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The process of retaining leadership succession at higher education institutions (HEI) is crucial since it has entailed the process of selecting the ideal candidate. The goal is to guide universities toward maintaining organizations' excellence for their academic leadership and management (ALM) position. Due to the lack of established standards for assessing the competency of possible successors at their home institutions, many ALM of Malaysia HEIs are difficult to identify the proper replacement for their posts. This study aims to propose a multi criteria tacit knowledge acquisition framework (MC-TKAF) for supporting talent development intervention program in Malaysia HEIs. It will be based on cognitive apprenticeship, socialization and informal learning theory which mostly used in acquiring knowledge from expertise to overcome talent bottleneck among novice. Fuzzy Delphi will be used as the primary methodology in this study to gather agreement regarding the appropriate indicator to measure tacit knowledge competency among ALM at Malaysian HEIs. There are three phases: Phase 1 involves analyzing the current tacit knowledge acquisition (TKA) and identifying the appropriate parameters to build the intended framework. Phase 2 involves using the results of Phase 1 to create a new framework of tacit knowledge acquisition (TKAF) that is appropriate for the HEI environment. Phase 3's final objective is to assess the viability of the Talent Development Intervention Program's (TDIP) Tacit Knowledge Acquisition Framework (TKAF) utilising the Multi Criteria Decision Making (MCDM) approach. This paper's goal is to offer the hybrid MCDM approach as a talent performance indicator for the multi-criteria tacit acquisition framework. The final Phase 3 of the study design will essentially be the subject of this paper. The built-in indicators in this document may be utilised as a guide for the HEI sectors to create talent performance metrics that are appropriate for each TKA applied. [For the full proceedings, see ED654100.]

This paper illustrates the integration of the hybrid Problem-Based Learning (PBL) approach in the development of the prototype C[superscript 2]HADAM, a multimedia courseware that is intended for the teaching and learning of the Science subject for form two students in Malaysian secondary schools. The discussion begins with the Constructivist theory and conceptual frameworks underlying C[superscript 2]HADAM. The learning concepts of inquiry learning, contextual education, simulation, exploratory learning, self-directed learning, and student-centered learning are also incorporated into C[superscript 2]HADAM. Next, this paper details the development of the project using a popular development life cycle namely ADDIE. ADDIE life cycle consists of the analysis, design, development, implementation, and evaluation phases. This paper also highlights some of the screen snapshots taken from C[superscript 2]HADAM prototype. The final part of this paper presents some of the findings from the Effectiveness construct. The results show positive feedback on the use of the courseware, and the courseware proves to enhance learners' performance. The integration of the PBL principles in the development of the courseware, thus, promises more of its application in the teaching and learning of other scientific disciplines. [For the complete proceedings, see ED655360.]

Technology in education is purposely designed to help both educators and students in knowledge transfer and knowledge gain simultaneously. In many aspects, technology in education is supposed to prove that education can be delivered effectively and efficiently. However, there are cases in which technology in education can be frustrating and annoying for both parties. Government and university management have invested a lot of money to ensure that educators and students can really benefit from the technology. In spite of huge investment on educational technology tools (hardware and software) over the past decades in various education initiatives, the potential of technology usage in university level has not reached the desired level among educators and students. What is the missing link for the realization of the expected return-of-investment? The outcome of this study proposes an Educational Technology standard to be applied in university setting using TPCK (Technological Pedagogical Content Knowledge) as the basic framework. However, this paper will only discuss a part of our standard development in which highlighting the assessment method that was used during the implementation of ETC standard in our institutions. [For the full proceedings, see ED654100.]

