FACTORS ASSOCIATED WITH THE KNOWLEDGE AND ATTITUDE OF IRAQI STUDENTS ABOUT DISTANCE LEARNING EDUCATION

Transcription

1 FACTORS ASSOCIATED WITH THE KNOWLEDGE AND ATTITUDE OF IRAQI STUDENTS ABOUT DISTANCE LEARNING EDUCATION Kamaran Y. Mohamadamin, Hawler Medical University, Iraq Co-Author: Nazar P. Shabila, Hawler Medical University, Iraq Summary Distance education approach is becoming a widely used educational approach worldwide, however, it is not yet applied in Iraqi universities. The aim of this study was to identify attitude and concerns of a sample of university graduates toward distance education and its determinants in order to improve our understanding about acceptability and applicability of this educational approach. A questionnaire was administered to 76 participants who have completed their undergraduate studies. Out of the 76 participants, 64 (84.2%) showed a clear knowledge about distance education approach. Out of the later 64 participants, 40 (62.5%) showed interest to enroll in distance education. The main attracting factors to distance education approach were the ability to continue to work while studying (42.2%) and having the degree from a foreign country (21.9). The main obstacle for involving in distance education was non-accreditation of its degrees by higher education authorities (76.5%) and lack of practical training opportunities (14.1%). There was a relatively important lack of knowledge and unawareness about distance education among the study sample. However, the interest to pursue distance education was considerably high. Poor use and adoption of distance education was mainly related to non-accreditation of distance education degrees by the educational authorities. Introduction Distance education approach is becoming a widely used educational approach worldwide. It has been successful in providing accessible and diversified opportunities at an acceptable cost in many nations worldwide, which is evident from increasing numbers of students enrolling in distance education classes. The future of distance education seems bright and distance education might alleviate the pressures on higher education institutions 1,2. In addition to students achievement and performance, the students knowledge and attitudes toward distance education are important factors in determining the effectiveness of distance education. 3,4. Research on distance education is in the early stages of development. Moreover, there is an obvious gap in the literature regarding students knowledge, concerns and attitudes toward technology and web-based computer-mediated distance education 5,3,6.

2 There are both positive and negative aspects of the application of distance education. The reported positive aspects include provision of greater flexibility and student convenience, improved access/interaction with the instructor, better grades and a more positive overall learning experience. The negative aspects include reduction in face-to-face interaction, concerns over technology and logistics, an increased student workload and increased costs to the student 1,3. Different studies have showed that students generally have a positive perception and attitude towards distance education compared to traditional forms of higher education with little difference in the quality of education received through distance education versus conventional university classroom settings 5,6,7. On the other hand, concerns have been expressed about the high technology and development cost that may have impact on the traditional academic programs. Perceptions of students in the distance education setting being less favorable than the local setting for traditional classes have also been reported 6. There has been no real implementation of distance education in many Arab countries including Iraq 8,9. The most important obstacle hindering the process of distance education in the Arab region is that the ministries of higher education in a number of Arab countries, e.g. Iraq, do not officially recognize degrees obtained by distance education 8,9,10. Up to authors knowledge, there is little experience with distance education in Iraq and there is lack of knowledge about the attitude, perception and interest of students about this new approach of education. Therefore, this study was set to identify the knowledge, attitude and concerns of a sample of university graduates toward distance education and its determinants in order to improve our understanding about this educational approach and the possibility of its application in this setting. Methods A pre-tested questionnaire was administered to collect data on factors associated with the knowledge and attitude toward distance education. Out of 90 persons received the questionnaire, 72 persons participated in this study voluntarily, i.e. a response rate of 80%. The participants included a sample of people who have completed their graduate university studies from the University of Salahaddin (science and human studies) and Hawler Medical University (medical studies). The questionnaire was administered to people visiting two centers in these universities for different purposes, including issuance of transcripts or degrees, between September and November The questionnaire that was used to collect data was developed by reviewing relevant literature, conducting personal interviews and through expert consultation. The questionnaire was self-administered and consisted of two parts: 1) independent variables including personal, educational and employment factors; and 2) dependent variables including knowledge and attitude toward distance education and pro and cons of distance education approach. The scale of attitude toward distance education was established through providing 16 choices in this section of the questionnaire; nine positive factors and seven negative factors. The respondents were asked to rank these factors in order of importance as factors of concerns in determining their attitude toward distance education approach. Stata version 9.1 was used for statistical analyses. Statistical methods used included frequency and percentage for univariate analysis. On the other hand, Pearson s chi-squared test and Fisher s exact test were used for bivariate analysis according to their applicability to examine the relationships between independent and dependent variables. A p-value of 0.05 and below was considered statistically significant result.

