The increasing number of learner failure rates are alarming in online distance learning. Previous studies have identified the factors that have contributed to online distance learning students' failure as lack of time and lack of motivation. The purpose of this study is to develop a direct effect understanding of extrinsic motivation, intrinsic motivation, self-efficacy and time management on students' academic performance in an online distance learning institution in Malaysia. The Structural Equation Model (SEM) was used to analyse the casual relationships between independent variables and dependent variables. The model was developed and later tested by adopting the Partial Least Square (PLS) procedure on data collected from a survey that yielded 210 usable questionnaires. The findings showed that extrinsic motivation, intrinsic motivation, self-efficacy and time management have a significant and positive influence on students' academic performance in an online distance learning institution. The findings imply that the relationship amongst extrinsic motivation, intrinsic motivation, self-efficacy and time management on a student's academic performance in an online distance learning institution will lead to the online distance learning institution's low attrition rate. This study uses SmartPLS 2.0 and SPSS 18.0 to test the hypothesis and analyse respondents' profile, respectively.

Objective - This study evaluates the direct relationships among online learning attitude, online peer collaboration, psychological motivation, digital readiness, and online engagement among students in Malaysia's online distance learning (ODL) higher education institutions. Methodology/Technique - The structural Equation Model (SEM) method was employed to evaluate the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and the direct influence of digital readiness on online engagement. The model was developed based on the conceptual development and subsequently analysed using the Partial Least Square (PLS) technique on 391 data acquired during the survey. Finding - The outcomes from the statistical data analysis have clearly shown that the online learning attitude, online peer collaboration, and psychological motivation have positively and significantly influence digital readiness. Novelty - The model of this study is the first model been used by utilising Smart-Pls version3 for data analysis to study students' engagement in ODL higher institutions in Malaysia. Type of Paper - Empirical Keywords: Online Learning Attitude; Online Peer Collaboration; Psychological Motivation; Digital Readiness and Online Engagement. JEL Classification: 120

Digital banking is a new concept that entails a complete digital shift. Malaysia's sizable banked population is hastening the digitalisation of banking services. Malaysia is about to embrace digital banking. While digital technology has advanced, it still simplifies banking. However, some users are aware of it but are unwilling to use it. Thus, increasing digital adoption in Malaysia is required to ensure the success of digital banking. Despite the trend toward digital banking, these numbers remain low. Thus, this study aims to assess the impact of perceived usefulness, ease of use, trust, and peer influence on attitude, as well as the impact of attitude on intention to use a digital bank. The Technology Acceptance Model (TAM) was used in this study to investigate the effect of perceived usefulness, ease of use, trust, and peer influence on the intention to use digital banking. The research framework for this study included perceived usefulness, ease of use, trust, peer influence attitude, and intention. Perceived usefulness, ease of use, trust, and peer influence are all independent variables. Attitude is a moderator, and intention is a dependent variable. This study is quantitative and will rely on primary data. All measurement items were evaluated using Likert scales ranging from strongly disagree to agree strongly. This study also employed non-probability purposive sampling. The data for this study will be cleaned and screened using SPSS 18. The data were analysed using partial least squares structural equation modelling, and SmartPLS 3 was used to analyse reliability, validity, and hypothesis testing data.

Online Distance Learning (ODL) settings in higher education institutions assist in allocating resources of education, facilitating instructor-to-student interaction, supporting student learning groups, maintaining the progression of student learning, and allowing students to enroll ODL learning (Islam, 2013). Students' online learning exposures in universities and colleges tend to be combined with academic exposures for the continuous learning progress not because only related to academic accomplishment, but also due to individual success of lifelong learning. The online learning setting tertiary education institutions is a learning environment that puts together the latest digital technology with the practices of teaching and learning as important creativity and innovation through the latest performed-technology platform (Eze, Chinedu-Eze, & Bello, 2018). The advantages of online learning settings for both the students and higher education institutions are significant cost saving of having physical infrastructure of teaching and learning, cause the course materials digitization where it can be shared and retrieved at any time and wherever the students are and embedding into the global educational setting (Pham, Limbu, Bui, Nguyen, & Pham, 2019). Malaysia is aiming to become a developed country and has set a long term vision for that to be realized. This aim can only be achieved by producing high technological skills and a critical thinking workforce. Information communication technology (ICT) will be the main catalyst in leading this transformation. In an online learning environment, engagement has become one of the critical issues for the students. Since the trend today of migrating from the face-to-face classroom to web-based systems, some challenges need to be resolved. In fully online learning, there is 78% of students fail in completing their online courses (Simpson, 2010). Students' failures in online courses were mainly due to their inactive engagement (Kuzilek, Hlosta, Herrmannova, Zdrahal, & Wolff, 2015). Halverson, Graham, Spring, Drysdale, and Henrie (2014) in their thematic analysis have found the term engagement been mentioned in more than fifty per cent of the reviewed publications. Thus, this study aims to assess the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and digital readiness influence on online engagement. Keywords: Online Learning Attitude, Online Peer Collaboration, Psychological Motivation, Digital Readiness and Online Engagement.