Prospect and Challenges of Blended Learning in Malaysia:
A Systematic Literature Review
Yanti Mustapha1, Mohd Faiz Hilmi2*, Shaifizat Mansor3, Sazilah Mohd Saad4
1 Department of Finance and Banking, Universiti Teknologi MARA, Kedah, Malaysia
2 School of Distance Education, Universiti Sains Malaysia, Penang, Malaysia
3 Faculty of Computer & Mathematical Sciences, Universiti Teknologi MARA, Kedah, Malaysia
4 Faculty of Accountancy, Universiti Teknologi MARA, Kedah, Malaysia
*Corresponding Author: faiz@usm.my
Accepted: 15 August 2022 | Published: 1 September 2022
DOI:https://doi.org/10.55057/ajress.2022.4.3.5
_________________________________________________________________________________________
Abstract: Blended learning is a beneficial teaching approach adopted by various level of educational programs. The purpose of this paper is to describe the evolution of a blended learning strategy providing a contemporary, critical and systematic overview of prospect and challenges of blended learning in Malaysia. In order to synthesise research in a methodical, transparent, and repeatable way, this study employed a systematic literature review, a methodology borrowed from the medical sciences. 45 relevant studies made up the final sample population after a rigorous screening process. This study extends our understanding of issues and concerns related to blended learning adoption and implementation. This study concludes by explaining the implication and offering suggestions for future research.
Keywords: Blended learning, Systematic literature review, Malaysia, Prospects, Challenges _________________________________________________________________________
1. Introduction
Today's rapidly changing and increasingly complex world presents new challenges and demands on teaching and learning methods. With the integration of technology, educators can diversify their teaching and learning methods (Ying & Wah, 2016). Blended learning has been proven to facilitates students learning (Thang et al., 2013). One of the key tactics for ensuring quality education and producing engaged learners has been the adoption of a blended learning environment (Yusof et al., 2015).
This paper aims to describe the evolution of a blended learning strategy in Malaysia by providing a current, critical, and systematic overview of blended learning. A systematic literature review was done for this study. This is a method taken from the medical sciences that is used to summarise research in a way that is systematic, clear, and repeatable. After a careful screening process, 45 appropriate studies made up the final sample population.
This study extends our understanding of issues and concerns related to blended learning adoption and implementation. The methodology for conducting a thorough literature review in the area of blended learning is also improved by this study. This study concludes by explaining the implication and offering suggestions for future research.
2. Literature Review
Blended learning is defined (Ministry of Education Malaysia, 2013) as combining in-person instruction with technology-mediated methods, the latter of which frequently gives students some degree of control over the place, time, pace, and/or style of their learning. Blended learning has more benefits and works better than traditional e-learning (Haron, Abbas, & Abd Rahman, 2012). It now plays a crucial part in the training and educational fields as well (Wai
& Seng, 2015).
Blended learning is the most effective method for putting e-learning into practise (Syed- Mohamad, Pardi, Zainal, & Ismail, 2006). Modern, dynamic technology has the potential to spur innovation within Malaysia's educational system. As a result, the Malaysian Ministry of Education (MOE) has innovated the educational system in line with the current technology (Yeop, Wong, & Goh, 2016).
Blended learning implementation must consider information securities threat. The usage of learning management portal without proper configuration might open up various threats (Hilmi, Pawanchik & Mustapha, 2011).
Every university in Malaysia has been urged to use blended learning as a novel strategy in their teaching and learning processes (Yusoff, Yusoff, & Noh, 2017). By incorporating both in- person and online learning, educators have begun implementing blended learning in their lessons (Siew-Eng, Muuk, Suan, & Hua, 2015).
3. Method
The goal of this research is to give a full picture of the research on blended learning by finding trends and patterns through a thorough review of the relevant literature. Within the context of this viewpoint, consideration will be given to the following research questions:
1) What are the theories/models related to blended learning?
2) Why is blended learning implemented in Malaysia?
3) How is blended learning implemented in Malaysia?
4) What are the lesson learned from the implementation of Blended Learning in Malaysia?
5) What are the prospect and challenges of Blended Learning in Malaysia?
