Students’ satisfaction plays a vital role in ensuring effective online learning. This study investigated the association between social presence and students’ satisfaction toward online discussions in Learning Management System (LMS) platform conducted at a private university in Malaysia. Both correlation and two-step hierarchical linear regression were performed to analyze the online survey data. The instruments used to measure the summated scores of social presence and satisfaction were Community of Inquiry (CoI) framework and satisfaction scale, respectively. The results revealed that the correlation between both variables was significantly positive. Students who declared relatively high level of satisfaction were more likely to report high level of interaction with their peers in online conversation and high level of social presence. Essentially, social presence seemed to contribute the most in predicting the level of course satisfaction amongst the students.

As a result of the COVID-19 pandemic crisis, e-learning has become a necessary feature in all educational establishments such as schools, colleges and universities. Teachers and students are required to adapt with the online learning method to ensure it is carried out as usual even though they have difficulties in various ways. Some of them face depressions and anxiety. This paper reviews the psychological impact on students' online learning during Covid-19 in Malaysia. Past studies determined students are affected psychologically and show symptoms of depression and anxiety. Nevertheless, many studies presented opposite results. This review suggests the government sector to take initiative in helping students with low access to the internet and gadgets which are the main requirement to be able to participate in online classes, and concurrently increase the engagement of students in virtual learning especially during this critical pandemic.

Education involving digital technology is the latest transformation of the education system, especially during the occurrence of the COVID-19 pandemic. The Malaysian Ministry of Education (MOE) has taken the initiative to spearhead efforts to develop the skills and potential of students in the use of digital technology. The main purpose of this study was to identify the level of digital leadership displayed by principals, the level of teachers' digital teaching practices and the elements of principals' digital leadership that predict the level of teachers' digital teaching. About 400 secondary school teachers in Hulu Langat District, Selangor were involved in this study. The findings of this study show that the level of digital leadership displayed by principals and teachers' digital teaching practice are both at a high level. However, the positive correlation between the two is moderate. Multiple regression found that only digital citizenship is a strong predictor of teachers' digital teaching. The findings show that the ability to plan and organize digital leadership programs is important and can help improve students' academic performance, despite the COVID-19 pandemic crisis.

Technical Vocational Education and Training (TVET) is one of the critical drivers in the transformation of Malaysia's education system and contributes towards economic growth. It works to develop and equip individuals with current technical skills based on industry demand. Many issues faced by the government in the way to strengthen the field of Technical and Vocational Education and became worse when the outbreak of COVID-19 pandemic changed the way of delivering education from conventional methods to e-learning. Hence, the main thrust of this review paper is to highlight the issues of TVET education and challenges TVET education faced during the COVID-19 pandemic. For the findings, articles related with issues and challenges in TVET education during pandemic outbreak are chosen from SCOPUS, WOS and ERIC databases. The results have reported that lack of student motivation and career counselling, stigma towards TVET education, lecturer's competency and inadequacies of infrastructure resources in TVET are issues that happen in TVET education throughout the years while internet connectivity problem, learning platform, content of curriculum and assessment, the readiness of trainers and trainees for e-learning have been discussed as challenges of TVET education during COVID-19 pandemic.

In the effort to upgrade pupils' vocabulary learning experience, the potential of interactive educational games is increasingly explored as supplementary teaching and learning materials. While the eagerness to integrate mobile technology into English language education is noticeable, there is a lack of evidence on Malaysian English as Second Language (ESL) learners' views of the feasibility of online games in vocabulary learning. This study aims to determine the degree of improvement in pupils' vocabulary performance. The quantitative data was analysed using descriptive and dependent t-test analysis. The cross-sectional survey was adapted from the ACRS-V model. The questionnaire was distributed to Year 5 pupils from a national primary school in Negeri Sembilan who are using the syllabus of The English Language Curriculum for Primary Schools (KSSR). The findings show a moderate level of Satisfaction, Attention, Relevance, Confidence and Volition. In addition, a paired sample t-test indicates a significant improvement in the pupils’ vocabulary scores after using WordWall (WOW) as a vocabulary learning supplementary material. The effect size demonstrated is also larger regarding its effects in behavioural sciences. This study provides important insights as a guide for primary school English teachers in integrating online games as a learning tool for English language learning, especially in developing pupils’ English vocabulary repertoire.