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CURRICULUM VITAE – DR NOREEN IZZA ARSHAD

 

PERSONAL INFORMATION

Name : NOREEN IZZA ARSHAD
IC No /Passport No. : 790426145776
Academic Position : ASSOCIATE PROFESSOR
Department : COMPUTER & INFORMATION SCIENCES (CIS)
Email  :  noreenizza@utp.edu.my
Office DL : +605-3687498
Fax : +605-365 6180
 

 

QUALIFICATIONS

No Level of  Qualifications University Year of Graduate Specialization or Area of Expertise
1 PHD UNIVERSITY OF MELBOURNE, AUSTRALIA 2014 KNOWLEDGE MANAGEMENT
2 MASTERS UNIVERSITY OF STRATHCLYDE, GLASGOW 2004 INFORMATION MANAGEMENT
3 BACHELORS DEGREE UNIVERSITI TEKNOLOGI PETRONAS, MALAYSIA 2001 INFORMATION TECHNOLOGY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

PUBLICATION LISTS

 

 

 

 

 

2019

 

Journal:

 

1.Hassan, N.H., Arshad, N.I. Linking agility, information technology flexibility and learning. Journal of Advanced Research in Dynamical and Control Systems, 11 (1 Special Issue), 2019. pp. 1403-1407.

 

2. V Balakrishnan, V Govindan, NI Arshad, L Shuib, E Cachia. FACEBOOK USER REACTIONS AND EMOTION: AN ANALYSIS OF THEIR RELATIONSHIPS AMONG THE ONLINE DIABETES COMMUNITY. Malaysian Journal of Computer Science, 87-97.

 

2.Zamin, N., Norwawi, N.M., Arshad, N.I., Ismail, M.A.A. Jawi alphabot: A jawi teaching robot for children with autism. International Journal of Advanced Trends in Computer Science and Engineering, 8 (1.4 S1), 2019. pp. 363-367.

 

3. Ariffin, M.M., Halim, F.A.A., Arshad, N.I., Mehat, M., Hashim, A.S. Calculic kids© mobile app: The impact on educational effectiveness of dyscalculia children. International Journal of Innovative Technology and Exploring Engineering, 8 (8), 2019 pp. 701-705.

 

4. Zamin, N. Norwawi, N.M., Nursyafira, Arshad, N.I., Rambli, D.R.A. Make me speak: A mobile app for children with cerebral palsy. International Journal of Advanced Trends in Computer Science and Engineering Volume 8, Issue 1.4 S1, 2019, pp. 368-373.

 

Conference Proceeding:

 

1. Noreen Izza Arshad, Nazeffa Syaza Binti Suhaimy, Siti Nor Hannan Mohamad Johari, Mazlina Mehat, Norshuhani Zamin, Mazeyanti M Ariffin, Ahmad Sobri Hashim. Analyzing the Effectiveness of Robotic Intervention among Autism Children in Learning Mathematics. Special Education International Conference 2019.

 

2. Noreen Izza Arshad, Savita Sugathan, Ahmad Izudin Zainal Abidin, Naili Iliani binti Mokhtar, Hannan M Johari, M Aiman Zulkifli. A Study on the Effectiveness of Flipped Classrooms Approches. ELITE International Conference 2019. ELITE2019 Conference Proceedings.

 

3. Noor Hafizah Hasan, Noreen Izza Arshad. Proposing Construct for Organizational Agility Model in Malaysian Automotive Organization. 6th International Conference on Research and Innovation in Information Systems. 2-3 Dec 2019.

 

4. Arif Azamuddin Abdul Halim, Noreen Izza Arshad. Navhelm: Helmet Integrated Smart Navigation. INDES2019. eISBN: 978-967-5741-88-3.

 

5. Shabila Shoib, Arif Azamuddin Abdul Halim, Noreen Izza Arshad. Ecofarm: Smart Aquaponics System Unit IoT for the Indigenous Community. INDES2019. eISBN: 978-967-5741-88-3.

 

Book Chapter:

 

Noreen Izza Arshad, Ahmad Izudin Zainal Abidin, Nur Syafiqah M Sani. A Framework to Evaluate the Success of Knowledge Transfer through Personal Learning Environments in Higher Learning Institutions. Envisioning Teaching & Learning in Higher Education, UTP Press, ISBN: 978-967-2048-15-2

 

Mifrah Ahmad, Lukman Ab Rahim, Kamisah Osman, Noreen Izza Arshad. Towards Modelling Effective Educational Games Using Multi-Domain Framework. Advanced Methodologies and Technologies in Media and Communications. IGI Global. eISSN: 2327-9303

 

Book:

 

Developing A Robotic Teaching and Learning Aid: An effective Therapy for Autistic Children in Malaysia. Noreen Izza Arshad, Mazeyanti M Ariffin, Ahmad Sobri Hashim, Norshuhani Zamin. UTP Press. ISBN 978-967-2048-18-3.

 

2018

Journal

H Alabool, A Kamil, N Arshad, D Alarabiat. Cloud service evaluation method-based Multi-Criteria Decision-Making: A systematic literature review. Journal of Systems and Software Vol. 139, pp. 161-188

 

N.Zamin, N.I. Arshad, N. Rafiey, A.S. Hashim. Robotic Teaching Aid for Disabled Children: A Sustainable Solution for Industrial Revolution 4.0. International Journal of Engineering & Technology, 7 (2.28) (2018) 200-203 (SCOPUS INDEX)

 

M.Z. Amin, N. Zmin, N.I. Arshad, A.S. Hashim, M.M. Ali. ROBOTherapist: Development of a Low Cost Robotic Tool to Teach Basic Emotions for Children with Learning Disabilities in Malaysia –  A Preliminary Investigation. Journal of Industrial Engineering Research, x(x) month 2015, Pages: x-x (in press)

 

Nursyafira Jamil; Norshuhani Zamin; Zaireeda Mohd Fauzee; Noreen Izza Arshad; Nur Diyana Kamarudin. Elisya: Make Me Speak – Mobile Apps as a Medium for Cerebral Palsy Children to Socialize in Malaysia. Journal of Industrial Engineering Research, x(x) month 2015, Pages: x-x (in press)

 

Fuadah Az Zahra Khairuddin,  Norshuhani Zamin, Hazrita Ab Rahim , Dayang Rohaya Awang Rambli, Noreen Izza Arshad. EMPARTI: An Augmented Reality App to Develop Cognitive Empathy for Young Children In Malaysia. Journal of Industrial Engineering Research, x(x) month 2015, Pages: x-x (in press)

 

Editorial

 

Editorial: P.D.D. Dominic*, Jafreezal B. Jaafar and Noreen Izza Arshad

Department of Computer and Information Sciences, Universiti Teknologi Petronas, Int. J. Business Information Systems, Vol. 29, No. 1, 2018

Conference Proceedings

Arshad, Noreen Izza; Bosua, Rachelle; Milton, Simon K. Understanding Technology-use Through the Lens of Technology-in Practice. 22nd Pacific Asia Conference on Information Systems (PACIS 2018), Yokohama, Japan.

Emelia Patah Akhir, Noreen Izza Arshad, Afiq Aiman Zamri, Ruzi Bachok. Conceptual Framework for SIDS Systems. International Conference on Computer & Information Sciences (ICCOINS2018), KL Convention Center, Malaysia.

Arshad, Noreen Izza; Bosua, Rachelle; Milton, Simon K. Understanding Technology-use Through the Lens of Technology-in Practice. 22nd Pacific Asia Conference on Information Systems (PACIS 2018), Yokohama, Japan.

Nursyafira Jamil; Norshuhani Zamin; Zaireeda Mohd Fauzee; Noreen Izza Arshad; Nur Diyana Kamarudin. Elisya: Make Me Speak – Mobile Apps as a Medium for Cerebral Palsy Children to Socialize in Malaysia. International Conference on Computer Science and Technology Management 2018 (ICCSTM 2018), Perth, Australia.

Fuadah Az Zahra Khairuddin,  Norshuhani Zamin, Hazrita Ab Rahim , Dayang Rohaya Awang Rambli, Noreen Izza Arshad. EMPARTI: An Augmented Reality App to Develop Cognitive Empathy for Young Children In Malaysia. International Conference on Computer Science and Technology Management 2018 (ICCSTM 2018), Perth, Australia.

Ismail, M.A.A; Arshad, N.I.; Zamin, N. Jawi Alphabot: Jawi Teaching Robot for Children with Autism. International Prophetic Science Conference 2018 (Alfursan 2018).

Fadzilah, N.S.H, Arshad, N.I.; Zamin, N. Halal Guide Dog: A Robotic Navigation Stick for Blind People. International Prophetic Science Conference 2018 (Alfursan 2018).

Book Chapter

M Ahmad, L Ab Rahim, K Osman, NI Arshad. Towards Modelling Effective Educational Games Using Multi-Domain Framework. Encyclopedia of Information Science and Technology, Fourth Edition, 3337-3347

 

N. Zamin, N.I. Arshad, N. Rafiey, A.S. Hashim (2018), Development of a Robotic Teaching Aid for Disabled Children in Malaysia. Virtual Reality, Augmented Reality, Artificial Intelligence, IoT and Robotics for Health and Medicine, pp 153 – 163, John Wiley & Sons, Inc.

 

N.I. Arshad, N.S. Sani, AIZ Abidin, A Framework to Evaluate the Success of Knowledge Transfer through Personal Learning Environments in Higher Education Institutions. TEACHING AND LEARNING IN HIGHER EDUCATION: INNOVATIONS FOR ENGINEERING & TECHNOLOGY EDUCATION, To be published – UTP Press (To be published)

 

2017

Journal

GY Chen, NI Arshad, M Mehat, FS Jainlabdin. Development Of A Fall Detection System For The Elderly. Journal of Engineering and Applied Sciences (JEAS). IF 0.23 SCOPUS

SKS M Mehat, NI Arshad, MM Ariffin. Journal of Engineering and Applied Sciences (JEAS). Empowering The Teaching of Malaysian Indigenuos Language Via Knowledge Sharing. IF 0.23 SCOPUS

M Ahmad, L Ab Rahim, K Osman, NI Arshad. Journal of Theoretical and Applied Information Technology (JATIT). Applying Interpretive Hermeneutic Approach to Interrelate the Game Environment and Learner’s Interaction. – IF 0.17 SCOPUS

Book Chapter

M Ahmad, L Ab Rahim, K Osman, NI Arshad. Modelling Effective Educational Games Using Multi-Domain Framework Encyclopedia of Information Science and Technology, Fourth Edition, 3337-3347

Conference Proceedings

Arshad, Noreen Izza; Bosua, Rachelle; Milton, Simon K.; and Mehat, Mazlina, “Exploring Modes of ECMS-use Supporting Organizational Business Processes” (PACIS 2017) Proceedings. 70. Conference ERA Rank A*

Mohd Fadzilah, Fazwa and Arshad, Noreen Izza, “Towards the Development of Criteria to Assess Stuttering Mobile Apps” (PACIS 2017) Proceedings. 240. Conference ERA Rank A*

Mazeyanti M Ariffin, Nor Shakirah Aziz, Khairul Shafee Khalid, Shakirah M Taib, Noreen Izza Arshad. Investigating the Cultural Influence in Mobile Game Design Strategies. Conference on ICT in Education (ICTE2017).

