OUMH1103 Learning Skills For ODL - Vaug16 - Bookmarks

Faculty of Education and Languages
OUMH1103
Learning Skills for Open Distance Learners
Copyright Open University Malaysia (OUM)

OUMH1103
LEARNING SKILLS
FOR OPEN
DISTANCE
LEARNERS
Assoc Prof Dr Chung Han Tek
Assoc Prof Dr Huam Hon Tat
Assoc Prof Dr Nantha Kumar Subramaniam
Assoc Prof Hazidi Abd Hamid
Dr Zahari Hamidon
Shawira Abu Bakar
Shahril Effendi Ibrahim
Dr Harvinder Kaur

Project Directors: Prof Dato Dr Mansor Fadzil
Assoc Prof Dr Chung Han Tek
Open University Malaysia
Content Contributors: Assoc Prof Dr Chung Han Tek

Assoc Prof Dr Huam Hon Tat
Assoc Prof Dr Nantha Kumar Subramaniam
Assoc Prof Hazidi Abd Hamid
Dr Zahari Hamidon
Shawira Abu Bakar
Shahril Effendi Ibrahim
Dr Harvinder Kaur
Developed by: Centre for Instructional Design and Technology

First Edition, April 2008

Second Edition, December 2012 (rs)
Third Edition, August 2014
Fourth Edition, April 2016
Fifth Edition, August 2016
Copyright Open University Malaysia (OUM), August 2016, OUMH1103

All rights reserved. No part of this work may be reproduced in any form or by any means without
the written permission of the President, Open University Malaysia (OUM).

Table of Contents
Course Guide xixv
Topic 1 Managing Your Learning 1

1.1 OUMs Learning Environment 2
1.1.1 Getting to Know OUMs Learning Modes 3
1.1.2 Being Independent 5
1.1.3 Maximising OUM Learning Facilities 6
1.2 Coping with Learning 7
1.2.1 Managing Stress 7
1.2.2 Goal Setting 13
1.2.3 Motivational Strategies for Successful Learning 16
1.2.4 Time Management 19
1.2.5 Concentration Strategies for Better Learning 24
1.3 Personal Learning Styles 27
Summary 28
Key Terms 29
Appendix 1.1 Index of Learning Styles 30
Appendix 1.2 ILS Scoring Sheet 36
Appendix 1.3 Learning Styles and Strategies 38
Topic 2 Virtual Learning Environment (myINSPIRE) 43

2.1 Personal Computer 44
2.2 Using the Internet 46
2.2.1 Internet 46
2.2.2 Connecting to the Internet 46
2.2.3 What Can You Do with the Internet? 49
2.2.4 Understanding Internet Concepts 50
2.2.5 Microsoft Internet Explorer (MSIE) 52
2.2.6 Portable Document Format (PDF) 60
2.3 OUMs Virtual Learning Environment 63
2.3.1 Getting Started with myINSPIRE 64
2.3.2 Accessing myINSPIRE 68
2.3.3 How myINSPIRE Enhances Your Learning 71

iv TABLE OF CONTENTS
2.4 Learning Components in myINSPIRE 72

2.4.1 Course Announcement 74
2.4.2 Assignment 75
2.4.3 Quiz 79
2.4.4 Course Content 81
2.4.5 Video Lectures 85
2.4.6 FaQ 87
2.4.7 Other Useful Resources 89
2.4.8 Video Conferencing 90
2.4.9 Forum 91
2.5 Switching Subject and Navigation Structure in myINSPIRE 96
2.6 Mobile Learning via myINSPIRE 97
2.7 Important Information on myOUM Portal 102
Summary 103
Key Terms 105
Topic 3 Digital Library 106

3.1 Where to Get Information? 107
3.2 Using the Tan Sri Dr Abdullah Sanusi (TSDAS)
Digital Library for Information Gathering 108
3.2.1 What is a Digital Library? 109
3.2.2 Components of a Digital Library 109
3.3 The Information Trail 110
3.4 OUM Digital Library 111
3.4.1 Types of Digital Databases 111
3.5 Searching in the Digital Library 112
3.5.1 Steps in Searching for Information in Digital Library 112
3.5.2 OPAC Search Strategies 113
3.6 Searching for a Print-based Book 127
3.7 Searching for Electronic Databases 128
3.7.1 Searching for Digital Books (e-Books) 129
3.7.2 Searching Ebrary 130
3.7.3 Reading an Electronic Book 139
3.8 Searching for an e-Journal 141
3.8.1 Searching EBSCOhost 141
3.9 Searching in the Internet 147
3.9.1 Strategies to Search in the Internet 147
3.9.2 How to Find Information on the Internet? 147
3.9.3 Internet Search Tools 148
3.9.4 Internet Search Tool Sites 153
Summary 153
Key Terms 155

TABLE OF CONTENTS v
Topic 4 Information Evaluation Criteria 156

4.1 Authority 157
4.2 Accuracy and Reliability 159
4.3 Objectivity 162
4.4 Currency 164
4.5 Scope 165
Summary 166
Key Terms 167
References 167
Topic 5 Coping with Assignments 168

5.1 Steps of Writing Assignments 169
5.2 Structure of an Assignment 171
5.2.1 Introduction 171
5.2.2 Body of Content 172
5.2.3 Conclusion 174
5.3 APA Citation Style 175
5.3.1 Components of Referencing 175
5.3.2 Plagiarism and Collusion 190
5.4 Common Faults Found in an Assignment 192
5.5 Ethics in Writing an Assignment 193
Summary 194
Key Terms 195
Topic 6 Reading Skills 196

6.1 Why Do You Read? 197
6.2 How to Read? 200
6.2.1 Speed Reading 200
6.2.2 Slow Reading 205
6.3 How to Read Your Module 209
6.3.1 Table of Contents 209
6.3.2 Course Guide 210
6.3.3 Getting to Know Your Course Content 210
6.4 Reading Electronic Text 212
6.4.1 Awareness of Purpose 212
6.4.2 Navigation of the Text 213
6.4.3 Discover Meaning 213
6.4.4 Interpreting the Text 213
Summary 214
Key Terms 214

vi TABLE OF CONTENTS
Topic 7 Note-making and Note-taking Skills 215

7.1 Ways of Writing Notes 216
7.1.1 Annotation 217
7.1.2 Outline Notes 218
7.1.3 Column Notes 218
7.1.4 Mind Maps 219
7.1.5 Summary Notes 219
7.2 Making Notes from Printed Matter 220
7.3 Taking Notes During Tutorials 221
7.3.1 Preparing Yourself for Tutorials 222
7.3.2 Listening During Tutorials 223
7.3.3 Review After Tutorials 225
7.3.4 Use Electronic Taking and Making Notes 227
Summary 228
Key Terms 230
Topic 8 Coping with Examinations 231

8.1 Preparing for Examinations 232
8.1.1 Gather Notes 232
8.1.2 Revise and Memorise 233
8.1.3 Practise Answering Questions 238
8.1.4 Plan and Schedule 238
8.2 Types of Examination Questions 239
8.2.1 Objective Questions 239
8.2.2 Subjective Questions 244
Summary 250
Key Terms 251
Topic 9 Using Microsoft Office Applications 252

9.1 Introduction to Microsoft Word 252
9.1.1 Creating a Basic Document 253
9.1.2 Using the Tool Tabs 254
9.1.3 The Quick Access Toolbar 256
9.1.4 Shortcut Menus 258
9.1.5 Enhancing Your Word Document 259
9.1.6 Spell Check Your Document 266
9.1.7 Saving Your File 268
9.1.8 Word Help 270
9.1.9 Printing 273
9.1.10 Cut, Copy & Paste; Undo, Redo & Repeat 276

TABLE OF CONTENTS vii
9.2 Microsoft Excel 277

9.2.1 Starting/Exiting Microsoft Excel 278
9.2.2 Exploring MS Excel 279
9.2.3 Data Entry on a Worksheet 280
9.2.4 Using MS Excel Functions 282
9.2.5 Sorting and Filtering Data 288
9.2.6 Converting Data into Charts 294
9.3 Microsoft PowerPoint 297
9.3.1 Starting Microsoft PowerPoint and Creating a
New Presentation 297
9.3.2 Saving a Presentation 301
9.3.3 Adding Slides 302
9.3.4 Themes 303
9.3.5 Animating Your Presentation 305
9.3.6 Running Your Presentation 309
9.4 Cloud Computing 311
9.4.1 Managing Files in the Cloud 312
Summary 317
Key Terms 317

viii TABLE OF CONTENTS

COURSE GUIDE

x PANDUAN KURSUS

COURSE GUIDE xi
COURSE GUIDE DESCRIPTION

You must read this Course Guide carefully from the beginning to the end. It tells
you briefly what the course is about and how you can work your way through
the course material. It also suggests the amount of time you are likely to spend in
order to complete the course successfully. Please keep on referring to Course
Guide as you go through the course material as it will help you to clarify
important study components or points that you might miss or overlook.
INTRODUCTION
OUMH1103 Learning Skills for Open Distance Learners is one of the courses
offered by the Faculty of Education and Languages at Open University Malaysia
(OUM). This course is worth 3 credit hours and should be covered over 8 to
15 weeks.
COURSE AUDIENCE
This course is offered to all learners undertaking any programme with OUM.
As an open and distance learner, you should be able to learn independently and
optimise the learning modes and environment available to you. Before you begin
this course, please confirm the course material, the course requirements and how
the course is conducted.
STUDY SCHEDULE
It is a standard OUM practice that learners accumulate 40 study hours for every
credit hour. As such, for a three-credit hour course, you are expected to spend
120 study hours. Table 1 gives an estimation of how the 120 study hours could be
accumulated.

xii COURSE GUIDE
Table 1: Estimation of Time Accumulation of Study Hours
Study
Study Activities
Hours
Briefly go through the course content and participate in the initial 3
discussion
Study the module 60
Attend three to five tutorial sessions 10
Online participation 12
Revision 15
Assignment(s), test(s) and examination(s) 20
TOTAL STUDY HOURS ACCUMULATED 120
COURSE OUTCOMES
By the end of this course, you should be able to:
1. Describe OUM's learning environment;
2. Identify the main components of a personal computer and the Internet;
3. Utilise the tools available in OUM's virtual learning environment known as

myINSPIRE;
4. Apply appropriate reading techniques in pursuing your studies;
5. Compose ideas and information in oral and written forms in your learning
process; and
6. Use common office suite applications (such as the Microsoft Office

application) in your studies.
COURSE SYNOPSIS
This course is divided into nine topics. The synopsis for each topic is presented as
follows:
Topic 1 introduces you to techniques and methods that you can use to manage
your learning in the open distance learning mode. This topic gives you an
overview of the techniques mentioned and presents you with some ideas that
will become useful in tackling the rigours and demands of your studies.

COURSE GUIDE xiii
Topic 2 takes you on a tour of the OUM virtual learning environment. This
introduction takes you through options, pages and processes that make up the
myINSPIRE. These will be important when you need to explore the ideas and
information that form the core of your studies with OUM.
Topic 3 takes you to the digital library in OUM. Here you will explore the
services and learning tools that are offered by the Tan Sri Dr Abdullah Sanusi
Digital Library. You will learn to track the information trail, search for
information and manage your digital library learning experience.
Topic 4 teaches you techniques for working with the information that you get
both online and offline. This will become important when you start to work with
new ideas and when you need to produce your own work like when you are
doing your assignment.
Topic 5 provides you an insight on how to cope with assignments. It gives you
ideas and pointers on how to handle the pressures of working and studying.
Topic 6 introduces you to reading skills and techniques that will be very useful
when you start your studies. This is when you will need to do much reading.
While reading by itself appears to be a simple process or skill, there are ways to
make your reading more effective and meaningful. This topic will show you
these ways.
Topic 7 offers tips on how to make notes of the things that you have learnt or the
information that you have obtained. Note-taking skill is an essential part of
learning.
Topic 8 teaches you how to cope with the demands of examinations. Sitting for
examinations is an essential part of education but to many, it is not always a
pleasant experience. It needs not be so, and this topic will show you how to
handle your examinations so that you can make the best of them in the pursuit of
your education.
Topic 9 introduces you to Microsoft programs that are most commonly used by
learners in their studies. While these programs are commonly used, many only
use only a fraction of their full potential. Through this topic, you will explore
more of their basic functions which may not be familiar to some but are very
useful to the learner.

xiv COURSE GUIDE
TEXT ARRANGEMENT GUIDE

Before you go through this module, it is important that you note the text
arrangement. Understanding the text arrangement will help you to organise your
study of this course in a more objective and effective way. Generally, the text
arrangement for each topic is as follows:
Learning Outcomes: This section refers to what you should achieve after you
have completely covered a topic. As you go through each topic, you should
frequently refer to these learning outcomes. By doing this, you can continuously
gauge your understanding of the topic.
Self-Check: This component of the module is inserted at strategic locations

throughout the module. It may be inserted after one sub-section or a few sub-
sections. It usually comes in the form of a question. When you come across this
component, try to reflect on what you have already learnt thus far. By attempting
to answer the question, you should be able to gauge how well you have
understood the sub-section(s). Most of the time, the answers to the questions can
be found directly from the module itself.
Activity: Like Self-Check, the Activity component is also placed at various

locations or junctures throughout the module. This component may require you to
solve questions, explore short case studies, or conduct an observation or research.
It may even require you to evaluate a given scenario. When you come across an
Activity, you should try to reflect on what you have gathered from the module and
apply it to real situations. You should, at the same time, engage yourself in higher
order thinking where you might be required to analyse, synthesise and evaluate
instead of only having to recall and define.
Summary: You will find this component at the end of each topic. This component
helps you to recap the whole topic. By going through the summary, you should
be able to gauge your knowledge retention level. Should you find points in the
summary that you do not fully understand, it would be a good idea for you to
revisit the details in the module.
Key Terms: This component can be found at the end of each topic. You should go
through this component to remind yourself of important terms or jargon used
throughout the module. Should you find terms here that you are not able to
explain, you should look for the terms in the module.

COURSE GUIDE xv
References: The References section is where a list of relevant and useful

textbooks, journals, articles, electronic contents or sources can be found. The list
can appear in a few locations such as in the Course Guide (at the References
section), at the end of every topic or at the back of the module. You are
encouraged to read or refer to the suggested sources to obtain the additional
information needed and to enhance your overall understanding of the course.
PRIOR KNOWLEDGE
No prior knowledge required.
ASSESSMENT METHOD
Please refer to myINSPIRE.
TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL

LIBRARY
The TSDAS Digital Library has a wide range of print and online resources for
the use of its learners. This comprehensive digital library, which is accessible
through the OUM portal, provides access to more than 30 online databases
comprising e-journals, e-theses, e-books and more. Examples of databases
available are EBSCOhost, ProQuest, SpringerLink, Books247, InfoSci Books,
Emerald Management Plus and Ebrary Electronic Books. As an OUM learner,
you are encouraged to make full use of the resources available through this
library.

xvi COURSE GUIDE

Topic Managing Your
1 Learning
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Describe three blended learning methodologies at OUM;
2. Identify ten strategies for managing stress;
3. Set a goal based on nine characteristics of effective goals;
4. Apply seven motivational strategies for successful learning;
5. Practise three aspects of time management;
6. Identify eight causes of poor concentration and strategies to
improve concentration; and
7. Identify your personal learning style.
INTRODUCTION
Welcome to the first topic of Learning Skills for Open Distance Learners. Let us
begin our lesson by reflecting on your learning experiences when you were a
student in school . You probably remember best the planned classes and the bells
ringing to mark the end of each class period. You also had the teacher teaching
you and taking you through the lesson in a systematic manner.

2 TOPIC 1 MANAGING YOUR LEARNING
Now, how about learning in Open University Malaysia (OUM)? What can you
picture about learning in OUM? At OUM, the situation will be very different.
You will have to play the lead role manage your learning, indicate your
learning preferences to your tutor and strategise to be a successful open and
distance learner.
Generally, the concept of education and learning has always been associated with
the physical presence of schools, classrooms, examination halls, teachers,
textbooks and examinations. In todays rapidly changing world, more modern
models of learning are being introduced. One institution where change is most
profound in terms of learning is OUM, which practises a blended approach to
learning. Here, you take centre stage.
As an open and distance learning provider, OUM has your needs at heart.
Learning is made flexible by providing you three modes of learning: self-
managed learning, face-to-face interaction and online learning.
Therefore in this first topic, you will be introduced to ways of managing your
learning, especially the three modes adopted at OUM to provide you with the
best learning experience as an open and distance learner. Our aim is to support
you in becoming independent in your thinking and decision-making so that
when you graduate you will be able to continue learning for the rest of your life.
1.1 OUMS LEARNING ENVIRONMENT

As mentioned earlier, in OUM, we practise blended learning. Thus, in this topic,
you will further explore this learning mode. On top of that, you will also be
exposed to what it takes in order to be an excellent learner using the blended
approach to learning.

TOPIC 1 MANAGING YOUR LEARNING 3
1.1.1 Getting to Know OUMs Learning Modes

In order to develop a learning system that is on par with, if not superior to, the
traditional learning method, OUM has adopted a blended approach to learning
which employs multi-mode strategies. Here, learning takes place through real
and virtual interactions between learners and tutors via self-managed learning,
face-to-face interactions and online learning methodologies.
Blended learning combines online learning or more technologically advanced

forms of learning methods, with traditional methods such as face-to-face
interaction. In addition, blended learning provides you with the best of both
worlds, by giving you guidance that can be achieved in an actual classroom, as
well as the flexibility and openness of self-paced learning through online and
virtual learning methods. There are various levels of blended learning which is
shown in Figure 1.1.
Figure 1.1: Three blended learning methodologies at OUM

These three methods are further elaborated in Table 1.1.
Table 1.1: Three Methods of Blended Learning at OUM
Method Description
Self-managed This requires you to study independently according to your time
learning availability. The module serves as the main source of learning. The
module is supplemented by other reading materials, both printed and
digital.
In addition, learning also takes place through audio/video modes.
Figure 1.2 shows you how to be a good self-managed learner.
Figure 1.2: What you should do to be a good self-managed learner

Face-to-face These are tutorial sessions conducted in actual classrooms by tutors at
interactions OUM learning centres throughout the country. Issues related to
(actual course materials, assignments and other related issues are discussed
classroom) during these tutorial sessions. These sessions are normally conducted
fortnightly, during the weekends or after office hours, no fewer than
three times per semester. The ratio of tutors to learners is kept low to
ensure the quality of the sessions.
Online learning In the virtual classroom, electronic communication tools such as e-
methodologies mail, discussion forums and chat rooms are provided to facilitate
(virtual interaction among learners, tutors and facilitators.
classroom) In addition, electronic learning materials (such as e-book and
multimedia learning objects) are continuously being developed to
enhance the learning outcomes. Communication tools and e-learning
materials are delivered through the Internet via OUMs very own
online delivery platform called myINSPIRE.

ACTIVITY 1.1
Refer back to Figure 1.1. Which approach suits your learning style or
preference? Discuss this matter with your friends. You may refer to
Appendix 1.1 to learn about learning styles.
1.1.2 Being Independent

At OUM, you are encouraged to become an independent learner. You are
expected to study independently on your own or by being involved in learning
groups.
As a self-managed learner, you should be able to make your learning experiences

meaningful and at the same time, cope with your daily routine. Whether or not
you are a working student, you now have a greater responsibility towards your
programme of study!
When you are an independent learner, you employ some or all of the suggested
techniques mentioned in Table 1.2.
Table 1.2: Suggested Techniques for Independent Learner
Technique Description
Planning and Techniques of planning and managing will be discussed
managing the throughout this topic. By practising the suggestions given in this
smart way module about planning and managing, you can ensure that your
learning at OUM will be fruitful.
Applying smart It is very important for you to manage your time properly. Time
time management management will be discussed in more detail in subtopic 1.2.4.
Motivating For learning to be successful, you will also have to study the
yourself techniques of motivating yourself. Strategies to motivate yourself
will be discussed in subtopic 1.2.3.
Developing You need to develop a personal style of learning by being aware of
learning strategies your learning style and suit it to any of the above three techniques.
For example, if you are a visual learner, you need to visually
record/write the content you are studying in the form of short
notes, mind maps or charts (please refer to subtopic 1.3 for more
information on learning styles).

Apart from the techniques discussed in Table 1.2, you will need to have other
skills which are essential to facilitate your learning as an independent learner.
These include ICT and information skills which will be discussed later in the
module.
1.1.3 Maximising OUM Learning Facilities

To be a better equipped learner, you must maximise the use of the OUM facilities
that are available to you. These facilities are shown in Figure 1.3.
Figure 1.3: Facilities at OUM available to you
You should take note of all the resources that are available for you to assist you
in your learning. Ponder for a moment on how it is possible for an OUM learner
who is living in a rural area to take full advantage of learning at OUM.
Understanding the functions of the OUM learner services centre, your local
learning centre, the OUM digital library and the OUM portal will help you to
manage your learning more efficiently.
Now that you have been introduced to the learning methodologies employed at
OUM, let us proceed to the next important part coping with learning.

1.2 COPING WITH LEARNING

Are you aware that new learning experiences can lead to moments of joy as well
as times of unhappiness? When unhappiness sets in, stressful situations may
build up. As such, it is important that you are aware of these situations and learn
how to manage them. In the following subtopics, we will take you through ways
of managing stress, goal setting, motivational strategies for successful learning,
time management and concentration strategies for better learning.
1.2.1 Managing Stress

Stress is a very natural and important part of our everyday life. Take Figure 1.4
for an example. Can you imagine how stressful this mother is?
Figure 1.4: Coping with a lot of things in hand can lead to stress, just like you as an adult
learner; you will need to juggle between home, work and study
With a little bit of stress, we achieve what we have set to do for the day or week.
During times of stress, both the body and the mind are affected. Stress can be
either positive or negative. Our body is designed to react to both types of stress.
We have to learn about stress in order to help our bodies return to a more relaxed
state.

Positive stress helps to keep us alert, motivates us to face daily challenges and
drives us to solve problems. Low levels of stress are manageable and necessary
for normal stimulation.
Negative stress, on the other hand, results when our body over-reacts to events.
It leads to a flight or flight reaction. Such reaction may have been useful long
ago when our ancestors were frequently faced with life or death situations.
Nowadays, however, such occurrences are rare. Yet, oftentimes we irrationally
react to many daily situations as if they are life or death issues.
However, stress must not be ignored. Early warnings, like any significant
changes in your usual pattern of behaviour, can indicate that something might be
wrong. What are the symptoms of stress? Let us look at Figure 1.5 to identify
some symptoms of stress.
Figure 1.5: Some symptoms of stress

Some of the most common causes of stress that you as a self-managed learner
could encounter include those related to academic performance, lifestyle
changes, finances, health, social relationships, family and friends.
As a self-managed learner, you need to master some strategies in more realistic

and reasonable ways to overcome any stressful situation. The following
subtopics discuss strategies for managing stress and coping with everyday
problems that cause anxiety.
(a) Strategies for Managing Stress

The following are some strategies for managing stress (see Table 1.3).
Table 1.3: Some Strategies for Managing Stress
Strategy Description
Take action to You should control the way you spend your time and energy
organise yourself so that you can handle stress more effectively. For example, if
you are working full time, you may want to study at night
when everyone is asleep or be an early bird and start your
day one or two hours earlier.
Control your In this way, you can either get rid of stress or get support for
environment by yourself. Be in the company of your learning peers so that
controlling who you maximise your leisure or unplanned time.
and what is
surrounding you
Give yourself Remember to feed your subconscious mind with positive
positive feedback thoughts. For example, tell yourself that you are going to
pass this semesters exams with flying colours. If you keep
thinking these thoughts and work hard, you are very likely
to achieve what you want.
Reward yourself It really helps you to have something to look forward to.
Take up a mind-relaxing activity or plan regular leisure
activities after you have accomplished your objectives.
Exercise your Your health and productivity depend on your bodys ability to
body supply oxygen and food to its cells. Therefore, exercise your
heart and lungs regularly, a minimum of three days per week
for 15 to 30 minutes. This can be in the form of activities such
as walking, jogging, cycling, swimming or aerobics.
Relax Take your mind off stress and concentrate on breathing and
positive thoughts. Dreaming is relaxing too, along with
meditation, progressive relaxation, exercise, listening to
relaxing music, as well as communicating with friends and
loved ones.

Rest as regularly Generally, six to seven hours of sleep a night is sufficient for
as possible adult learners. Take short breaks. Your mind cannot absorb
everything all at once. It needs time to process and integrate
information. As a general rule of thumb, take a 10-minute
break every hour. Rest your eyes as well as your mind.
Be aware of Be aware of distress signals such as insomnia, headaches,
yourself anxiety, upset stomach, lack of concentration, cold/flu,
excessive tiredness and so on. Remember, these can be signs
of serious disorders (such as ulcers, hypertension, heart
disease). Always listen to tensions in your body. For
example, check if you are gripping the steering wheel too
hard when driving!
Eat a well Avoid food that are high in fat and/or sugar. Do not depend
balanced diet and on drugs and/or alcohol. Caffeine may keep you awake but
exercise it may also make it harder for you to concentrate. Remember,
a 20-minute walk can be a better tranquilliser than some
prescription drugs.
Learn to enjoy Studies have shown that happier people tend to live longer,
yourself have less physical problems and are more productive. Look
for the humour in life when things do not make sense.
Remember, you are very special and deserve only the best
treatment for yourself.
(b) Coping with Everyday Study Problems

Here are some ways to cope with everyday study problems (see Table 1.4):
Table 1.4: Some Ways to Cope with Everyday Study Problems
Way Description
Recognise your Assessing your strengths and weaknesses can help you see
own resources what you have at your disposal to help you cope. For
example, know where you can get reference books. Ask
yourself: Are they only available at the library nearest to me
or can I get them online? How do I get these online books?
You do not have Talking with family and friends may help you to get through
to cope alone difficult times in your studies. At OUM, we have the Centre
for Student Management which can help you to overcome
some of your problems. We have trained student counsellors
to help you cope with difficult and stressful situations.

Be realistic Set attainable goals. If you have three assignments to

complete for the semester, check the deadlines and allocate
sufficient time for each assignment.
You cannot In order to become a successful learner, you need to
achieve absolute cooperate and collaborate with other people. Remember, you
control cannot do it alone. Your peers and tutors will play an
important role and you will benefit from joining study
groups and keeping in touch with your tutors.
Learn to accept Do not be too upset if you do badly in your first assessment
failure results. Improving yourself can be a gradual process. Speak
to your tutor if you are not satisfied with your results and
find out how you can improve.
(c) Anxiety
There is also stress caused by anxiety. As an OUM learner, you may get
anxious when you are about to sit for an examination or hand in an
assignment, just like the picture in Figure 1.6. Much of the anxiety comes
from the fear that you might fail or not perform well.
Figure 1.6: It is a normal for you to get anxious when you are about to sit for an
examination

Causes of anxiety can either be anticipatory or situational. These two causes

are further explained in Table 1.5.
Table 1.5: Two Causes of Anxiety
Anticipatory Anxiety Situational Anxiety

The distress that you feel while Anxiety that occurs during an
studying or preparing for quizzes/tests examination and before an assignment
and assignment and thinking of what is due.
might happen when you are taking the The following are important points on
quizzes/tests or are late in handing in how to manage anxiety in the
an assignment. examination room or how to manage
The following are some important the stress of getting assignments done:
points that can help you overcome Be punctual;
anticipatory anxiety:
Organise your work schedule;
Relax;
Avoid highly anxious friends;
Be focused;
Read and understand the
Think positive; instructions;
Study in a group; Work at a comfortable pace;
Have a specific study time; Ask for clarification;
Get a set of complete notes; Keep moving; and
Get comfortable with your study Relax.
place; and
Know where you stand and where
you are heading.
The most important thing that you can do to control your anxiety level is by
studying and knowing the materials well enough so that you can recall
clearly even under stress. Besides this, other ways to control anxiety include
setting goals, motivating yourself, practising good time management and
avoiding laziness, procrastination or daydreaming.
ACTIVITY 1.2
You have an examination in three days. However, due to your work

and personal commitments, you have not been able to spend time
studying for the examination. When panic-stricken, how do you react?
Post your answers in the discussion e-forum. You may include your
personal experiences in the answer.

1.2.2 Goal Setting

What does goal mean? How do you define it?
Goals are things that you want to achieve as you pursue a certain course of
action.
Therefore, goals are important for an open and distance learner like you because
they help to motivate you to do your work, attend classes and study for
examinations. This will increase your chance of success.
However, most people do not achieve their goals because they fail to set effective
goals and/or they do not take any action to achieve their goals. Therefore, they
drift aimlessly. The following sections describe the characteristics of effective
goals and the steps to setting realistic goals.
(a) Characteristics of Effective Goals

Effective goals have these characteristics as described in Table 1.6.
Table 1.6: Characteristics of Effective Goals
Characteristic Description
Self-chosen You need to determine your own goals.
Relevant They must be relevant and congruent to your mission and core
values.
Challenging These are goals which require you to achieve more than you did
before, but will not give you unnecessary pressure of
achievement.
Realistic or To set realistic goals, you must evaluate your chances of
attainable achieving the goals. Ensure that you have the necessary
knowledge, skills, talents or resources to accomplish your goals.
Specific Specific goals are necessary, both to measure progress and to
ensure their attainment. The more specific your goals, the more
you will be motivated to achieve them.
Measurable They are measurable if you can determine whether or not you
reach them.
Time-bound If goals are not time-bound, you will delay actions to attain
them. Deadlines are also important in motivating you towards
attaining your goals.

Positive When working towards something, it helps to have a positive

attitude.
Written They have to be written and kept in a place where you can see
them often. Writing crystallises thought, which motivates action.
In establishing effective goals, you must remember this mnemonic, SMART,

which stands for:
S Specific;
M Measurable or verifiable;
A Attainable;
R Relevant to personal mission; and
T Time-bound (target date).
Therefore, it is important to balance your academic and personal goals.

Academic goals relate to your course work. However, personal goals are
important too. Nevertheless, if you focus too much on your personal goals,
you may find that you have little time left for studying. Balancing academic
and personal goals needs planning and flexibility. These goals can be either
short-term or long-term goals. Let us look at Table 1.7 to see some examples
of short-term and long-term goals.
Table 1.7: Examples of Short-term versus Long-term Goals
Examples of Short-term Goals Examples of Long-term Goals

I want to spend three hours to do I want to graduate in four years.
my assignment. I want to start my MBA programme
I want to read Topics 2 to 4 of the next month.
Learning Skills for Open and
Distance Learners module before
the next tutorial.

The following section explains a five-step approach to setting realistic goals.
(b) A Five-Steps Approach to Setting Goals

These five steps are further elaborated in Table 1.8.
Table 1.8: Five-steps Approach to Setting Goals
Description Example
Step 1: Write down what you I want to read the Learning Skills for Open
want to accomplish. and Distance Learners module (pages 22 to
40) by 4pm.
Step 2: Write down any I am always sleepy after lunch.
obstacles. There is a football game on television at
3pm.
Step 3: Write down any I have the Learning Skills for Open and
resources available to Distance Learners module with me.
you. The Internet is available at home in case I
need to browse websites to do activities
suggested in the module.
Step 4: Review and revise your
tentative goal statement
(Step 1). Take corrective
action and modify your
goals if necessary.
Step 5: Refine your goal
statement.

Now that you have been given some pointers on how to set your goals, do
Activity 1.3 to practise the art of setting goals.
ACTIVITY 1.3
1. List your academic goals for your short-term and long-term plans
at OUM.
Schedule Academic Scale

Short term
Long term
2. Write down your goals for this semester at OUM.
3. Make a list of the obstacles you encountered as a self-managed

learner at OUM.
4. Make a list of resources available to you at OUM, your workplace

or your home.
5. Describe how you can use the resources available to overcome

obstacles.
6. Rewrite your goals for this semester.
7. Do you know that most people fail to set goals for themselves?
Visit a few websites on this topic and find out why.
1.2.3 Motivational Strategies for Successful Learning

Firstly, what does motivation mean?
Motivation is something that energises, directs and sustains behaviour

towards a particular goal.

