Characteristics of the Web-Based Learning Environment in Distance Education: Stude...

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Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs
Authors: Hanafi Atana; Zuraidah A. Rahmana; Rozhan M. Idrusa Affiliation: a Malaysia DOI: 10.1080/09523980410001678557 Published in: Educational Media International, Volume 41, Issue 2 2004 , pages 103 - 110 Publication Frequency: 4 issues per year Previously published as: Audio-Visual Media (0571-8716) until 1971 Previously published as: Educational Media International (0004-7597) until 1987 Download PDF (~114 KB) View Related Articles

To cite this Article: Atan, Hanafi , Rahman, Zuraidah A. and Idrus, Rozhan M. 'Characteristics of the Web-Based Learning Environment in Distance Education: Students Perceptions of Their Learning Needs', Educational Media International, 41:2, 103 - 110

Abstract
A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning resources. The results revealed a high degree of necessity for a web-based general support system to be provided to the students; the students were also very receptive towards the need for on-line supplementary course articles, as well as materials related to course tests and examinations. Where the on-line web-based learning materials were concerned, the students perceived that these should only be supplementary and supportive to the existing modular print-based format of the course delivery. The instructional strategies that integrate various forms of interaction, the access to a plethora of resources and the media-rich environment fitted well with their learning requirements via distance education. Caract ristiques de l'environnement de formation bas sur le Web lors d'une ducation sur distance. Perceptions d' tudiants sur leur besoin de formation. Une tude concernant les perceptions des tudiants a t men e sur les caract

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ristiques du besoin de formation dans un environnement de formation bas sur le Web. Plusieurs aspects de formation en ligne ont t tudi s sans oublier le syst me de support g n ral bas sur le Web pour les tudiants, le mat riel de formation, les strat gies d'instruction de ce mat riel et leurs ressources. Les r sultats r v lent que les tudiants ont besoin d'un syst me de support g n ral bas sur le Web. Les tudiants sont galement tr s ouverts au besoin d'articles suppl mentaires de cours en ligne ainsi qu'au mat riel de formation en ligne relat aux tests et examens du cours. Concernant le mat riel de formation en ligne bas sur le Web, les tudiants s'aper oivent que ce mat riel de formation ne peut tre que suppl mentaire et servir de soutien au mat riel modulaire imprim et livr lors du cours. Les strat gies d'instruction qui combinent plusieurs formes d'interaction, l'acc s un exc s de ressources et l'entourage riche en m dias r pondent bien leur besoin de formation par une ducation sur distance. Merkmale netzbasierter Lernumgebungen im Fernunterricht: Die Wahrnehmungen von Lernbedingungen bei Studenten Es wird ber eine Studie ber die Wahrnehmungen von Merkmalen der Lernbedingungen bei netzbasierten Lernumgebungen von Studenten berichtet. Verschiedene Aspekte von Online-Lernen wurden untersucht, wie z.B allgemeine netzbasierte Unterst tzungssysteme f r die Studenten, Lehrmaterialien, ihren didaktisch-strategischen Hintergrund und Ressourcen. Die Ergebnisse zeigten, dass ein hoher Bedarf f r ein allgemeines, netzbasiertes, den Studenten zur Verf gung gestelltes Unterst tzungssystem besteht; den Studenten war durchaus auch der Bedarf an zus tzlichen online-basierten kursbezogenen Artikeln als auch an Materialien bewusst, ebenso der Bedarf an test- und pr fungsbezogenen Angeboten. In Bezug auf die schon online zur Verf gung stehenden netzbasierten Lernmaterialien sind die Studenten der Meinung, dass diese nur zus tzlich und unterst tzend zum vorhandenen modularen druckbasierten Format der Kurslieferung sein sollten. Die Unterrichtsstrategien, die verschiedene Formen von Interaktion, den Zugang zu einer Vielzahl von Ressourcen und zu Multimedia-Angeboten enthielten, erf llten sehr gut ihre Anforderungen f r Fernstudien.

