Enhancement of Students' Motivation Using On-Line

CPS Journals Centre for Postgraduate Studies Universiti Malaysia Kelantan

International Journal of Social Science Research ISSN: 2289-3318 Vol. 1, Issue 1, pp: 28-37 (2013)

Enhancement of Students’ Motivation Using On-Line Self Directed Learning Approach for Malaysian Learners Khairul Azhar Mat Daud, PhD (Corresponding Author) Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan E-mail : [email protected] Md. Baharuddin Abdul Rahman Department of Mechanical Engineering, Politeknik Kota Bharu, Kelantan, Malaysia E-mail: [email protected] Mohd Ali Samsudin School of Educational Studies, Universiti Sains Malaysia, Pulau Pinang, Malaysia E-mail: [email protected]

Abstract Motivation is an important factor in learning and teaching environment to ensure students’ continuous learning. In the adults learning style, Self Directed Learning (SDL) is the most popular method to be implemented. Nowadays in ICT era, online learning will replace the conventional or face to face learning by a variety of reasons. In this paper, authors identify and determine the appropriate learning instruction to be designed and embedded in online self directed learning based on online SDL model are developed by Song and Hill, 2007. The research respondents are comprised 239 diploma students in mechanical engineering course at polytechnic under Ministry of higher Education, Malaysia. This study identifies the effect of online self directed learning on students’ motivation. Therefore, it can be concluded that online SDL can give positive impact on enhancement of students motivation. The finding of this research shows increase in the level of student motivation after implementation of online SDL. Keywords: Online Self Directed Learning, Motivation, Student Oriented Learning Management System. JEL Codes: I29

1.

INTRODUCTION

The e-SOLMS system is developed to provide high quality content to learners and to raise students’ awareness of their own roles in learning. Raising students awareness their own roles in learning is a critical role for teachers (Taylor, 1995). The skills needed to ‘learn how to learn’ or ‘self-directed learning’ would be an enabling skill necessary for learners to master before making the transition into tertiary education (Marjanovic, 2005). The literature on Self Directed Learning asserts that self-directed learners demonstrate a greater awareness of their responsibility in making learning meaningful and monitoring themselves (Garrison, 1997). They are curious and willing to try new things (Lyman, 1997), view problems as challenges, desire change, and enjoy learning (Taylor, 1995). Taylor (1995) also found them to be motivated and persistent, independent, self-disciplined, self-confident and goal-oriented. The curriculum on the other hand has a strong strand of self directed learning. Students have opportunities to explore solutions to real-world problems and focus on innovation. Students also have opportunities to transfer conceptual knowledge to new situations. Other strong features are collaboration and cooperation.

© CPS Journals

Daud, K. A. M. et al. Interestingly, self-directed learners are not nurtured in isolation but have ample opportunities to collaborate and interact with their peers. Online SDL called e-student oriented learning management system (e-SOLMS) are applied in web system at Kota Bharu Polytechnic, Malaysia. We designed e-SOLMS based on Song & Hill Online SDL Model, 2007 (Fig.1). This system covers all the important elements in SDL situation such as personnal attribute and autonomous learning. Through online self directed learning comprised two elements namely system design and support. The design element encompasses resources, structure and nature of task while the support element encompasses instructor feedback and peer collaboration. Through this research, the concepts from both motivational and educational psychology have to be addressed for they provide the foundation for any student seeking to become a self-directed learner The concepts of student motivation are enhanced and developed when teachers and administrators understand and foster them at the classroom or school level (Lumsden, 1999; Renchler, 1992; Biemiller & Meichenbaum, 1992). Periodic monitoring of the learners development of their motivation in online self-directed learning would be mapped out by the system administrators and its growth made visually possible by repeated measures on scores of motivation measurement used MSLQ by Pintrich et al. (1993).

2.