How does it affect you? It affects how you do your work, when you do your
work, how long you work on a task, how well you concentrate on your work and
which study strategies you use.
There are seven motivational strategies that could help you to motivate yourself
to be an excellent independent learner. They are explained in Table 1.9.
Table 1.9: Seven Motivational Strategies to be an Excellent Independent Learner
Strategy Description
Set challenging Before you begin your task, decide on the facts, concepts or ideas
but realistic that you want to learn. Set yourself realistic and achievable goals so
learning goals that you will be more motivated to attain them.
Break down the Make tasks more manageable by breaking them down into smaller,
bigger task at more manageable tasks so that you will not feel daunted or
hand intimidated.
Maintain a Maintaining a positive attitude is very important. Think of
positive attitude difficulties as challenges. If there is something you have to learn
which seems threatening, consider the ways in which it can also be
an opportunity to do something new.
Aim for higher Push yourself a bit harder when you have met one set of goals.
peaks Make your next set of goals a little more challenging.
Use active Instead of passive learning, use active learning strategies. Take the
learning initiative to seek out resources by going to the library, surfing
strategies websites, talking to your tutors and having face-to-face or online
discussions with peers.
Learn from Do not get discouraged by the mistakes that you make while
mistakes learning. Instead, get someone or new resources to help with your
learning. Find support from your tutors, peers or anyone who can
help you. Look back at your approach to learning. Ask yourself, Is
there a better way of doing things?
Monitor your To motivate yourself, reflect on your progress while learning. Get
learning feedback from your tutors on your tests and assignments. Discuss
your grades with the relevant authorities.

ACTIVITY 1.4
To increase your motivation, reflect upon your reasons for pursuing

your studies at OUM and fill in the blanks to monitor your progress
and to help focus your thinking. If learning becomes difficult, look over
your answers to further boost your motivation.
Questions to Ask Yourself Your Answers

Are there different levels of reading the OUM
module such as units, topics, concepts, skills,
levels and so on?
Do I have specific short-term goals?
How much time in a day or a week would I
need to devote to study?
Do I have a daily or weekly schedule?
What are the sources of information that I can
use to improve my learning?
How can I check my learning?
What extra skills have I developed to become a
successful open and distance learner?
To whom shall I report my learning progress?
When shall I report my learning progress?
What are the rewards as I progress? Whom
shall I consult if I am not getting the results I
want?
Am I thinking positively about my goals?
Was the subject matter as interesting as I first
thought? If not, what can I do?
Was the process of learning that I chose
effective?
Was my tutor helpful?

It is important to know that if you did not succeed in learning as you had hoped
for, this does not mean that you have failed. Success in learning is determined by
an evaluation of your learning process and what you have learned from this
process.
1.2.4 Time Management

What does time management stand for?
Time management is the way you regulate or schedule your time.
How do we achieve successful time management? The key to successful time

management is allowing enough time to complete your work while still finding
time to complete other responsibilities. Thus, learning good time management
techniques can motivate you to accomplish your goals.
All successful time management begins with planning. When you plan your
activities with the objective of achieving a goal, you are taking responsibility for
yourself and your choices. In other words, you are now in control of how you
manage your time.

There are many benefits of effective time management. Some of them are shown
in Figure 1.7.
Figure 1.7: Benefits of effective time management

The following sections provide some advice on how to analyse your use of time,
set your priorities and plan a schedule.
(a) Analyse Your Use of Time

One of the most important things in self-managed learning is that you are
expected to manage your own time and manage it effectively. However,
time management is more than just managing your time. It is also about
managing yourself. Let us analyse how you spend your time by using
Table 1.10.
Table 1.10: Analysis of Your Time Usage
Yes/No/Any Strategy: What Should I do

Other Answers to Improve?/Elaborate
1. Do I use my time
efficiently?
2. How do I waste time?
3. What or who distracts
me?
4. Do I need to plan out my
time for the year,
semester, week, day or
each piece of work?
5. Do I waste time getting
started on my studies?
6. Do I make the most of my
spare time for my
studies?

(b) Set Your Priorities

Once you know the amount of time you have for your studies, you must
learn how to set priorities in order to take charge of your situation and to
achieve your goals. Be focused is the advice we give all the time. Your
priorities should also reflect your relationships with others. If you are
married with children, then your priorities might include your spouse and
children. If you are single and living with friends, you might place friends
on top of your priority list.
Remember, setting priorities is important. However, do not let others or

their interests distract you from your goals as a learner!
(c) Plan a Schedule

You can begin a thoughtful planning process by writing down your plans
in a planner. There are different time management aids that can help you
plan. These include timetables, diaries and year planners. You can also
make plans easily by getting the latest electronic planning gadgets!
Here are some guidelines on identifying study time:
(i) Identify which times in the day you feel fresh and attentive;
(ii) If possible, stick to these times every week;
(iii) Consider your sleeping habits; and
(iv) Study when you are mentally most alert!
There are so many ways for you to plan and schedule your tasks. When you
have a plan you will:
(i) Become aware of how you spend your time;
(ii) Be able to manage and achieve your goals; and
(iii) Avoid last-minute rush to meet deadlines.
Learning time management skills will help you to prepare not only for now but
also the future. It can also help you to develop good habits and skills. You can be
a successful time manager and learner if you are willing to learn and apply the
tools and techniques of effective time management.

ACTIVITY 1.5
1. Try this activity to get yourself oriented towards achieving your

daily and weekly tasks. Please be reminded that there are many
ways to achieve this task. One very simple method is to list your
daily tasks for the next day. One way to prioritise is to have a to
do list. Use the example given to make your own to do list.
Example:
Order of
No. List of Things to Do
Priority/Deadlines
1. Send son for dental appointment at 3pm. 3
2. Meet friends for lunch. 5
3. Send letter to Dean. 1
4. Submit answer for online forum. 4
5. Start reading Topic 4. 3
2. Create your own weekly schedule. This is a schedule for your

weeks activities such as classes, study times, appointments, work
and social events. After you have finished, you can compare your
weekly schedule with that of your peers. Different learners will
have different sets of weekly schedules.
Month: Week 1/2/3/4

8am to 10am to 2pm to 4pm to
Day/Time 9pm onwards
10am noon 4pm 6pm
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

1.2.5 Concentration Strategies for Better Learning

Concentration is important in order for you to sustain learning. You can
determine the causes of poor concentration while learning and then use various
strategies to improve your concentration.
(a) Causes of Poor Concentration

Here are some of the causes of poor concentration (see Table 1.11).
Table 1.11: The Causes of Poor Concentration
Cause Description
Environmental These include the television, chairs that are too comfortable,
distractions snacks, other people and so on. Leave or rearrange a distracting
environment. Go to a library or a classroom when you intend to
study seriously.
Noise Music, songs and conversations are examples of noise. Train
yourself to study away from others and in silence.
Physical Examples of these are hunger, drowsiness and tiredness. Study
distractions when you are most alert. Eat a high-protein snack. Do five
minutes of light exercise to refresh yourself.
Boredom, Find a reason for taking the class by talking to your tutors and
dislike, other learners. Create genuine interest.
disinterest
Anxiety about Find out how to study effectively. Put the course in proper
studies perspective. Pick up crucial skills.
Intimidating Break up large tasks into smaller, achievable tasks. Do the most
study tasks difficult task first. Give yourself rewards for progress and
fines for laziness.
Daydreaming Avoid daydreaming while studying. When your mind starts to
wonder, write down the interrupting thought and continue
studying. Alternatively, recall important points and then turn
away from your book and continue to daydream. When you are
ready to read again, do so. The trick is not to daydream and read
at the same time.
Personal Identify and define the problem and develop a concrete, specific
worries plan to resolve personal worries. Talk with someone who can
help, such as a friend, counsellor or specialist.

(b) Strategies for Improving Concentration

In order to develop better concentration while studying, one of the things
you can do is to think of concentration improvement as a three-step process
which are explained in Table 1.12.
Table 1.12: Three Step Process to Improve Concentration
Step Description
Identify the Decide which causes apply to you. If you are a working parent
causes of with school-going children, you might face difficulties
poor concentrating on your learning and coping with distractions from
concentration your children.
Take steps to You can plan and organise your schedule to take into
control these consideration your own needs to concentrate on your learning
factors without jeopardising your childrens needs for your attention.
Make your Keep insisting that you concentrate using these controls until you
control can routinely concentrate well on your studies.
habitual
(c) Conducive Study Area for Improving Concentration

Do you have a place for study you can call your own? The right place of
course varies according to your personal preferences and mood. Whether
you choose to study at home, in the library or anywhere else, you will have
to ensure that you have:
(i) The right space to call your study area;
(ii) Comfortable furniture and lighting; and
(iii) The ability to stay organised!

Having a proper study area also helps you in concentrating on your studies
just like the examples in Figure 1.8.
Figure 1.8: Examples of study areas
One question that is often asked is Where to study? Our suggestion is to

have a proper study area which you use frequently. However, you can
choose different places once in a while depending on your moods.
How do you make your study area conducive for learning? You can make it
by:
(i) Designing an area in your room or house that is just for studying and
conditioning yourself to only study at that place.
(ii) Creating a motivating atmosphere and turning your study area into a
positive place to study by making it pleasant.
(iii) Securing a good location for your study area. Distractions should be
avoided. Your study spot should be accessible and convenient. Ensure
that there is a door to help block out noise and intrusions.
(iv) Ensuring that the study area has good ventilation and a comfortable
temperature.

1.3 PERSONAL LEARNING STYLES

Discovering your learning style can help improve your learning. When you
know your own learning style, you can be more focused on your learning, thus
improving your concentration.
Take note that there are many different styles of learning. Your learning style is
unique to you alone. Your learning style defines how you acquire and process
information and has nothing to do with being smart! By understanding your
learning style, you can strategise your own learning. Eventually, you can
customise your studying habit to suit your own needs.
Remember, different people are inclined towards different learning styles we

are either more visual, auditory or kinaesthetic. However, there are also other
ways of determining different types of learning styles which are as shown in
Appendix 1.1 and 1.2.
Last but not least, keep in mind that there is no general advantage of one style
over another. However, by knowing your learning style, some of the benefits are:
(a) You can avoid problematic situations;
(b) You can target areas that need improvement; and
(c) You will be more successful as a self-managed learner.
ACTIVITY 1.6
Visit the following website. Answer the questions online and discuss
with your coursemates.
http://www.engr.ncsu.edu/learningstyles/ilsweb.html

OUM learning approaches include self-managed learning, face-to-face

interactions and online learning.
Facilities offered by OUM include learner service centre, face-to-face tutorial,

online discussion forum and information resources.
As a self-managed learner, you need to master some strategies in more

realistic and reasonable ways to overcome any stressful situation. Some of the
strategies are take action to organise yourself, give yourself a positive
feedback, reward yourself, exercise your body, relax and so on.
There are nine characteristics of effective goals such as relevant, challenging,

realistic, measureable, time-bound and so on.
In order to achieve these goals, you can apply a five-step approach:
Write down what you want to accomplish;
Write down any obstacles;
Write down any resources available to you;
Review and revise your tentative goal statement Step 1; and
Refine your goal statement.
Some motivational strategies that could help you to motivate yourself to be

an excellent independent learner are maintain a positive attitude, aim for
higher peaks, use active learning strategies, learn from mistakes, monitor
your learning and so on.
Three aspects of time management are time usage, set priorities and plan a
schedule.
There are eight causes of poor concentration which include environmental

distractions, noise, physical distractions, anxiety about studies and so on.

There are three strategies to improve concentration namely identify the

causes of poor concentration, take steps to control these factors and make
your control habitual.
There are three dominant learning styles which are visual, auditory and
kinaesthetic. The learning styles affect ones approach to acquiring learning.
Actual classroom Online learning

Blended learning Personal learning style
Effective goal Self-managed learning
Face-to-face interactions Stress
Independent learner Time management
Motivational strategies Virtual classroom

APPENDIX 1.1

INDEX OF LEARNING STYLES
Instructions
Enter your answers to every question on the ILS Scoring Sheet (Appendix 1.2).
Please choose only one answer for each question. If both a and b seem to
apply to you, choose the one that applies more frequently.
1. I understand something better after I
(a) try it out.
(b) think it through.
2. I would rather be considered
(a) realistic.
(b) innovative.
3. When I think about what I did yesterday, I am most likely to get
(a) a picture.
(b) words.
4. I tend to
(a) understand details of a subject but may be fuzzy about its overall
structure.
(b) understand the overall structure but may be fuzzy about details.
5. When I am learning something new, it helps me to
(a) talk about it.
(b) think about it.
Copyright 1991, 1994 by North Carolina State University (Authored by Richard M. Felder and
Barbara A. Soloman). For information about appropriate and inappropriate uses of the Index of
Learning Styles and a study of its reliability and validity, see <http://www.ncsu.edu/felder-
public/ILSpage.html>.

6. If I were a teacher, I would rather teach a course
(a) that deals with facts and real-life situations.
(b) that deals with ideas and theories.
7. I prefer to get new information in
(a) pictures, diagrams, graphs, or maps.
(b) written directions or verbal information.
8. Once I understand
(a) all the parts, I understand the whole thing.
(b) the whole thing, I see how the parts fit.
9. In a study group working on difficult material, I am more likely to
(a) jump in and contribute ideas.
(b) sit back and listen.
10. I find it easier
(a) to learn facts.
(b) to learn concepts.
11. In a book with lots of pictures and charts, I am likely to
(a) look over the pictures and charts carefully.
(b) focus on the written text.
12. When I solve math problems
(a) I usually work my way to the solutions one step at a time.
(b) I often just see the solutions but then have to struggle to figure out the
steps to get to them.
13. In classes I have taken
(a) I have usually gotten to know many of the learners.
(b) I have rarely gotten to know many of the learners.

14. In reading non-fiction, I prefer
(a) something that teaches me new facts or tells me how to do something.
(b) something that gives me new ideas to think about.
15. I like teachers
(a) who put a lot of diagrams on the board.
(b) who spend a lot of time explaining.
16. When I am analysing a story or a novel
(a) I think of the incidents and try to put them together to figure out the
themes.
(b) I just know what the themes are when I finish reading and then I have
to go back and find the incidents that demonstrate them.
17. When I start a homework problem, I am more likely to
(a) start working on the solution immediately.
(b) try to fully understand the problem first.
18. I prefer the idea of
(a) certainty.
(b) theory.
19. I remember best
(a) what I see.
(b) what I hear.
20. It is more important to me that an instructor
(a) lays out the material in clear sequential steps.
(b) gives me an overall picture and relates the material to other subjects.
21. I prefer to study
(a) in a study group.
(b) alone.

22. I am more likely to be considered
(a) careful about the details of my work.
(b) creative about how to do my work.
23. When I get directions to a new place, I prefer
(a) a map.
(b) written instructions.
24. I learn
(a) at a fairly regular pace. If I study hard, Ill get it.
(b) in fits and starts. Ill be totally confused and then suddenly it all
clicks.
25. I would rather first
(a) try things out.
(b) think about how Im going to do it.
26. When I am reading for enjoyment, I like writers to
(a) clearly say what they mean.
(b) say things in creative, interesting ways.
27. When I see a diagram or sketch in class, I am most likely to remember
(a) the picture.
(b) what the instructor said about it.
28. When considering a body of information, I am more likely to
(a) focus on details and miss the big picture.
(b) try to understand the big picture before getting into the details.
29. I more easily remember
(a) something I have done.
(b) something I have thought a lot about.

30. When I have to perform a task, I prefer to

(a) master one way of doing it.
(b) come up with new ways of doing it.
31. When someone is showing me data, I prefer

(a) charts or graphs.
(b) text summarising the results.
32. When writing a paper, I am more likely to

(a) work on (think about or write) the beginning of the paper and
progress forward.
(b) work on (think about or write) different parts of the paper and then
order them.
33. When I have to work on a group project, I first want to

(a) have group brainstorming where everyone contributes ideas.
(b) brainstorm individually and then come together as a group to
compare ideas.
34. I consider it higher praise to call someone

(a) sensible.
(b) imaginative.
35. When I meet people at a party, I am more likely to remember

(a) what they looked like.
(b) what they said about themselves.
36. When I am learning a new subject, I prefer to

(a) stay focused on that subject, learning as much about it as I can.
(b) try to make connections between that subject and related subjects.
37. I am more likely to be considered

(a) outgoing.
(b) reserved.

38. I prefer courses that emphasise
(a) concrete material (facts, data).
(b) abstract material (concepts, theories).
39. For entertainment, I would rather
(a) watch television.
(b) read a book.
40. Some teachers start their lectures with an outline of what they will cover.
Such outlines are
(a) somewhat helpful to me.
(b) very helpful to me.
41. The idea of doing homework in groups, with one grade for the entire
group,
(a) appeals to me.
(b) does not appeal to me.
42. When I am doing long calculations,
(a) I tend to repeat all my steps and check my work carefully.
(b) I find checking my work tiresome and have to force myself to do it.
43. I tend to picture places I have been to
(a) easily and fairly accurately.
(b) with difficulty and without much detail.
44. When solving problems in a group, I would be more likely to
(a) think of the steps in the solution process.
(b) think of possible consequences or applications of the solution in a

wide range of areas.

APPENDIX 1.2
ILS SCORING SHEET
1. Put 1 in the appropriate spaces in the table below (e.g. if you answered
a to Question 3, put 1 in Column a by Question 3).
2. Total the columns and write the totals in the indicated spaces.
3. For each of the four scales, subtract the smaller total from the larger one.
Write the difference (1 to 11) and the letter (a or b) for which the total was
larger on the bottom line.
For example, if under Active/Reflective you had 4 a and 7 b

responses, you would write 3b on the bottom line under that heading.
4. On the next page, mark X above your scores on each of the four scales.

Transfer your scores to the ILS report form by placing X in the appropriate
locations on the four scales.
ILS REPORT FORM
If your score on a scale is 1 to 3, you are fairly well balanced on the two
dimensions of that scale.
If your score on a scale is 5 or 7, you have a moderate preference for one

dimension of the scale and will learn more easily in a teaching environment
which favours that dimension.
If your score on a scale in 9 or 11, you have a very strong preference for one
dimension of the scale. You may have real difficulty learning in an environment
which does not support that preference.
See Learning Styles and Strategies by Richard Felder and Barbara Soloman for
explanations of your preferences on the individual scales.

APPENDIX 1.3
LEARNING STYLES AND STRATEGIES1
Richard M. Felder
Hoechst Celanese Professor of Chemical Engineering
North Carolina State University
Barbara A. Soloman
Coordinator of Advising, First Year College
North Carolina State University
ACTIVE AND REFLECTIVE LEARNERS2

Active learners tend to retain and understand information best by doing
something active with it discussing or applying it or explaining it to others.
Reflective learners prefer to think about it quietly first.
Lets try it out and see how it works is an active learners phrase; Lets
think it through first is the reflective learners response.
Active learners tend to like group work more than reflective learners, who
prefer working alone.
Sitting through lectures without getting to do anything physical but take

notes is hard for both learning types, but particularly hard for active learners.
Everybody is active sometimes and reflective sometimes. Your preference for

one category or the other may be strong, moderate, or mild. A balance of the
two is desirable. If you always act before reflecting you may jump into things
prematurely and get into trouble, while if you spend too much time reflecting
you may never get anything done.
1 Copyright 1993 by Richard M. Felder and Barbara A. Solomon. Based on material in Felder,
R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education.
Engineering Education, 78(7), 674681. [Online]. Available:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/LS-1988.pdf [2008,
Mac 14].
2 See Felder, R. (1994). Meet your students: 5. Edward and Irving. Chemical Engineering
Education, 28(1), 3637. [Online]. Available:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Edirv.html [2008,
Mac 14]. Edward is an extravert and Irving is an introvert, types related to active and reflective
learners although not identical to them.

How Can Active Learners Help Themselves?

If you are an active learner in a class that allows little or no class time for
discussion or problem-solving activities, you should try to compensate for this
when you study. Study in a group in which the members take turns explaining
different topics to each other. Work with others to guess what you will be asked
on the next test and figure out how you will answer. You will always retain
information better if you find ways to do something with it.
How Can Reflective Learners Help Themselves?

If you are a reflective learner in a class that allows little or no class time for
thinking about new information, you should try to compensate for this lack when
you study. Do not simply read or memorise the material; stop periodically to
review what you have read and to think of possible questions or applications.
You might find it helpful to write short summaries of readings or class notes in
your own words. Doing so may take extra time but will enable you to retain the
material more effectively.
SENSING AND INTUITIVE LEARNERS3

Sensing learners tend to like learning facts, intuitive learners often prefer
discovering possibilities and relationships.
Sensors often like solving problems by well-established methods and dislike

complications and surprises; intuitors like innovation and dislike repetition.
Sensors are more likely than intuitors to resent being tested on material that
has not been explicitly covered in class.
Sensors tend to be patient with details and good at memorising facts and
doing hands-on (laboratory) work; intuitors may be better at grasping new
concepts and are often more comfortable than sensors with abstractions and
mathematical formulations.
Sensors tend to be more practical and careful than intuitors; intuitors tend to
work faster and to be more innovative than sensors.
3 See Felder, R. (1989). Meet your students: 1. Stan and Nathan. Chemical Engineering Education,
23(2), 6869. [Online]. Available:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Stannathan.html 2008, Mac 14].
Sensing and intuition are modes of perception that originate in Carl Jungs Theory of
psychological types.

Sensors do not like courses that have no apparent connection to the real
world; intuitors do not like plug-and-chug courses that involve a lot of
memorisation and routine calculations.
Everybody is sensing sometimes and intuitive sometimes. Your preference for

one or the other may be strong, moderate, or mild. To be effective as a learner
and problem solver, you need to be able to function both ways. If you
overemphasise intuition, you may miss important details or make careless
mistakes in calculations or hands-on work; if you overemphasise sensing, you
may rely too much on memorisation and familiar methods and not concentrate
enough on understanding and innovative thinking.
How Can Sensing Learners Help Themselves?

Sensors remember and understand information best if they can see how it
connects to the real world. If you are in a class where most of the material is
abstract and theoretical, you may have difficulty. Ask your instructor for specific
examples of concepts and procedures, and find out how the concepts apply in
practice. If the teacher does not provide enough specifics, try to find some in
your course text or other references or by brainstorming with friends or
classmates.
How Can Intuitive Learners Help Themselves?

Many college lecture classes are aimed at intuitors. However, if you are an
intuitor and you happen to be in a class that deals primarily with memorisation
and rote substitution in formulas, you may have trouble with boredom. Ask your
instructor for interpretations or theories that link the facts, or try to find the
connections yourself. You may also be prone to careless mistakes on tests because
you are impatient with details and do not like repetition (as in checking your
completed solutions). Take time to read the entire question before you start
answering and be sure to check your results.
VISUAL AND VERBAL LEARNERS

Visual learners remember best what they see pictures, diagrams, flowcharts,
timelines, films and demonstrations. Verbal learners get more out of words
written and spoken explanations. Everyone learns more when information is
presented both visually and verbally.

In most college classes, very little visual information is presented; students

mainly listen to lectures and read material written on chalkboards and in
textbooks and handouts. Unfortunately, most people are visual learners, which
means that most students do not get nearly as much as they would if more visual
presentation were used in class. Good learners are capable of processing
information presented either visually or verbally.
How Can Visual Learners Help Themselves?

If you are a visual learner, try to find diagrams, sketches, schematics,
photographs, flow charts, or any other visual representation of course material
that is predominantly verbal. Ask your instructor, consult reference books, and
see if any videotapes or CD-ROM displays of the course material are available.
Prepare a concept map by listing key points, enclosing them in boxes or circles,
and drawing lines with arrows between concepts to show connections. Colour-
code your notes with a highlighter so that everything relating to one topic is the
same colour.
How Can Verbal Learners Help Themselves?

Write summaries or outlines of course material in your own words. Working in
groups can be particularly effective: you gain understanding of material by
hearing classmates explanations and you learn even more when you do the
explaining.
SEQUENTIAL AND GLOBAL LEARNERS4

Sequential learners tend to gain understanding in linear steps, with each step
following logically from the previous one. Global learners tend to learn in
large jumps, absorbing material almost randomly without seeing connections,
and then suddenly getting it.
Sequential learners tend to follow logical stepwise paths in finding solutions;

global learners may be able to solve complex problems quickly or put things
together in novel ways once they have grasped the big picture, but they may
have difficulty explaining how they did it.
4 See Felder, R. (1990). Meet your students: 2. Susan and Glenda. Chemical Engineering Education,
24(1), 78. [Online]. Available:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Susanglenda.html
2008, Mac 14].

Many people who read this description may conclude incorrectly that they are
global, since everyone has experienced bewilderment followed by a sudden flash
of understanding. What makes you global or not is what happens before the light
bulb goes on. Sequential learners may not fully understand the material but they
can nevertheless do something with it (like solve the homework problems or pass
the test) since the pieces they have absorbed are logically connected. Strongly
global learners who lack good sequential thinking abilities, on the other hand,
may have serious difficulties until they have the big picture. Even after they have
it, they may be fuzzy about the details of the subject, while sequential learners
may know a lot about specific aspects of a subject but may have trouble relating
them to different aspects of the same subject or to different subjects.
How Can Sequential Learners Help Themselves?

Most college courses are taught in a sequential manner. However, if you are a
sequential learner and you have an instructor who jumps around from topic to
topic or skips steps, you may have difficulty following and remembering. Ask
the instructor to fill in the skipped steps, or fill them in yourself by consulting
references. When you are studying, take the time to outline the lecture material
for yourself in logical order. In the long run, doing so will save you time. You
might also try to strengthen your global thinking skills by relating each new topic
you study to things you already know. The more you can do so, the deeper your
understanding of the topic is likely to be.
How Can Global Learners Help Themselves?

If you are a global learner, just recognising that you are not slow or stupid but
simply function differently from most of your classmates can help a great deal.
However, there are some steps you can take that may help you to get the big
picture more quickly. Before you begin to study the first section of a chapter in a
text, skim through the entire chapter to get an overview. Doing so may be time-
consuming initially but it may save you from going over and over individual
parts later. Instead of spending a short time on every subject every night, you
might find it more productive to immerse yourself in individual subjects for large
blocks. Try to relate the subject to things you already know, either by asking the
instructor to help you see connections or by consulting references. Above all, do
not lose faith in yourself; you will eventually understand the new material, and
once you do your understanding of how it connects to other topics and
disciplines may enable you to apply it in ways that most sequential thinkers
would never dream of.

Topic Virtual Learning
2 Environment
(myINSPIRE)
LEARNING OUTCOMES
1. Describe the components of a personal computer and its related
devices;
2. Explain the concept of the Internet and how to use it effectively;
3. Use Microsoft Internet Explorer effectively;
4. Use PDF tools to effectively read and navigate an online document;
5. Summarise OUMs virtual learning environment (myINSPIRE) and
how it enhances your learning; and
6. Use the main components of myINSPIRE for online learning.
INTRODUCTION
In this second topic, you will be introduced to a personal computer (PC) and
shown how to surf the Internet. This is followed by a subtopic on how to use
Microsoft Internet Explorer (IE) and how to read a document in Portable
Document Format (PDF).
Then, the topic will give you an overview of how to maximise your learning
in OUMs online learning environment and use OUMs virtual learning
environment known as myINSPIRE. It is hoped by the end of this topic, you will
be able to make use of myINSPIRE to the fullest for your personalised and online
learning.

44 TOPIC 2 MY VIRTUAL LEARNING ENVIRONMENT (MYINSPIRE)
2.1 PERSONAL COMPUTER

The personal computer, popularly known as the PC, is the equipment used to
communicate and retrieve information. All PCs have a similar basic structure
which is made up of a number of hardware components and supporting devices
as shown in Figure 2.1.
Figure 2.1: The hardware components of a PC and its related devices
What does each of these components and devices do? Let us look at their
functions in Table 2.1.
Table 2.1: The Functions for PC Hardware Components and Devices
Component/Device Function
Central processing It processes the input data (from keyboard, mouse) and passes
unit (CPU) the data to the output components of the computer. It is also
referred to as the brain of the computer.
Video display unit It presents to you the visual display of information that you
(VDU) input. It is commonly known as the monitor.
Keyboard This is an input device for typing text-based information. You
are able to communicate with the computer through this
equipment.
Mouse This is an input device used mainly to point and select items.

TOPIC 2 MY VIRTUAL LEARNING ENVIRONMENT (MYINSPIRE) 45
USB flash drive This is a data storage device that includes flash memory with
integrated USB (universal serial bus) interface.
Printer This allows you to print on paper. It copies the information
retrieved from the CPU, which you can also read on the screen.
Modem It is a device or program that enables a computer to transmit
data over telephone or cable lines.
USB port It is a standard cable connection interface on personal
computers and consumer electronics. It allows stand-alone
electronic devices to be connected via cables to a computer.
CD-R/DVD-R drive A device to read data encoded digitally on a compact disc.
Now, let us relate the use of these hardware components to our next subtopic on
the Internet.
SELF-CHECK 2.1
Write down the hardware component that fits the function in the
following table.
Hardware Components Functions

Displays the information that is keyed into the
computer.
Is the main processing unit of the computer.
Device used for typing text-based information.
Is an input and output device that allows files to
be stored.

2.2 USING THE INTERNET

What can you say to describe the Internet?
The Internet is often referred to as the worlds largest computer network or a

collaborative collection of networks. It enables the exchange of information
between computers.
The exact size of information available through the Internet is difficult to estimate
and because there is so much information, finding what you want is not easy.
2.2.1 Internet
As stated before, the Internet is a large network of computers connecting smaller
networks around the world. The computers communicate via a communication
protocol called transmission control protocol/Internet protocol (TCP/IP).
2.2.2 Connecting to the Internet

Let us look into greater detail on Internet connection.
(a) Network Connection

There are two modes of Internet connection which are wired and wireless.
For wired network, we have the local area network (LAN) and wide area
network (WAN), dial-up connection and broadband connection.

On the other hand, for wireless, the Internet can be accessed by using access
points or hot spots. Your computer can also be connected to a wireless LAN
or WAN or broadband. To further understand wired LAN, let us look at
Figure 2.2.
Figure 2.2: Internet set-up for local area network (LAN)

(b) Dial-up Connection

Now that you have learnt about network connection, you may begin to
wonder how your home personal computer is connected to the Internet. As
a start, you must have the necessary computer equipments to make the
connection to the Internet. These equipments are summarised in Table 2.2.
Table 2.2: Computer Equipments to Make Internet Connection
Equipment Description
Network card A card used specially for your computer to connect to the
(if applicable) Internet via network cable through LAN.
Modem A computer device that works as an interface between the
computer and telephone line.
Software To connect to the Internet, you need to install the relevant
software, for example e-mail and Web browser software.
Account Before connecting to the Internet, you need to obtain an
number Internet access account from the Internet service provider
(ISP). In Malaysia, there are two major ISPs which are Telekom
Malaysia, providing connections such as UNIFI and Streamyx,
and Maxis Communications providing MaxisNet. There are
other ISP players too, namely Celcom Broadband, and
TimeNet. Each ISP requires each users to be registered first. As
a user, you will have an ID and a password which you need to
use each time connecting to the Internet.
During the early years of Internet, a dial-up connection was used to connect
your PC to an Internet service provider through a telephone connection. A
modem is required for a dial-up connection to convert the computers
digital signals to a form that can be transmitted over a telephone line. The
modem accesses the telephone line, dials the number for your Internet
service provider and then connects your computer to the Internet as shown
in Figure 2.3.

Figure 2.3: Connecting to Internet service provider (ISP)
(c) Broadband Connection

Besides dial-up connection, Internet service providers (ISPs) also provide
broadband connection. Examples of broadband services available in the
local market are Unifi by TMNet and Maxis High Speed Broadband from
Maxis.
2.2.3 What Can You Do with the Internet?

