UNIVERSITI PUTRA MALAYSIA

FACTORS ASSOCIATED WITH LEARNERS' ATTITUTE TOWARDS LEARNING THROUGH CD-ROM COURSEWARE: A CASE STUDY

OF DISCOVERY CENTER, BINARIANG BERHAD

ON LILY

FPP 2000 18

FACTORS ASSOClA TED WITH LEAR.J.�ERS' ATTITUTE TOWARDS LEARNING THROUGH CD-ROM COURSEWARE: A CASE STUDY OF

DISCOVERY CENTER, BINARIANG BERHAD

By

ON LILY

Thesis Submitted in Fulfilment of the Requirements for the Degree of Master Science in the Faculty of Educational Studies

Universiti Putra Malaysia

April 2000

Abstract of thesis presented to the Senate of Universiti Putra Malaysia in fulfilment of the requirements for the degree of Master of Science.

FACTORS ASSOCIATE WITH LEARNER'S ATTITUDE TOWARDS LEARNING THROUGH CD-ROM COURSEWARE:

A CASE STUDY OF DISCOVERY CENTER, BINARIANG BERHAD

By

ON LILY

April 2000

Chairman: Associate Professor Dr. Hajjah Mazanah Muhamad

Faculty: Educational Studies

The innovation in information technology, particularly computers, has enabled a

new system to deliver educational, training and learning programs. The development of

the programmed courseware is based upon learning theories and principles that have

been applied in traditional learning environment. On the other hand, attitude has long

been recognized as important prerequisite of learning. The problem here is whether the

principles and theories applied in the development of Computer-Based Training

coursewares facilitate favourable learning from learners' point of view.

The main purpose of this research is to identify factors associated with learners'

attitudes towards Computer-Based Training using CD-ROM Coursewares. Specifically,

this research seeks to determine: (i) learners' attitudes towards learning through CD-

ROM coursewares; (ii) the relationships between learners' characteristics and learners'

attitude toward learning through CD-ROM courseware; and (iii) the relationships

between courseware characteristics and learners' attitude towards learning through CD-

ROM coursewares.

11

The respondents were the employees of Binariang Berhad who had taken any

CD-ROM courseware at the Discovery Centers of Binariang Berhad and went to any

Discovery Center during 27th July to 22nd August 1 998. The research instrument was a

set of questionnaire.

The results indicate that (i) all respondents have a positive attitude towards the

last CD-ROM courseware they had taken. None of the respondents obtained a low score;

(ii) learners' characteristics including educational achievement, working experience and

attitude towards computers were significantly related to learners' attitude towards

learning through CD-ROM courseware. The correlation between attitude towards

computers and learners' attitude towards learning through CD-ROM coursewares is

high. Working experience showed low relationship with learners' attitude towards CD

ROM coursewares. Educational achievement showed low negative correlation with

learners' attitude towards CD-ROM coursewares; (iii) courseware characteristics include

interactivity, individualization, textology, multimedia elements, clearly stated objectives,

learning experience and immediate feedback were found to be positively related to

learners' attitude towards learning through CD-ROM coursewares. The correlation for

textology is the highest (r=0.85) compared to correlation of other factors. In conclusion,

learning and instructional principles that have been applied in traditional mode of

learning have been found to contribute in learners' attitude towards learning through

CD-ROM courseware. However, in the context of computer-based learning, the human

computer interface have to be more humanised.

Several recommendations forwarded to the organisation are as follow: (i)

identify learners' background in terms of language proficiency, educational qualification

iii

and attitude towards computers while selecting or developing CD-ROM courseware; (ii)

incorporate CD-ROM courseware and classroom training to maximize the benefits of

CD-ROM courseware and classroom training; (iii) a checklist that is derived from the

research instrument recommended for the selection and development of CD-ROM

coursewares.

IV

Abstrak tesis yang dikemukakan kepada Senat Universiti Putra Malaysia sebagai memenuhi keperluan untuk ijazah Master Sains.