This study searched the electronic databases Scopus and Web of Science for related articles.
Search was performed on 26 July 2017. In both databases, the keyword “blended learning”
AND Malaysia was used in the systematic search. All abstracts were screened for duplication.
Subsequently abstract and full text were selected based on the possibility of answering the research questions of this study.
4. Result
Primary search retrieved 94 potentially relevant articles. After deleting 17 duplicates, this study applied the inclusion criteria to the titles and abstracts of 77 articles. The inclusion criteria are the possibility of the article to answer any of the research question. After removing 7 articles based on title and abstract, this study yielded 70 potentially relevant articles, which were then searched for full-text. This study managed to find only 51 full-text articles. Based on full text screening, 6 articles were excluded. Finally, 45 articles are included in this study.
5. Findings and Discussion
Theory or Model Underlying Blended Learning Research and Implementation
Several studies and blended learning implementations incorporate theory or model as a guide.
This study is a summary of the theories and models that have been used to study and put blended learning into practise in Malaysia. Theories and models discussed in the literature are Unified Theory of Acceptance and Use of Technology (UTAUT), Social Constructivism Theory, Cognitive Theories, Transformational Learning Theory, Activity Theory, ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Model, Knowles Theory, Felder-Silverman Model, Authentic Learning and Student Involvement Theory.
The Unified Theory of Acceptance and Use of Technology (UTAUT) model is widely adopted in researching implementation and acceptance of a technology. UTAUT was used to find out what factors affect a person's decision to use mobile technology in a learning environment (Jambulingam, 2013). According to the theory, usage intention and behaviour are directly influenced by four important constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions.
Social Constructivism Theory offers an interactive perspective on education (Syed-Mohamad et al., 2006) and the best method for implementing e-learning is blended learning. With that in mind, The School of Health Sciences, Universiti Sains Malaysia (SHS) planned to get more nurses to graduate by giving nursing degrees online developed based on this theory.
Cognitive Theories (Mohamad, Hussin, & Shaharuddin, 2015) provide the guiding principle in preparing learning materials for adult learners in a blended learning environment. Blended learning is widely adopted in Malaysian distance education scene with mostly adult as students.
Adult learners acquire knowledge in a sequential manner, passing through a series of intellectual development stages. The learning process does not stop at a certain age or stage (Mohamad et al., 2015).
The evolution of meaning structures across two learning domains is explained by the Transformational Learning Theory. The first area of study is instrumental learning, which focuses on acquiring knowledge through the identification of cause and effect relationships and problem-solving that is task-oriented. Learning about other people's values, ideals, feelings, moral judgments, freedom, justice, labour, love, autonomy, commitment, and democracy is the second domain of learning (Haron et al., 2012).
Activity Theory is a tool that helps us understand conflict, friction, contradictions, and inconsistencies between and within the parts of an activity system (Wah, Keong, Lajium, &
Ing, 2013). It has been used as a theoretical framework to study conflicts and tensions in a system of activities. Activity Theory was used to look at tensions, frustrations, misunderstandings, and poor communication in the blended learning environment (Wah et al., 2013). This is because blended learning is a series of activities.
ADDIE (Analysis, Design, Development, Implementation and Evaluation) Instructional Model provides a dynamic, flexible set of guidelines for making training and performance support tools that work well. It was adopted to guide the development of a mobile application focusing on teaching Mandarin as foreign language (Ying & Wah, 2016).
Based on Knowles Theory which explains that adults learn in different ways from children, (Dzakiria, Don, & Rahman, 2012) described three fundamental theories related to adult learning; 1) preferred learning experiences, 2) experiential teaching, and 3) learning as social participation. These three items need to be considered in adopting blending learning for adult learners.
The core idea of Felder-Silverman model is that students learn in many ways and it has become one of the models used most frequently to implement blended learning (Yeop et al., 2016).