Here are some of the useful aspects of being connected to the Internet. They are:
(a) Exchange e-mails with friends and colleagues;
(b) Interact in the online discussion forums;
(c) Search for information in the World Wide Web;
(d) Access and retrieve information from electronic databases;
(e) Send assignments;

(f) Do online assessment; and

(g) Access text based and multimedia information that includes sound,
graphics, video and so on.
The given list is just a few of the many uses of the Internet. I am sure you sure
can identify more and continue the list.
2.2.4 Understanding Internet Concepts

Let us look at some important Internet concepts which are:
(a) World Wide Web (WWW)

The World Wide Web is the interface that enables users to access
information in multimedia formats from databases all over the world.
(b) Website
A website is any site in the World Wide Web. Most websites have a
homepage as their starting point, which frequently functions as a table of
contents for the site. A website consists of many Web pages (see Figure 2.4).
Figure 2.4: An example of the front page OUM website

(c) Web Page

A document on the World Wide Web. Usually, a Web page contains links to
other Web pages.
(d) Web Browser

A Web browser is the software that allows you to view the Internet and
move around it. There are many Web browsers available to Internet users,
some of the most popular ones are Microsoft Internet Explorer, Chrome and
Mozilla Firefox.
(e) Uniform Resource Locator (URL)

Each website or Web page is identified by an address called a uniform
resource locator (URL). For example, the URL for the Open University
Malaysia website is http://www.oum.edu.my/.
A URL can indicate to you where the information comes from, whether it
is from an academic institution, government body or a company. Most
website addresses have the following pattern:
http://www.oum.edu.my/newsletter.html
(i) http:// Stands for hypertext transfer protocol. It is the

protocol used by the computer to access and
deliver Web pages.
(ii) www A website held on a computer (also called a

server) known as www; this part of the
address tells you where the computer that houses
the information you are looking for is located.
(iii) .oum.edu The website of an academic institution (edu)

which calls itself oum. The edu part of the
address is called the domain. As you travel
through the World Wide Web, pay close
attention to hosts. Generally speaking,
government and organisation websites post
information from their official records. You will
be seeking credible information and most of the
information posted at government websites is

documented, allowing you to validate your

finding. Here are some host identifiers: .edu or
.ac is for academic or educational organisation;
.co or .com is for commercial organisation; .gov is
for government organisation; .org is for non-
governmental and non-profit organisations.
(iv) .my Denotes a country code. The code for Malaysia is

.my, .au is for Australia, .fr for France and so on.
This basically indicates where the computer site
is located.
(v) /newsletter.html Is the file name.
(f) Hyperlink
Many Web documents contain hyperlinks, which are links to other
locations. Hyperlinks are typically displayed as underlined text, graphical
objects or pictures.
When you move the mouse pointer over a hyperlink, the mouse pointer
takes on the shape of a hand with a finger pointing upward. To jump to the
hyperlinked location, click the hyperlink.
ACTIVITY 2.1
Find the meaning of these domains:
(a) bbc.co.uk
(b) library.athabascau.ca
(c) www.pelanduk.com
(d) www.pnm.my
2.2.5 Microsoft Internet Explorer (MSIE)

This subtopic describes the basic skills that you would need to use Microsoft
Internet Explorer. We would like to indicate here that we are not promoting
MSIE, but as we will discuss most of the MS Office applications in Topic 9, it will
be appropriate to talk about MSIE as an example for a Web browser. The basic
usage skills is almost the same for other Web browsers such as Chrome, Opera,
Mozilla and so on.

(a) Starting Microsoft Internet Explorer
(i) The easiest way of starting Internet Explorer (IE) is by choosing the
following steps:
Start Program Internet Explorer (see Figure 2.5).
Figure 2.5: How to start IE

(ii) Once that is done, you will go to the IE websites/homepage

(Microsoft Network, MSN) as shown in Figure 2.6.
Figure 2.6: Default page in IE
(b) Using MSIE Navigation Bars

Like MS Word, MS PowerPoint and MS Excel, MSIE has an almost similar
set of navigation bars (as shown in Figure 2.6). These navigation bars are:
(i) Title Bar

The title bar is normally a coloured bar across the very top of your
screen which gives you the name of the website you have entered. At
the end of that coloured bar are the keys for reducing, minimising and
closing the screen.
(ii) Menu Bar

This bar lists functions consisting of File, Edit, View,
Favorites, Tools and Help (some of these functions will be fully
explained later).
(iii) Tool Bar

This has the following button functions: Back, Forward,
Reload/Refresh, Home, Mail, Print and so on (depending on
your setting). These functions are described as follows:
Back This will take you back to the preceding web page, the one
you viewed last.

Forward This moves you to the next web page.
Refresh This reposts the current page.
Home At any time you are browsing the Web and want to go
back to the start page, just hit the Home key and it will take you
there.
Favorites (called Bookmarks in Chrome) provide shortcuts to the

pages you visit most often. When you are on a Web page you may
want to return to a previous Web page you visited earlier. Just
click on the button titled Favorites and follow the directions.
Print This button sends a copy of the open page on your browser
to the printer. It will print the page exactly as shown. If you want
more options, click File at the menu bar, then Print and then
follow directions.
(iv) Address Bar

This displays the address (URL) of the page you are on. You can type
another Web address into this bar and click Go or Enter to go to a
new website.
(c) Opening a Web Page

Here is the formal way of opening a Web page or document:
(i) Choose File Open. Internet Explorer displays the Open

dialog box shown in Figure 2.7.
Figure 2.7: One method of opening a Web document

(ii) In the Open textbox, enter the address for the document or file you
want to open, using any of the following methods:
Type the name of the document or file into the Open textbox.
Click OK; or
To open a document or file you have accessed recently, click the

down-arrow button at the right end of the Open text box and
select the file from the drop-down list. Click OK.
There is a quicker way to open a Web page.
Click the Browse button. Internet Explorer displays the Microsoft

Internet Explorer dialog box.
Note: The most common way of accessing Web pages is using

the URL of the Web page. Type the Web address into the
address bar (see Figure 2.6), press return/enter and the site
should be presented on screen.
(d) Saving a Document

You might want to save a copy of a Web page to your hard disk so that you
can examine it in detail when your computer is offline.
To save the current page, choose File Save As. Internet Explorer
displays the Save Webpage dialog box (see Figure 2.8). Choose a
location for the file as usual, specify a filename, and click the Save
button. Internet Explorer closes the Save as dialog box and saves the
file.

Figure 2.8: Save as dialog box
(e) Printing a Web Document

These are two methods of printing a Web document and the steps are:
(i) To print a Web page you are viewing, click the Print button on the
toolbar. Internet Explorer prints the page without displaying the
Print dialog box.

(ii) To display the Print dialog box so that you can choose printing
options, choose File Print. Internet Explorer displays the
Print dialog box as in Figure 2.9. You may use the properties in the
dialog box (such as size, source, reading) to modify the output
according to your preferred style.
Figure 2.9: Print dialog box
(iii) Click Print to print.
(f) Favorites
The Web is proving to be a good source of information. Most of the
browsers you use to read the Web have a built-in system to enable you to
store useful websites so that you can go back and look at them again later.
Explorer calls these saved websites as Favorites.
You can use Favorites to pay a visit to the Web or gather together useful
Web sites, in much the same way as you might make a trip to the library,
where you might gather books and journal articles to look at more closely
in the future.

Any time you discover a site that you know you would want to return to,
you can add a shortcut for that site to the Favorites folder. To return to a
favourite site, you can select it from Favorites. Here are the steps to use
the Favorites folder:
(i) Click the Favorites button on the standard buttons toolbar.
(ii) Choose Favorites Add to Favorites. The Add a Favourite

dialog box will appear as in Figure 2.10.
Figure 2.10: Add a Favorites dialog box
(iii) Edit the Favorites name (keeping in mind that short names are
easier to find on your Favorites bar or Favorites menu).
(iv) Select the name of the folder in which the Favorites should reside
(choose either Create in or New Folder if the folder you want
does not exist yet).
(v) However, if the Create in button is chosen, you can save in existing
folders.
(vi) If New Folder is selected, give a name to your folder.
(vii) Click Add when the operation is completed.

2.2.6 Portable Document Format (PDF)

What do you understand about PDF? To know more about PDF let us look at the
following description:
(a) Introduction
There are many types of format of files in the websites such as MS Word,
MS Excel, MS PowerPoint, PDF, HTML and so on. As such, it is important
to know how to navigate these files or documents. One of the most popular
formats is the Portable Document Format (PDF). PDF was developed by
Adobe Systems and was designed to exchange documents between
computers and across computer platforms while maintaining file integrity.
This means the content of the file cannot be easily changed. The file
extension is .pdf and it has become a standard document format used for
document exchange.
Acrobat Reader is the viewer for reading .pdf files and has tools for file
handling, navigation, viewing and basic tools for creating selections.
(b) Adobe Acrobat Reader

Knowing the Acrobat viewer environment and navigating a document in
Acrobat viewer is a fundamental task. The more you know, the faster you
can move around in Acrobat viewer.
(c) Download and Installation of Acrobat Reader

Adobe Acrobat Reader can be installed free of charge from the Adobe
website at http://www.adobe.com.
(d) Navigating and Viewing PDF Documents

If you have not yet used an Acrobat viewer, you will want to carefully look
over the pages in this section to learn how you can navigate, view and
search PDF documents. You can open a PDF file in Acrobat Reader (see
Figures 2.11) or in the browser (and Figure 2.12).
(i) Use the scroll bar on the right of the screen to read the Web pages.
(ii) Use the text icon to highlight text. To copy this highlighted text, click
the right mouse button once and then click Copy.
(iii) Use the magnifier (magnifying glass) by clicking on the icon to have a
bigger document view.
(iv) Use the find tool (binoculars) to locate keywords.

Figure 2.11: An opened PDF document in Acrobat Reader
Figure 2.12: A PDF document as viewed in the browser (Chrome)

(e) Saving PDF Files

To save a .pdf le, click on the diskette icon.
(i) Refer back to Figure 2.12. To save the file, click the icon.
(ii) You will get a dialog box (see Figure 2.13).
Figure 2.13: A dialog box for saving a file
(iii) Save the file as you would do when in an MS Office environment.
(f) Printing PDF Files

To print PDF files, either go to File, select print or click on the Printer
icon. If you use the File menu, you will see a dialog box. You can choose
your options, especially the pages to print.

(g) Viewing PDF Document on Mobile Phones

In order to view PDF files on your mobile phone, you are required to
download the free Adobe Acrobat Reader mobile apps from the Play
Store/App Store.
2.3 OUMS VIRTUAL LEARNING

ENVIRONMENT
The knowledge and skills that we have learnt on using the Internet in the
previous Subtopic 2.2 will come in handy when you access and navigate OUMs
virtual learning environment called myINSPIRE (see Figure 2.14). myINSPIRE
was customised from the well-known Moodle open-source LMS.
Figure 2.14: myINSPIRE logo
What is a virtual learning environment? A virtual learning environment like

myINSPIRE is a web-based e-learning platform to provide online learning
environment in OUM. It enables OUM to manage, deliver course content and
track online discussions between the learners and tutors. The tutors can upload
course content, assessment items and other course materials and there is an
online discussion forum that enables collaborative online learning to take place.
Of course, to what extent you gain from the collaborative online learning
depends on the quality of postings and active participation from you and your
peers.
myINSPIRE is best viewed using Mozilla Firefox browser for desktops and
Google Chrome for mobile phones.

2.3.1 Getting Started with myINSPIRE

myINSPIRE is integrated with the OUM portal. As such, once you login to the
OUMs website (see Figure 2.15), you are able to access myINSPIRE.
Figure 2.15: OUMs login on its webpage
Before you can access myINSPIRE from the OUM website, you must sign up or
register to open an OUM account. If this is your first time logging in, click on the
line First Time Login on the OUM website. Ensure that your password is
correct. If you have problems logging in, you need to contact the OUM learner
services centre to ensure that you are registered as an active OUM learner.

In Table 2.3 we will take you through step-by-step on how to register for an
OUM account.
Table 2.3: Step-by-Step on How to Register for an OUM Account
Step Description
Step 1 When the OUM Webpage is displayed, click on the First Time Login button
(Figure 2.16).
Figure 2.16: First time login from OUM website

Step 2 After which you will be in a new screen as shown in Figure 2.17. Key in your
IC number, without the hyphen () and click the Submit button.
Figure 2.17: Method of keying-in IC Number (myOUM is new registration

verification page)

Step 3 Fill in the account registration information as shown in Figure 2.18.
Figure 2.18: Student account registration page
After you have clicked Submit, you will get the registration confirmation
page as shown in Figure 2.19.
Figure 2.19: myOUM portal new confirmation page

Step 4 After you have successfully completed myOUM account registration process,
you can now access the myOUM portal using the selected username and
password (refer to Figure 2.19). Your username is valid throughout the
duration of your study with OUM and it cannot be changed. However, you can
change your password as and when you wish.

Step 5 Now let us go back to the OUM website. Enter your registered user name and
password in order to log into myOUM portal and eventually to access
myINSPIRE (Figure 2.20).
Figure 2.20: OUM login menu

Step 6 You will be in the myOUM portal if your Step 5 above was successful. In the
myOUM portal page, you will get access to myProfile, eServices, e-mail,
Assignment System, Library, Resources, OUM doc, Help, myCourse and Quick
Links, announcement and Online Evaluation Survey as shown in Figure 2.21.
In order to access myINSPIRE, click on the myCourse icon.
Figure 2.21: myOUM portal
Note: From myOUM portal, you are able to access the Announcement page.
This is where you will find all the important announcements such as the
important dates of upcoming events like the beginning of tutorials,
downloading and submitting assignment, examinations, special events,
convocation ceremonies and many more.

Step 6 We highly recommend that you visit this page often so that you can keep up
(contd) to date with all the happenings at OUM as shown in Figure 2.22.
Figure 2.22: Announcement page
Other components of myOUM portal are link to e-mail, link to digital library,
your profile page and e-services that provide various administrative e-forms.
2.3.2 Accessing myINSPIRE

myINSPIRE has been designed to be intuitively accessible it can be easily
accessed with very little or no instruction from desktop or mobile phones. As
mentioned earlier, you must click myCourse icon on the OUM portal page
(also known as myOUM portal) in order to access myINSPIRE (see Figure 2.23).
Figure 2.23: Click myCourse icon to access myINSPIRE

Once you do that, the main page of myINSPIRE will appear as shown in
Figure 2.24.
Figure 2.24: Main page of myINSPIRE; your registered subjects are displayed here
On the main page of myINSPIRE, you can see all the subjects that you have
registered in the current semester. Just click one of the subjects to explore the
course page in myINSPIRE as shown in Figure 2.25.
Figure 2.25: Course page will be displayed once you have clicked your registered subject
Besides showing the subjects that you have registered, the main page also has the
following blocks on its right panel:
(a) Calendar; and
(b) Upcoming events.
The alternative way to access myINSPIRE directly is through

http://inspire.oum.edu.my/ as shown in Figure 2.26. Here, you can login using
your OUMs user name and password.
Figure 2.26: Direct access to myINSPIRE via http://inspire.oum.edu.my/

2.3.3 How myINSPIRE Enhances Your Learning

In the earlier subtopic, we looked at how to access myINSPIRE. Now, we will
look into how myINSPIRE can support open and distance learning, especially
your online learning environment. Although there are a number of tools, we will
only discuss the menus and tools that will enhance your personalised and
collaborative online learning experience. We can categorise the benefits of these
tools into four aspects as illustrated in Figure 2.27.
Figure 2.27: Four benefits of myINSPIRE

You can check out the functions of other tools on your own by filling up
Table 2.4.
Table 2.4: Set of Tools and Functions in myINSPIRE
Tools Function
Announcement
Course content
Useful resources
Quiz
FAQs
Forum
2.4 LEARNING COMPONENTS IN myINSPIRE

The main components of a course page in myINSPIRE are:
(a) Course announcement section;
(b) Link to assignment system;
(c) Quiz;
(d) Access to contents such as e-module;
(e) Video lectures;
(f) FaQs;
(g) Video conferencing;
(h) Forum; and
(i) Other useful resources section.

All the components listed are available on the navigation block on the left side of
the course page. When you click any of the components of the subject, its
contents will appear on the middle of the page (refer Figure 2.28). We will
explore all these components in more detail in the next subtopic.
Figure 2.28: Structure of myINSPIRE course page
Besides the components listed above, the course page of myINSPIRE has the
following blocks on the right section of the course page for your quick reference
(refer Figure 2.28):
(a) Level up!: It indicates your participation performance for the particular
subject in myINSPIRE. The maximum level is 10. Challenge yourself to
score the maximum 10 points.
(b) Latest news: Announcement made in Course Announcement section will

be captured here as well as a quick alert. You have to check this block
regularly.

(c) Recent activity: As an alert, any recent activities from the e-tutor and your
peers will be indicated here. You have to also check this block regularly.
(d) Search forums: You may search for the existing forum postings from your
peers and e-tutors here for your quick reference.
2.4.1 Course Announcement

Important announcements with regard to the course from the faculty are
published here (see Figure 2.29). Please check this section regularly for more
updates or announcements about the course.
Figure 2.29: Click the Course Announcement link to view the announcement page

2.4.2 Assignment
You can access and submit the assignment online using our assignment
management system. Just click the Assignment link on the navigation block to
access Assignment Management System via myINSPIRE (see Figure 2.30).
Figure 2.30: Click the Assignment link in order to go to the Assignment Management
System

Let us look at Table 2.5 which shows us the steps to download and submit
assignment via the Assignment Management System.
Table 2.5: Step-by-Step Guide to Download and Submit Assignment using Assignment
Management System (Accessible from myINSPIRE)
Step Description
Step 1 At myINSPIRE, click Assignment link as shown in Figure 2.30. A new page
will be displayed. In this page you will get a List of Assignments (according
to your registered subjects) that have been uploaded in the Assignment System
(see Figure 2.31). Select your subject.
Figure 2.31: List of assignments

Step 2 Click Download (see Figure 2.32) to download the assignment question.
Figure 2.32: Assignment question to download

Step 3 To submit the assignment, you may follow the same steps. However, you need
to click on the Submission tab (Figure 2.33).
Figure 2.33: Click the Submission tab to submit your assignment answer
Then on the submission page, click Browse to search for the file and
click Submit to send the assignment (Figure 2.34).
Figure 2.34: Assignment submission

Step 4 Click OK to submit the assignment (Figure 2.35) and Cancel to reupload.
Figure 2.35: Assignment submission

Step 5 Figure 2.36 shows a pop-up that will appear upon successful submission.
Figure 2.36: Successful assignment submission

Step 6 A digital receipt will be displayed this is confirmation that your assignment
has been successfully submitted. You are advised to print the receipt out for
your record.
Figure 2.37: Example of a digital receipt for your record
2.4.3 Quiz
You can self-evaluate your learning knowledge using practice questions available
in Quiz. This tool also allows you to test yourself as many times as you wish at
your own pace, in comfort and at your own time. Table 2.6 tells you the steps on
how to access this tool.

Table 2.6: Step-by-Step on How to Access Self-assessment Quiz Questions
Step Description
Step 1 Click Quiz on the navigation block of myINSPIRE (see Figure 2.38).
Figure 2.38: Link to quiz

Step 2 Once you have done the above step, the quiz page will be displayed as shown
in Figure 2.39. You may now attempt to answer the quiz questions.
Figure 2.39: Quiz page

2.4.4 Course Content

Course content such as e-module can be viewed and downloaded by clicking the
Contents link on the navigation block (Figure 2.40).
Figure 2.40: Click the Contents link to view and download the module of the subject

When you click the Contents link, it will be expanded as shown in Figure 2.41.
Figure 2.41: Components of Contents
Figure 2.42: View, print and download the entire module from myINSPIRE (viewed from
Mozilla browser)

Google Chrome)
Internet Explorer)

Figure 2.45 shows you how the topics of a particular module will be displayed.
Figure 2.45: In myINSPIRE, modules are arranged in topics and can be downloaded

2.4.5 Video Lectures

Video lectures are provided in the Video Lectures link as shown in Figure 2.46.
Figure 2.46: Click Video Lectures to view the list of video lectures

When you click the link, the video lectures for the subject will appear as shown in
Figure 2.47.
Figure 2.47: Components of the Video Lectures which are arranged according to the
topics
When you select one of the video links, the full video will appear in the
embedded form (Figure 2.48).
Figure 2.48: Video lecture will be displayed once you click on the appropriate topic

2.4.6 FaQ
FaQ section (Figure 2.49) contains all the frequently asked questions that are
arranged according to the topics (see Figure 2.50).
Figure 2.49: Click the FaQs link to view the FaQs

Figure 2.50: Components of the FaQs which are arranged according to the topics

2.4.7 Other Useful Resources

Important website links and external resources that are related to the subject are
provided in this section (see Figure 2.51).
Figure 2.51: Click the Other Useful Resources link to view external resources for the
course

2.4.8 Video Conferencing

myINSPIRE also supports real-time communication in the form of video
conferencing. This video conferencing can become a virtual classroom (Figure
2.52).
Figure 2.52: Click the Virtual Classroom in order to take part in the virtual classroom.
The virtual classroom is available only if your e-tutor has scheduled the session

Your e-tutor will set the time and date for the virtual classroom. In order to take
part in this virtual classroom, ensure your desktop or laptop has a webcam and a
good audio system. Figure 2.53 shows you an example of a virtual classroom.
Figure 2.53: Example of a virtual classroom from myINSPIRE
2.4.9 Forum
myINSPIRE allows you to interact, communicate and learn from your tutor and
peers anytime and anywhere. To carry out collaborative learning, you are
provided with the forum facility. The online discussion forum acts as your
virtual classroom where discussions on important issues related to the content in
the learning module should be held. In our training for e-tutors, we have advised
them that they should initiate the discussion. As soon as you see a discussion
topic up in the discussion forum, please read, reflect and provide a focused
answer. Bear in mind you are not only required to answer the question posed by
your e-tutor, but you are also required to read answers given by your peers and
respond to them as well as post your own queries. At this point, we would like to
highlight to you that questions that need direct answers should not be brought
up in the discussion forum. An example of such a question is, What is OUMs
blended learning approach? For questions of such nature, you should take the
initiative to seek the answer on your own.

This online discussion via forum is an asynchronous communication tool where

you can interact and discuss a specific topic with your e-tutors and peers. It is a
collaborative tool that encourages the sharing of ideas.
The forum is probably one of the most useful functions of myINSPIRE. What
does the forum stand for? The forum is like a chat room, a classroom and a
resource centre all rolled into one. This is where you can engage your fellow
learners, tutors and often even the subject matter experts (SMEs) in the respective
courses that you are taking. It is like a 24-hour classroom where you can get
clarification on the issues raised in the course and answers to questions that you
need to ask.
However, a word of caution, while the forum is open 24 hours a day, seven days
a week, the people are not on it all the time. They are people just like you, they
too, have their lives and commitments. Thus, they go on the forum whenever
they have the time. So while the forum is 24/7, the people on it are not.
Sometimes when there are many people online, you can get responses to your
questions immediately. Sometimes when people are busy, you will just have to
wait. More importantly, you are also an essential part of the myINSPIRE forum.
This is where you can share your opinions and thoughts. Sharing knowledge
never diminishes, rather it is always enriching. So, if you know the answers to
the questions that your fellow learners ask, why not share your knowledge.
Maybe you will also gain a different perspective or a new insight on issues or
questions when you share.

How to Access the Forum

In order to access the forum, click the Forum link on the navigation block (see
Figure 2.54).
Figure 2.54: Click the Forum link in order to post message to your e-tutor or/and peers

The forum is arranged according to the topics as shown in Figure 2.55.
Figure 2.55: Forum are divided into various folders; when posting a new message, select
the appropriate folder
The forum is arranged according to General discussions, Topics and Helpful

Resources (Figure 2.55).
If you want to post a question, please select the correct folder in order to post
your question. When you click a particular topic folder, the forum page for the
topic will appear (Figure 2.56). When you post a message, you must provide a
subject name and a message (see Figure 2.57).

Figure 2.56: View of forum in one of the folders
Figure 2.57: Forum interface
You may also attach files in your posting. This is what the e-forum looks like
inside one of the folders (Figure 2.56). On this page, you can discuss and
exchange ideas, work together and much more on the specific topic in the course.
This helps you to concentrate on the topic at any one time you enter the e-forum.
More importantly, you will see the thread of conversation to which you have
contributed and the responses from your fellow learners. The livelier this
e-forum is, the more useful it can be for individual learners. The most important
aspect of this virtual learning environment is to give you the feel of studying
with fellow learners. It reminds you that you are not alone and there are people
around you who can lend you a hand. So, why not lend a hand to your fellow
learners and benefit together from the interaction?

Note: You may search the forum before posting your question as your question
may had been posted by your peer and been replied by the e-tutor. Search
forums normally will appear on the right-section of the myINSPIRE course page
(see Figure 2.58).
Figure 2.58: You may search for posting using appropriate keyword
2.5 SWITCHING SUBJECT AND NAVIGATION

STRUCTURE IN myINSPIRE
In order to switch to your other registered subject in myINSPIRE, just click
Dashboard on the navigation path or My courses on the current page in
order to select other registered subject as shown in Figure 2.59.
Figure 2.59: Choosing your other registered subject in myINSPIRE

If you are in a course page and unsure to move to the previous page or to other
location on the course page, just click the right location on the navigation path
appearing at the upper-section of the course page as shown in Figure 2.60.
Figure 2.60: Navigation path at the top enables you to go back the appropriate page in a
single click
2.6 MOBILE LEARNING VIA myINSPIRE

Mobile learning via myINSPIRE is supported through mobile website using the
Internet browser in your mobile phone (such as Chrome, Mozilla) as shown in
Figure 2.61.
Figure 2.61: myINSPIRE viewed from the phones mobile browser

Alternatively, you may download mobile apps from Play Store (Android phones)
or App Store (iPhones) and install it in your phone. There are few mobile apps
for Moodle. Please download the official one from Moodle Corp (Moodle Pty
Ltd) as shown in Figure 2.62.
Figure 2.62: Moodles mobile apps for myINSPIRE
The steps to download mobile apps are explained in Table 2.7.
Table 2.7: Steps to Download Mobile Apps
Step Description
Step 1 Install Moodles mobile apps for myINSPIRE from Google Play/App Store
(Figure 2.63).
Figure 2.63: Moodles mobile apps for myINSPIRE

Step 2 Tap the Moodles mobile apps on your mobile phone (Figure 2.64).
Figure 2.64: Tap the Moodles mobile apps to launch the log-in page of
myINSPIRE
Steps 3 Enter inspire.oum.edu.my for the site address (Figure 2.65) and then tap the
Connect button.
Figure 2.65: Enter the myINSPIRE URL address

Steps 3 Next, you must log-in by entering your OUMs user name and password
(contd) (Figure 2.66).
Figure 2.66: Enter your OUMs user name and password

Step 4 Your registered subjects will appear. Click Contents on any of your
registered subjects in order to visit its course page (Figure 2.67).
Figure 2.67: Click Contents from any of your registered subjects to view the
subject contents

Step 4 Once you have done that, the content page will be displayed (Figure 2.68).
(contd)
Figure 2.68: The content page of the selected course

2.7 IMPORTANT INFORMATION ON myOUM

PORTAL
In this last subtopic, you will learn the various important information on
myOUM portal. Now let us look at the following:
(a) How to Change Password at OUM Portal

You may change your password from myAccount icon available on
myOUM portal (see Figure 2.69).
Figure 2.69: Change your password from myAccount icon
(b) How to Check Your Academic and Financial Status

You may change your academic and financial status from myProfile icon
available on myOUM portal (see Figure 2.70).
Figure 2.70: Check your academic profile and financial status via myProfile icon

(c) Helpdesk
If you encounter any problem while using myOUM portal and
myINSPIRE, there is a HELPDESK assistant to assist you. E-mail us at
myinspire@oum.edu.my or call us at 03-2773 2325/2283.
(d) myINSPIRE Manual

You can access myINSPIRE manual from myOUM portal.
(e) Additional Information

Visit the OUM portal regularly to get the latest information/
announcements about myINSPIRE.
SELF-CHECK 2.2
1. Name three tools in myINSPIRE that allow sharing of file and
information.
2. How can an open and distance learner in OUM benefit from using
myINSPIRE?
3. Differentiate between OUM website, myOUM portal and

myINSPIRE.
The hardware components of a personal computer are central processing unit

(CPU), video display unit (VDU), keyboard, mouse, CD-R/DVD-R drive and
USB port. PC-related devices are printer, USB flash drive and modem.
The Internet is a large network of computers connecting smaller networks

around the world. The computers communicate via a communication
protocol called transmission control protocol/Internet protocol (TCP/IP).
Internet enables the exchange of information between computers.
Some of the useful aspects of Internet are e-mails with friends and colleagues,
interact in the online discussion forums, search for information in the World
Wide Web, do online assessment and many more.
Microsoft Internet Explorer is a browser that you can use as a tool for
virtual learning environment. You can use it to access myINSPIRE at
http://inspire.oum.edu.my.

Portable Document Format (PDF) was developed by Adobe Systems and

designed to exchange documents between computers and across computer
platforms while maintaining file integrity. This means the content of the file
cannot be easily changed. The file extension is .pdf. It has become a standard
document format used for document exchange.
Acrobat Reader is the viewer for reading .pdf files. It has tools for file
handling, navigation, viewing and basic tools for creating selections.
OUMs virtual learning environment is called myINSPIRE and was

customised from the well-known Moodle open-source learning management
system.
myINSPIRE is a web-based e-learning platform to provide online learning

environment in OUM. It enables OUM to manage, deliver course content and
track online discussions of the learners and tutors. It is integrated with the
OUM portal; once you login to the OUMs website, you are able to access
myINSPIRE.
In addition, myINSPIRE has been designed to be intuitively accessible it can

be easily accessed with very little or no instruction from desktop or mobile
phones.
There are four benefits of myINSPIRE which will enhance your personalised
and collaborative online learning. These benefits are:
Self-assessment;
Course materials and references;
Communication and collaborative learning; and
Sharing resources and information.
The main components of myINSPIRE for online learning are:
Course announcement section;
Linked to assignment system;
Quiz;
Access to contents such as e-module;
Video lectures;

FaQs;
Video conferencing;
Forum; and
Other useful resources section.
Internet myOUM portal

Online learning Personal computer
myINSPIRE Virtual learning environment
myCourse

Topic Digital Library
3
LEARNING OUTCOMES
1. Apply information retrieval skills (IRS) and ICT skills;
2. Summarise the concept of Tan Sri Dr Abdullah Sanusi (TSDAS)
digital library and its three components;
3. Apply the five steps of OUM information trail; and
4. Use OPAC, electronic databases and the Internet to search
information in the most efficient and effective way.
INTRODUCTION
In a traditional library where users use the card catalogue to retrieve library
materials, information gathering can be a tedious process. With the advent of ICT
and the installation of computer systems at libraries, information gathering has
become more complex because users will now have to learn how to use the
system first before being able to retrieve the information, but the introduction of
ICT has also made the process more efficient. This is why user education
programmes such as this module is important, because no matter how
sophisticated the electronic library system is or how valuable the library
collections are, the library will not be used effectively if the learners do not know
how to use it.

TOPIC 3 DIGITAL LIBRARY 107
When the users are not able to optimise the use of the library, learning then
becomes inefficient because of the learners inability to gather information for
their various learning activities. Since the quality of the learning depends on how
well learners gather and process information for knowledge, learning the steps
involved in information gathering (retrieve, gather, evaluate, select, organise and
consolidate information) is important.
To help you understand and apply these steps, this topic introduces the
information trail which represents steps in the information gathering process.
These steps can be effectively applied in OUMs library called Tan Sri Dr Abdullah
Sanusi (TSDAS) digital library as explained in the following subtopics.
3.1 WHERE TO GET INFORMATION?

Are you aware that information can be found anywhere? Information can be
found in formal ways, as in lectures, tutorials, books, newspapers, speeches,
radio, TV and so on, as well as in informal ways as in conversations, gossip,
personal notes and memos, hearsay and so on.
This topic, however, will focus on the type of information that you can use for
your learning basically related to your coursework and assignments.
The information explosion has resulted in a vast amount of information available

in the world and ICT has made it accessible such that via the computer you can
get information on demand. Information can be found in a variety of media (such
as print, electronic, audio-video) and formats (such as books, journals, novels,
research reports, company reports, theses, conference papers, microform,
websites) and scripts (such as Roman, Arabic, Chinese, Tamil) ranging from the
most uninformed of opinions to the most well-researched of facts.
This tremendous output of information makes it difficult for you to trace and
locate information that you read unless it is well organised into a system that
makes retrieval easy and systematic. For this same reason, although information
can be found in so many different places, the most convenient place for gathering
information for the purpose of learning is the library.

108 TOPIC 3 DIGITAL LIBRARY
At OUM, we have a digital library that is equipped with some of the best
information resources. The Tan Sri Dr Abdullah Sanusi (TSDAS) digital library
would be the best place to gather information because it not only provides
linkages to other libraries within Malaysia and other parts of the world, it also
provides a wide range of materials relevant to your courses.
Last but not least, because it is a digital library, you can access the library
collections and the systems without even setting foot in the library. Using the
digital library therefore has advantages, especially for you as an OUM learner. In
using the OUM digital library, you would be able to develop and enhance two
basic skills as described in Table 3.1.
Table 3.1: Two Basic Skills as a Learner

Information Retrieval Skills (IRS) ICT Skills for Information Retrieval
(i) Locating and retrieving relevant To access the electronic collections of the
information; and TSDAS digital library as well as the
(ii) Evaluating and selecting information. Internet, you would need to have some
basic skills in ICT. Frequent use of the
following databases will help develop
these skills and equip you with lifelong
learning to learn skills. These databases
are:
(i) Online Public Access Catalogue
(OPAC);
(ii) Electronic databases (e-books and
e-journals); and
(iii) Internet websites.
3.2 USING THE TAN SRI DR ABDULLAH

SANUSI (TSDAS) DIGITAL LIBRARY FOR
INFORMATION GATHERING
OUMs Tan Sri Dr Abdullah Sanusi (TSDAS) digital library is meant to support
teaching and learning via its collection of physical books and online databases
that consist of e-books and e-journals. You will be further exposed to the
components of TSDAS library in this subtopic.

