Enhancing Educational Access through the Digitalization of Learning Resources: Insights from the CTU-Easy Access Center

Enhancing Educational Access through the Digitalization of Learning Resources: Insights from the CTU-Easy Access Center

Syaimak Ismail, Afiffudin Mohammed Noor, Marina Abu Bakar, Noor Syahidah Mohamad Akhir

Academy of Contemporary Islamic Studies, University/UiTM Perlis Branch/UiTM Kedah

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0057

Received: 21 January 2025; Accepted: 25 January 2025; Published: 26 February 2025

ABSTRACT

The era of globalization has driven the evolution of education systems to align with contemporary advancements posing significant challenges for today’s generation. The proliferation of technology has shifted information storage toward digital platforms in contrast to past practices that relied heavily on physical resources like libraries and lecture halls. This reliance on digital information became particularly evident during the Covid-19 pandemic at the end of 2019 which disrupted national education systems. As a result, the delivery and acquisition of knowledge had to be conducted virtually. Without proper planning the information dissemination process can become challenging due to limitations in face-to-face interactions for imparting knowledge. This study builds on the increased reliance on digital platforms to propose a centralized system for academic resources. This study aims to develop a digital system for the CTU Easy Access Center designed to streamline access to academic resources for CTU courses. With the growing importance of digital transformation, traditional methods of resource dissemination face challenges related to efficiency and user experience. The Software Development Life Cycle (SDLC) framework was utilized to guide the development of the system. The findings demonstrate that the digital platform significantly improves the accessibility and efficiency of resource management for CTU courses, fostering enhanced engagement and trust among students and lecturers. Through this platform all course-related information can be accessed easily and quickly without requiring face-to-face meetings saving time for both students and lecturers.

Keywords— Educational, digitalization, learning, ctu, easy access center

INTRODUCTION

The integration of technology into education is reshaping how information is accessed and delivered especially among students in higher education. This younger generation relies on technology to simplify their academic tasks and enhance their learning efficiency. Therefore, educators must adapt to this shift by embracing interactive teaching methods that utilize technology as a core medium. Traditional teaching methods which are often one-directional are increasingly deemed less effective in meeting students’ learning needs (Mazlan & Phang, 2021). Interactive learning fosters better engagement and comprehension making it easier for students to assimilate knowledge. Digital tools and platforms such as mobile apps and educational websites play a vital role in supporting this shift. These tools not only improve the teaching and learning process but also make it more accessible and scalable for diverse learners (Pradono et al., 2013). For instance, Learning Management Systems (LMS) like Moodle and Blackboard provide centralized platforms where students can access course materials participate in discussions and submit assignments seamlessly (Johnson et al., 2016).mh

Moreover, the use of multimedia resources including videos, simulations and interactive quizzes caters to various learning styles thereby enhancing the overall educational experience (Fleming & Mills, 1992). Such resources enable visual, auditory and kinesthetic learners to engage with the material in ways that best suit their preferences leading to improved retention and understanding (Mayer, 2009). The advent of Artificial Intelligence (AI) and Machine Learning (ML) has further personalized the learning experience. Adaptive learning technologies can analyze individual performance and tailor content to address specific strengths and weaknesses thereby promoting a more individualized approach to education (Pane et al., 2017). This personalization not only supports academic success but also fosters greater student motivation and satisfaction (Walkington, 2013).

However, the transition to technology-enhanced education is not without challenges. Issues such as the digital divide where disparities in access to technology can exacerbate educational inequalities must be addressed (Warschauer, 2004). Ensuring that all students have equitable access to digital resources is crucial for the inclusive advancement of educational technologies. Additionally, educators require ongoing professional development to effectively integrate these technologies into their teaching practices (Ertmer & Ottenbreit-Leftwich, 2010). Without adequate training and support the potential benefits of educational technologies may not be fully realized. The COVID-19 pandemic underscored the critical importance of digital integration in education. The sudden shift to online learning highlighted both the possibilities and limitations of remote education, emphasizing the need for robust digital infrastructures and innovative teaching strategies (Dhawan, 2020). Institutions that were able to swiftly adapt to online modalities were better positioned to maintain continuity in education, while those without adequate technological frameworks faced significant disruptions (Bao, 2020).