3 Seventy-two persons who have completed their undergraduate university studies from the University of Salahaddin (basic science and human studies) and Hawler Medical University (medical studies), participated in this study voluntarily; 45 males (59.2%) and 31 females (40.8%). For analytical purpose, the respondents were categorised to graduates of basic sciences studies, graduates of human studies and graduates of medical studies. The average age±sd of the participants was 29.7±5.6 years (range years). For analysis purpose, the participants were classified to two age groups; years and above 30 years. Results All the 72 participants were interested in having further degree-based higher education studies, whereas only 44 participants (57. 9%) were interested in having non-degree training or education. Out of 72 participants, 64 participants (84.2%) had clear knowledge about distance education. Male participants had higher knowledge about distance education than female participants, 86.7% and 80.6%, respectively. This difference was not statistically significant (p = 0.479). The difference in knowledge between younger age group (88.2%) and elder age group (76%) was again not statistically significant (p = 0.169). In terms of the association between type of degree and knowledge about distance education, 73.9% of participants with human studies degrees, 92.3% of participants with basic sciences degrees and 85.2% of participants with medical sciences degrees had clear knowledge about distance education that were similarly not statistically significant (p = 0.236). The knowledge among participants with bachelor degree was lower (81.1%) than those with master degree (91.3%), however, this difference was not statistically significant (p = 0.327). Participants working for universities had higher knowledge (88.9%) than participants working in other governmental ministries (72.7%). This difference was not statistically significant (p-value=0.080). Table 1 shows the association between participants knowledge about distance education with different variables. Only 4 persons (5.3%) of the participants had experience with distance education as 3 of them were enrolled in human rights non-degree course and another one was enrolled in a project management non-degree course. These courses were provided by schools located outside the country. Among the 64 participants that had clear knowledge about distance education, 62.5% were interested in engaging in distance education. There was no statistically significant difference between male and female in terms of their interest in having education through such approach; 69.2% and 52%, respectively (p = 0.165). Similarly there was no statistically significant difference between the two age groups; 68.9% for age group years compared to 47.4% for age group >30 years (p = 0.104). Participants with degrees in human studies were more interested in having distance education (88.2%) compared to participants with medical degrees (65.2%) and participants with basic sciences degrees (41.7%). This association was statistically significant (p = 0.009). Holders of bachelor degree were significantly more interested in having distance education (76.7%) compared to holders of master degrees (33.3%), (p = 0.001). While 66.7% of participants working for universities and 50% of those working in other government ministries were interested in engaging in distance education, such difference was not statistically significant (p = 0.233). All the participants who had previously enrolled in distance education were interested in having further education through this approach compared to 60% of those of who have not enrolled in distance education. This association was not

4 statistically significant (p = 1.44). Table 2 shows the association between participants interest in distance education with different variables. Twenty-seven participants (42.2%) identified being able to study and work as the main advantage of distance education. Fourteen participants (21.9%) recognized having the degree from a foreign country as the main advantageous factor of distance education. Thirteen participants (20.3%) recognized lower costs involved in distance education as the main attracting factor of such approach. Ten participants (15.6%) recognized other factors than the previously mentioned three factors as the main advantageous factors. A high proportion of participants holding degrees in human studies (47.1%) and medical sciences (56.5%) agreed that being able to study and work simultaneously as the main advantageous factor of distance education, while the highest proportion of holder of basic sciences degrees (41.7%) recognized having a degree from a foreign country as the main advantageous factor. This association was statistically significant (p <0.001). Table 3 shows the association between participants identification of attractive factors of distance education with type of degree. Forty-nine participants (76.5%) recognized having degrees obtained through distance education approach not accredited by the higher education authorities as the main disadvantageous factor of this approach. Nine participants (14.1%) concerned about not having practical and field training through distance education approach. Six participants (9.4%) were concerned about other factor rather than the above-mentioned two factors. The participants with different types of degrees agreed that not having the distance education degrees accredited by the higher education authorities as the main disadvantage of distance education. Participants with basic sciences degree were also concerned about not having practical and field training. Such association was statistically significant (p = 0.027). Table 4 shows the association between participants identification of disadvantageous factors of distance education with type of degree. The scales of different attractive and disadvantageous factors as recognized by the participants are shown in Table 5. Discussion As all the participants showed interest in pursuing further higher education, this indicated an increased social demand for higher education. This in addition to the high population growth rate has already added to the considerable strain of the country for providing higher education opportunities as the country is experiencing lack of sufficient resources. Many other Arab countries are passing through a similar experience 2,4,10. The little interest to nondegree education or training is that such education does not assist in getting promotion in job or getting better incentives. Even if some 84.2% of the participants had clear knowledge about distance education, the remaining 15.8% is considered a relatively high proportion that did not have knowledge about distance education especially that the study population can be considered among the considerably well educated people in the society. This may mean that the concept of distance education is not well known by the society, even if it is widely used worldwide nowadays. Such lack of knowledge or unawareness of the opportunities provided by distance education might be related to the fact that most of the participants had never taken a distance education course. Such attribution had been reported in another study 3. Analysis of the association of the different factors with the participants knowledge about distance education did not yield any statistically significant result at 0.05 level. However, the results highlight important patterns. The higher knowledge among younger age group of