Introduction
The advancement of Information and Communication Technology (ICT) has a significant and profound impact on distance education. In terms of teaching and learning in distance education, where the learner and lecturer are separated in time and space, ICT in the form of a web-based learning environment can support an array of instructional delivery media, utilising the effective pedagogical approaches that involve and seek the active participation of students in the construction of knowledge. Features of the World Wide Web, such as hypertexts, graphics, sound and video illustrations and the easy-to-handle point and click graphical interfaces provide an extensive environment for instructional designers to develop diverse types of learning materials. The web can also support various forms of communicative features that can connect lecturers and students for teaching and learning activities. Features such as the synchronous learning activities (computer conferencing, chats, web tutorials) and the asynchronous learning activities (email, listservers and web courses) provide means of effective communication and reinforce the teaching and learning conducted through distance education. In terms of the learners' support system in distance education, the ICT in the form of a web environment is capable of supporting various interactive features that facilitate the fulfillment of the needs and requirements of the learners at a distance. The on-line course registration, on-line fee payments, general enquiries,

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counselling services, virtual notice boards and the chat facility are known to be contributory to efficient student management and administration, resulting in the provision of more satisfactory services and assistance to these students. The analysis of students' perceptions on the technology used in the delivery of courses has been of some interest to educators. Shuell and Farber (2001) reported that students found that the use of technology in the course delivery was beneficial and it assisted them to learn the materials and skills taught in a way that facilitated their learning. Milheim (2001) studied the role of the teaching faculty and administrators in the use of instructional technologies to present the educational materials to distance learners in a variety of environments as well as on the administrative strategies for effective distance education programmes. He stressed the importance of student-related procedures to support distance education as a whole, such as the registration process, financial aid, library services, transfer of credits and student advisory services. Navarro and Shoemaker (2000) studied student performance and the perception of distance learners in cyberspace in terms of their attitude towards the essential instructional technologies, their perception towards the learner-instructor and learner-learner interactions, their satisfaction and related technical problems. They discovered that students preferred the cyberspace mode of learning, as the instructional technology could stimulate the classroom experience, support collaborative learning and interactive feedback. The support made available for student-student interaction via the electronic bulletin board enabled stimulating thoughts and debates to take place and led to satisfying and effective learning experiences. The delivery model of the distance education academic programme at the School of Distance Education, Universiti Sains Malaysia is comprised of the pedagogically articulated self-learning printed-text called modules which include the core teaching materials, video-conferencing teletutorials (scheduled), an annual residential intensive course and a five-day residential orientation programme in the main campus (Idrus and Zin, 1992). Selected courses are also enriched by the use of audio and video tapes and the printed study guide. Based on this backdrop, the online learning environment is introduced for a more comprehensive learning experience. In this study, we looked at the students' perceptions regarding their needs on the various aspects of the on-line services. The aspects studied were the general support services, learning support services, on-line learning materials, the instructional design of on-line learning, the resources of on-line learning and other related aspects. It was hoped that this study would reveal the characteristics of, and student preferences towards, the on-line web-based design that could provide a comprehensive learner's support system and pedagogical approaches that are in line with their need as students in distance education. This study would also foster understanding of the students' needs with respect to on-line learning and the appropriate instructional strategies that are most suitable for them. The preferred on-line instructional design could be taken into consideration during the planning and development stage of on-line web-based support and learning environments, leading to an effective and satisfying learning experience by the students.

Methodology
The questionnaire developed for this study was of the type that tried to elicit the feedback of the respondents towards their needs in on-line learning. The

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questionnaire contained statements related to the various aspects of on-line learning, including the general support system, learning support system, learning materials, instructional strategies of the learning materials, learning resources. Each statement was accompanied by the Likert Scale ranging from 1-5, with 1 denoting the least useful/important and 5 the most useful/important. The sample of the study consisted of the distance education learners enrolled in the distance education programmes at the School of Distance Education, Universiti Sains Malaysia, Penang, for the 2001/2002 academic session. The questionnaires were distributed randomly among the first, second and third-year undergraduate students. A total of 315 questionnaires were returned - a return rate of 31.5%. The analysis of the data involved extracting the means of each of the statements with the means of 3.0 representing the equilibrium point. The means greater than 3.0 reflected the respondents' agreement with the statements put forward, while means with values less than 3.0 reflected the respondents' disagreement with the statements put to them.

