Oxidative addition of diorganyl diselenides to the coordinatively unsaturated, low-valent transition-metal-carbonyl fragment [Mn(CO)(5)](-) produced cis-[Mn(CO)(4)(SeR)(2)](-). The complex cis-[PPN][Mn(CO)(4)(SePh)(2)] crystallized in triclinic space group P&onemacr; with a = 10.892(8) Å, b = 10.992(7) Å, c = 27.021(4) Å, alpha = 101.93(4) degrees, beta = 89.79(5) degrees, gamma = 116.94(5) degrees, V = 2807(3) Å(3), and Z = 2; final R = 0.085 and R(w) = 0.094. Thermolytic transformation of cis-[Mn(CO)(4)(SeMe)(2)](-) to [(CO)(3)Mn(&mgr;-SeMe)(3)Mn(CO)(3)](-) was accomplished in high yield in THF at room temperature. Crystal data for [Na-18-crown-6-ether][(CO)(3)Mn(&mgr;-SeMe)(3)Mn(CO)(3)]: trigonal space group R&thremacr;, a = 13.533(3) Å, c = 32.292(8) Å, V = 5122(2) Å(3), Z = 6, R = 0.042, R(w) = 0.041. Oxidation of Co(2+) to Co(3+) by diphenyl diselenide in the presence of chelating metallo ligands cis-[Mn(CO)(4)(SePh)(2)](-) and cis-[Mn(CO)(4)(TePh)(2)](-), followed by a bezenselenolate ligand rearranging to bridge two metals and a labile carbonyl shift from Mn to Co, led directly to [(CO)(4)Mn(&mgr;-TePh)(2)Co(CO)(&mgr;-SePh)(3)Mn(CO)(3)]. Crystal data: triclinic space group P&onemacr;, a = 11.712(3) Å, b = 12.197(3) Å, c = 15.754(3) Å, alpha = 83.56(2) degrees, beta = 76.13(2) degrees, gamma = 72.69(2) degrees, V = 2083.8(7) Å(3), Z = 2, R = 0.040, R(w) = 0.040. Addition of fac-[Fe(CO)(3)(SePh)(3)](-) to fac-[Mn(CO)(3)(CH(3)CN)(3)](+) resulted in formation of (CO)(3)Mn(&mgr;-SePh)(3)Fe(CO)(3). This neutral heterometallic complex crystallized in monoclinic space group P2(1)/n with a = 8.707(2) Å, b = 17.413(4) Å, c = 17.541(4) Å, beta = 99.72(2) degrees, V = 2621(1) Å(3), and Z = 4; final R = 0.033 and R(w) = 0.030.

The learning approach is always being the concern of educators to increase the quality of engineering education. Engineering education is essential in order to nurture quality engineers and prepare the workforce for country development. Coming to Industrial 4.0, modern engineering education has combined ICT technology to meet the demand of Education 4.0. This paper aims to review blended learning to enhanced engineering education using flipped classroom approach. The paper starts with an overview of the current trend of engineering education, which encourages using blended learning approach. Blended learning was developed to overcome the advantages and disadvantages of traditional learning and online learning, which brings a better learning experience to students. From the review, the blended learning using flipped classroom approach have positively assisted students in their learning. Future ongoing research is recommended to explore the potential of flipped classroom approach use in supporting engineering education specifically in the context of Malaysia.

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Improving and enhancing education has been a prime goal for higher learning institutions that seek to provide better learning techniques, technologies, educators, and to generate knowledgeable students to fulfill the needs of industries. A significant area where improvements are required is in the engineering field. In this regard, one approach is to review the delivery and pedagogies used in current education systems. This paper examines the problems faced by staff and students in the field of Mechanical Engineering, which are found in the literature. Finally, the authors explore new technologies that could help enhance and promote the learning process of students experiencing problems.