In light of these developments, it is imperative for educational institutions to continuously evolve their pedagogical approaches to incorporate emerging technologies. By doing so, they can create more dynamic, engaging and effective learning environments that meet the needs of today’s technologically adept students. This study aims to contribute to this ongoing transformation by developing a centralized digital platform tailored to the specific needs of students enrolled in CTU courses at UiTM thereby facilitating seamless access to essential educational resources.

METHODOLOGY

This application is designed to provide a centralized information platform for the CTU Easy Access Center enabling students and lecturers to efficiently access academic resources related to CTU courses. By using this platform, users can easily obtain essential course materials, guidelines, and interactive tools that enhance their learning experience. The platform allows users to retrieve detailed information on assignments, rubrics, lecture notes and recorded lectures. Furthermore, it offers a seamless and flexible experience, allowing users to access resources anytime and anywhere.

The CTU Easy Access Center includes course-related information, assignment guidelines, rubrics, interactive learning modules, recorded lectures, question banks and samples of student projects. These features are tailored to improve the efficiency and accessibility of resource management for nearly 13 mandatory CTU courses under the Academy of Contemporary Islamic Studies (ACIS). The Software Development Life Cycle (SDLC) was used as the system development methodology. The SDLC phases include system planning, system analysis, system design, system implementation and system security and support. The findings from the implementation of this methodology provide insights into its effectiveness and user experience.

LITERATURE REVIEW

Digital Learning and Asynchronous E-Learning

Asynchronous e-learning has emerged as a vital approach in modern education offering a flexible and self-directed learning environment that allows students to access learning materials at their convenience. This method does not require the simultaneous presence of educators and students which makes it particularly advantageous for learners with varying schedules and responsibilities (Abubakar et al., 2017). By enabling students to engage with content at their own pace, asynchronous e-learning fosters autonomy and allows them to revisit challenging concepts multiple times for better understanding. The flexibility of asynchronous e-learning is supported by the availability of diverse digital formats including recorded lectures, videos, notes and articles which can be accessed through various devices such as laptops, tablets and smartphones (Ayesha, 2016). These digital resources cater to a range of learning preferences allowing students to choose the format that best suits their needs. Platforms such as Google Classroom, YouTube, Google Meet, Zoom, WhatsApp and Telegram have become integral tools for delivering educational content particularly during the COVID-19 pandemic when physical classes were disrupted. According to Vidhiasi (2021), these platforms effectively bridge the gap between educators and students providing equitable access to learning resources, even for those with financial constraints or limited access to advanced technology.

Incorporating asynchronous e-learning into the education system requires careful consideration of student preferences and needs. Muthuprasad et al. (2021) conducted a study that highlighted students’ preference for well-organized content presented through recorded lectures and supplementary materials uploaded to institutional websites. Such structured resources not only improve the accessibility of content but also enhance students’ ability to absorb and apply knowledge effectively. Similarly, Graham (2013) emphasizes the importance of designing user-friendly digital platforms to ensure that learners can easily navigate and locate the information they need. Moreover, asynchronous e-learning supports inclusive education by accommodating students from diverse socioeconomic backgrounds. For instance, students facing financial constraints can benefit from free or low-cost learning materials available on open-access platforms like Coursera, Khan Academy or even institution-specific portals (Bates, 2015). These platforms enable resource sharing and collaboration thereby creating a community-driven learning environment that extends beyond traditional classrooms.