3.2.1 What is a Digital Library?

What does a digital library provide? A digital library provides a set of digital
content and services which can be accessed via networked electronic systems. At
this juncture, it is difficult to find libraries in Malaysia that are completely digital
because most of them have print collections that are too valuable to discard or
too expensive to digitise but the TSDAS digital library has a comprehensive
selection of electronic books. This is because our digital library did not begin as a
print library which was later turned into a digital library. TSDAS digital library is
a purpose-built digital library although it does have a small collection of print
material as well.
3.2.2 Components of a Digital Library

What are the components of TSDAS digital library? The TSDAS digital library
comprises three main components as shown in Table 3.2.
Table 3.2: Three Components of TSDAS Digital Library
TSDAS Digital Library

Technical
Knowledge Databases User Education
Infrastructure
In-house Courses:
Hardware Software Commercial Databases
Databases Learning skills for
HP server VIRTUA E-books: Ebrary, OPAC open and distance
Books247, learners
OUM
SpringerLink Books, i-Repository Basic information
InfoSci-Books, Taylor skills
Sample of
& Francis eBooks Advanced
the past
E-journals: ProQuest, exam papers information skills
EBSCOhost, Emerald,
SpringerLink Journals,
ACM Digital Library
E-theses: ProQuest
Dissertation & Theses
Global
E-news: BERNAMA
Library & Infolink
Service (BLIS)
E-act: LawNet

3.3 THE INFORMATION TRAIL

In order for you to do your assignment or research paper, we provide you with
the following information trail as shown in Figure 3.1, which lists out the steps
that you can take to do so.
Figure 3.1: The OUM information trail

3.4 OUM DIGITAL LIBRARY

The Tan Sri Dr Abdullah Sanusi digital library has an important role in
promoting a world-class digital environment for open and distance learning. As
an information provider, the digital library exists to support teaching, learning
and research requirements via virtual learning and enhances information skills
among the learning community.
The digital library collections comprises a wide range of print and digital
resources. Physically, the digital library has more than 45,000 volumes of books
throughout the library system. The printed books are searchable through OPAC.
Apart from the Tan Sri Dr Abdullah Sanusi digital library at OUM main campus
in Kuala Lumpur, there are other resource centres at Klang Valley, Kedah,
Kelantan, Terengganu, Negeri Sembilan, Melaka, Johor, Perak, Pahang, Pulau
Pinang, Sarawak and Sabah learning centres. These resource centres keep a
number of printed text books and reference materials according to courses
offered at the learning centres.
3.4.1 Types of Digital Databases

As stated, the digital library collection comprises a wide range of print and
digital resources. As for the digital collection, the library subscribes to a number
of e-books, e-journals, e-news and e-theses. These databases are accessible at
anytime and from anywhere. Most of the digital documents are downloadable
and printable for reference and research purposes.
To date, the digital library has:
(a) More than 127,398 e-book titles from 11 e-book databases;
(b) More than 54,265 journal titles from 18 e-journal databases;
(c) One theses database consisting of approximately 2.4 million theses titles;
(d) One newspaper database; and
(e) One local statute database.

The available databases cover all courses offered in OUM.
To use these databases, users need to access the library portal through the main
OUM portal. Various guides are available in the portal to guide users on how to
use these databases and retrieve relevant information. As part of OUMs lifelong
learning concept, the digital library also organises regular information skills
workshops. The workshop introduces learners to the printed and electronic
resources available in the library and how to use them, as well as the services and
facilities provided. Besides providing information, the portal also provides self-
service features such as online loan renewals, reservation of items on loan and
checking of items on loan.
The library also has e-collections, focus for internalisation subject areas in online
databases such as Ebrary, SpringerLink, EBSCOhost, Books247, Proquest,
Emerald Management 200 and ACM Digital Library.
In addition, the library has developed its own e-content of about 10,000 titles
comprising articles, papers presented at conferences, books, past exam papers
and also dissertations and theses. It also conducts information skills workshops
and makes use of Web 2.0 technology such as blogging and Facebook to
encourage users to utilise the library facilities and services effectively, including
various online databases.
3.5 SEARCHING IN THE DIGITAL LIBRARY

As a learner at OUM, you must develop important skills in information retrieval
to get information in the most efficient and effective way. This is part of Step 3
of the OUM information trail in Figure 3.1. As such, certain subtopics will
emphasise three crucial skills which are searching OPAC, searching electronic
databases and searching for information on the Internet. Let us start off with the
skill of searching OPAC first.
3.5.1 Steps in Searching for Information in Digital

Library
What does OPAC stand for? OPAC or Online Public Access Catalogue is an
electronic or online catalogue for materials available in a library. All printed and
audio-visual materials available for use in the TSDAS digital library are recorded
and searchable through OPAC. Knowing how to search the OPAC is important
in order to locate these materials.

3.5.2 OPAC Search Strategies

Did you know that by using search strategies in OPAC, you are able to get the
records of materials in the library with minimum effort and time? These search
strategies can also be used in searching other electronic library catalogues.
The following processes described in Table 3.3 are involved in doing an OPAC
search after you have logged in at the OUM portal.
Table 3.3: Steps in OPAC Search
Step Description
Step 1 Click the Digital Library icon on the myOUM portal to go to the library
portal. Click on the Search Library icon on the library menu bar to get the
OPAC search screen (see Figure 3.2).
Figure 3.2: Search icon to find OPAC

Step 2 Select OPAC from the tab menu (Figure 3.3).
Figure 3.3: OPAC menu

Step 3 Type the search term in the search box You can choose either the keyword,
title of the material, authors name or subject. Select one of them and then press
<Enter> to execute the search.
Step 4 Scan the bibliographic records for relevant materials. Click or select the item
that you need.
Step 5 Obtain the call number from the item record displayed.
Step 6 Locate the item on the shelves based on the call number.

You can refer to Figure 3.4 which summarises the searching process using OPAC.
Figure 3.4: Processes involved in searching for resources using OPAC
As shown in Figure 3.4, there are four types of searches, i.e. author, title, subject
and keyword search. The following are the steps in searching using these four
types of searches:
(a) Author Search

To do an author search, we will take you through a search for a particular
book as shown below:
Bringing new technology to market by Kathleen R. Allen

The author of the above book is Kathleen R. Allen. Let us follow these steps
to search using the authors name:
Step 1: Go to the OUM portal at www.oum.edu.my. Key in your

username and password.
Step 2: Click on the Digital Library icon (see Figure 3.5) to get into the
TSDAS digital library portal.
Figure 3.5: Click on Digital Library menu bar to open the digital library portal
Step 3: Click on Search Library icon (see Figure 3.6).
Figure 3.6: Click at Search Library icon

Step 4: Choose OPAC menu bar to search for any resource in the
library (see Figure 3.7).
Figure 3.7: Click on OPAC menu bar

Step 5: Type the authors name according to the authors rule. Since
Kathleen R. Allen is a Western name, the search is done using the
surname Allen, followed by Kathleen. Select Author from the
Search Term Limiter list (see Figure 3.8).
Figure 3.8: Type the surname Allen, followed by Kathleen and then select Author
from the Search Term Limiter

Step 6: Click the Find button to execute the search.
Step 7: The search results screen will appear as in Figure 3.9.
Figure 3.9: Once the item is found, obtain the call number to locate the printed book on
the shelf
Step 8: Scan the bibliographic records for the required item. A

bibliographic record contains the information related to the book
such as the author, title, publication, call number and so on.
Step 9: For this exercise, the item needed is record number 1. To retrieve
the book, obtain the call number HF5415 All (see Figure 3.9).
Step 10: Use the call number to locate the book from the shelf in the library
and borrow it.

(b) Title Search

Title search is searching using the title of an item. Let us take the following
title as an example to do a title search:
The ASTD e-learning handbook
Now, let us follow the steps given to search using the title:
Step 1: At the library portal, click Search Library icon, followed by

clicking on OPAC menu bar.
Step 2: Type the title of the item ASTD e-learning handbook (excluding
the word the). Type in as much of the beginning of the title as
possible. For longer titles, type as much as five to six words from
the title. Then, select Title from the Search Term Limiter (see
Figure 3.10).
Figure 3.10: Type the title of the item accurately and select Title from the Search Term
Limiter

Step 3: Click the Find button to execute the search.
Figure 3.11: Full bibliographic record of the item titled The ASTD e-learning handbook by
Allison Rossett
Step 5: Check details of the item, and note down the call number
HF5549.5 T7Ros (see Figure 3.11).
Step 6: Locate the item on the shelf in the library.

(c) Subject Search

In subject search, you focus on major headings such as accounts,
mathematics, civil engineering, information system and so on. For example,
let us search for the subject Internet marketing. The steps on searching
this subject are as follows:
Step 1: At the library portal, click Search Library icon. Then select
OPAC menu.
Step 2: Type the subject Internet marketing in the Search Term box.
Then, select Subject from the Item Type Limiter pull down
menu.
Step 3: Click on Find button to execute the search (see Figure 3.12).
Figure 3.12: Type the subject required in the Search Terms box, select Subject from
the Search Term Limiter and click Find button

Figure 3.13: Full bibliographic record of items on Internet marketing
Step 5: Scan the bibliographic records for relevant items.
Step 6: Check details of the items, and note down the bibliographic
information.
Step 7: Obtain the call number of selected items and look for them on the
shelves.

(d) Keyword Search

Lastly, let us look at keyword search. If we cannot search under author, title
or subject headings, use the keyword search. Keyword search allows you
the freedom of using terms that you are familiar with, through a free
vocabulary. Using the keyword search, any word that you type in will be
matched with the same word found in the author statement, title as well as
subject headings.
The keyword search is therefore dependent on your search strategy because

if the terms you use are too broad or general, such as marketing, you may
end up with thousands of titles. To ensure that you retrieve more specific
records, let say Web marketing, you have to restrict your search terms to
more specific keywords such as electronic commerce, marketing
strategies or Web marketing. On the other hand, if your search terms are
too narrow, you might retrieve a smaller number of records.
It is only with constant practice that you will improve your searching skills.
The adage practice makes perfect is certainly applicable to keyword
search. Let us look at the steps to keyword search:
Step 1: At the library portal, click on Search Library icon to open the
search screen. Choose OPAC from the tab menu.
Step 2: Type the subject Web marketing in the Search Terms box.
Select Keyword Search from the Search Term Limiter pull
down menu (see Figure 3.14).

Figure 3.14: Type the keyword required in Search Terms box, select Keyword Search
from the Search Term Limiter menu

Step 3: Click the Find to execute the search.
Figure 3.15: Full bibliographic record of items on Web marketing
Step 5: Scan the bibliographic records for relevant items.
Step 6: Check details of the items, and note down the bibliographic
information.
Step 7: Obtain the call number of selected items and look for them on the
shelves.
You may also refer to the search guides available at the library portal for a
detailed step-by-step OPAC guide.

3.6 SEARCHING FOR A PRINT-BASED BOOK

Print-based book is a book in printed format. It is a book that we have to browse and
borrow physically in order to read the contents. What are the steps to retrieve a print-
based book? Let us follow these steps:
Step 1: At the library portal, click Search Library icon to open the search
screen.
Step 2: Click on OPAC at the tab menu.
Step 3: Type any keyword such as online learning at the Search Terms box.
Select Printed Book at Item Type Limiter. Click Find to execute
the search (see Figure 3.16).
Figure 3.16: Type keyword at Search Terms box, click on Printed Books at Item
Type Limiter and click Find button

Step 4: The search results screen will appear. Obtain the call number of selected
book and look for it on the shelves (see Figure 3.17).
Figure 3.17: List of relevant printed books of online learning. Obtain the call number to
retrieve the book from the shelves
3.7 SEARCHING FOR ELECTRONIC DATABASES

What do electronic databases mean?
Electronic databases are organised collections of information which can be

searched via the computer using an electronic networked system.

Each item in a database is called a record. There are several types of databases
and the two main ones available in libraries are explained in Table 3.4.
Table 3.4: Two Types of Main Databases in TSDAS Digital Library
Bibliographic Databases Full-Text Databases

Provide basic bibliographic Provide bibliographic records of
information of the items that have books, journal articles, reports, book
been catalogued or indexed. reviews, conference papers and so on
Contain citations of the items (such as as well as the full text of the items.
author, title, year of publication, date Examples Ebrary, Books247 and
of publication and publishers, and SpringerLink.
several may contain abstracts and Other databases include journal
descriptions of the items). articles, theses and newspapers.
Example OPAC. Examples EBSCOhost, Emerald and
ProQuest.
The following sections will take you through on how to search for e-books and
e-journals.
3.7.1 Searching for Digital Books (e-Books)

What are digital books? Digital books are electronic books. They are popularly
known as e-books, in digital format and are accessible online. TSDAS digital
library subscribes several e-book databases such as Ebrary, Books247, FA Davis,
Taylor & Francis, SpringerLink, InfoSci Books and Mosbys Nursing Consult. The
following subtopic provides a brief example of using an e-books database.
However, detailed search guides are made available at the library portal for your
reference.

3.7.2 Searching Ebrary

We will use Ebrary as an example to conduct a search for a full-text e-books
database. Please bear in mind that similar search strategies can be used for other
electronic databases too. An important tip here is that the easiest search would be
to use keyword search if you have a topic in hand. Let us follow these steps in
order to search Ebrary:
Step 1: At the digital library portal, click on the Search Database icon which
is located at the left column (see Figure 3.18).
Figure 3.18: Click at Search Database icon to retrieve the list of electronic databases

Step 2: A list of electronic databases will be displayed (see Figure 3.19).
Figure 3.19: List of databases will appear in alphabetical order

Step 3: Click on the letter E for Ebrary and click on Connect to Database to
access the database (Figure 3.20).
Figure 3.20: Choose the letter E for Ebrary Electronic Books database and click on
Connect to Database to access the database

Step 4: A new window will open, enabling you to start using Ebrary (see
Figure 3.21).
Figure 3.21: The main search page for Ebrary Electronic Books
Now we will take you through author, title, subject and keyword searches for
Ebrary. The following is an example of a book you need to search.
3G Marketing on the Internet: Third Generation Internet Marketing Strategies

for Online Success by Susan Sweeney, Andy MacLellan & Ed Dorey.

(a) Author Search

To do an author search, we will take you through the following steps to
search for a particular book:
Step 1: To start author search, click on the Search tab and you will get
the search screen (see Figure 3.22).
Figure 3.22: Search screen
Step 2: Type the authors name Sweeney and select Author from the
Search in box. Then, click the Search button (see Figure 3.23).
Figure 3.23: Type the authors name Sweeney and select Author from the Search in
box, then click the Search button

Step 3: Select the required book from the record hits (see Figure 3.24).
Figure 3.24: List of record hits and click at the title to open the selected book
Step 4: To display the book, click on the title or the book image.
(b) Title Search

Now let us take the title to do a title search. Here are the steps to do it:
Step 1: Click on the Search tab to get the search screen.
Step 2: Type any keywords in the title of the book, for example Internet
marketing and select Title from the Search in box (see
Figure 3.25). Click the Search button.
Figure 3.25: Type any keyword in the title of the book, for example Internet marketing,
select Title from the Search in box and then click the Search button
Step 3: Select the required book from the record hits (results of the search)
(see Figure 3.26).
Figure 3.26: List of items found under Title search for Internet marketing

(c) Subject Search

Now let us look at subject search steps:
Step 1: Click on the Search tab to get the search screen.
Step 2: Type the subject of an item, for example Internet marketing and
select Subject from the Search in box (see Figure 3.27). Click
the Search button.
Figure 3.27: Type any subject on the book, for example Internet marketing, select
Subject from the Search in box and then click the Search button

Figure 3.28: List of items found under Subject search for Internet marketing
(d) Keyword Search

Here are the steps to do a keyword search:
Step 1: Go to the main page of Ebrary site.
Step 2: Type the keywords, for example Internet marketing and click
the Search button (see Figure 3.29).
Figure 3.29: Type in any keyword at search box and then click the Search button

Figure 3.30: List of items found under Keyword search for Internet marketing
3.7.3 Reading an Electronic Book

Reading an electronic book is different from reading a printed book. One way
to read an electronic book would be to view the Table of Contents first (see
Figure 3.31).
Figure 3.31: Click at Table of Contents button to view the table of content

Here, simply select the topics you would like to read (see Figure 3.32).
Figure 3.32: Click on any chapter for the full text, chapters in bold contain more
information on the keyword searched
Once a particular topic is selected, you can use the tools on the menu bar to read
the book (see Figure 3.33).
Figure 3.33: Chapter 7 of the book selected from the Table of Contents

3.8 SEARCHING FOR AN E-JOURNAL

Now let us look at on how to search for an e-journal. Digital journals or known as
e-journals are journals found in electronic format and are accessible online. There
are several databases available in the TSDAS digital library for e-journal such as
EBSCOhost, Emerald, ProQuest, SpringerLink and many more. For the purpose
of this subtopic, the following content will show you on how to search e-journal
using EBSCOhost.
3.8.1 Searching EBSCOhost

EBSCOhost is one of the online journal databases provided by TSDAS digital
library covering subjects in social sciences, economics, management, finance and
so on. Search strategies as applied in Ebrary may also be used in searching
EBSCOhost. Let us look at the examples of how to search EBSCOhost using
keyword and title search.
(a) Keyword Search

Now let us look at keyword search steps:
Step 1: At the library portal, click on Search Database icon to access

EBSCOhost database (see Figure 3.34).
Figure 3.34: Click at Search Database icon

Step 2: Type EBSCOhost in Search column (see Figure 3.35).
Figure 3.35: Type in ebscohost in the search column to access EBSCOhost database

Step 3: Select the relevant database, for example, EBSCOhost: Academic

Source Complete. Click on Connect to Database link (see
Figure 3.36).
Figure 3.36: Click on Connect to Database link to access the database

Step 4: Type the keyword Web marketing in the search box and click
on Search button (see Figure 3.37).
Figure 3.37: Type keywords and select appropriate search type
Step 5: To choose an academic journal, under Source Types, tick

Academic Journals (see Figure 3.38). All academic journal
articles in Web marketing will be listed.
Figure 3.38: Tick on Academic Journals to get a list of academic journals on Web
marketing

Step 6: Select articles to read by clicking on PDF Full Text or HTML

Full Text (see Figure 3.39). Click on diskette icon to save or
printer icon to print the article.
Figure 3.39: Click PDF Full Text or HTML Full Text to open full text of the article
Step 7: You may need to install Adobe Acrobat Reader to enable you to
view the PDF in full text.
(b) Title Search

Let us search the following article:
Susan Danby, Catherine Thompson, Maryanne Theobald and Karen

Thorpe. Childrens strategies for making friends when starting school.
Australasian Journal of Early Childhood, 37(2), 6371, Jun 2012.
Let us follow the steps:
Step 1: After you clicked at Connect to Database (see previous Figure

3.36), type the title of the article Children's strategies for making
friends when starting school and then click Advanced Search
(see Figure 3.40).

Figure 3.40: Type the title of the article and click on Advanced Search
Step 2: Choose TI Title at drop-down menu. Then click at Search

button (see Figure 3.41).
Figure 3.41: Type the article title and choose Title field

3.9 SEARCHING IN THE INTERNET

Last but not least, let us learn on how to search using the Internet. Take note that
when searching for information on the Internet, you need to apply certain search
strategies by using different tools. This subtopic will take you further on the
journey of searching for information on the Internet. Let us continue the lesson.
3.9.1 Strategies to Search in the Internet

The information on the Internet is not like in a library; all items are identified and
can be traced by catalogues and indexes. The Web on the other hand, is like a
library where all the books are pulled out from the shelves and thrown in a heap
on the floor. There are millions of files on the Web as anyone can publish on the
Internet. There is no control or filtering of the information published. Searching
the Web therefore is a challenge and you need to develop a search strategy.
3.9.2 How to Find Information on the Internet?

Although information on the Internet is not formally organised in a logical way
with a central index to make searching easy, it is not totally disorganised. In
searching for information on the Web, you do not try to retrieve all the relevant
documents on a topic of interest, but select a few key and relevant documents.
There are a number of search tools to search for information on the Internet.
Doing the same search using different tools can give you very different results.
Therefore, it is important to understand the differences among the search tools.

3.9.3 Internet Search Tools

Let us look at the following tools and services in Table 3.5 which are designed for
searching the Internet for sites and resources.
Table 3.5: Tools and Services Designed for Searching the Internet
Tools/Services Description
Search engines Conduct searches using a single search engine such as Google.
Meta search Submit a search across many single search engines at the same
engines time such as Mamma or Dogpile.
Subject In subject directories, websites are organised into a hierarchy of
directories/subject categories with each category containing links to sub-categories.
gateways
Databases Besides the subscribed databases, there are free databases of
reference material on specialised topics.
In the following section, you will be introduced to ways of searching a subject

directory and also via search engine. We deliberately picked this search tool as it
is more relevant to you as a university student because of its academic nature
and comprehensive content. Let us look at two ways to search using the Internet.
(a) Searching by Subject Directory

Here are steps to search by subject directory:
Step 1: Go to the WWW Virtual Library homepage by typing
http://vlib.org in the address box of the Internet Explorer. The
homepage will appear as shown in Figure 3.42.

Figure 3.42: Homepage of WWW Virtual Library
Step 2: Select a subject relevant to your needs. For example Business and
Economics.
Step 3: Select Economics (see Figure 3.43).
Figure 3.43: Subject headings and subheadings

Step 4: The link will list several links of resources on Economics (see
Figure 3.44).
Figure 3.44: List of several links of resources on Economics
Step 5: Select one of the resources. For example, Resources for Economics
(RFE) on the Internet (see Figure 3.44). This link opens to the
article journal as shown in Figure 3.45.
Figure 3.45: One of the available resources on Economics via WWW Virtual Library

(b) Searching by Search Engine

Here are the steps to search by search engine:
Step 1: Select a search engine such as Google at www.google.com.
Step 2: Type web marketing + advantages (see Figure 3.46).
Figure 3.46: Search using a search engine

Step 3: Select a website from the results list (see Figure 3.47).
Figure 3.47: List of websites on advantages of web marketing
Step 4: Select and click on the link of the selected website (see Figure 3.48).
Figure 3.48: One of the related websites on advantages of web marketing

Source: http://www.eulor.com/

3.9.4 Internet Search Tool Sites

Let us look at Table 3.6 which provides some websites of different search tools
that you can use when you need to do some other kinds of searches. Remember,
choose and use the right search tool as it will give you the relevant results with
minimum time and effort.
Table 3.6: Examples of Different Search Tools
Search Tools Websites

Search engines Google: http://www.goggle.com
Yahoo: http://www.yahoo.com
Ask: http://www.ask.com
Meta search engines Ixquick Metasearch: http://www.ixquick.com
Surfwax: http://lookahead.surfwax.com
Dogpile: http://www.dogpile.com
Mamma: http://www.mamma.com
Subject directories Academic Info: http://www.academicinfo.net
WWW Virtual Library: http://vlib.org
Digital Librarian: http://www.digital-librarian.com
Open Directory Project: http://www.dmoz.org
Databases Findlaw: http://www.findlaw.com
The advent of ICT and the installation of computer systems at libraries have
resulted in a more complex information gathering process because users will
now have to learn how to use the system first.
However, the introduction of ICT has also made the process more efficient.
It is also important to note that no matter how sophisticated the electronic

library system is or how valuable the library collections are, the library will
not be used effectively if the learners do not know how to use it.
In using the OUM digital library, you would be able to develop and enhance
two basic skills:
Information retrieval skills (IRS); and
ICT skills for information retrieval.

These skills can be effectively applied in OUMs library called Tan Sri Dr
Abdullah Sanusi (TSDAS) digital library which is a digital library that
provides a set of digital content and services which can be accessed via
networked electronic systems.
The TSDAS digital library comprises of three main components:
Technical infrastructure;
Knowledge database; and
User education.
There are five steps of OUM information trail which are:
Identify topic of assignment;
Search for information;
Utilise search strategies;
Evaluation and selection; and
Presentation.
OPAC or Online Public Access Catalogue is an electronic or online catalogue

for materials available in a library. All printed and audio-visual materials
available for use in the TSDAS digital library are recorded and searchable
through OPAC.
The TSDAS digital library also has e-collections, focus for internalisation
subject areas in online databases such as Ebrary e-books, SpringerLink,
EBSCOhost, Books247, Proquest Education, Emerald Management Plus, IGI
E-books and ACM digital library.
In searching for information on the Web, you do not try to retrieve all the
relevant documents on a topic of interest, but select a few key and relevant
documents using the search tools.

Digital library ICT skills for information retrieval

Information trail Knowledge database
Information retrieval skills (IRS) Online Public Access Catalogue
(OPAC)

Topic Information
4 Evaluation
Criteria
LEARNING OUTCOMES
1. Identify five criteria for evaluating information;
2. Explain the importance of authority, and accuracy and reliability;
3. Describe the concept of objectivity, currency and scope; and
4. Select information using these five evaluation criteria.
INTRODUCTION
Are you aware that not all information in books, journal articles, conference
papers or websites are relevant or suitable for your assignments and other
coursework? Therefore, you will have to evaluate the information obtained
from your search and select the one which you think is important for your
assignments and further reading.
The ideal stage for evaluating the materials retrieved should be at the point of
reading them, following the criteria you set yourself, bearing in mind the topic at
hand. The scope, range and depth of your presentation will depend on the
evaluation and selection criteria that you have set for yourself.

TOPIC 4 INFORMATION EVALUATION CRITERIA 157
There are five evaluation and selection criteria that you can use to evaluate and
select the information that you have gathered. These criteria are authority,
accuracy and reliability, objectivity, currency and scope. They are the focus of
this fourth topic. Hopefully by the end of this topic, you will able to use them in
completing your assignments and other coursework.
4.1 AUTHORITY
Firstly, what does authority mean? In the case of searching information for your
assignment and other course works, authority refers to mastery in execution
or performance, as of a work of art or literature or a piece of music
(WordReference.com online dictionary, 2016). In terms of evaluating information
for academic purposes, it is highly recommended that we use information from
the experts with professional background.
Therefore, ask yourself if the author (personal or corporate) is an authority on the

subject. It would be best to look at the authors credentials which can be found on
the back page or on the jacket of the book. In the case of the Internet, authorship
should be a major criterion. Here are some suggestions on what you need to do
in the case of the Internet:
(a) Check out who has placed the information on the Web. Look for the name
of the author. Is there information on his professional background?
(b) Check links from other documents for the authors credentials and
authority on the topic.
(c) Examine the URL to get to the authority behind it, whether it is a personal
Web directory or an organisations official website.
In the case of corporate authors, ask yourself if the corporation is directly

responsible for the publication of the content. Be discerning and learn to
distinguish between authoritative information and commercial information.

158 TOPIC 4 INFORMATION EVALUATION CRITERIA
Let us look at an example of the authority of the author of a book on Net

Market. The information has been scanned from the jacket of the book. In order
to ascertain the authority of the writer, we provide you with a guide in the form
of questions. As you read the questions, do not forget to refer to Figure 4.1 to find
the answers.
Figure 4.1: Information on the author of the book Net Market
Some of the pertinent questions to ask as you evaluate this printed book are:
(a) Is Tom Dagenais one of the leading authors on the field of net marketing?
(b) What is his professional background? Is it sufficient for him to be

recognised as an authority?
(c) Has he written several books or articles in journals?

ACTIVITY 4.1
Type in about Malaysia at an Internet search engine. Based on the

result given by the search engine:
(a) Select three websites and skim them through.
(b) Identify the one that you think has the highest authority.
(c) List down all the criteria that you used to justify your answer for
question 2.
4.2 ACCURACY AND RELIABILITY

What can we say to describe accuracy and reliability? Accuracy refers to
correctness, precision and truth. As for reliability, it refers to trustworthiness and
dependability. Thus in terms of evaluating information, you need to ask yourself
if the information is accurate and is obtained from a reliable source. Is there
sufficient supporting information in the form of statistics, reports, footnotes and
so on? Are the arguments presented with facts and figures that can be verified
from other sources quoted in the text?
It may be true that even a dead clock is right twice a day and sometimes what is
wrong to someone can be right to another, but in terms of accuracy and
reliability in academic writing, there can be no compromise. Therefore, every fact
must be verified for accuracy and reliability.
With regard to the Internet, ask yourself the following questions to verify your
facts:
(a) Can the information be verified using print or other sources?
(b) Is the data gathering and explanation of research methods included?
(c) Is the methodology appropriate?

(d) Who is the publisher?
(e) What is the type of domain?
(f) Does it come from an educational (.edu), commercial (.com), government

(.gov) or non-profit body (.org)?
Let us use these questions in comparing two websites, A (Figure 4.2) and B
(Figure 4.3) and see what makes website A more accurate and reliable.
Figure 4.2: Website A

Source: Department of Statistics Malaysia (2015)

Figure 4.3: Website B

Source: World Population Review (2016)

What can you say about the information given in Figure 4.2 and Figure 4.3? Let
us look at the answer in Table 4.1.
Table 4.1: Comparison of Website A and Website B
Website A: Department of Website B: World Population Review

Statistics Malaysia http://worldpopulationreview.com/
https://newss.statistics.gov.my countries/malaysia-population
Accurate Inaccurate
Malaysias population is estimated Malaysias population in 2015 is 30.33
Accuracy 30.99 million as of the year 2015 million, as stated in World Population
census given by the Department Review website.
of Statistics, Malaysia website
(government web portal).
Reliable Unreliable
The information is based on The information is based on
the Current Population Estimates, global demographic estimates and
Malaysia, 2015, an annual projections by the United Nation.
report which presents population
Reliability estimates at Malaysia and states
level for the year 2010 to 2015.
The population estimates provided
are based on Population and
Housing Census 2010, considering
the births, deaths and migration
components.
4.2 OBJECTIVITY
In academic writing, objectivity means presenting information based on facts. In
other words, it should not be propaganda material or have a bias in politics,
religion, gender, race, nation or personal philosophy. You need to ask this
question to yourself when checking on objectivity is there a bias in the writing?
Remember, in your assignment, it is you who are presenting the facts, not the
author of the book you have in hand. Your assignment means your facts, your
ideas and your arguments are being presented, so make sure that they are
supported by information that is objective and reliable, not a rehash of someone
elses propaganda. One way for you to detect whether the writing is commercial
propaganda or not is by asking this question Is the article written to promote or
sell some product? Let us do Activity 4.2 to understand more about objectivity.

ACTIVITY 4.2
Look at the Web page below on heart attack and stroke prevention and
answer the following questions.
(a) Is the information biased towards a particular ideology?
(b) Is it propaganda material?
(c) Is the information meant to promote a product?
What is your conclusion?

4.4 CURRENCY
What does currency of information mean?
Currency of information means how current the information is and whether

the currency is important.
Please be mindful that not all information needs to be current. The decision to
choose is entirely at your own discretion. When seeking information, you should
ask yourself several questions such as:
(a) Why read outdated information unless it is for historical purposes?
(b) Why read a second edition book, when the fifth edition is already in the
market?
Keep in mind that the latest edition will ensure that the information provided is
up to date. Taking the trouble to refer to the latest edition is an academic
responsibility that should be taken seriously because the development of a
corpus of knowledge in any subject area depends on the latest information. Year
of publication in the copyright page of a book is useful to determine the currency
of the content. Let us look at an example of currency in Figure 4.4.
Figure 4.4: Copyright page of book by Tom Dagenais and David Gautschi entitled Net
Marketing: Driving Success in the B2B Networked Economy

Based on Figure 4.4, you need to ask the following questions to verify its
currency:
(a) When was the book published?
(b) Is it the latest edition?
(c) Is the information based on the latest finding?
(d) Does the list of references contain the most current materials?
In the case of the Internet, the currency of information is important for some
types of information such as statistical information. Websites should have the
dates indicating when the information was created and the date it was posted.
What happens if there is no date given? If there is no date, do not presume it is
current. Also be mindful that the organisation or person who created the page
should be able to maintain the site. Last but not least, if currency of information
is not vital, then focus on authority.
4.5 SCOPE
Lastly, let us look at scope. What does it refer to?
Scope refers to the coverage as far as readership is concerned.
How do we determine the scope of the content that we are reading? In order to
determine the scope of the content you are reading, ask yourself the following
questions:
(a) Which target group is the information written for?
(b) Is it meant for general reading or for academic reading?
(c) How comprehensive is the scope for this target group?
(d) Is the reader expected to read several books just to gather information on
one aspect?