The development of the aviation industry after the COVID-19 pandemic is prompting aviation institutions to improve their courses, including English courses. A teacher who teaches English for aviation has an important role to play in adapting the teaching style to the needs of the students. This paper explored the experiences of teachers in teaching aviation English to students in the aircraft maintenance program. The participants were three English teachers from three different aviation schools in Malaysia. Semi-structured interviews were conducted as part of a fully qualitative study, and the data were analyzed thematically using ATLAS.Ti software. The findings revealed that they faced both successes and challenges in teaching aviation English, which were categorized into three areas: opportunities, feelings, and progress. The subthemes for successes were seizing opportunities, positive feelings, and good progress, while missing opportunities, negative feelings, and slow progress were the subthemes for challenges. Seizing opportunities referred to participants mastering their teaching tasks, while positive feelings referred to satisfaction with teaching, feedback from students, and enjoyment of the learning process. The sub-theme of good progress referred to the participants' better progress. The sub-themes for challenges, on the other hand, were missing opportunities, negative feelings, and slow progress. It referred to the lack of institutional support, limited knowledge about aviation and sources, while the negative feelings referred to frustration with students, technical instructors and a lack of confidence in the knowledge they had. On the other hand, participants felt that their progress was slow when they had to deal with different levels of students, which was time-consuming and related to the nature of learning and teaching aviation English. The findings would help curriculum developers and English teachers to provide an English course that meets the needs of aviation students. [For the full proceedings, see ED654100.]

This study investigated the students' experience and impact of using Science, Technology, Engineering, and Mathematics (STEM) related subjects for mobile learning or mLearning. In this study, mobile learning student-generated activities (SGA) focused on Malaysian universities as a developing country. The study approach was a qualitative case study based on mobile technology usage through 18 focus group discussions amongst students in Malaysia from 10 universities. The students participated voluntarily, and a purposive sampling approach was used. This study examined the students' perspectives using STEM mobile learning through activities created by students in Malaysian universities. The data were analysed using thematic analysis approach. The findings established factors or themes derived from data on the impact of mobile learning for STEM activities created by students in mobile learning from 10 Malaysian universities. The mobile learning framework of best practices emerged from understanding the impact of the research themes from students' experiences. [For the full proceedings, see ED639391.]

Programme development is a process that involves a systematic process that requires focus on the students' achievement and outcomes. To create an outcomes-based education programme, the university has to prepare its academicians with knowledge and skills that can help the academicians to design and develop an outcomes-based students-centered programme. This study used a quantitative approach using a survey method for data collection. A total of 53 academicians were selected to become research respondents for this study. A questionnaire was sent through a Google form survey to all respondents who are located in Selangor, Malaysia. The survey and data collection were done through a set of questionnaires using a 5-point Likert and open-ended questions. The data were analysed using the Statistical Package for The Social Science (SPSS) version 21 software to get the frequency and percentage of the academician response on a way to add value to the university programme development. Open-ended questions are used to identify the academician's issues and constraints pertaining to the programme development process. The results of the study indicated that the respondents are aware of the importance of the outcome-based education progamme, however, most of the respondents need support and training to help them to face challenges in developing an outcomes-based student's centred programme. [For the full proceedings, see ED636095.]

First year university undergraduates' academic experience have always been an interesting topic of study. The main objective of the study was to seek a better understanding on the level of self-directed, resilience, and online study skills among first year undergraduates toward online distance learning during the COVID-19 pandemic. A total of 159 students who were selected through the purposive sampling method participated in the online survey. They answered two sets of instruments namely the Learner Personality Profile and Online Learning Skill that consisted of 60 items and 30 items respectively. Both instruments were measured based on a five-point Likert scales. Learner Personality Profile scales were measured based on (1) Never; (2) Rarely; (3) Sometimes; (4) Very Often, and (5) Always responses, while Online Learning Skills were measured based on (1) Strongly Disagree, (2) Disagree, (3) Neither agree nor disagree, (4) Agree, and (5) Strongly Agree responses. Findings of the study reported that female students' level of Self-directed scores (mean=3.06) were higher compared to male students' scores (mean=2.92) based on a three-level range of mean scores (low=1.00 to 2.33; average=2.34 to 3.67; and high=3.68 to 5.00). Female students' level of online study skills scores (mean=3.90) were also reported to be higher compared to male students' scores (mean=3.61). However, both male and female students reported average level of resilience scores (mean=3.21 and mean=3.33) respectively. The correlation analyses reported no significant relationships between self-directed, resilience, and online study skill. The multiple-regression analyses reported that the self-directed variable did not act as a mediating factor in the relationship between resilience and online study skills. In conclusion, the resilience factor among first year male and female undergraduates seemed to be a concerned issue that need to be addressed and further investigated by the university academic management. [For the full proceedings, see ED636095.]

