Communication management, distance learning programme and learners` engagement in Malaysian institutions of higher learning /

Abstract

Rapid development of alternative communication tools have brought about contentious issues in administrative and management of communication by instructors in distance learning (DL) programme. The aim of this study is to investigate the relationships between communication management indicators. These include communication practices and communication tools and learners` cognitive engagement in blended mode distance learning programme. A structural equation model (SEM) conceptual framework for communication management was developed from Moore’s transactional distance learning theory (TDLT). Particular focus was on four dimensions of interaction-learner-content, learner-learner, learner-instructor; as well as learning-interface and other existing literature on communication practices, communication tools and student engagement. A set of hypotheses concerning direct and correlational links between constructs are derived from the literature. This study was conducted using mixed-method research design. Questionnaire was used to elicit responses from 450 randomly selected in-service teachers from three Malaysia Public universities offering distance learning programmes. Interviews were conducted with three distance learning coordinators from the three universities. Data analysis was conducted using Analysis of Moment Structures (AMOS) version 18 software to test the structural path of communication practices, communication tools and learners` cognitive engagement, while thematic coding and themes were used to report the result and interpretation of the interview data to support the quantitative findings. Tests of hypotheses provided evidence of measures of fit, statistical significance and decomposition of total effects on dependent construct. The findings (quantitative and qualitative) provide evidences that effective communication practices and communication tools have strong positive influence on students` cognitive engagement. The study establishes the relevance of administrators-instructors interaction, such as consistent training for DL instructors, efficient monitoring of online communication, integration of social network site (SNSs) and effective recruitment procedure.