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MANUAL SIM
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MANUAL SIM

ENCIK MOHD HAFIZ SHAFIQ BIN ZULKIFLI ENCIK MOHD HAFIZ SHAFIQ BIN ZULKIFLI

Section outline

  •   What you will achieve in this subtopic?

    At the end of this subtopic, you will able to



    Get started

    Determine
    Strategies to support distance learners

  • Self Assessment

    • hvp icon
      Self Assessment 1.2 Interactive Content
      Students must
      Mark as done
       
       
       
       
       

      Read the instructions

      1.Go through the learning material

      Make sure you’ve reviewed all the content provided. This will give you a solid foundation for determining which strategies or approaches to use for SIM.

      2.Complete the learning activity

      Engage with activities first. These are designed to help you relate what you've learned.

      3.Complete the self assessment

      Engage with the self-assessment by answering all the questions.


      Click here to start

  • Learning Activity

    • hvp icon
      Learning activity 1.2 Interactive Content
      Students must
      View
      Receive a grade
       
       
       
       
       

      Learning activity 1.2

      This is a learning activity. If you are at this step, you should have completed reading all the learning materials.

      Activity: Match the Images

      1. You will see a series of images displayed on the screen.
      2. Your task is to select one image and find its correct match from the options provided.
      3. Click on an image to select it, then choose the image that matches it by clicking on the corresponding option.
      4. Once all images are matched, you will see the explanation.


      Click here to start


  • Learning Material

    Strategies to support distance learners @SDE

     Supporting distance learners  😃

    Supporting distance learners requires a strategic approach to ensure they receive the same quality of education and engagement as on-campus students. Distance learners often face unique challenges, such as isolation, time management, and limited access to resources, making it crucial to implement tailored strategies that address these needs.

    Unlike traditional classroom settings, distance education demands that instructors consider the unique needs and challenges faced by students who may be studying from various locations, often with limited direct access to instructors and peers. This requires a focus on flexibility, accessibility, and clear communication. By designing courses that are adaptable to different schedules and learning paces, instructors can accommodate the diverse lifestyles and responsibilities of distance learners. 

    Moreover, without the physical presence of a classroom, students can easily feel isolated or disconnected from the learning process. Therefore, to counter this, it is important for instructors to implement strategies that promote regular interaction, both between students and instructors and among peers.



    If you've read the previous topic, you'll already know that an ODL program is quite different from conventional teaching or lectures. 

    ODL programs offer a more flexible and independent approach to learning, allowing students to study at their own pace and from any location without barriers. It is different from conventional teaching, which takes place in a structured place and face-to-face classroom setting. 

    ODL

    In ODL, the learning environment is primarily virtual, with students accessing course materials, assignments, and lectures online. This allows learners to study from any location, at any time, making education more accessible to those who cannot attend traditional in-person classes.

    Conventional

    Conventional teaching usually occurs in a physical classroom where students and instructors interact face-to-face. The learning experience is structured around scheduled lectures and activities, with students required to be present at specific times and locations.

    ODL

    ODL emphasizes self-directed learning, where students take more responsibility for their educational progress. They manage their time, engage with materials independently, and often work through content at their own pace.

    Conventional

    In conventional settings, learning is typically instructor-led, with a more structured schedule and direct guidance. Students follow a predetermined pace set by the instructor, with less flexibility in how and when they engage with the material.

    ODL

    Instruction in ODL is delivered through various digital platforms, including Learning Management Systems (LMS), video lectures, discussion forums, and other online tools. These resources often include multimedia elements to enhance learning and are designed to be accessed asynchronously.

    Conventional

    Instruction in conventional settings is delivered in real-time through lectures, discussions, and classroom activities. The interaction is immediate, allowing for spontaneous questions and in-person engagement.


    ODL

    Interaction in ODL is often asynchronous, with students communicating with instructors and peers through emails, forums, and recorded webex sessions. While there may be opportunities for synchronous interaction, such as face to face intensive course in School of Distance Education, live webinars, or video conferences. 

    Conventional

    Interaction in conventional teaching is typically synchronous, with real-time discussions, immediate feedback, and face-to-face engagement during lectures and group activities. Lecturers are able to approach their students to give help, explanation or response immediately with 2 ways communication. 

    ODL

    One of the biggest advantages of ODL is its flexibility, allowing students to balance their studies with other responsibilities such as work, family, or travel. This mode of learning is particularly beneficial for those who require a more adaptable schedule. Distance learners able to do self-learning in SIM (PEARL Portal). 

    Conventional

    Conventional teaching offers less flexibility, as students are expected to adhere to a fixed timetable and be physically present for classes, making it challenging for those with other commitments. It also mean if the students missed the class, they also will missed the learning.

