KESEDIAAN PELAJAR OPEN DISTANCE LEARNING TERHADAP PEMBELAJARAN KENDIRI [READINESS OF OPEN DISTANCE LEARNING STUDENTS FOR SELF-LEARNING]
Keywords:
Open Distance Learning, pembelajaran kendiri, Self-Regulated Learning, kesediaan pelajar, cabaran ODL, Open Distance Learning, Self-Regulated Learning, student readiness, ODL challengesAbstract
Abstrak: Kajian ini bertujuan menilai tahap kesediaan pelajar Open Distance Learning (ODL) dalam mengamalkan pembelajaran kendiri (Self-Regulated Learning - SRL) serta mengenal pasti cabaran, impak dan cadangan penambahbaikan dari perspektif pelajar. Pendekatan kualitatif digunakan melalui kaedah temu bual separuh berstruktur, pemerhatian dan analisis dokumen terhadap 10 orang pelajar ODL dari pelbagai latar belakang di Universiti Kebangsaan Malaysia. Hasil kajian menunjukkan pelajar ODL memiliki tahap kesediaan yang berbeza, sebahagian bersedia sepenuhnya, manakala yang lain masih bergantung kepada bimbingan dan sumber luaran. Antara cabaran utama yang dikenalpasti termasuklah kekangan masa, kekurangan disiplin, masalah capaian teknologi serta ketiadaan interaksi fizikal yang boleh menjejaskan motivasi. Namun, pembelajaran kendiri melalui ODL turut memberi impak positif dalam aspek penguasaan subjek, peningkatan kemahiran teknologi dan aplikasi ilmu dalam konteks sebenar. Kajian turut mencadangkan kepentingan motivasi dalaman, bimbingan pensyarah secara berkala, rakaman kuliah serta fleksibiliti sistem sebagai faktor penting dalam memperkukuh keberkesanan SRL. Kesimpulannya, keberhasilan ODL amat bergantung kepada tahap penguasaan SRL pelajar serta sokongan berterusan daripada institusi dan tenaga pengajar.
Abstract: This study aims to assess the level of readiness of Open Distance Learning (ODL) students in practicing self-regulated learning (SRL) and identify the challenges, impacts and suggestions for improvement from the students' perspective. A qualitative approach was used through semi-structured interviews, observations and document analysis of 10 ODL students from various backgrounds at Universiti Kebangsaan Malaysia. The results of the study showed that ODL students have different levels of readiness, some are fully prepared, while others still depend on guidance and external resources. Among the main challenges identified include time constraints, lack of discipline, problems with access to technology and the absence of physical interaction that can affect motivation. However, self-regulated learning through ODL also has a positive impact in terms of subject mastery, improving technological skills and applying knowledge in real contexts. The study also suggests the importance of internal motivation, regular lecturer guidance, lecture recording and system flexibility as important factors in strengthening the effectiveness of SRL. In conclusion, the success of ODL greatly depends on the level of students' SRL mastery as well as continuous support from the institution and teaching staff.
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