Results and discussion

The results in Table 1 show that all statements regarding the need of on-line general support services obtained mean values of 3.760 or higher, indicating the respondents' high degree of agreement with the statements put forward to them. These results indicate that the respondents perceived the high degree of necessity of the on-line support services to be provided to them. They perceived that the information regarding examination procedures should be made available on-line ( = 4.260). This information on examinations that is normally furnished to them includes the dates, venues and times of examinations. Such information, available in advance, is important to enable the students not only to prepare for the examinations, but also to make necessary arrangements such as to obtain permission for leave, travelling and other related preparatory requirements. The same information is required in advance on-line, where the scheduling of the annual intensive courses ( = 4.159) as well as video conferencing is concerned ( = 4.047). The need for counselling services also achieved a high mean value ( = 3.802). The current mode of counselling is via one-to-one telephone conversations and mail correspondence. The on-line counselling services would provide faster feedback from the counsellor/s and result in improved cost effectiveness. Table 1 Students' perceptions regarding the need for on-line general support services Items Statements 1 On-line course preparatory notes 2 Current announcements to the students 3 Information regarding the intensive course 4 Chat communication with lecturer and students 5 Counselling on-line 6 On-line book borrowing from the library 7 Information regarding the final examination 8 On-line information regarding video conferencing On-line course agenda and short notes regarding the 9 video conferencing N Mean SD 313 3.760 1.139 315 4.127 0.939 313 4.159 0.909 312 3.881 1.021 314 3.802 0.994 313 4.070 0.907 315 4.260 0.969 314 4.047 1.067 314 4.067 1.023

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Table 2 shows the responses from the students regarding the web-based learning support services. Overall, the statements under this category received positive responses from the students with the means obtained being mostly higher than 3.587. The students were most receptive regarding the need for the availability of past examination and test questions ( = 4.437) and model answers for such questions ( = 4.351) to be made available on-line. This availability of past examination and test questions with model answers enables the students to evaluate themselves on the skills and knowledge they have acquired. Presently, students encounter difficulties in accessing such information. It is only available in hard copy format at the main campus university library. The students also felt that the supplementary learning materials based on the latest and current pertinent issues should be accessible on-line ( = 4.222). Such materials permit them to update their knowledge and skills in relevant courses. The articles on study skills which the lecturers forward to students from time to time also obtained a high mean value ( = 4.147), suggesting that students acknowledged the importance of such a service. Distance education learners need constant reminders regarding required learning strategies, time management skills, motivation and discipline. The learners with the proper learning strategies and attitudes related to the academic self-concept, time management, commitment, motivation to learn, positive expectations for success and anxiety reduction are known to be more successful in their endeavours (Brent and Bugbee, 1993). Table 2 Students' perception regarding the need for on-line learning support services Items Statements Latest reading materials that are not available in the 1 modules are made available on-line 2 Assignment questions are sent on-line Answers to assignment questions given by the students 3 are sent on-line Lecturers send back answers to assignment questions on4 line Collection of past examination and test questions are 5 made available on-line 6 Examination and test model answers are provided on-line Articles on study skills in distance education are sent on7 line to students from time to time N Mean SD 315 4.222 1.044 315 3.768 1.251 315 3.587 1.229 315 3.888 1.521 313 4.437 2.435 313 4.351 0.976 312 4.147 0.937

The results of the students' perceptions regarding the on-line learning materials are shown in Table 3. Statements 1, 5 and 6 obtained means less than 3.0, indicating some degree of disagreement and uncertainty towards the statements put forward to them. The respondents posed slight degrees of disagreement with the statement related to the ease of learning on-line than learning via print-based modules ( = 2.621). They also showed some degree of uncertainty that on-line learning is more interactive than learning via print-based modules ( = 2.932) and that all modular print-based learning materials should be provided on-line ( = 2.993). Table 3 Students' perceptions regarding the need for on-line learning materials Items Statements All modular print-based learning materials should be N Mean SD