2016

Journals

Alwi, A., Mehat, M., Arshad, N.I. E-Semai Teaching Portal (ESTP): A Preliminary Study in Assisting the Teaching of Bahasa Semai. International Journal Advance Software Computing Application. Vol. 8, No. 1, March 2016. ISSN 2074-8523. SCOPUS. IF: 0.27

 

NAK Nordin, NI Arshad, KS Kalid. A Preliminary Study on Reward Management System Model for Encouraging Employee’s Knowledge Sharing Behaviour. Journal of Theoretical and Applied Information Technology 91 (1), 107. SCOPUS. IF: 0.28

Conference Proceedings

M Sani, N.S., Arshad, N.I., Z Abidin, A.A., Evaluating Knowledge Transfer Success in Personal Learning Environments: Higher Learning Institution Perspective. In Proceedings of the 6th Regional Conference on Engineering Education (RCEE 2016) IEEE Scopus.

 

Ahmad, M., Ab Rahim, L., Arshad, N. I., & Mehat, M. (2016). A Multi-domain Framework for Modelling Educational Games: Towards the Development of Effective Educational Games. In Proceedings of the 7th International Conference on University Learning and Teaching (InCULT 2014) (pp. 423-438). Springer Singapore.

 

Nurhadi, N.A., A Rahim, L., Arshad, N.I. Analysis of Related Domain Specific Modeling Languages for Strategy Educational Games Design. In Proceedings of the 3RD International Conference on Computer and Information Sciences ICCOINS2016. In press. IEEE, SCOPUS.

Nordin, N.A.K., Arshad, N.I., Kalid, K.S. Reward Management System for Motivating Knowledge Sharing: A Proposed Model. In Proceedings of the 3RD International Conference on Computer and Information Sciences ICCOINS2016. In press. IEEE, SCOPUS.

Fadzilah, F.M., Arshad, N.I., Evaluating the Impact of Non-Medical M-Health Application: Towards Development of a Framework. In Proceedings of the 3RD International Conference on Computer and Information Sciences ICCOINS2016. In press. IEEE, SCOPUS.

Marzuki, N.A., Arshad, N.I., Hassan, A. Understanding The Use of e-Government Portal in Rural Areas in Malaysia: A Proposal Towards A Policy. In Proceedings of the 3RD International Conference on Computer and Information Sciences ICCOINS2016. In press. IEEE, SCOPUS.

Hassan, N.H, Arshad, N.I, Mustapha, E.E., Jaafar, J. “Antecedent Model of Information Technology Infrastructure Flexibility towards Agility: Questionnaire Evaluation.” In Proceedings of International Symposium on Mathematical Sciences and Computing Research, IEEE (ISMSC). ISI & EEE, SCOPUS.

M Imran, M Ariff, R Sharma, NI Arshad. Exploring the role of Transactive Memory Systems in virtual teams: Review and synthesis of literature. In Proceedings of International Symposium on Mathematical Sciences and Computing Research, IEEE (ISMSC) – ISI & IEEE, SCOPUS.

Hassan, N.H, Arshad, N.I, Mustapha, E.E., Factors Towards Achieving Organization Agility: A Study at Academic Institution. In Proceedings of 3rd World Conference on Islamic Thought and Civilization (WCIT2016). IEEE, SCOPUS.

Policy Paper

Towards a Better Data Management and Communication during Flood Disaster and Emergencies. Presented at Persidangan Kajian Bencana Banjir, Pullman Putrajaya Lakeside, 4-6 April 2016. Kementerian Pendidikan Tinggi & UTM Center for Environmental Sustainability & Water Security (IPASA).

 

2015

 

Hassan, N.H, Arshad, N.I, Mustapha, E.E., Jaafar, J. A Preliminary Study on Learning Orientation, Information Technology Infrastructure Flexibility, and Agility”. ARPN Journal of Engineering and Applied Sciences (SCOPUS) – 4th International Conference on Research and Innovation in Information Systems 2015 (ICRIIS’15)

Nordin, N.A.K, Arshad, N.I., Kalid, K.S. “A Preliminary Study on Reward Management System Model for Encouraging Employee’s Knowledge Sharing Behavior”. ARPN Journal of Engineering and Applied Sciences (SCOPUS) – 4th International Conference on Research and Innovation in Information Systems 2015 (ICRIIS’15)

Arshad, N.I., Bosua, R., Milton, S.K. “Towards a Model to Understand ECMS-use in Supporting Business Processes.” Journal of Procedia Computer Science, Elsevier (SCOPUS). The Third Information Systems International Conference. Surabaya, 2-4 November 2015.

Surabaya, 2-4 November 2015

Marzuki, N.A., Zamin, N., Arshad, N.I. “The Development of AEDESTROYER : A Mobile Robot that Search and Destroy Potential Breeding Habitat for Aedes.” Journal Procedia Computer Science by Elsevier (SCOPUS). – IEEE-IRIS 2015 International Symposium on Robotics and Intelligent Sensors.  Langkawi, Malaysia. Oct. 18-20, 2015    

Sani, N.S.M, Arshad, N.I. “Towards a Framework To Measure Knowledge Transfer in Organizations’  In Proceedings of International Symposium on Mathematical Sciences and Computing Research, IEEE (ISMSC 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad “A Multi-Domain Framework for Modelling Educational Games: Towards the Development of Effective Educational Games In Perspective of Learning Theories,” In Proceedings of International Symposium on Mathematical Sciences and Computing Research, IEEE (ISMSC 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad, “,”A Multi-Domain Framework for Modelling Educational Games: Towards the Development of Effective Educational Games In Perspective of Game Environment,” In Proceedings of International Symposium on Mathematical Sciences and Computing Research, IEEE (ISMSC 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad, ” Towards an Effective Modelling and Development of Educational Games with Subject-matter: A Multi-domain Framework”, Submitted to International Conference on IT Convergence and Security 2015, IEEE (ICITCS 2015).M. Ahmad, L. A. Rahim, N. I. Arshad, ” Understanding Game Play Domain: An Interpretive Approach towards Modelling Educational Games with Multi-domain Framework”, Submitted to International Conference on IT Convergence and Security 2015, IEEE (ICITCS 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad, ” Modelling Educational Games Through Multi-domain Framework in Light of Game Play”, Submitted to 2nd International Symposium on Technology Management and Emerging Technologies, IEEE (ISTMET 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad, ” A Multi-domain Framework: A Qualitative Study Evolving Understanding of Subject-matter in Modelling Educational Games”, Submitted to 2nd International Symposium on Technology Management and Emerging Technologies, IEEE (ISTMET 2015).

M. Ahmad, L. A. Rahim, N. I. Arshad,”An Interpretive Approach to Model Educational Games: Learning Theories Domain Using Multi-domain Framework “, Submitted to 2nd International Symposium on Technology Management and Emerging Technologies, IEEE (ISTMET 2015).

Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “Towards a Framework To Measure Knowledge Transfer in Organizations’  in International Symposium on Mathematical Sciences and Computing Research (iSMSC 2015), Perak, Malaysia.

 

Journal

Mohd Fadzilah, Fazwa and Arshad, Noreen Izza, (2015) Evaluating the Impact of Non-Clinical M-Health Application: Towards Development of a Framework.  Journal of Advanced Research Design. ISSN Online: 2289-7984, Vol. 14, No. 1. Pages 28-38.

Arshad, N.I., Mehat, M., Ariff, M.I.M, “Electronic Content Management Systems Support Highly Integrated Business Processess” International Journal of Business Information Systems. Vol 20 (3), Pp. 362-381.

M. Ahmad, L. A. Rahim, and N. I. Arshad, “An Analysis of Educational Games Design Frameworks from Software Engineering Perspective,” The Journal of Information and Communication Technology, vol. 5, July 2015.

Arshad, N.I, Marzuki, N.A, Shahbila, N., Haron, N.S., Jasamai, M., Ariff, M.I.M., Ahmad, A., Abidin, A.I.Z.  Towards a Data Action Plan for Online Flood Data Management System. Jurnal Teknologi (In press).

Hassan, N.H, Arshad, N.I, Mustapha, E.E., Jaafar, J. A Preliminary Study on Learning Orientation, Information Technology Infrastructure Flexibility, and Agility”. ARPN Journal of Engineering and Applied Sciences (SCOPUS) – 4th International Conference on Research and Innovation in Information Systems 2015 (ICRIIS’15)

Nordin, N.A.K, Arshad, N.I., Kalid, K.S. “A Preliminary Study on Reward Management System Model for Encouraging Employee’s Knowledge Sharing Behavior”. ARPN Journal of Engineering and Applied Sciences (SCOPUS) – 4th International Conference on Research and Innovation in Information Systems 2015 (ICRIIS’15)

Arshad, N.I., Bosua, R., Milton, S.K. “Towards a Model to Understand ECMS-use in Supporting Business Processes.” Journal of Procedia Computer Science, Elsevier (SCOPUS). The Third Information Systems International Conference. Surabaya, 2-4 November 2015.

Surabaya, 2-4 November 2015

Marzuki, N.A., Zamin, N., Arshad, N.I. “The Development of AEDESTROYER : A Mobile Robot that Search and Destroy Potential Breeding Habitat for Aedes.” Journal Procedia Computer Science by Elsevier (SCOPUS). – IEEE-IRIS 2015 International Symposium on Robotics and Intelligent Sensors.  Langkawi, Malaysia. Oct. 18-20, 2015    

Book – Guest Editor

Dominic, P.D.D.Arshad, N.I.Sarlan, A. International Journal of Business Information Systems. Vol 20 (3). 2015. Inderscience Enterprises Ltd. ISSN: 1746-0972. Impact Factor: 1.026.

iSMSC2015 Conference proceeding. ISBN: 9781479978946.

 

2014

 

Arshad, N.I., Zaki, H.Y.A., Chee, L.B., Ariff, M.I.M. (2014) Towards a Mobile Health Application Framework to Ameliorate Non-Critical Illnesses. 3rd International Conference on Digital Multimedia (ICIDM 2014). UUM, Kota Kinabalu, Sabah. IEEE, SCOPUS

Rahim L.A., Ahmad, M., Arshad, N.I., Mehat, M.  (2014) A Multi-Domain Framework for Modelling Educational Games: Towards the Development of Effective Educational Games. 7th International Conference on University Learning and Teaching InCULT2014. UiTM, Shah Alam. Springer.