Authentic Learning postulates that using appropriate principles to design learning tasks in classroom contexts will lead to an innovative learning environment for both students and teacher. The blended learning environment was constructed based on nine principles of authentic learning (Tan & Neo, 2015, 2016). The nine principles are:
1) authentic context 2) authentic activities 3) expert performance
4) multiple roles and perspectives 5) collaboration
6) reflection 7) articulation
8) coaching and scaffolding 9) integrated authentic assessment
According to the Student Involvement Theory, highly involved students put a lot of effort into their studies, spend a lot of time on campus, take an active part in student organisations, and interact frequently with faculty and other students. On the other hand, a disengaged student neglects their studies, doesn't participate in extracurricular activities, doesn't spend much time on campus, and rarely interacts with teachers or other students.
In general, the more a student is involved in university, the more he or she learns and grows as a person. Increasing student participation must therefore be one of the primary objectives of an education policy or strategy. According to the theory, students' involvement could occur either through involvement on campus or in the classroom (Nor & Kasim, 2015).
Why is blended learning implemented in Malaysia?
Higher education institutions that offer open and distance learning frequently employ blended learning (Lim, Fadzil, & Mansor, 2011). As distance education is actively promoted by the Malaysian Government, blended online learning is widely utilized (Mohamad et al., 2015). In addition to open and distance education higher education institutions, Malaysian teacher institutions have adopted blended learning to a large extent. (Wong, Hamzah, Goh, & Yeop, 2016). In line with that, is one effort by educators in higher education promote effective learning strategies through blended learning (Roslina, Shaminah, & Sian-Hoon, 2013).
There are various reasons for implementing blended learning. Common reason for using blended learning are (Siew-Eng et al., 2015) supporting face-to-face teaching approach, supporting collaboration, communication, increasing accessibility of learning materials, reducing class time, creating interesting lesson, creating a student-centered learning environment, creating motivating learning environment, flexible, developing independent learning skills and creating individually tailored solutions.
From the viewpoint of the students, blended learning fosters critical thinking skills through inventive problem-solving (H. Kashefi, Ismail, & Yusof, 2012c), encourage students' use of mathematics and assist them in overcoming any barriers to learning multivariable calculus (H.
Kashefi, Ismail, & Yusof, 2012b). The blended learning model conceptualises a framework for facilitating the construction of mathematical knowledge and eliciting students' general and mathematical thinking abilities (Hamidreza Kashefi, Ismail, & Mohammad Yusof, 2012).
Blended learning improves how students learn on campus by giving them a quality and welcoming place to learn as a whole (Wai & Seng, 2015). Using digital tools during learning, blended learning enables students to transition from lower-order thinking to higher-order thinking (Tee, 2015).
Blended learning also provides equal access and quality education to adult learners who would otherwise have to struggle through the conventional learning barriers (Subramaniam & Yusoff, 2009). Additionally, blended learning can be crafted to accommodate students with lower skill levels (Yusoff et al., 2017). Furthermore, blended learning offers significant benefits such as time and location shifting (Mohamad et al., 2015).
From the higher education institutions perspectives, blended learning increases the number of people who can get an education, improves the quality of learning, and lowers the cost of higher education (Ramakrisnan, Yahya, Hasrol, & Aziz, 2012).
In summary, blended learning is implemented in Malaysia as an effective learning strategy benefiting both educators and students.
How is blended learning implemented in Malaysia?
The way blended learning is implemented varies from one institution to the next. The majority of institutions of higher learning have adopted e-learning as either blended learning or online learning services (Hashim, Noordin, Husaini, Zakaria, & Soliman, 2016). In general, three components of enabler, 1) connection, 2) content, and 3) confident need to be considered in an implementation of the blended learning (Mohd Yusof, Daniel, Low, & Ab. Aziz, 2011; Yusof et al., 2015).
In one of Malaysian university, blended learning adoption consist of face-to-face tutorials, self- managed learning and online learning (Lim et al., 2011). Another institution added blended learning to its existing curriculum without reducing face-to-face contact hours by developing a computer interface to support collaborative learning (Gabarre & Gabarre, 2010). There was also a simpler adoption of blended learning in the form of an online component supporting a new course text book (Thang et al., 2013).
Lesson learned from the implementation of Blended Learning in Malaysia
Survey responses and feedbacks from both students and educators involved in blended learning implementation reflect a mixed result. These feedbacks serve as an important lesson for both current and future adopter of blended learning.