PROBLEMS STATEMENT

Many studies have explored the benefits of online learning such as convenience (Poole, 2000) and flexibility (Chizmar & Walbert, 1999), as well as its challenges including technical difficulties, lack of a sense of community, and delayed communication (Song, Singleton, Hill, & Koh, 2004). An area of particular interest to researchers exploring online learning is the learner’s ability to guide and direct his or her own learning; in other words, self-directed learning (Hartley & Bendixen, 2001). On-line learning style has been proven effective in increasing respondents interest based on other research findings. (Hill, Wiley, Nelson & Han, 2003; Hofmann, 2002). Attach with above contexts, at mean while researcher those going through their research always in deep focusing in the ability of student in manage their self directed learning with ”on line” learning support. Sometime these learning style stay difficulty to exchange of SDL concept (Hartley & Bendixen, 2001). In many respects, even knowing that the Internet presents challenges to some users, in most ways it is the great equalizer. Although initial Internet access can be difficult for some people, the potential to learn what they have to learn once they do connect is great. In essence, if adults have motivation, drive, and patience they can learn much by themselves via the Internet. A lot of web master develop on line learning that produce useless on line learning product when it engaging through market, some of them not match with end product needs (Termit Kaur, 2006). To increasing an ability of student in developing their skills and motivation level, the need of tough webmaster by develop high value of on line product should produce to help the guide of student management start from primary school (Marjanovic.O, 2005). Research indicates that motivation to learn in an online learning context may be a difficult task due to the easy-to-procrastinate nature of online learning (Elvers, Polzella, & Graetz, 2003). For example, it can be easy to hide in an online learning situation (Song et al., 2004). A learner can log in to the online course for live chats or presentations (synchronous learning) with her/his name showing on the participant’s list, yet, he or she may be surfing the Web or engaged in other activities rather than fully participating in the conversation. When learners do participate, their motivation to contribute in-depth thoughts and ideas may be low. For example, in asynchronous bulletin board discussions, learners may be posting messages simply to fulfill the course requirement to post certain number of postings. This does not mean they are actually engaged in meaningful cognitive thinking (Biesenbach-Lucas, 2003). Research indicates that for meaningful interaction to occur in online environments, learners need to be motivated to contribute cognitively deep messages (King, 2002). International Journal of Social Science Research

29

Daud, K. A. M. et al.

Another challenge to motivation in online learning relates to procrastination. Scholars have indicated that it is easier to procrastinate in an online learning situation as compared to a traditional face-to-face classroom primarily because online classes often do not provide strict schedule (Elvers, Polzella, & Graetz, 2003). In a face-to-face class, though students may procrastinate, the required physical presence in each class session exposes them to the materials on a regular basis. However, in an online situation, learners may not engage in course-related reading until the last minute (Elvers, Polzella, & Graetz, 2003). Therefore, online learners need enhanced motivational strategies to avoid procrastination in learning.

3.

RESEARCH SIGNIFICANT

The used of computer as instrument in directly comunication in learning style act as important part in education learning support. (Fred Percival & Henry Ellington, 1984 ). In learning process through computer device (CSD), Computers now become more used, at the same time its look like the second tutor for student involve in learning style. In this research, e-SOLMS act such second device to generate new learning process, or its also can say as engine for learning in device without classroom. It’s will support all comunication device liase with fully control by matching with specific objective. This valuable device names e-SOLMS will operate to support generic skilled of those student involve. The global learning style looks can perform immediate response all user that include ( lectures-student-parent, ). It’s generate in direct operation through internate and run smootly such on line monitoring process in e-learning style. The research contact through on-line self directed learning (SDL) with fully support of e-SOLMS system looks very helpful to enhance student motivation. The on-line self-directed learning approach via eSOLMS in on line operating desirely will develop and expand the students motivation. The explore purpose is to plan, design and develop a student oriented learning management system (e-SOLMS) to be delivered via the Web and to map out the development of student motivation as they engage in the learning activities of the e-SOLMS.

4.