Arshad, N.I., Milton S.K., Bosua, R., Mehat, M. (2014) Enterprise Content Management Technologies Supporting Unified Businesses. 6th International Conference on Information Technology and Multimedia ICIMU2014. UNITEN Bangi. IEEE, SCOPUS

Arshad, N.I., Mehat, M., Ariff, M.I.M. (2014) Electronic Content Management Systems Use and Implementation in Highly Integrated Businesses. 2nd International Conference on Computer and Information Sciences ICCOINS2014. UTP. IEEE, SCOPUS

Hassan, N.H., Arshad, N.I., Jaafar, J., Mustapha, E.E. (2014) Understanding the Ways Organizational Learning Drives Information Technology (IT) Infrastructure. 2nd International Conference on Computer and Information Sciences ICCOINS2014. UTP. IEEE, SCOPUS

Rahim L.A., Ahmad, M., Arshad, N.I. (2014) A Review of Educational Games Design Frameworks: An Analysis from Software Engineering Perspective. 2nd International Conference on Computer and Information Sciences ICCOINS2014. UTP. IEEE, SCOPUS.

Arshad, N.I., Bosua, R., Milton S.K., Mehat, M. (2014) Towards Understanding the Use of Enterprise Content Management Systems (ECMS) to Support Business Processes. 4th Knowledge Management International Conference KMICE2014. Universiti Utara Malaysia (UUM), Langkawi Kedah. ISI Thomson.

Nordin, N.A.K., Arshad, N.I., Ahmad, A. (2014) Reward System for Implementing Knowledge Sharing. The 2nd World Conference on Islamic Thought & Civilization. Kolej Universiti Islam Sultan Azlan Shah. ISI Thomson.

Sani, N.M., Arshad, N.I., Ahmad, A. (2014) Towards a Model to Measure the Impact of Knowledge Transfer. The 2nd World Conference on Islamic Thought & Civilization. Kolej Universiti Islam Sultan Azlan Shah. ISI Thomson.

Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, Azizi Ahmad. “A Literature Review: Measuring the Impact/ Effectiveness of Knowledge Transfer with the Presence of IT Support” in 2nd World Conference on Islamic Thought and Civilization, Kolej Universiti Islam Sultan Azlan Shah, Perak, Malaysia, 2014

 

Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “A Process Model for Conducting Knowledge Transfer in Organizations’  in International Conference on Information Technology and Multimedia, UNITEN (ICIMU 2014), Putrajaya, Malaysia

 

2013

 

Noreen Izza Arshad, Simon K. Milton, Rachelle Bosua. Exploring the Use of Enterprise Content Management Systems in Replication Types of Organizations. 3rd International Conference on Research and Innovation in Information Systems (ICRIIS2013). Universiti Tenaga Nasional, Bangi, Malaysia, 27-28 Nov 2013. Published in IEEE Xplore, indexed by SCOPUS.

Noreen Izza Arshad, Mazlina Mehat, Mohamed Imran Mohamed Ariff. Exploring the Use of Enterprise Content Management Systems in Unification Types of Organizations. International Conference on Advances Science and Contemporary Engineering 2013 (ICASCE 2013). Bina Nusantara University, Jakarta, Indonesia, 23-24th Oct 2013. The conference proceeding is published in Journal of EPJ Web of Conferences, Springer, indexed by ISI.

Noor Hafizah Hassan, Noreen Izza Arshad, Emy Elyanee Mustapha, Jafreezal Jaafar. A Literature Review: Exploring Organizational Learning Orientation As Antecedent of Information Technology (IT) Infrastructure Capability to Achieve Organizational Agility. 3rd International Conference on Research and Innovation in Information Systems (ICRIIS2013). Universiti Tenaga Nasional, Bangi, Malaysia, 27-28 Nov 2013. Published in IEEE Xplore, indexed by SCOPUS.

Mohamed Imran Mohamed Ariff, Noreen Izza Arshad. Estimating the Effect of Common Method Bias: Method-Method Pair Technique. International Symposium on Mathematical Sciences and Computing Research 2013. Faculty of Computer and Mathematical Sciences, UiTM Perak. 6-7 December 2013.

 

2012

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. (2012), “Exploring the Use of Enterprise Content Management Systems in different types of Organizations”, 23rd Australasian Conference on Information Systems (ACIS 2012), Geelong, Australia.

 

Arshad, Noreen Izza; Milton, Simon K.; Bosua, Rachelle (2012), “Understanding the Use of Enterprise Content Management Systems (ECMS) in Coordination type of Organizations”, 16th Pacific Asia Conference on Information Systems (PACIS 2012), Hochiminh City, Vietnam.

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. (2012), “Understanding the Use of Enterprise Content Management Systems (ECMS) in Diversification type of Organizations”, 16th Pacific Asia Conference on Information Systems (PACIS 2012), Hochiminh City, Vietnam.

 

Arshad, Noreen Izza; Milton, Simon K.; Bosua, Rachelle (2012), “Comparing the Use of Enterprise Content Management Systems in Replicated and Unified Businesses”, 2nd International Conference on Computer and Information Sciences (ICCIS 2012), Kuala Lumpur, Malaysia.

 

 

2010 

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. Facilitating Information Sharing in Organizations using Electronic Content Management Systems (ECMS): Towards a Model. 21st Australian Conference of Information Systems 2010 (ACIS 2010). 1st – 4th December 2010.

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. Exploring the use of Electronic Content Management Systems (ECMS) in facilitating information sharing in organizations. Australian Conference of Information Systems 2010 Doctoral Consortium. 28th -30th November 2010.

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. Exploring the use of Electronic Content Management Systems (ECMS) in facilitating knowledge sharing in organizations. University of Melbourne Department of Information Systems Doctoral Consortium 2010. 4th June 2010.

 

2009

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. Ontologies for e-Document Management System (EDMS). University of Melbourne Dept of IS Research Higher Degree Showcase. 4th June 2009

 

Arshad, Noreen Izza; Bosua, Rachelle; and Milton, Simon K. A preliminary study: principles in exploiting ontologies towards improving Electronic Document Management System (EDMS) Capabilities. Ontology Melbourne Workshop. 15th April 2009.

 

 

2008

Mukhlason, A.; Mahmood, A.K.; Arshad, N.I. Building 2 Ontologies: As Knowledge Base for Automatic Question Answering System (Onto-Aquas) in eLearning Management System. 6th Biannual Postgraduate Research Symposium. 15th January 2008. Universiti Teknologi PETRONAS, Malaysia.

Nordan, N.A.; Mahmood, A.K.; Arshad, N.I. Developing a Model of Digital Social Network in an Academic Institution. 6th Biannual Postgraduate Research Symposium. 15th January 2008. Universiti Teknologi PETRONAS, Malaysia.

Nordan, N.A.; Mahmood, A.K.; Arshad, N.I. Assessing the Knowledge Relationships in Digital Social Network. The 1st National Postgraduate Conference on Engineering, Science & Technology –NPC 2008. 31st March 2008, Malaysia.

Arshad, N.I.; Kasbon, R.; Ariffin, M.; Bahari H.F. Framework to Customize A Document Management System (DMS) Using Web Services Technology. International Symposium On Information Technology (ITSim08’). Cognitive Informatics: Bridging Natural and Knowledge. Kuala Lumpur, Malaysia. 26-29th August 2008.

 

Nurul Aini M. Nordan, Ahmad I. Z. Abidin, Ahmad K. Mahmood, Noreen I. Arshad Digital Social Networks: Examining the Knowledge Characteristics. World Academy of Science, Engineering and Technology Issue 45 2008.

Nordan, N.A.; Mahmood, A.K.; Arshad, N.I., Ahmad I. Z. Abidin.  Examining the Ties of Knowledge Workers in Digital Social Network. 4th International Conference on Information Technology and Multimedia (ICIMU 2008). Universiti Tenaga Nasional Malaysia. 17th – 19th November 2008.

Arshad, N.I.; Ariffin, M.; Taib, S.M.T; Long, K.S. A Preliminary Study on Knowledge Management & Data Mining: A Focus on Sales and Financial Management. International Symposium On Information Technology (ITSim08’). Cognitive Informatics: Bridging Natural and Knowledge. Kuala Lumpur, Malaysia. 26-29th August 2008.

 

Dr. P.D.D.Dominic, Savita Sugathan, Noreen Izza Arshad. Performance Measurement- A Balanced Score Card Approach. Knowledge Management International Conference 2008 (KMiCE 2008). Langkawi, Malaysia. 10-12 June 2008.

Hilmi Hussin, Noreen Izza Arshad, Masdi Muhamad. Development of Knowledge Management System for Equipment Troubleshooting. International Conference on Plant Equipment and Reliability  (ICPER 2008). Kuala Lumpur, Malaysia. 27th-29th March 2008. 2March, 2008

Ahmad Mukhlason, Ahmad Kamil Mahmood, Noreen Izza Arshad. Semi Automatic Ontological Knowledge Base Construction From Learning Materials in eLearning Management System. National Postgraduate Conference on Engineering, Science & Technology (NPC 2008). Universiti Teknologi PETRONAS, Malaysia. 31st March 2008.

Ahmad Kamil Mahmood, Noreen Izza Arshad, Mazeyanti M Ariffin, Ahmad I. Z. Abidin. Towards the Future of Effective Social Networking: Knowledge Management (KM) as an Enabler and an Effective Communication. SLiB Conference 2008: Knowledge Communities; Rising to the Performance Challenges. Kuala Lumpur Convention Centre, Kuala Lumpur, Malaysia. 18-20 February 2008.

2007

Arshad, N.I.; Ariffin, M.; Ariff, M.I; Rahman, K. Framework to Support the Implementation of Content Comparison and Checking to eliminate File Redundancy. First Regional Conference on Computational Science and Technology (RCCST-2007) 29th to 30th November 2007. Kota Kinabalu, Malaysia

Arshad, N.I.; Mehat, M. Ariff, M.I; Bahari, H.F. A Study on Desktop Calendaring Capability in Supporting K-Sharing. Second International Conference on Informatics (Informatics 2007). 27th – 28th November 2007. Kuala Lumpur, Malaysia

Mukhlason, A.; Mahmood, A.K.; Arshad, N.I. Enhanced Moodle CMS using Semantic web Technology: Development Ontology-driven Automatic Question Answering System. MMU International Sympposium on Informations and Communications Technologies. PJ Hilton, Kuala Lumpur. 19-20 November 2007.

Kasbon,R.; Mazlan, E.M.; Mahamad, S.; Arshad, N.I.; Mazri, F. Development of e-Tution: A web-based e-learning system integrating AJAX. 1st International Malaysian Educational Technology Convention, UTM, Johor. 2-5 November 2007.

Arshad, N.I.; Savita, S.;  Ariff, M.I; Alias, N. Designing a Structure to Promote Knowledge Transfer. In Proceedings of National Conference on Software Engineering & System (NaCSES 07’). 20th-21st August 2007. The Legend Resort, Cherating in Kuantan. Malaysia.