Despite its numerous benefits asynchronous e-learning presents challenges that need to be addressed for its successful implementation. Students may face difficulties in maintaining motivation and discipline without real-time interactions with educators and peers (Hrastinski, 2008). To mitigate these issues educational institutions should integrate interactive elements, such as discussion boards, peer reviews and periodic live sessions to foster engagement and a sense of community among learners. Furthermore, ensuring that students have reliable internet access and digital devices is critical to minimizing the digital divide which remains a significant barrier in many regions (Warschauer, 2004).

Synchronous and asynchronous blended learning has the potential to offer flexibility in terms of location, time, resources, technology and pedagogy. Thereby enhancing students’ learning experiences, students have identified several key factors that facilitate this flexibility. These include the availability of accessible learning materials, opportunities for time negotiation, diverse options for social interactions, alignment between course topics or activities, small group settings, the provision of clear, constructive feedback and minimal changes to scheduled activities. These factors should be carefully considered to optimize the implementation of synchronous and asynchronous blended learning approaches (Putri et al., 2023).

To enhance the effectiveness of asynchronous e-learning educators must also receive adequate training in developing and delivering content that aligns with this approach. This includes creating visually appealing and pedagogically sound materials that encourage active learning and critical thinking (Ertmer & Ottenbreit-Leftwich, 2010). Additionally, leveraging data analytics to monitor student performance and provide personalized feedback can further improve learning outcomes (Pane et al., 2017). Asynchronous e-learning represents a transformative shift in the education landscape, enabling flexible, accessible and inclusive learning opportunities. By addressing its challenges and leveraging technology effectively institutions can create a robust digital learning ecosystem that caters to the diverse needs of students in the 21st century.

The Role of Professional Development in Enhancing Educational Outcomes

Professional development plays a critical role in elevating the quality of teaching and subsequently improving student achievement. High-quality development programs not only support educators in mastering content and pedagogical techniques but also contribute to long-term benefits such as higher university enrolment rates and improved economic outcomes for students (Ellerani & Gentile, 2013; Darling-Hammond et al., 2009). Despite its significance, many countries face challenges in providing professional development that meets high standards often resulting in teachers lacking the necessary skills and knowledge to address diverse educational needs effectively (Hennessey et al., 2021). A promising solution to this challenge lies in the establishment of teaching and learning centers, which serve as centralized hubs for professional development. These centers are designed to provide educators with access to a range of resources, facilitate collaboration among peers and promote engagement in practical learning activities (Smith & Sivo, 2011).

Such initiatives offer structured environments where teachers can refine their expertise and exchange ideas to enhance instructional practices. Research underscores the effectiveness of teaching and learning centers in advancing teacher competencies and, consequently, improving student outcomes. For instance, Darling-Hammond et al. (2009) emphasize that these centers allow educators to deepen their understanding of subject content, develop advanced teaching strategies and critically assess their own and their students’ performances. These centers also promote adaptability by equipping educators with the skills necessary to tailor their approaches to meet the changing needs of students.

Additionally, teaching and learning centers contribute to cultivating a culture of continuous improvement within the teaching profession. By fostering ongoing professional growth and encouraging reflective practices, these centers help create a dynamic educational environment that is responsive to evolving academic and societal demands (Kheswa et al., 2014). They also provide opportunities for teachers to explore innovative pedagogical strategies and       collaborate on curriculum development thereby driving educational excellence. To maximize their impact, teaching and learning centers should be integrated into broader institutional strategies for educational reform. They must be supported by policies that prioritize teacher development and allocate adequate resources to sustain their operations. By addressing systemic challenges and leveraging the potential of these centers, educational systems can ensure that professional development initiatives contribute meaningfully to improving teaching quality and student success.