The scope of the matter written about is important because unless the
information provided is comprehensive, you would have to read several books
just to get the same information. Let us do Activity 4.3 to apply the concept of
scope.
ACTIVITY 4.3
Gather some information on heart attack/stroke prevention through
the Internet. Then, ask yourself the following questions:
(a) Is the scope comprehensive?
(b) Are there main topics and subtopics? If so, is there enough
coverage?
(c) Which website gives you the most information about the matter?
Justify your answer.
The vast amount of information available both in print and electronic forms
to OUM learners makes it all the more critical to evaluate and use only the
relevant information.
There are five criteria used in evaluating information namely authority,

accuracy and reliability, objectivity, currency and scope.
According to WordReference.com (2016), authority refers to mastery in

execution or performance, as of a work of art or literature or a piece of
music. In terms of evaluating information for academic purposes, it is highly
recommended that we use information from the expert with professional
background.
Accuracy refers to correctness, precision and truth. As for reliability, it refers

to trustworthiness and dependability. So in terms of evaluating information,
you need to ask yourself if the information is accurate and from a reliable
source.

In academic writing, objectivity means presenting information based on facts.

It should not be propaganda material or have a bias in politics, religion,
gender, race, nation or personal philosophy.
Currency of information means how current the information is and whether

the currency is important. Please be mindful that not all information need to
be current. The decision to choose is entirely at your discretion.
Bearing in mind the assignment in hand and the items you read, you should
be able to apply the relevant criteria in assessment and evaluation before you
select the information.
Accuracy Objectivity
Authority Reliability
Currency Scope
Authority. (2016). In WordReference.com online language dictionaries. Retrieved

from http://www.wordreference.com/definition/authority
Department of Statistics Malaysia. (2015). Current population estimates.

Retrieved from https://newss.statistics.gov.my/newss-portalx/ep/
epFreeDownloadContentSearch.seam?cid=4698
World Population Review. (2016). Malaysian population 2016. Retrieved from

http://worldpopulationreview.com/countries/malaysia-population/

Topic Coping with
5 Assignments
LEARNING OUTCOMES
1. Identify the steps of writing an assignment;
2. Explain the structure of an assignment;
3. Apply the principles of APA referencing style;
4. Point out the common faults found in an assignment; and
5. Practice the ethics in writing an assignment.
INTRODUCTION
Did you know that writing assignments is one part of independent learning at
OUM? In fact, an assignment is one of the important assessment methods in
OUM as it directly influences learners approaches to study. More importantly,
writing assignments is a process of finding evidence that the course learning
outcomes have been achieved when you have successfully completed particular
course. Therefore, this topic will focus on how to teach you coping with
assignments. Hopefully, by the end of this topic, you will able to produce and
submit good quality of assignments.

TOPIC 5 COPING WITH ASSIGNMENTS 169
5.1 STEPS OF WRITING ASSIGNMENTS

For your information, testing by assignment is one of the most popular forms of
assessments at OUM. This is usually part of the coursework and assessment to
gauge the level of your understanding as well as your progress.
Take note that an assignment differs from an essay in format which we use
headings and subheadings to denote relationships or connectivity of issues. In
addition, writing an assignment does not mean a mere presentation of facts. It is
more like an academic exercise in which you have a stand on certain issues,
argue out the reasons and provide authoritative evidence to support your
argument.
In this subtopic, you will be guided to on how to write an assignment. Basically,

there are 10 steps to produce a good written assignment as explained in Table 5.1.
Table 5.1: Ten Steps to Produce a Good Written Assignment
Step Action
1. Select a Choose one that you are comfortable with, one that you know
topic something about. Sometimes the lecturer or tutor assigns the topic to
each individual.
2. Analyse the Ask yourself what the main issues and supporting issues are. Check
topic what the topic requires you to do; is it to explain, comment,
elaborate, account for, analyse? Understand what each term means
(please refer to the dictionary for explanation).
3. Search for Use the steps in the OUM information trail (Topic 3). Use the search
information strategy you know best and apply it to: OPAC, e-book database, e-
journal database and the Internet.
4. Evaluate Do you have enough information which is relevant to the main
and select issues and supporting issues? (Apply evaluation criteria in Topic 4).
5. Take notes Make sure the notes cover all aspects related to the main issues and
from supporting issues.
resources
6. Plan an Make sure that the outline consists of introduction, body of content,
outline conclusion and accompanying information in the form of
appendixes, footnotes and so on.

170 TOPIC 5 COPING WITH ASSIGNMENTS
7. Organise Write notes for each part such as:

and Introduction;
consolidate
Body of content;
Conclusion; and
Accompanying information.
8. Write the Be guided by the following:
paper Language should be simple and clear. There should be a smooth
flow of ideas and arguments.
Apply creative thinking.
Provide accompanying information in the form of appendixes
and references.
9. Review Ask yourself these questions as a self-check:
assignment Have I dealt with the main issue and supporting issues
thoroughly?
Is the content relevant and thorough?
Is there sufficient supporting evidence to uphold my views,
opinions and ideas?
Does the paper make sense overall?
Is the language clear and precise, or vague and ambiguous?
Do the paragraphs connect well?
Are the quotations appropriately cited?
Are the illustrations properly labelled?
Are there spelling errors?
Are all the references cited in the assignment properly recorded?
10. Submit It is important to submit your assignment before the deadline.
before Remember, if you submit after the deadline, it shows that you have
deadline poor time management skills. You have to allocate sufficient time for
completing your assignment. Avoid procrastination in order to
produce a good assignment.
ACTIVITY 5.1
Find a website that can teach you how to schedule time for completing
assignments. Based on your findings from the website, list down your
action plan and deadlines in preparing an assignment.

5.2 STRUCTURE OF AN ASSIGNMENT

This subtopic focuses on essay which is the most common type of assignment.
An essay has an introduction, a body and a conclusion. Let us move on and get
some tips on how to begin your essay with the first component, introduction,
followed by body of content and conclusion.
5.2.1 Introduction
When writing the introduction, you should:
(a) State the scope of the paper;
(b) Set the scene or clarify what the main issue is; and
(c) How you intend to approach it.
In other words, writing the introduction is actually putting the topic into
perspective and serves as a preview of what you intend to say. It should be short,
straight to the point and not more than two paragraphs. Let us see an example of
introduction in Figure 5.1.
Figure 5.1: An example of an introduction

Let us analyse the introduction shown in Figure 5.1. If you notice, the writer
started off by describing the need and the role of a library in the first paragraph.
In the second paragraph, the writer continued by explaining how the role of the
library can be determined by understanding the concept of education, aims and
objectives of education and so on. Then, the writer relates this idea to show how
OUMs digital library also supports the concept of the democratisation of higher
education (which is also OUMs aim), OUM and its core activities. With that, the
writer has successfully introduced the topic of the paper entitled Providing Equal
Opportunity in Distance Learning: The Role of the OUM Digital Library.
5.2.2 Body of Content

The main body of content should contain your ideas, opinions and facts
explained and argued out systematically and logically, with each idea or issue or
argument flowing smoothly from one to another. Each paragraph should contain
only one main point or main idea, with supporting details.
The paragraphs should be interconnected, so that ideas flow smoothly

throughout the main body of content. Make sure that when an issue is raised in
one paragraph, it is carefully and systematically followed through in the following
paragraphs before another issue is raised. Use a numbering system to show the
relationship or the interconnectivity between issues as shown in Figure 5.2.

Figure 5.2: An example of related topics in the body of content
You can also use illustrations (diagrams, pictures and so on) in the content if they
help in clarifying the issues.

5.2.3 Conclusion
Always refer to the topic when you write this section. Ensure that your
conclusion tallies with the introduction and the body of content. A good
conclusion should provide the reader with a sense of completion or closure end
of a story.
Remember, do not repeat what you have said in the introduction. The conclusion
must show progress in the development of the topic from the introduction and
through the body of content (see Figure 5.3).
Figure 5.3: An example of how to conclude a topic in the conclusion
Last but not least, the conclusion does not introduce new ideas, arguments or
opinions, but should represent closure of the issues or ideas argued out in the
main body.
ACTIVITY 5.2
In your previous experiences in writing an assignment, how many

drafts did you come up with? Do you think it is necessary to have more
than one draft? Post your comments in the e-forum.

5.3 APA CITATION STYLE

In the process of completing your assignments, you need to document all the
sources used in your paper. There are many ways of documenting sources within
the text of a paper and in the reference section at the end of your paper. For your
information, OUM citation style is based on the American Psychological
Association or APA style format. The following sections described more on this
style that you need to use in your assignments.
5.3.1 Components of Referencing

Why do we need to reference? The main reasons for referencing are:
(a) Enable your tutor to follow up the references and find the sources;
(b) Demonstrate to your tutor you have read widely a range of opinions;
(c) Enable your tutor to check the accuracy of the information you have given;
(d) Good referencing will assist in avoiding accusations of plagiarism; and
(e) You will lose marks if you do not acknowledge sources.
There are two components of referencing as stated in Table 5.2.
Table 5.2: Two Components of Referencing
A Reference List at the End of Your

In-text Referencing
Work
Acknowledges the parts that you A list of all the sources cited in the
cite from other sources within the text in your assignment.
body of your work.

Now, let us look at Table 5.3 which portrays types of resources or references with
APA cited referencing style.
Table 5.3: Types of Resources or References with APA Cited Referencing Style
BOOKS
(i) ONE AUTHOR

In-text Citation
Haig (2001) examined the effects..
..transform business globally (Haig, 2001).
Reference List
Authors name. (Year). Title of book (edition). Place of publication: Publisher.
Haig, M. (2001). The B2B e-commerce handbook: How to transform your
business-to-business global marketing strategy. London, England: Kogan
Page.
(ii) TWO AUTHORS

In-text Citation
Boone and Kurtz (2001) explained the impact..
..environment and culture (Boone & Kurtz, 2001).
Reference List
1st authors name, & 2nd authors name. (Year). Title of book: Subtitle of book
(edition). Place of publication: Publisher.
Boone, L. E., & Kurtz, D. (2001). Contemporary marketing (10th ed.). Forth
Worth, TX: Harcourt Colleges.
(iii) THREE TO FIVE AUTHORS

In-text Citation
Allen, Kania and Yaeckel (2001) assessed relationship marketing..
called mass customization (Allen, Kania & Yaeckel, 2001).
Reference List
1st authors name, 2nd authors name, 3rd authors name, 4th authors name, &
5th authors name. (Year). Title of book: Subtitle of book (edition). Place of
publication: Publisher.
Allen, C., Kania, D., & Yaeckel, B. (2001). One-to-one web-marketing: Build a
relationship marketing strategy one customer at a time (2nd ed.). New
York, NY: John Wiley.

(iv) SIX OR SEVEN AUTHORS

In-text Citation
Harrison et al. (2005) compared two records..
..in the bank (Harrison et al., 2005).
Reference List
1st authors name, 2nd authors name, 3rd authors name, 4th authors name,
5th authors name, 6th authors name, & 7th authors name. (Year). Title of
book: Subtitle of book (edition). Place of publication: Publisher.
Harrison, W. T. Jr., Horngren, C. T., Ismail, Z., Chng, C. K., Samad, F., & Mak,
Y. T. (2005). Financial accounting in Singapore and Malaysia. Singapore:
Prentice Hall.
(v) EIGHT OR MORE AUTHORS

In-text Citation
Barrett et al. (2012) listed all the..
..the title page (Barrett et al., 2012).
Reference List
The first six authors names should be included follow by using ellipsis points
(...) before citing last authors name.
1st authors name, 2nd authors name, 3rd authors name, 4th authors name,
5th authors name, 6th authors name, ... last authors name. (Year). Title of
book: Subtitle of book (edition). Place of publication: Publisher.
Barrett, J. M., Smith, V., Wilson, R. T., Haley, V. A., Clarke, P., Palmer, N. B.,
Fraser, D. (2012). How to cite references in APA style. Christchurch, New
Zealand: University of Canterbury Library.
(vi) EDITED BOOKS

In-text Citation
Duncan and Brooks-Gunn (1997) related the poor..
..and poor people (Duncan & Brooks-Gunn, 1997).
Reference List
Editors name. (Ed). (Year). Title of book: Subtitle of book. Place of publication:
Publisher.
Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up
poor. New York, NY: Russell Sage Foundation.

(vii) BOOKS WITH CORPORATE AUTHOR

(a) Corporate Author as Publisher (Without Abbreviation)
In-text Citation
American Psychiatric Association (1994) outlined psychiatric
mental..
..mental health needs (American Psychiatric Association, 1994).
Reference List
Corporate authors name. (Year). Title of book (edition). Place of
publication: Author.
American Psychiatric Association. (1994). Diagnostic and statistical
manual of mental disorders (4th ed.). Washington, DC: Author.
(b) Corporate Author (Without Abbreviation)
In-text Citation
Institute of Financial Education (1982) predicted the financial..
..managing funds personally (Institute of Financial Education, 1982).
Reference List
publication: Author.
Institute of Financial Education. (1998). Managing personal funds.
Chicago, IL: Midwestern.
(c) Corporate Author (With Abbreviation)
In-text Citation
Ministry of Health (MoH, 2012) revised the policy..
..with thorough examination (Ministry of Health [MoH], 2012).
Subsequent citations
MoH (2012) stated ..
.. (MoH, 2012).
Reference List
publication: Publisher.
Ministry of Health. (2009). Guidelines for resuscitation training in Ministry
of Health Malaysia hospitals and healthcare facilities. Putrajaya,
Malaysia: Author.

(viii) CHAPTERS IN BOOKS

In-text Citation
Smith (2006) developed complementary methods..
..the conventional methods (Smith, 2006).
Reference List
Authors name. (Year). Title of chapter: Subtitle of chapter. In editors name,
Title of book: Subtitle of book (edition, pp. first page-last page of the
chapter). Place of publication: Publisher.
Smith, M. L. (2006). Multiple methodology in education research. In J. L. Green,
G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods
in education research (pp. 457475). Mahwah, NJ: Lawrence Erlbaum
Associates.
(ix) ELECTRONIC BOOKS

(a) Without Digital Object Identifier (DOI)
In-text Citation
Miller (2008) stated the careers..
..the nature lovers (Miller, 2008).
Reference List
Authors name. (Year). Title of book. Retrieved from URL.
Miller, L. (2008). Careers for nature lovers & other outdoor types.
Retrieved from http://www.ebscohost.com
(b) With Digital Object Identifier (DOI)
In-text Citation
Chaffe-Stengel and Stengel (2012) compared the working..
..they are exploring (Chaffe-Stengel & Stengel, 2012).
Reference List
Authors name. (Year). Title of book. URL/DOI.
Chaffe-Stengel, P., & Stengel, D. (2012). Working with sample data:
Exploration and inference. http://dx.doi.org/10.4128/9781606492147

UNPUBLISHED DOCTORAL DISSERTATIONS AND MASTERS THESES
(i) UNPUBLISHED DOCTORAL DISSERTATIONS AND MASTERS THESES

In-text Citation
Maddigan (2010) found women in..
..of career development (Maddigan, 2010).
Reference List
Authors name. (Year). Title of doctoral dissertation/master thesis: Subtitle of
doctoral dissertation/master thesis (Unpublished doctoral dissertation/
Unpublished masters thesis). University Name, Place.
Maddigan, P. (2010). Women and career advancement: A case study in
the Australian Federal Police (Unpublished masters thesis). Victoria
University, Melbourne, Australia.
(ii) DOCTORAL DISSERTATIONS AND MASTERS THESES IN PROQUEST

DISSERTATIONS AND THESES DATABASE AND OBTAINED FROM UMI
In-text Citation
Wehnert (2009) concluded that TQM..
..implementation of TQM (Wehnert, 2009).
Reference List
Authors name. (Year). Title of doctoral dissertation/master thesis: Subtitle
of doctoral dissertation/master thesis. (Doctoral dissertation/Masters
thesis). Available from ProQuest Dissertations and Theses Database. (UMI
No.).
Wehnert, U. E. (2009). Implementing TQM cross-culturally: A mediated
model of national culture dimensions, TQM values and organizational
performance. (Doctoral dissertation). Available from ProQuest Dissertations
and Theses Database. (UMI No. 3361225).

ARTICLES IN PERIODICAL (JOURNAL, NEWSPAPER, MAGAZINE)
(i) PRINT JOURNAL ARTICLES

In-text Citation
Freeman (2000) supported the view..
..of Malaysian market (Freeman, 2000).
Reference List
Authors name. (Year). Title of article in the journal. Title of Journal: Subtitle of
Journal, Volume(Issue), first page-last page of the article.
Freeman, S. (2000). Industry environment: Influence on performance of small-
medium sized enterprise in Asia-Pacific markets. Asian Academy of
Management Journal, 5(2), 96113.
(ii) JOURNAL ARTICLES IN PRESS*

*In press means that a paper has been accepted for publication by a journal.
In-text Citation
Gary (in press) rated customer satisfaction..
..achieve higher rate (Gary, in press).
Reference List
Gary, J. L. (in press). An empirical study on the effects of job satisfaction on
behavioral intentions. Journal of Satisfaction Studies.

(iii) ELECTRONIC JOURNAL ARTICLES

(a) Uniform Resource Locator (URL)
In-text Citation
Kenneth (2000) investigated the issues..
..their human right (Kenneth, 2000).
Reference List
Authors name. (Year). Title of article in the journal. Title of Journal:
Subtitle of Journal, Volume(Issue), first page-last page of the article.
Retrieved from URL
Kenneth, I. A. (2000). A Buddhist response to the nature of human
right. Journal of Buddhist Ethics, 8. Retrieved from
http://www.cac.psu.edu/jbe/twocont.html
(b) Database
In-text Citation
Dabney and Tzeng (2013) identified dimensions of..
..service quality dimensions (Dabney & Tzeng, 2013).
Reference List
Retrieved from database.
Dabney, B. W., & Tzeng, H. (2013). Service quality and patient-centered
care. MEDSURG Nursing, 22(6), 359364. Retrieved from Academic
Search Premier Database.
(c) Digital Object Identifier (DOI)
In-text Citation
Jurez (2014) contrasted the findings..
..financial statement analyses ( Jurez, 2014).
Reference List
DOI.
Jurez, F. (2014). Review of the principles of complexity in business
administration and application in financial statements. African
Journal of Business Management, 8(2), 4854. DOI: 10.5897/
AJBM2013.7274x

(iv) NEWSPAPER ARTICLES

In-text Citation
Romann (2014) commented on the..
..and Singapore government (Romann, 2014).
Reference List
Authors name. (Year, month day published). Article title. Newspaper Title,
first page-last page of the article.
Romann, A. (2014, January 10). Mixed outlook for Asian currencies. China
Daily, p. 11.
(v) NEWSPAPER ARTICLES (DISCONTINUOUS PAGES)

In-text Citation
Schwartz (1993) wrote about the..
..and social problems (Schwartz, 1993).
Reference List
Authors name. (Year, month day published). Article title. Newspaper Title,
first page, subsequent pages of the article.
Schwartz, J. (1993, September 13). Obesity affects economic, social status. The
Washington Post, pp. A1, A4.
CONFERENCE PAPERS
(i) CONFERENCE PAPERS (PRINT)

In-text Citation
Prayag and Ramjee (2009) related the research..
..in poultry production (Prayag & Ramjee, 2009).
Reference List
Authors name. (Year). Title of conference paper. In editors name (Ed.), Title
of Conference/Published Proceedings (first page-last page of conference
paper). Place of publication: Publisher.
Prayag, I. L., & Ramjee, R. (2009). The impact of Newcastle disease control
on smallholder poultry production in Mauritius. In R. G. Alsers, P. B.
Spadbrow, & M. P. Young (Eds.), Village chickens, poverty alleviation and
the sustainable control of Newcastle disease: Proceedings of an
international conference held in Dar es Salaam, Tanzania, 57 October
2005 (pp. 132134). Canberra, ACT: Australian Centre for International
Agricultural Research.

(ii) CONFERENCE PAPERS (ONLINE)

In-text Citation
Tunon and Jensen (2012) recognised the importance..
..effective web-based presentation (Tunon & Jensen, 2009).
Reference List
Authors name. (Year). Title of conference paper. In editors name (Ed.), Title
of Conference/Published Proceedings (first page-last page of conference
paper). Place of publication: Publisher or retrieved from URL
Tunon, J., &, Jensen. J. (2012). Free and easy web-based presentation and
classroom tools. In T. J. Peters (Ed.), Proceedings of the 15th annual
Distance Library Services Conference. Memphis, TN. Retrieved from
http://ocls.cmich.edu/conf2012/
(iii) UNPUBLISHED CONFERENCE PAPERS

In-text Citation
Portman (2000) reviewed the effectiveness..
..playing computer games (Portman, 2000).
Reference List
Authors name. (Year, Month). Title of conference paper. Paper presented at the
title of conference: Subtitle of conference, place.
Portman, J. (2000, May). Teaching learners English using video games. Paper
presented at the 3rd International Conference on Computer-Assisted
Language Learning, Kuala Lumpur, Malaysia.
PERSONAL COMMUNICATIONS
(i) The initials as well as the surname of the communicators are usually provided
as exact a date as possible. Personal communications such as e-mail, letter,
memos, personal interviews, telephone conversations are not included in the
reference list because they do not provide recoverable data.
In-text Citation
J. J. Tommy (personal communication, November 15, 2013) described
university education ..
.. the undergraduate students (J. J. Tommy, personal communication,
November 15, 2013).
Reference List
N/A

SECONDARY REFERENCED PAPERS
(i) Secondary referenced papers are papers where the work of an author is learnt
from the work of other author(s).
In-text Citation
Stake (as cited in Cano, 2012) pointed out the..
..and primary schools (Stake, as cited in Cano, 2012).
Reference List
Cano, E. V. (2012). Mobile learning with Twitter to improve linguistic
competence at secondary schools. The Educational Review, 29(3), 134147.
QUOTATION OF SOURCES
(i) A short quotation has fewer than 40 words and the quotation should be
enclosed with double quotation marks.
In-text Citation
They stated, The four scales that can be applied to the measurement of
variables are the nominal, ordinal, interval, and ratio scales (Sekaran &
Bougie, 2009, p. 148).
Sekaran and Bougie (2009) highlighted that the four scales that can be
applied to the measurement of variables are the nominal, ordinal, interval,
and ratio scales (p. 148).
Reference List
Sekaran, U., & Bougie, R. (2009). Research methods for business: A skill
building approach (5th ed.). West Sussex, England: John Wiley & Son.

(ii) A quotation of 40 or more words should be displayed in a free-standing block

of typewritten lines and the quotation marks must be omitted. Start such a
block quotation on a new line and indent the block about 0.5 inch (1.3cm or five
spaces) from the left margin. The entire quotation should be double-spaced.
In-text Citation
Sekaran and Bougie (2009) explained the following:
A Pearson correlation matrix will indicate the direction, strength, the
significance of the bivariate relationships among all the variables that were
measured at an interval or ratio level. The correlation is derived by
assessing the variations in one variable as another variable also varies
(p. 321).
Reference List
Sekaran, U., & Bougie, R. (2009). Research methods for business: A skill
building approach (5th ed.). West Sussex, England: John Wiley & Son.
AUTHORS WITH SAME SURNAME
(i) The first authors initials have to be included in all text citations, even if the
year of publication differs.
In-text Citation
C. Oliver (1990) and R. L. Oliver (1980) classified satisfaction as..
..customer satisfaction models (C. Oliver, 1990; R. L. Oliver, 1980).
Reference List
Oliver, C. (1990). Determinants of interorganisational relationships: Integration
and future directions. Academy of Management Review, 15, 241265.
Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of
satisfaction decisions. Journal of Marketing Research, 17, 460469.

AUTHORS WITH TWO OR MORE PAPERS IN THE SAME YEAR
(i) Lower case letters have to be used to differentiate between papers published in
the same year by this author.
In-text Citation
Parasuraman, Zeithaml and Berry (1991a) and Parasuraman, Zeithaml and
Berry (1991b) proposed the model..
..of service quality (Parasuraman, Zeithaml & Berry, 1991a; Parasuraman,
Zeithaml & Berry, 1991b).
Reference List
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1991a). Refinement and
reassessment of the SERVQUAL scale. Journal of Retailing, 67, 420450.
Parasuraman, A., Zeithaml, V. A., & Berry, L. L. (1991b). Understanding
customer expectations of service. Sloan Management Review, 32, 3948.
MALAY, CHINESE, INDIAN & SIKH AUTHORS
(i) MALAY AUTHORS

For example, Raja Ahmad bin Ramli, Tun Zaidi Zainuddin and Datin Julilah
binti Harun (1999).
In-text Citation
Raja Ahmad Ramli, Zaidi Zainuddin and Julilah Harun (1999) examined the
strategies..
..of diversification strategy (Raja Ahmad Ramli, Zaidi Zainuddin, & Juilah
Harun, 1999).
Reference List
Raja Ahmad Ramli, Zaidi Zainuddin, & Julilah Harun (1999)..
(ii) CHINESE AUTHORS

For example, Ooi Kee Seng, Lew Fook, Wang Su-Ling and Jenny Saw Lian See
(2001).
In-text Citation
Ooi, Lew, Wang and Saw (2001) distinguished between the.....
..humorous and silly (Ooi, Lew, Wang & Saw, 2001).
Reference List
Ooi, K. S., Lew, F., Wang, S., & Saw, J. L. S. (2001)..

(iii) INDIAN AND SIKH AUTHORS

For example, Sharmila d/o Subramaniam, Ranjit Singh, Harvinder Kaur and
Balakrishnan s/o Arokiasamy (2000).
In-text Citation
Sharmila, Ranjit, Harvinder and Balakrishnan (2000) related the material.....
..in your life (Sharmila, Ranjit, Harvinder & Balakrishnan, 2000).
Reference List
Sharmila, S., Ranjit, S., Harvinder, K., & Balakrishnan, A. (2000)..
ANONYMOUS AUTHOR
(i) ANONYMOUS AUTHOR

Cite in the text as anonymous when the works author is designated as
anonymous.
In-text Citation
Anonymous (1994) explained the needs..
..juniors and seniors (Anonymous, 1994).
Reference List
Anonymous. (1994). Wheres the beef? College seniors evaluate their
undergraduate experience. Change, 26, 29-32.

ONLINE LECTURE NOTES / PRESENTATION SLIDES
(i) PDF
Use the abbreviation n. d. for no date when the date is not specified in the
source.
In-Text Citation
Hallam (n. d.) reorganised the theories..
..of the theories (Hallam, n. d.).
Reference List
Authors name. (n. d.). Title [PDF format]. Retrieved from URL
Hallam, A. (n. d.). Duality in consumer theory [PDF document]. Retrieved from
Lecture Notes Online Website: http://www.econ.iastate.edu/classes/
econ501/Hallam/index.pdf
(ii) POWERPOINT SLIDES

In-text Citation
Roberts (1998) compared the environment..
..of the regulations (Roberts, 1998).
Reference List
Authors name. (Year). Title [PowerPoint slides]. Retrieved from URL
Roberts, K. F. (1998). Federal regulations of chemicals in the environment
[PowerPoint slides]. Retrieved from http://siri.uvm.edu/ppt/40hrenv/
index.html
WIKIS
(i) In-text Citation

Discrimination (n. d.) is defined as..
..group or category (Discrimination, n. d.).
Reference List
Title (n. d.). In Wiki. Retrieved month day, year, from URL
Discrimination. (n. d.). In Wikipedia. Retrieved March 10, 2014, from
http://en.wikipedia.org/wiki/Discrimination

BLOG POST
(i) In-text Citation

Ewing (2014) stated that women..
..poetry without inspiration (Ewing, 2014).
Reference List
Authors name. (Year, month day). Title of article/post. Title of blog [web log].
Retrieved from URL
Ewing, K. (2014, March 10). Celebrating inspiring women around the world.
Google [web log]. Retrieved from http://googleblog.blogspot.com/
5.3.2 Plagiarism and Collusion

What does plagiarism mean?
Plagiarism means to represent the words, thoughts, ideas, arguments or

expressions of another person as ones own.
Do you know that it is considered a serious offence and the offender can be
severely penalised? Therefore, you must cite all your sources in every academic
work you produce.
However, there are some rule and conventions that you must abide by for citing
your sources in an appropriate manner. In this context, referencing means to
acknowledge all the sources you have researched and deemed right to
appropriate within your assignment.
What does collusion stand for?
Collusion is acting with another person with the intention to deceive.
At university, it can mean submitting the work of someone else, with his or her
knowledge and consent, to gain an advantage in an assignment.

So how do we avoid collusion? Here are some guidelines for you to follow in
order to avoid collusion:
(a) You must not borrow a paragraph or two from someone else. Make sure
you do not use any sentences or paragraphs from someone elses work, do
not share your work or allow anyone to copy any part of it you could be
questioned about plagiarism and/or collusion.
(b) You must not submit work that is identical to that of another student (with
the exception of group work) in part or in whole. Sometimes, you find
yourself writing on the same topic as a friend studying in the same unit.
This does not mean that your assignments should be, or will be, the same.
(c) You must not submit the work of someone who has studied in the same
unit previously even if that person gives you his or her work to submit
under your name and does not mind if you do so, or even if it is written a
couple of years ago, or if you change a little bit here and there.
(d) You must not submit the work of another student under your name even
if that student does not mind that you do so. You cannot hand in the work
of another learner or a friend, and pretend it is your own even if that
person says he or she does not mind or you cannot get someone to write an
assignment for you even if you pay him or her well.
ACTIVITY 5.3
Cite the following book using OUM citation style based on the APA
format.
Book title: Computer networks (fourth edition)
Author: Andrew S. Tanenbaum
Place of publication: Upper Saddle River, New Jersey
Publisher: Pearson Education International
Year of publication: 2003

5.4 COMMON FAULTS FOUND IN AN

ASSIGNMENT
What are the common faults found in an assignment? Can you name a few? Let
us look at Table 5.4 to find out the answer.
Table 5.4: Common Faults in Assignments
Faults How to Overcome

1. Unfocused Keep to the point, do not ramble. Always refer back to the
treatment topic and leave out unnecessary points.
2. Shallow treatment Provide sufficient content. Read more, use more examples,
of topic/subject back up argument with evidence.
3. Badly organised Keep to the outline:

content (poor Introduction
presentation)
Body of content:
Issue 1 + argument
Issue 2 + argument
Issue 3 + argument
Issue 4 + argument
Conclusion
References
4. Lack of fluency and Keep language simple and to the point, link points and
flow paragraphs, check spelling and grammar.
5. Poor introduction Make sure you introduce the topic and explain how you are
approaching the subject. Put the topic in perspective.
6. Poor conclusion Make sure you conclude by providing the answers or
solutions to the issues involved. Refer again to the topic and
make sure your conclusion is consistent with the
introduction. Have you answered in the conclusion the
questions raised in the body of content?
7. Boring presentation Be creative in your approach, be less pedantic in style. Be
open to other views and ideas. Be an active reader; do not
accept whatever is written at face value. Question, question
and question!
8. Irrelevant Make sure you read widely and gather enough relevant
information information so that you do not need to pad your essay
with irrelevant information. Apply evaluation and selection
criteria to your reading and information gathering.

ACTIVITY 5.4
Discuss in the e-forum how to overcome some of the common faults

when writing an assignment.
5.5 ETHICS IN WRITING AN ASSIGNMENT

Before we end this topic, let us look at the ethics in writing an assignment. What
do ethics mean? Let us look at the definition according to Wordreference.com
(2016) which states that:
Ethics are the philosophical study of the moral value of human conduct
and of the rules and principles that ought to govern it.
Based on this definition, we can see that ethics are about moral decisions, which
are based on a standard of conduct that indicates how one should behave based
on moral duties and values. In addition, it is based on a personal decision,
universally accepted values or ethical obligations determined by society.
In the context of an assignment, ethics refer to the set of values and standards
that guides your actions, thoughts and words when preparing your assignment.
Arguably, there are many different values pertaining to right or wrong behaviour
during examinations.
There are some universally unaccepted ethics related to assignment writing

which are as follows:
(a) Copying the paper or work of another learner;
(b) Permitting another learner to copy your work;
(c) Possessing notes, crib sheets, additional sources of information or other

materials that are unauthorised by your institutions;
(d) Taking or attempting to do the assignment for another learner or getting

someone to do likewise for you; and
(e) Altering or falsifying assignment results.