Ariffin, M.; Arshad, N.I.; Shaarani, A.R., Shah, S.U. Implementing Knowledge Transfer Solutions through Help Desk System. In Proceedings Fourth International Conference on Information Technology (ICIT07) May 25th – May 27th 2007, Vienna Austria

Arshad, N.I.; Kasbon, R.; Ariff, M.I; Syaril, S.A. Designing Car Theft Prevention System with Two Factor Authentication. In Proceedings Conference on IT Research & Applications 07. 4-5 April 2007. Holiday Villa, Subang, Malaysia

Mukhlason, A.; Mahmood, A.K.; Arshad, N.I. Building 2 Ontologies: As Knowledge Base for Automatic Question Answering System (Onto-Aquas) in eLearning Management System. 6th Biannual Postgraduate Research Symposium. 15th January 2008. Universiti Teknologi PETRONAS, Malaysia.

Nordan, N.A.; Mahmood, A.K.; Arshad, N.I. Developing a Model of Digital Social Network in an Academic Institution. 6th Biannual Postgraduate Research Symposium. 15th January 2008. Universiti Teknologi PETRONAS, Malaysia.

 

2006

Arshad, N.I.; Ariff, M.I; Taib, S.; Mansoor, S.B. Knowledge Transformation Method from Relational database systems (RDBs) to Frame-based systems In Proceedings ICT4M – International Conference On ICT For The Muslim World 2006. 21-23 November 2006. Kuala Lumpur, Malaysia

Arshad, N.I.; Ariff, M.I; Ariffin, M.; Aziz, M. Building Innovative Knowledge Management Prototype in Monitoring Diabetic Patients. In Proceedings ICSTIE’06 – International Conference On Science and Technology 2006 (Applications in Industry and Education). 8-9 December 2006. Pulau Pinang

Arshad, N.I.; Savita, S.; Ariff, M.I; Aziz, S.S. Building Knowledge Components to Enhance FAQ. In Proceedings CIS2E 06 – International Joint Conferences On Computer Systems Sciences, and Engineering. 4-14 December 2006. IEEE, University of Bridgeport

 

2005

Arshad, N.I.; Mansoor, S.B. Interface Design to Improve Ontology Usage and Knowledge Representation For Access to Digital Library. National Conference on Computer Science Technology and Networking 2005, UiTM Shah Alam, 6-7 Dec 2005.

 

Book Chapter

Arshad, N.I.; Savita, S.; Ariff, M.I; Aziz, S.S. Building Knowledge Components to Enhance FAQ.Advances and Innovations in Systems, Computing Sciences and Software Engineering. Elleithy, Khaled (Ed.) 2007, XVIII, pg:375-377., Hardcover. ISBN: 978-1-4020-6263-6

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STUDENT SUPERVISION (POST-GRADUATES)

No Student Name & ID Enrollment Year Level of Qualification Status
1. Ahmad Mukhlason 2007 Masters Degree Completed
2. Noor Hafizah Bt Hasan 2013 PhD On-going
3. Nur Syafiqah M Sani 2014 Masters Degree Completed
4. Fazwa Fadzilah 2015  Masters Degree  Completed
5. Mifrah Ahmad (Co-SV) 2013 Masters Degree Completed
6. Hamzeh Boul (Co-SV) 2012 PhD Completed
7. Nur Aisyah Abd Hadi (Co-SV) 2015 Masters Degree Completed
   8. Jeevan A/L Ramesh 2018  Masters Degree On-going
9. Carrine Chooi Shi Teoh (Co-Sv) 2015 PhD Completed
10. Siti Nor Hannan Johari 2019 Masters Degree On-going
11. Sadaf Hafeez 2019 PhD On-going
12. Zuraini Hanim Zaini 2019 PhD On-going
13. Maryam Ahmad 2020 MSc On-going

 

 

WORKING EXPERIENCE

No Position/Company Name Major Responsibilities
1. UNIVERSITI TEKNOLOGI PETRONAS ASSOCIATE PROFESSOR
2. GIRM, PETRONAS IT EXECUTIVE
 

TEACHING EXPERIENCE

No Course Name Program
1. KNOWLEDGE MANAGEMENT Bachelor of Information Systems
2. IT PROJECT MANAGEMENT Bachelor of Information Systems & Bachelor of Information Technology
3. KNOWLEDGE MANAGEMENT TOOLS & TECHNIQUES Bachelor of Information Systems
4. HEALTH SAFETY & ENVIRONMENT (HSE) Bachelor of Information Systems & Bachelor of Information Technology & Bachelor of Engineering
5. DATABASE SYSTEMS Bachelor of Information Systems & Bachelor of Information Technology
6. ADVANCED DATABASE SYSTEMS Bachelor of Information Systems & Bachelor of Information Technology
7. KNOWLEDGE MANEGEMENT SYSTEMS Bachelor of Information Systems
8. KNOWLEDGE DISCOVERY Bachelor of Information Systems
 

RESEARCH

Research/Project Title Funded/Non-Funded (RM) Funding Agencies Duration (Year) Major Output Remarks
From To  
Digitalization of Training & Development in Oil and Gas Industry for a Robust Experience RM 130,000.00 YUTP  

 

 

 

 

01/3/2020

 

 

 

 

31/32/2022

 

 

 

 

 

 

Personalized Training System

Principal Investigator (PI)
FOSTERING A DEEP LEARNING: THE ESSENTIAL FACTORS FOR CONCEPTUAL CHANGE BY EMPOWERING THE LEARNERS IDR 71,000,000 Universitas Muhammadiyah Purwokerto  

 

 

 

 

 

 

 

01/06/2019

 

 

 

 

 

 

 

30/05/2020

 

 

 

 

 

 

 

 

 

Playbook

Principal Investigator (PI)
DESIGNING AND ANALYZING THE EFFECTIVENESS OF ROBOTIC INTERVENTION FOR LEARNING STEM AMONG CHILDREN WITH LEARNING DISABILITIES  JPY500,000

 

MSF – The Murata Science Foundation  

 

 

 

 

 

 

 

 

 

01/09/2019

 

 

 

 

 

 

 

 

 

 

31/08/2020

 

 

 

 

 

 

 

 

 

 

Robotic Effectiveness Measurement

Principal Investigator (PI)
Constructing Requirements for Ensuring the Success of Knowledge Transfer During Independent Learning RM20,000 Center of Teaching and Learning, UTP 2018 2019 Teaching Assessment Principal Investigator (PI)
Exploring the Transformation of e-Government Among Rural Communities: Towards A Policy Fundamental Research Grant Scheme RM52,000 Ministry of Higher Education 2017 2019 Policy Principal Investigator (PI)
Towards a Standard Action Plan for Flood Disaster Management Measures: Assessment and Comparison between Malaysia and Japan Action Plan  2017-2018 USD8000 Sumitomo Foundation, Japan 2017 2018 Standard Action Plan Principal Investigator (PI)
Stutter Manager: Helping those who Stutter with Technology GBP10,000 Royal Academy of Engineering UK and Newton Ungku Omar Mobility Grant 2017 2018 Pre-commercialization Principal Investigator (PI)
Developing Smart Detection and Monitoring Systems: ElderAlert & ElderBand 17,750 UTP October 2016 April 2017 Smart Wearable for the Elderly Principal Investigator (PI)
Developing a Robotic Teaching and Learning Aid as an Effective Therapy for Autistic Children in Malaysia 110,000 PRGS – Prototype Research Grant Scheme (MOE) July 2015 June 2017 Robotic Teaching and Learning Aid Principal Investigator (PI)
Exploring the Use of Digital Visual Materials in Teaching and Learning 23,900 Scholarship of Teaching and Learning (SOTLgrant- UTP 15 September 2015 15 September 2016   Principal Investigator (PI)
Governance For Disaster Risk Reduction: A Development of A Standard Action Plan for Flood Disaster Management Measures 60,700 FRGS – Fundamental Research Grant Scheme (MOE) April 2015 Jan 2016   Principal Investigator (PI)
Staff Mobility Intelligent System 10,000 IGEN – UTP Idea Generation Fund June 2015 October 2015   Member
Development of a Mobile Application to Aid Stuttering Problems

 

68,200 PRGS – Prototype Research Grant Scheme (MOE) 1 August 2014 1 August 2016   Principal Investigator (PI)
Modelling Framework and Notation for Designing Educational Games for Malaysian Tertiary Education. Role – Member.

 

60,200 FRGS – Fundamental Research Grant Scheme (MOE) 1 June 2014 30 May 2016   Member
IT Capability Model Supporting Business Agility. Role – PI. Intelligent Cities. Amount: RM 48,483. 48,483.00 URIF – Universiti Research Internal Funding 16 June 2014 16 Dec 2015   Principal Investigator (PI)
Designing an Online Application Systems using Cloud Service.  Collaborator – Registry Unit, UTP. Role

 

24,919.00 UTP – Short Term Internal Research Funding (STRIF) 20th May 2013 20th May 2014    (Ref: STIRF Application No. 21/2013). – PI
Designing a Stutter Aid Mobile Application

 

10,000 UTP (Idea Generation Fund – IGEN) Jan 2013 Dec 2013   Principal Investigator (PI)
Exploring the Use of Electronic Content Management Systems for Information Sharing AUD (5000)

 

Google Travel Grants/

Awards

2012 2012 2 Conference Papers presented at PACIS  Principal Investigator (PI)

Knowledge Management for Rotating Equipment

 STIRF (UTP INTERNAL) 2007 2008 Develop a KM System for rotating equipment for Petronas Penapisan Terengganu (PPTSB)  Member

 

 

Recognition Level Type From Year
International Invention & Innovative Competition – IINNIC 2019

 

International 1 Gold, 1 Silver MNNF Network 2019
THE 8TH INTERNATIONAL INNOVATION, INVENTION & DESIGN COMPETITION (INDES) 2019 – INDES 2019 International 2 Silvers Universiti Teknologi MARA 2019
UTP Quality Day 2019 University Potential Academic of the Year 2019 Universiti Teknologi PETRONAS 2019
Finalist for National Outstanding Educator Award 2019 in conjunction with Private Education Excellence Awards 2019 National Finalist Private Education Co-operative of Malaysia 2019
International University Carnival on e-Learning IUCEL2019 International Silver UNIMAS 2019
2019 Qday Award Recipient: University Teaching & Learning Award for Effective Education Delivery (Assoc Prof Category) Universiti Teknologi PETRONAS 2019
Teaching & Learning Innovation Festival (TLIF2019) University Gold Award Universiti Teknologi PETRONAS, Center for Excellence in Teaching and Learning 2019
IPHEX2018, 3RD October 2018. International Innovative Practices in Higher Education Expo 2018 (IPHEX2018). International BEST OF THE BEST AWARD. International Federation of Engineering Education Societies & Society of Engineering Education Malaysia 3th – 5th October 2018
IPHEX2018, 3RD October 2018. International Innovative Practices in Higher Education Expo 2018 (IPHEX2018). A Framework Supporting Knowledge Transfer in Personal Learning Environment. International GOLD AWARD International Federation of Engineering Education Societies & Society of Engineering Education Malaysia 3th – 5th October 2018
MyAIS PACIS Award for publication by MyAIS International Paper Publication Award for PACIS Conference 2018 Association of Information Systems (AIS, Malaysian Chapter) 26th April 2018
Innovative Research, Invention & Application Exhibition 2018 (I-RIA 2018) National Silver Award University Utara Malaysia (UUM) 6th – 7th May 2018
Innovative Research, Invention & Application Exhibition 2018 (I-RIA 2018) National Special Award – Innovation & Commercialization Center Award University Utara Malaysia (UUM) 6th – 7th May 2018
UTP Quality DAY 2018 – Teaching & Learning Award for SOTL Practitioner University Teaching & Learning Award for SOTL Practitioner UTP Quality DAY 2018 26th June 2018
INDES2018 – 7th International Innovation, Invention & Design Competition 2018. Robotherapist: Attentive Teaching & Learning Tool to Improve the Social Interaction Among Special Needs Children in Malaysia International Silver Award. Universiti Teknologi MARA (UiTM) 15th August 2018
International Invention & Innovate Competition (InIIC 2018) International 2 GOLD Awards MNNF Network 20th October 2018
Leaders in Innovation Fellowship International Fellowship Royal Academy of Engineering, United Kingdom and Oxford Innovation 12th February 2017
Flipped Classroom Practitioner of the Year (TLIF2017) University Practitioner of the Year Center of Teaching and Learning, UTP November 2017
GOLD Award – SIRIM Invention, Innovation & Technology Expo (SI2TE) 2017 National Gold Award SIRIM February 2017
Anugerah Inovasi Potensi Menteri Besar Perak – Stutter Manager State Government of Perak    Winner State Government of Perak 10th November 2016

