This study is an investigation into factors that encourage and/or inhibit the use of social media in the academic learning process between Australian and Malaysian students at higher learning institutions. Push-pull-mooring theory was used as a guide, resulting in seven independent variables (convenience, social influence, academic reasons, ease of use, social networking, barriers, and e-learning perception), and one dependent variable (teaching and learning benefit). The study included a survey of 524 respondents (NAustralia = 214; NMalaysia = 310). Path modeling analysis revealed three common factors between students from both countries: academic reasons, barriers, and social networking. However Malaysian students revealed a significant greater emphasis on academic reasons and barriers compared to their Australian counterparts. No significant difference was noted for social networking, suggesting that the use of social media as a means to maintain social interaction is popular regardless of cultural differences. Alternatively, significant effects were observed for convenience and e-learning perception among Australian students, while ease of use was found to have significant impact on Malaysian students. The findings suggest that cultural differences and the education system will impact the use of social media as an online learning tool.

The problem-based learning (PBL) literature presents the shift from teacherdirected transmission models of instruction to facilitation as a challenge for PBL tutors. This article reports an in-depth thematic analysis of reflective written responses on PBL of 63 teacher education students enrolled at an Australian university. Attitudes, skills and knowledge represent three distinctive dimensions of facilitation identified by students. Both content and pedagogical knowledge emerged as features of effective facilitators who students considered as: (1) displaying attitudes conveying belief in the capacity of learners; (2) assuming a humble posture of learning by not considering themselves the font of all knowledge; and (3) creating environments conducive to participation and mutual support through scaffolding and group work. Students indicated that PBL offered an effective approach to incorporate into their future teaching practice.

The use of social network sites (SNS) such as Facebook, Twitter, Linkedin, Pinterest, Google Plus+, Tumblr, and Instagram, among others, has increased at a very fast pace in the last few years. In tandem with its rising popularity, especially among teenagers, many academics in higher education have been experimenting with its use in formal and less formal ways, in classroom teaching. Studies on the use of SNS in higher education indicate mixed results. While some academics found that SNS only distracts students from actual study and do not improve academic performance, others discovered that it improves communication and teacher-student relationships. Most however, agree that SNS's popularity with students makes it a very useful tool to exploit for classroom teaching and management. There are very few studies which look into the effect of gender on the use of SNS in education. While studies have concluded that men and women approach and use SNS in slightly different ways, there is little in existing literature which tells us about how the use of SNS in higher education differs between men and women. This paper discusses research on the use of SNS in higher education by both genders. It details the results of a survey conducted in Malaysia and Australia and highlights how men and women perceive SNS use in higher education based on a framework built on Push Pull and Mooring theory.

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