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1 2 3 4 5 6

provided on-line Only part of the modular print-based learning materials should be provided on-line Only supplementary learning materials should be provided on-line. The modular print-based learning materials should remain in the printed format I feel more comfortable learning via print-based modules than learning on-line I feel more comfortable learning on-line than via printbased modules I feel learning on-line is more interactive than learning via print-based modules

313 2.993 1.258 312 3.192 1.146 312 3.695 1.131 311 3.980 1.071 312 2.621 1.576 313 2.932 1.046

Although the students' perceptible comparison between the print-based materials with the web-based materials could not be made due to the different features and functionalities of the two media, the results showed some degree of recognition among the learners of the central role of the printed-based modules as a vehicle for instruction in distance education. The existence of various forms of technology, including that of web-based learning which can be used to deliver instruction to students with much more instructional strength, does not mean that one should discard the conventional mode of course delivery (Chen, 1997). As perceived by the students in statement 3, technology has a role to play but only acts to supplement the materials in the print-based modules. They felt more comfortable learning via print-based modules than via on-line learning ( = 3.980). They emphasized that the modular print-based learning materials should remain in the print format and only the supplementary learning materials should be made available on-line ( = 3.695). The capabilities of the print-based modular approach in terms of the learning outcomes have been well established. Studies have shown that the modular approach of learning utilising various cognitive strategies significantly yielded a positive impact towards the enhancement of students' achievements as compared to conventional face-to-face teaching (Abbas, 1995; Ali and Umar, 2001). Table 4 shows the results of the students' perceptions regarding the various instructional strategies that could be incorporated into on-line learning. Instructional strategies, in essence, refer to teaching activities. Teaching activities are an important pedagogical consideration for distance education because most studies have indicated that when students actively participate in the learning process they are likely to perform better and remember more. The results show that, as a whole, the means obtained for all statements were in agreement with the statements put forward to them. Table 4 Students' perceptions regarding the instructional strategies of online learning Items Statements On-line learning provides clearer instructions than the 1 print-based modules Various forms of learning instructions can be utilised in on2 line learning Students have various options in their learning activities 3 via on-line learning N Mean SD 312 3.083 0.994 311 3.463 1.011 312 3.544 1.932

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4 5 6 7 8

9 10

On-line learning enhances learning motivation and interest compared to learning via print-based modules Responses can be more clearly given via on-line learning than learning via the print-based modules Better learning communication can be achieved in learning on-line than learning via print-based modules Computer graphics in learning on-line are better understood than learning via the print-based modules Questions and answers will provide more impact towards the understanding of learning materials in on-line learning compared to learning via print-based modules Learning on-line is more effective in terms of teaching and learning as compared to learning via the print-based modules Learning on-line enables the students to be exposed to various learning strategies

312 3.294 0.996 312 3.490 1.042 312 3.519 1.039 311 3.659 0.990 311 3.694 1.012

311 3.411 1.947 312 3.647 0.974

It is interesting to note that, despite some degree of inclination towards and ease with the print-based learning materials as the medium for the course delivery, as depicted in Table 3, students recognised the capabilities and the strength of the web-based learning environment in the delivery of course instruction in distance education. The students perceived that on-line learning has the ability to support various instructional strategies that would provide better learning outcomes ( = 3.647). They also felt that on-line learning provided the graphics and illustrations that would enhance understanding of the teaching materials ( = 3.659) and the interactive nature of on-line learning provided more impact towards their understanding of the course materials ( = 3.694) while responses could be more clearly and promptly given on-line ( = 3.490). On-line learning would also provide better learning communication when compared to learning via the print-based modules ( = 3.519). Such responses by the respondents were an indication that the instructional strategies used in the web-based on-line learning could be versatile and highly motivating as a distance learning vehicle. Students would be challenged to the limits of their abilities by systems that recognise and address their individual knowledge level. The combination of the animation capabilities and the communicative features allows learners to utilise the various interactive pedagogical strategies that would facilitate their learning and, hence, maximize learning effectiveness (Chen, 1997). The responses from the students are consistent with the fact that they are experiencing a more fulfilled experience via the on-line format, thus further enriching and enhancing the learning support systems already in place. Furthermore, comments with regards to the effectiveness of the modules are justified when they are presented with complementary strategies to add value and strength to their studies, which is evident from their responses. At this juncture, it might have been worthwhile to take a little time to capitalise the situation by the inclusion of a short embedded survey to investigate further needs of the students that could be presented as an on-line pedagogy that will further conform to the needs of the students. Table 5 shows the students' responses regarding the learning resources made available through on-line learning. All the responses in Table 5 also obtained mean values greater than 3.0, showing a positive agreement with the statements

