I am a faculty member at the School of Education, Universiti Utara Malaysia. My research interests include Educational Technology, Instructional Technology, Computers in Education, Educational Research Methodology, Technology and ICT, Statistics for Educational Research and Structural Equation Modeling (SEM). I have engaged in many research projects and have received a total of five grants from the university, national (FRGS, RAGS) and college (Leads). I am better known as an Educational Technologist and I am currently teaching ICT in Education, Research Methods and Statistics in Education. Besides, I have written international articles and books which have been published at national as well as international levels. I am also a member of a few Editorial Boards for International Journals such as Journal of International Education Studies, Malaysian Journal of Learning & Instruction, International Journal of Education and Development using ICT and Journal of Studies in Education. Further
EDUCATION
BSC (ECONS) Hons, England
PhD (USM) Malaysia
RESEARCH, TEACHING, or OTHER INTERESTS
Multidisciplinary, Education, Social Sciences, Artificial Intelligence
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Scopus Publications
Scopus Publications
Systematic literature review on the effects of blended learning in EFL education Ziying Peng, Arumugam Raman Contemporary Educational Technology, 2026 <b>Aim:</b> This systematic literature review (SLR) critically examines the impact of blended learning (BL) in English as a foreign language (EFL) education, with a focus on methodological rigor and research gaps.<br /> <b>Background:</b> Although previous reviews have underscored the advantages of BL for EFL learners, many have been limited in scope, focused on narrow outcome measures, or insufficient methodological clarity. This review updates and extends earlier work by integrating studies published from 2020-2025, while assessing the methodological robustness of included studies.<br /> <b>Design:</b> SLR following preferred reporting items for systematic reviews and meta-analyses guidelines.<br /> <b>Methods:</b> Peer-reviewed articles published from January 2020 to April 2025 were identified through Scopus, Web of Science, and China national knowledge infrastructure. Inclusion criteria required interventions involving BL with EFL students, comparison groups, and reported learning outcomes. Methodological quality was evaluated using the mixed methods appraisal tool.<br /> <b>Results:</b> Thirty studies met the inclusion criteria. Findings suggest that BL exerts beneficial effects across five key areas: academic performance, learning engagement and motivation, learner autonomy, psychological well-being, and learning satisfaction. However, overreliance on quasi-experimental designs, convenience sampling, and short intervention durations undermines generalizability. Few studies explored mental health and critical thinking outcomes.<br /> <b>Conclusions:</b> BL has shown promising results in EFL contexts, but stronger empirical designs are needed. Future research should focus on randomized controlled trials, cross-regional studies, and theoretical grounding to ensure a robust evidence base. Educators are encouraged to incorporate BL strategically to foster improvements in writing skills and critical thinking.
Understanding student engagement: an examination of the moderation effect of professional teachers' competence Ika Maryani, Nursyiva Irsalinda, Patria Handung Jaya, Hanum Hanifa Sukma, Arumugam L. Raman Journal of Education and Learning, 2025 Due to low levels of student engagement during the COVID-19 pandemic, elementary school students suffered significant learning losses, which served as the driving force behind this research. Teachers should be the key to solving problems. This research aims to measure how much influence the competence of professional elementary school teachers has on student engagement in Indonesia. This research uses a quantitative approach with a correlational design and survey method. Data collection was carried out through teacher professional competency and student involvement questionnaires, with data sources coming from elementary school teachers and students in the western, eastern, and central regions of Indonesia. Samples were taken using the cluster random sampling technique. Quantitative data analysis was used with descriptive statistical stages, correlation analysis, regression analysis, and comparative analysis. The results of the hypothesis test also show that professional competence in the aspect of understanding content and understanding the curriculum has a significant influence on student engagement, while in the aspect of understanding student character, it does not have a significant influence. These results make an important contribution to teachers' ongoing professional development. Aspects of content development and curriculum development are recommended as priorities for self-development.
