Dual mode universities

In Malaysia, Universiti Sains Malaysia became dual mode in 1971 and the Institut Teknologi MARA. Universiti Kebangsaan Malaysia, Universiti Malaya, Universiti Putra Malaysia, Universiti Malaysia Sarawak, and Universiti Teknologi Malaysia followed suit in the 1990s. All of these institutions offer undergraduate and postgraduate programs. The Seventh Malaysia Plan (1996-2000) identifies distance education as a key strategy for national development, and all universities are required to be distance education providers by 1999 in pursuit of the 'Vision 20207 goals of Malaysia becoming a developed nation and 40% of its population (currently 15%) being graduates. Distance education also features in the govemment's plans for the Kuala Lumpur 'Multimedia Super Corridor' and in 1998, two private universities, Universiti Telekom (Multimedia University and Universiti Tun Abdul Razak. Malaysia's first 'virtual university', began offering Web-based courses.

Broderless education

Indira Gandhi National Open University delivers courses into the Middle East and Seychelles. the Macao-based Asia International Open University markets its programs in Hong Kong and China, Malaysia's Universiti Telekom has enrolled students from Europe, Africa and Asia and other Malaysian and Singaporean universities are positioning themselves to be international providers.

Study centers

The majority of providers, like the Taiwan National Open University, the Radio and Television Universities, the University of the Air. the Korea National Open University and the Malaysian dual-mode universities, require their students to attend a certain number of scheduled lectures, tutorials or practical sessions. either on campus or at study centers.

Indira Gandhi National Open University, Korea National Open University and some Malaysian universities use videoconferencing for tele-lecturing to branch campuses and study centers but here again,. the problem lies in scheduling sessions to suit the learners.

Internet

Malaysia has similarly ambitious plans for multimedia and online learning (Abdullah, 1997). It has yet to be seen whether these far-sighted plans for new information and communications technology will be affected by the 'economic meltdown'.

In Malaysia, despite prime ministerial statements on the importance of democratizing education and government and private sector moves to promote 'smart schools' and computer-based distance learning, the Board of Engineers Malaysia, Legal Profession Qualifying Board, and Malaysian Medical Council members still maintain that qualifications gained through part-time distance education are not on a par with those obtained through full-time on-campus study. As a consequence, they either only partially recognize the qualifications of or impose additional requirements on, graduates of distance learning programs. Thus it is incumbent upon the universities to continue to work through these issues with the regulatory bodies and inform prospective students in regard to restricted or non recognition of their qualifications by such professional bodies (Moreira, 1998). Dual-mode universities offering the same courses and degrees on- and off-campus, may in this regard have an edge over the open universities with their distinctive curricula and degrees. Holding the same degrees as their on-campus counterparts, and not declaring their mode of study, graduates from the Malaysian dual-mode universities can still gain entry into government service and many professions. Universities such as Institut Teknologi MARA see it as their role to constantly remind the community of the government's promotion of distance and lifelong learning, profile successful adult learners, and demonstrate that education is not something confined to the classroom or the younger generation (Abdullah. 1998a).

Culture

Many, Malaysian students are not only teacher-dependent but have poorly developed reading skills, which presents a double challenge to instructional design (Loke, 1996; Abdullah, 1996). Institut Teknologi MARA finds that it needs to take careful account of student feedback in regard to concept maps, explanations, visuals, test questions. model answers, assignments and workloads in the self-instructional material. To further help the learners, ITM also provides introductory packages on study skills, compulsory orientation programs, monthly face-to-face meetings and on-demand telephone or face-to-face consultation (Abdullah, 1998b).

References

Abdullah, A. M. (I 997). Multimedia Super Corridor: Gateway to the future. Presentation at The UNCTAD Conference. Bangkok: May 2
http:/sealus.umn.edu/untpdc/conference/bangkok97/presentation/malaysia/sld001.htm

Abdullah. S. (1996). Kajiselidik Mengenai Tabiat Dan Minat Membaca Di Kalangan Siswa-Siswi di Institutusi Pengajian Tinggi di Malaysia (Survey of the Reading Habits and Reading Interests Among Students of the Institutions of Higher learning in Malaysia) (Report No. IR.PA-4-07-01-006). Selangor: Institut Teknologi MARA.

Abdullah, S. (1998a). Helping faculty to make the paradigm shift from on-campus teaching to distance education at the Institut Teknologi MARA, Malaysia. In C. Latchem & F. Lockwood. Staff development in open and flexible learning. London and New York: Routledge, 85-94.

Abdullah, S. (1998b). Introducing the philosophy and practices of distance education into a single-mode institution. Paper presented at the John Curtin International Institute Forum on Collaboration in Open Learning- 19-22 April, Perth: Australia.

Abdullah, S. and Roy, J. (1994). Designing the course to suit the clients: A Malaysian experience. Proceedings of the 16th ICDE World Conference, Windows on the Future. Wellington, NZ. 8-12 May.