FAKTOR-FAKTOR YANG BERKAlTAN DENGAN SIKAP PELAJAR TERHADAP BELAJAR MELALUI PROGRAM CD-ROM: SATU KAJIAN KES

TERHADAP DISCOVERY CENTER, BINARIANG BERHAD

Oleh

ON LILY

April 2000

Penyelia: Profesor Madya Dr. Hajjah Mazanah Muhamad

Fakulti: Pengajian Pendidikan

Penciptaan teknologi inforamasi, terutamanya komputer telah melahirkan satu

sistem barn untuk penyampaian program-program pendidikan, latihan dan pembelajaran.

Perecanaan program courseware adalah berdasarkan teori-teori dan prinsip-prinsip

pembelajaran yang selama ini diaplikasikan dalam bidang pembelajaran tradisional.

Selain daripada itu, sikap merupakan satu penentuan yang penting dalam pembelajaran.

Maka, adakah teori-teori dan prinsip-prinsip yang diaplikasikan dalam program

pembelajaran melalui komputer sesuai dengan sikap pembelajaran pelajar?

Tujuan terutama penyelidikan ini adalah untuk memastikan faktor-faktor yang

berkaitan dengan sikap pelajar dalam pembelajaran melalui komputer dengan

menggunakan program CD-ROM. Secara khas, penyelidikan ini bertujuan menentukan:

i) sikap pelajar terhadap belajar melalui program CD-ROM; ii) hubungan antara sifat-

sifat pelajar dengan sikap pelajar terhadap belajar melalui program CD-ROM; iii)

hubungan antara sifat-sifat program CD-ROM dengan sikap pelajar terhadap belajar

melalui program CD-ROM.

v

Responden penyelidikan ini adalah pekerja-pekerja dari Binariang Berhad yang

pemah mengambil khusus dalam bentuk program CD-ROM di mana-mana satu

Discovery Center dan telah pergi ke Discovery Center pada jangka masa 27 Julai hingga

22 Ogos 1 998.

Hasil kajian menunjukkan : (i) semua responden memperlihatkan sikap yang

positif terhadap program CD-ROM terakhir yang diambil. Ini terbukti kerana tiada

responden mendapat skor dalam kategori negatif; (ii) sifat-sifat pelajar termasuk

"pencapaian pendidikan", "pengalaman bekerja" dan "sikap terhadap komputer"

memperlihatkan hubungan yang signifikan dengan sikap pelajar terhadap program CD

ROM. Nilai korelasi antara sikap terhadap komputer dengan sikap pelajar terhadap

program CD-ROM adalah tinggi. Manakala, pencapaian pendidikan menunjukkan nilai

korelasi negatif dengan sikap pelajar terhadap program CD-ROM; (iii) sifat-sifat

program CD-ROM termasuk, "kadar interaksi", "individualisation", "Textology",

"element multimedia", "objektif pembelajaran yang jelas", "pengalaman pembelajaran"

serta "maklumbalas serta-merta" didapati berkolerasi dengan sikap pelajar terhadap

program CD-ROM. Antaranya, nilai kolerasi bagi pembolehubah 'Textology' adalah

tertinggi (r=0.85) berbanding dengan faktor-faktor yang lain. Sebagai kesimpulan,

prinsip-prinsip pembelajaran yang diaplikasikan dalam pembelajaran tradisional juga

berkaitan dengan sikap pelajar terhadap belajar melalui program CD-ROM. Walau

bagaimanapun, faktor keperimanusiaan harns dititikberatkan.

Cadangan-cadangan yang dikemukakan untuk organisasi berkenaan ialah: (i)

mengenalpasti latar belakang pelajar dari segi pencapaian pendidikan dan sikap terhadap

komputer; (ii) mengabungkan program CD-ROM dan cara pelatihan tradisional untuk

Vi

memaksimunkan kebaikan kedua-dua cara ini; (iii) satu senarai semakan sebagai

panduan untuk perencanaan dan pemilihan program CD-ROM telah dikemukakan

berdasarkan keputusan penyelidikan.