Here are some guidelines for ethical conduct in writing assignments:
(a) Cite the published source (including, where relevant, the electronically
published), to acknowledge the originator of ideas upon which you are
building your work, and to acknowledge quotations by the use of quotation
marks.
(b) Refer to, or use unpublished scholarly materials only with the consent of
the originator and acknowledge the source of the materials if that consent is
given.
(c) Refrain from plagiarism, which is the unacknowledged incorporation of

anothers work, into your work.
(d) Ensure that the use of scholarly materials does not result in obstructing
access by others, in particular, where such materials are held within the
universitys library or research centre.
(e) Faithfully represent the views of the authors cited and do not misrepresent
authors views either by partial or censored quotation, or by quoting out of
context, or by misleading commentary.
(f) Seek access only to scholarly materials to which you know you are entitled
or authorised, and not to attempt to access such material to which you
know you are not entitled or authorised (for example, by computer
hacking).
(g) Respect the rights of other authors and refrain from tampering with digital
records (whether in text, image, sound or other format) over which the
originator has copyright and/or has asserted the moral rights of ownership.
(h) Refrain from manipulating digital records (whether in text, image, sound or
other format), whether in their original context or in a different context, so
as to mislead their audience.
Writing assignment is a process of finding evidence that the course learning

outcomes have been achieved.
The most common type of assignment is writing an essay.
Basically, there are 10 steps to produce a good written assignment. Some of

the steps are select a topic, analyse the topic, search for information, evaluate
and select, take notes from resources and so forth.

Essay has an introduction, a body and a conclusion.
In the process of completing your assignments, you need to document all the
sources used in your paper. There are many ways of documenting sources
within the text of a paper and in the reference section at the end of your
paper.
OUM citation style is based on the American Psychological Association

(APA) format.
Plagiarism means to represent the words, thoughts, ideas, arguments or

expressions of another person as ones own.
Collusion is acting with another person with the intention to deceive. At

university, it can mean submitting the work of someone else, with their
knowledge and consent, to gain an advantage in an assignment.
Some of the common faults found in an assignment are unfocused treatment,

poor conclusion, boring presentation, irrelevant information and others.
In the context of assignments, ethics refers to the set of values and standards
that guides your actions, thoughts and words when you write your
assignment.
APA referencing style Ethics

Assignment Fault
Collusion In-text citation
Essay Plagiarism

Topic Reading Skills
6
LEARNING OUTCOMES
1. State five purposes of reading;
2. Differentiate between two major techniques of reading; and
3. Apply the techniques of reading on OUM module and electronic
text.
INTRODUCTION
Are you aware that one of the most important skills to develop is reading? This is
because it forms the basis for learning. In fact, a greater part of learning at
university is achieved through reading as practically every course at this level
requires some form of reading. Take note that you will need to read different
types of materials to fulfil the different requirements of the course. Therefore,
you will need to read your modules, tutorial notes, textbooks, journal articles
(both print and electronic resources), newspapers, reports and so on.
Hopefully by the end of this topic, you will improve your reading skills.
Eventually, the ability to read well will allow you to get maximum benefit from
your reading and enhance your learning skills. Let us continue the lesson!

TOPIC 6 READING SKILLS 197
6.1 WHY DO YOU READ?

Let us begin this topic by looking at a quote that reflects the concept of reading
by Francis Bacon (Figure 6.1), an English philosopher.
Some books are to be tasted, others to be swallowed, and some few to be

chewed and digested.
Figure 6.1: Francis Bacon (1561 to 1626)

Source: en.wikiquote.org
What do you understand from the above quote? Well, the quote implies that the
purpose of reading differs from one individual to another. Thus, in order to
maximise your reading productivity and effectiveness, you need to know the
purpose of your reading and what you expect to get from it. Knowing why you
need to read and what you will get from it will determine your reading style and
the material chosen. Generally, there are five purposes of reading as listed in
Figure 6.2.
Figure 6.2: Five purposes of reading

198 TOPIC 6 READING SKILLS
These five purposes are further explained as follows:
(a) To Get an Overview

Commonly referred to as background reading, this is a useful technique
as you will not miss out on the various issues related to the topic or subject
areas. Books for background reading are sometimes included in your
course reading list for this purpose.
(b) To Locate Specific Information

When you need to locate specific information or check certain facts, you
may sometimes have to check several information resources, but your aim
would be to just zoom in on the information required. Let us look at
Table 6.1 which explains what to refer when you need to look for specific
information.
Table 6.1: Specific Information and Its Sources
Information Source
Meaning of words Use a dictionary or a special subject dictionary if
available.
A specific quotation Look up a book on quotations.
Details about a person Refer to the relevant biography.
Location of a place Look up maps.
Statistics Check statistical reports.
(c) For Practical Applications

The purpose of reading here is to apply knowledge to a practical situation.
You may need to read the instructions to carry out certain tasks, for
examples, to read manuals to use equipment in the laboratories, to read
handbooks or to read recipes.
(d) To Develop Detailed and Analytical Understanding

In academic reading, it is often necessary to be thorough in what you read
so as to be able to understand, analyse, compare and evaluate the
information.
The analytical reader will pause frequently to think about what he or she
has read. At the end of the reading, all the main facts and arguments
presented should be noted, analysed and even integrated in order to fully
appreciate the depth of what has been written.

Academic materials recommended for essential reading (books, journal

articles, reports, theses and so on), require a certain way of reading known
as reading for understanding. Reading systematically for understanding
requires a formal method of reading such as the popular SQ3R technique
(will be discussed in Subtopic 6.2.2).
(e) For Pleasure Reading/Free-range Reading

This type of reading is most enjoyable. Here, you read with the purpose of
pursuing a certain interest or hobby. It is most entertaining and relaxing.
You are free to choose the material, whether fiction or other special subject
that interests you. As a student, you are encouraged to read beyond your
academic texts to develop a broad and inquisitive mind.
Let us look at Table 6.2 which provides you a summary of the reasons for reading
according to types and speed.
Table 6.2: Reasons for Reading According to Types and Speed
Reasons Types of Reading Speed

Gain general impression and an overview Skimming Speed reading
Give a big picture
Superficial knowledge
Look for specific information Scanning Speed reading
Read only what is necessary
Thorough Detailed and critical Slow reading
Analytical reading (SQ3R)
Evaluative
SELF-CHECK 6.1
Outline three reasons why you would read your OUM module.

6.2 HOW TO READ?

Now that you are aware of the different purposes of reading and the various
sources of texts available, it is also important to be aware of the different
techniques and apply those techniques to suit your purposes. Choose the reading
technique best suited to your material and your purpose. Generally, reading
techniques may be grouped into two as shown in Figure 6.3.
Figure 6.3: Reading techniques
Based on Figure 6.3, we can see that there are two major types of reading
techniques namely speed reading and slow reading. These two are further
explained in the following subtopics.
6.2.1 Speed Reading

Can you still recall the purpose of speed reading? Based on Table 6.2, we know
that the purposes of reading are:
(a) Gain general impression and an overview;
(b) Give a big picture;
(c) Superficial knowledge;
(d) Look for specific information; and
(e) Read only what is necessary.

Based on Figure 6.3, we know that speed reading consists of scanning and
skimming. They are further explained as follows:
(a) Scanning
Firstly, what does scanning mean?
Scanning is very quick absorption of the content and is done when you
want to locate specific facts or a piece of information.
In scanning, you will move your eyes quickly down the page to see if it
contains the keywords or phrases you require. By identifying keywords
before you start reading, it will allow you to quickly scan through large
amounts of text. Can you think of any example of scanning? Let us look at
Figure 6.4 for an example.
Figure 6.4: When you look up a number in a telephone directory, you are scanning
What happens when you accomplished your purpose? Normally, when

you have accomplished your purpose, you stop scanning.
Why do we scan? We do scanning because it is very useful for finding a

specific word, number or fact without reading the entire article. In
scanning, you read no more than is absolutely necessary and will skip large
sections of text without understanding them. You are able to determine
whether a particular piece of information will be useful in your research or
assignment. After scanning the text, you might need to skim it to get an
idea of what the content is all about.
When do we apply this technique? You can apply this technique when you
are reading most of the Web pages.

How do we perform scan? To scan the text of an article or a book, you must
keep in mind at all times what it is that you are searching for. If you hold
the word clearly in your mind, it is likely to appear more clearly than the
other words in the text. You are basically using the process of keyword
spotting. Let us look at Table 6.3 which states the five steps of scanning.
Table 6.3: Five Steps of Scanning
Step Instruction
Step 1 Note the title and author of the book. Open a book and look at the table
of contents. Analyse the organisation of the contents. A contents page
will contain the following as shown in Figure 6.5.
Figure 6.5: Example of contents page of a book

Step 2 Scan the chapter headings and subheadings. Look out for the keywords
under the chapter headings and subheadings. Have you got an idea
whether the chapter is relevant to your needs?
Step 3 From the chapter headings in the table of contents, go to the relevant
sections of the book and scan the first paragraph or glance through the
headings in the section. Keywords and ideas are often found in the
opening paragraphs or a subsection of a chapter. You will now be able
to know whether the book is relevant to your needs, which sections are
relevant and how much information is relevant.

Step 4 Search the index for the keywords to your topic. Look for keywords as
well as alternative keywords. For example, a title like online marketing
might carry web marketing or Internet marketing indexes. Note the
other page/pages where the subject is dealt with and refer to the
appropriate pages. Read the paragraph before and after, if you would
like more information.
Step 5 Scanning may be made even easier if certain words are:
Emboldened;
Italicised;
In different font size; and
Underlined.
(b) Skimming
Now let us move our attention to skimming. What does it stand for?
Skimming is doing selective reading in a quick manner. It is an efficient

technique for getting a general idea, without reading every word from
the book.
Skimming involves running your eyes down the page very quickly over the
main features of a piece that you are reading (the title, headings and so on),
to get a good general impression of what the material is all about.
In doing so, you will be able to determine the focus, or central theme or
subject matter of the material within a couple of minutes.
Why do we skim? Skimming is done when you need to cover a large

amount of material in a short time and when you are not looking for
anything in particular. In addition, skimming is done to assess whether the
book is relevant to your requirement. By skimming, you are able to:
(i) Get an overview of the authors main line of argument; and
(ii) Identify the main idea or theme of the book or article.

How to perform skim? Skimming involves reading only parts of the text. It
is useful to prepare for skimming by reading the title and author summary.
Initially, it will be the headings in bold typeface that will draw your
attention (see Figure 6.6).
Figure 6.6: An example of headings in a PDF document

Source: Deparment of Statistics, Malaysia (2016)
Then, search through the text very quickly by reading the first and last
paragraphs and note the keywords in between. Let us look at Figure 6.7
which shows you have to read using skimming method.
Figure 6.7: Skimming for keywords with the zig-zag method

Based on Figure 6.7, you need to move your eyes across the page to locate
keywords or phrases. Begin with the top left-hand corner and move across,
then down and to the right in a zig-zag manner. Again, focus only on
keywords in the text.
ACTIVITY 6.1
Differentiate between scanning and skimming according to given table.
Difference Scanning Skimming

What
Why
How
Discuss this topic in the online discussion forum.
6.2.2 Slow Reading

Now let us move our attention to slow reading. Are you aware that slow reading
allows you to maintain your concentration on a particular topic? This is because
it allows you to gain a detailed understanding of the material you are reading.
Why do we do slow reading? A slow reading style is adopted when you need to
be very thorough about what you are reading, especially when you need to:
(a) Analyse and appraise;
(b) Evaluate and be critical;
(c) Remember the information you read; and
(d) Follow instructions.

Generally, there are two approaches to slow reading as explained in Table 6.4.
You may adopt these approaches to slow reading.
Table 6.4: Approaches to Slow Reading
Analytical Approach Critical Approach

Used when you need to understand Used when you need to evaluate
terminology, follow instructions or the material you are reading.
remember what you have read. When you read academic texts,
Involves being an active reader. You have you are expected to think about
to create questions and find answers as the authors intention.
you read.
For example: How logical are the ideas?
or Can conclusions be drawn from the
evidence given?
A skilled reader varies the method and speed of reading to suit the material
and reason for reading. In slow reading, you are required to follow proper
techniques. One of the most well-known, detailed, analytical and critical reading
techniques which also indicates thorough reading is the SQ3R technique.
(a) What is SQ3R?

Let us look at the following sentences that defined SQ3R.
SQ3R is an active and systematic approach to reading academic

material. It is useful to link new information with what you already
know.
This technique has proven to be practical to learners reading textbooks and

other essential reading. The SQ3R method follows the five principles of
good reading which are also the five principal steps to effective study and
comprehension which are:
(i) S = Survey
(ii) Q = Question
(iii) R = Read
(iv) R = Recite
(v) R = Review

These five principals are further elaborated in the following Table 6.5.
Table 6.5: A Detailed Explanation of SQ3R
SQ3R Step Text Activity

1 Survey Read the preface, the title, Scan to see how the
Start with surveying the headings and information is
materials and get the subheadings (these are organised.
best overview of the like signposts in your Skim through the
information content. It map). introduction,
is like reading a map Read captions, charts and summaries and
before you make a trip. graphs, introductory and conclusions.
concluding paragraphs.
Read summaries.
2 Question Convert the title, headings Read section by
Ask appropriate and subheadings into section.
questions to provide questions. Ask who, Ask questions.
your reading with what, when and
specific focus. why?
Asking questions is Read questions at the end
an active reading of a chapter or headings.
process. Ask yourself: What do I
already know about the
subject? Link with what
you have read.
3 Read Answer questions at the Read critically.
Question yourself beginning or end of Focus on answering
while you read. chapters or study guides. the questions.
Stop often and try to In finding the answers, Stop and look closer at
answer the question. you are linking both your parts which are not
answers and the authors clear.
Read slowly for
ideas.
difficult passages.
Look for passages that
answer specific questions.
Note the underlined,
italicised or bold words.
Take heed of words and
phrases.
Pick out detailed
examples and details that
can explain main ideas.

4 Recite Recite as a means of recall. Try to summarise in

Try to recite for After each section, recall your own words what
comprehension and by asking questions about you have read.
recall. what you have read. See if you can answer
After each reading, Take notes from the text from memory.
organise the and write in your own Form mind maps.
information in your words.
Seeing, saying and
mind. Highlight important hearing triple the
Check your recall words you have just read. strength that will
against the book or Rewrite what you wish to enforce your learning.
article. remember in your own Read the text (seeing).
words.
Speak what you
The more senses you use, understand (speaking).
the easier it will be to
remember (hearing, Listen to yourself
seeing and saying). (hearing).
Make notes (writing).
5 Review Review all the questions Use flash cards for
Review the and answers and the difficult questions.
consolidation and major points. The first review should
integration of the Highlight and make notes. be done immediately
information Review your notes. after your study.
gathered.
Use flash cards.
Are the main issues
identified? Plan for one or two
reviews in between before
Do the notes make the exams.
sense?
The final review should
Are you able to have as little unprompted
understand the recitation as possible.
article you have
read?
(b) How to Apply SQ3R?

Similar as with any reading task, SQ3R starts with a purpose followed by
the strategies of comprehending the text. In applying the SQ3R technique,
you need to do the following actions:
(i) Get an overview by surveying the content.
(ii) Ask yourself questions on what you want to know from the text.
(iii) Read the text analytically and critically to look for the answers to your
questions that you have asked.

(iv) Recall your understanding by reciting what you have read. This is
done for every subtopic of the main topic or chapter.
(v) Review your overall understanding of the topic by consolidating and

integrating all the information you have gathered from each of the
subtopics to view the overall idea of the information. In other words,
you will be checking your understanding of the information.
Last but not least, here are some tips to when using SQ3R:
(i) Read and reread your notes on a regular basis The rst time should
be within 24 hours; and
(ii) Revise frequently over the weeks.
ACTIVITY 6.2
Select an article and apply the steps of SQ3R while reading. State how
far this technique has helped you in making your reading more
meaningful.
6.3 HOW TO READ YOUR MODULE

Now that you have been introduced to the main elements of reading, it is time to
apply your knowledge in getting the most out of your module to maximise your
precious reading time. In order for that to happen, you will be taken through key
sections in your module so that you are familiar with these sections such as
Table of Contents, Course Guide, Course Content and so on.
6.3.1 Table of Contents

You are able to get a general idea of the modules content from the Table
of Contents. By scanning the Table of Contents, you are also able to
see the modules structure as well as specifics of each of the topics, which
are denoted by the numbering system. As shown in this module, the Table of
Contents comprises of nine topics that provide you with specific information.

6.3.2 Course Guide

The Course Guide is found in the first four to five pages of your module after
the Table of Contents, and is normally numbered using Roman numerals (i
to iv). What is the purpose of it? The purpose of the Course Guide is to
provide in a nutshell an overview of the course. It consists of the following:
(a) Introduction,
(b) Course audience,
(c) Study schedule,
(d) Course objectives,
(e) Course synopsis; and
(f) Prior knowledge.
For a start, it is important that you know what the course objectives are as well as
the study schedule. The synopsis can be referred to whenever you are in doubt of
the purpose of the study units. Another important part of the Course Guide
which will be most helpful is the Reference section, especially when you are
preparing to write your assignments.
6.3.3 Getting to Know Your Course Content

After going through the Course Guide, you are now ready for the topics. Each
topic has a set of learning outcomes and an introduction that will give you brief
information about the topic of the module. The next step is to read the content
itself.
As you read the content, you will notice that there are several icons used in your
module. Icons represent various activities that are embedded in your learning
module and the purpose is to support your understanding, enhance higher-order
thinking skills and master important concepts. The two main icons used in your
modules are the Self-check and Activity. These icons are shown in Table 6.6.

Table 6.6: Icons in OUM Module
Icons Icon Symbols Purpose

Self-check Exercise to test understanding of
SELF-CHECK concepts and important issues through
description and explanation. Learners
have to reflect on the content.
Activity Involves practising or applying the
ACTIVITY knowledge in real situations. This
includes case study, observation,
discussion and research.
ACTIVITY 6.3
1. What is your method for understanding your module content?
State the various methods you use in your reading.
2. When you first held your Learning Skills for Open and Distance
Learners module, what did you do to get familiarised with it?
Please check the following:
(a) Flipped the pages and put it aside.
(b) Read the Course Guide, made some mental notes.
(c) Looked at the Table of Contents and tried to see the

relationship between the topics.
(d) Referred to one or two particular topics and read them

quickly.
(e) Looked at the layout (such as cover design and also the
graphics and thickness of the module).
3. After having read about the SQ3R method, state how it will
benefit you.

6.4 READING ELECTRONIC TEXT

Lastly, let us get to know on how to read electronic text. Today, it is undeniable
that the Internet is a text-saturated world and an essential source for accessing
information. Electronic reading has become increasingly more popular than ever.
In addition, the easy availability of mobile and Internet connected devices such
as smart phones and tablets have made electronic reading widely practised in
our environment. Thus, it is important that we acquire the skills in reading
electronic text. This is because reading electronic text tends to be significantly
different from reading printed text.
So how do we read electronic text? Successful readers use strategic skills

to construct an understanding of the text. There are four electronic reading
strategies which are useful to help you learn to read and understand electronic
text. They are listed in Figure 6.8.
Figure 6.8: Four electronic reading strategies
These four strategies are further explained in the following sections.
6.4.1 Awareness of Purpose

You need to be careful not to get distracted by the flashing links or checking your
e-mail or Facebook accounts while reading the electronic text. You have to be
mindful of the purpose of reading the text.

6.4.2 Navigation of the Text

A reader of electronic text might scroll through a seamless stream of words and
miss out seeing any one passage. Thus, it is easier to navigate pages of a book
than scrolling up and down on the digital screen when searching a passage. With
electronic text, it is difficult to map or visualise the location of text in the mind.
However, this should not be the reason for impairing your comprehension of the
text. So how do we overcome this problem? One way to overcome this is by
using the search tool to find the phrases you have read earlier and/or to
highlight and make annotations in the electronic pages whenever the tools are
available. Remember, never hesitate to navigate and read the screens several
times for better comprehension.
6.4.3 Discover Meaning

When you do not know the meaning of a word, you should click on the link if it
is there or else copy the term and search it in the search engine. However, do not
go away too far from the original page and forget to get back to the main text.
6.4.4 Interpreting the Text

When you are unsure of the meaning of what you have read, you can contact the
author via e-mail or check out with the other members in the online forum.
Remember, a skilled reader when reading a printed text or an electronic text

must do these following actions:
(a) Reads with the purpose in mind;
(b) Previews the text to get an overview of the content;
(c) Activates his or her previous knowledge and makes connections

between old and new information;
(d) Uses strategies to get the meaning of the text; and
(e) Self-monitors his or her understanding by asking questions, answering

questions, and/or working on the exercises.

Five purposes of reading are to:
Get an overview;
Locate specific information;
Practical applications;
Develop detailed and analytical understanding; and
Pleasure reading/free-range reading.
There are two main reading techniques, which are speed reading and slow
reading.
Speed reading involves the process of scanning and skimming the text.
Two approaches used in slow reading are the analytical approach and critical
approach.
SQ3R is a systematic approach under slow reading which involves five steps
survey, question, read, recite and review.
Your OUM module consists of table of contents (TOC), course guide, course
content and so on.
Electronic reading skills involve knowing how to be mindful of the purpose

of reading text, navigating text, discovering meaning and interpreting text.
Analytical approach Slow reading

Critical approach Speed reading
Scanning SQ3R
Skimming

Topic Note-making
7 and Note-taking
Skills
LEARNING OUTCOMES
1. Identify five ways of writing notes;
2. Develop skills in making notes from printed matter; and
3. Apply the note-taking suggestions to develop good skills of taking
notes.
INTRODUCTION
You will discover that throughout your course, you have to read various types of
information resources such as your course module, handouts and notes from
your tutors as well as a variety of reference materials in print and electronic
format from the Tan Sri Dr Abdullah Sanusi digital library. So how do you deal
with all these vast amount of information? The best way to handle all the
information is to summarise them to notes.
In the context of learning at OUM, you will find that note-taking and note-
making are part and parcel of learning, be it from the modules, tutorials, books,
journals or the Internet. You must, however, realise that note-taking and note-
making do not mean taking down every word that the tutor says or copying
verbatim every word found in books, journals and websites.
What to note down, how much to note down and how detailed the notes should
be, are important skills to be learned.

216 TOPIC 7 NOTE-MAKING AND NOTE-TAKING SKILLS
Therefore, it is critical for you to develop basic skills in note-taking and note-
making because the ability to take good notes will save you the time and effort
that could better be applied to your studies in terms of:
(a) Having to look for the original text; or
(b) Having to look through massive piles of notes just to retrieve the specific
information that you need.
In this topic, you will be introduced to the various techniques of note-making

and note-taking. Hopefully by the end of this topic, you will be able to apply this
skill in your life long learning experience.
7.1 WAYS OF WRITING NOTES

Do you agree that there is no single proper way to write notes? This is because it
is personal and a matter of preference. In addition, it also depends on the
situation and the purpose of writing notes. For example, making notes from the
module or other print resources is different from taking notes at tutorials or
group discussions, in that it may be easier to make notes from the passive
module whereas live or dynamic sessions like discussions are more difficult
because the information coming forth is not organised but spontaneous.
There are five different ways of writing notes as listed in Figure 7.1.
Figure 7.1: Five different ways of writing notes
These five ways are further explained in the following subtopics.

TOPIC 7 NOTE-MAKING AND NOTE-TAKING SKILLS 217
7.1.1 Annotation
Annotation is a suitable method for making notes from print modules, textbooks,
articles or any other resources. You can make notes by writing in the margins,
underlining facts, highlighting the main points, using question marks, ticks or
crosses to show whether you agree or disagree with the points made in the text
as illustrated in Figure 7.2.
Figure 7.2: An example of annotation
This method will help you to not only remember the main points, but also enable
you to remember without having to read the text all over again. However, if you
do not like writing in the books, you may want to use strips of paper to mark the
pages with the notes written on the strips.
Did you know that you can test your annotation to verify its effectiveness? The
test of good annotation is when you revisit the book; you should understand
the notes without having to read the pages, the topic or paragraph all over again.

7.1.2 Outline Notes

Outline notes use only keywords and phrases. The notes are usually sequentially
numbered, in forms of headings or subheadings. In fact, indentation can also be
used in this method. Let us look at Figure 7.3 which illustrates the format for
outline notes.
Figure 7.3: An example of the outline format of note-making
7.1.3 Column Notes

When do we use column notes? The column format of note-making as shown in
Figure 7.4 is more appropriate for Mathematics and Science courses.
Figure 7.4: An example of the column format of note-making
Column notes are useful for listing down the steps, explanation of procedures or
for comparison between items and so on.
7.1.4 Mind Maps

A mind map shows relationships among ideas and concepts, with lines serving
as links. The main topic forms the nucleus, while the main ideas and concepts
branch out from it. Figure 7.5 shows you an example of a mind map.
Figure 7.5: An example of a mind map
As you can see in Figure 7.5, mind maps do not follow a linear sequence.
7.1.5 Summary Notes

Lastly, let us look at the final ways of writing notes which is summary notes. Do
you prefer to summarise text information when making notes? If the answer is
yes, then summary notes method is suitable for you. What do summary notes
mean?
Summary notes are a condensed version of the information written in

paragraph form.

If you decide to summarise your text information, you need to break down the
topic into smaller chunks or parts. Sometimes, you may opt for this method of
making notes when you cannot construct some sort of topic and subtopic
organisation because there is none. Figure 7.6 shows you an example of summary
notes.
Figure 7.6: An example of summary notes
7.2 MAKING NOTES FROM PRINTED MATTER

Now that you have learnt the methods to write notes, you can apply annotation,
outline notes, column notes, mind maps and summary notes to produce effective
notes. Here are some suggestions in writing effective notes from your module or
other resources:
(a) Understand the objectives so that notes are more focused on what is
important in the topic.
(b) Read the whole topic and then try to summarise it in a few sentences in
your own words. Do not take notes while reading through the topic
because you will tend to write too much. Use the note-making techniques
that have been suggested.
(c) Leave spaces in between notes, to allow for additions or changes later.
(d) Reread the topic and improve on the notes, providing more details.
(e) Use your own words instead of copying from the text. This will help you
understand the material better.

(f) If you copy word for word, sentences or phrases from the topic, do not
forget to put them in inverted commas to show that they are quoted from
the topic. Do not also forget to write down the original source from where
the notes are taken (author, title, year of publication and page number).
(g) Read over your notes to make sure you understand them. If they do not
make sense at that point of time, you can be sure they will not make sense
at any other time in the future!
ACTIVITY 7.1
Compare your style of making notes to the ways of writing notes given
in Subtopic 7.1. Are there any differences? Write down the differences
and share this with your coursemates.
7.3 TAKING NOTES DURING TUTORIALS

Do you agree that taking notes during tutorials is a difficult task? Unlike a book,
during the tutorials, you cannot:
(a) Control the flow of speech;
(b) Expect the tutor to repeat the entire tutorial; and
(c) Demand that the tutor organise his or her points or moderate his or her
speed just so that you can take notes more effectively during tutorial.
Therefore, here are suggestions on how you can better prepare yourself for
tutorials so that it will be easier for you to take notes effectively (see Figure 7.7).
Figure 7.7: Four suggestions on taking effective notes during tutorials
These four suggestions are futher elaborated in the following sections.

7.3.1 Preparing Yourself for Tutorials

Keep in mind that no skills will be effective if you are not prepared for the class.
Therefore, it is important that you read through the whole topic first before you
enter your class. By doing so whatever is discussed in class or whatever is spoken
by the tutor is familiar to you. This action is known as pre-reading. Pre-reading
helps you to:
(a) Activate your prior knowledge;
(b) Build mental schemas; and
(c) Enable you to make intelligent connections.
This will lead to better understanding of the material you are reading and
eventually build interest in the classroom. Read critically using your own
experience and opinion. This will help you to develop background knowledge of
the particular material. Thus, you will be able to conceptualise the course content
discussed in the tutorials as well as improve your understanding of the subject.
Basically, to be prepared, you must read! You have learned how to optimise your
reading skills in Topic 6, but remember, reading the module alone is not enough.
You have to get more supporting materials or resources to increase your
knowledge of the course content.
While reading is crucial in getting ready for the class, note-making is equally
significant as highlighted in this topic. This is because note-making will reinforce
your understanding of what you have read for the course. As such, you are
urged to use these skills effectively to prepare yourself for the tutorials.
Even if you do not understand all that is being presented, you will at least
understand the basic ideas. Being familiar with the issues raised during tutorials
makes note-taking easier and you will be able to improvise your own notes that
you have made while reading.
ACTIVITY 7.2
Based on your reading style, how would you make notes from your
module before attending the tutorials?

7.3.2 Listening During Tutorials

Now that you are prepared with some basic knowledge of the topic, your main
goal is to understand the tutors intended message in the actual classroom.
However, the message may not always be clear. Thus, it is important that you
listen attentively and take notes.
Many learners feel that because they can hear, they are listening. For your
information, hearing and listening are two different things. Keep in mind that
simply hearing the words is not listening.
Listening is a thinking activity and is the most commonly used method of

learning.
So how do we improve our listening skill? Your listening skill can be improved
with instruction and practice. There are various strategies that you can use to
become a more effective listener in a face-to-face tutorial. These strategies are:
(a) Avoid distractions that may interfere with your concentration (such as do
not sit next to a coursemate who talks too much or whose personality or
looks is a constant distraction, or do not sit near the doorway or window
where there are too much noise or movements).
(b) Listen to the message being said, paying attention to the emphasis given by
the tutor to the topic. You must know what important information was
transmitted in the class.
(c) Always relate the ideas to previous tutorial discussions, to your module
and other supporting resources and to your previous experiences.
(d) Look for clues from the tutor that might give some indication as to what
can be considered as important points. If the tutor uses illustrations and
focuses longer on certain issues, these can be the clues to look out for.
Clues can be in vocal or visual form.
(e) Take notes, since some information might not be in your module and you
need to record this information for your future reference. Notes can also act
as an alternative form of memory as it is impossible for you to remember
accurately everything you hear. Keep the notes, as they will help you in
preparing for your assessments.

(f) Identify noteworthy material. Be able to differentiate the things you should
write down and things you can ignore. DO NOT COPY EVERYTHING
THAT IS SAID BY YOUR TUTOR!
(g) Write down the date/time of tutorial/name of tutor/subject discussed.

This is important when you have to revise months later and need to refer to
the sequence of tutorials or subjects dealt with.
(h) Try to identify key issues, keywords and key phrases. Jot them if you
cannot take notes systematically. Jot them down immediately. You may
apply any of the five note-making ways disscussed earliar (annotation,
outline notes, column notes, mind maps and summary notes), whichever
you are comfortable with.
(i) Create spaces as you take notes. There are a few formats that you can apply
in note-taking as shown in previous figures.
(j) Use your own abbreviations based on your needs and comfort level for
quick and short note-taking. You may try to eliminate vowels, (such as in
you take the y and o away; in student take the u and e away).
The following are some examples of abbreviations and symbols that you
can use (refer to Figures 7.8 and 7.9):
Figure 7.8: Abbreviations Figure 7.9: Symbols
Remember, it is not easy taking notes when you also have to listen to what is
being presented by the tutor and your class mates.

Apart from this, there are other challenges, such as a boring tutor, unclear slides,
faulty LCD projector and so on. These are but some of the few obstacles to
effective note-taking.
ACTIVITY 7.3
1. In your opinion, how do listening skills help in note-taking?
2. How does one take notes in an environment where ones hearing

and sight are distracted? Discuss your answer with your
coursemates.
7.3.3 Review After Tutorials

Now what should we do after the tutorial? Here are some suggestions:
(a) Review your notes as soon as possible after the tutorial, because the longer
you delay to review, the less you will remember.
(b) Rewrite if necessary and fill in the gaps by using other peoples notes or
reading your library material.
(c) Verify your notes by reading your recommended text or other references,
or compare them with notes taken by classmates to ensure that the facts
and diagrams are correct.
(d) Supplement your notes with further reading to add value to your learning.
(e) Read and reread your notes so that by the time the examinations are due
you are familiar with the notes.
(f) Use them to answer past years papers. This will be a test of their reliability.
(g) Keep them safe and in a system that is easy for you to retrieve and use.

ACTIVITY 7.4
1. Specify the problems that you faced in taking notes at your last
tutorial.
2. State five ways to make notes.
3. Give three reasons why you need to read before attending a

tutorial session.
4. Read the passage given.
The traditional teacher-pupil relationship was authoritarian, with

the teacher dominating classroom learning to the extent that it
reduced the pupil to a position of inferiority and submissiveness.
Hence, it is not a coincidence that this relationship was also
termed the master-pupil relationship. In the effort to achieve
equal opportunity, authoritarian attitudes and practices are being
questioned. Equal opportunity in learning means that learners
need to be considered as individuals, each with his own ability
and learning potential, working at their different paces and in
different ways. This takes into account differences in the learners
learning styles and approaches. Various research projects have
been undertaken about learning which provide insights into how
learners learn, particularly how they learn as individuals, at
various rates and according to different styles and patterns.
Based on this passage, make your own notes in the following
formats:
(a) Outline; and
(b) Mind map.

