; and

the easiest way to help them is to provide a sort of assistance. Scaffolding (Hogan & Pressley, 1997).

They offer clear details as to how to do this things: question guides for reading tasks, assignments and

examples of practice for paper and oral presentations (Andrade, 2000), formats and guidance; Practice

of note-taking, hints and class conversations. Analysis also reveals that the students have different

intelligences in how to take them, Method, details. Each of the learners might be really well adaptable

to visual forms of knowledge, such as objects and diagrams, while some favor written and spoken

explanation. Some people would like to learn creatively and interactively, while others work best on

their own. The concept of learning types typically refers to the preferred form of learning. It implies that

each individual has a natural inclination toward learning of some kind and, that if that preference can be

identified, teaching and learning experiences can be provided to help that person learn more effectively.

It is important that learners are able to make use of all their senses when gathering, processing and

recalling information. This is particularly true of visual and kinesthetic learning. (Gronland, 1970), state

that by using teaching modules, the focus in the learning process shifts to what the learner can

demonstrate he has learned rather then what the educator can tell us he has taught.

Dochy (1989) clarified that the student is the most important consideration in modular

learning. The author clarified that the learners prefer a more individualized approach to the material of

the course such that their previous experience and personal characteristics are taken into consideration.

In addition, modularization would usually encourage a student to learn at his or her own pace. By

definition, a proper speed will encourage learners to skip modules if they already know the content. The

availability of pre-tests for each module is also a crucial aspect for modularization. If the student
receives a passing grade, the section will be skipped. If the section is not taken, a post-test is performed.

Only after complete completion will the student proceed with the next module of the course.

Gahutu (2010) studied modular learning as applied to physiology at the National University of

Rwanda. Students stated that they learned best when instruction was less theoretical, and when they

could work with materials using practical classes and presentations. However in order for the problem-

based method to be successful, they require better access to additional materials that could be made

accessible via the library and the Internet. Overall, Rawandan students were more satisfied with the

modular, self-directed approach to learning than with the more conventional style previously used in

the classroom.

In a study done at an American Community College and a regional university, Wenner. Burn, and

Baer (2011), illustrated that students performed well in remedial math classes when math was learned

in the sense of application of geoscience. The researchers compared two types of remedial math classes,

one using a traditional approach and the other using a typical applied math in a modular course.

Wenner et al. found that the modular approach in the remedial math course was successful, but that

the success "refers less to the type of institution, to the features of the course, to the amount of

quantitative topics discussed, or to the value of grading, and more to teaching approaches that

contribute to higher levels of student engagement and completion". Beneficial involvement of the

teacher included appropriate introduction to the modules and guidance about how to handle the

training sites and the learning management system. It has also been seen to be relevant for teachers to

improve the effectiveness of the modules to help students pass the post-module quizzes. This positivity

helped students to feel better about themselves, their results and their chances of achievement,

thereby encouraging them to complete the modules. Finally, after teachers made a connection between
the study of math and its importance to practical problems, students appeared to complete the modules

more quickly.

References

[1]. Biggs, J. (1999). Teaching for Quality Learning at University. Buckingham: SRHE/OU Press.

[2]. Dochy F, Open Univ. H, (2013). And O. Modularization and Student Learning in Modular Instruction
in Relation with Prior Knowledge. [serial online]. January 1, 1989;Available from: ERIC, Ipswich, MA.
Accessed May 14,

[3]. Gahutu, J. (2010). Physiology Teaching and Learning Experience in a New Modular Curriculum at the
National University of Rwanda. Advances In Physiology Education, 34(1), 11-14.

[4]. http://www.polimelaka.edu.my/portalpmk/images/images/JPA/research/cmc_mab.pdf

[5]. O'Neill, G., Moore, S., McMullin, B. (2005). Emerging Issues in the Practice of University Learning and
Teaching. Dublin:AISHE. Released under Creative Commons license: Attribution-Non Commercial 2.0.,
accessed July 7, 2013, http://www.aishe.org/readings/2005-1/.

[6]. Wenner, J. M., Burn, H. E., & Baer, E. M. (2011). The Math You Need, when You Need It: Online
Modules that Remediate Mathematical Skills in Introductory Geoscience Courses. Journal of College
Science Teaching, 41(1), 16- 24.