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Over the last decade, much attention has been paid the effects of self-regulated learning (SRL) in massive open online courses (MOOCs). However, a systematic understanding of the topic is rather limited. This study drew a general outline of important factors affecting the SRL in MOOCs. The study summarizes two important SRL modes as the theoretical basis. Then, the study analyses the motivational, metacognitive and cognitive regulation strategies, and behavioural regulation strategies which affect SRL in MOOCs. Finally, suggestions for future research in MOOCs are offered.

<p class="0abstract"><strong>Abstract—</strong>Increasingly, blended learning courses are being offered in schools throughout China. One of the key factors influencing the effectiveness of blended learning is students’ acceptance. The researchers proposed six predictive dimensions that contribute to students’ acceptance for blended learning, namely, perceived usefulness, perceived ease of use, learning climate, attitudes towards online learning, attitudes towards classroom learning and personal charm of the instructor. One existing questionnaire is adapted, together with the interview data with university undergraduates, generating 63 items for the initial questionnaire. The first draft of the scale was distributed to 180 university students in Hubei Province, China. Data collected were analyzed by SPSS 24.0. Eleven items were deleted based on the Exploratory Factor Analysis results. Then the second pilot was done to purify the scale further. 191 questionnaires were distributed, and the data collected were processed by EFA again. One item was removed in the second pilot and 51 items were reserved for the final version of the scale. The final adapted version of Blended Learning Acceptance Scale (BLAS) is reported to possess high levels of reliability and validity. The BLAS can be used to investigate Chinese University students’ acceptance for blended learning so that better opinions can be put forward to improve the effectiveness of blended learning.</p>

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The study looks into youth as Stakeholders and their engagement in government programmes. The implementation of programmes by a country, government or company will generate fruitful outcomes if the plans and programmes are well received by the stakeholders. Stakeholders are both internal and external. However, the focus of this study is the external stakeholders namely the citizens of this country with specific focus on youth. In the context of Malaysia, generally government programmes are implemented with the aim of improving the quality of life of the people. This study is carried out using focus group discussions (FGD). It presents the findings from the FGD focussing on the young adults of different ethnics. The research questions aimed to answer the following: What are the government programmes identified by the stakeholders? What are the reactions of the stakeholders toward the identified programmes? And to what extent do the stakeholders engage in the identified programmes? From the FGD, it was found that stakeholders identified government programmes from five sectors namely housing projects, transportation, healthcare, education and financial support. Several stakeholders reacted positively toward the benefits of the programmes, however they had negative reactions on certain programmes. Some stakeholders stressed that regardless of the positive and negative aspects of the government programmes, they monitored and showed concern on the effectiveness of the programmes implemented. This is evidence of how engaged youth were in the government programmes. Recommendations were offered by the stakeholders for successful implementation of current and future government programmes.

In order to explore the relationships of tertiary EFL teachers’ professional identity and job burnout, a quantitative survey was conducted on 565 tertiary EFL teachers in Hubei Province in central China. The results indicated that teachers with different educational background and teachers teaching different types of students experience different levels of burnout; Tertiary EFL teachers’ professional identity were significantly negatively related to their job burnout; The valence and self-presentation in professional identity can be used to predict teachers’ job burnout. Therefore, tertiary EFL teachers should try to enhance their occupational belongings so as to alleviate their current job burnout and promote their sustainable development.

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