DESCRIPTION OF METHODOLOGY

The research phases consist of six. First phase is planning and designing of e-SOLMS, Needs and Curriculum Analysis of Mechanical Engineering subject for Diploma Level. Planning and designing of enhanced features for e-SOLMS will commence with the close collaborative effort between researchers and ICT Solution Providers. A brainstorming and discussion session will be conducted to collate all the ideas needed for this phase as well the delegation of works for the next phase. Major ideas would consist of the interface design, administration and maintenance of the system and the structure of the system. To gather data in order to determine the scope of Diploma level Mechanical Engineering subject and view recent reforms in the curriculum. These data are needed to carry out the needs analysis in terms of current and innovative strategies for the teaching of Mechanical Engineering so that design of the teaching and learning materials (Learning Objects) can be matched to attain maximal teaching and learning. Second phase in this study is development of e-SOLMS. Actual development of the system will commence based on the planning and designing information gathered and agreed upon from first phase. Again this will be a close collaborative effort between researchers, student researchers and identified ICT Solution Providers. Third phase is installation and Uploading into the web-based repository of SOLMS and Testing of System. Installation and uploading of the e-SOLMS system for easy access by users. Alpha & Beta Testing will be conducted to evaluate effectiveness of enhanced features of e-SOLMS as well as for the useability of the delivery system. Learners(users) receptiveness towards this system as well as towards the contents will also be elicited. Fourth phase is implementation of e-SOLMS for Development of Student’s Motivation (Sampling of Respondents) Learners taking Mechanical Engineering course at the Diploma level at identified International Journal of Social Science Research

30

Daud, K. A. M. et al. Polytechnic Colleges will undergo a self-learning process using the e-SOLMS. A research design requiring control and experimental groups will be utilised to sample students for the study. The experimental group would consist of students undergoing the learning with the online self directed learning due e-SOLMS application while the control group would only undergo learning with self directed learning without e-SOLMS. A total of at least 3 Polytechnic Colleges will be involved in this study with an expected student sample of 239 individuals. The sampling would thus be purposive. Fifth phase in this study is to periodic evaluation of e-SOLMS system usage and Mapping of motivation development. Periodic evaluation of the e-SOLMS system will be carried out by map out the development of student’s motivation. Data collection regarding the development of students’ motivation will also be conducted by way of questionnaires and interviews. And the final phase is analysis of research study. Quantitative methods of data analysis will be carried out to address the objectives and hypotheses of this study.

5. THEORETICAL FRAMEWORK The theory underlying this study would be the theory of social constructivism which indicate that social processes are important for learning. Learning is viewed as a social interactive process and interaction between learners and of learners with other people is very important. This helps explain the acknowledgement that learning should be conceived as an active experience through which people construct collective meaning and develop perspectives of situations (Simons, 2005). Features of selfdirected learning like demonstrating greater awareness of their responsibility in making learning meaningful and self-monitoring themselves (Garrison, 1997), curious and willing to try new things (Lyman, 1997) are all indicative of active learning as explicated by social constructivism. Being active learners they become better and better in designing their own learning environments.

Self-Directed Learning

Input

Planning

Resources Instructor Feedback

Use Strategy

Monitorin g

Processes

Prior Knowledge

Personal Attributes

Resource

Learning Context

Structure

Use

Motivatio n

Evaluating

Personal Attributes

Autonomous

Learning

Peer Collaboratio n

Satisfaction

Support

Outcomes

Natura of Tasks

Design

Processes

Figure 1: The Song and Hill (2007) Online Self-Directed Learning model

International Journal of Social Science Research

31

Daud, K. A. M. et al. 6.

