The recent global pandemic has conveyed emergency remote teaching (ERT) specifically the blended approach, an indispensable alternative teaching and learning delivery in formal schools. In Brunei secondary schools, the blended learning approach formed the core 'Continuity Learning Plan' for instruction along with the mandated educational changes accruing to the social and economic challenges of the twenty-first century learning system. Its widespread adaptation underlies teachers' transitional initiatives and practices which must have reshaped the structural climate and relational dynamics of conventional instruction. Espousing the continuous learning model, this paper envisages to investigate the adaptive-related practices of Bruneian secondary school teachers and learners employing blended learning. Qualitative research approach with semi-structured interview was adopted in the study with respondents comprising of 18 teachers and 13 students. Thematic coding and recursive analysis of data revealed seven (7) dimensions or centre points of blended learning and teaching practices, namely: technological, interactive and effectiveness, added value, feasibility, pedagogical, institutional support and evaluation of success. In general, results suggest the Hub-and-Spokes model that organic support, integrated implementation and professional readiness are germane to the adaption of a functional and manageable blended delivery approach.

International student mobility has become an effective global strategy for tertiary institutions’ economic growth, revenue, and diversity. This study aimed to provide service quality indicators that can be used to improve international student mobility services in Malaysian public universities. The sample comprised international students in Malaysia, with 1273 students from 76 countries participating. The SERVQUAL model and instrument were used, and the indicators were determined using the measurement model (MM) and Analytic Hierarchy Process (AHP). The findings of MM and AHP ranked courtesy and communication as the highest indicators, and AHP found that soft skills were required to improve service quality at Malaysian higher education institutions. These findings contribute to understanding what is needed to improve the university quality service system in Malaysian public universities. The results also apply to other universities, especially Southeast Asian countries involved in internationalisation practices. Practical implications were provided to improve internationalisation service quality at colleges and universities, with suggestions for future study.

No abstract

No abstract

The purpose of this chapter is to provide a discussion about the compatibility and complementarity of blended learning and knowledge management (KM) and their relationship. Blended learning combines classroom instruction with e-learning while KM is the process of creating, capturing, disseminating, applying, and managing organizational knowledge. This chapter illustrates how attention to two main perspectives exists in KM field; namely, objectivist perspective and practice-based perspective can inform the learning and teaching approach, the deep and surface learning. Yet they are two complementary processes if they are properly integrated. From here, a shift to the need to rethink and restructure the learning and teaching experience occurs, and its transformative potential is analysed. This chapter proposes a Two-C (compatible and complementarity) model which accommodates the blended learning and KM simultaneously. This suggests an integrated approach to provide for a balanced strategy in terms of both blended learning with KM approach can be applied in higher education institution (HEI).