Online training is expected to increase retention of information and be less time-consuming. This leads to a motivation to identify a more effective content delivery for online training. Microlearning indicates that bite-sized content is delivered in short fragments that can fit into anyone’s hectic schedule. However, the perspective of microlearning and its content design is still indefinite. It is challenging to design content for training that optimizes microlearning’s characteristics. The purpose of this research is to identify the perspective towards microlearning and the significance of the design of micro-sized content for online training for employees. This study investigated two questions which are how to design an effective micro-sized content for enhancing employees learning opportunities and the type of topics which are relevant to learning. The study was carried out with employees from education industries and training service providers. Data was collected through a survey and focus group interview. The study recognised that employees are primarily familiar only with video-based microlearning content and they have inadequate knowledge on the application of other microlearning elements for content design. One of the most common microlearning elements – Video, that is between 5-7 minutes in length, is considered to be the most applicable element in microlearning. In conclusion, the perspectives concerning the challenges in designing microlearning content were discussed. The study also proposed 2 different architectures with different objectives for the overall microlearning content design based on the employee’s experiences and perspective.

The corresponding author was a former faculty at Universiti Tunku Abdul Rahman, Malaysia when the research was conducted. Cloud computing inherits all the systems, networks as well as Web Services’ security vulnerabilities, in particular for software

Cloud computing platform has gained popularity among service providers and consumers to perform business operations due to the ease of communication and transaction convenience in terms of accessibility and availability. However, due to the vulnerability of this dynamic open environment, it is crucial to have a binding agreement between all the service parties for ensuring trust while fulfilling the expected Quality of Services (QoS). There is a need to improve on the current Service Level Agreements (SLAs) practice which does not focus on the QoS and accountability assurance. In this paper, we propose an adaptive monitoring framework to dynamically monitor QoS metrics and performance measures to verify compliances to the respective SLAs. The framework is validated with scenarios on response time and availability which shown to provide adaptive remedy action to rectify violation situation. Besides, any service party which establishes non-compliance to SLAs shall be penalized in monetary terms.

Virtual Learning Environment (VLE) plays an important role as the online platform for education in recent years. Due to the significant increase of the shift of focus in utilizing VLE in comparing to the traditional learning environment, modularity and reusability of the services need to be increased as well. Most of the current existing VLEs are being developed using the system-based approach whereby if an education institute needs a VLE, they need to purchase the whole complete system and install it at their IT server. This limits the personalization of their VLEs in terms of user interface design and functionalities for both students and teachers (e.g. learning and coaching services). In considering the reusability, interoperability and integration of the services, Web 2.0 is adopted to improve the accessibility and flexibility of the web services. In this paper, we propose to develop VLE 2.0 using web services approach whereby the services implemented can be easily invoked, composed and reused according to the service consumer's requirements. Using VLE 2.0, education institutes can build their very own VLEs by consuming the developed VLE web services.