A Learning Management System (LMS) can be a singularly critical platform to report on students' learning progress and to monitor students' learning engagement. At the only defence university in Malaysia, the National Defence University of Malaysia (NDUM) adopts the LMS as a supplementary learning and teaching tool. Nonetheless, the aspiration of Malaysia to ensure that higher learning institutions actively participate in the Massive Open Online Course (MOOC) has further emphasised the need for the NDUM to provide an effective LMS to the students. This paper aims at examining the perceptions of students at the Defence University on the use of the LMS. The Technology Acceptance Model (TAM) is used as the basis for generating hypotheses and conceptual framework for the paper. Five classes of students were involved in the data collection resulting in 100 returned questionnaires. Preliminary findings highlight students' positive attitudes towards the use of the LMS; however, there are technical issues that must be addressed to ensure that the LMS can function effectively.

This chapter responds to the needs of educators in preparing to teach online fully due to the pandemic, COVID-19. This scenario becomes the new normal in the teaching and learning process during the COVID-19 pandemic. The main objective of this chapter is to investigate the roles of educators in one public higher learning institution in Malaysia during emergency remote teaching due to the COVID-19 outbreak. Emergency remote teaching is argued to be the answer to the sudden change from face-to-face teaching to a fully online teaching environment. Data for this chapter were collected through an online survey distributed to potential respondents. Adopting a case study and quantitative approach to research, descriptive and inferential statistical analysis were conducted and presented. Preliminary findings suggest two key challenges. Firstly, educators were ready to embark on transformative emergency remote teaching. Nonetheless, they were not sure of the differences between emergency remote teaching and online teaching; these two have different pedagogical approaches. Secondly, and perhaps most importantly, educators were able to use appropriate platforms and applications during the pandemic; however, they did not have ample time to study other platforms and applications. By this, the author argues that some educators have various options to choose from but may lack the knowledge and understanding on how these options work best. In accepting the new normal in teaching and learning, educators must be open to new and creative strategies to engage students during 100 percent online learning.

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Abstract-Twitter is one of the free micro bloggings available today. Created in 2006, Twitter has about 500 million registered users worldwide. Many scholars have been debating over the use of Twitter in teaching and learning. This brief research paper aims to look at Twitter as a source of revision for a course offered at the Defence University in Kuala Lumpur. The assumption is that the students are able to score a higher grade when Twitter is used as a revision tool. 32 students participated in this study and tweets were used to support students during their revision period before the second test. Data were analysed based on the results of Test 1 (without Twitter as a revision tool) and Test 2, where comparisons were made to see whether there is a change in the students' results. Further, the tweets sent to/shared with students and the retweets shared by students were also examined. A survey was also conducted to explore the respondents' thoughts on using Twitter as a revision tool. Preliminary findings suggest that the students had greatly benefitted when Twitter is used as a revision tool. This is because the results of Test 2 show that all students scored higher. The results of the survey also indicate that students were positive about using Twitter as a revision tool. Although it cannot be conclusively determined whether Twitter is the only factor that contributes to the increase of students' results in Test 2, this paper will highlight how Twitter can be used as an effective revision tool.

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