One survey focusing on learning environment adopting blended learning method found that student satisfaction and student learning outcomes to be consistently high (Dzakiria et al., 2012). Students expressed satisfaction with their learning experiences (Dzakiria et al., 2012) and viewed blended learning positively (Maulan & Ibrahim, 2012). Students reported to
improve communication skills (H. Kashefi, Ismail, & Yusof, 2012a) and allows students to take an active role in their learning and value outside resources (Thang et al., 2012).
Various reason leads to positive students’ perception towards blended learning. One reported reason was the blended learning program give student more opportunities to learn outside the classroom (Hong & Lee, 2008). It was also said that the students were very dedicated and interested in interacting with online content (Maulan & Ibrahim, 2012).
In contrast, there are also students who were not comfortable with online activities and preferred the traditional classes (Win & Wynn, 2015). One possible explanation is students acceptance towards blended learning differ based on their proficiency level of the subject (Thang et al., 2013). The performance on the writing task differs statistically significantly between the blended learning group and the control group. The face-to-face group outperformed the blended learning group (Maulan & Ibrahim, 2012). Furthermore, there was no significant difference in term of performance between students who involved in blended learning and those students who did not (Maulan & Ibrahim, 2012).
There are students having difficulty adapting to the blended approach. When they didn't get clear instructions for online tasks, they were worried and seemed lost (Thang et al., 2012). The students' involvement in the aspect of online interaction frequency is minimal. There is no discernible difference between the performance of the students in face-to-face learning and blended learning (Maulan & Ibrahim, 2012).
Information and communication technology (ICT) was used in the calculation process, which made it harder for students who liked to learn face-to-face to understand how to do the calculations (Nor & Kasim, 2015). In another case, students who were working on group projects preferred to use a different web tool instead of the university's web tool because the university's web tool didn't have a chat function (Nor & Kasim, 2015). Maulan & Ibrahim (2012) reported that the writing portion of the final exam and the overall grades show no difference in performance between the blended learning group and the face-to-face group. The blended learning group, however, reported a marginally higher score (Maulan & Ibrahim, 2012). Syed-Mohamad et al. (2006) measured students’ preferences in e-learning, ranked lecturer support as most preferred, followed by peer support, interactivity, relevance, interpretation and reflective thinking as the least preferred.
According to the findings of one study, blended learning that includes more face-to-face sessions results in better student learning perceptions (Rouhollah, Ab Jalil, Wan Ali, & Mohd Daud, 2015). As a result, the instructor should include elements in the blended learning environment that help students develop a sense of presence.
Apart from students, responses and feedback from educators also provide lesson for improvement. Blended learning web tools are more likely to be used by teachers and students if they are easy to get to and useful (Nor & Kasim, 2015). Learning objectives, educational technology preferences, and the perceived usefulness of educational technology all play a significant role in educators' adoption of blended learning (Haron et al., 2012). Educators tend to focus on the usefulness of the technology in adopting it.
The blended course design was viewed positively by educators (Wah et al., 2013). In one institution, there was a consensus amongst educators that blended learning gave them more control over their students' learning and fostered critical thinking, but they also complained about a lack of direction (Nor & Kasim, 2015). Furthermore, they considered it a burden to
manage the system. They also dissatisfied with the lack of training in preparing the online documents, lack of understanding and lack of time for the preparation (Nor & Kasim, 2015).
For blended learning approaches to improve learning, teachers and students need to know how to use the materials (Thang et al., 2013). Adult students who don't live on campus have few chances to attend traditional tutorials (Mohamad et al., 2015). So, when making a blended learning programme for them, teachers need to plan carefully and think about any guiding principles.
According to a survey of academics in Malaysia, only 13% of academics have adopted the blended learning approach, which indicates a low adoption rate. For academicians, learning goals, educational technology preferences and perceived usefulness significantly correlate with adoption of blended learning (Haron et al., 2012). This shows that academics tend to think about how useful the technology they are using is.
Prospect and Challenges of Blended Learning implementation in Malaysia.
