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The current trend of technology advancement with digital devices such as smart phones, tablets, and laptops has shifted the way of societal life including teaching and learning. This initiative might also contribute to the typical approach of information and communication technology (ICT) to increasingly enhance the achievement through utilizing it in the education setting in the higher education context. Adopting social media in network data massively within the big data trends, the extraction of the particular means in providing structured data from enterprise resources data and sources of unstructured data from audio and video can begin with providing the value from information space such as message, conversation, transaction, and other sources. This chapter attempts to explore the design of adaptive learning technology in big data approach. Attempts to achieve particular advantage of big data with analytic process could provide the innovative environment of adaptive online technology to enhance pedagogy and technology skill to support the initiative way of teaching and learning process in the higher education (HE) context.

This chapter aims to explore the pattern to use technology as an attempt to promote virtual violence prevention. A literature review from referred journals and books was conducted. The findings reveal that technology use, in particular an effort to solve the emerging issues of violence promotes the solution with an innovative approach designed in HE. With technology use in attempting violence prevention insights, an innovative way to strengthen technology use wisely with underlying the compassionate skills to promote the preventive action of violent forms is needed. Attempts to promote virtual violence prevention in higher education should be combined with empowering technology use to focus comprehensively on encouraging diverse learners with personal and social awareness in digital interaction. This chapter is expected to contribute in dealing with exploring the systematic approach in nurturing the self-awareness and social concern in digital interaction to be potentially applied in HE.

As a mean to enhance and improve students' understanding in terms of knowledge gaining and skill development in Higher Education (HE), learning culture enables them to reflect on what they have learnt, contemplate on their ideas and to take advantage of these activities to develop their skills and practices. This chapter will explore the empowerment of learning culture to strengthen the students' identity in HE. The findings reveal that attempts to promote learning culture involve three core stages: classroom management, global mind-set skills and intercultural competence (IC), which may become the basis to enhance their cultural identities while undertaking their studies in HE. Such valuable applications integrated may be incorporated an important stage to develop better performance on building students' identity in HE. This chapter is expected to contribute in offering further understanding in terms of quality critical thinking through fostering ethical, reflective and professional practices as an endeavour to further improve students' competencies.