FOR distance learning, and, by extension, lifelong learning, to work in Malaysia, the Malaysian mindset about learning has to change.

This was among the things discovered by Dr Hisham Dzakiria, a senior lecturer at the Faculty of Communications and Modern Languages, Universiti Utara Malaysia (UUM) while writing his doctoral thesis entitled Teacher is Always There, But Really Isn't: Students Perspectives and Experiences of Distance Learning.

"Malaysians go through 12 years of conventional teacher-centred education where they are told what they are supposed to learn - there is no sense of discovery learning, of wanting to find things out for themselves," he says.

When the mode of teaching is teacher-centred and students expect information to be given to them, they do not think reading is necessary.

This mentality is hard to break when students enter distance learning, a component of lifelong learning, resulting in a situation where they struggle to stay on top of their work.
"Distance learning requires the student to be an independent learner, instead of waiting for handouts and instructions from lecturers," he adds.

He believes that "discovery learning" - where students use their own initiative to learn things - is the way to go.

The general mindset about learning has to change if Malaysia is to develop independent learners who cultivate discovery learning.

"Learning has always been superficial with students studying just to get through the exams instead of knowing what they are reading," he adds.

His observation of undergraduates is that they are still reading to pass their examinations, merely studying their notes.

"They are always thinking about how they are going to get through their examinations. It is not really about gaining knowledge.

"Reading is the most important ingredient in distance and lifelong learning - in acquiring knowledge generally."

Hisham's study focused on UUM's distance learning programme over a four-year period.

He found that the transitional phase was always the most difficult for distance learners but once they realised what was expected of them, most were able to carry on.

There are cultural differences in how quickly students adjust to the different modes of learning.

Chinese students tend to form study groups within the first two weeks enabling them to cope better than those who do not.

While students need to be independent learners, there must also be a pool of distance instructors equipped with the right knowledge and skills.

"When you teach distance learners, you are teaching mostly adults - working people who are professionals and have families and responsibilities - so you cannot teach them the conventional way," he says.

Distance teachers must always be trained and retrained so they are sensitive to what they are facing.

Hisham believes for distance and lifelong learning to work in Malaysia, people must get over the mentality that learning and going to university are only for the young or those in academia.

"Distance and lifelong learning enable people to learn anywhere and at any time throughout their lifetime - learning only stops when you die," says Hisham.

Lifelong learning is also an avenue that allows people to get as far as they can in education and in their professional lives.

Rapid advancement and convergence of technology has helped to build lifelong learning in Malaysia and people are now able to learn at home on their computers or even get lessons on their mobile phones.

It is only up to Malaysians to grab the opportunities already available.