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provided to the respondents. The respondents perceived that on-line learning facilitated the utilisation of the graphics motion or animation that, in turn, allowed learning to be much more interesting and easy to follow ( = 4.028). This perception was consistent with the study on the effects of computer graphics (Fook et al., 2001) as well as on visual effects (Masood et al., 2001) in the enrichment of teaching and learning processes through the web-based learning environment. Table 5 Students' perceptions regarding the learning resources of on-line learning Items Statements Learning on-line enables the current and the updated 1 learning materials to be given to the students Learning on-line is more comprehensive as it provides 2 students a direct access to reference resources and to other related on-line learning web pages The utilisation of media in on-line learning, such as the 3 graphic motion with audio and video clips, results in learning that is more interesting and comprehensible N Mean SD 311 3.842 0.962 311 3.752 0.990

311 4.028 1.948

The respondents also agreed that on-line learning would allow the current and the updated learning materials to be given to the students ( = 3.842) and they viewed that the web-based learning environment allowed direct linking to other reference resources and to the other related web pages ( = 3.752), thus paving the way for the construction of new knowledge. This perception is consistent with the main feature of web-based on-line learning - that it provides a more flexible learning environment where learners have more autonomy in making decisions regarding their learning. It allows instantaneous information-seeking strategies, thus empowering learners to be autonomous learners who construct their own knowledge and, thus, maximise learning (Jung, 2001). Table 6 shows the results of the respondents' perceptions related to the various aspects of on-line learning. All statements obtained mean values greater than 3.0, an indication of some level of agreement with the statement put forward. As illustrated in Table 4, the students agreed that the web-based learning had more instructional strength when compared to the print-based format; however, there were some characteristics of print based learning modules that they were more comfortable with in their learning through distance education. Their preference for the use of the printed modules was mainly due to the nature of their portability, as they could bring these modules along with them anywhere they went ( = 4.029) and, hence, the learning process could be carried out whenever the opportunities arose. The avenue for them to write short notes on the modules while they were reading ( = 4.013) also played an important role in their preference towards the printed modules as opposed to on-line learning. The printed materials played a central role in the course delivery in distance education as they were normally designed to create an impression of conversation and allowed learners to enter into a dialogue. The pedagogical characteristics of the printed modules allowed for more flexibility and greater discretionary utilisation by the learners (Chen, 1997). The current interactive on-line learning tends to provide much more instructional strengths in the delivery of distance instruction than the traditional printed materials. However, this finding revealed that one should not discard the conventional mode of delivery but rather decide on the appropriate selection and choice of a precise and effective mix of distance technologies available.

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Table 6 Other aspects of on-line learning Items Statements I feel bored learning on-line because I have to be in front 1 of the computer most of the time On-line learning is not interesting because it is controlled 2 by the speed of the communication line I prefer learning using the printed modules than learning 3 on-line On-line learning is suitable for supplementary materials 4 only. The important and main learning materials are still better in the printed format I prefer learning using the printed modules because I can 5 bring them with me everywhere I go I prefer learning using the printed modules because I can 6 write short notes in these modules I can print the on-line learning materials and learn from 7 them the same way I do for the printed modules N Mean SD 302 3.351 1.078 301 3.322 1.096 300 3.476 1.009 301 3.940 0.950 301 4.029 0.969 301 4.013 0.934 301 3.415 1.097

Conclusion
The results of this study show that the students agreed with the superior advantage of on-line learning in terms of the instructional strategies it can support that would result in learning that is more interesting, communicative and collaborative. The other advantages included the linkages to other reference resources that they perceived would affect their learning positively through their receptiveness to new information. However, the students perceived that the role of on-line learning in distance education is more of a supportive nature to enhance and assist their understanding of the course materials via the dissemination of supplementary learning materials. Despite the advantageous features of on-line learning, the students perceived that the printed modules should remain the main medium of the course delivery in distance education, leading to a more suitable and comprehensive hybrid learning environment. Our research can be regarded as an attempt to further develop the existing learning environment in distance education with an exciting blend of the printed text, much needed face-to-face interaction at the right dose and the on-line format; giving rise to the appropriate use of synchronous and the asynchronous environment.