 

Teaching & Learning Innovation Festival Award 2016 University Silver Universiti Teknologi PETRONAS 30th Nov – 1st Dec 2016
MSC Asia Pacific ICT Alliance (APICTA2016) – Stutter Manager INTERNATIONAL MERIT WINNER PIKOM & MDEC 18th October 2016
Pertandingan Reka Cipta dan Inovasi Institusi Pengajian Tinggi Swasta 2016 PERINTIS 2016 – ElderBand & ElderAlert INTERNATIONAL GOLD UNITEN, MOSTI & MOHE 16 November 2016
Novel Research and Innovation (NRIC2016) – Visa Application Management Systems National Silver Universiti Sains Malaysia (USM) 17th – 18th August 2016
Novel Research and Innovation (NRIC2016) – Smart Driving in Danger Detection Systems National Silver Universiti Sains Malaysia (USM) 17th – 18th August 2016

 

 

37th EDITION OF SCIENCE & ENGINEERING DESIGN EXHIBITION (MULTI PURPOSE TRACKER) NATIONAL SILVER Universiti Teknologi PETRONAS 3&4 AUGUST 2016
37th EDITION OF SCIENCE & ENGINEERING DESIGN EXHIBITION (VISA APPLICATION MANAGEMENT SYSTEM) NATIONAL BRONZE Universiti Teknologi PETRONAS 3&4 AUGUST 2016
International Invention Innovation & Technology Exhibition (ITEX2016)

 

 

International Silver Ministry of Science Technology & Innovation (MOSTI) & Malaysian Invention and Design Society (MINDS) 12th – 14th May 2016
3rd International Innovation, Design and Articulation (i-DeA2016)

 

International Silver Universiti Teknologi MARA 29th April 2016
Science and Engineering Design Exhibition (SEDEX2015) National Silver Universiti Teknologi PETRONAS 15 December, 2015
Information Systems Innovation Exhibition (ISIE2015) International Gold Universiti Teknologi Malaysia (UTM) 8th -10th December 2015
14th International Conference and Exposition on Inventions by Institutions of Higher Learning (PECIPTA 2015)  International Silver Universiti Pendidikan Sultan Idris (UPSI)  4th – 6th December 2015
Novel Research and Innovation (NRIC2015) National Bronze Universiti Sains Malaysia (USM) 5th – 8th August 2015
Effective Education Delivery Award University Best Effective Education Delivery Award (CISD) Universiti Teknologi PETRONAS 13th May 2015
Malaysia International Invention Innovation & Technology Exhibition (ITEX2015)

 

International Silver (2) Ministry of Science Technology & Innovation (MOSTI) & Malaysian Invention and Design Society (MINDS) 21-23 May 2015
Malaysian Technology Expo (MTE2015) International Gold (2) & Special Award Malaysian Association of Research Scientist (MARS) 12 – 14 February 2015
Malaysia International Invention Innovation & Technology Exhibition (ITEX2014)

 

International Silver Ministry of Science Technology & Innovation (MOSTI) & Malaysian Invention and Design Society (MINDS) 8th – 9th May 2014

 

Malaysia Technology Expo (MTE2014)

 

International Bronze (2) Malaysian Association of Research Scientist (MARS) 20-22 Feb 2014.
DistRupt.Edu (2014)

 

National Gold Anise Asia Sdn Bhd 15th-16th January 2014.
Science and Engineering Design Exhibition (SEDEX 33)   Gold & Bronze Universiti Teknologi PETRONAS 6th – 7th August 2014.
 Novel Research and Innovation (NRIC2014)

 

National Bronze Universiti Sains Malaysia (USM) 19-22 August 2014.
Best Paper Award (ICRIIS 2013) 3rd International Conference on Research and Innovation in Information Systems – 2013 (ICRIIS’13) Best Paper Award Universiti Tenaga Nasional (UNITEN) 27th – 28th November 2013

 

 

Science and Engineering Design Exhibition (SEDEX2013) Universiti Bronze Universiti Teknologi PETRONAS 7th November 2013
PRIME MINISTER OF MALAYSIA MELBOURNE SCHOLARSHIP AWARD INTERNATIONAL FULL SCHOLARSHIP UNIVERSITY OF MELBOURNE & PRIME MINISTER’S OFFICE MALAYSIA  2008-2012
Scope International ICT Competition 2007    BRONZE  SONY ERICSSON MALAYSIA  2007
THE RILEY, DUNN & WILSON AWARD UNIVERSITY BEST INFORMATION MANAGEMENT STUDENT, COMPUTER SCIENCE DEPARTMENT THE RILEY, DUNN & WILSON AWARD 2003-2004
Membership Level Position Body Year
IEEE, EDUCATION SOCIETY INTERNATIONAL Member IEEE Present
Royal Academy of Engineering, UK INTERNATIONAL Leaders in Innovation Fellowship Royal Academy of Engineering, UK Present
Malaysian Board of Technologist (MBOT) Cert PT18050667

 

NATIONAL TEKNOLOGIS PROFESIONAL (Ts) Malaysian Board of Technologist (MBOT) 2018
TEKNOLOGIS BERIJAZAH- Malaysian Board of Technologist (MBOT) GT18051391 NATIONAL TEKNOLOGIS PROFESIONAL (Ts) Malaysian Board of Technologist (MBOT) 2018
IEEE, COMPUTER SOCIETY INTERNATIONAL PROFESSIONAL MEMBER IEEE 2015 – 2016
AIS (ASSOCIATION OF INFORMATION SYSTEMS) INTERNATIONAL Treasurer (2017-2018)

 

VP Membership (2016-2017)

AIS

(Malaysian Chapter)

LIFE TIME MEMBER
ASSSOCIATION OF COMPUTING AND MACHINERY (ACM) INTERNATIONAL PROFESSIONAL MEMBER ACM 2015 – 2016
Uncategorized,

Publications and Participations

Part of this work is published in a few outlets as shown below:

 

  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, Azizi Ahmad. “A Literature Review: Measuring the Impact/ Effectiveness of Knowledge Transfer with the Presence of IT Support”  in 2nd World Conference on Islamic Thought and Civilization, Kolej Universiti Islam Sultan Azlan Shah, Perak, Malaysia, 2014
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “A Process Model for Conducting Knowledge Transfer in Organizations’  in International Conference on Information Technology and Multimedia, UNITEN (ICIMU 2014), Putrajaya, Malaysia
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “Towards a Framework To Measure Knowledge Transfer in Organizations’  in International Symposium on Mathematical Sciences and Computing Research (iSMSC 2015), Perak, Malaysia.
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, A Izudin Zainal Abidin. “Evaluating Knowledge Transfer Success in Personal Learning Environments: Higher Learning Institution Perspective” in 6th Regional Conference on Engineering Education (RCEE2016)

 

 

 

Uncategorized,

Leadership in Academic

I believe that leadership in academic comes in many forms. This include being appointed as judges, panels, reviewers, trainers, facilitators and holding a position at the Center for Excellence in Teaching and Learning. I was also part of the judging panel for Anugerah Khas YB Menteri Pendidikan Malaysia for Anugerah Rekabentuk Kurikulum & Penyampaian Inovatif (AKRI) 2018. I am also part of the committee for the Government Link Universities Education (GLU-ed). I take these appointments and invitations seriously and will give my best to be part of the team that transform our education. My hope is to see a better Malaysia in education so that our future generation will get the best education that is well respected internationally.

CENTER FOR EXCELLENCE IN TEACHING & LEARNING, UTP

CENTER FOR EXCELLENCE IN TEACHING & LEARNING, UTP

Uncategorized,

Sharing of Knowledge with Others

I love sharing knowledge with others that include colleagues, students and public whom are interested. The more I share my knowledge on the ways I transformed my teaching, the more exciting the journey becomes. I found that I learnt many tips and advices from others too. The platform I shared my transformation in teaching journey include forums, debate, speakers in conferences, colloquium and community of practices and trainings. This include events in various universities in Malaysia as well as the neighboring country, Indonesia.

 

https://www.youtube.com/results?search_query=noreen+izza+arshad

https://www.youtube.com/watch?v=s2rzGwznG34

Sharing on Motivation Students in Embracing Flipped Class Learning

Uncategorized,

Students’ Evaluation

I was pretty nervous when I did the full-flipped classroom in May 2017 semester. Nevertheless, students perform well in exam and students found the learning to be useful (see some of the comments from students’ evaluation).

 

 

 

 

Uncategorized,

Awards & Achievements

Some of the awards and achievements that I have received in Teaching and Learning from various bodies and at different Education events. This also include the achievement in getting copyrights from MyIPO for developing modules in transforming Teaching and Learning. There are also publications that has been published in conference proceedings related to this transformation in teaching and learning. On top of that, I received Scholarship of Teaching and Learning Grant in the year 2015 and 2018 that allows me to conduct research in education particularly my classroom teaching delivery.