INSTRUMENTS

The online environment of the Student-Oriented Learning Management system lends itself to a selfdirected learning (SDL) experience while qualifying for the contextual dimension of a constructivist leaning. To succeed in online learning context, learners need to take control in planning their learning pace (Chizmar & Walbert, 1999) monitoring their learning comprehension (Shapley, 2000), and making judgments on various aspects in their learning process (Petrides, 2002). Recent research in an online distance education indicates that students need to have a high level of self-direction to succeed in online learning environment (Shapley, 2000). In fact, not only does an online learning context influence the amount of control that is given to (or expected of) learners, it also impacts a learner’s perception of his or her level of self-direction. The Song and Hill (2007) model depicted in Figure 1 is used to understand the self-directed learning factor within an online context. The model incorporates SDL as a personal attribute and a learning process as pointed out by most scholars in the literature of SDL. However, this model also incorporate a third dimension ie. the learning context, to indicate the impact of environmental factors on SDL. The online learning context impacts SDL personal attributes of resource use, strategy use, and motivation. The instrument was used to measure the variable in this study is adaptation from the Motivation Strategies for Learning Questionnaire (MSLQ), developed by Pintrich et al. in 1991. This research to measure the impact of e-SOLMS for student’s motivation. In order to be applied in Malaysian context, some modifications were made to the Learning Strategies Scale. It is a 5-point Likert scale; responses may range from 1 (not at all true of me) to 5 (very true of me). Scale scores are determined by summing the items and taking an average. Its reliability has been tested with Cronbach's alpha analysis. The researcher found that the adapted scale has an alpha coefficient of 0.93, indicating that it is highly reliable. Table 1: Content specification for motivation scale Motivation Intrinsic goal orientation Extrinsic goal orientation Task value beliefs Self Efficacy Control of learning beliefs

Items no. 1,13,18 6,9,11,24 3,8,14,19,21,22 4,10,16,17,23,25 2,7,15,20

Table 2: Reliability Analysis No of Construct 1-5

Value of Cronbach Alpha 0.9336

N 90

The MSLQ as instrument to measure 5 construct of motivation by using e-SOLMS as a medium to implement the on-line self directed learning concept. The content specification or outline of the motivation Scale MSLQ is shown in Table 1. (Chan, 1993; Pintrich, et al., 1991; Nolen & Haladyna, 1990). Table 3: Reliability Analysis of Five Mmotivation’s Construct Construct Intrinsic Goal Orientation Extrinsic Goal Orientation Task Value Beliefs Control of Learning Beliefs Self Efficacy

Value of Cronbach Alpha 0.7425 0.8167 0.8167 0.7452 0.8263

International Journal of Social Science Research

N 90 90 90 90 90

32

Daud, K. A. M. et al. 7.

RESULT AND DISCUSSION

This study employed a random sampling among 239 students at three Polytechnics. This research intended to measure the effect of e-SOLMS for student’s motivation. The quasi experiment approach is used in this research. This research also use questionnaire as instrument to measure 5 construct of motivation by using e-SOLMS to implement the on-line self directed learning concept. The 5 construct of motivation is intrinsic orientation, extrinsic orientation, trust learning control, task value and self efficacy (table 6). The major effect of self directed learning against score mean in post test are analyze through one way ANCOVA (One Way Analysis of Covariance). The independent variable is the method of self directed learning are include by two versions it’s SDLd with e-SOLMS and SLD without e-SOLMS. The post test score mean is dependent variable (learning motivation). Covariate is pre test score mean. The analysis results are shown in table 4 for learning motivation. Table 4: One way ANCOVA Source

Total Power of Two Type III 58.567b

D.K

Mean Square

Corrected 2 29.284 model Pintasan 399.278 1 399.278 Score Mean Pre .516 1 .516 Test Learning 56.760 1 56.760 Method Error 82.604 236 .350 Total 3444.720 239 Corrected Total 141.172 238 a. Generated using alpha = .05 b. R squared = .442 (R squared modified = .438)