Listening comprehension is necessary for successful learning and communication in this modern digital age. Studies have shown that early exposure to listening activities can significantly impact the development of listening comprehension skills, especially in preschool children, as their cognitive and linguistic abilities rapidly develop. The purpose of this qualitative study is to explore the use of metacognitive strategies in storytelling to examine preschool children's listening comprehension skills in preschool children in Kepong, Malaysia. Data was collected through the checklist and anecdotal observation to observe six children's engagement in 3 storytelling sessions. The study was done in 2 phases: Phase 1 involved data collection of the teacher's current teaching instructions and challenges faced during teaching and learning. Phase 2 involved designing appropriate metacognitive strategies to examine children's English listening comprehension skills. The study showed metacognitive strategies could help preschool children with listening comprehension skills. [For the full proceedings, see ED636095.]

Nowadays, Malaysian ESL students struggle to read English texts, particularly narrative texts. Lacking in utilising and applying the suitable reading strategies are among factors that hinder reading comprehension. This study aimed to investigate the effectiveness of Question-Answer Relationship (QAR) strategy on ESL pupils' narrative reading and to find out their perceptions toward QAR strategy in narrative reading. This study employed a non-equivalent pre-test and post-test quasi-experimental design. A total of 72 pupils from a government primary Chinese vernacular school were chosen as participants for this study and data were collected using a multiple-choice reading test and a questionnaire. The findings indicated that QAR strategy to teach narrative reading significantly improved the pupils' narrative reading comprehension achievement. Therefore, the result of this study is expected to contribute something for the development of the process of English teaching and learning especially for the teaching of reading comprehension of narrative text. [For the full proceedings, see ED654100.]

The aim of this research is to determine the effectiveness of the STEM Kid Module on the scientific literacy of fifth-grade students in the 'Energy' topic. The module was developed based on the combination of constructivism and constructionism as a fundamental learning theory. Meanwhile, the STEM Kid instructional phase was formed using a STEM integrated approach that included engineering design processes and inquiry-based science learning. A quasi-experimental design was used to assess the effectiveness of the STEM Kid Module. This study included 116 children, 61 of whom were high achievers and 55 of whom were moderate achievers. Two elementary schools using the STEM Kid Module were selected as the treatment group, while another school using conventional teaching approach as the control group. Data for this study were gathered by a scientific literacy test that included (i) scientific knowledge, (ii) science process skills, and (iii) daily science application. Results from repeated measurements MANOVA analysis revealed a significant difference in scientific knowledge and daily science application between groups. The study's implication was that the use of the STEM Kid Module through a STEM integrated approach can be implemented in elementary school science teaching and learning for children of varying levels of achievement. [For the full proceedings, see ED654100.]

Communication is treated as one of the most important issues in all aviation professions, including aircraft maintenance, where passenger safety is paramount. Employer dissatisfaction with the performance of engineers, including aviation graduates, as communicators in the workplace remains controversial. Therefore, this study was conducted to examine the types and functions of communication skills required in the aircraft maintenance workplace. Twelve participants, consisting of aircraft maintenance technicians and licenses aircraft engineers (LAE), were involved in semi-structured interviews. The data were analysed thematically and managed using ATLAS.ti software. The results showed that seven sub-themes were identified in relation to oral communication activities and five sub-themes in relation to written communication a written communication is as important as oral communication for aircraft maintenance personnel. In addition, both written and oral communication are expected to be clear, concise and precise. The identified need for communication skills would help aviation institutions develop solutions to meet the needs of the aviation industry. [For the full proceedings, see ED654100.]

Learning Analytics (LA) captures the digital footprint of students' online learning activity. This study describes students' navigational behavior in an e-learning setting by processing the LA data obtained from Blackboard LMS. This is an attempt to understand the navigational behavior of students and the relationship with learning performance. The study was carried out with 88 learners from a Malaysian private university. The course sites' log data and students' performance were analyzed, and the results were as follows: 4 navigational behaviors played an important role in student's academic performance which are active days, total learning time, number of views, and days delayed in accessing the assessment. Active learning from Tuesdays to Thursdays had a significant positive effect on performance. It was found that the higher activities (total learning time, number of journals viewing) translate to better performance. Days delayed in attempting assessments had a significant but mixed effect on performance, depending on the type of assessment. However, the number of logins is insignificant. The findings of this study provide empirical evidence of the importance of self-discipline in online learning and provide instructors with a predictive measure as a call for early intervention to help online students. [For the full proceedings, see ED654100.]