    Teaching & learning theories

    You have learned about how ODL is slightly different from conventional teaching/ lecture. Now, we will go to teaching and learning theories. Did you know there are 3 major learning theories that are important for educators to know?

    1. Pedagogy (conventional learning)

    2. Andragogy (for adult learners - ODL)

    3. Heutagogy (for postgraduate and professional)

    In SDE context, it is essential to focus on andragogy, which is the theory and practice of teaching adult learners. Andragogy is particularly relevant for ODL because many distance learners are adults who bring unique characteristics, needs, and motivations to their educational experiences

    What is Adult Learning Theory?

    Malcolm Knowles (1913-1977) was a pioneering American educator who brought the term ‘andragogy’ into the spotlight, which refers to the art and science of adult learning. Just as pedagogy focuses on teaching methods for children, adult learning theory explores the ways in which adults learn. This approach has become a cornerstone of adult learning theory and continues to influence how we design learning experiences today. Knowles (1984) also theorized adult learning theory also known as Andragogy. Based on the andragogy, there are 5 assumptions that we need to know when we want to teach adult learners.

    Why Focus on Andragogy for ODL?
    Andragogy promotes self-directed learning, where adults take responsibility for their educational journey. This aligns well with the ODL model, which often requires learners to manage their time, access materials independently, and engage with content without the immediate presence of an instructor. An adult is prepared to gain knowledge or to learn when they experience a need to learn in order to gain skills or knowledge in coping with life task or problem (Knowles, 1984)

    What are the five assumptions in Andragogy Adult Learning Theory?  

    1️⃣ Self-concept

    Adults are self-directed. They are prepared to gain knowledge or able to manage their own learning (self-pace)

    2️⃣ Experience

    Adult learners will learn only believing that learning could aid in solving real life problems. They have diverse experience as learning resource and knowledge from previous experiences (life, work, family etc.,)

    3️⃣ Readiness

    Adults want to learn things that are relevant in a real-to-life context and see value in meaningful learning experiences. They need a clear clarification of ‘why’ and ‘what’ for learning goals.

    4️⃣ Orientation

    Adults are engaged by learning that is problem-centred and practical. They tend to learn things that are useful for them to apply in daily life or job rather than subject-centered

     5️⃣ Motivation

    Adults are motivated by many internal to learn. For example, such as self-esteem, quality of life, job satisfaction or personal growth.

    Supporting Open Distance Learning (ODL) effectively requires a combination of strategies that enhance access, engagement, and learner success. The primary goal of SIM is to assist adult learners in reaching their desired learning outcomes and overcoming obstacles in their learning journey by:

    Step 1

    Provide course content for the SIM (learning material, activities and assessments)

    Step 2

    Structure the content into smaller and manageable parts (Chunks)

    Step 3

    Provide instructions in order to give motivation to the learners

    Step 4

    Provide learning activities in SIM. Activities must be align with the topical learning outcomes in SIM.

    Step 5

    Offer students a way to evaluate their learning outcomes by giving feedback, including answers or solutions, so they can determine whether they were correct or made an error. Self assessments must be align with the intended learning outcomes and bloom taxonomy.

    These elements of self-instructional materials (SIM) are based on the instructional science of open distance learning (ODL) and the core principles of instructional design for SIM. They will assist instructors in delivering well-rounded and effective SIM.

    Self-contained

    All course content that the learners need to learn is provided. 

    Self-explanatory

    Learners do not need to ask instructor for explanation. Therefore, instructions must be clear and simple to accommodate diverse learners in SIM.

    Flexible

    SIM must be flexible and allows self-directed and self-paced learning . Therefore, it is important for content to chunks so that learners can pace their learning according to their schedule. 

    Active Engagement

    Content, instructions and learning activities given are engaging and motivating. Relevant to learners’ experience and needs.

    Self-evaluation

    Enable the learners to monitor their progress and evaluate their understanding of the content. 

    Our school's Learning and Technology Support Division offered the Self-Instructional Material Guidelines, which served as the basis for the SIM course plan. When developing a SIM, course managers should be familiar with a few key components. Each component is based on the newest version of the Self-Instructional Material Guidelines, Version 3. Below is a basic outline for the SIM

     

    Course Introduction (tab)

    Introduction – gaining attention about the course.
    1. Course learning outcomes.
    2. Course information – synopsis, topics, assessment, etc.
    3. Ice breaking between course manager and learners.
    4. General instructions for the course.
     

    Topic (tab) *Please refer to number 4-number 9 for chunking pats

    Topic introduction – gaining attention about the course.