F

Sig .000

Eta Squared .415

powers of Observation 1.000

83.663 1140.734 1.474

.000 .226

.829 .006

1.000 .227

162.164

.000

.407

1.000

Table 4 shown the major effect of learning method are significant with F(1,236) = 162.164, MKR = .350, p=0.00. The effect size between learning method and post test score mean are shown by eta squared is 0.407 it’s mean the relation between learning method and post test score mean are high (Green, 1997). The conclusion is the score mean of post test are high while it’s control the differentiate in pre test score mean for version SDL with e-SOLMS (min = 4.22), compare with score mean SDL without e-SOLMS (min = 3.24), as shown in Table 5. Table 5: Post Test for Learning Motivation Learning Method

SDL without e-SOLMS

Min

Standard Error

3.239a

.054

Confidence Interval Lower Upper Limit Limit 3.133 3.345

SDL With e-SOLMS 4.217a .055 4.109 a. Evaluated based on the covariates in the model: Mean Score Test Pre (Motivation) = 2.4515

4.325

Table 6 shown the t-test analysis of mean comparison of motivation between control and experimental group before and after treatment. Motivation perform by five main constructs. The main constructs were perform a motivation is intrinsic motivation, extrinsic motivation, trust learning, task value and self efficacy. The data in table 6 shown that the value of mean for the whole group, either for control or experimental group are appropriately average. It’s mean that, the value of all motivation construct are quite be same before doing the experiment. The results can be obtained after the study was conducted. Through the research, it was found there were significant differences for each construct of motivation. The mean value International Journal of Social Science Research

33

Daud, K. A. M. et al. for each construct was different. Comparison of the mean values demonstrated that the mean value for each construct due to experimental group is higher compared with control group. The score mean of post test for intrinsic motivation (4.0940) is higher to the group whose are apply version SDL with e-SOLMS compare with the control group whose are apply SDL without e-SOLMS, intrinsic motivation (3.0437). There are significant differences between the control group and the experimental group (p=0.023). Table 6: The Comparison of Motivation Construct Construct

Type of Group

N

Mean

S.D.

D.F.

t-Value

Intrinsic Motivation (pre)

Control

122

2.4699

.96757

237

1.154

.067

Experimental

117

2.1571

.89752

Control

122

3.0437

.73099

235.269

-11.806

.023

Experimental

117

4.0940

.64304

Control

122

2.5717

.94118

237

1.101

.092

Experimental

117

2.4444

.84084

Control

122

3.1455

.80535

219.140

-12.883

.001

Experimental

117

4.3077

.57459

Control

122

2.4959

1.00309

237

1.277

.410

Experiment

117

2.3376

.90931

Control

122

3.3934

.78986

234.581

-8.885

.004

Experiment

117

4.2415

.68381

Task Value (Pre)

Control Experiment

122 117

2.5301 2.3248

.93278 .84243

237

1.783

.202

Task Value (Post)

Control Experiment

122 117

3.3962 4.1994

.61409 .51567

232.973

-10.968

.003

Self Efficacy (Pre)

Control Experiment

122 117

2.5246 2.4373

.91279 .80816

237

.781

.067

Self Efficacy (Post)

Control Experiment

122 117

3.1243 4.2350

.77689 .43448

191.542

-13.713

.000

Intrinsic Motivation (post)

Extrinsic Motivation (Pre)

Extrinsic Motivation (Post)

Sig.

Trust Learning Control (Pre)

Trust Learning Control (Post)