7.3.4 Use Electronic Taking and Making Notes

We cannot deny that the simple pen-and-paper form of note-taking is still one of
the best ways to build information records. However, besides the good old-
fashioned way, some digital devices have excellent and reliable alternatives for
capturing notes in the electronic form. In this section, you will be introduced to
two of the popular electronic note-taking tools, namely Evernote and Microsoft
OneNote. There are many other tools available which you can explore on your
own and make use of them.
(a) Evernote
Evernote (see Figure 7.10) is a free tool for taking and making notes.
Figure 7.10: Evernote
It has built in support for text, images, audio, tagging and syncing between
its Web interface and all of your desktop installations. Images you add to
Evernote are searchable by text and Evernote even supports several mobile
devices such as iPhone and Windows mobile phones.
You can use Evernotes Web interface and clipping bookmarklet to pull
anything into your notebook. Bookmarklet are tools for making bookmarks
in the digital device. Evernote is free to use and provides a lot of memory
space for you to use virtually.

(b) Microsoft OneNote

Microsoft OneNote is an excellent note-taking and making application that
integrates with Windows in your computer (see Figure 7.11).
Figure 7.11: Microsoft OneNote

Source: http://www.genbeta.com/herramientas/cinco-aplicaciones-
imprescindibles-para-la-vuelta-al-cole
For example, OneNote 2007 syncs with the Web and other computers,
provides two-way sync with Windows mobile phones. It features quick
searching of all your notes. In addition, OneNotes marquee feature
supports handwriting recognition on tablet and allows you to search your
handwriting without converting it to text. However, OneNote is not a free
shareware.
Last but not least, keep in mind that whether you decide to take notes
electronically or by pen, the note-taking process should aid your thinking
actively.
Note-making and note-taking are crucial to your learning because they help
you to organise and merge information and make them relevant or applicable
to your module, tutorial and online discussions.
Good notes will help you save time and effort (and avoid agony) when it is
time for you to write assignments or prepare for examinations.

There are five ways of writing notes which are:

Annotation;
Outline notes;
Column notes;
Mind maps; and
Summary notes.
In annotation, you can make notes by writing in the margins, underlining

facts, highlighting the main points, using question marks, ticks or crosses to
show whether you agree or disagree with the points made in the text.
In outline notes, you use only keywords and phrases. The notes are usually
sequentially numbered or headings, subheadings and indentation can be
used.
The column format of note-making is more appropriate for Mathematics and

Science courses. Column notes are useful for listing down the steps,
explanation of procedures or for making comparison between items and so
on.
A mind map shows relationships among ideas and concepts, with lines
serving as links. The main topic forms the nucleus, while the main ideas and
concepts branch out from it.
Summary notes are a condensed version of the information, written in

paragraph form.
You can apply the annotation, outline notes, column notes, mind maps and
summary notes methods to produce effective notes from printed material.
Some suggestions in doing so are understand the objectives, read the whole
topic and then summarise it, use your own words instead of copying from
the text, read over your notes to make sure you understand them and others.
Taking notes during tutorials is a difficult task as you cannot control the flow
of speech, cannot expect the tutor to repeat the entire tutorial and cannot
demand the tutor to slow down his or her speech so that you can take notes
more effectively during tutorial. However, there are some suggestions that
you can apply in doing so such as prepare yourself for tutorials, listening
during tutorials, review after tutorials and use electronic taking and making
notes.

Annotation Note-taking
Column notes Outline notes
Mind map Summary of notes
Note-making

Topic Coping with
8 Examinations
LEARNING OUTCOMES
1. Prepare well for examinations; and
2. Practise effective ways of answering different types of examination
questions.
INTRODUCTION
In the previous topics, we have discussed how to read effectively as well as how
to take and make notes from various learning resources. Can you still recall?
What is the purpose of those topics? The purpose of those topics is to help you
acquire the needed skills to perform better as an OUM learner.
Now, you are in Topic 8 which will introduce you to ways of maximising your
performance in examinations. Do you still remember how it was when you sat
for your SPM exam? Were you nervous or calm? As an OUM learner you will
eventually enter the examination hall again. Are you ready to feel the rush of
taking an exam?
Hopefully, this topic will help you to embark on this new journey as an adult
learner. This topic will start off by explaining how to prepare for examinations,
followed by how to answer different types of questions in the examination. So,
are you ready now? Let us continue the lesson.

232 TOPIC 8 COPING WITH EXAMINATIONS
8.1 PREPARING FOR EXAMINATIONS

How do you prepare yourself for examinations? In preparing yourself for
examinations, you should:
(a) Have a good set of concise notes;
(b) Learn how to revise and memorise;
(c) Practise answering questions; and
(d) Have a good study plan.
These four methods are recommended to help you to better prepare for your
examinations. They are further elaborated in the next subtopics.
8.1.1 Gather Notes

Firstly, aim to produce really good notes and keep them, as you have been
advised in Topic 7. This should start on the first day of your class. This is because
it is impossible for your revision process to run smoothly and effectively without
a set of good notes. Therefore, you should aim to reduce the bulk of your lecture
notes or textbook materials to short, interesting, useful yet comprehensive notes.
These notes should not only be a concise summary of what you should know,
they should also be able to give you a complete picture of the topic.
Organise and put your notes and materials in the right order. You can rewrite
your materials on a piece of paper, put them in a scrapbook or file them. Set your
notes as systematically as you can. For example, you might use different coloured
paper or a different coloured pen for each topic. Some learners use index cards
for their notes. Above all, try not to miss any of your classes as you do not want
to miss any important lessons.

TOPIC 8 COPING WITH EXAMINATIONS 233
8.1.2 Revise and Memorise

What is revision? Clearly, revision is not just reading. Skimming through your
notes is only a small part of the revision stage and you usually do that on the eve
of your examination day. So what does revision mean?
Revision means active participation of your brain.
In other words, your brain needs to work on collating and analysing those key
concepts and ideas, register them and apply them to new situations.
In addition, revision also involves checking your understanding of the topic,

making links between different topics and looking at how they fit together. It also
reminds you of the materials that you have forgotten and also acts as a means of
reinforcing your learning and filling the gaps in your knowledge.
In carrying out revision, you are encouraged to understand the topic and
remember important concepts, ideas and details as depicted in Figure 8.1.
Figure 8.1: How to revise and memorise
These two steps in revise and memorise are further explained as follows:
(a) Understand the Topic

Here are some tips that can help you to understand the topic during your
revision process (see Table 8.1).

Table 8.1: Some Tips on Revision Process
Tip Description
Know your For a start, look at the course outline, syllabus, assignments,
course content tests and comments from your tutor. This can give you a clear
idea of where you should start your revision.
Identify You can read everything in the module, but just concentrate
important topics on the topics that you think will be covered in the
examination. Remember, work hard and smart.
Refer to the Refer back to the notes that you have prepared while reading
materials your module and other supplementary resources, as well as
notes from your participation or discussion in the tutorials.
Come up with Come up with questions by asking yourself what you need to
questions know about the topic. Try to answer the questions using the
materials that you have.
Relate the topics Test your understanding of the main concepts of the course.
to ideas Elaborate on certain parts by clarifying the meaning of
difficult or important parts of the course. Add more details
where you think are appropriate and clarify relationships
between ideas and concepts. You can use mapping or any
other method to help you do this. This method can help you
visualise course content more completely, and also see the
relationships between each subtopic and its details.
Study in a group Studying with a group of people that you are comfortable
with is one of the most effective ways of revision. This mutual
study group will help you to clarify and emphasise key
concepts and ideas with your friends. It will also ensure that
you are on the right track. If it is difficult for you to set a
meeting time with your group members, use the online
discussion forum in myINSPIRE for your discussions.
(b) Remember Important Concepts or Ideas

Keep in mind that your revision process is not complete without
memorising important elements and details. You certainly need to
understand the facts, but you also need to recall the key ideas and concepts.
So how do we do that? One of the ways to memorise difficult terms, facts
and formulas is by making a list and trying to write it again later. Look at
what you have missed. The points that you have trouble remembering are
the ones that you need to work harder on.

The next sections discuss some general tips for improving your memorising
skills and one tool that you can use to help you remember a list of things
known as mnemonics.
(i) General Tips for Improving Memorisation Skills

Memorisation is arguably the most important part of the revision
stage. However, it is also the most difficult. Here are some tips that
can help you to improve your memorisation skills (see Table 8.2).
Table 8.2: Tips on Improving Memorisation Skills
Tip Description
Understand the Learn the general concepts before going into details.
material By understanding the general concepts, it will be
easier for you to relate the main concept to the rest
of the details. Try applying the SQ3R technique for
reading to help you master the contents better. SQ3R
stands for Survey, Question, Read, Recite
and Review. This SQ3R technique is further
explained in Table 8.3.
Memorise through Relate the material that you learn to any incident in
association with your life. This will make you more likely to
your own life remember and it will be embedded in your memory
experiences for a very long time.
Vivid association Besides relating the key ideas to your own life
experiences, you can also make up a story about a
certain fact or material. Try to pair up the facts or
ideas with music, images or anything that you like.
The story that you create has to make sense, but it
can be humorous and silly.
Visual memory Most of us will best absorb all the information and
facts if they are encoded visually. There are many
ways of visualising information. For example, you
can draw diagrams, tables, pictures, cartoons,
graphs and so on. By doing this, you will be able to
extract and highlight important key points and see
the relationship between topics and ideas.
Visual memory can be as simple as writing
sentences or statements or drawing mind maps. For
some topics, it is impossible for you to draw a
picture or graph to visually represent them. Writing
out a statement, theories or formulas, repeating and
rereading them will help you remember.

Say it out loud When you try to memorise something, it is best if

you can say it out loud. Make sure that your place of
study is far from others or else you will disturb them
(remember, this activity can irritate your room mate
or family members). You can repeat information
word by word as in your notes or use your own
words to explain them.
Besides that, you can have a group discussion with
your friends. Another good way to improve your
memory is to teach another person the topic. If you
have no one to teach, just act as a teacher. By doing
this, you will get in-depth understanding of the
topics and discover which areas you need to work
more on.
Now let us look deeper on SQ3R technique in Table 8.3.
Table 8.3: SQ3R Technique
Step Action
Survey Glance through the text to identify the headings, subheadings
and any other outstanding features in the text.
Question Ask questions about the content of the text (such as what is the
text about, how is this information related to the topic and so
on).
Read Read the text and try to answer the questions posed in the
Question step mentioned earlier.
Recite Recite the essential information of the text so as to commit it to
memory. Recitation should be done in your own words to
demonstrate your understanding.
Review Go through the information again to check your understanding.
Regular reviews should be scheduled to ensure what is learnt is
retained in the long-term memory.
(ii) Use Mnemonics to Improve Memorisation Skills

What does mnemonic stand for?
A mnemonic is a device such as a formula, rhyme or acronym to

help you remember facts or ideas.

One of the most popular examples of a mnemonic is an acronym.
An acronym is a word or name formed from the first letters of

words that are connected in some way.
Can you give some examples of acronym? Some examples of

acronyms are UNESCO and ASEAN.
Using an acronym is one of the best methods to help you to remember

a list of names that are difficult to memorise under normal
circumstances. Let us look at Figure 8.2 for an example.
Figure 8.2: The acronym HOMES stands for the five great lakes in
North America namely Huron, Ontario, Michigan, Erie and Superior
However, this type of acronym might not always work, as can be seen in
the next example. Thus, you might need to come up with a mnemonic
sentence.
Let us try making a mnemonic sentence with the list of nine planets listed
below. The list is arranged from the nearest to the furthest from the Sun:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto

If you apply the mnemonic acronym method to this list, you will get the
acronym is MVEMJSUNP, which does not make any sense. So how do
we solve this problem?
As an alternative, you will need to construct a mnemonic sentence. One

example is, My Very Energetic Mother Just Served Us Nine Pizzas. Dont
you think this is an easier method of remembering facts? If you feel it is, try
using this method for difficult-to-remember lists.
8.1.3 Practise Answering Questions

Keep in mind that your revision process is not complete without applying
and using the knowledge that you has learnt. One of the best ways for you to
apply the key concepts that you have understood is by practising. In this way,
you can gauge your performance and achievements so far.
Therefore, make use of past examination papers. These examination papers will
give you an idea of how the questions will look like and what kinds of questions
will be asked. Even if the format of the questions has been changed, past
examination papers can serve as self-assessment to build up your confidence
before an examination.
8.1.4 Plan and Schedule

Last but not least, in preparing for an examination (apart from gathering notes,
revising and memorising), you should plan and schedule your preparation
process. Therefore, having a consistent and realistic plan is important.
Keep it flexible and try to achieve some kind of pattern and routine. This will
give you control over what you need to do. Break your revision time into short
periods; for instance, 50 minutes per session. Then, take a 10-minute break
between the sessions. Alternate your sessions with different topics and subjects
to avoid boredom.
ACTIVITY 8.1
Draw a mind map on how you would prepare yourself well for an
assessment.

8.2 TYPES OF EXAMINATION QUESTIONS

Did you know that one very important aspect in preparing for examinations is
your familiarity with the types of examination questions that you will be
answering? So what are the types of questions that are normally set? There are
several types of questions which can be categorised into objective type (such as
true-false, multiple choice, matching, filling in the blanks) and subjective type
(such as essay). In the following sections, we will discuss ways to answer each
type of questions given in the examinations.
8.2.1 Objective Questions

There are three common types of objective questions as stated in Figure 8.3.
Figure 8.3: Three common types of objective questions
These three are further explained as follows:
(a) True-False Questions

A true-false question presents a statement and you must decide whether it
is true or not. This tests your knowledge of facts. However, true-false
questions can be tricky. You have to carefully read each statement and
decide whether it is right or wrong. The possibility of getting it correct is
50:50. Let us look at Figure 8.4 which shows you an example of a true-false
question.
Figure 8.4: An example of a true-false question

Let us look at Table 8.4 which gives you some tips on answering true-false
questions.
Table 8.4: Some Tips on Answering True-False Questions
Tip Description
Presume it is If you are not sure whether a statement is true or false,
true presume it is true. This is because a set of true-false questions
tends to include more true statements than false ones.
Extreme A statement that includes extreme modifiers such as always,
modifiers are all, only and never tends to appear as a false statement. This is
usually false because it usually implies no exception. Here is an example of
a statement with an extreme modifier:
Qualifiers are A statement that includes qualifiers such as some, frequent,

usually true many or sometimes tends to be true. The following is an
example of a statement with a qualifier:
The whole For a statement to be true, it must be true throughout. If any

statement must part of the statement is false, it is false.
be true
Identify Identify the keywords and phrases. Identifying keywords and
keywords phrases help you to determine whether it is true or false.
Pay attention to Statements that contain negative words are often tricky and
negative words require careful attention. It is advisable for you to highlight a
negative word and read the statement several times. Here is
an example of a true-false statement with a negative word:

(b) Multiple-Choice Question (MCQ)

Another objective type question is the multiple-choice question (commonly
called MCQ). MCQ consists of an incomplete statement or question (known
as the stem) followed by three to five possible answers to complete it. It is a
popular type of questioning technique.
Let us look at Figure 8.5 which shows you an example of two MCQs.
Figure 8.5: A few examples of MCQ
Now let us look at Table 8.5 which gives you some tips on answering MCQ.
Table 8.5: Some Tips on Answering MCQ
Tip Description
Select the best Read the question and all the choices given before selecting
answer the answer. Remember, in MCQ, you have to select only the
best answer. All the answers might be right, but there is only
one best answer. Let us see an example below:
As a learner, you need ................ to excel in your
examinations.
A. nutritious food
B. books
C. time
D. revision
For the question above, all options are possible answers, but
the best answer is D.

Eliminate the Start by identifying the wrong answers rather than looking
wrong answer for the right one. When you are sure that one possible answer
is wrong, cross it off. This can help you to find the best
answer. For example:
To enable you to connect to the Internet, you
need.................
A. a monitor
B. Adobe Acrobat Reader
C. a telephone wire
D. a modem
For this question, you eliminate the wrong answers first, for
instance, options A and B are definitely incorrect. The best
answer is D.
Treat each of the Connect the stem (question) with each of the possible
choices like a answers. Then, treat each of them as a true-false question. By
true-false checking each separate statement as true or false, you may
question find the best answer.
Be cautious with Pay extra attention to all of the above and none of the
all of the above above statements as one of them can be the possible answer.
and none of the If you can find one wrong answer, you can automatically
above eliminate the all of the above answer. If you think that two
out of three answers are correct, then all of the above might
be correct.
However, if you are sure at least one of the answers is correct,
then you can eliminate none of the above. Below are two
examples of MCQ with all of the above and none of the
above as the possible answer.

(c) Fill in the Blanks or Gap-filling Questions

This type of question is different from the true-false and MCQ because you
do not have the answer options in the question itself. Gap-filling questions
require very short answers and usually a list of answers are provided. You
need to select the most appropriate and accurate answer to fill in the blank
in the question statement. The example in Figure 8.6 illustrates this type of
question.
Figure 8.6: Fill in the blanks questions
SELF-CHECK 8.1
List the crucial points in answering:
(a) True-false questions;
(b) Multiple-choice questions; and
(c) Fill in the blanks questions.

ACTIVITY 8.2
Answer the following true-false questions. Explain why you chose the
answer True or False for each of the statements.
T F Studying in a group is the only way to enhance your

memory power.
T F Some people like to study on their beds.
T F There is no way you can achieve good grades if you do

last-minute studying.
T F Girls are always cleverer than boys.
T F You are not supposed to study after eating.
T F A surprise is something that is not expected.
8.2.2 Subjective Questions

Subjective type questions are usually essay questions. Some learners like this
type of questions because the answers are not definite. However, the questions
can be quite difficult because there can be so many approaches to answering
them. You have to be well-read and well-prepared to answer these questions.
Here is an example of an essay question:
A teacher should be competent in using several teaching methods during

classroom teaching. Explain the steps to be taken in implementing discussion
and lecture as teaching methods.
(20 marks)

The following is another format of the essay question, which is made up of a

stimulus statement and two or three questions. This type of essay questions is
sometimes referred to as modified essay questions.
Multiple-choice questions are popular test items used to measure student

learning.
(a) Describe (with an appropriate example) the format of a multiple-choice
question.
(8 marks)
(b) To what extent are multiple-choice questions appropriate in testing

language proficiency of students? Discuss.
(12 marks)
Unlike MCQ, subjective questions (especially essay questions) are supply items
in which you are required to supply the answers. You are required to compose
your answers which very often consist of more than one sentence.
Some tips on answering subjective questions are given in Table 8.6.
Table 8.6: Some Tips on Answering Subjective Questions
Tip Description
Read the Read the instructions carefully. You need to be clear on how many
instructions questions you need to answer.
Seek After reading the question, if you are still not clear on a specific part of
clarification the question, do not be afraid to seek clarification.
Divide your Check the marks allocated for each of the questions and subquestions.
time wisely You might not want to write a whole page answer for a question worth
only three marks.
On the other hand, you might need to do substantial planning on a

question worth 15 marks. Divide your time wisely.

Understand Be sure that you answer the question. Read the instructions in the
the question question thoroughly. Misinterpreting the question can result in you
giving the wrong answer.
Follow the If the essay answer has a predetermined format, follow it or you might
format lose marks. Check with your tutor before the examination.
Provide an Write a well-organised answer. To write a good essay, you first need to
outline and jot structure your essay so that it has an introduction, a body of content
down main and a conclusion.
issues
Jot down the major points, ideas, keywords as well as supporting
points in each of the parts of the essay. This is where you can use the
mnemonic method, graph, mind map and so on. Write down any
points that you can think of and try to relate them to the key idea. For
example, if the topic is discuss the advantages of open and distance
learning, the following may be the key and sub-points (Figure 8.7).
Figure 8.7: Key and sub-points for the advantages of open and distance
learning

Provide an Next, start with a comprehensive introduction and end the essay with
outline and jot a good conclusion (see Figure 8.8).
down main
issues (contd)
Figure 8.8: Outline for introduction, body and conclusion for

advantages of open and distance learning
Neat Make sure that your handwriting is neat and legible.
handwriting
One Use one paragraph for discussing each new point. Each paragraph
paragraph for must have these:
each point Main point: This is the statement that emphasises and clearly
explains the key idea.
Supporting point: You need the next statement that can strengthen
your key idea. The most common way to do this is by
demonstrating or illustrating an example that can further
corroborate the main point.
Do not answer Some learners who have extra time tend to answer additional
additional questions. By doing this, you will waste your time. Instead, it is better
questions that you proofread the essay that you have written. Do not answer
additional questions because in most cases, your examiner will just
ignore them.
Proofread Proofread your answer before turning it in. There might be some
your answer minor mistakes that can be corrected.

An essay question can either be in an interrogative form, beginning with a wh-

word such as what, why, how and so on or in an imperative form,
beginning with an instruction word such as discuss, define, analyse,
explain and so on. For example:
(a) Interrogative form: What are the causes of World War II?
(b) Imperative form: Analyse the causes of World War II.
For the first question beginning with what, the requirement is quite obvious.
But this not so with the second question that begins with the instruction word
analyse. While it is not so difficult to interpret the wh-word to determine the
requirement of the question, it can be a daunting task sometimes to determine
what an essay question that begins with an instruction word requires. It is
therefore imperative you are familiar with the meanings of the instruction words
used in essay questions. Let us look at Table 8.7 which explains the common
instruction words with their meanings and sample essay questions.
Table 8.7: Instruction Words Used in Essay Questions
Instruction
Meaning Sample Essay Questions
Word
Analyse Break an issue down into its Analyse the causes of World War
component parts, discuss them II.
and show how they are related.
Discuss Examine key points and possible Discuss the suitability of MCQ as
interpretation, and debate, giving test items in a language test.
reasons for and against. Draw a
conclusion.
Describe Give a detailed account of a Describe early Malaysian family
process, event, subject or life.
something so that one has a clear
picture.
Explain Tell how things work or how they Explain why Malaya entered
came to be the way they are; make World War II.
clear the reason or cause of
something.
Compare Identify and describe points of Compare the role of Dewan
similarity. Rakyat and Dewan Negara.
Contrast Point out the differences. Contrast between democratisation
and liberalisation.

Criticise/ Discuss the good and the bad Criticise the death sentence in
Evaluate points of the subject and make a criminal law.
conclusion. Evaluate the usefulness of the
portfolio in assessment.
Justify Express valid reasons for Justify the USs stand on the Iraq
accepting a particular war.
interpretation or conclusion.
Illustrate Similar to explain but might Illustrate the use of a hand phone.
require the quoting of specific
examples or some form of
drawing.
Enumerate Make a numbered list of relevant Enumerate good and bad eating
items, possibly in bullet form. habits.
Examine Present in depth and investigate Examine the contributions of
implications. computers to mankind.
List Create a series of items. List the functions of the human
heart.
Define Give the meaning of a concept. Define test reliability.
Outline Make a numbered or well- Outline ethics in journalism.
organised list.
Summarise Briefly state. Summarise the accomplishments

of Malaysias former Prime
Minister, Tun Dr Mahathir
Mohamad.
Trace Discuss in logical or chronological Trace the events that caused
order. America to attack Iraq.
ACTIVITY 8.3
Read the statement below:
Assessment methods in open and distance learning environments differ

from those in traditional campus environments. Compare and contrast
the assessment methods in the two learning environments.
List down the main ideas, supporting points and conclusion in the
given statement.

In preparing yourself for examinations, you should have a good set of concise
notes, learn how to revise and memorise, practise answering questions and
have a good study plan.
One of the best ways for you to apply the key concepts that you have
understood is by practising.
One very important aspect in preparing for examinations is your familiarity

with the types of examination questions you will be answering.
Examination questions may be classified as objective questions and subjective

questions.
Objective questions include true-false, multiple-choice questions (MCQ) and

gap-filling.
Some tips on answering true-false questions are presume it is true, extreme

modifiers are usually false, qualifiers are usually true, the whole
statement must be true, identify keywords and pay attention to negative
words.
Some tips on answering MCQ are select the best answer, eliminate the wrong
answer, treat each of the choices like a true-false question and be cautious
with all of the above and none of the above.
As for gap-filling, you need to select the most appropriate and accurate
answer for the blank in the question statement.
The common type of subjective questions is the essay question which requires
you to compose your answers which very often consist of more than one
sentence.
Some tips on answering subjective questions are read the instructions, seek
clarification, divide your time wisely, understand the question, follow the
format, provide an outline and jot down main issues, neat handwriting and
many more.
Be familiar with the various types of questions and the style by which to
answer them. Remember, practice makes perfect.

Essay questions Objective type question

Gap-filling questions Practising
Gather notes Revise and memorise
Instruction words SQ3R
Mnemonics Subjective type question
Modified essay questions True-false questions
Multiple-choice questions (MCQ)

Topic Using Microsoft
9 Office
Applications
LEARNING OUTCOMES
1. Use Microsoft Word, Excel and PowerPoint effectively; and
2. Use cloud computing.
INTRODUCTION
In order to become a successful open and distance learner, you need to have basic
knowledge of Microsoft Office applications. Therefore, this topic focuses on
teaching you how to use them. The Microsoft Office applications are contained in
the software package installed in many personal computers and laptops. The
applications include Microsoft Word, Excel and PowerPoint. Preferably, you
should have a personal computer in front of you while reading this topic as you
need hands-on practice to better understand the contents. Hopefully by the end
of this topic, you will be able to use them in doing your assignments and course
works.
9.1 INTRODUCTION TO MICROSOFT WORD

As stated before, Microsoft Word (MS Word) is one of the applications in
Microsoft Office. It is a powerful word processor used to create professional-
looking documents. The Microsoft Office comes out with various versions every
few years, starting from Office 1.0 (1990) to Office 365 (2016). The new version
may have improved aesthetically (interface) but the core functions remain the
same. Take note that the version used for this topic is MS Office Word 2007.

TOPIC 9 USING MICROSOFT OFFICE APPLICATIONS 253
9.1.1 Creating a Basic Document

Basically, you can use MS Word to write your assignment. You can begin this
process by creating a new document. To do this, you either:
(a) Double click the Microsoft Office Word icon that looks like this
one which is usually found on the computer screen desktop; or
(b) Use the taskbars Start button. It is shown as a circular Windows logo on
the bottom left corner of the screen (Figure 9.1). Click Start (1) Click All
Programs (2) Microsoft Office (3) The menu will expand Microsoft
Office Word 2007 (4).
Figure 9.1: Starting a new document in MS Word using the taskbar

254 TOPIC 9 USING MICROSOFT OFFICE APPLICATIONS
The new document you have created appears on the screen as a blank sheet of
paper within the document window with the title Document 1 Microsoft
Word (Figure 9.2).
Figure 9.2: The general look of a new Word document with the location of common
Windows and Office tools, buttons and icons indicated
The long strip at the top of the screen is the title bar, which shows the name of
the document in view followed by the name of the program that is Microsoft
Word. When you start a new document, it is named Document1 (or Document2,
Document3 and so on) by default until it is saved as a different filename.
On the right-most of the title bar are the generic Windows buttons representing
instructions to minimise, maximise, restore and close the window.
9.1.2 Using the Tool Tabs

When you click on each of the tab names (such Home, Insert, Page Layout
and so on), the strip of icons located just below the tab name will change. This
strip is called the ribbon.
For example, the Home tab puts on the ribbon commonly used tools such as
text format, font and styles options; the Insert tab lets you insert things like
page breaks, tables, images, and headers and footers; Page Layout will have
setting controls for margins, page orientation and document size, among others;
while the Review tab contains commands to check spelling, track changes and
word count.
Now, take notice of the two icons here; and . These launchers open up
something when you click on them. They are usually found on the ribbon next to
a bigger icon or in the corner of an icon group.
Clicking on the former will cause a dropdown menu to appear, which contains all
available options for that icons function. Click on the latter and a dialog box will
open up to offer more choices for the operation you wish to perform (Figure 9.3).
Figure 9.3: Example of the Insert and Home tool tab, which are accessed by clicking
the small corner icon (circled) on the ribbon

9.1.3 The Quick Access Toolbar

The purpose of this function (see Figure 9.4) is to provide easy access and
customised functionality for the user.
Figure 9.4: Customising Quick Access Toolbar
This means icons that you frequently use can be added to the toolbar, thus
creating shortcuts that can save you time from navigating through tabs. Let us
try adding a shortcut by doing Activity 9.1.

ACTIVITY 9.1
Start up MS Word and try the steps below:
1. Click the small triangle to access the Customize Quick Access

Toolbar as shown in Figure 9.4 (a dropdown menu will appear).
2. Select More Commands (Word Options dialog box will

appear).
The dialog box is generally split into two list boxes (each containing
a list of icons) separated by a couple of buttons (Figure 9.5).
Figure 9.5: Word Options dialog box
3. Click Insert Picture from File on left box, then click the
Add>> button in the middle (the icon will move to the right).
4. Click OK. You can now see an extra icon on the Quick Access
toolbar. This enables you to quickly add images and photos to the
document you are working on.
You can add other icons to this toolbar such as Print Preview, so that
you can access these functions with a single click of the mouse.

9.1.4 Shortcut Menus

You can also use the shortcut menu to cut, copy, paste or do any other functions
in MS Word. To do this, you must first highlight the text that you want to edit. To
highlight, click and hold the mouse and drag the cursor over the area concerned.
Then, right-click on the highlighted text. A popup menu will appear with options
(Figure 9.6).
Figure 9.6: The popup menu that appears after a right click on the highlighted text
Click on the command you want (Cut, Copy, Paste, Font and so on) to
perform the desired operation.

9.1.5 Enhancing Your Word Document

Documents can be enhanced by formatting text, inserting tables and illustrations
and so on. Let us follow the steps given:
(a) Start a new MS Word document.
(b) Type the text as seen in Figure 9.7.
Figure 9.7: An MS Word document with unformatted text
(c) Click the Office Button (labelled in Figure 9.2); select Save (A Save As
dialog box will appear).
(d) Save your document under the file name OUMhist.doc by typing this
name in the corresponding text box at the bottom of the dialog box, then
click Save.
You are now ready to make enhancements to the document, beginning with
functions to format text so that the document looks more presentable and
professional.
(a) Format Text

Text can be formatted in numerous ways. You can change the style, colour
and size, or bold, italicise and underline it. To do some of these, just follow
these steps:
(i) Highlight the text to be formatted by dragging the mouse over

them while holding down the left button. Release the button after
highlighting.

(ii) Click the Home tab (if the ribbon is not on Home), then choose
the appropriate commands such as font style, size, bold and so on
(Figure 9.8).
Figure 9.8: Text formatting options
The following Figure 9.9 shows you the result after text formatting have
been done.
Figure 9.9: A Word document with text formatting done

(b) Insert Table

You can insert a table in a Word document. Just follow the procedures
stated below. Please refer to Figures 9.10 through 9.12.
(i) Click on area in the document where you want the table to be
placed. The cursor (a blinking vertical line) will appear on that area
(Figure 9.10).
Figure 9.10: Cursor (circled) on the area where the table will be inserted
(ii) Select the Insert tab, and then click on the Table icon. A
dropdown menu will appear.

(iii) Give your table dimensions, such as five columns and two rows, by
hovering your mouse over the appropriate number of boxes in the
menu (Figure 9.11).
Figure 9.11: The Table dropdown menu
You will see the selected boxes are highlighted. Also note that the
information on the bar at the top of the menu will change according to
the number of boxes (or table dimension) that you choose, for
example 22, 23, 52 and so on.

(iv) Click on the bottom right box of the dimension that you have chosen
and the table will appear on your document as seen in Figure 9.12.
Figure 9.12: Document with an empty table of five columns by two rows
Also notice that a couple of new tabs called Design and Layout
(under Table Tools) have been added, which will help you make
modifications to the table (see Figure 9.12).
(c) Insert Graphics

You can also insert graphical elements (such as photographs, cartoons,
illustrations, charts and graphs) in your Word document. To insert a
picture, follow the steps given.
(i) Click to place the cursor where you want the picture to be inserted.
On the Insert tabs ribbon, click on Picture to insert a picture from
file (such as photograph in jpg file format).