5 participants may be attributed to their more awareness of the recent advances in technology. The higher knowledge among graduated of basic and medical sciences fields compared to human studies might be related to the type of study as they used English language and use technology more regularly. Higher knowledge among holders of master degrees and university employees compared with bachelor holders and employees of other ministries respectively can be attributed to the fact that people with these two characteristics have more contact with technology. A relatively high proportion of participants with clear knowledge about distance education (62.5%) expressed interest in pursuing distance education. Statistically significant results were obtained for two factors associated with participants interest; type of degree and grade of degree. Higher interest among graduates of human studies field compared to basic and medical sciences field can be mainly related to the specificity of the human studies as being more amenable for distance education, while basic and medical sciences need various laboratory and practical based education that is difficult to be provided by such approach. Higher interest among bachelor holder than master holders is possibly related to the fact that most of distance education programs are for master degrees and in Iraq, people who have obtained a master degree usually do not go for another master program, but prefer to do doctorate study. The results of the association of the other factors with the interest of pursuing distance education, although not statistically significant, highlight important patterns. A higher interest among female participants does not agree with other studies that reported more women enrolled in courses delivered at a distance than men 11. The higher interest among younger age participants again does not agree with results of other studies that revealed distance education students are, on average, older than typical undergraduate students 11. Again higher interest among university employees compared with and employees of other ministries can be attributed to the fact that they have more contact with technology. The association of prior experience with distance education and interested in pursuing further distance education was not statistically significant perhaps due to small number or participants who have such experience (only 4 participants). A similar study showed that those with prior distance education experience have more interest than those without such experience 12. Main reported attractive factor of distance education was ability to study and work together. This a worldwide perception of distance education since it provides flexibility in time and place and different studies have reported this fact 1,7. Having the degree from foreign country is also an important factor especially among participants with degrees in basic sciences due to the general perception of community and public as a whole about degrees obtained from developed countries. The third identified attractive factor is the lower involving costs as there are lower tuition fees and there is no need for travel, accommodation, etc. Degree not accredited by the ministry of higher education is the main concern. Similar results have been reported from studies conducted in other Arab countries 2,10. The Arab States including Iraq, have witnessed a notable increase in enrolment rates in higher education institutions. This increase is mainly attributed to the constant increase in public demand for education, which is the direct and natural result of rapid population growth 10. Most Arab states including Iraq have proven unable to meet the needs of all students desiring to pursue their goals because of dramatic increases in student enrollment unaccompanied by sufficient resources 2. As distance education have succeeded in providing accessible and diversified opportunities at an acceptable cost in many nations worldwide, it is a potential approach to alleviate the pressures on higher education institutions in the Arab region 2.

