Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/10376
Appears in Collections:Faculty of Social Sciences eTheses
Title: Prior educational experiences and cultural factors in the learners’ attitudes and behaviours: A case study of distance learning English course at UiTM, Malaysia
Authors: Othman, Noor A.
Supervisor(s): Brosnan, Kevin
Keywords: distance learning
attitudes
distance learners
behaviours
prior educational experiences
cultural factors
mixed-method
case study
thematic analysis
asynchronous
interaction
Issue Date: Oct-2009
Publisher: University of Stirling
Abstract: This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.
Type: Thesis or Dissertation
URI: http://hdl.handle.net/1893/10376

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PhD THESIS 2012 FINAL SUBMISSION 09112012.pdfVolume 1 of Main thesis2.36 MBAdobe PDFView/Open
Final Thesis Appendices.pdfVolume II :Thesis Appendices 5.45 MBAdobe PDFView/Open


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