 

Publications and Participations

Part of this intervention has been published in a few outlets as shown below:

  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, Azizi Ahmad. “A Literature Review: Measuring the Impact/ Effectiveness of Knowledge Transfer with the Presence of IT Support”  in 2nd World Conference on Islamic Thought and Civilization, Kolej Universiti Islam Sultan Azlan Shah, Perak, Malaysia, 2014
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “A Process Model for Conducting Knowledge Transfer in Organizations’  in International Conference on Information Technology and Multimedia, UNITEN (ICIMU 2014), Putrajaya, Malaysia
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad. “Towards a Framework To Measure Knowledge Transfer in Organizations’  in International Symposium on Mathematical Sciences and Computing Research (iSMSC 2015), Perak, Malaysia.
  1. Nur Syafiqah Mohamad Sani, Noreen Izza Arshad, A Izudin Zainal Abidin. “Evaluating Knowledge Transfer Success in Personal Learning Environments: Higher Learning Institution Perspective” in 6th Regional Conference on Engineering Education (RCEE2016)

Scholarship of Teaching and Learning (SoTL) Principal Investigator

Uncategorized,

Reflections

As mentioned before in Section 6, I found interesting pattern of my students’ performance based on the TLE and PLE that I have conducted. The conclusion that I could make at several point was in different semester is that, all of them do better when PLE (i.e. flipped classroom) is conducted rather than TLE (i.e. normal lectures).

Although I have doubt when delivering lectures without explaining the details and in depth, students seems to be able to absorb the summary due to preparation before coming to class (i.e. flipped classroom). The homework given before the lecture helps them to master the learning in shorter period. Nevertheless, I found that well planned exercises and fair assessment marks is crucial. This is important because it motivates the students to conduct PLE (i.e. independent learning).

Since I have gathered some of the students’ performance results (see Section 6.0), I wanted to also know what students actually say (their comments and opinion). Therefore, I always find time (with the help from tutors) to also conduct surveys and interviews.

Some of the survey results between PLE vs TLE are shared below. Figure 6.a, 6.b, 6.c, and 6.d and the graphs showing some of the survey responds collected on PLE. The questions gather opinion on PLE delivery. For each questions, students could rate lowest (1) to highest (5) according to their level of satisfaction. This survey was conducted online and respondents remain anonymous. For this particular survey (as shown in Figure 6.a – 6.d), 33 students responded to the questionnaires.

Figure 6.a. Comments on PLE – 1

Figure 6.b. Comments on PLE – 2

Figure 6.c. Comments on PLE – 3

Figure 6.d. Comments on PLE – 4

 

Based on Figure 6.a, 6.b, 6.c, and 6.d, I concluded that on average, students are satisfied (rated 4 out of 5) with PLE teaching style. That is counted up to approximately 53% students rate satisfied with the way PLE is delivered. Approximately 19% of these group of students rate ‘OK’ to PLE teaching delivery. On the other hand, about 27% of these students rated highly satisfied with the delivery of PLE. This group of students may like PLE because of many reasons. Therefore, to understand more about what they like or they do not like, why they like PLE or hate PLE, some open-ended survey answers are collected as shown in Table 6.1.

Table 6.1 Some of the open ended survey answers about PLE

“I am fully satisfied with the PLE processes because it allows myself to identify my own strengths and limitation. By using the Youtube for instance, i would understand the context better because i can visualize the activities that need to be delivered.”

 

“It able [allow me] to create a personal and virtual learning space for me as a learner but it will be good if there is specific system that I can used to refer during my study. I mean maybe it’s good if there is the KMS website that contains all the syllabus that we have learned.”

 

“The systems can assist the user to increase level of understanding of certain subject. But, sometime the systems unable to provide the required information and also give informations or methods that are complicated and difficult to understand.”

 

“There information are there in the web 2.0. But it seems difficult for me to grasp all the information without any focus and initial understanding. I need to get the brief overview about what I am going to do and learn before do the activities. Plus, learning through PLE limiting me to brainstorm and discuss any idea or information with my friends. Limiting me to work my brain and thinking out of the box.”

 

“I am satisfied with the system performance [PLE delivery] as it enables me to learn and gain more knowledge about the subject thought in class. The system makes me have a better understanding and it is useful as it is related to the topic taught in class.”

 

“..easy to understand…get more information.”

 

“I’m satisfied because by using the Youtube [PLE] students are able to see how the problem to be solve and it is easier to understand compared to reading about the knowledge. Besides that the blogs [PLE] are really helpful as students are able to comment and ask their opinion regarding the knowledge”

 

“Even though, I do like PLE but I prefer the traditional way of learning…”

 

“… students nowadays are able to study using web 2.0 whereby the materials/tutorial/QNA are delivered via online medium. The interaction between students n the tutor is there…”

 

“Even though I only experienced once in learning by following this system [this is my first class being introduced to PLE], I am satisfied with this learning environment. This is because it helped me to understand more about the real situation of the case study given. Moreover, it also helps to increase the students’ interest in exploring the knowledge.”

 

“The most important thing that I really like is the ease of use of Google+ and Elearning [PLE].”

 

“The system performance [PLE delivery] is not the issue. It went so well. It just about the internet connection which sometime not good.”

 

“Abundant of information can be gained to support the problem solving”

 

“The overall satisfaction for the system PLEs process are actually quite good for some students who prefer to study alone. These fast learner students will be able to perform better and well comparing to students who are slow learners that can’t be able to capture quick what they have watched or learned. Therefore, as for me, I am perfectly satisfied with this system [PLE] because I enjoy studying myself and have much more confidence towards my techniques of studying.”

 

“Very satisfied as it helps with my understanding for this subject”

From the open-ended qualitative survey data collected, there are few points that I appreciate. Some of them points out to how I could improve my PLE delivery too. This is what matter and I find it interesting. Many students mentioned that they enjoyed learning in PLE. For example, one of the respondent mentioned that they could get more examples and better understanding through PLE. They also enjoyed the many types of medium of PLE that include Youtube, blogs and others.

However, I realized that PLE suits some of them and not all. For example, from one of the data collected, I learnt that PLE suits students who prefer to study on their own and fast learners. I learnt that some students whom are slower in picking up what they learnt may find PLE difficult for learning. Another respondent also mentioned that

But it seems difficult for me to grasp all the information without any focus and initial understanding the activities. I need to get the brief overview about what I am going to do and learn before doing the activities”

From the response, I conclude that this student needs some guidance and brief explanation about the topic being discussed. This is important before he or she started to go deep into the detail of the subject.

Other than that, I learnt that having good internet connection is important to ensure PLE successfully delivered. Therefore, for those students who do not have this luxury, PLE might not work at all. This is due to the fact that they could not download or view any material at all when the internet connection is extremely bad.

This are the usual feedback that I have been getting from many surveys conducted with a few different group of students. Curious to know more, I conducted interviews with selected students to get feedback concerning PLE. Table 6.2 presents some of the feedback received from students during the interview.

Table 6.2 Some of the respondents’ feedback on PLE

17247: I have found that PLEs practices encourage me to read further about the topic being taught through other materials given. I think it would be better if in other classes we are allowed to do PLE at home. The time given to learn in class and during tutorial is not enough for us to really master the whole chapter or topic.
17213: PLE benefited me in such that it lightens up my spirit [motivation] in finding out how to solve a problem myself. Since I have ample time [at home or anywhere outside classroom] I will try my best to search for the needed information which related to the question [references].
17523: [PLE allows me to] Practice to be independent in finding for information.
17271: PLEs to me, can bring a lot of benefits during revision time. I am able to gather all the information related to what I am studying, and practice ways to answer questions.
18924: The practices of PLEs outside lab and classes give me better understanding about the topic compared to previous practices [just TLE]. I think, it [PLE] encourages everyone to have more idea without limitation [to what being taught by the lecturer].
17529: I don’t think I will be able to perform well in my studies with PLE learning style. This is because I need to learn on my own on how to solve problems and find answers myself. I find it difficult to do that. By the way, I am the kind of person who easily gets distracted when there are so many media being used. I will also browse something else which is not related to studies whenever I hook to the internet [online]. I don’t think I will be able to really focus with PLE.
19979: The practices of PLEs benefit me because it enables me to learn by myself instead of relying too much on my lecturer or my tutor all the time. Besides that, PLEs made me read more and therefore enhance my knowledge on the subject matter. It also helped me to understand better and helped me to score well for my tests.
17264: Through PLE, I’m able to choose the best way of learning that fit my own way of learning and I can find more details about something [the subject or topic being taught].
15863: PLE allow me to gain benefits in many ways, I learnt to be independent and be flexible in searching for solutions. PLE to me is a platform to practice how to solve problems yourself, and it is a platform to practice with minimal supervision but having knowledge sharing and discussion whenever applicable, especially when lack of understanding on particular subject. It is a way to encourage student to have self-initiatives to find the right answer and being confident with your answer.
17407: PLE gives me freedom in learning the way the way I feel comfortable and that works for me. When I am learning the way I like it, it stimulate my idea to flow freely without any restrictions. I find it easier to change idea, links with friends and discuss with them with PLE.
16956: PLE could be better if we have faster and more stable internet.
17319: Ok, I enjoyed PLE. Anyway, that is if the material [for PLE] is planned well and what needs to be done during PLE is explained in detail, than it will be much easier for us to prepare and study.
17282: PLEs helped me in gaining the interest about the subject. Besides, it is also interesting on how I can explore and discover the things or useful knowledge by myself. It gives me a satisfaction in learning with new environment [PLE].
15765: I learn how to use new tools by myself such as Freemind, and I also get familiar with Google+ which was a space that I did not know at the beginning of the semester but at the end of it I was able to manage my work and learning effectively.

From the responses collected (some are shown in Table 6.2) I found that there are students whom could learn well through PLE. However, there are also students who could not (e.g. refer to respondent 17529). There many other students who mention that they could not be doing just PLE and needs guidance through TLE. For example, one of the respondents mentioned that,

“We could not be doing things on our own (PLE). We need someone to tell us whether what we are doing is right or wrong (TLE). We also need explanations on things that we are not sure with (TLE). We need lecturer to tell us about the topic, some introduction and let us understand the big picture of it (TLE). When it comes to finding examples or to find case studies related to the topic, we can then do it on our own (PLE). Some students will take this opportunity (PLE) to explore more (PLE), especially if they are interested in that area of study.”

I have also learnt that my it is important to prepare materials for the flipped classroom (i.e. PLE) carefully. The PLE material should guide students how to conduct their independent learning on the subject matter. On the other hand, the lectures and activities in flipped classroom needs to be comprehensive and covers the important things and points that requires special attention.

 

 

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Assessing the outcome of Flipped Classroom

I feel the need to know whether what I introduce in and outside class room (i.e. Traditional Learning Environment (TLE) and Personal Learning Environment (PLE)) bring benefits to my students. Traditional Learning Environment (TLE) is referring to the face to face lectures that occur in class and tutorial rooms. On the other hand, PLE refers to the learning that happens outside classroom where students conduct independent learning before coming to lecture (i.e. flipped classroom). I also feel the urge to know whether students accept or against what I have introduced. Another important matter that I always feel crucial to know, is whether they learnt and gain knowledge from what I have transferred and shared.

Therefore, to know whether they gain knowledge from the PLE and TLE introduced, I gathered feedback from my students. These are the real evidences that would make me improve myself for the better (I always tell myself that!). In gathering feedback, I conducted surveys and formal interviews with the help of my tutor. I also conducted a few informal discussions with students who would like to share opinions on my style of teaching. I did look at their performance between groups of students who followed my PLE and TLE.

Some of the evidences collected are shared below.