Blended learning takes the best parts of both traditional classroom learning and computer-based instruction. Still, there should be a balance between traditional methods and technology to make sure that students learn well (Thang et al., 2013). One study (Sivapalan, 2017) reported an important finding that gradual implementation of blended learning for teaching and learning is the best strategy to give students time to get used to the new way of learning.
Various aspect such as performance expectancy, affordability, pedagogy (Jambulingam, 2013), attitudes towards computer, computer teaching efficacy and school environment (Wong et al., 2016) significantly influence blended learning adoption. Blended learning is based on a student-centered approach, which means that students should be in charge of their own learning. The shift from a teacher-centered to a learner-centered learning culture must be maintained and improved upon (Dzakiria et al., 2012).
Creating a well-balanced course is difficult (Mohamad et al., 2015). The pedagogical aspects, learning styles, and activities that are appropriate are just a few of the issues that must be addressed in order to implement blended learning in teaching and learning. Teachers must also be able to assess and monitor the success of blended learning implementation (Yeop et al., 2016).
For blended learning to work, there needs to be enough technology support and infrastructure (Yusoff et al., 2017). One such infrastructure, speed of Internet connectivity strongly influence the success of blended learning adoption (Thang et al., 2013). Similar to this, improving student and instructor use of online discussion tools like phone, SMS, email, and online chatting will increase the effectiveness of blended learning (Wai & Seng, 2015). Adoption of technology such as the use of multimedia technology and web technology as enablers for the design and development of blended learning environments (Tan & Neo, 2016) must be encouraged.
The design of a blended learning programme must strike a balance between the needs of the students and the institution's desired outcomes (Dzakiria et al., 2012). Numerous evaluations of educational institutions' performance disregard students' perspectives and the environment in which they learn. A proper teaching and learning plan will influence blended learning positively. In contrast, poor planning and neglect will have a negative impact on blended learning.
The adoption of blended learning raised issues and challenges beyond the interaction between students and educators. One example is libraries nowadays must consider how to better support students in a blended learning environment (Amin & Gerbic, 2010). Students in a blended learning environment need librarians who can do more to integrate services and practise into teaching and learning (Amin & Gerbic, 2010).
The act of learning is an ongoing process. To make sure that blended learning programmes work, they need to be constantly monitored and evaluated. They also need to know how new and upcoming learning technologies can be used to teach and what they can do (Wah et al., 2013).
6. Conclusions
The concept of “blended learning” is not always clear, but this study is hoped to have improved our understanding on blended learning. By conducting a systematic literature review, this study presented the theories/models related to blended learning, reasons (why) for blended learning implementation or adoption, how blended learning is implemented, lesson learned, as well as the prospect and challenges of Blended Learning in Malaysia.
The implication of this study indicates how important proper planning in implementing blended learning. Also, by taking into consideration of both the students and educators involvement as part of the implementation process, this will help the education institution to successfully incorporate blended learning as part of their learning program. Lastly, by taking into consideration the factors that affect students’ satisfaction, the education institution can use this knowledge to address specific needs of the students.
For future work, several aspects of this study should be explored further. One suggestion is to perform a large scale survey to obtain feedback from both students and educators concerning their satisfaction and best practices. Furthermore, future study should explore blended learning implementation beyond Malaysia. Future adoption of blended learning should incorporate the theories and models summarize in this study.
Acknowledgement
Earlier version of this paper was presented at the 2nd International Conference on Management, Education, Social Sciences and Technology 2022 (ICMEST2022). Acknowledgement to Ministry of Higher Education Malaysia for Fundamental Research Grant Scheme with Project Code: FRGS/1/2020/SSI0/USM/02/6.
References
Amin, N. M., & Gerbic, P. (2010). Exploring The Use Of Digital Library Services In A Blended Learning Environment: A Malaysian Higher Education Perspective. 3rd International Conference of Education, Research and Innovation (Iceri2010), 1782-1792.
Dzakiria, H., Don, M. S., & Rahman, H. D. A. (2012). Blended learning (BL) As pedagogical alternative to teach business communication course: Case study of UUM executive diploma program. Turkish Online Journal of Distance Education, 13(3), 297-315.
Gabarre, C., & Gabarre, S. (2010). Raising exposure and interactions in French through computer - Supported collaborative learning. Pertanika Journal of Social Science and Humanities, 18(1), 33-44.