Vll

ACKNOWLEDGEMENTS

I Wish to acknowledge my smcere apprecIation and gratitude to the folloWing

mchviduals and orgamsatlOn for theIr encouragement and assIstance throughout my

study and dUrIng the conduct of thIS research

The Chauman of my supervIsory comIllittee, ASSOCIate Professor Dr Maznah

Muhamad, SUpervISOry commIttee members, Dr Raja Ahmad TaJuchn Shah and Dr

Bahaman Abu Saman TheIr knowledge and Wisdom have enlightened and guIded me m

overcommg the challenges faced m thIs research

The staffs of Bmanang Berhad for theIr cooperatlOn and partIcIpatIOn m thIs

research My heartfelt thanks especIally to Puan ROZltah Shaaban, the head of DIscovery

Center, who has given a lot of asSIstance m the conduct of the research Without whIch

thIs could not have matenalIsed

To Poh Le, who helped me to eillt the theSIS Her helpfulness and warmth have

made my research an endurable and pleasant expenence My fellow course-mate and

fnends, who were WIllmg to offer theIr asslstance and share theIr nch expenences and

for theIr fnendshIp

My father, On Hong Watt and my lovely mother, Wong Yoke Yong who have

always given me the motIvatIOn and encouragement for the purswt of excellence

Last but not least, I would not be where I am today m my personal and academIc

achIevement If It was not for the love, understandmg, encouragement, patlence and

support of my beloved husband, Chee P 0

Vlll

I certify that an Examination Committee met on 19 April, 2000 to conduct the final examination of On LiJy on her Master of Science thesis entitled "Factors Associated with Learning through CD-ROM Courseware: A Case Study of Discovery Center, Binariang Berhad" in accordance with Universiti Pertanian Malaysia (Higher Degree) Act 1980 and Universiti Pertanian Malaysia (Higher Degree) Regualtions 1981. The Committee recommends that the candidate be awarded the relevant degree. Members of the Examination Committee are as follows:

ZAKARIA KASA, Ph. D. Associate Professor FacuJty of Educational University Putra Malaysia (Chairman)

MAZANAH MUHAMAD, Ed. D. Associate Professor F acuJty of Educational Universiti Putra Malaysia (Member)

BAHAMAN ABU SAMAR, Ph. D. FacuJty of Educational Universiti Putra Malaysia (Member)

RAJA AHMAD TAJUDIN SHAH, Ed. D. FacuJty of AgricuJture Universiti Putra Malaysia (Member)

. GHAZALI MORA YIDIN, Ph. D. Professor/Deputy Dean of Graduate School Universiti Putra Malaysia

o 7 JUN 2000

IX

ThIS theSIS was submItted to the Senate of Umversitl Putra MalaYSIa and was accepted as fulfilment of the reqUIrements for the degree of Master of SCIence

x

KAMIS rwANGA D ASSOCIate Professor, Dean of Graduate School Umversltl Putra MalaYSIa

Date 1 3 JUl ZOOO

DECLARA TION

I hereby declare that the thesIs Id based on my ongmal work except for quotatIons and CItatIOns WhIch have been duly acknowledged I also declare that It has not been preVIously or concurrently submItted for any other degree at UPM or other InstItutIOns

Xl

C/(ONLILY) ,Q-5-Jooo

TABLE OF CONTENTS

ABSTRACT ABSTRAK ACKNOWLEDGEMENTS APPROVAL SHEETS DECLARATION FORM LIST OF TABLES

Page 11 V

YI11 IX Xl

xv LIST OF FIGURES XVI

XVll LIST OF ABBREVIATIONS

CHAPTER

I

II

INTRODUCTION A BnefHIstory of Computer-Based Tralmng Computer-Based Tralmng 10 Malaysia

VlSlon 2020

1 2 4 5

A vallabIhty of Computers 7 ExplosIOn of Knowledge and Technology 9

Background of the OrgaruzatIOn StudIed MaxiS Leammg Bank -DIscovery Centers 10

EqUlpment and FacIlities 11 Courses Provided 12

Problem Statement 13 Research ObjectIves 14 Slgmficance of the Study 15 Scope and LImItaTIOn 16 DefimtIOns of T enns 17