6 However, there has been no real implementation of distance education in many Arab countries including Iraq 8,9. The most important obstacle hindering the process of distance education in the Arab region is that the majority of the Arab societies are still skeptical about the practices of distance education programs, believing that distance education is another form of correspondence and not a novel approach to instruction 10. Ministries of Higher Education do not officially recognize higher education degrees obtained by distance approach in a number of Arab countries, e.g. Iraq. More significantly, there is a high level of lack of knowledge or unawareness about distance education in the area 2, 9,10. Lack of practical and field training was specifically a concern among participants with degrees in basic and medical sciences as these specialties are highly based on such type of training. Another important concern reported by the participants was lack of direct interaction with the instructor and other students. This concern was also reported in other studies with special emphasis on distance learners who may be considered less independent and thus may require direct interaction throughout the instructional process 3,7. None of the participants showed concern about the use of computer or technology difficulties in distance education. Another study had reported a similar result 12, while this has been identifies as an important concern in two other studies 3,6. Conclusion There is a relatively important lack of knowledge and unawareness about distance education among the study population. However, the interest to pursue distance education is considerably high. Poor use and adoption of distance education in Iraqi Kurdistan is mainly related to non-accreditation of distance education degree by the Ministry of Higher Education. The high level of unawareness points to the need to organize workshops and technology seminars to potential beneficiaries and higher education policy makers in order to better understand the different aspects of distance education, which will eventually help in development of educational process given the current situation and needs in Iraq.

7 References 1. Valentine D. Distance learning: promises, problems, and possibilities. Online Journal of Distance Learning Administration 2002; 5(3). Available from: (accessed 2008 December 3). 2. Amel Ahmed Hassan Mohamed. Distance higher education in the Arab region: the need for quality assurance frameworks. Online Journal of Distance Learning Administration 2005; 8(1). available from: (accessed 2008 December 3). 3. Annette Valenta, David Therriault, Michael Dieter, Robert Mrtek. Identifying student attitude and learning styles in distance education. Journal for Asynchronous Learning Networks 2001; 5(2): Biner P. M., Re-assessing the role of student attitudes in the evaluation of distance education effectiveness. Distance Education Review [serial online] Available from: (accessed 2008 December 3). 5. Yu S, Yang K. Attitudes toward web-based distance learning among public health nurses in Taiwan: A questionnaire survey. International Journal of Nursing Studies 2006; 43: Randolph Jones. A recommendation for managing the predicted growth in college enrollment. Online Journal of Distance Learning Administration 2003; 6(1). Available from: (accessed 2008 December 3). 7. David Olugbenga Ojo and Felix Kayode Olakulehin. Attitudes and perceptions of students to open and distance learning in Nigeria. The International Review of Research in Open and Distance Learning 2006; 7(1). Available from: (accessed 2008 December 3). 8. UNESCO. Open and distance learning: trends, policy and strategy considerations. France, UNESCO, Nasser R, Abouchedid K. Attitudes and concerns towards distance education: the case of Lebanon. Online Journal of Distance Learning Administration 2000; 3(4). Available from: (accessed 2008 December 5). 10. Ibrahim M, Rwegasira KSP, Taher A. Institutional factors affecting students' intentions to withdraw from distance learning programs in the Kingdom of Saudi Arabia the case of the Arab Open University (AOU). Online Journal of Distance Learning Administration 2007; 10(1). Available from: %7Edistance/ojdla/spring101/ibrahim101.htm (accessed 2008 December 5). 11. Thompson, Melody M Distance learners in higher education. In Chere Campbell Gibson, ed., Distance learners in higher education: institutional responses for quality outcomes. Madison, WI: Atwood Publishing, pp Carol Wilson. Faculty attitudes about distance learning: A study of distance learning in Kentucky s higher education system revealed faculty willing to use the technology but needing more institutional support. EDUCAUSE Quarterly 2001; 2: 70-1.

8 Tables Table 1. Association between participants knowledge about distance learning with different variables Associated factors Knowledge about distance education Yes (%) No (%) Total (%) Sex Male 39 (86.7) 6 (13.3) 45 (100.0) Female 25 (80.6) 6 (19.4) 31 (100.0) Total 64 (84.2) 12 (15.8) 76 (100.0) P value Age group Years 45 (88.2) 6 (11.8) 51.0 (100.0) > 30 Years 19 (76.0) 6 (24.0) 25.0 (100.0) Total 64 (84.2) 12 (15.8) 76.0 (100.0) P value Type of Degree Human Studies 17 (73.9) 6 (26.1) 23 (100.0) Basic Sciences 24 (92.3) 2 (7.7) 26 (100.0) Medical Sciences 23 (85.2) 4 (14.8) 27 (100.0) Total 64 (84.2) 12 (15.8) 76 (100.0) P value Grade of Degree Bachelor degree holders 43 (81.1) 10 (18.9) 53 (100.0) Master degree holders 21 (91.3) 2 (8.7) 23 (100.0) Total 64 (84.2) 12 (15.8) 76 (100.0) P value Type of Employer Universities 48 (88.9) 6 (11.1) 54 (100.0) Other governmental ministries 16 (72.7) 6 (27.3) 22 (100.0) Total 64 (84.2) 12 (15.8) 76 (100.0) P value 0.080

