Mendeley is one of the references managers that provide web, desktop, and mobile version. This research aims at exploring the Indonesian Mendely users' preference on Mendeley use as multimedia-based application in academic writing. The researchers conducted survey research design to find data for deciding the obvious groups' characteristics on certain topic or issue in a diverse group. Data on this research was taken in 2015 to explore 100 Indonesian Mendeley users' preference on Mendeley features as web based application in academic writing. The researchers used weighted average find out rate and percentage adjusment for the influence of a binary confounder. The weighted average in this research was automatically generated by SurveyMonkey analytic. This research indicated what Mendeley features as multimedia web application for academic writing that Indonesian Mendeley users took in and out.

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This study aims at designing and validating the questionnaire as an instrument to assess the lecturers' perception in terms of factors affecting the 'online learning environment'. Forty participants who have been teaching English completed the 125 items in questionnaire. The result of the study showed that average variance extracted for peer support was 0.66 and instructor support was 0.52 indicating adequate convergence. The construct reliability showed value of 0.83 for peer support and 0.70 for instructor support indicating the good construct validity. Peer support and instructor support constructs in this study were the model fit to the factors affecting the 'online learning environment'.

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Assessment Feedback (AFB) is one of the most potent influences on student's learning and achievement as it enables postgraduate students to restructure understanding and develop powerful ideas to meet Higher Education (HE) standard. A focus on AFB practices among the lecturers from postgraduate students' perspective is pertinent in enhancing retention and completion of research studies. Thus, this prelim study investigates mean differences and interactions of AFB practices on three dimensions (Timeliness, Meaningfulness, Specificity) in relation to gender, Mode of Study and Field of Study. A sample of 37 postgraduate students who engaged in research studies in UTM was selected as respondents. Assessment Feedback Practices Inventory (AFBI) was analyzed using the Rasch Measurement Model for item reliability (.96). The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (Spearman rho correlation coefficient). It was found that AFB practices were at the highest level for Meaningfulness (M = 4.69, SD = .75) followed by Timeliness (M = 4.04, SD = .53), and Specificity (M = 3.88, SD = .55). AFB forms practiced among lecturers resulted in verbal form (M = 2.80, SD = 1.27) being practiced more than the written form (M = 2.48, SD = .63). For the AFB preference, results showed that 81.1% of the students preferred the feedback in both, verbal and written form, whereas 10.8% prefers verbal, and 8.1% prefers written form. However, the results showed weak relationship between AFB and gender, Mode of Study and Field of Study. It is suggested that an assessment feedback manual should be developed.