During the first few semesters when I introduced PLE and TLE into my teaching, I really feel the need to know whether students could accept PLE or I should just stick to TLE. Therefore, there are few rounds of data collection conducted to few students of mine in different groups. Since it was the first few times I combined the PLE and TLE, I really wanted to know whether they learn and gain knowledge from these styles of teaching. For this particular case, I have divided the group into two which are (i) students who go through PLE and (ii) students who go through TLE. I look at their performance and collect more data at a later stage.

Figure 6.1: Students’ score based on a test conducted between TLE group vs PLE group

Referring to this particular test shown in Figure 6.1, data was further analyzed as shown in Table 6.1. The table shows data that has been collected from the two different groups of students (TLE vs PLE). These data shows that more than 60% of PLE students scored full marks in the test, while about 48% of students scored full marks in the TLE group. Nevertheless, the other distribution was found almost similar between the PLE and TLE group.

Table 6.1: Students’ score based on a test conducted between TLE group vs PLE group

GROUP SCORE (/10) FREQUENCY PERCENTAGE
TLE 10 7 46.67
9 2 13.33
8 4 26.67
7 1 6.67
6 1 6.67
<5 0 0.00
PLE 10 9 60.00
9 0 0.00
8 5 33.33
7 1 6.67
6 0 0
<5 0 0

In another case, I conducted an evaluation based on individual project given. Students were divided into two groups (i) TLE group to complete the project and (ii) PLE group to complete the project with minimal supervision, but extra materials were given to them. Next, in another individual project, the students were switched. The group that has undergone TLE is now being grouped to the PLE group and vice versa. Final project marks for both projects were collected as shown in Figure 6.2. The figure is showing each individual projects marks when students completed the TLE project and PLE project. Data were then further analyzed as shown in Table 6.2.

Figure 6.2: Students’ score based on individual project completed in TLE group and PLE group

Referring to the graph shown in Figure 6.2, there are 14 students who scored the same marks in both of their projects (i.e. TLE and PLE projects). On the other hand, 6 students scored better in their TLE projects as compared to the PLE projects. I also found that more students which is 12 of them scored better in their PLE projects than their TLE projects. Data are further analyzed as shown in Table 6.2.

Table 6.2. Students’ score based on individual project completed in TLE group and PLE group

SCORE FREQUENCY PERCENTAGE
Scored better in Project TLE than Project PLE

Project TLE > Project PLE

6 18.75
Scored the same marks for both projects

Project TLE = Project PLE

14 43.75
Scored better in Project PLE than Project TLE

Project PLE > Project TLE

12 37.50

In terms of percentage, majority of the students (i.e. 43.75 percent) scored the same marks for both their TLE and PLE projects. Although they are given different titles of each projects to be completed in TLE and PLE, and working in different environment (i.e. PLE and TLE), it seems that it does not affect their work to be delivered. Another group of students which is about 37.50 percent seems to work better in delivering their projects when in PLE as compared to TLE. Only a small number of students (i.e. 18.75%) works better in their projects when in TLE as compared to working in PLE.

Besides test and projects, I have conducted a quiz on a given topic to know how students perform during PLE vs TLE. The topic was given earlier, a group of students were selected to be attending lectures and tutorial covering that topic (i.e. TLE). Another group of students were given materials to be studied on their own whether individually or in groups before attending the lecture. They were given their own freedom to conduct their own study groups and may use other reference materials as well for that topic (i.e. PLE). A quiz was then conducted to test on their knowledge and understanding. These two different groups of students were then switched. Another topic was then given on the following week. The same procedure takes place, which are learning through TLE and PLE for those different group of students. The quiz results were collected as shown in Figure 6.3.

Figure 6.3. Students’ quiz results (TLE vs PLE)

Based on the data collected shown in Figure 6.3, I could summarize that majority of the students (i.e. 17 of them) scored better when given the opportunity to learn in PLE rather than in TLE. Seven of them scored better when learning in TLE as compared to PLE. 6 of them scored the same marks during both tests when learning in TLE and PLE. In terms of percentage, it could be seen in Table 6.3 that majority of them (i.e. about 57%) scored better in their quiz after undergoing PLE. Only approximately 23% of the students scored better when learning in TLE.

Table 6.3. Students Quiz Results (TLE vs PLE)

SCORE FREQUENCY PERCENTAGE
Scored better in Quiz TLE than Quiz PLE

Quiz TLE > Quiz PLE

7 23.33
Scored the same marks for both quizzes

Quiz TLE = Quiz PLE

6 20.00
Scored better in Quiz PLE than Quiz TLE

Quiz PLE > Quiz TLE

17 56.67

Based on some of the data collected above, it shows interesting data on how students perform based on the TLE and PLE delivery. I find that it is something that I should reflect on. I could not make a conclusion that PLE is better than TLE and vice versa.

Therefore, after conducting PLE and TLE in my teaching delivery to few groups of students in different semesters and courses; I realized that there is a need to conduct both TLE and PLE in teaching and learning. It should be coupled together and not to be conducted alone or separately. In other words, TLE is needed and accompanied by PLE. Therefore, students get a balance of both. This will apply to all type of students. They need to conduct PLE before coming to class/ lectures to understand the fundamental concept. In lectures (i.e. TLE) they could then find solutions to problems and creatively think about way to apply the concept to other related cases.

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Tips: Some Advice to those who wanted to Start Flipped Classroom

From the figure of FC, you could see there is a traffic light by the side that I included. That is how I viewed the implementation of FC. I viewed FC a:

  • Before coming to class, students have to be ready (PLE)
  • Lecturers has to prepare good materials to engage students to learn on their own and be prepared
  • Pre-class materials must be engaging, interesting and immersive (PLE)
  • During class, there need to be activities that allow students to create, analyse, evaluate and apply. This is the higher order of Bloom Taxonomy for deeper learning. (TLE)
  • Lecturers has to prepare effective materials and activities that allow students to create, analyse, evaluate and apply. This could be active learning & cooperative learning activities, problem solving cases or such. This requires creativity and lots of planning that include the materials, setup, setting of mode and location (TLE).
  • Finally, a good closure is important. I view the STOP or ending of topic as very critical. This is when students need to be given clarification on where they have done it right or wrong; and room for improvements. They need to be given feedback on work they have done and clarity on misconceptions and misunderstandings. I learnt that this is extremely best to be done at the end of each topic before the start of new ones. Or else, the effectiveness of the closure will be much lesser when they have already forgotten about the topic and content.
  • Having outside class activities and exposure is a plus point (SLE). This include site visits, community services, entering competitions, organizing events and a lot more. Relate them with syllabus and be creative. It will require extra effort and budget, nevertheless the impact is so huge that students will remember them forever!

 

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Reflections on my Teaching and Learning

As mentioned before in Section 3, I found interesting pattern of my students’ performance based on the TLE and PLE that I have conducted. The conclusion that I could make at several point was that students (of different semesters and different courses that undergo TLE and PLE) could not just undergo TLE without PLE and vice versa.

I have tried to understand the pattern of learning among my students in both PLE and TLE. However, I find it more interesting to look at what students actually say. Therefore, I always find time (with the help from tutors) to also conduct surveys and interviews.

Some of the survey results between PLE vs TLE are shared below. Figure 5.a, 5.b, 5.c, and 5.d and the graphs showing some of the survey responds collected on PLE. The questions gather opinion on PLE delivery. For each questions, students could rate lowest (1) to highest (5) according to their level of satisfaction. This survey was conducted online and respondents remain anonymous. For this particular survey (as shown in Figure 5.a – 5.d), 33 students responded to the questionnaires.

Figure 5.4a. Comments on PLE – 1

Figure 5.4b. Comments on PLE – 2

Figure 5.4c. Comments on PLE – 3

Figure 5.4d. Comments on PLE – 4

Based on Figure 5.a, 5.b, 5.c, and 5.d, I concluded that on average, students are satisfied (rated 4 out of 5) with PLE teaching style. That is counted up to approximately 53% students rate satisfied with the way PLE is delivered. Approximately 19% of these group of students rate ‘OK’ to PLE teaching delivery. On the other hand, about 27% of these students rated highly satisfied with the delivery of PLE. This group of students may like PLE because of many reasons. Therefore, to understand more about what they like or they do not like, why they like PLE or hate PLE, some open-ended survey answers are collected as shown in Table 5.1 that follows.

Table 5.1 Some of the open ended survey answers about PLE (flipped classroom pre-class)

“I am fully satisfied with the PLE processes because it allows myself to identify my own strengths and limitation. By using the Youtube for instance, i would understand the context better because i can visualize the activities that need to be delivered.”

“It able [allow me] to create a personal and virtual learning space for me as a learner but it will be good if there is specific system that I can used to refer during my study. I mean maybe it’s good if there is the KMS website that contains all the syllabus that we have learned.”

“The systems can assist the user to increase level of understanding of certain subject. But, sometime the systems unable to provide the required information and also give informations or methods that are complicated and difficult to understand.”

“There information are there in the web 2.0. But it seems difficult for me to grasp all the information without any focus and initial understanding. I need to get the brief overview about what I am going to do and learn before do the activities. Plus, learning through PLE limiting me to brainstorm and discuss any idea or information with my friends. Limiting me to work my brain and thinking out of the box.”

“I am satisfied with the system performance [PLE delivery] as it enables me to learn and gain more knowledge about the subject thought in class. The system makes me have a better understanding and it is useful as it is related to the topic taught in class.”

“..easy to understand…get more information.”

“I’m satisfied because by using the Youtube [PLE] students are able to see how the problem to be solve and it is easier to understand compared to reading about the knowledge. Besides that the blogs [PLE] are really helpful as students are able to comment and ask their opinion regarding the knowledge”

“Even though, I do like PLE but I prefer the traditional way of learning…”

“… students nowadays are able to study using web 2.0 whereby the materials/tutorial/QNA are delivered via online medium. The interaction between students n the tutor is there…”

“Even though I only experienced once in learning by following this system [this is my first class being introduced to PLE], I am satisfied with this learning environment. This is because it helped me to understand more about the real situation of the case study given. Moreover, it also helps to increase the students’ interest in exploring the knowledge.”

“The most important thing that I really like is the ease of use of Google+ and Elearning [PLE].”

“The system performance [PLE delivery] is not the issue. It went so well. It just about the internet connection which sometime not good.”

“Abundant of information can be gained to support the problem solving”

“The overall satisfaction for the system PLEs process are actually quite good for some students who prefer to study alone. These fast learner students will be able to perform better and well comparing to students who are slow learners that can’t be able to capture quick what they have watched or learned. Therefore, as for me, I am perfectly satisfied with this system [PLE] because I enjoy studying myself and have much more confidence towards my techniques of studying.”

“Very satisfied as it helps with my understanding for this subject”

From the open-ended survey qualitative data collected, there are few points that I appreciate. Some of them points out to how I could improve my PLE delivery too. This is what matter and I find it interesting. Many students mentioned that they enjoyed learning in PLE. For example, one of the respondent mentioned that they could get more examples and better understanding through PLE. They also enjoyed the many types of medium of PLE that include Youtube, blogs and others.

