Roslee Ahmad

Bio: Roslee Ahmad is an academic researcher from Universiti Sains Islam Malaysia. The author has contributed to research in topics: Higher education & Psychology. The author has an hindex of 8, co-authored 38 publications receiving 533 citations. Previous affiliations of Roslee Ahmad include Universiti Teknologi Malaysia.

Big data emerging technology: Insights into innovative environment for online learning resources

Abstract: Digital devices like tablets, smart phones, and laptop have become increasingly raised and utilised in higher education. As a result, current trends on ICT (information and communication technology) used in education begin widely with focusing on teaching and learning. The new concept of big data in recent ICT domain extends the promising research direction on online learning and big data integration through promising content that can be tailored for each student based on the context and Internet behaviour of users in online learning. This paper aims to explore innovative design for innovative online learning in Higher education using Big Data approach. Critical review from referred journals and books was conducted using thematic analysis. This paper proposes model reference which can be implemented with the technology in teaching and learning to improve student learning environment and outcomes and to enhance students’ development, performance and achievement in learning process in higher education.

Demystifying Learning Analytics in Personalised Learning

Abstract: This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in consider ing personalised learning within the context framework of learning analytics

Understanding Modern Learning Environment (MLE) in Big Data Era

Abstract: as an attempt to understand modern learning environment (MLE) to support learning in big data era, its exploration where the students are engaged to access online resources using their mobile devices, laptop and other digital devices needs to understand MLE as the term integrated between digital technology tools and learning skills. The convenient facilitation has a whole section designed to support learning styles which can exactly create the learning environment to be modern. This paper aims to explore innovative design for MLE with big data approach to see the chance in applying this model for the construction to the design of big data based learning environments to facilitate online learning towards information and knowledge in higher education setting. The finding reveals to propose model reference to be implemented to improve student learning outcomes in a technology-rich teaching and learning environment in higher education. As a result, this paper is expected to contribute in the support with an initiative in the learning performance.

Combining the previous measure of evidence to educational entrance examination

Abstract: Background and Objective: Educational entrance examination refers to the extent in selecting the student to enroll through admission into educational institution. It has an entire procedure administered to achieve from primary to higher education. However, not many researches were conducted using mathematical theory of evidence. This study aims to investigate the examination process about the admission into educational institutions using mathematical theory of evidence. Materials and Methods: The assessment on student's entrance examination through the effectiveness of Dempster-Shafer theory can be viewed with its significant contribution by combining the previous measure of evidence. Eight student's entrance examination results were proposed. Results: The result reveals that there were some significant findings in assessing the student's entrance examination using mathematical theory of evidence. Those were obtained degrees of belief of Computer Science with 76.4% for student 1, Computer Science with 64.2% for student 2, Computer Science with 75.4% for student 3, Computer Science with 80.3% for student 4, Computer Science with 67.4% for student 5, Computer Science with 57.1% for student 6, Islamic Studies with 26.3% for student 7, Computer Science with 62.5% for student 8. Conclusion: In this research, mathematical theory of evidence has been successfully developed to assess student's entrance examination and displaying the result of identification process.

