Web 2.0; distance learning: what should be done in Malaysia
The term Web 2.0 refers to a loose collection of ‘second generation’ web-based technologies and services, many of which are designed to facilitate collaboration and sharing between users (O’Reilly, 2005). Basically, web 2.0 is an interactive web application that enables people to share their knowledge and be an active participant instead of just a reader or viewer. In other words, web 2.0 make learning easier as people from all over the world can contribute their knowledge regardless of where there are. The greatest influence of web 2.0 is it promotes distance learning as it doesn’t require you to have a face-to-face interaction thus making learning process more global and not limited in a typical formal classroom environment.
However, as interesting as it might sound, implementing distance learning does have it own challenges. Research in Malaysia shows that from 27.57 millions of Malaysia citizens, only 4.9 millions of them are the subscribers of broadband (Malaysian Communications and Multimedia Commission, 2011). This proves that the awareness of owning a broadband especially for education purpose is very low. This consequently can interfere the process of distance learning as it requires you to have an internet access. On the other hand, those who solely depend on the free internet access (wi-fi) encountered a problem whereby some of the websites being blocked and filtered by the authority. For instance, the higher learning institutions sponsored by government (IPTK) are provided with free internet access. However, some of the websites are filtered by the Ministry of Education thus limiting the resource for the students. Recently, we were shocked by the news announced by the Malaysian Communication and Multimedia Commission (MCMC) that from now onwards, some of the websites that deals with sharing files such as Megaupload, Filesonic, Filestube and Fileserve. This further hindered the process of obtaining information since some of the useful data contained in those websites. Needless to say, distance learning deals mainly with uploading and downloading online material. In order for Malaysia to resolve such problems, MCMC should instead set out some of the potential risk of the websites such as those which can lead to exposure to inappropriate content and contact, breach of intellectual property rights, exposure of virus and hacking and high demands on network bandwith (Becta, 2008) rather than blocking all those file sharing sites.
Web 2.0 is an upgraded version of its predecessors. It refers to any platforms that allow its users to contribute their own idea rather acquiring information passively. This is enabled by various new and improved website that encourage users generated content like social network, blogs, Wikipedia, video sharing and file hosting sites (to name a few). If before internet users find information written by experts on a websites like Netscape, now they also can impart their own on a website like Wikipedia. As the content is generated by user who may not an experts, some mistakes is unavoidable. On the other hand, it covers wide range of topic and it is quite helpful as it give people at least an overview of what they are searching for.
There are arguments about how the user generated content is not really reliable, since most of them can be subjected to abuse, test can be interpolated, pictures can be altered, and video can be edited. However this weakness is compensated by the emergence of filtering or recommendation sites like Digg, Del.icio.us, Google Buzz and others can help in recognizing relevant/correct information thus proving the authenticity of information. Apart from that, there are rating and comment features enable in some websites. These features allow users to share their thoughts and voice out their opinion on the subject. So, Web 2.0 not only encourages people to share but also helps to identify the relevant content by the feedback of the users themselves.
Furthermore, as Web 2.0 facilitates information sharing, there will be many responses from diverse users for a subject. It also has the mechanism to compile all related information of a certain subject in a place. Data mashup ‘combine similar types of media and information from multiple sources into a single representation.’ For example, if there is any video of Youtube’s users that is related to an article the writer can embed video, songs and slides of picture into his/her article. Apart from making the readers understand more about information or making dreary article interesting, it’ll also work as a step towards acknowledging the content creator.
Plagiarism is ‘the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work’ (Dictionary.com, 2011). This act of academic honesty is becoming rampant as more information can be accessed readily on the internet. In 2009, two lecturers of University Putra Malaysia have been investigated because the book that they wrote ‘may have plagiarised materials of several American university websites, including Harvard and Albion College’ (malaysianbar.org, 2009). This is not all. This epidemic also has swept within the school and through the improvement in our technology, web 2.0 per say, plagiarism will happen more than ever as information can be taken easily In lieu of this event, appropriate measure should be taken to prevent such misconduct from happening again. According to a study in Journal of College Student Development ‘Most students in this study agreed that plagiarism of any kind is wrong. Approximately 89% strongly or somewhat agreed that handing in someone else’s writing as one’s own or purchasing a paper to turn in as one’s own is wrong, whether done conventionally or online.’ Therefore, awareness is not the main issue why this act of misconduct is still rampant. Following the same Journal discussed that while the subjects are aware the negativity of plagiarism that are not aware of punishment. It seems that warning, suspension and subsequent expelled from university are not enough to deter them, perhaps more severe punishment should be created and exercised. Apart from that, plagiarism detection software should be used to screen students’ assignment, at least on regular basis so that the students become more cautious in plagiarizing.