However, I realized that PLE suits some of them and not all. For example, from one of the data collected, I learnt that PLE suits students who prefer to study on their own and fast learners. I learnt that some students whom are slower in picking up what they learnt may find PLE difficult for learning. Another respondent also mentioned that

But it seems difficult for me to grasp all the information without any focus and initial understanding the activities. I need to get the brief overview about what I am going to do and learn before do the activities”

From the response, I conclude that this student needs some guidance and brief explanation about the topic being discussed. This is important before he or she started to go deep into the detail of the subject.

Other than that, I learnt that having good internet connection is important to ensure PLE successfully delivered. Therefore, for those students who do not have this luxury, PLE might not work at all. This is due to the fact that they could not download or view any material at all when the internet connection is extremely bad.

This are the usual feedback that I have been getting from many surveys conducted with a few different group of students. Curious to know more, I conducted interviews with selected students to get feedback concerning PLE. Table 5.2 presents some of the feedback received from students during the interview.

Table 5.2 Some of the respondent’s feedback on PLE (flipped classroom pre-class)

Std ID 17247: I have found that PLEs practices encourage me to read further about the topic being taught through other materials given. I think it would be better if in other classes we are allowed to do PLE at home. The time given to learn in class and during tutorial is not enough for us to really master the whole chapter or topic.
Std ID 17213: PLE benefited me in such that it lightens up my spirit [motivation] in finding out how to solve a problem myself. Since I have ample time [at home or anywhere outside classroom] I will try my best to search for the needed information which related to the question [references].
Std ID 17523: [PLE allows me to] Practice to be independent in finding for information.
Std ID 17271: PLEs to me, can bring a lot of benefits during revision time. I am able to gather all the information related to what I am studying, and practice ways to answer questions.
Std ID 18924: The practices of PLEs outside lab and classes give me better understanding about the topic compared to previous practices [just TLE]. I think, it [PLE] encourages everyone to have more idea without limitation [to what being taught by the lecturer].
Std ID 17529: I don’t think I will be able to perform well in my studies with PLE learning style. This is because I need to learn on my own on how to solve problems and find answers myself. I find it difficult to do that. By the way, I am the kind of person who easily gets distracted when there are so many media being used. I will also browse something else which is not related to studies whenever I hook to the internet [online]. I don’t think I will be able to really focus with PLE.
Std ID 19979: The practices of PLEs benefit me because it enables me to learn by myself instead of relying too much on my lecturer or my tutor all the time. Besides that, PLEs made me read more and therefore enhance my knowledge on the subject matter. It also helped me to understand better and helped me to score well for my tests.
Std ID 17264: Through PLE, I’m able to choose the best way of learning that fit my own way of learning and I can find more details about something [the subject or topic being taught].
Std ID 15863: PLE allow me to gain benefits in many ways, I learnt to be independent and be flexible in searching for solutions. PLE to me is a platform to practice how to solve problems yourself, and it is a platform to practice with minimal supervision but having knowledge sharing and discussion whenever applicable, especially when lack of understanding on particular subject. It is a way to encourage student to have self-initiatives to find the right answer and being confident with your answer.
Std ID 17407: PLE gives me freedom in learning the way the way I feel comfortable and that works for me. When I am learning the way I like it, it stimulate my idea to flow freely without any restrictions. I find it easier to change idea, links with friends and discuss with them with PLE.
Std ID 16956: PLE could be better if we have faster and more stable internet.
Std ID 17319: Ok, I enjoyed PLE. Anyway, that is if the material [for PLE] is planned well and what needs to be done during PLE is explained in detail, than it will be much easier for us to prepare and study.
Std ID 17282: PLEs in class helped me in gaining the interest about the subject. Besides, it is also interesting on how I can explore and discover the things or useful knowledge by myself. It gives me a satisfaction in learning with new environment [PLE].
Std ID 15765: I learn how to use new tools by myself such as Freemind, and I also get familiar with Google+ which was a space that I did not know at the beginning of the semester but at the end of it I was able to manage my work and learning effectively.

From the responses collected (some are shown in Table 5.2) I found that there are students whom could learn well through PLE. However, there are also students who could not (e.g. refer to respondent 17529). There many other students who mention that they could not be doing just PLE and needs guidance through TLE. For example, one of the respondents mentioned that,

“We could not be doing things on our own (PLE). We need someone to tell us whether what we are doing is right or wrong (TLE). We also need explanations on things that we are not sure with (TLE). We need lecturer to tell us about the topic, some introduction and let us understand the big picture of it (TLE). When it comes to finding examples or to find case studies related to the topic, we can then do it on our own (PLE). Some students will take this opportunity (PLE) to explore more (PLE), especially if they are interested in that area of study.”

In conclusion, I have learnt that my teaching and learning needs both TLE and PLE. I need to prepare materials for both TLE and PLE, to ensure that my students learn well during lectures and gain more knowledge through their own self-study. However, I need to prepare the right materials for these two teaching and learning styles, which are TLE and PLE, to ensure students learn and perform better.

It is important to note that SLE is not formally assess in my teaching. However, I often did conduct a few observations and interviews (usually informal) with my students to know their feedback concerning SLE. I have found that all students enjoyed SLE. Although SLE is not about directly what is in books and syllabus, it does play a big role in imparting other knowledge and skills that could not be taught in class. This include soft skills, leadership and integrity. Therefore, I will keep on doing SLE whenever there is opportunity. Usually, this include some amount of budget to bring students out of class, time and preparation. However, if it is beneficial to them, I will often work towards bringing them for SLE at least once.

Some of the students’ comments on SLE are collected as below:

“I enjoyed going out and participate in competitions [SLE]. It exposes me to the real world. I could get opinion and feedback from people from industry, business people. Their ideas are usually good, moving towards commercialization and entrepreneurship, and how I can sell and make money!”

“I find going out from class to visit companies is a good thing to do. I could learn and see how they manage their business processes and embed knowledge management into their practices. We learn about this so much in books and case studies. However, listening to people who really doing it [practicing the KM processes in work] is different. It is real and they also share their ups and downs. So we know that it [practicing the KM processes in work] is not always going to work for the first time. They show us how they struggle and solve the problem. That’s sharing knowledge that is never written in books”

“All of us were selected to attend a conference. I have no idea what a conference is! Until we joined URPC [the acronym of the conference], I know what a conference is. It is interesting. We were pushed to write papers that I have never written before! We learnt so much from others in the conference. They are great speakers who share a lot of things that we don’t know”

As a reflection, I learnt that SLE should be conducted not all the time but once or twice in a semester for a course. It is an avenue where students learnt learning other skills rather than what is thought in books and to test understanding. SLE is a medium to teach beyond that, which includes skills such as innovativeness, creativity, communication, networking, confident and other soft skills. I find it important to also impart these soft skills which are needed to prepare them to join the workforce. With this kind of support, we could also groom students to be leaders and managers.

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My Reflection as an Educator

 

Picture taken during Private Education Excellence Award by Educoop May 2019

 

Level 1: Teacher

When I started teaching back in the year 2004, I wanted to be a good at teaching. I wanted to deliver good knowledge to students so that they will remember what I taught. I guess I did well after I came back from my master’s study. I did deliver my teaching content clearly and very well indeed. I know the subject matter well, so from  time  to time,  I improve the way I teach.

Level 2: Effective Educator

I remember somewhere in 2013, I came back from my PhD studies, all eager to impart knowledge to students and treat them like mature learners.  I do not want to ‘spoon-fed’ them but let them explore knowledge with minimal guidance. I started off with teaching the higher-level students (nearing to final year). I got the opportunity to teach the bigger picture of    a subject, the theories behind it, the analogies and metaphors. Students were challenged to put facts and concepts together to make sense of the subject. We discussed in class and I accept different standpoints and school of thoughts. I believe I have achieved the level of an effective educator at that point of time.

Level  3:  Scholarly Educator

In 2014, I have applied and received the scholarship of teaching & learning grant also known as the SoTL. I applied the scholarship because    I wanted to improve the way I teach. Truthfully, I was blur at that point. But one thing for sure, I wanted to improve the way I teach. I still remember, I attended the SoTL workshop delivered by Prof Raja Maznah from UUM. That is where I learnt about what should be in a SoTL grant application, the methodology, the expectation, how to collect data from students and more. It is all about improving your teaching! People who knows me well, would know that I love teaching. Therefore, the need to improve my way of teaching is pure, natural and its coming from within.   It is not that I have taught my students something wrong, or a wrong method! It is just that I wanted to improve the way I teach, the whole teaching system of mine for better. I started to attend workshops, seminars, talks and trainings to learn various methods, approaches and technologies as assistive tools. Which later than I adopted, adapted and applied to some of my teaching. I did a few try and error, exploration and my teaching are like a research experiment to me, for better teaching and learning. It’s a scholarly educator I supposed!

Level 4: SoTL Practitioner

At a juncture, somewhere in 2015, I started to feel kind right about flipped classroom. I have attended a few trainings and explore them.  Flipped is the one that I feel good about due to some reasons. One of it is due to the nature of courses that I taught are flipped-able and not too technical. I also taught final year students most of the semesters,  that made it even better  to flip my class. They are mature and independent learners that could prepare and grasp knowledge themselves with minimal guidance. In class, we were able to debate, discuss, and do more activities that requires them to think, solve problems, analyse and create. I kept doing flipped classroom from alternate weeks, to half semester and finally a full-flipped classroom!!!

Since I am a full flipped practitioner, at a point, I find it crucial to also know the impact of it. I have started to conduct action research to do weekly evaluation of my teaching, students’ performance, observe the technology usage and issues that rises. I found interesting data, ups and downs, challenges and issues. That’s the journey as a flipped practitioner, it’s a roller coaster ride!

Level 5: Educational Researcher

Starting 2018, I feel the urge to share my flipped approaches, issues, feedback, challenges and more. I guess I have come to the level of becoming an educational researcher. I felt the strong need to publish my work for other people to learnt, adapt, adopt and improve. I also started sharing data collected, the results and findings, in exhibitions, conferences, and expositions. It is great when I get recognitions, nevertheless, that’s not the point. The main drive is to share. I have started to be called for talks, symposiums, and to give trainings. Thanks to the opportunities that come and most importantly I am keen to advocate others. I am part of the Community of Practices to share knowledge and learn and improve from each other. One thing that I am doing now is to do intermittent stops and reflect, I am proud to say, I am building the capability to become an educational researcher.

Nevertheless, I continued to find room for improvements. Based on feedbacks from students, colleagues and other researchers, I realized the pockets that need to be improved. I continuously yearn to improve my teaching for better learning. Therefore, I have applied another SoTL grant to continue working on my T&L research. This time, I am focusing on better assessments that matches with the flipped learning. I feel that assessments need to be aligned with the delivery that we create. I have just started; my aim is to create the right assessments for the right approaches. We shall share the outcomes, probably in two years’ time!