Systematic literature review on the effects of blended learning in nursing education Ruowei Wang, Arumugam Raman Nurse Education in Practice, 2025 AIM: The study aimed to comprehensively analyze and evaluate the effects of blended learning in nursing education. BACKGROUND: Blended learning addresses significant challenges in nursing education by offering flexible and adaptive learning environments that support the development of both theoretical knowledge and practical skills. Its importance grew post-COVID-19. Although some reviews have synthesized its effects in nursing education, they often focused on a limited scope and studies, leaving gaps in understanding its broader impact. DESIGN: Systematic literature review. METHODS: We employed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to search for literature published in PubMed, CINAHL, Web of Science, EMBASE, ERIC, Scopus and Cochrane Library from 2000 to June 26, 2024. Two researchers independently screened each article for eligibility and extracted the data. RESULTS: This review included 54 studies and found that blended learning positively influenced nursing students in five key areas: academic performance and skill development, learning engagement and motivation, self-management in learning, psychological and emotional well-being, learning experience and satisfaction. These were captured in a visual model showing the comprehensive impact of blended learning. Critical research gaps were identified, including a lack of randomized controlled trials and limited studies on mental health and clinical thinking abilities. CONCLUSIONS: The results of the study showed that the effects of blended learning in nursing education were positive and multi-dimensional. Despite some inconsistencies in findings, blended learning was shown to offer significant advantages over traditional learning, though further research is required to address areas of uncertainty.
Mapping e-learning policy in higher education: Global perspectives and emerging trends Kai Hu, Arumugam Raman, Fei Ya Shan Online Journal of Communication and Media Technologies, 2025 This paper explores worldwide researchers’ perspectives on e-learning policy in higher education, focusing on an approach that examines English-language and Chinese-language literature, which elucidates the intricate nature of e-learning policy. Despite a number of studies on e-learning policy in higher education context, few have considered using two linguistic databases (English and Chinese) for evaluating global perspectives on e-learning policy. To make sure that the review was composed systematically, the preferred reporting items for systematic reviews and meta-analysis was utilized, four English (Scopus, ERIC, Google Scholar, &amp; SAGE) and three Chinese databases—China National Knowledge Infrastructure, the Chinese University of Hong Kong Library, and Airiti Library—were used to screen pertinent studies for analyzing. Authors reached a consensus on coding 60 studies into six categories, which encompass perceptual, portraying, theory, literature reviews, comparative study, and discourse analysis. The review reveals a clear focus on theoretical articles in both English- and Chinese-language literature, with these articles being the most common across six segments. To further explore emerging trends on e-learning policy research, three primary themes and 19 sub-themes are identified from 60 studies. Implications for advancing future research are outlined.
Editorial: Navigating trends and challenges in educational professionalism Arumugam Raman, Asha Priya Thangavelu, Rajalakshmi S. A., M. G. Priya, H. Indu, Sundaresan Gayathridevi, K. Thiyagu Frontiers in Education, 2025 This research topic, "Navigating Trends and Challenges in Educational Professionalism," was thus initiated to consolidate empirical and theoretical work examining how educators across various contexts negotiate professionalism amid these changing conditions. The contributions compiled herein document existing tensions and best practices and propose directions for rethinking educator professionalism during these dynamic times.The main goals of this topic were to (1) explore how teachers understand and express their professional identity amidst modern challenges, (2) identify systemic, institutional, and personal elements that either facilitate or hinder professionalism, and (3) suggest frameworks or strategies to enhance professional skills in various environments. By encouraging contributions from different educational levels, cultural backgrounds, and research methods, we intended to gather comprehensive, cross-contextual insights rather than focusing narrowly on a single discipline.The articles published under this topic can be clustered into three thematic strands.Several studies on this topic have delved into how teachers conceptualize themselves as professionals and researchers in complex environments. For example, Ni (2024) examined how English teachers in a regional Chinese university articulated their research engagement amid institutional constraints, shedding light on the internal tensions between aspiration and action. Similarly, Ghiasvand et al. ( 2024) explored educator resilience in higher education during the COVID-19 pandemic, revealing how stressors strain professional commitment yet prompt adaptive strategies. Lunina and Jurgilė (2024) reported on teachers working with refugee children, highlighting loneliness, lack of support, and emotional challenges as realities that test professional resolve. Together, these contributions underscore that professionalism is not static but is continually negotiated concerning institutional constraints, well-being pressures, and identity tensions.The (2025) examine educational experiences in single-parent contexts to call for deeper educational professionalism that is socially responsive and equitable.While each article brings a distinct lens, they sketch a multifaceted portrait of educational professionalism: identity in tension, contextually mediated, and practice grounded in pedagogical commitment.From a broader perspective, these contributions advance this field in several ways. First, they reinforce that professionalism is not a monolithic, static set of norms but a dynamic, contested space in which identity, context, and practice intersect. Second, they signal that future professionalism research must attend to well-being, institutional constraints, and pedagogical innovation in tandem-not in isolation. Third, methodologically, they exemplify diverse designs (systematic reviews, quantitative modelling, narrative inquiry) that can be leveraged to triangulate the understanding of professionalism.We suggest a few promising pathways for future research. One is the integration of longitudinal designs to trace how professional identity evolves over time and in the face of change (e.g., policy shifts, digital disruptions). Another focus is on intervention studies: How might professional development programs or institutional reforms promote sustainable professionalism? Also crucial is comparative and cross-cultural work to discern universal versus context-bound professional norms. Finally, more attention to power relations, equity, and social justice is merited professionalism should not merely maintain the system but critically transform it in an inclusive direction.We sincerely thank the authors whose rigorous work has enriched this Research Topic. Your insights will help us better understand how educators negotiate professionalism in complex, shifting environments. We hope this collection stimulates further dialogue, empirical inquiry, and institutional innovation in educational professionalism.