(ii) A file manager dialog box will appear to help you find the picture file
that you want to use (Figure 9.13).
Figure 9.13: The dialog box to insert picture

(iii) Once you have located and selected the picture file, click the Insert
button and the dialog box will close. The picture is now inserted in
your document (Figure 9.14).
Figure 9.14: Document with a picture (photograph in this case); notice the additional tab
and ribbon with relevant options for formatting picture
Just as with inserting a table, adding graphics to your document will

cause new tab(s) to appear, but this time under the Picture Tools set (see
Figure 9.14). The Format tab here will enable you to adjust the placement
of your graphic on the page.
(d) Insert Page Numbers

In a document with multiple pages, it is important to have the pages
numbered. To insert page numbers, simply click on Insert tab Page
Number. A dropdown menu will appear.
Hover the mouse pointer over the menu options and the menu will cascade
to reveal more choices for each of the option. When you have decided on
the page number format that you want, simply click on the one you have
picked and the page numbering is done.

ACTIVITY 9.2
Make the following formatting on the text in the OUMhist.doc file:
(a) Apply a Title style to the title of the text (the first two lines).
(b) Apply the Subtitle style to the third line of the text.
(c) Bold the text Open University Malaysia.
(d) Make the font size of the date 10th August 2000 smaller and
make it underlined.
(e) Change the text Private Higher Education Institution Act, 1996
to a different font and italicise it.
The end result of these changes should look similar to Figure 9.9.
9.1.6 Spell Check Your Document

In MS Word, under the Review tab there are useful functions for improving
your written assignment, which are the proofing tools. These are organised
inside the Proofing group on the ribbon (Figure 9.15). Using them, you can
look up the thesaurus, and check the spelling and grammar in English, among
other things.
Figure 9.15: The group of functions in the Proofing panel (part of the Review tab)

These are the steps to check spelling and grammar:
(a) Just click on the Spelling & Grammar icon. A dialog box (Figure 9.16) will
appear showing the first error detected by MS Word.
Figure 9.16: The Spelling & Grammar dialog box
(b) You can decide whether to change or ignore the suggested correction. After
each correction (or ignore command), the program will sequentially check
through the entire document from the first page to the last or until you
prompt it to stop by clicking Cancel.

9.1.7 Saving Your File

You must save a document after editing and before closing it, so that changes
made are retained when you retrieve the file later. In MS Word 2007, this is done
through the Office button (if you can recall, this is shown in Figure 9.2).
To save your document:
(a) Click the Office button choose Save (on the dropdown menu,
see Figure 9.17) to save the file under the same name (indicated on the title
bar); or
Figure 9.17: The dropdown menu of the Office Button

(b) Select Save As to save the file as a different filename, in a different folder
or in a different file type (such as for an older version of MS Word or as a
PDF document).
Notice that when you hover your mouse over the Save As function,
the menu will expand to show more available options as Figure 9.17
illustrates.
There are a number of reasons why you would want to save the file as a
different file type; one of which is to ensure that your document can be
opened on computers that still use the old versions of MS Word.
When you select Save As, a dialog box will be displayed to let you
perform the operations that you want (Figure 9.18).
Figure 9.18: The Save As dialog box

(c) At the Save As dialog box, navigate using the left and right panes to
locate the folder My Documents. This is where most users save their files.
It is usually found in the location exemplified by this location bar:
(d) Name or rename the file if you like using the text input box situated at the
lower part of the dialog box.
(e) Below the text box is the Save as type list box, which when clicked on,
will reveal a list of file types that you can choose to save your document as.
Select Word 972003 Document.
(f) Then, click Save. You will now have a file that is compatible with
previous versions of MS Word.
9.1.8 Word Help

To help you understand more about the features in MS Word, you can seek out
the Word Help function which can be accessed by either pressing the F1 key
or clicking the ? icon, which can be found at the top right corner of the window
(Figure 9.19).
Figure 9.19: The help icon ?

When you click the ? icon, a window will appear as in Figure 9.20.
Figure 9.20: The Word Help window
Using the search bar near the top, try to find out more about document
formatting by:
(a) Typing formatting in the search box. Then, click the search icon (the
magnifier) and press Enter.

(b) A list of results associated with formatting will appear (Figure 9.21).
Figure 9.21: Example of search results in Word Help
(c) You can use this feature to seek answers to queries that you may have when
using MS Word.

9.1.9 Printing
Before you print a document, it might be a good idea to preview it. For that,
follow the steps given:
(a) Click the Office button Hover on Print (the menu will expand to show
more choices) Select Print Preview (Figure 9.22).
Figure 9.22: Print menu

You will now see a window that shows your document as it would appear
when printed (Figure 9.23).
Figure 9.23: Print Preview
If you are satisfied with how it looks, close this window. Now we can do
the actual printing.

(b) Click the Office button Select Print (the Print dialog box will come
out (Figure 9.24).
Figure 9.24: The Print dialog box
(c) Select Printer (it must be connected to your computer either physically or
through the network).
(d) Review, select or adjust all other print parameters (such as Page range
and Copies).
(e) Click OK and your document will be printed.

9.1.10 Cut, Copy & Paste; Undo, Redo & Repeat

With MS Word, you can erase, copy or move blocks of text easily by using the
Cut, Copy or Paste commands. These are represented by the following
icons on the Home tab:
Cut: Highlighting a block of text and then clicking this button will
cause the text to be cleared from the screen.
Copy: Clicking this button will make a copy of the highlighted text that
is temporarily saved on the Clipboard (which is the computers
memory).
Paste: Click on this button to insert whatever text (or graphic) that is
saved on the Clipboard onto the part of the document where the
cursor is situated.
You can also reverse some of the edits you made on the document, reinstate them
if you wish or repeat certain actions with a single click, using the following icons
on the Quick Access toolbar (see Figure 9.2):
Undo: Click to cancel the edits you have made. They will be undone in
the order of the most recent action first.
Redo: Click this if you want to call back the action that you have
undone.
Repeat: This button will instruct MS Word to repeat the last action that
you performed, such as inserting a block of text or a picture; or
changing some text to bold.

9.2 MICROSOFT EXCEL

Microsoft Excel is a powerful and flexible program that allows you to create
professional-looking spreadsheets. It can perform numerous functions to assist
you in your projects, such as automatic calculation, sorting and filtering of data
sets; and organising, analysing and formatting data for presentation in the form
of charts and graphs. A spreadsheet program is often used by:
(a) Accounts officers of companies for stock-taking, accounting, payroll and

others;
(b) Teachers for recording students marks;
(c) Scientists for analysing the results of experiments; and
(d) Any individual as a personal finance analysis tool.
In the next subtopics, you will be taught on:
(a) Starting/exiting MS Excel;
(b) Exploring MS Excel;
(c) Data entry on a worksheet;
(d) Using MS Excel functions;
(e) Sorting and filtering data; and
(f) Converting data into charts.
Let us continue the lessons.

9.2.1 Starting/Exiting Microsoft Excel

Start up the program by following these steps:
(a) Click on the Start button (see Figure 9.1), select All Programs
Microsoft Office Microsoft Office Excel 2007; or
(b) Double click on an icon on the desktop that looks like this (if it is
there).
Tip: To create a shortcut to MS Excel like this on the desktop, right-click

on Microsoft Office Excel, then select Send to Desktop (create
shortcut). You will now see the icon on the desktop.
To exit MS Excel, click the Office button on the top left corner of the window
(Figure 9.25), select Close or Exit Excel; or you can click the button marked
x on the title bar right corner.
Figure 9.25: The general appearance of a blank spreadsheet with its various components
labelled

9.2.2 Exploring MS Excel

Based on Figure 9.25, you can see that some of the components and tools (such as
Office button, ribbon, font group and others) in MS Excel are identical to MS
Word. This is also consistent across all other applications in the Microsoft Office
suite.
The ribbon is a strip of icons near the top of the Excel window, just below the
Quick Access toolbar and title bar. As is the case with MS Word, the ribbon and
tool tab system replaces the traditional menu system used in older versions of the
Microsoft Office program (see Subtopic 9.1.2).
Just like in MS Word, the Office button in MS Excel serves multiple purposes,
including creating a new spreadsheet, opening and closing files, saving and
printing.
The following text refers to components that are unique to spreadsheet

programs, particularly MS Excel:
(a) A spreadsheet is also called a workbook and comprises a set of worksheets.

Data on spreadsheets are arranged in a tabular format, which are on a two-
dimensional grid.
(b) Each rectangle on the grid is called a cell. Cells are referenced by their
addresses, comprising the column and row coordinates. The address or
coordinate of the active cell is shown on the name box (see example in
Figure 9.26). An active cell is simply the cell where the cursor is at.
Figure 9.26: Cursor occupying cell address C3

(c) Data entered into a cell also appears on the formula bar (Figure 9.27).
Figure 9.27: Example of worksheet with data typed in
You can also enter maths formulae here (which you will do later in this
topic). If there is a formula stored in the active cell, this location will display
that formula.
9.2.3 Data Entry on a Worksheet

Data input is fairly straightforward in MS Excel. If you need to, perform the first
two steps below to create a new workbook, then, follow the rest of the
instructions to practise data entry and moving the cursor around a worksheet:
(a) Click on the Office button and select New from the drop down menu.

(b) The New Workbook dialog box opens and Blank Workbook icon is
highlighted by default; if not, select it and then click on Create (near the
bottom right corner) (see Figure 9.28).
Figure 9.28: Creating a new workbook
(c) To insert data into a cell: Click the cell to select it, type in your text, number
or formula.
(d) To edit or delete data: Click to select it, then press the Backspace key to
clear data and make a correction; press Delete to delete the entire
contents of the cell.
(e) To navigate within the worksheet using the keyboard:
(i) Use the arrow keys;
(ii) Press Tab to move to the right of the current active cell;
(iii) Hold down Shift and press Tab to move to the left of the active
cell; or
(iv) Use Page Up and Page Down to rapidly move up and down the
rows.

ACTIVITY 9.3
1. Start with a blank worksheet and input the data set in Figure 9.29.
Figure 9.29: Spreadsheet with data and adjusted column width
2. You can change the column widths by placing the mouse pointer
in between the column headers (it will change to a double-sided
arrow), then click-hold and drag the pointer left or right to adjust
the size.
3. Save the workbook as StudentRec.xls using the Office button

(refer to Subtopic 9.1.7 if you are unsure how to do this).
9.2.4 Using MS Excel Functions

MS Excel can perform calculations using its built-in mathematical functions.
Using them make calculations and data analyses easier to do. They are three
types of functions that you can use:
(a) Using Direct Cell Address Reference and Arithmetic Operators

Select the cell where you want the result to appear, then go the formula bar
and type the = sign and follow with the cell addresses which contain the
values to be calculated along with the relevant operators (remember to type
the =sign first as all formulae in MS Excel are preceded by it).

Let us look at Figure 9.30, which is an example of how to add the values of
Cells B2 and B3, then minus the value in Cell C3 and display the result in
D3.
Figure 9.30: Example of a straightforward direct cell address reference calculation
(b) Working with the Order of Precedence

Other simple arithmetic can be done in the same way as above. Table 9.1
shows order of precedence of frequently used operators and their
respective keyboard symbols.
Table 9.1: Order of Operations in MS Excel
Operator Precedence Operation Example

() First Parentheses (2 + 3) * 4 = 20
^ First Exponentiation ( to the power of ) 2^3=8
* Second Multiplication 2*3=6
/ Second Division 12/4 = 3
+ Third Addition 4+5=9
Third Subtraction 96=3

As for Figure 9.31, it exemplifies how similar but slightly modified

formulae can produce different results due to the order of precedence.
Figure 9.31: Order of precedence of arithmetic operations
Here are some tips for you to consider:
(i) When entering a formula, you can also mix cell references with
numbers; for example, =(A1+B1+C1+D1)/4, which will give you
the average for the cell range A1:D1.
(ii) Formulae can also be nested; for example,

=AVERAGE(SUM(C2:C8),SUM(D2:D8)), which will add up the
values in columns C and D, then give the average of the two results.
(c) Using the Common Functions

If you know how to write mathematical formulae in Excel, you can further
maximise the softwares capabilities. However, as this is a starter topic, we
will focus on the common and most often used functions.
Let us do Activity 9.4 and Activity 9.5 to familiarise yourself with the main
functions.

ACTIVITY 9.4
Find the total for values in a range of cells (Figures 9.32 to Figure 9.34):
1. Enter the data set shown in Figure 9.32. Select the cell where the
result is to appear.
Figure 9.32: Entering formula using Insert Function
2. On the formula bar, click the insert function fx launcher next to

it (circled). A dialog box will open.
3. Select SUM from the list of functions and click OK. The
Insert Function dialog box will close and be replaced by the
Function Arguments box (Figure 9.33).

Figure 9.33: The Function Arguments dialog box
4. Type in the range of the cell addresses to be summed up in the

text box next to Number1 (like in Figure 9.33). Click OK.
5. Notice that =SUM(B2:B6) now appears on the formula bar

(Figure 9.34).
Figure 9.34: Example of using a function for calculation

ACTIVITY 9.5
Using the file you saved from Activity 9.3 (filename StudentRec.xls) and
using the calculation methods learned so far, do the following:
1. Find out and display the average exam mark for each student in
the column right of the students marks;
2. Determine the average scores of students for Exam 1 and Exam 2.

Display them below the respective columns; and
3. Show the score of the student with the highest average mark of
the two exams in cell E10.
Your worksheet should now look similar to Figure 9.35.
Figure 9.35: Example of using the MAX function

Tips:
(a) When you are familiar with functions, you can also type them directly into
the formula bar instead of using the dialog boxes.
(b) MS Excel has hundreds of functions at your disposal so that you need not
write out complex or repetitive formulae by yourself. These can be accessed
through the Formulas tab (Figure 9.36). Explore and experiment with
these functions.
Figure 9.36: The ribbon of the Formulas tab
9.2.5 Sorting and Filtering Data

It is possible to quickly rearrange the way data appear on an MS Excel worksheet
through automatic sorting and filtering.
(a) Sorting
Common ways of sorting include alphabetical (when it concerns strings of
letters such as names) and numerical (such as student number, exam scores
and costs of items), either in ascending or descending order. Let us practise
sorting with Activities 9.6 and 9.7.

ACTIVITY 9.6
1. Using the same file (StudentRec.xls) from the Activity 9.5, remove
the labels and formulae for Class average score and Highest
student average score, keeping just the average score of each
student.
2. To sort by average score, click on any cell on the column with

student average marks, then click Sort & Filter in the Editing
command group on the ribbon of the Home tab (see Figure 9.37).
Figure 9.37: Sort & Filter function
3. From the dropdown menu, select Sort Largest to Smallest. Data

is now sorted according to students marks with the higher scores
on top (Figure 9.38).
Figure 9.38: Data sorting

ACTIVITY 9.7
Sometimes we would like to sort data according to more than one

parameter. The following steps will show you how to do multi-level
sorting using StudentRec.xls:
1. Add a new column header: Mode, into cell F1.
2. Below it, enter Part time for students with student number
beginning with P, and Full time for those starting with A.
3. Use Sort & Filter but this time select Custom Sort. A dialog
box will appear (Figure 9.39).
Figure 9.39: Multi-level sorting dialog box
4. Using the list boxes; select Column, Sort by: Mode;

Order: A to Z, then click Add Level button (on the top row)
(see Figure 9.39).
5. Now there is an extra level of options; select Then by:

Average; Order: Largest to Smallest. Click OK.

You will now find that the data are sorted according to the mode of
study (part or full time) and you can see who scored the highest mark
in each of the two groups of students (Figure 9.40).
Figure 9.40: Multi-level sorting result
(b) Filtering
When do we use filtering? Filtering is useful when you want to display just
a selection of data. For instance, if you want to show in StudentRec.xls, the
records of just students who achieved less than 70 in their average scores,
you can do the following:

(i) Select Sort & Filter Filter. Icons will appear as in Figure 9.41.
Figure 9.41: Filter function

(ii) Click the button for Average. Select Number Filters Less
Than (Figure 9.42).
Figure 9.42: The menu for filtering data

(iii) In the dialog box (Figure 9.43), enter 70 as the condition for is less
than; click OK.
Figure 9.43: Data filtering dialog box
On the worksheet now, only the records of students whose average score is
less than 70 are displayed.
9.2.6 Converting Data into Charts

Graphs and charts represent data graphically, making them useful in a
presentation because they are better at showing comparisons, patterns and trends
in data.
(a) Creating a Chart

MS Excel can create graphs and charts out of your data and update them
automatically when you make changes to your data. Let us do the next
activity that will create a simple chart using StudentRec.xls.

ACTIVITY 9.8
1. Use the StudentRec.xls file (if the data have been filtered,
reselecting Filter from Sort & Filter will unfilter the data).
2. Highlight the data range to be charted by click-holding and

dragging the cursor over the data range B1:D8 (this will
encompass the column titles, row labels and data set that you
want to work with).
3. Click the Insert tab. If you hover on each option in the Charts
group, contextual information will appear to help you decide on
which chart to use.
4. For this activity, select Column 3-D Column.
You now have a column chart comparing students achievements in

Exam 1 and 2 (Figure 9.44).
Figure 9.44: Example of an MS Excel column chart
Once you insert a chart, a new set of Chart Tools, arranged into three
tabs, will appear above the ribbon. These tabs (Design, Layout and
Format) will let you change and fine tune the appearance of your chart,
such as adding a title, changing fonts and colours, and so on.

(b) Moving the Chart to a Different Worksheet

Sometimes, it would be better to keep your chart in a different worksheet
from your main spreadsheet. Remember that a workbook can comprise
multiple worksheets (see the previous Figure 9.25).
So how do we move the chart to a different worksheet? Let us follow these

steps:
(i) Make sure that your chart is selected. Under the Design tab, find
and click Move Chart. A dialog box appears.
(ii) You can either start a new worksheet (the default name is Chart1) and
keep the chart there; or
(iii) Select Object in and choose from the list box, which of the existing
worksheets you want to place the chart in. Click OK.
Did you know that having the chart on a separate sheet have a lot of
advantages? Among the advantages are that you can copy it easily into your
Word documents or PowerPoint presentation, or print it out separately.
Take note that printing in MS Excel is similar to printing in MS Word. The

options are accessible through the Office button.
ACTIVITY 9.9
Try to build your own sample data set on MS Excel, such as average
temperature for the days of the week or month; or sales record of
number of items sold, price, category and so on; or the home and away
performances of a football team in a league season, according to
matches won, lost or tied.
Then explore all options under the Chart Tools tabs, such as the
Design, Layout and Format tabs. Try to create a variety charts
and graphs. See if you could achieve some interesting graphical data
analysis with your data set.

9.3 MICROSOFT POWERPOINT

Now let us move our attention to Microsoft PowerPoint. Microsoft PowerPoint is
a powerful tool used to create professional-looking presentations. With
PowerPoint, you can easily create slide shows. We use slide shows to illustrate
presentations. You will be learning the basics of PowerPoint in the next subtopics
which include:
(a) Starting PowerPoint and creating a new presentation;
(b) Saving slides;
(c) Adding slides;
(d) Using themes;
(e) Animating your presentation; and
(f) Running your presentation.
Tip: If you are stuck when using any MS Office applications, including
PowerPoint and Excel, you can always get help by clicking the ? icon on
the top right corner of the window, just below the title bar buttons; or by
pressing the F1 key (see the previous Subtopic 9.1.8).
9.3.1 Starting Microsoft PowerPoint and Creating a

New Presentation
To open PowerPoint in Windows, click on the Start Programs Microsoft
PowerPoint; OR
Double-click on the PowerPoint icon on the desktop (if available).
You can start a new presentation from a blank slide, a template or an MS Word
outline:
(a) To Create a New Presentation from a Blank Slide

Click the Office button New Select Blank Presentation.

(b) To Create a New Presentation from a Template

Click the Office button New Select Installed Templates
(Figure 9.45) Select the template of your choice.
Figure 9.45: Selecting a template to start off
(c) To Create a New Slide from an MS Word Outline
(i) Start with a Blank Presentation;
(ii) Select the slide where you would like the outline to begin;
(iii) Click the New Slide menu option (the small downward pointing
triangle below the icon on the Home tab ribbon);

(iv) Select Slides from Outline (see Figure 9.46); an Insert Outline
file manager dialog box will appear; then
Figure 9.46: Frequently used slide layouts
(v) Browse and choose the Word file that contains the outline.

As you can see in Figure 9.46, PowerPoint slides can be created out of a number
of pre-set layouts. They allow you to enter your text straightaway without having
to deal with matters like formatting. To enter text, just select a text box (a dotted
line rectangle) and start typing.
If you explore the ribbon and tabs carefully, you will notice that much of the text
formatting functions in PowerPoint are the same as those in MS Words and they
work pretty much the same way. These include:
(a) Font typeface and size;
(b) Font style and effects;
(c) Text colour;
(d) Paragraph alignment; and
(e) Bulleted and numbered lists.
Tip: Sometimes you might want to change the size of a textbox to allow space
for other elements to be added in your presentation. To do this, just select
the textbox, click-hold and drag the corner and sides of the text box to the
desired size (Figure 9.47).
Figure 9.47: A text box

9.3.2 Saving a Presentation

Use the Office button to save your slide presentation (see Figure 9.48).
Figure 9.48: The Office button in PowerPoint
You would have a number of options when saving but more importantly, you
should consider that you might need to use the Save As feature to:
(a) Save the file so that it can be accessed by an earlier version of PowerPoint
(which is unable to open the default saved files of PowerPoint 2007); or
(b) Save the slide presentation just as a PowerPoint Show, so that it cannot
be edited by others.

9.3.3 Adding Slides

There are a number of ways for you to add new slides to your presentation.
Three of them are described in Table 9.2.
Table 9.2: Three Ways to Add New Slides to PowerPoint Presentation
Method Description
Office themes Select the slide immediately BEFORE the point where you want the
new slide to be Click the New Slide menu down arrow (the small
downward pointing black triangle) on the Home tab ribbon
Select from the options in the drop down menu, the type of slide you
want inserted.
Duplicate a Select the slide to duplicate Click New Slide menu down (on the
slide Home ribbon) Select Duplicate Selected Slides from the menu
(Figure 9.49).
Figure 9.49: Duplicate slide option (shown by arrow)

Create a new (i) Select the slide immediately BEFORE the point where you want
slide from the new slide to be;
another (ii) Click New Slide Select Reuse Slides; The Reuse Slides
presentation box will appear to the right of your PowerPoint window;
(iii) Click Browse Browse File to open up file manager dialog
box; and
(iv) Locate the previous slide show file and click on it to import.
9.3.4 Themes
What do themes mean?
Themes are design templates that can be applied to an entire presentation to

create uniformity throughout the presentation.
How do we add themes to a presentation? Here are the steps to do it:
(a) Click the Design tab above the ribbon (Figure 9.50), choose one of the
displayed Themes.
Figure 9.50: A selection of themes

(b) Here is how to apply a new colour scheme to a theme:
(i) Click the Colors dropdown menu (Figure 9.51).
Figure 9.51: Selecting or creating colour scheme
(ii) Choose a colour set or click Create New Theme Colors if you want
to set your own colours (as some corporations with their own colours
might do).

(iii) You can also select from a range of backgrounds in this tab
(Figure 9.52).
Figure 9.52: Selecting a background style
9.3.5 Animating Your Presentation

Presentations can be significantly improved by animations. PowerPoint has a
wide selection of built-in animations, such as transitions when moving from one
slide to the next and moving text effects within a slide, which can be useful in
instances where you want to introduce points in a list, for example. The
following sections teach you how do it.
(a) Adding Slide Transitions

Slide transitions are like the effects used in films to change from one scene
to another. It is sensible to choose just one or two types of transitions and
stick with them! A different transition for each slide is usually distracting
and looks unprofessional.

To add transitions, select the Animations tab (1) Select from the basic
transition options in the Transition to This Slide or click on the More
button (2) to see more options (see Figure 9.53).
Figure 9.53: Transitions
As you roll your pointer over each transition, PowerPoint provides you
with a live preview of the transition (3) (Figure 9.54).
Figure 9.54: More transitions

Notice in Figure 9.55, that you can also add sound effects and control the
speed of your transition using the command options in the same group (1)
and (2).
Figure 9.55: Adding effects to transitions
Click the down arrow next to the Transition Sound field and then click
Click. Click the down arrow next to the Transition Speed field and then
click Slow.
(b) Adding Video

To incorporate a video clip in your slide, use the options under the Insert
tab (Figure 9.56). From the ribbon, select Movie, the Insert Movie file
manager dialog box will appear. Go to the location where you have saved
your video file and select for insertion into your slide.
Figure 9.56: How to insert movie into presentation
As with the other Office applications (Word and Excel), a new tab will
appear after you have inserted the video, which will contain the commands
that will let you edit and format your video.
(c) Adding Audio, Graphics, Shapes and Clip Art

In a similar manner to adding video, you can include almost any type of
media (audio, graphics, photographs and so on) into your slides through
the Insert Sound tab.
Also, when you perform these actions, you will find extra tabs appearing
on the ribbon that will let you apply a few basic editing functions on your
media such as:
(i) Adjusting the size of the picture;
(ii) Repositioning the media in your layout;
(iii) Adjusting the alignment and rotation;

(iv) Controlling the brightness, contrast and colours of the image; and
(v) Crop and resize.
Figures 9.57 through 9.61 illustrate some of the available options on the
ribbon.
Figure 9.57: Options for inserting sound/audio
Figure 9.58: Sample of an extra tab under Sound Tools
Figure 9.59: The Clip Art option box (right) appears when Insert Clip Art is
selected

Figure 9.60: Adding shapes
Figure 9.61: Drawing Tools options become available after you insert shapes
or drawings in your slide
9.3.6 Running Your Presentation

When you have finished creating your slides, you can trial run them by either:
(a) Pressing the F5 key; or
(b) Selecting the From Beginning icon in the Start Slide Show group
(located on the Slide Show tab ribbon); or
(c) Clicking on a similar looking icon at the bottom right of the window
(next to the zoom bar).

The first page of your slide will appear in full screen mode. Around the bottom
left of the screen, you will see the navigation buttons appearing when you hover
the mouse pointer over that area. Also in that group of buttons is a selection of
tools (B in Figure 9.62) which will let you make notations and insert highlights in
your slides as you make your presentation (refer to Figure 9.62 and Table 9.3).
Figure 9.62: The slide navigation buttons
Table 9.3: Navigating the Slide Show
Task Procedure
Go to the next slide Do one of the following:
Click the next icon (D) in Figure 9.62
Press the right arrow key
Press the Enter key
Press the Page Down key
Click on the slide
Go to the previous slide Do one of the following:
Click the previous icon (A)
Press the left arrow key
Press the Backspace key
Press the Page Up key
To jump to a certain slide Do one of the following:
Click the shortcut menu icon (C)
Right-click on the slide and select from the shortcut
menu that pops up
End the slide show and Press the Esc key.
return to PowerPoint

9.4 CLOUD COMPUTING

Lastly, let us learn about cloud computing. What does it stand for? National
Institute of Standard and Technology (NIST), US Department of Commerce
defined cloud computing as follows:
Cloud computing is a model for enabling ubiquitous, convenient, on-demand

network access to a shared pool of configurable computing resources (for
example networks, servers, storage, applications and services).
Cloud computing or in shorter words the cloud", is another way of accessing

resources in order to function according to the changing needs from the users. It
involves computing activities through network, which programs or applications
are run concurrently at connected computers. In the cloud, the chances of data
loss will be at a minimum. Data can be stored or backed up in the cloud storage.
Cloud computing will also keep your data safe from threats.
Figure 9.63 shows you some examples of cloud storage.
Figure 9.63: Examples of cloud storage

Source: www.thetop10bestonlinebackup.com
Did you know that cloud storage sometimes functions as a collaboration tool?
Thus, you can easily share your file with your friends and subordinate. Through
cloud storage, you can also collaborate to channel partners with customers.
As part of cloud resources, we usually share it with multiple users and can be
dynamically reallocated according to the users demand.
9.4.1 Managing Files in the Cloud

Here are the steps to manage your files in the cloud.
(a) Preparing Your Documents

You have done your work in Microsoft Word, Microsoft Excel and
Microsoft PowerPoint. Save it into one folder in your system for easy
retrieval.
(b) Registering Box.net.
(i) Go to http://www.box.com as shown in Figure 9.64;
Figure 9.64: The website of www.box.com
(ii) Click the Sign Up button and register;

(iii) After successful registration, click the Log in button. Enter your
username and password to log in (as shown in Figure 9.65);
Figure 9.65: Log in page
(iv) Creating a folder in Box
Click the New (list menu) button and select New Folder
(see Figure 9.66).
Figure 9.66: Select New Folder

Type your folder name. Check any option in Collaboration (see

Figure 9.67).
Figure 9.67: Type your folder name
Uploading files:
Click on any folder and click the Upload button (see

Figure 9.68);
Figure 9.68: Upload the folder
Select Upload Files to upload single or multiple files or

Upload Folders to upload single or multiple folders; and

After uploading the files, the outcome of this activity is as

shown in Figure 9.69.
Figure 9.69: Upload the folder
Sharing folder
To share the folder, put your cursor on your folder and check the
check box or Share (see Figure 9.70).
Figure 9.70: Share the folder

Using New Box Note
Click the New Box Note button (see Figure 9.71) and type
the name of your document (see Figure 9.72); and
Figure 9.71: Click the New Box Note button
Figure 9.72: Type the name of your document

You can create your own document, save it and share it with
your friends (see Figure 9.73).
Figure 9.73: Create, save and share your document
MS Word, Excel and PowerPoint can help make your learning process more
effective. Their basic functions improve your productivity in writing reports,
computing and analysing data, and making presentations, among others
things.
Knowing how to use these applications are crucial for attaining basic ICT
competencies. In addition, these skills are also valued in the workplace.
Cloud computing is a model for enabling ubiquitous, convenient, on-demand

network access to a shared pool of configurable computing resources.
Applications Saving files

Cloud computing Slide presentation
Formatting Spreadsheet
Functions Template
Microsoft Office Word processor

MODULE FEEDBACK
MAKLUM BALAS MODUL
If you have any comment or feedback, you are welcome to:
1. E-mail your comment or feedback to modulefeedback@oum.edu.my
OR
2. Fill in the Print Module online evaluation form available on myINSPIRE.
Thank you.
Centre for Instructional Design and Technology

(Pusat Reka Bentuk Pengajaran dan Teknologi )
Tel No.: 03-27732578
Fax No.: 03-26978702


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Faculty of Education and Languages

Copyright Open University Malaysia (OUM)

Copyright Open University Malaysia (OUM)

Content Contributors: Assoc Prof Dr Chung Han Tek

Developed by: Centre for Instructional Design and Technology

First Edition, April 2008

Copyright Open University Malaysia (OUM), August 2016, OUMH1103

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Topic 1 Managing Your Learning 1

Topic 2 Virtual Learning Environment (myINSPIRE) 43

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2.4 Learning Components in myINSPIRE 72

Topic 3 Digital Library 106

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Topic 4 Information Evaluation Criteria 156

Topic 5 Coping with Assignments 168

Topic 6 Reading Skills 196

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Topic 7 Note-making and Note-taking Skills 215

Topic 8 Coping with Examinations 231

Topic 9 Using Microsoft Office Applications 252

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9.2 Microsoft Excel 277

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COURSE GUIDE DESCRIPTION

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Table 1: Estimation of Time Accumulation of Study Hours

1. Describe OUM's learning environment;

2. Identify the main components of a personal computer and the Internet;

3. Utilise the tools available in OUM's virtual learning environment known as

4. Apply appropriate reading techniques in pursuing your studies;

6. Use common office suite applications (such as the Microsoft Office

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TEXT ARRANGEMENT GUIDE

Self-Check: This component of the module is inserted at strategic locations

Activity: Like Self-Check, the Activity component is also placed at various

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References: The References section is where a list of relevant and useful

TAN SRI DR ABDULLAH SANUSI (TSDAS) DIGITAL

Copyright Open University Malaysia (OUM)

Copyright Open University Malaysia (OUM)

Copyright Open University Malaysia (OUM)

1.1 OUMS LEARNING ENVIRONMENT

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1.1.1 Getting to Know OUMs Learning Modes

Blended learning combines online learning or more technologically advanced

Figure 1.1: Three blended learning methodologies at OUM

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These three methods are further elaborated in Table 1.1.

Table 1.1: Three Methods of Blended Learning at OUM

Figure 1.2: What you should do to be a good self-managed learner

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1.1.2 Being Independent

As a self-managed learner, you should be able to make your learning experiences

Table 1.2: Suggested Techniques for Independent Learner

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1.1.3 Maximising OUM Learning Facilities

Figure 1.3: Facilities at OUM available to you

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