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Purpose – The rise of digital learning and the prevalence of affordable devices are convenient for young adults who are accustomed to using their digital devices for almost everything such as communication, collaboration, and accessing multiple sources of information for solutions. However, the lack of ability to self-regulate learning processes has led to poor learning performance among undergraduates. Therefore, this study examined the effects of self-regulated learning strategies (SRLS) on learning performance among Malaysian IT undergraduates. Methodology – A sample of IT undergraduates from private higher education institutions in Malaysia participated in the study. Quantitative data from a total of 563 respondents was collected through questionnaire surveys and analysed using PLS-SEM. The common method variance was utilized in this paper. Findings – The findings of this study constitute essential results that three out of four SRLS domains (cognitive engagement, resource management, and motivational beliefs) positively influenced the students’ perception of learning performance. Significance – This study provides insight into the best SRLS to excel in digital learning for deeper learning particularly in the Malaysian context. Implications of the findings on higher education institutions as well as recommendations for future research are discussed. Keywords: Self-regulated learning strategies, digital learning, higher education, learning performance, subjective learning outcomes.

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Digital animation (DA) is a field of art and design which requires certain level of design and computer skills with creativity and storytelling. Learners are required to spend a considerable amount of time on their own for practicing the skills after their formal classes. Guided by connectivism and Meyer's factors of independent learning, this article aims at defining independent learning from digital learners' perspective and, identifying factors influencing their moves of independent learning. Twenty digital animation students enrolled at three higher education institutions in Malaysia participated in focus group discussions (FGD). Overall thematic analysis revealed that the students' perspective of independent learning corroborated with most student-centred learning concepts. The digital learners were highly dependent on the Internet for their learning; the students however struggled in their pursuit of becoming an independent learner due to fear of failure (or kiasuism), and self-criticism.

The needs for health promotion is increasingly important for Malaysian. Government invests in the development to improve health education. Malaysia lacks the development of online solutions to help to maintain the health of the nation through prevention and mass education. This paper addresses important questions about the development of those health promotion websites by considering the motivation of web elements. It seeks to provide information on the barriers to the use and success as a method of health promotion. The empirical work is a perceptions study that aims to identify the barriers of web-based health promotion in the different user characteristics for health promotion purposes. This work is a qualitative research project directed at ascertaining the perceptions of Malaysians concerning the use of health promotion websites. It pertains to those factors which stop the uptake of website use and seeks to discern the views of users on how the health promotion websites may be more engaging. The principal finding is that the ethnicity of the user is mainly relevant in terms of the socio-economic status of the user. Users across all ethnicities respond to the same qualities of websites. The same web elements are motivating to users regardless of the characteristics of the users because the uptake of the Internet and the use of websites for health promotion has been more a phenomenon of the young. The study concludes with some recommendations for the Ministry of Health and the developers of health promotion websites in Malaysia.

Massive open online courses’ technology is becoming the most recent innovations in online education and academia. Recently, it has been widely adopted in educational sectors and gained popularity among both students and instructors. Massive open online courses have rapidly become a trend in the field of higher education and received much recognition from scholars and non-profit educational organizations. Therefore, there has been a growing interest in investigating its limitations, challenges, and impact on education. Some issues and problems have been reported in the research and practice, such as problems related to massive open online course learners’ motivation and engagement during the courses, and course contents’ presentations have a significant impact on learner’s motivation. However, there have been few contributions to the literature in discerning the varying motivational drivers for choosing to consume the different presentation styles of massive open online courses. Therefore, the main goal of this work is to propose an innovative framework for adaptive massive open online course based on learners’ preferences. As such, the courses’ presentations are adapted to the preferred learning style of each learner. In this regard, this paper was conducted based on quantitative research methods.