LITERATURE REVIEW InfonnatIOn Technology-Based Tralmng (ITBT) Computer-Based Tralmng (CBT)

Computer-AssIsted InstructIOn (CAl) Computer -Managed InstructIOn (CMI) Computer-Supported Learnmg Resource (CSLR)

Related StudIes on Computer-Based TraImng Interactive of Courseware IndlviduahzaTIon of the Program MultimedIa Elements Textology

XlI

19 19 21 23 24 25 27 28 30 32 35

III

IV

InstructIOnal System Clearly Stated ObjectIves Learrung Expenence ImmedIate Feedback and Remforcement

AttItude toward Computer and CBT courseware SocIO-Demograplnc Factors AttItude Summary Conceptual Framework

METHODOLOGY Research DesIgn PopulatIon InstrumentatIOn

Learner's AttItude towards CD-ROM Courseware Charactenstlc of the Courseware Leamer's CharactenstIc

Pretestmg of the Instrument ValIdatIon of Instrument RelIabIlIty of the Instrument Data CollectIon Data AnalYSIS

FINDINGS AND DISCUSSION DescnptIve AnalYSIS of the Vanables

AttItude toward CD-ROM Courseware Charactenstlcs of the Respondents Charactensncs of the Courseware

Correlatlon of Learner's Attitude toward Learnmg toward Learmng through CD-ROM Courseware and Learners' Charactenstlcs

Educatlonal Acluevement Workmg Expenence AttItude toward Computer

Correlatlon of Learner's AttItude toward Learmng toward Learnmg through CD-ROM Courseware and Courseware's Charactenstlcs

Interactl VI ty Indl vlduallzatIOn Textology Multimerua Elements

Xlll

37 39 4 1 43 46 47 48 50

5 1

54 54 55 55 58 58 60 62 64 65 67 69

7 1 71 7 1 72 80

85 86 87 87

88 88 89 90 90

v

Clearly Stated ObjectIves Learrung Expenence Immedtate Feedback

Summary

SUMMAR Y, CONCLUSIONS AND RECOMMENDATIONS Statement of the Problem ObJectlVes Methodology Fmdmgs

Background of the Respondents ObjectIve 1 Learners' AttItude towards Learnmg through CD-ROM Coursewares ObjectIve 2 The RelatIOnslups between Learners' CharactenstIc and Atl1tude towards Leammg through CD-

91 92 93 93

95 95 96 96 99

99

99

ROM Coursewares 100 ObjectIves 3 The RelatIonsmp between Courseware's Charactenstlcs and AttItude towards Learrung through CD-ROM Coursewares 100

ConclusIOn 101 ImplIcatIons 104

Learner's Charactensttc 104 Courseware's CharactenstIc 105

Recommendattons 109 RecommendatIons for Practtce 109 RecommendatlOns for Further Research 112

BIBLIOGRAPHY 114

APPENDIXES 122 A QueStIOnnalfe 123 B Sub-Headrng of Courses ProVIded by MaXlS Learnmg Bank - 130

