This thesis is a case study that investigates the attitudes and behaviours of learners of a Preparatory English distance learning course (BEL 100 e-PJJ) offered at the Universiti Teknologi MARA (UiTM), Malaysia, and whether those attitudes and behaviours are influenced by their prior educational experiences and whether cultural factors may also have influence in the attitudes and behaviours of these learners. The research adopts a mixed-method case study design combining quantitative and qualitative approaches to the data collection and analysis. Thematic analysis has been adopted as a tool to analyse the interview data qualitatively. The thematic analyses constructed thematic networks which Attride-Stirling (2001) stressed served as an organizing principle and an illustrative tool in interpreting the analysed interview data. Another major source of data collected for this study was the asynchronous forum discussion transcripts. To match the needs of this study, several categories and examples of Henri’s (1992) framework combined with elements from Garrison, Anderson and Archer (2000) CoI model and Hofstede’s (1991) cultural values tool were adapted in analysing the asynchronous forum discussion transcripts. This was to identify the factors which contributed to the attitude and behaviour of the BEL 100 e-PJJ learners. This study has highlighted that the process of learning and teaching of the UiTM Malay/Bumiputera learners depend on the support and training given to the distance learners and facilitators. Learners’ attitudes, behaviours, facilitators’ intervention and purposeful tasks were found to be important in supporting active participation and effective interaction within the course.

Digital utbildning erbjuder många möjligheter, men det finns även utmaningar som behöver övervinnas för att fullt ut utnyttja dess potential. En av dessa utmaningar är kvaliteten och effektiviteten hos digitala verktyg och plattformar. För att säkerställa en framgångsrik digital utbildning måste digitala verktyg vara av hög kvalitet och tillförlitliga. Det är också viktigt att ha välfungerande digitala verktyg och plattformar för att skapa en engagerande och dynamisk inlärningsmiljö. Studien fokuserar på hybridundervisning, där studenter deltar både på campus och på distans samtidigt. Genom att undersöka både synkron och asynkron interaktion mellan studenter och lärare via digitala verktyg och plattformar strävar studien efter att få insikter om hur studenter upplever interaktionen. Forskningsfrågorna undersöker vilka faktorer som kan hindra interaktion inom hybridundervisning, om det finns skillnader i interaktionsupplevelser mellan distansstudenter och studenter på campus, samt vilka utmaningar som finns kopplade till interaktionsupplevelserna inom hybridundervisning. Genom att identifiera och förstå dessa interaktionsutmaningar och skillnader kan studien ge värdefulla insikter för att optimera digitala verktyg och plattformar inom hybridundervisning. Resultaten kan bidra till att skapa en mer engagerande och effektiv inlärningsmiljö för studenter som deltar både på distans och på campus. / Digital education offers many opportunities, but it also presents challenges to overcome to fully leverage its potential. One of these challenges is the quality and effectiveness of digital tools and platforms. To ensure successful digital education, digital learning resources must be of high quality and reliability. It is also important to have well-functioning digital tools and platforms to create an engaging and dynamic learning environment. The study focuses on hybrid education, where students participate both on campus and remotely. By examining both synchronous and asynchronous interaction between students and teachers through digital tools and platforms, the study aims to gain insights into how students experience this type of interaction. The research questions investigate factors that may hinder interaction in hybrid education, whether there are differences in interaction experiences between remote students and on-campus students, and what challenges are associated with interaction experiences within hybrideducation. By identifying and understanding these interaction challenges and differences, the study can provide valuable insights for optimizing digital tools and platforms in hybrid education. The results can contribute to creating a more engaging and effective learning environment for students participating both remotely and on campus.