Haron, H., Abbas, W. F., & Abd Rahman, N. A. (2012). The Adoption of Blended Learning among Malaysian Academicians. Procedia - Social and Behavioral Sciences, 67, 175-181.
Hashim, D. M., Noordin, S. A., Husaini, H., Zakaria, S., & Soliman, K. S. (2016, May 4-5, 2016). E-learning Critical Success Factors (CSFs) and Motivation to Learn: A Study at Universiti Teknologi MARA (UiTM). Paper presented at the The 27th International Business Information Management Association Conference, Milan, Italy.
Hilmi, M. F., Pawanchik, S., & Mustapha, Y. (2011). Exploring Security Perception Of Learning Management System (LMS) Portal. Paper presented at the 3rd International Congress on Engineering Education (ICEED), 2011.
Hong, K. S., & Lee, J. A. C. (2008). Postgraduate students' knowledge construction during asynchronous computer conferences in a blended learning environment: A Malaysian experience. Australasian Journal of Educational Technology, 24(1), 91-107.
Jambulingam, M. (2013). Behavioural intention to adopt mobile technology among tertiary students. World Applied Sciences Journal, 22(9), 1262-1271.
Kashefi, H., Ismail, Z., & Mohammad Yusof, Y. (2012). Designing a Blended Learning Model to Support Mathematical Thinking in Multivariable Calculus. In Outcome-Based Science, Technology, Engineering, and Mathematics Education (pp. 221-239).
Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012a). The Impact of Blended Learning on Communication Skills and Teamwork of Engineering Students in Multivariable Calculus.
Procedia - Social and Behavioral Sciences, 56, 341-347.
Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012b). Overcoming Students Obstacles in Multivariable Calculus through Blended Learning: A Mathematical Thinking Approach.
Procedia - Social and Behavioral Sciences, 56, 579-586.
Kashefi, H., Ismail, Z., & Yusof, Y. M. (2012c). Supporting Engineering Students' Thinking and Creative Problem Solving through Blended Learning. Procedia - Social and Behavioral Sciences, 56, 117-125.
Lim, T., Fadzil, M., & Mansor, N. (2011). Mobile Learning via SMS at Open University Malaysia: Equitable, Effective, and Sustainable. International Review of Research in Open and Distributed Learning, 12(2), 122-137.
Maulan, S. B., & Ibrahim, R. (2012). The Teaching and Learning of English For Academic Purposes in Blended Environment. Procedia - Social and Behavioral Sciences, 67, 561- 570.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013-2025 (Preschool to Post-Secondary Education). In. Putrajaya.
Mohamad, M., Hussin, H., & Shaharuddin, S. (2015). Adult learners’ perceptions of designed hypermedia in a blended learning course at a public University in Malaysia. Turkish Online Journal of Educational Technology, 14(1), 1-8.
Mohd Yusof, A., Daniel, E. G. S., Low, W. Y., & Ab. Aziz, K. (2011). Teachers' Perceptions on the Blended Learning Environment for Special Needs Learners in Malaysia: A Case study. Paper presented at the 2nd International Conference on Education and Management Technology, Singapore.
Nor, A. S. M., & Kasim, N. A. A. (2015). Blended Learning Web Tool Usage among Accounting Students: A Malaysian Perspective. Procedia Economics and Finance, 31, 170-185.
Ramakrisnan, P., Yahya, Y. B., Hasrol, M. N. H., & Aziz, A. A. (2012). Blended Learning: A Suitable Framework For E-Learning In Higher Education. Procedia - Social and Behavioral Sciences, 67, 513-526.
Roslina, A. T., Shaminah, M. K. N., & Sian-Hoon, T. (2013). Students' satisfaction on blended learning: A preliminary study. Pertanika Journal of Social Science and Humanities, 21(3), 1119-1131.
Rouhollah, K., Ab Jalil, H., Wan Ali, W. Z., & Mohd Daud, S. (2015). Presence and Perceived Learning in Different Higher Education Blended Learning Environments. International Journal of Mobile and Blended Learning, 7(3), 59-70.
