The connections between the design and use of space in higher education, and the production of teaching and learning, and of research, are not well understood. This study reports the developmental steps prior building the learning spaces in Universiti Sains Islam Malaysia (USIM). Space issues in higher education have usually been considered either in the context of space planning (the aim of which is to provide appropriate amounts of space for defined uses, and to maximise its use once provided) or as part of campus planning and building design. The findings report the level of design effectiveness of the learning spaces in USIM. The recommendation from learning space users to be utilised on the design improvement for the next learning spaces in USIM will be reported in this study.

Open and Flexible Learning is an excellent method of reaching all types of learners. It is truly a medium that helps to democratize education to all. Today, we are currently experiencing a time of constant evolution in the field of education in which students require more resources and tools to obtain the information and construction of knowledge. One such resource is the use of open and distance learning environment, where the lecturer assigns additional activities for the understanding of the concepts seen before. But there are times when the student does not understand the content because of the form it represents, making it necessary to have more options to facilitate the understanding of content through different ways that may be more attractive to the students, achieving more active participation in the subject and an affinity that leads to a better learning experience. This is the goal of the study, which proposes a model called “Learning Buffet Model” for designing Open and Flexible Learning content adaptable to the student´s learning style. This learning buffet model can be used as a fundamental model and applied in any area or discipline of education as it forces the consideration of four components (leaning style, content, pedagogy and technology) in the design of the lesson plan and subsequently enrich the learning environment with more specific learning objects the subjects taught.

This study discusses the development process of integrated Naqli and Aqli postgraduate courses for open and distance learning (NAPCOD) at Universiti Sains Islam Malaysia (USIM). This is a qualitative study using literature review and document analysis methods by assessing and analyzing discussions in texts content and being translated in the form of narrative approach. The NAPCOD are designed by first identifying a set of four (4) fundamental levels of Naqli and Aqli knowledge integration. These fundamental levels are subsequently converted to NAPCOD development process. The outcomes of this integration emphasize on good characters within the framework of Naqli and Aqli integration.

Technology Enhanced Learning (TEL) research has increasingly focused on emergent technologies such as Augmented Reality (AR), game and mobile to improve self-motivation and self-engagement of the learners in an appealing hybrid learning environment. This paper describes the development process of an augmented reality (AR) enhanced flashcards for non-native students of Universiti Sains Islam Malaysia (USIM) in scaffolding the memorization and retention of basic Arabic vocabulary through the inclusion of personalized learning using an application known as Aurasma. The study involved 24 elementary-level students in USIM and data collection was conducted by observing the students’ response and understanding in using the AR enhanced flashcards for personalized Arabic vocabulary learning. Findings indicated that the AR enhanced flashcards help in scaffolding the knowledge regarding the Arabic vocabulary learning. Furthermore, the findings showed that the AR enhanced flashcards facilitate the process of Arabic vocabulary personalized learning. The study showed that the augmented reality could be considered as one of the personalized learning platform that can be used to help students in memorizing certain information and maintained their knowledge of Arabic vocabulary, and creating novel sentences by using the target vocabularies more than half of the time.

The advancement of educational and informational technology communication (ICT) has paved new alternatives for English language teaching and learning. The use of Virtual World has become increasingly popular compared to conventional methods. Second life is an example of a typical virtual phenomenon that has raised interest among educators around the world. Many educational institutions have turned to SL due to its immersive and interactive environment and offering classes to enhance their students’ proficiency skills. This research is intended to elicit Iraqi students’ perception on SL’s potential as a virtual platform to improve English language learning. A qualitative case study was conducted. Data was collected through interviews. The research findings show that the learners were in favour of SL’s potential on improving English language proficiency. SL is fun to use, and most important of all, the learners feel that it is a new alternative to English language learning and needs to be explored.

Research education evolves day by day and has offers many new techniques to impart information and knowledge. One of the important discussions nowadays is ubiquitous engagement activities for students; learning in innovative ways. Hence the introduction of mobile applications as innovative ubiquitous engaging teaching and learning method. This review examined articles on mobile apps for teaching and learning at schools and up to higher institutions. A content analysis was used to analyse successful factors for teaching and learning via mobile applications. This review found that mobile apps improve knowledge accessibility, engagement of students, varieties of options, borderless education and yet allow collaborative between students and teachers. Furthermore, this paper gives insights on some items to be considered when developing mobile apps for T&L. Key words: Ubiquitous, Engagement, Easy of Access, Collaboration, Mobile Apps Development, Teaching and Learning.