In this century, Augmented Reality (AR) is a "reality" technology that has begun to be integrated into the school curriculum and subjects. As one of the learning strategies, the goal is to help increase student learning motivation, the effectiveness of learning activities, and much more. Unfortunately, only a few studies incorporate AR into teaching and learning activities for Adaptive Physical Education (APE) disciplines. Many types of disabilities, including learning disabilities (LD), can be found. Just like their peers, children with learning disabilities are intelligent. However, because of an impairment in their physical, mental, behavioral, or sensory abilities, they need adaptive learning activities that are as similar to the surroundings of children with special needs as possible to help them develop their abilities (Sukriadi, 2021). This study will explore how AR technology affects PE learning experiences for students with learning disabilities (SLDs). This study will use a qualitative exploratory case study to collect comprehensive data for each students learning experience using pre-interviews, observations, and in-depth interviews as the research instruments during PE class. The results of this study are expected to provide an overview of future PE subjects where technology has started to be incorporated and can be used as a new learning medium for teachers and students to create new learning experiences. It will also offer research opportunities for researchers and developers to enhance this application further. [For the full proceedings, see ED654100.]

English proficiency is advantageous for any graduate. In Malaysia, despite English being formally introduced around age 5, proficiency in the language is still lacking in some graduates. English should be introduced to children during their formation years so they can be proficient. However, in many private preschools, English proficiency is not a priority in the hiring criteria of early childhood (EC) educators despite the introduction of the Malaysian English Language Education Roadmap 2015-2025. With EC educators being a primary provider of input in the system, it is essential to investigate their attitudes towards English, particularly on the East Coast of Malaysia, where English usage is not as extensive as on the west coast, and how these attitudes translate into their practices with the children. A questionnaire of 29 questions was distributed to 114 EC educators. Findings reveal that positive attitude leads to EC educators using English with the children. Although knowledge of the language may be limited, the positive attitude spurs them to find alternative ways to expose English to the children. The findings hence provide insight to how we can upgrade the quality of existing English language education provided in preschools, mapping it to the Roadmap 2015-2025 for the reform to succeed. [For the full proceedings, see ED654100.]

Cyberbullying is a relatively new phenomenon that poses a serious problem, because anyone can become a victim of cyberbullying. Due to the special technical possibilities of social media, it can have long-term effects on the victims, especially on the well-being of young people. The aim of this study is to collect data on related topics such as demographic profiles, social media use, experiences of cyberbullying, attitudes towards cyberbullying and suggestions to curb cyberbullying in Malaysia. An online questionnaire survey was conducted with 50 respondents. The results show that bad things are done to the victims of cyberbullying, causing emotional disturbance and trauma to the victims. Rule utilitarianism and action utilitarianism are used in certain cases to solve the ethical problem of cyberbullying. Although there is no specific law against cyberbullying in Malaysia, there are certain laws such as the Computer Crimes Act 1997, the Communication and Multimedia Act 1998 and the Penal Code to combat cyberbullying. The solution has also been highlighted through awareness campaigns to prevent cyberbullying. For the concerned parties, developing concrete strategies to reduce cyberbullying among youths in Malaysia should be a major concern. [For the full proceedings, see ED654100.]

Three categories of audio recordings, a web service platform, and commercial software were involved in this analysis process. The three categories of audio recordings included eight filtered student recordings, an audio recording provided by a Mandarin instructor from University Malaysia Sabah, and an audio recording generated by Text-to-Speech MP3, available at https://ttsmp3.com/. All ten recordings will be uploaded into the NCH WavePad Sound Editor to build a spectrum image. This will allow us to compare and identify differences in tone reading, emotion reading, etc. You can download the NCH WavePad Sound Editor from https://www.nch.com.au/WavePad/index.html. This information is beneficial for all Mandarin language beginners and their teachers, as it can be used for comparison purposes. With this knowledge, they can further undertake a pilot study. This study provides a foundation for investigating differences in human and machine reading from multiple perspectives. Furthermore, this dataset can be used to analyze reading speed. It serves as a crucial starting point for spectrum, voice wave, and reader behavior research. [For the full proceedings, see ED654100.]