The Importance of Digital Platforms in Education

The COVID-19 pandemic profoundly emphasized the importance of digital platforms in ensuring continuity in education. Globally education systems including those in Malaysia experienced unprecedented disruptions necessitating a swift transition from traditional face-to-face learning to online platforms. This abrupt shift presented significant challenges for both educators and students. Institutions grappled with selecting suitable digital tools digitizing resources such as textbooks, notes and adapting traditional methods of teaching and assessment to an online format. One critical issue was the digital divide which became more apparent during this period. Students from underserved communities particularly those in the B40 income group struggled with limited access to the internet, digital devices and conducive study environments. These barriers not only hindered their ability to participate in virtual classrooms but also exacerbated existing educational inequalities.

Furthermore, teachers faced challenges in delivering lessons effectively especially those unfamiliar with digital tools. Professional development and training for educators became essential to ensure they could utilize technology efficiently to engage students. For institutions maintaining the quality of education and ensuring academic integrity during online assessments were additional hurdles. The pandemic ultimately demonstrated the transformative potential of digital platforms in education. It highlighted the need for robust inclusive digital infrastructure and policies to support equitable access to education for all students regardless of socioeconomic background. Governments, private sectors and educational institutions must collaborate to bridge the digital divide and future-proof education systems against similar disruptions (Norazman Alias, 2020).

The effectiveness of online learning was found to be contingent upon several factors including the quality of digital tools, the reliability of internet connectivity and the level of student motivation. To address these challenges, effective strategies to enhance student engagement were emphasized. These include integrating interactive components such as discussion forums and multimedia resources as well as fostering meaningful instructor-student interactions which were shown to be critical in improving both engagement and academic performance (Smith et al., 2024; Jones & Lee, 2023).

The emergence of hybrid and blended learning models has significantly transformed educational practices by integrating the strengths of both in-person and online learning. Recent studies have examined the innovations, challenges and future directions associated with these models. Advances in technology such as artificial intelligence (AI), adaptive learning platforms and virtual reality (VR) are revolutionizing hybrid education by enabling personalized learning experiences, automating assessments and facilitating interactive simulations. Additionally, pedagogical innovations including flipped classrooms and competency-based education are central to hybrid learning environments, emphasizing student-centered approaches and fostering active engagement.

The incorporation of microlearning and modular course designs further enhances the flexibility of hybrid learning models accommodating diverse learning styles and paces. However, significant challenges persist. Issues of equity and access remain prevalent as underprivileged students face obstacles such as limited internet connectivity and insufficient digital resources. Instructors too encounter difficulties including increased workloads and the need for training to effectively integrate new technologies into their teaching practices. Maintaining student engagement particularly in asynchronous components also continues to be a key challenge.

FINDING AND DISCUSSION

Development of the Ctu Easy Access Center

The development and implementation of the CTU Easy Access Center (CTU-EAC) faced several challenges which were addressed through targeted solutions. One of the primary technical challenges was limited infrastructure and compatibility issues with existing system, which were resolved by upgrading hardware, adopting cloud-based solutions and ensuring system integration with the assistance of IT experts. Cybersecurity risks and system downtime were mitigated through the implementation of robust security protocols such as encryption, multi-factor authentication and regular audits.

Operationally, the lack of expertise among staff members to manage and maintain the system was addressed by organizing training sessions and workshops to enhance their technical skills. Resistance to change from faculty and students accustomed to traditional methods was overcome through awareness campaigns, pilot projects and demonstrations of the platform’s benefits. Financial constraints posed another significant challenge particularly in acquiring advanced technology and technical expertise. These were addressed by securing funding through grants, partnerships and sponsorships as well as adopting cost-effective solutions like open-source software.

Ensuring accessibility for all users especially students with disabilities or those in rural areas with poor internet connectivity was another key challenge. This was resolved by incorporating accessibility features such as screen readers and designing the platform to be mobile-friendly. Offline resources and low-bandwidth options were also provided to support students in remote areas. Initial low user engagement was addressed by developing a user-friendly interface providing step-by-step guides offering round-the-clock technical support, and collecting continuous feedback to enhance usability.