In addition to this issue of distance learning, the students themselves are not that keen in using technologies to aid their study process. These students are really familiar in using such established applications of technologies such as Short Messaging Service (SMS), finding information using the search engine and emailing. However, the newer technologies such as producing a podcast, creating blogs, contributing data to Wikis and others that enable them to collaborate and sharing information with the online community are not being used widely by the students. This is further proves by research done in an article from Ascilite Singapore 2007; The Net Generation are not the big users of Web 2.0 technologies: Preliminary Findings. The study found that more than 80% of students had never produced a Podcast and never contributed to a Wiki. More than 70% had never kept their blog. More than 50% had never used a social networking site, read someone else’s blog or downloaded a Podcast. However, there is still quite amount of students who able to use Web 2.0 in a right way. A total of 15% students had produced and contributed to their own blog on a daily or weekly basis. As the basis of distance learning require the students to be actively involved with the Web 2.0 applications, problems may arise when these students couldn’t completely maximised the usage of Web 2.0 in education. In order to curb this problem from happening, the Ministry of Education (MOE) especially should further encourage the practice of Web 2.0 in higher education institution. As written in International Journal of Intercultural Information Management, “Although the use of ICT in Malaysian higher education institutions is nothing new, there is a need to study its delivery systems' trends. A content analysis was carried out on 100 articles published in the latest four Malaysian Educational Technology Convention proceedings. The ICT delivery systems' trends were identified and clustered into three main categories: computer-based delivery (focusing on the use of CD-ROMs and stand-alone platforms), web-based delivery (utilising Web 1.0 technology) and technology-enhanced learning which focuses on the combination of Web 2.0 and other modern electronic devices. The features, details and examples of each delivery system are discussed.” These exemplified that the implementation of computer subject are not fully carried out by our education system. Thus, MOE should revise their curriculum so that students can completely master the Web 2.0 in education hence participate in the distance learning actively.
To conclude, advanced technology like web 2.0 is created to contribute to our society, however there always be some troublemaker manipulate and wangle the loopholes for their advantage to the chagrin of many other users. For instances, data can be compiled easily without acknowledging the real content creator or in short plagiarizing on the internet but thanks to advancement of technology plagiarism detector software has been built thus plagiarist is bound to be found out as there are software easily accessible by users. Apart from that, unfortunately, there are users who are unaware and sometimes inept to utilize the facilities provided for their own good plus the act blocking some website is quite detrimental for students to find materials online. In relation to distance learning, it is disappointing there are those who stop studying and using time and place as excuses, while some plagiarize freely because the lack of face to face interaction with lecturer or moderator of the program, breeds lackadaisical attitude in these students . Therefore, by listing out the challenges, perhaps the action suggested can be a stimulus for the authority to think further and establish effective measure to be done in Malaysia
References:
Celeste Fenton, B. W. (2010). Fluency in distance learning. New York: Charlotte, NC:
Informationg Age Pub.
Irfan N. Umar, N. H. (2010). Research trends of ICT delivery system in Malaysian higher
education institutions: a content analysis. International Journal of Intercultural Information Management , 153 - 163.
Juliea Davies, G. M. (2009). Web 2.0 for schools: learning and social participation.
New York: Peter Lang.
Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., Maton, K., Krause,
K.L., Bishop, A., Chang, R. & Churchward A. (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007. http://www.ascilite.org.au/conferences/singapore07/procs/kennedy.pdf
Panse, S. (2011, January 26). Issues with Web 2.0 in Distance Education. Retrieved July 25, 2011,
from Bright Hub: http://www.brighthub.com/education/online-learning /articles/69863.aspx
Patrick M. Scalon, D. R. (2002). Internet plagiarism Among College Students. Journal of
College Student Development, 385.
UPM Duo in Plagiarism Scandal. (2009, September 14). Retrieved July 26, 2011,
from The Malaysian Bar: http://www.malaysianbar.org.my/legal/general_news/upm_duo_in_plagiarism_scandal.html
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