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Purpose: The purpose of this study is to identify factors that affect teachers' motivation to use information and communications technology (ICT) in the classroom. The study aims to determine the extent to which selected variables, such as personal experience, school environment and technological factors, influenced teachers' tendency to accept and utilize ICT in teaching. Design/methodology/approach: The study used primary data sources from Mazandaran, Iran, that included field notes and semi-structured interviews. Findings: Results revealed that adequate support from administrators, directives to teachers to use ICT, appropriate ICT skills and knowledge as well as adequate resources were important factors that influenced the utilization of ICT in the classroom. Findings also showed that insufficient technical support discouraged teachers from using ICT in teaching, while increasing adequate equipment and technical support in schools encouraged teachers in this respect. Research limitations/implications: Because this study was conducted on a small number of participants, its findings may not apply fully to other educational institutions. Practical implications: The results from this study would be helpful to educational departments and institutions in their formulation of policies to encourage the use of ICT in education. The findings would also give a better insight of what constitutes an environment that is conducive for learning where ICT is integrated into the classroom. Originality/value: By focusing on teachers' intention, this study provides important insights into which factors influence teacher attitude to use ICT into classroom. As a result, the finding will help the development of e-learning quality enhancement and assurance strategies.

Massive Open Online Course (MOOC) has been playing an important role in the latest e-learning initiative and has obtained a widespread popularity in many universities. However, the low course completion rates of students have become an outstanding issue that should not be neglected. Based on the Expectation-Confirmation Model (ECM), this study examines the effects of students’ perceived usefulness, confirmation and satisfaction on MOOC continuance intention. Structural Equation Modeling (SEM) was used to validate the proposed model and hypotheses. Participants were 368 undergraduate students enrolled in a MOOC platform. The study’s result revealed that confirmation has significant effects on students’ perceived usefulness and satisfaction. Perceived usefulness and satisfaction have significant effects on students’ continuance intention while perceived usefulness has no significant effects on students’ satisfaction. This study will help to outspread our understanding of what influence students to continue using MOOC.

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Knowledge sharing is critical element for intellectual discourses. However, knowledge sharing is a demanding task that takes time and effort and requires students to be persistent and willing to interact with each other. Recognizing factors that impact knowledge sharing in learning communities is critical. This paper reviews the current literature on knowledge-sharing among students in learning environments, discusses possible factors affecting knowledge sharing behavior among students, and provides future research opportunities. A search of the literature was performed across the ERIC and Academic Search Premier. Empirical studies were included for review if they specifically examined the impact of possible sets of factors on knowledge sharing in learning environments. Key features of articles were classified at the four areas of emphasis: theoretical framework, context of the study, predictive variables, and conceptualization of knowledge sharing and its dimensions. This classification provides a means for educators, instructional designers and curriculums developers to identify key factors involved in successful knowledge sharing process. However, given the limited number of studies currently available, further research is required to establish clear conclusion and recommendation.

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Malaysia undertook a comprehensive reform of the primary education by introducing KSSR or the Primary School Standards-Based Curriculum in 2011. The curriculum change has largely driven by the setting of national standards for KSSR subjects. Accordingly, the Standards-Based English Language Curriculum (SBELC) was designed with significant changes in curriculum documents and organization. SBELC not only demands changes in teacher knowledge, attitudes, and instructional practices but also seeks teachers to design such activities and assessments that require pupils to comprehend the language input and answer questions with high levels of cognitive skills that emphasize on conceptual understanding and integration of many language skills and language focus rather than traditional rote learning skills. The purpose of this paper is to review curriculum change in the new English language curriculum in which higher order thinking skills and standards-based assessments are given due attention in Malaysian primary schools.