Challenges related to content development included ensuring the availability of high-quality resources aligned with the curriculum. This was resolved by collaborating with subject matter experts and leveraging credible open educational resources. Monitoring and evaluating the success of the CTU-EAC was another challenge which was addressed by implementing feedback systems and utilizing analytics to track user engagement and performance metrics.

Access to academic resources is a critical factor in ensuring students’ success and fostering an environment conducive to effective learning. In addressing the challenges associated with accessing comprehensive course materials, particularly under constraints such as limited internet access and high data costs. These findings highlight the need for structured methodologies like SDLC to design robust digital platforms that address the identified challenges. This innovative digital platform aims to facilitate seamless access to essential academic resources while optimizing data usage. By utilizing a single password-free link students will gain access to an extensive range of learning materials thereby enhancing their academic engagement and performance. This aligns with findings that structured and user-friendly interfaces significantly influence the effectiveness of digital learning systems (Martin et al., 2019).

By converting traditional resources into digital formats such platforms not only enhance accessibility but also cater to diverse learning needs including those of remote or non-traditional learners (Aithal & Aithal, 2016). Research indicates that digital platforms improve the efficiency of resource delivery and offer a more interactive learning experience thus fostering better academic outcomes (Kirkwood & Price, 2014). These findings underscore the potential of centralized digital platforms in addressing systemic challenges in education.

The CTU Easy Access Center will serve as a one-stop repository of resources tailored to the requirements of the 13 mandatory courses offered under the Academy of Contemporary Islamic Studies (ACIS) at Universiti Teknologi MARA (UiTM). This centralized platform will enable students to retrieve course information, rubrics, assignment guidelines, lecture notes, recorded lectures, question banks, interactive learning modules, samples of assignments and samples of presentations. This initiative not only addresses the accessibility issue but also supports UiTM’s vision of integrating digital technologies into education. This centralization minimizes the need for students to navigate multiple platforms, saving time and ensuring they have a comprehensive and structured approach to their studies. This flexibility aligns with modern learning trends which emphasize asynchronous and mobile-friendly education.

Figure 1: PDP Information in the CTU-Easy Access Center

Table 1 List of Course Codes Offered at ACIS

Figure 2: PDP Information in the CTU-Easy Access Center

Figure 3 is a sample course code containing complete information for the subject code CTU101. This subject is specifically offered to diploma students in part 1 and part 2 at UiTM.

Figure 3: Sample Codes Compiling PDP Materials for the CTU 101 Subject

CONCLUSIONS

Digitalization of learning resources has become a pivotal strategy in enhancing educational access and engagement in higher education. Platforms like the CTU-Easy Access Center exemplify how digital tools can facilitate efficient dissemination of educational materials. The CTU Easy Access Center was developed to enhance accessibility and engagement in academic activities aligning with UiTM’s vision of integrating digital technologies into education. The platform not only saves time for students and lecturers but also promotes an efficient user-friendly learning environment. CTU-Easy Access Center digitalization efforts focus on organizing materials by course codes, allowing students and educators to retrieve content easily. These advantages challenges such as digital literacy and resource development costs remain significant barriers. Addressing these issues requires ongoing evaluation and stakeholder feedback to optimize the platform’s usability and impact.

For future directions, CTU Easy Access Center can enhancing leveraging emerging technologies such as artificial intelligence (AI) to facilitate personalized learning experiences. AI can be utilized to adapt educational content to the unique needs and progress of individual students providing tailored feedback and recommendations to optimize learning outcomes. Additionally, prioritizing accessibility is essential to ensure that students with disabilities can fully benefit from the center’s resources. This includes implementing assistive technologies such as screen readers, voice recognition software and alternative input devices to accommodate diverse needs. By integrating these advancements, the CTU Easy Access Center can foster an inclusive and equitable learning environment that supports all students effectively.

ACKNOWLEDGMENT

Special appreciation is extended to UiTM Perlis Branch and the UiTM Research Division for their support through the sponsorship of the I-Talent grant.

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