Abstract
Open Distance Learning (ODL) is an approach in education practices in Open University Malaysia (OUM). One of its programs that are offered through ODL is the Bachelor of Psychology (BPSY) and it is one of the programs with the highest student intake in OUM. Since the program has been commencing for more than 10 years, it is the time to evaluate whether the program needs any revisions or improvements. Thus, the aim of the study is to determine the level of satisfaction of students on the Psychology program offered in OUM. A questionnaire was developed for this purpose which includes 4 areas of students' satisfaction, namely the learning materials, student perceptions on their tutors, assessment matters, as well as the overall program structure. The questionnaires were distributed to more than 1000 active students through online and face-to-face tutorials. A total of 439 students participated in the study. The results indicated that students are most satisfied with the overall program structure and least satisfied with the assessment matters with the mean score of 3.98 and 3.59 respectively. The study certainly benefits the university in taking action to revise and improve the program. Recommendation for future research is included at the end of the paper.
Highlights
The way we communicate, operate, produce and live is changing because of the implementation of information and communication technology (Frye & Hemmer 2013)
In Open University Malaysia (OUM), we introduced the open and distance learning (ODL) where it provides opportunities for all citizen of Malaysia to study online
According to Ngara, Ngwarai and Mhute (2012) ODL assessment are lacking of diversity while the students in ODL programs are highly diverse in terms of age race and socioeconomic status
Summary
The way we communicate, operate, produce and live is changing because of the implementation of information and communication technology (Frye & Hemmer 2013). The emersion of new user interfaces and web 2.0 technologies changes our way of living, including the educational system. In the ODL approach, teachers and students are distanced from each other, and they communicate mostly using technology. Students do not have to be physically present to learn. This is definitely different from the conservative or traditional approach. In ODL, content is not delivered, but produced by students. Students are encouraged to develop and construct knowledge as opposed to given or spoon-fed by teachers (Elías, Baracic, Tomasegovic, & Mrvac, 2010)
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