DIscovery Center C DIscovery Center Course LIst 132 D Panel of Expert 148

VITA 150

XlV

LIST OF TABLE

Table

1 Internal Processes of Learmng and The External InstructIOnal Events

2 The Number of Item and Total of Items for the Vanables of Courseware's CharactenstJ c

Page

37

57

3 RelIabIlity of Van abIes m Pretest and Actual Test 66

4 Dlstnbutlon of Respondents by Attltudes towards CD-ROM Courseware 72

5 DlstnbutIOn of Respondents by EducatIOnal AchIevement 75

6 Dlstnbutmg of Respondents by Years of Formal Schoolmg 75

7 DIstnbutIOn of Respondents by Workmg Expenence 76

8 DlstnbutIOn of Respondents by Attitudes towards Computer 79

9 DIstnbutIOn of Respondents by InteractJVlty 80

10 DlstnbutIOn of Respondents Accordmg to IndIvlduahsatIOn 81

1 1 DlstnbutIOn of Respondents by Textology 82

12 DIstrIbutIOn of Respondents by MultimedIa Elements 83

13 DistrIbutIOn of Respondents by Clanty of Objective 83

14 Dlstnbutlon of Respondents bv Learmng Expenence 84

15 DIstrIbutIOn of Respondents by PerceIved Feedback 85

16 CorrelatIOn between Learners' AttItude towards CD-ROM Courseware and the Selected Vanables 85

17 CorrelatIOn between Charactenstlcs of the Courseware and Learners' 89 Attltude towards CD-ROM Courseware

18 Sub-HeadIng of Course Provided by Maxts Learnmg Bank - Discovery Center 13 1

xv

LIST OF FIGURE

Figure Page

2

3

4

5

6

7

8

9

10

BaSIC Tennmology and TheIr RelatlOnshlps m Computer-based Trammg 23

A Schema of Types of Computer-Based Learrung (CBL)

Conceptual Framework

DlstnbutlOn of Respondents by Age

DIstnbutIon of Respondents by Gender

DIstnbutIon of Respondents by English ProfiCIency

DIstnbutlOn of Respondents by Expenence m Usmg Computer at Work

DIstnbutlOn of Respondents by Expenence m Usmg Computer at Home

Factors AsSOCIated WIth Learner's AttItude toward Learrung through CDROM Courseware

Recommended Checkhsts for Developmg and Selectmg CBT Courseware

XVI

26

53

73

74

77

78

79

103

l 10

Binariang Bhd.: CAl: CBL: CBT: DC: IT: ITBL: ITBT: MSC:

List of Abbreviation

Binariang Berhad (Binariang Limited) Computer-Assisted Instruction Computer-Based Learning Computer-Based Training Discovery Center Information Technology Information Technology-based Learning Information Technology-based Training Multimedia Super Corridor

XVII

CHAPTER I

INTRODUCTION

InfonnatIOn technology (IT), partIcularly computer mnovatIOn IS forcmg us to

reconsIder the learrung and trammg paradIgms of the past, In the lIght of the dynamIcs

of the present and future The mnovatIOn of computer has created a new system of

dehvenng educatIOnal programs to trainers and learners And as such, we can

antIcIpate a nsmg trend m computer-alded learrung or computer-based tralmng ThIS

human-machme mterface learnmg and trammg trend IS cIted by MeIster (1998) m ills

study tItled "Annual Survey of Corporate Umverslty Future DIrectIOns" EIghteen

percent of modem trammg IS dehvered by technology-based By the year 2000, It IS

estImated that 50% of trammg program WIll be technology-based (Industnal Busmess

Machine (IBM), a Jeadmg hardware company, used to delIver more than 5% of the

company's educatIOn programmes m the early 1980s on computers Today that figure

stands at 30%, and by the end of the 1990s, rEM estImates that 60% of the company's

trammg programme WIll be on computers (PlullIps, 1 991) In Malaysia, InfonnatlOn

Technology-Based Trammg (ITBT) IS gammg more attentIOn m the field of human

development Bmanang Bhd _ one of the leadmg commumcatlOns compames m

Malaysia has mtensIvely employed ITBT usmg multImedIa CD-ROM for staff trammg

and development

The concept of ITBT and computer-based training (CBT) is based on a number

of disciplines, primarily centred on science and psychology (Chambers and Sprecher,

1983). Computer science is a child born of mathematics and engineering. From this

then emerged the computer and its various programs. Its instructional strategies and

motivation are based on psychological learning theories.

In fact, none of the potential benefits of ITBT are inherent but rather they are

dependent upon the quality of pre-developed courseware. On the other hand, attitude is

also an important predictor of individual differences in educational achievement

(Evans, 1965). Attitude is, in fact, a prerequisite of effective learning. Therefore, it is

important that factors associated with learners' attitude toward learning through

infonnation technology-based courseware be explored to provide a guideline for

developing interesting courseware.

