Letters to the Editor


IMPROVEMENTS & THE PLACE OF ENGLISH

I have been teaching IT courses at the Seremban Learning Centre for the past seven years and have seen a number of improvements.

One such change is the new learning centre under the charge of Puan Mazuin Omar. I am truly happy about moving into the new premises and I notice many smiling faces, tutors and learners alike, who are pleased with the facilities offered here.

In terms of learners' evaluation, I agree with the recent move to MCQs or Multiple Choice Questions. It is a good decision because it makes learners more focused in their studies. Learners will have no choice but to learn more about a particular topic in order to do well in assessment. Here, my only wish is that more real-life examples can be included. This move can help them in their jobs.

Apart from that, more emphasis seems to be given to the English language. My concern is our learners' level of English proficiency. Nowadays tutorials are conducted in English, yet a majority of OUM learners have poor command of this language. They seem to be struggling in this area. Perhaps, OUM should consider setting up an English Language Centre for our learners.

Apart from that, more emphasis seems to be given to the English language. My concern is our learners' level of English proficiency. Nowadays tutorials are conducted in English, yet a majority of OUM learners have poor command of this language. They seem to be struggling in this area. Perhaps, OUM should consider setting up an English Language Centre for our learners.

In all, I am quite satisfied with the changes at the university.


Sooraya Tairan
Seremban Learning Centre

Dear Sooraya,

The introduction of the MCQ format at OUM comes with valid reasons. It is a time-tested assessment tool, even with foreign open universities. Additionally, MCQs are a more objective and reliable indicator of learner understanding. You might have also noticed the MCQs at the end of each topic in the modules - these are meant to help learners to assess themselves. So you can see why OUM chose to migrate to using MCQs in some course and programmes. We will consider your suggestion to include more real-life examples in the questions.

On learners' proficiency in the English language, we are aware that a segment of learners need to improve their language skills not only in order for them to follow their respective programmes, but also to be able to function better in the work environment where English is the dominant language. To help learners in this area, OUM has made several important initiatives. For instance, in 2009, we introduced the e-Kamus (an electronic dictionary software package) that was meant to aid learners. OUM also launched e-GATE, which is a website that provides various English resources, in 2010 (accessible at http://egate. oum.edu.my/). Another new portal will be launched soon for similar purposes. This will be known as PAQEES (Portal for the Advancement of Quality English Education and Support). Do look out for this new portal and encourage your learners to use these resources if they find English challenging.


Prof Dr Shaari Abd Hamid
Deputy Vice President
Institute of Teaching and Learning Advancement (ITLA)



RETAINING LEARNERS' ATTENTION

I would like to thank Prof Dr Shaari Abd Hamid for his prompt and comprehensive response to my letter in TCX32. I agree that every mode of learning, whether face-to-face or virtual, has a role to play in the learning process.

I would like to comment a little on the challenge of retaining learners' attention during face-to-face tutorials. Given their level of maturity, holding the attention of adult learners will require more than just information and knowledge provided in the modules. To engage them, we would need to use real-life situations and examples to which they can relate.

My experience as an industry practitioner has been handy in that it provides me with ready real-life cases to cite, making it easier for learners to comprehend the subject at hand. I have also come to realise that tutors must constantly keep abreast with the latest developments in their own areas of expertise. Another way to maintain learners' interest in face-to-face sessions is to use more creative slide presentations to get the message across to the learners.

I believe these are some of the ways that can hold learners' attention and keep them interested during the face-to-face tutorials.

Thank you.


Selvarajan Velu
Shah Alam Learning Centre

Dear Selvarajan,

Thank you for sharing your thoughts with us. It is great that tutors realise adult learners are different from younger learners, and that the teaching-learning environment is different for them as well. It helps to recognise these differences and to adapt one's teaching methods to suit adult learners' needs and temperaments. You are most welcome to share your personal experiences in class for the benefit of your learners and I hope other tutors take note of your suggestions to improve their own teaching.


Prof Dr Shaari Abd Hamid
Deputy Vice President
Institute of Teaching and Learning Advancement (ITLA)



IDEAL QUALITIES OF AN ODL TUTOR

I am currently supervising OUM learners enrolled in a master programme. For a few years, I was also a tutor in courses taken by in-service teachers. I was once a school teacher myself, so I understand the issues they have to deal with.

When I was tutoring these in-service teachers, I had to put in extra hours to attend to their queries. I taught a difficult course, so I understood their predicament. This is why I think that the first quality an ODL tutor must have is passion to help their learners.

Another crucial quality is to be well-prepared for tutorials. Young tutors, especially, may be overwhelmed when facing a more experienced audience. Here, I wish to assure these tutors that as long as they have sufficient knowledge on their subject matters, they have nothing to worry about.

Sometimes I see tutors who are not well-versed in their subjects because they hardly read the modules. I make it a point to read every page of the module before facing the learners. If you want to help the learners, you need to study the subject to be taught.

Tutors are OUM's front-liners and they have to keep up certain standards. Even if this may be challenging, at the end of the day there is a lot of satisfaction to be derived.


Nurliza Haslin Muslim
Klang Valley Learning Centre

Dear Nurliza,

Showing empathy towards your learners is particularly important in ODL and the qualities you mentioned are worth emulating. Your point regarding the modules is also an important one - the modules are there to help the learners as well as the tutors, so it is vital that tutors familiarise themselves with the modules. There is only one thing I would like to add: don't just read from your modules during the tutorials!


Prof Dr Shaari Abd Hamid
Deputy Vice President
Institute of Teaching and Learning Advancement (ITLA)



PRACTISE PATIENCE & CARE

Having been an OUM tutor for nine years, I believe that teaching adult learners can be very challenging, especially those from the open market.

Some open market learners seem to lack the initiative I have seen in sponsored learners. There were times when I had to call or send text messages just to get them to hand in their assignments. Some don't even turn up for oral tests, despite my telling them that they are worth 40% of their scores! I suppose this is due to most of them being younger, hence needing to be pushed. This is where patience and care come in. These learners need to be given the chance to succeed.

In spite of all the troubles, I find my job satisfying. The course that I teach, i.e., Oral Communication, has indeed been useful to some of my ex-learners who are now working in places like the Road Transport Department and the Royal Malaysian Police.


Vera Voo Mui Yin
Tawau Learning Centre

Dear Vera,

Thanks for writing in. It is interesting that you have made a distinction between sponsored and open market learners. Perhaps there are other tutors who share your experience?

I am sure it is gratifying to know that your learners have benefited from your teaching. As I mentioned in my reply to Nurliza, empathy, patience and care are important qualities in a tutor. We are glad to know that many tutors already know this, so keep up the good work and do write in to TCX if you have other anecdotes to share!




Prof Dr Shaari Abd Hamid
Deputy Vice President
Institute of Teaching and Learning Advancement (ITLA

 


 

 

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