Invited Speakers


Assoc. Prof. Mah Boon Yih, Universi Teknologi MARA (UiTM), Malaysia


Assoc. Prof. Ts. Dr Mah Boon Yih, a Professional Technologist, Microsoft Certified Educator, Microsoft Innovative Educator Master Trainer (2021-2022) and Microsoft Innovative Educator Expert (2021-2023), is an Associate Professor at the Academy of Language Studies, UiTM Penang Branch, Malaysia. He holds three degrees: PhD (E-learning), MA (Applied Linguistics), and BAEd (Hons) in ELS. As the outcome of his doctoral thesis, he has become the founder of Web-based Cognitive Writing Instruction (WeCWI), an award-winning hybrid e-framework for instructional design and language development, and WeCWI Integrated Solutions (WeCWIIS), a solution-driven web-based consultancy at Assoc. Prof. Ts. Dr Mah is included in Who’s Who in Science and Engineering 2011-2012 & 2016-2017, Who’s Who in Asia 2012, 2000 Outstanding Intellectuals of the 21st Century (7th and 9th Editions), Top 100 Educators 2012, Dictionary of International Biography (36th-38th Editions), Who’s Who in the World 2013-2015, Top 100 Professionals 2015, Leading Educators of the World 2015, and 50 Fabulous Edutech Leaders 2019. In addition, he is also the winner of the World Education Congress Global Awards 2016: Education Leadership Award (for Excellence in Education, Leadership & Teaching), Rector’s Special Award 2017, Award for Excellence in eLearning 2019, The Top Best E-learning Award 2020, and Anugerah Pengajaran (Kelompok Sains Sosial dan Kemanusiaan) in UiTM AAU2020.


Title: WeCWI-Enhanced 21CLD for Blended Learning: Driving Engagement with Tech Tools

Abstract:  Access to technology and interest in developing technologically integrated learning opportunities have significantly increased. Instructors who wish to increase student engagement and personalise their students' learning experiences must use technology to enhance teacher-student interaction in the classroom. As a synergy between WeCWI (know-what) and 21CLD (know-why), WeCWI-enhanced 21CLD guides the use of tech tools to enrich the pedagogical experience (know-how) to design learning with six instructional tasks: Read to construct knowledge; write to communicate skilfully; discuss to collaborate; learn using ICT; design to self-regulate; and innovate to solve real-world issues. Blended learning is a pedagogical model that combines multiple student-centred teaching and learning with technology. It requires students to spend most of their time learning with digital tools and the remainder in traditional face-to-face settings.

Even though educators have utilised blended learning for decades, but its implementation has been difficult for numerous reasons. It is crucial that blended learning should not be conflated with distance learning or hybrid (part on-campus, part off-campus) models. Although these learning models may incorporate blended learning, they are not, by definition, blended learning environments. This paper focuses on identifying multiple blended learning models and how they support student learning, determining which technology tools best align with the WeCWI-enhanced 21CLD as the learning processes and goals for different parts of the blended learning models, and suggesting for reflection, evaluation, and refining the blended learning models.


 Assoc. Prof. Hongfeng Zhang, Macao Polytechnic University, China


Hongfeng Zhang is an Associate Professor of School of Humanities and Social Sciences at Macao Polytechnic University. He is an expert on higher education studies and behavior management. He has had a long-standing interest in understanding higher education development and behavior management strategy from game theory perspective – its causes, how it is experienced, and potential solutions. His program of research has been conducting rigorous scholarly research that contributes to our knowledge base on higher education studies in Macau and is mobilized so that it has an impact on policy, practice and public opinion. Dr. Zhang has published international and domestic core journal papers extensively on the subject of higher education studies and related research, and his research on the impact of the characteristics of micro-society on higher education in Macau, online students’ learning perceives and models of behavioral interaction have contributed to the change in how we respond to the development of higher education in Macau. In 2011, he has been awarded “Excellent doctoral dissertation of higher Education study” by Chinese Association of Higher Education, and in 2019 he has also won the third prize in the Humanities and Social Sciences field in Macau and related Economic Award in 2016, etc.

As an expert in the area of higher education, Dr. Zhang has published several works, including "Game Analysis in University Organizational Change —— Payoffs, Choice of Strategy and Equilibrium " and " Micro-society and Research on the Development of Higher Education in Macau", etc. He has made efforts to bring together researchers, practitioners, students and people with lived experience of higher education to participate in an agenda of community engaged scholarship and knowledge creation designed to contribute to solutions to higher education issues.  His current research revolves around students' experiences and assessment of learning online during the COVID-19 pandemic.