Increase grit and learning satisfaction in physical education among student-athletes: augmented reality Learning is the Solution? Sandey Tantra Paramitha, Edi Setiawan, Irfan Benizar Lesmana, Amayra Tannoubi, Arumugam Raman, Ahmet Kurtoğlu, Novri Gazali, Taupik Rochman, Samson Getu, Joseph Lobo Retos, 2024 This study aims to investigate the effect of using augmented reality (AR) on increasing the level of grit and learning satisfaction among student-athletes. We adopted mixed-methods sequential explanatory design. A total of 40 student-athletes, participants were allocated into control group (CG, n = 20), and experiment group (AR, n = 20). The results of quantitative research based on the Paired sample t-test show that there are significant pre- and post-test differences in CG (p < 0.050, and AR (p < 0.05) in grit and satisfaction. At the same time, the results of 2-Way ANOVA show that there is an effect of time on the variables grit (CoI [p < .001, η²p = 0.810], PoE [p < .001, η²p = 0.837] and satisfaction (TaI [p < .001 , η²p = 0.812], PT [p < .001, η²p = 0.726], TP [p < .001, η²p = 0.649 ], IP [p < .001, η²p = 0.796], there is a group effect on the grit variable (CoI [p < .001, η²p = 0.488], PoE [p < .001, η²p = 0.451] and satisfaction (TaI [p = 0.025, η²p = 0.126], PT [p = 0.011, η²p = 0.159], IP [ p = 0.048, η²p = 0.099], but not found in the TP variable (p = 0.079, η²p = 0.079), and there was an interaction between grit (CoI [p < .001, η²p = 0.707], PoE [p < .001, η²p = 0.718], and satisfaction (TaI [p = 0.031, η²p = 0.117], but there was no interaction on PT [p = 0.113, η²p = 0.065 ], TP [p = 0.638, η²p = 0.006], IP [p = 0.565, η²p = 0.009]. While qualitative findings showed that student-athletes argued that AR has an advantage to create an interactive, interesting, and easy to use learning program to learn various skills in sports. Based on quantitative and qualitative research findings we conclude that integrated AR in PE is a powerful way to increase aspects of grit and learning satisfaction among student-athletes. Keywords: Technology teaching; Grit, Learning satisfaction, Physical education
Online purchases among consumers during the COVID-19 pandemic in Malaysia Arumugam Raman, Kai Hu Online Journal of Communication and Media Technologies, 2024 This research investigates the factors influencing consumers’ online buying behavior (OBB) through the examination of six hypotheses: attitude, perceived benefits and intention, subjective norms, cyberchondria, self-efficacy, and self-isolation intention. This study included 216 respondents in total. It was determined whether online purchasing behavior was valid using structural equation modelling. According to the study, every relationship is statistically significant and positive in orientation, highlighting the significance of these elements in determining consumers’ OBB. The impact of attitude, perceived benefits and intentions, subjective norms, and self-efficacy is consistent with earlier research on consumer behavior, highlighting the psychological factors influencing online purchasing decisions. The significant effects of cyberchondria also highlight the importance of health-related considerations in online purchasing decisions. The impact of self-isolation intention highlights how crucial outside factors, like the COVID-19 pandemic, are in influencing consumers’ online shopping behavior. The findings are significant as they provide detailed insights into the behavior of online shoppers in Malaysia, highlighting COVID-19’s impact and function of diverse demographics, potentially contributing to existing knowledge in the field of consumer behavior.
