Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory. (Abstract by author)

This paper examines the experiences of selected academics pioneering e-learning in Malaysian tertiary institutions. It begins with an overview of the broad factors shaping the Malaysian educational environment and then proceeds to examine the experience of individual teachers and e-learning programs. It takes an in-depth qualitative approach to engaging with this case study material drawing heavily on semi-structured interviews with key actors.
Conversations with several respondents suggested that the social networks of mentor relations found in the Malaysian case studies might be aptly described as ‘bamboo networks’. Bamboo, which happens to be plentiful in the Malaysian peninsula where these case studies are based, spreads from clump to clump through a series of underground connections involving a mature clump of bamboo sending out a subterranean runner, often over very long distances that then emerge into the open as a new bamboo clump.
All of those interviewed reported that they have found it difficult to find a support base in their first years of pioneering online developments. Consequently, they tended to fall back on their peer networks linked to the institutions at which they had studied. Prominent individuals championing e-learning in the institutions where they teach tend to form small groups for information sharing and networking. They do look to their management for tacit ‘permission’ rather than direct encouragement. Consequently, the active promotion of e-learning in Malaysia can be described as being ‘middle-down’ rather than ‘top-down’ in nature. That is to say, it is mid-level teachers that inspire those below them to join in the development of e-learning programs. They are internally driven and strongly motivated. In time, their activity should produce new generations of locally developed e-learning experts but this has yet to take place in a substantial fashion. This study shows that both men and women ‘academic guanxi’, or peer networks, play a key role in the adoption of online technologies. Key early adopters become change-agents by inspiring a small network of their peers and via their guanxi networks. It was also discovered that motivation is not simply an individual matter but is also about groups and peer networks or communities of exchange and encouragement. In the development of e-learning in Malaysia, there is very little activity that is not linked to small clusters of developers who are tied into wider networks through personal contacts.
Like clumping bamboo, whilst the local clusters tend to be easily seen, the longer-range ‘subterranean’ personal connections are generally not nearly so immediately obvious. These connections are often the product of previous mentoring relationships, including the relationships between influential teachers and their former postgraduate students. These relationships tend to work like bamboo runners: they run off in multiple directions, subterranean and unseen and then throw up new clumps that then send out fresh runners of their own. (Abstract by author)

It is supported that the object of education is to provide results. Hence, it is of crucial importance to economic development globally. In our era, globalization is a highly disputable event with strong persuasive arguments and equally solid disagreements. The impact of globalization in our everyday activities has been increased. In parallel, technological developments have contributed considerably to dramatic changes in economic, social and educational sectors. Globalization trends and technological developments demand from enterprises and educational organizations innovative ways of business practices and educational delivery in order to cope with the real market demands. Educational planners and policy makers have been trying to design new curricula in an attempt to adequately prepare the workforce to meet the current market requirements. Yet, the anticipated results have not been attained mainly because traditional educational systems proved to be inadequate to link the supply of knowledge and skills with the contemporary needs. This paper will connect e-learning educational/training courses delivery with lifelong learning (LLL). It will further analyze certain factors from the professional and educational point of view and provide recommendations on how to accelerate the implementation of LLL supported by e-learning. (Abstract by authors)

E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful.
Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information
from a variety of sources to sort through (New Media Consortium, 2007). In addition, particularly in courses that are electronic,
students are much more independent than in the traditional setting. This requires that they be highly motivated and committed
to learning, with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in
classrooms, but there is higher incidence of withdrawal or incomplete grades. E-learning can be viewed as computer assisted
learning, and as pedagogy for student-centered and collaborative learning. Early developments in e-learning focused on
computer assisted learning, where part or all of the learning content is delivered digitally. More recently, the pedagogical
dimension of e-learning has become prominent. E-learning comprises all forms of electronically supported learning and
teaching. The information and communication systems, whether networked learning or not, serve as specific media to
implement the learning process. (Abstract by authors)

E-learning is a technology that plays a major role in modern information technology. The e-learning content can be stored, searched,
retrieved and assembled in order to provide learning just in time. E-learning is now an integral part in education and training as the learning
materials are now available in internet and it can be accessed from anywhere and any time across the globe. Initially the idea of e-learning was
to offer online courses but ultimately it was felt that it is too costly and also not flexible. The solution to this problem is given by learning object
(LO) technology. The learning objects (LO) are basically small learning material content that can be stored, searched, retrieved and assembled
to provide learning as and when it is required. The e-learning platform brings brand new concept and it is a kind of network information learning
mode. E-learning may be considered as an assist learning forms to traditional education and self-learning mode of continuing education system.
The e-learning methods can be used for traditional content and internal trainings for enterprises and it may be used much more efficiently in
technology and engineering education also. The present paper examines a range of issues covering technology, teaching, learning and organizational
issues and makes general recommendations for priorities that will promote the successful use of Information and Communication Technologies
(ICT). The objective of this paper is to discuss the different methodologies adopted in e-learning and how we can construct Learning objects and
this can be applied to develop e-learning material in a better way (Abstract by authors)

In the present work we have made a systematic study on various issues and challenges in ubiquitous teaching learning methodology.
Due to massive development in IT the entire teaching learning process has been changed. The open learning and distance education
methodology has drastically changed the teacher student relationship. In open learning system there is no fixed class room concept. The
teaching learning process is now transformed towards student centric rather than teacher centric. The new challenge has come i.e. how to
prepare learning material appropriate for ubiquitous learning environment. A thorough revision is required for preparing learning material for
ubiquitous environment. The present work shows us the different methods used in ubiquitous learning environment and also its merits and
demerits. (Abstract by authors)

Since e-Learning is one of the Critical Agenda Projects (CAPs) and a National Key Result Area (NKRA) of the Malaysian Ministry of Higher Education (MOHE), a comprehensive study on the implementation of e-Learning in institutions of higher learning (IHLs) was recently conducted and funded by MOHE. This keynote will highlight key findings of this nation-wide study aimed at exploring the status, trends and challenges of e-Learning implementation in Malaysian IHLs. A total of 26 e-Learning administrators, 1,635 lecturers, and 6,301 students from selected Malaysian IHLs were involved as respondents. Data were obtained from the Malaysian IHL e-Learning Questionnaire or MIeLQ (IT Manager) which contains 74 items, the MIeLQ (Instructor) which contains 35 items, and the MIeLQ (Students) which contains 20 items. The main aspects investigated include: (i) policy, ii) governance, iii) Learning Management System (LMS), iv) training, (v) e-Content development, and (vi) integration of e-Learning in teaching and learning. Findings will be presented in terms of a) status, b) trends, and c) challenges of e-Learning implementation in Malaysian IHLs. (Abstract by author)

This article introduces a comprehensive model to assist institutions in planning for interventions to
address student dropout and to increase student retention. The model is the result of an extensive
review, analysis, and synthesis of research and theoretical studies. It is flexible and represents a
comprehensive set of factors related to student retention, categorized in meaningful ways, and can be
used at multiple levels: institutional, departmental or program, by individual faculty, or by students. The
need for a model of this kind has long been recognized because, as Woodley and Parlet (1983, cited in
Cookson 1989) stated, there is a systematic problem involving the institution as a whole. The problem involving retention of students is not due to an isolated factor that can be “fixed,” but rather imagination
and care must be used to carefully select interventions that are needed at various points throughout the
organization. (Introduction by authors)