    1. Learning outcomes for topic (measureable & specific).
    2. Subtopic list and expected learning time (SLT).
    3. Subtopic - Course content:
    4. Subtopic 1.1: Self-learning material.
    5. Subtopic 1.1: Learning activities.
    6. Subtopic 1.1: self-assessment.
    7. Subtopic 1.2: Self-learning material.
    8. Subtopic 1.2: Learning activities.
    9. Subtopic 1.2: Self-assessment (similarly for subtopic 1.3 or more)
    10. Summary & key terms.
    11. References. 
     

    SIM Guidelines Version 3

    There more components and explanation about the outlines in SIM Guidelines Version 3. It is recommended to course manager to explore the specific guidelines (can be find on additional material).

    Many learners enroll for career-related reasons, whether it's to enhance their skills, advance in their current career, or make a career change. They often come from diverse backgrounds and have different levels of capacity when it comes to learning. On top of that, they’re juggling the demands of work, life, and study, making flexibility and support even more important in their learning journey. Course managers working with adult learners need to understand several key aspects to effectively support their success

    According to Falasca (2011), adult learners face a range of barriers that can impact their learning experience

    External/situational barriers

    External or situational barriers include factors such as aging, health issues, significant life events, and balancing work or social responsibilities, all of which can limit their ability to focus on learning

    Internal barriers

    Internal barriers play a role, such as having a fixed mindset, relying on outdated methods of learning, losing interest in new stimulus, or feeling anxious about their ability to succeed in learning.

    These internal and external challenges can significantly affect adult learners' motivation and capacity to learn effectively. However, Falasca (2011) suggests that course managers can overcome these barriers by focusing on creating a positive learning environment and engaging adult learners through

    1. Diagnosing their own learning needs
    2. Formulating their own learning objectives
    3. Identifying resources and strategies
    4. Carrying out their learning plans
    5. Assessing their learning

    To keep learners engaged and motivated, it's important to strike the right balance between challenge and ease—adjusting the level of tension and degree of difficulty to keep them interested without overwhelming them. Another key is providing specific feedback. Instead of offering general comments, give detailed, personalized feedback that helps learners understand exactly what they're doing well and where they can improve. This way, they feel supported and clear about their progress.

    There are recent studies that investigated attrition rate among ODL institution in Malaysia. Most studies aim to identify the factors that contribute to attrition and explore the most effective strategies to reduce attrition rates among online adult learners.

    Muhammad Abdul Aziz et al. (2022) identified several factors contributing to attrition in Open Distance Learning (ODL)

    Technological

    1. Poor content designing in Learning Management System (LMS)
    2. Poor usage of online interactive tools by student and lecturers
    3. Poor system design makes online learning inaffective

    Financial

    1. Lack of stable income
    2. Financial problems
    3. Lack of financial support
    4. Expensive tuition fees
    5. Additional learning cost

    Communication

    1. Student lack interaction through online discussion or forum
    2. Lack of instructor availability (hard to contact or reach)
    3. Lack of communication from instructor

    Environmental

    1. Bad internet connection
    2. Lack of support for learning at home or family

    Emotional

    1. Lack of connection with peers
    2. Lack of connection between student and course manager
    3. Lack of emotional expression
    4. Feeling of isolation

    Self-Regulation

    1. Lack of time management skills
    2. Students lack of daily learning planning
    3. Lack of instructional support by instructors
    4. Low of self-organization

      Supporting Open Distance Learning (ODL) effectively requires a combination of strategies that enhance access, engagement, and learner success. There are some great strategies that can help, like keeping communication clear, using a mix of instructional materials, providing prompt feedback, and encouraging interaction among students. 

      These strategies tackle the unique challenges that distance learners often face, such as feeling isolated or struggling with time management. They can really boost motivation and help students stay on track. Plus, using educational tools like discussion forums, h5p or  situational based learning can make learning feel more interactive and connected.

      • Key terms

         
         
         
         
         

        Key terms and definitions

        1. ADDIE - Refers to instructional design framework (Analyze-Evaluation)
        2. COPPA - Refers to ODL guideline provided by Malaysia Qualification Agency (MQA)
        3. LMS - Learning Management System
        4. ODL - Open Distance Learning
        5. SIM - Self Instructional Material
        6. SDE - School of Distance Education


      • References

        1. Falasca, M. (2011). Barriers to adult learning: Bridging the gap. Australian Journal of Adult Learning, 51(3), 583-590.
        2. Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 402.
        3. Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 119-136.
        4. Goldschmid, B., & Goldschmid, M. L. (1973). Modular instruction in higher education: A review. Higher education, 2(1), 15-32.