Skills, Usage and Perception of ICT and Their Impact on E-Learning in an Open and Distance Learning Institution

Latifah Abdol Latif, and Ramli Bahroom, and Ng, Man San (2009) Skills, Usage and Perception of ICT and Their Impact on E-Learning in an Open and Distance Learning Institution. ASEAN Journal of Distance Education, 1 (1). pp. 69-82.

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Abstract

Open and distance learning (ODL) institutions have long recognized the need for their learners to participate in education programmes through a flexible delivery of instructions. One of the key elements of a flexible delivery mode is the use of information and communications technology (ICT). However, the potential of ICT will only be fully realized if learners have the ability and capacity to use them, and at the same time possess a positive attitude towards learning with ICT. This study aims to determine not only learners’ skills and use of ICT but also their perception towards the use of ICT in learning and their views on opportunities that can be enhanced by ICT. The research instrument used in the study is a questionnaire adapted from the SPOT-PLUS Project, 2004, conducted by the Directorate General for Education and Culture of the European Commission (ECEC) in 2004 (http://www.spotplus.odl.org/ questionnaire). A random sample of 482 undergraduate learners was asked to rate themselves in terms of their own ability to use four well-known software applications, followed by how frequent they use three ICT tools. Another section teased out learners’ attitudes towards the use of ICT in learning and finally, learners were asked to rate areas where they believed ICT could add value. The overall results indicate that OUM learners are quite skilful, as shown by the overall (restrictive and permissive) ICT skills index of 3.5 out of 4.0 and a medium usage level of ICT tools. To learners, traditional face-to-face methods are still desirable, even though they prefer the use of ICT in learning. An important result derived from this study was that ICT skills index and perception are two significant factors that have an impact on the odds of using e-learning. Towards this end, OUM continuously monitors learners’ use of ICT and e-learning to ensure that real learning takes place so that its graduates are adequately equipped to compete in today’s technology-driven and information-rich work environment. (Authors' abstract)

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