The aim of this study is to examine the factors that drive students’ self-disclosure on Social Networking Sites (SNSs). A total of 215 undergraduates from two public universities in East Malaysia were recruited as respondents. This study adapts self-disclosure model by Elmi, A.Iahad and Ahmed (2012), where the model proposed trust as one of the factors that complementing other existing factors in online self-disclosure. This study proved that privacy concerns (r = -.212, p < .01), perceived trust (r = .22, p < .01), perceived ease of use (r = .213, p < .01), and perceived enjoyment (r = .28, p < .01) are significantly related to students’ online self-disclosure on SNSs. In addition, as trust plays a vital role in moderating the users’ online self-disclosure behavior, this study formulated students’ trusts on SNSs based on three dimensions which are individual, institutional and online trust. Findings of study suggested that there is a significant difference between online trust based on male and female respondents.
Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.