The adption of the Common European Framework Reference (CEFR) as a guideline in Malaysian English language education has led the Ministry of Education to replace locally-developed English textbooks with a selection of imported titles. While considering the significance of intercultural skills in the English curriculum, there is a need to look into the aspect of relevance in using imported texts to suit local cultural demands. This study is dual focal in nature; it investigated not only the impacts of cultural elements embedded in imported textbooks on Malaysian students' attitude but also gathered their perception on the aspect through survey research. For the purpose of this study, it specifies on the use of English Plus 1 -- an imported textbook, published by Oxford University Press. A questionnaire which was adopted from Xiao (2010), was then distributed to 39 Malaysian pupils of suburban Chinese-type primary schools in Perak who were selected using a convenience sampling technique. The findings indicated that the use of English Plus 1 has impacted pupils' attitude where it was observed that their perception towards learning English became more negative due to the focus of the textbooks inclines towards a culture that was not familiar to Malaysians. The implications derived from this study suggest teachers' flexibility at adopting a range of teaching approaches that might also need to be creative in its nature in order to impart cultural information to the young learners. Simultaneously, a more pro-active solution could be taken at the administrative level by carefully scrutinizing the cultural elements embedded in imported texts to adopt cultural suitability for young learners. [For the full proceedings, see ED654100.]

COVID-19 hugely impacted the students' learning, in which experiential learning was not allowed to be implemented to decelerate the spread of the virus. Thus, educators used whatever capacities and abilities they had to ensure that the students learned the skills, especially for certain skill-based occupational therapy subjects. However, studies regarding occupational therapy students' viewpoint of their real-life experiences in learning skill-based subjects via online distance learning were lacking in number. Therefore, a descriptive phenomenological study was used to describe occupational therapy students' personal experiences in studying skill-based subjects via online distance learning during the COVID-19 pandemic. Ten undergraduate occupational therapy students were interviewed, ranging from 45 to 60 minutes on their experiences in learning skill-based subjects via online distance learning. The essence of the student's experiences was described in four main themes: (i) the impacts of COVID-19, (ii) adapting to the COVID-19 outbreak, (iii) the downside and upside of learning skill-based subjects via online distance learning and (iv) perceived supports. Even though they struggled to learn the skill-based subjects without hands-on face-to-face sessions, occupational therapy students felt that few strategies effectively enhanced their learning experiences during the period. This study concludes that occupational therapy students formed impactful memories and described their struggles with online distance learning since the sudden transition to ODL during the pandemic. Thus, the experiences highlight a few learning strategies educators can adopt when it comes to skill-based occupational therapy subjects. [For the full proceedings, see ED654100.]

COVID-19 pandemic has transformed the conventional education landscape to online remote learning. However, this transition has brought about certain challenges such as low levels of student engagement and motivation, which raises the question of whether students are actually learning. Using Virtual Reality (VR) in teaching and learning (T&L) could increase engagement as it provides interactive experience that necessitates students' online presence. Literature shows students are aware of VR benefits, yet not many tertiary educators are using VR. Thus, this study aims to investigate Malaysian tertiary educators' awareness of VR and readiness to explore its potential in remote online T&L through a questionnaire survey adapted from previous studies that applied the Technology Acceptance Model (TAM) as their theoretical framework. Of 26 respondents, only 4 had VR experience in the classroom. While others lacked VR experience, their perceptions were positive, and they were aware of the challenges of using VR. It can be concluded these challenges are partly the reasons why VR is under-utilised. The findings implicate the need to train and familiarise tertiary educators in the use of VR for the continuous intention to use VR. It is believed that when more educators have more intimate knowledge of VR, the more students will benefit regardless if the classes are remote online or otherwise. [For the full proceedings, see ED654100.]

