In this new century, Internet has become an important medium in human life. Widely used of Internet throughout the world, Information and Communication Technology (ICT) has been a driving force that transforms economic, business, commercial activities and socio-political changes in a borderless world. The changes has affected education sector thoroughly for the last few years. Nowadays, E-learning plays important roles in education institution. E- learning is the delivery of learning, training or education program by electronic means. This new technology involves the use of a computer or electronic device (e.g. a mobile phone). Through the years, E-learning creates a new paradigm for modern education. However, study shows that there are a numbers of failures when it comes to implementation process of e-learning. Since the model is at the core of any technology in order to meet major challenges and become successful, there is a need to develop appropriate models for E-learning. Thus, to gain a better understanding of the phenomenon, it is vital to focus on emerged models in this area. Questionnaires been distributed to 120 students of Universiti Teknologi MARA Pahang in order to identify the important elements of E-learning based on students perceptions. The results been analyzed using SPSS. Study shows there are 10 elements to ensure successfulness of E-learning which are ease of use, appearance, linkage, structure and layout, information, reliability, efficiency, support, communication and security. It is believes that these elements are very important elements in ensuring successfulness of E-learning in higher learning Institutions in Malaysia. (Abstract by authors)

Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today’s evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL) and other technologies are integrated in education. This blended learning environment has become the major role in training and education scene. This paper focuses on a set of quantitative data pertaining to the perception of blended learning, attitude towards technology, effectiveness and efficiency of blended learning by using path analysis. Data were drawn from a group of business students who were engaged in blended learning environment. This study intends to find out the effectiveness and efficiency of blended learning in Malaysia tertiary institutions. The empirical results confirm that blended learning does enhance student’s learning experience and learning outcomes. (Abstract by authors)

Online learning is gaining importance as more universities around the world are steadily increasing their use of online courses as a means of generating lifelong learning (Jacobs, 2013). If online course modules are created properly, they can assist student expectations by providing well-written directions that assist them toward remaining on a required pace and keeping track of assignment due dates (Fish and Wickersham, 2010).This paper aims to gain insights from learners as how they perceive online education as opposed to conventional classroom instruction as a means of gaining knowledge. A set of online questionnaire containing 30 items was mailed to 300 learners in three higher learning institutions in Malaysia which offered online programs. Results showed that online courses are gaining popularity as more learners favoured online learning as opposed to conventional classroom learning. Thus the findings have shown that online courses will stay important and sought after. (Abstract by authors)

An e-book discusses on the practice, effectiveness and challenges of e-learning implementation in Malaysian Higher Educations.

The main objective of this study was to identify successful factors in implementing an e-learning program. Existing literature has identified several successful factors in implementing an e-learning program. These factors include program content, web page accessibility, learners' participation and involvement, web site security and support, institution commitment, interactive learning environment, instructor competency, and presentation and design. All these factors were tested together with other related criteria which are important for e-learning program implementation. The samples were collected based on quantitative methods, specifically, self-administrated questionnaires. All the criteria that were tested to see if they were important in an e-learning program implementation. [ABSTRACT FROM AUTHOR]

Open Distance Learning (ODL) provides learners with the greatest possible control over time, place and pace of education. The educational delivery of ODL has improved greatly over the years with growing number of students continuously enrolling into various ODL programs globally. ODL however does come with issues and problems. Loss of student motivation due to the lack of learning interaction with peers, tutors and computer skills are some possible to ODL. Interaction is a fundamental instructional component to ODL. It is the most challenging element to build into an ODL system and delivery that fit-all-learner needs and requirements. The level of interactivity within the interaction triads from student-to-student, student-to-tutor, and student-to-interface (technology) has a major impact on the quality of ODL programs and its educational experience. Research studies on interactivity show that learners have a real need to make connections with their peers, tutors and the technology use in their pursue for learning, and this research reports similar findings. This article is based on a qualitative research investigating issues of learning interaction in ODL of eight adult learners in the state of Perlis, Malaysia. The study findings supported the widely held belief that a high level of interaction is desirable in ODL environment (Anderson, 2003; Tinto, 2002; Dzakiria, 2008; Dzakiria & Idrus, 2003; Rumble, 2000; Walker, 2002) and positively affects the learning experiences. In order to improve ODL experience, this research suggests that all-important stakeholders in ODL must improve the provision of interaction and interactivity. (Abstract by author)

This research aims to investigate primary preservice mathematics teachers’ views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the department of Primary Mathematics Education in Istanbul. Web Pedagogical Content Knowledge scale developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011) was used as the data collection tool. Values of frequency and percentage and Kruskal Wallis test were used in the analysis of the data. Whether preservice teachers’ perceptions towards adequacy levels for web pedagogical content knowledge differ or not was discussed in terms of their views on distance education and their habits of using the Internet and e-mail. (Abstract by author)