Biographical notes
Dr Hanafi Atan is an Associate Professor at the School of Distance Education, Univeristi Sains Malaysia, Malaysia. He has a DPhil from University of Sussex, UK and is a distance technologist at the school. Dr Zuraidah Abdul Rahman is an Associate Professor at the School of Distance Education, Univeristi Sains Malaysia, Malaysia. She has an EdD in Adults Education from North Carolina State Univeristy, USA. Her research interest is in the area of technological-based teaching for adults in distance education Dr Rozhan Mohammed Idrus is an Associate Professor at the School of Distance Education, Universiti Sains Malaysia. He has a PhD from Salford University, UK and has published extensively in the area of instructional strategies for various

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media-based distance education learning materials.

Address for correspondence

Dr Hanafi Atan, School of Distance Education, Universiti Sains Malaysia, 11800, USM Penang, Malaysia; e-mail: ahanafi@usm.my or hanafiatan@hotmail.com

References
1. Abbas, M. ((1995)) The effectiveness of systematic teaching in the enhancement of problem solving abilities in matriculation physics. PhD Thesis, Universiti Sains Malaysia, unpublished 2. Ali, MN and Umar, NI ((2001)) The hybrid of the cognitive strategy in modular teaching of physics course at the SPM level. Proceeding of the 14th Malaysian Educational Technology Convention p. 316. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds); Malaysian Educational Technology Association, Kuala Lumpur 3. Brent, MF and Bugbee, CA ((1993)) Study practices and attitudes related to academic success in distance learning programme. Distance Education 14:1 , pp. 97-112. [informaworld] 4. Chen, LL ((1997)) Distance delivery system in terms of pedagogical considerations: a reevaluation. Educational Technology 37:4 , pp. 34-37. 5. Fook, SF , Kong, NW and Ismail, WMFW ((2001)) Effects of the graphics presention among students with various anxiety level. Proceedings of the 14th Malaysian Educational Technology Convention p. 44. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds); Malaysian Educational Technology Association, Kuala Lumpur 6. Idrus, RM and Zin, ARM ((1992)) Supporting adult learners in distance education at the Centre for Off-campus Studies, Universiti Sains Malaysia, Malaysia. International Journal of University Adult Education 31:1 , pp. 51-62. 7. Jung, I. ((2001)) Building a theoretical framework of web-based instruction in the context of distance education. British Journal of Educational Technology 32:5 , pp. 525-534. 8. Masood, M. , Yahya, WAJW and Omar, M. ((2001)) The potential of the 2dimension and 3-dimension in the enrichment of teaching and learning through multimedia. Proceedings of the 14th Malaysian Educational Technology Convention p. 144. In Ismail, MA, Mahmud, R, Hashim, Y and Idrus, RM (eds); Malaysian Association of Educational Technology, Kuala Lumpur 9. Milheim, W. ((2001)) Faculty and administrative strategies for effective implementation of distance education. British Journal of Educational Technology 32:5 , pp. 535-542. 10. Navarro, P. and Shoemaker, J. ((2000)) Performance and perception of distance learners in cyberspace. The American Journal of Distance Education 14:2 , pp. 15-35. 11. Shuell, JT and Farber, LS ((2001)) Students perceptions of technology use in college courses. Journal of Educational Computing Research 24:2 , pp. 119-138. [ crossref ]

List of Tables
Table 1 Students' perceptions regarding the need for on-line general

