<p class="BODYTEXT">Social media is increasingly becoming an essential platform for social connectivity in our daily lives. The availability of mobile technology has further fueled its importance – making it a ubiquitous tool for social interaction. An emerging mode of learning is the mobile social media learning where social media is used in the mobile learning mode. However, limited studies have been conducted to investigate roles of social participation in this field. Thus, the study investigates roles of social participation in mobile social media learning using the “ladder of participation and mastering”. Participants were students taking an educational technology course in a local university. The study was conducted in a four-month period. Data was collected from discussions while learning among the students using one of the mobile social media platforms, Facebook groups. The data was analyzed using a social network analysis tool, NodeXL. Data was analyzed based on egocentric networks, betweeness centrality, and closeness centrality. The findings revealed that there are four roles of social participation in mobile social media, which are: (i) lurkers; (ii) gradually mastering members/passive members; (iii) recognized members; and (iv) coaches. The findings also indicated that over the course of four months, learners can inter-change roles of social participation – becoming more central or less central in learning discussions. As a result, a <em>roles of social participation</em> scale for mobile social media learning is proposed. Future research could be conducted in other fields to investigate whether mobile social media could be used to promote learning. </p>

The past few years have witnessed the emergence of massive open online courses (MOOCs) as a learning trend in the field of open distance education. Previous studies have indicated that there are limited studies which focus on the technology acceptance of MOOCs in a South East Asia perspective. Thus, this study investigates a national MOOCs initiative where the technology acceptance of MOOCs is studied. Data was collected via an online survey distributed to 1,055 students using MOOCs. Findings were obtained based on aspects of the Unified Theory of Acceptance and Use of Technology (UTAUT) model that are 1) performance expectancy, 2) effort expectancy, 3) social influence, 4) facilitating conditions, 5) behavioural attention, as well as three other factors 6) attitude, 7) self-efficacy and 8) anxiety. Findings revealed that students accepted MOOCs as a technology for learning. Results also indicated that positive results were gained for four of the UTAUT factors except behavioural intention. With regards to the non-UTAUT factors, encouraging results were gained for attitude and anxiety, yet mixed results were obtained for self-efficacy. The findings of this study could be useful for understanding MOOCs from a Malaysian perspective as well as a South East Asia and global comparative perspective.

Whether we are ready for it or not, the fourth industrial is impacting all facets of the society. World Economic Forum has reported that the fourth industrial revolution will impact major areas that including (i) disruption to job and skills, (ii) innovation and productivity;(iii) inequality; (iv) agile governance; (v) security and conflict; (vi) business disruption; (vii)fusing technologies; and (viii) ethics and identity. Despite these transformations, are we preparing our graduates for such a volatile ever-changing future working environment? Are our current 21st century teaching and learning practices designed with such transformations in mind? Are our educators equipped with the knowledge, expertise and skills for integration of such transformations in the education system? Are our existing teaching and learningecosystems flexible enough to deal and cater for such changes? The keynote address willaddress these key issues and discuss our how we map the fourth industrial revolution in the current 21st century education landscape.

<p class="0abstract">Due to the rise of the digital era, various industries demand employees with a proficient communicative English skills, but many are still not up to par with the demands. One solution for this is to provide communicative English trainings for employees, especially support staffs, yet face-to-face trainings have many limitations, which can be overcome through mobile learning. Due to the fact that mobile learning can be accessed anytime and anywhere by anyone, the Massive Online Open Courses (MOOC) is one of the platforms that can be used to curb the issue. This paper aimed to identify the perceptions of support staffs towards using ‘ìSPEAK: English for the Workplace’ in MOOC. A total of 30 respondents were selected through purposive sampling and a survey through a 4-point Likert scale questionnaire was given out. The main findings showed that overall, the support staffs have a positive attitude towards using ìSPEAK. Nevertheless, half of them were unsure of the reliability of the sources available in the course. However, the findings of this study implied that ìSPEAK could be one of the training alternatives for support staffs to improve and increase their communicative ability. Future research can look into designing and developing various modules of communicative English in various mobile learning platforms, which could cater to different levels of proficiency of learners.</p>

The rapid advancement of emergent learning technologies has led to the introduction of massive open online courses (MOOCs) which offer open-based online learning courses to a large number of students. In line with the advancement, the Malaysia Ministry of Education has recently initiated Malaysia MOOCs via collaboration with four public universities. This paper proposes factors that could be used in development of MOOC learning content, which are: (i) type of MOOC, (ii) type of video lectures, (iii) integration of cultural aspects in video lectures, (iv) communication style in video lectures; and (v) humor effect in video lectures. The paper also proposes factors in developing MOOC learning tasks, namely: (i) structure of learning tasks; (ii) dialog in learning tasks; (iii) learner autonomy in learning tasks; (iv) social settings of learning tasks; and (v) transactional distance of learning tasks. The factors are based on experiences during development of MOOC for ethnic relations and are aligned with learning concepts and strategies such as the transactional distance theory and the theory of the computer model of a sense of humor. Future directions on the development and research on MOOCs are also proposed.