International Journal of Social Science Research

34

Daud, K. A. M. et al. The score mean of post test for extrinsic motivation (4.3077) is higher to the experimental group whose are apply version SDL with e-SOLMS compare with the control group whose are apply SDL without eSOLMS, extrinsic motivation (3.1455). There are significant differences between the control group and the experimental group (p=0.001). The score mean of post test for trust learning (4.2415) is higher to the experimental group whose are apply version SDL with e-SOLMS compare with the control group whose are apply SDL without e-SOLMS, trust learning (3.3934). There are significant differences between the control group and the experimental group (p=0.004). The score mean of post test for trust learning (4.1994) is higher to the experimental group whose are apply version SDL with e-SOLMS compare with the control group whose are apply SDL without e-SOLMS, trust learning (3.3962). There are significant differences between the control group and the experimental group (p=0.003). The score mean of post test for self efficacy (4.2350) is higher to the experimental group whose are apply version SDL with e-SOLMS compare with the control group whose are apply SDL without e-SOLMS, self efficacy (3.1243). There are significant differences between the control group and the experimental group (p=0.000). Regarding to the result, it shown that the value of mean in experimental group is higher than control group in each motivation construct. It’s mean, the approached of on-line self directed learning by e-SOLMS will give a positive affected to the students motivation.

8.

Conclusion and Implication

The finding showed that the student’s motivation are increased when they learn with online self directed learning are support by e-student oriented learning management system (e-SOLMS). Student motivation naturally has to do with students' desire to participate in the learning process. But it also concerns the reasons or goals that underlie their involvement or noninvolvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ (Synteta, P., 2002). The term MOTIVATION TO LEARN through e-SOLMS has a slightly different meaning and disciplines in engineering methods involved (Synteta, 2002). It is defined by others as "the meaningfulness, value, and benefits of academic tasks to the learner--regardless of whether or not they are intrinsically interesting" (Hermine Marshall 1987). Others noted that motivation in on-line self directed learning concept is to learn the characterized by long-term, quality involvement in learning and commitment to the project development process of engineering learning (Carole Ames 1990). Therefore, the development of e-SOLMS underlie by on line self directed learning concepts has succeeded in assisting the students to increase their learning motivation in learning processes. Students are given an authentic problem scenario where they are motivated to solve the problem that would change students’ perception on mechanical engineering course which is previously considered as a subject that is isolated and not integrated with other courses. This may cause students to overlook the relationship between the mechanical engineering concepts and everyday life. On line SDL is an effective vehicle for the students to have deep learning about any concept in mechanical engineering which helps them to improve their skills in self directed learning approach and increase their motivation. Thus, e-SOLMS are applied on line self directed learning using SDL approach will benefit students in diploma mechanical engineering whose are registered for poject development of mechanical engineering subject - J5012 as well as consumers that are interested in the field of mechanical engineering project development subject. This web system be seen as a motivation to integrate information and communication technology in teaching and learning process and in everyday life.

International Journal of Social Science Research

35

Daud, K. A. M. et al. REFERENCES Abelardo C.Valida, M. H. N. A. M. (2003). Koridor Raya Multimedia-Perjalanan ke Arah Kecemerlangan di Institusi Pengajian Tinggi. (Z. A. Hamidin, Trans. 1 ed.). Kuala Lumpur: Pelanduk Publications (M) Sdn. Bhd. Ambigapathy Pandian. (2005). Literasi Teknologi Maklumat Di Kalangan Guru Pelatih Bahasa. Pulau Pinang: Universiti Sains Malaysia. Azila N.M.A. Khairiyah Mohd Yusof. Zubaidah HAR. Tan CPL. Wan Ashri WD. Atiya A.S. Sim SM. (2004). Creating Interest and Exploring Implementation of Cooperative Learning (CL) or Problembased Learning. Journal of Problem -Based Learning, Vol. 2, No 2. in Electronic Journal of University of Malaya Baharuddin Aris . Rio Sumarni Shariffudin dan Manimegalai Sbramaniam. (2002). Reka Bentuk Perisian Multimedia. Skudai, Johor. Universiti Teknologi Malaysia. Bruce L.Mann. (October 2006). Making Your Own Materials, Part II: Multimedia Design for Learning. International Journal of Instructional Technology And Distance Learning, 3. Churchill. D. (2006). Active Lessons [Electronic http://www.learnactivity.com/activelessons/index.html.