9 Table 2. Association between participants interest in distance education with different variables Associated factors Interested in distance education Yes (%) No (%) Total (%) Sex Male 27 (69.2) 12 (30.8) 39 (100.0) Female 13 (52.0) 12 (48.0) 25 (100.0) Total 40 (62.5) 24 (37.5) 64 (100.0) P value Age group Years 31 (68. 9) 14 (31.1) 45 (100.0) > 30 Years 9 (47.4) 10 (52.6) 19 (100.0) Total 40 (62.5) 24 (37.5) 64 (100.0) P value Type of Degree Human Studies 15 (88.2) 2 (11.8) 17 (100.0) Basic Sciences 10 (41.7) 14 (58.3) 24 (100.0) Medical Sciences 15 (65.2) 8 (34.8) 23 (100.0) Total 40 (62.5) 24 (37.5) 64 (100.0) P value Grade of Degree Bachelor degree holders (76.7) (23.3) (100.0) Master degree holders 7.00 (33.3) (66.7) (100.0) Total (62.5) (37.5) (100.0) P value Type of Employer Universities 32 (66.7) 16 (33.3) 48 (100.0) Other governmental ministries 8 (50.0) 8 (50.0) 16 (100.0) Total 40 (62.5) 24 (37.5) 64 (100.0) P value Enrollment in distance education Yes 4 (100.0) 0 (0.0) 4 (100.0) No 36 (60.0) 24 (40.0) 60 (100.0) Total 40 (62.5) 24 (37.5) 64 (100.0) P value 0.144

10 Table 3. Association between participants identification of attractive factors of distance education with type of degree Attracting factors Type of Degree Degree from Can study and Less costly foreign work together country Others Total N. (%) N. (%) N. (%) N. (%) N. (%) Human Studies 8 (47.1) 5 (29.4) 0 (0.0) 4 (23.5) 17 (100.0) Basic Sciences 6 (25.0) 6 (25.0) 10 (41.7) 2 (8.3) 24 (100.0) Medical Sciences 13 (56.5) 2 (8.7) 4 (17.4) 4 (17.4) 23 (100.0) Total 27 (42.2) 13 (20.3) 14 (21.9) 10 (15.6) 64 (100.0) P value <0.001 Table 4. Association between participants identification of disadvantageous factors of distance education with type of degree Disadvantageous factors Type of Degree Degree not No practical accredited training Others Total N. (%) N. (%) N. (%) N. (%) Human Studies 12 (70.6) 1 (5.9) 4 (23.5) 17 (100.0) Basic Sciences 18 (75.0) 6 (25.0) 0 (0.0) 24 (100.0) Medical Sciences 19 (82.6) 2 (8.7) 2 (8.7) 23 (100.0) Total 49 (76.5) 9 (14.1) 6 (9.4) 64 (100.0) P value 0.027

11 Table 5. The scales of different attractive and disadvantageous factors as recognized by the participants Attractive factors Score 1 Less costly as there is no need for travel, accommodation, etc Less tuition fees compared to on-campus study. 8 3 Can complete study while continue to work Obtain a degree from a foreign country 98 5 Ability to study at your own time 36 6 Ability to study while staying at your location with no need to move to another country 32 7 Provide better knowledge and work with efficient instructors and supervisors 8 8 Attractive to this innovative education environments 0 9 Study with international standards 10 Disadvantageous factors Score 1 Degrees not accredited by the ministry of higher education in Kurdistan and Iraq High tuition fees and lack of sponsor 12 3 Lack of direct interaction with instructors and other students 75 4 Does not provide practical and field training 92 5 Lack of motivation as there is no attendance or strict time commitment 20 6 It is an unconventional method of education in this society 20 7 Complexity of using the online system technology (internet and software) 4 8 Limited access to computer or internet 0