Systematic literature review on the holistic integration of e-learning in universities: Policy, human, financial, and technical perspectives Kai Hu, Arumugam Raman Contemporary Educational Technology, 2024 This systematic literature review (SLR) explores the integration of e-learning in universities, emphasizing a comprehensive approach that intertwines various mainstream perspectives. Despite numerous studies on e-learning implementation evaluation, few have holistically considered financial, human, technical, and policy factors. This review used PRISMA guidelines and sources from Scopus, Google Scholar, ERIC, SAGE, and ProQuest. Of 26 analyzed studies, seven core themes emerged: Policy, financial, technical, human, institutional factors, others, and an integrated perspective, further distilled into 13 sub-themes. Findings highlight the importance of an integrative framework for evaluating e-learning, underscoring the interplay between macro and institutional policies. Additionally, the authors recommend cross-national comparisons and data synthesis from stakeholders, including students, educators and directors, to fully grasp e-learning implementation dynamics. Distinctively, it adopts an integrated perspective, filling the research gap by emphasizing overlooked financial considerations and presenting a comprehensive view through an SLR. By drawing insights from human, finance, technical, and policy perspective, the study provides a multidimensional lens on e-learning. This forward-looking approach not only captures the current state of e-learning integration but also charts future research directions, establishing its originality and significance in higher education.
Distributive leadership as predictor of 21st century teaching practices Nantah Ponnusamy, Arumugam Raman International Journal of Evaluation and Research in Education, 2024 The concept of distributive leadership is a vital component of 21st century teaching practices. This study aimed to identify the dimensions that influence the development and implementation of science and mathematics teaching in dual language program schools. It was conducted with the help of over 336 teachers from 93 dual language program (DLP) schools in Malaysia. The distributive leadership readiness scale and 21st century skill (4C) questionnaire was used to collect data and analyze the effects of various dimensions on the development and implementation of science and mathematics teaching in dual language program schools. The results of the study revealed that the P3 model was associated with 14.9% (=.149) increase in the variance of 21st century teaching practices. The results of the analysis revealed that the changes in the three leadership style components included in the regenerating model were significant. The shared responsibility, leadership style and the combination of these dimensions contributed to the 12.9% (=.129) increase in variance. The research also found a positive relationship between 21st century teaching practices and the distributive leadership concept. The findings support the notion that distributive leadership can be a weak factor influencing the development and implementation of 21st century teaching practices.
Influence of Centrality in a Friendship Network on Organizational Citizenship Behaviour Fan Zhongfeng, , Arumugam Raman, and International Journal of Instruction, 2023 The relationship between the organizational citizenship behavior of academic staff and certain social network attribute variables, considered from the perspective of a social network needs to be better understood; however, the existing literature is scant and ambiguous. This study verifies the influence of an individual's level of centrality in a friendship network centrality on the organizational citizenship behavior of academic staff, and it explores the mediating role of team cohesion as a potential mechanism in this relationship. This paper uses the structural equation model approach to analyze the sample data, which consists of 187 academic staff from twenty-three scientific research teams. The findings reveal that centrality in a friendship network has a significant effect on teachers' organizational citizenship behavior. The results also demonstrate the mediating role of team cohesion in the relationship between friendship network centrality and organizational citizenship behavior. Specially, the results of the Smart Partial Least Squares (Smart PLS) indicate that this structural model has high predictive power. Theoretical and practical implications and limitations are discussed and suggestions regarding future work are given.
COACH LEADERSHIP STYLE, COACH-ATHLETE RELATIONSHIPS AND ENGAGEMENT IN TEAM SPORTS: THE MEDIATING ROLE OF ATHLETE BURNOUT Revista Iberoamericana De Psicologia Del Ejercicio Y El Deporte, 2023
Trello virtual learning and its effect on students’ critical thinking skills in essay writing International Journal of Advanced Science and Technology, 2020
FROG VLE: Teachers' technology acceptance using utaut model International Journal of Mechanical Engineering and Technology, 2018
Principals technology leadership and teachers technology integration in the 21st century classroom International Journal of Civil Engineering and Technology, 2018