Spiritually Integrated Psychotherapy: Understanding and Addressing The Sacred

Abstract: SPIRITUALLY INTEGRATED PSYCHOTHERAPY UNDERSTANDING AND ADDRESSING THE SACRED. Kenneth Pargament, New York: Guilford, 2007. Pp. 384, Pb, $38.00. Kenneth Pargament begins this work by giving a brief rational for spiritually integrated psychotherapy. The rationale includes the importance of spirituality among many along with the desire to have this dimension included in the therapeutic relationship. Despite these preferences along with research linking healthy spirituality with greater health and a sense of well-being, however, many psychologists leave spirituality out of the conversation, whether due to feelings of uneasiness or lack of preparation from their schooling, which may cause them to be less than effective during treatment. This disconnect, Pargament argues, must be addressed. Part two begins by framing the spiritually integrated approach as one that can be used with a broad authence, including clients and therapists from "diverse religious and non-religious backgrounds" (p. 21). With this in mind Pargament defines spirituality as "the search for the sacred" (p. 32). This discussion is followed by a description of several sacred dimensions and qualities we, as humans, share (e.g., the search for significance, intimacy, etc.), ways individuals hold on to the sacred (e.g., prayer, ritual, relationships etc.), and how spiritual coping mechanisms may help in times of stress. While mainly outlining positive mechanisms Pargament clearly points out how spirituality can become misdirected for some people. This type of dis-integrated spirituality (e.g., lack of scope depth, inflexibility, misdirection etc.) can include the use of 'small gods' (gods limited in some way) and/or 'false gods' (idolatry), by clients, often with unpleasant end results. For those who make it through their spiritual struggles successfully, Pargament contends, a spiritual transformation (e.g., letting go, new purpose, centering of the sacred etc.) often takes place that leads to a well-integrated spirituality (e.g., openness to differences, willingness to engage in spiritual dialogue, sincere desire to share spiritual experiences). Part three, the largest section of the book, explores how to address the sacred as part of clinical practice. Pargament begins by clearly defining what spiritually integrated psychotherapy is: "an approach to treatment that acknowledges and addresses the spirituality of the client, the spirituality of the therapist, and the process of change" (p. 176); he also encourages timid practitioners not to be rejectionists of this aspect but rather gain knowledge, tolerance, and selfawareness which leads to greater authenticity regarding this topic. From here the author outlines various integration techniques, which can be used in a clinical context. Beginning with implicit assessment, (e.g., judicious self-disclosure, openness to discussions of spirituality etc.), the therapist desires to move the process to one where spirituality is expressed more explicitly (e. …

Big Data Analytics Capabilities and Innovation: The Mediating Role of Dynamic Capabilities and Moderating Effect of the Environment

Abstract: With big data analytics growing rapidly in popularity, academics and practitioners have been considering the means through which they can incorporate the shifts these technologies bring into their competitive strategies. Drawing on the resource‐based view, the dynamic capabilities view, and on recent literature on big data analytics, this study examines the indirect relationship between a big data analytics capability (BDAC) and two types of innovation capabilities: incremental and radical. The study extends existing research by proposing that BDACs enable firms to generate insight that can help strengthen their dynamic capabilities, which in turn positively impact incremental and radical innovation capabilities. To test their proposed research model, the authors used survey data from 175 chief information officers and IT managers working in Greek firms. By means of partial least squares structural equation modelling, the results confirm the authors’ assumptions regarding the indirect effect that BDACs have on innovation capabilities. Specifically, they find that dynamic capabilities fully mediate the effect on both incremental and radical innovation capabilities. In addition, under conditions of high environmental heterogeneity, the impact of BDACs on dynamic capabilities and, in sequence, incremental innovation capability is enhanced, while under conditions of high environmental dynamism the effect of dynamic capabilities on incremental innovation capabilities is amplified.

Do the associations of parenting styles with behavior problems and academic achievement vary by culture? Results from a meta-analysis.

Abstract: Objective The study tested whether associations of parenting styles with internalizing problems, externalizing problems, and academic achievement vary between ethnic groups in western countries, between different regions of the globe, and by level of collectivism/individualism of individual countries. Method A systematic search in electronic databases and cross referencing identified 428 studies that were included in the random-effects meta-analysis. Results More ethnic and regional similarities than differences were identified. In western countries, associations of authoritative parenting with academic achievement were stronger in non-Hispanic, White families than in Asian minorities. In these countries, associations of authoritarian parenting with academic achievement were less negative in Hispanic families than in non-Hispanic, White families. Authoritative parenting was associated with at least 1 positive child outcome and authoritarian parenting was associated with at least 1 negative outcome in all regions of the globe, with some regional variation. Finally, associations of authoritarian parenting with child outcomes were weaker in countries with a higher individualism score, as were associations of authoritative parenting with academic performance. Conclusions Parents across the globe could be recommended to behave authoritatively, although authoritarian and permissive parenting is, to some extent, tolerable in a few cultural contexts. (PsycINFO Database Record