The past few years have witnessed the emergence of massive open online courses (MOOCs) as a learning trend in the field of open distance education. Previous studies have indicated that there are limited studies which focus on the technology acceptance of MOOCs in a South East Asia perspective. Thus, this study investigates a national MOOCs initiative where the technology acceptance of MOOCs is studied. Data was collected via an online survey distributed to 1,055 students using MOOCs. Findings were obtained based on aspects of the Unified Theory of Acceptance and Use of Technology (UTAUT) model that are 1) performance expectancy, 2) effort expectancy, 3) social influence, 4) facilitating conditions, 5) behavioural attention, as well as three other factors 6) attitude, 7) self-efficacy and 8) anxiety. Findings revealed that students accepted MOOCs as a technology for learning. Results also indicated that positive results were gained for four of the UTAUT factors except behavioural intention. With regards to the non-UTAUT factors, encouraging results were gained for attitude and anxiety, yet mixed results were obtained for self-efficacy. The findings of this study could be useful for understanding MOOCs from a Malaysian perspective as well as a South East Asia and global comparative perspective.

The present article introduces the Fuzzy Delphi method results obtained in the study on determining e-Portfolio elements in learning process for art and design context. This method bases on qualified experts that assure the validity of the collected information. In particular, the confirmation of elements is based on experts' opinion and consensus. The consensus survey constructed based on the emergent themes the experts raised from the conducted interview. For this purpose about 23 experts in instructional technology involved in the interview and responses the survey. As resulted, the Fuzzy Delphi will interpret the decision making made by experts based on priority as a guideline to the best practices and mechanism of implementing e-Portfolio as methodological tool.

Language education is ever evolving to accommodate changes brought about by time and the development and breakthroughs in the education sector in general, and to rectify or improve non-effective approaches to suit unique language learning needs that may arise. This research was carried out to investigate the use of Google Assistant to help a group of rural primary learners in Baram, Sarawak, Malaysia who struggled with reading comprehension activities. There are two main objectives outlined for this study. First, the research sought to explore the effectiveness of using new emerging technologies such as AI-enabled virtual assistants such as Google Assistant, and to determine its usefulness in language teaching and learning under the technology-assisted language learning (TALL) paradigm. The research also sought to investigate the positive impacts brought by the usage of Google Assistant in classroom practices, namely in reading comprehension activities, and to an extent other language learning process as well. It was found that Google Assistant is an effective language learning facilitator in reading comprehension activities and brought notable positive impacts in reading comprehension activities.