Siew-Eng, L., Muuk, M. A., Suan, Y., & Hua, L. U. (2015). Blended Learning in Teaching Secondary Schools' English: A Preparation for Tertiary Science Education in Malaysia.
Procedia - Social and Behavioral Sciences, 167, 293-300.
Sivapalan, S. (2017). Sustainability, Blended Learning And The Undergraduate Communication Skills Classroom: Negotiating Engineering Undergraduates’
Expectations And Perceptions. On the Horizon, 25(1), 7-23
Subramaniam, T., & Yusoff, Y. (2009, 26 - 28 February 2009). A conceptual framework for oum m-learning portal. Paper presented at the IADIS International Conference Mobile Learning 2009, Barcelona; Spain.
Syed-Mohamad, S. M., Pardi, K. W., Zainal, N. A., & Ismail, Z. (2006). Expanding nursing education through e-learning: A case study in malaysia. In Consumer-Centered Computer- Supported Care for Healthy People (Vol. 122, pp. 186-189).
Tan, H. Y. J., & Neo, M. (2015). Exploring the use of authentic learning strategies in designing blended learning environments A Malaysian experience. Journal of Science and Technology Policy Management, 6(2), 127-142.
Tan, H. Y. J., & Neo, M. (2016, 2 - 3 June 2016). Cultivating Problem-Solving Skills in Malaysian Undergraduates: An Authentic Blended Learning Approach. Paper presented at the 11th International Conference on e-Learning (ICEL 2016), Kuala Lumpur, Malaysia.
Tee, O. P. (2015). Capitalising on technology for learning: Conceptualising a blended learning model. Journal of Institutional Research South East Asia, 13(2), 28-34.
Thang, S. M., Mustaffa, R., Wong, F. F., Noor, N. M., Mahmud, N., Latif, H., & Aziz, M. S.
A. (2013). A quantitative inquiry into the effects of blended learning on english language learning: The case of malaysian undergraduates. International Education Studies, 6(6), 1- 7.
Thang, S. M., Wong, F. F., Noor, N. M., Mustaffa, R., Mahmud, N., & Ismail, K. (2012). Using A Blended Approach To Teach English For Academic Purposes: Malaysian Students' Perceptions Of Redesigned Course Materials. International Journal of Pedagogies and Learning, 7(2), 142-153.
Wah, L. K., Keong, T. C., Lajium, D., & Ing, N. S. (2013). Understanding the blended learning experiences of english language teachers in a distance TESL degree programme in Malaysia. Jurnal Teknologi (Sciences and Engineering), 65(2), 55-65.
Wai, C. C., & Seng, E. L. K. (2015). Measuring the effectiveness of blended learning environment: A case study in Malaysia. Education and Information Technologies, 20(3), 429-443.
Win, N. L., & Wynn, S. D. (2015). Introducing blended learning practices in our classrooms.
Journal of Institutional Research South East Asia, 13(2), 17-27.
Wong, K. T., Hamzah, M. S. G., Goh, P. S. C., & Yeop, M. A. B. (2016). Blended E-learning acceptance as smart pedagogical tools: An initial study in Malaysia. Turkish Online Journal of Educational Technology, 15(4), 25-31.
Yeop, M. A., Wong, K. T., & Goh, P. S. C. (2016). Blended learning: pedagogy, learning styles, and assessment activities in the classroom. International Journal of Advanced and Applied Sciences, 3(11), 36-39.
Ying, L. C., & Wah, F. P. (2016). App-MFoL mobile application development for learning mandarin as a foreign language. International Journal of Advanced and Applied Sciences, 3(11), 47-51.
Yusof, A. M., Daniel, E. G. S., Low, W. Y., Aziz, K. A., GomezChova, L., LopezMartinez, A., & elTorres, I. (2015). Students' Preparedness For Blended Learning Through Social Network Sites: Inspiring Active Learners. In (pp. 7499-7504). Valenica: Iated-Int Assoc Technology Education a& Development.
Yusoff, S., Yusoff, R., & Noh, N. H. M. (2017). Blended Learning Approach for Less Proficient Students. SAGE Open, 7(3), 8.