Version],

Learning

Object

Sites

from

Datuk Dr. Syed Othman Alhabshi. (2002). e-Learning: A Malaysian Case Study. Paper presented at the Africa-Asia Workshop on Promoting Co-operation in Information and Communication Technologies Development. Dr. Micheal D. Williams (Ed.). (2000). Integrating Technology Into Teaching And Learning. Singapore: Prentice Hall. Fred Percival, H. E. (1984). Buku Panduan Teknologi Pendidikan (N. F. Yaacub, Trans. second edition ed.). London: Kogan Page Limited. Iraklis Varlamis & Loiannis Apostolakis. (2006). The Present and Future of Standards for E-Learning Technologies. [Electronic Version]. Interdisciplinary Journal of Knowledge and Laerning Objects, 2. Jabatan Pengurusan IPT. (2006). Modul Khusus. In K. P. T. Malaysia (Ed.), Asas Pengajaran Dan Pembelajaran Pensyarah Baru IPTA. Shah Alam: Pusat Penerbitan Universiti (UPENA). Karen Swan. (2004a). Issues of Interface [Electronic Version], 1 from www.eurodl.org. Karen Swan. (2004b). Learning online: current research on issues of interface, teaching presence and learner characteristics. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Into the Mainstream. Needham, MA: Sloan Center for Online Education, 63-79. Liyan Song & Janette R.Hill. (2007). A Conceptual Model for Understanding Self-Directed Learning in Online Environments [Electronic Version]. Journal of Interactive Online Learning, 6 from www.ncolr.org/jiol. Muhammad Kamarul Kabilan, A. R. M., Sharifah Noraidah Syed Idros, Fong Soon Fook, Norlida Ahmad dan Leong Lai Mei. (July 2006). Research Note : The e-Lesson Creator [Electronic Version]. Internet Journal of e-Language Learning & Teaching, Vol. 3(2). Retrieved July 2006 from http://www.eltrec.ukm.my/iJeLLT. Olivera Marjanovic. (2005). Towards A Web-Based Handbook of Generic, Process-Oriented Learning Designs. Educational Technology & Society. Vol. 8 (2), pp: 66-82 International Journal of Social Science Research

36

Daud, K. A. M. et al.

Pat Maier and Adam Warren. (2000). Integrating Technology In Learning & Teaching-a practical guide for educators. London: Stylus Publishing Inc. Prasanna Desikan ; Colin DeLong ;Kalyan Beermanapalli ;Amit Bose & Jaideep Srivasta. (2006). Web Mining for Self-Directed E-Learning [Electronic Version] from http://wwwusers.cs.umn.edu/~desikan/publications/Web-Mining-for-E-learning.pdf. Prof. Abdul Rahim Mohd Saad, g. (1998). Anjakan Paradigma Atau Evolusi Paradigma. Paper presented at the Peranan Teknologi Pendidikan Ke Arah Kecemerlangan Dalam Pendidikan. Rafidah Md. Noor & Nornazlita Hussin. (2004). First experience in Implementing PBL for network design and management course. Journal of Problem Based Learning, Vol. 2, No 1. in Electronic Journal of University of Malaya Robert C.Donaghy. (2005). Studying Self-Directed Learning: The Personal Stories of Four Scholars. [Electronic Version]. International Journal of Self-Directed Learning, 2 from http://www.sdlglobal.com. Rozinah Jamaludin. (2005). Multimedia Dalam Pendidikan. Kuala Lumpur: Utusan Publications & Distributors Sdn. Bhd. Sharifah Alwiah Alsagoff. (1987). Teknologi Pengajaran (3Th Edition ed.). Kuala Lumpur: Dewan Bahasa dan Pustaka. Termit Kaur Ranjit Singh. (2006). Usability of The User Interface Design of A Courseware Management System. Unpublished Doctorate of Education, University of Science, Malaysia, Penang. Termit Kaur Ranjit Singh. (Oktober 2006). Usability Of The User Interface Design Of A Courseware Management System., University Science of Malaysia.

International Journal of Social Science Research

37