A Brief History of Computer-Based Training

The evolution of Computer-based Training (CBT) can be traced back to the late

1950's through early 1970's, where a great deal of effort and enthusiasm were devoted

to bring computers and other instructional machine into schools (Maddux, et.aL, 1992;

Percival and Ellington, 1986). At the beginning it was called "teaching machine".

2

According to Maddux, et al. (1992), this early activity had its roots in the work

of Sidney Pressey. In the 1920's, when Pressey began experimenting with a machine

to administer multiple-choice items. He found that "objective tests" were widely used

in schools. He then, found that his machine had the potential for teaching besides its

capabilities for testing and scoring.

Although Pressey's device generated some interest, it was never widely used.

More than thirty years later, the well-known psychologist, B. F. Skinner, was

responsible for renewing the interest towards the potential of teaching machines

(Maddux, et ai., 1 992). Skinner's behaviorist approach towards teaching and learning

acted as a catalyst in the development of individualised instructional programme or

programmed instruction in the 1 950's (Maddux, et ai., 1992; Romiszowski 1 986).

Programmed instruction texts contain questions and answers to direct the

learner through the lessons. The path the learner takes through a programmed text (i.e.

see different pages) will depend upon the answer the learner selects. While

programmed instruction is theoretically a good way to improve the effectiveness of the

print media, in practice it proved to be too cumbersome for students to use. However,

the basic ideas of programmed instruction formed the basis for CBr (Kearsley, 1985).

3

According to Maddux, et al. ( 1 992) Skinner's machine presented questions in

thirty radial frames on a 12-inch disk. His programmes were linear as they led each

learner through the same material in the same sequence. Later, Norman Crowder

(cited in Maddux, et ai., 1 992) endorsed Skinner's ideas, but he did not agree that

every learner should progress through each lesson in the same sequence of frames. He

presented only certain frames to some learners while omitting these for others,

depending on the learners' responses. Such programs were called branching programs.

These pilot programs of CBT emphasised on individualisation and flexibility.

In short, CBr was initiated in the late 1 950's and 1 960's. Its initiations were

closely related to formal education. Due to the innovation of cheaper and more

advanced microcomputer in 1978 through 1 981 , the used of computers to deliver

training and learning program in business and industry grew slibstantially (Kearsley, et

al. 1981). As computer technology has steadily become advanced in the 90's, it can be

assumed that the use of computers in delivering training and learning programs has

increased.

Computer-Based Training in Malaysia

4

In Malaysia, information technology (IT) is making a profound impact in our

lives. In the field of learning and training, computer-based training (CBT) provides an

alternative delivery mode to conventional modes. There are various fonns of

Information Technology-Based Training (ITBT). They include the use of audio-visual

videotapes, multimedia CD-ROM, intranet-based and internet-based programmes.

Malaysia is investing heavily in multimedia CD-ROM training programs.

Although pioneer efforts of computer-assisted instruction (CAl) and computer

based training (CBT) have evolved in United Kingdom and United State of America

since the 1960's, they are still considered new concept in training in Malaysia.

However, it is found that Industrial Business Machine (IBM) has already used CBT

courseware for its staff training here since 1980's. The training coursewares were

provided by their Regional Headquarters in United States. This information was

obtained through personal interview with Ulti-Tech's Director. The first local

company to use CBT intensively is Malaysia Airline System Berhad (MAS).

According to MAS Public Relation personnel during an interview session, MAS has

intensively used CBT and simulation machine for its pilots since late 1980's. On July

25th 1996, Binariang Berhad established its first learning centre called the Dlscovery