There are few studies have examined the effective inclusion of Students with Learning Disability (SLD) in teaching and learning, despite the growing policy, educational, and political concern following the progressive trend towards enrolling students with disabilities in regular public schools. As inclusive education is a fundamental human right, educators should find more ways to include the SLDs. A highly motivating learning environment is provided by virtual reality (VR), which combines 3D virtual settings with technologically advanced modes of interaction. VR provides an interactive experience wherein one can become immersed in a computer-generated environment. Nonetheless, there is limited research on using VR for Students with Learning Disability (SLD). Physical Education (PE) has been a compulsory subject in Malaysia to develop skills, knowledge, values, and attitudes to stay healthy. Many studies have tested the use of VR in helping students learn PE. Thus, this study tested VR trainers in teaching PE to the SLDs. A VR application is being created as part of the study, and the users will be asked for their opinions. In this study, the motor performance and motivation of the experimental group were evaluated to measure the effectiveness of the VR trainers in helping the SLD to learn. The results proved that combining immersive technology with motor learning theory made it possible to motivate SLDs and increase their motor performance score in learning PE. [For the full proceedings, see ED654100.]

Nature of Science (NOS) has been enumerated as one of the important elements in education because robust conceptions of NOS is essential for individuals to be considered as scientific literate. As teachers are vital in imparting sound NOS conceptions to their students, they must possess sound NOS conceptions. However, studies have shown that teachers only possess naive conceptions of NOS which could be potentially passed down to their students during science instruction. So far, studies about in-service science teachers' conception on NOS were conducted in the West. The extensive literature search that was conducted on several renowned platforms found that the existing research available to the public focused on secondary school students or pre-service teachers but not in-service teachers. The conduct of this study bridges the gap in literature and informs relevant stakeholders about the current state of science education in Malaysia. This study shares the findings of a survey conducted with 33 in-service public school science teachers in Selangor, Malaysia. Results show that most teachers possess mixed conceptions about NOS. This study has implications on informing relevant stakeholders about the need of including NOS as a part of teacher training programmes and the need to conduct training sessions with in-service science teachers on NOS. [For the full proceedings, see ED654100.]

The use of Mobile-Assisted Language Learning (MALL) in teaching, especially in English as a Second Language (ESL) has become an emerging trend globally. In recent years, many educators have started to deliver lessons online using the concepts of MALL, including those in Malaysia, especially during pandemic COVID-19. Writing is an important skill in English language acquisition but the review of using MALL in teaching writing is scarce. Hence, this review focuses on teachers' perspectives and readiness toward the use of MALL in teaching writing among English as a Second Language (ESL) learners. Therefore, Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines was used to extract 30 articles from the year ranging 2018 to 2022. Two databases, Google Scholar and Educational Resources Information Centre (ERIC), were used to collate the articles for this review. The findings of this review exhibited the positive perspectives and readiness among the teachers towards the use of MALL. Parents' perspectives should be taken into consideration in future research. [For the full proceedings, see ED654100.]

A gloss refers to a short definition or explanation of the meaning of a word in a text that can assist learners in reading comprehension and vocabulary learning. This study aims to investigate how glosses in English academic texts affect the reading behaviour of ESL undergraduates while reading is taking place. In addition, it also examines the effects of gloss on the learning of the glossed target words. Twenty ESL first year undergraduates who were grouped into proficient and less proficient learners based on their MUET (Malaysian University English Test) results participated in a reading experiment using the eye tracking device. Eye movement data (i.e. fixation duration and scan path) obtained from the eye tracker, retrospective interviews and three vocabulary tests were analyzed. The glossed target words were selected from Coxhead's Academic Word List (AWL) and were placed in the same line with the target word in the texts, in right margin of the texts. Eye movement analyses showed that the position of the gloss either at the top, middle, or bottom of the page influences how and when participants read the gloss. Participants who read the gloss before or after reading the texts were high unlikely to regress to the text to infer to the target words in the text. However, participants who read the gloss while reading the text mostly regressed to the text and read the target words in the text. The fixation duration data revealed that proficient participants looked at more glosses than the less proficient participants. The retrospective interview confirmed the fact that the participants did not read the gloss in each encounter as they have become familiar with the target words in the gloss. Nonetheless, they agreed that the presence of glosses in the texts helped them to learn unknown words, particularly in noticing the form of the words. The finding suggests that the use glosses need to be emphasized in language teaching and learning, particularly in reading comprehension and vocabulary learning. [For the full proceedings, see ED654100.]