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support services Items Statements 1 On-line course preparatory notes 2 Current announcements to the students 3 Information regarding the intensive course 4 Chat communication with lecturer and students 5 Counselling on-line 6 On-line book borrowing from the library 7 Information regarding the final examination 8 On-line information regarding video conferencing On-line course agenda and short notes regarding the 9 video conferencing N Mean SD 313 3.760 1.139 315 4.127 0.939 313 4.159 0.909 312 3.881 1.021 314 3.802 0.994 313 4.070 0.907 315 4.260 0.969 314 4.047 1.067 314 4.067 1.023

Table 2 Students' perception regarding the need for on-line learning support services Items Statements Latest reading materials that are not available in the 1 modules are made available on-line 2 Assignment questions are sent on-line Answers to assignment questions given by the students 3 are sent on-line Lecturers send back answers to assignment questions on4 line Collection of past examination and test questions are 5 made available on-line 6 Examination and test model answers are provided on-line Articles on study skills in distance education are sent on7 line to students from time to time N Mean SD 315 4.222 1.044 315 3.768 1.251 315 3.587 1.229 315 3.888 1.521 313 4.437 2.435 313 4.351 0.976 312 4.147 0.937

Table 3 Students' perceptions regarding the need for on-line learning materials Items Statements All modular print-based learning materials should be 1 provided on-line Only part of the modular print-based learning materials 2 should be provided on-line Only supplementary learning materials should be provided 3 on-line. The modular print-based learning materials should remain in the printed format I feel more comfortable learning via print-based modules 4 than learning on-line I feel more comfortable learning on-line than via print5 based modules I feel learning on-line is more interactive than learning via 6 print-based modules N Mean SD 313 2.993 1.258 312 3.192 1.146 312 3.695 1.131 311 3.980 1.071 312 2.621 1.576 313 2.932 1.046

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Table 4 Students' perceptions regarding the instructional strategies of online learning Items Statements On-line learning provides clearer instructions than the 1 print-based modules Various forms of learning instructions can be utilised in on2 line learning Students have various options in their learning activities 3 via on-line learning On-line learning enhances learning motivation and interest 4 compared to learning via print-based modules Responses can be more clearly given via on-line learning 5 than learning via the print-based modules Better learning communication can be achieved in learning 6 on-line than learning via print-based modules Computer graphics in learning on-line are better 7 understood than learning via the print-based modules Questions and answers will provide more impact towards 8 the understanding of learning materials in on-line learning compared to learning via print-based modules Learning on-line is more effective in terms of teaching and 9 learning as compared to learning via the print-based modules Learning on-line enables the students to be exposed to 10 various learning strategies N Mean SD 312 3.083 0.994 311 3.463 1.011 312 3.544 1.932 312 3.294 0.996 312 3.490 1.042 312 3.519 1.039 311 3.659 0.990 311 3.694 1.012

311 3.411 1.947 312 3.647 0.974

Table 5 Students' perceptions regarding the learning resources of on-line learning Items Statements Learning on-line enables the current and the updated 1 learning materials to be given to the students Learning on-line is more comprehensive as it provides 2 students a direct access to reference resources and to other related on-line learning web pages The utilisation of media in on-line learning, such as the 3 graphic motion with audio and video clips, results in learning that is more interesting and comprehensible N Mean SD 311 3.842 0.962 311 3.752 0.990

311 4.028 1.948

Table 6 Other aspects of on-line learning Items Statements I feel bored learning on-line because I have to be in front 1 of the computer most of the time On-line learning is not interesting because it is controlled 2 by the speed of the communication line I prefer learning using the printed modules than learning N Mean SD 302 3.351 1.078 301 3.322 1.096

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Characteristics of the Web-Based Learning Environment in Distance Education: St...

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3 4 5 6 7

on-line On-line learning is suitable for supplementary materials only. The important and main learning materials are still better in the printed format I prefer learning using the printed modules because I can bring them with me everywhere I go I prefer learning using the printed modules because I can write short notes in these modules I can print the on-line learning materials and learn from them the same way I do for the printed modules

300 3.476 1.009 301 3.940 0.950 301 4.029 0.969 301 4.013 0.934 301 3.415 1.097

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