Center (DC) T1us centre IS fully utIhsed CBT usmg CD-ROM courseware and dIsk

Over 160 courses were delIvered through CBT (dIsk and multlmedIa CD-ROM) (DC

Document, 1998) UntIl mId 1998, Bmanang Berhad had establIshed four DCs for Its

staff development

5

Other busmess orgarusatIOns m MalaYSIa that employed CBT are Petronas

Cangah m MIn and Andersen Consultlng Sdn Bhd Accordmg to the Drrector of

UltI-Tech Sdn Bhd (a multImedIa CD-ROM courseware proVider), theIr statlstlc

shows that there are apprmomately twenty comparues m the Klang Valley that employ

multImedIa CBT These compames are mostly bank and large manufactunng

comparues that are mvolved m rugh technology

BeSIdes busmess orgarusatIOns, mdIvldual use of ITBT, partIcularly

multtmedIa CD-ROM courseware for learnmg has also become more popular Tills can

be Justified by the avaIlabIlIty of CD-ROM courseware on the shelf and the mcrease m

the sales of personal computer from year to year Undoubtedly, CBT IS lIkely to see

potent growth the near future ThIs assumptIOn can be attnbuted to vanous factors

whIch WIll be dIscussed here

Vision 2020

The first attnbute that mfluence the future of computer-based trammg (CBT) IS

closely related to our natIOn's move towards a fully developed, matured and

knowledge-nch SOCIety by the year 2020 As a strategy to achIeve thIs VISIOn, MalaySia

has embarked on an ambITIOUS plan to leapfrog mto the InformatIOn Age WIth the

creatIOn of Multlmerua Super Comdor (MSC) To head the development of the MSC

and to give shape to its environment, seven primary areas for multimedia applications

have been identified. These seven Flagship applications aspire to transform core

elements of Malaysia's technology infrastructure and social systems in areas such as

education and public administration. The "Smart Schools" project is one of these

applications. Learning through computers, either in the form of Computer-Assisted

Instruction (CAl) with multimedia CD-ROM or via internet, will become an important

learning mode in a Smart School. Here, we can foresee the future use of CAl in

schools (MSC, 1997).

Vision 2020 envisages the creation of a 'Masyarakat Madani' or Civil Society

as its ultimate goal. To facilitate this notion, one of the targets of "National IT

Agenda" (set by National IT Council) is that "All Malaysians will have access to

information and learning through 'infostucture' for personal, organisational and

national advancement". This objective coupled with the effort of the government in

promoting computer technology will surely result in the use of information

technology, especially computers as a learning and training delivery tool.

6

In its effort to achieve a developed country status, one of the strategies

undertaken by the government involves the development of the country's most

important asset - its human resource. This has resulted in an increasing need for

training. With the rising cost of face-to-face learning (in terms of time and money),

many companies in Malaysia will view CBT as an alternative mode for accelerating

learning and training opportunities among their staff.

The need for computer-based training (CBT) in Malaysia is echoed in the

speech of Datuk Dr. Tengku Azman Shariffadeen, President and Chief Executive

Officer of MImos Bhd when he saId "as the country progresses towards becommg a

developed natlOn, It can no longer rely on tradttlOnal learmng and trammg methods to

take It mto the era of an mformanon and knowledge-based socIety Instead, new

learrung and trammg systems need to be developed to meet the country's needs m

creatIng such a SOCIety" (New StraIts TImes, July 21, 1997) at the semmar tItled

Toward the Millemum Technology, EducatIon and Knowledge Society He added that

"mfromanon tecnology has been IdentIfied as the means to transport the country from

bemg an mdustnahsed natIon to a knowledge-based SOCIety"

The notlOn of MalaySia bemg an mformatlOn technology (IT) SOCIety has

created for Itself the need for qualIty adult educatlOnal programs Tills, m turn, has

created a need for qualIty learmng tools to cater to mdtviduais and orgarusations WIth

the advent of IT, trammg through computer Will become more popular

Availability of Computers

7

The advent of mformatlOn technology (IT), partIcularly computer technology,

has made mdIVIdualIsed tra1ll1ng pOSSIble As computer technology Improved, ItS

speed, memory, power and other multImedla functlOns have Improved too

Consequently, there IS real potentIal for more effectIveness computer-based trammg

(CBT) programs Today, computer are used not only for word-processmg, but they are

also used to create whole new VIrtual worlds and real expenences for learners The

computer IS used not only to play back pre-recorded mformatlon, as does a VCR, but

also to create m real tIme Images, sounds, scenanos and actions (Layte and Ravet,