Abstract: The aim of the study was to identify seat belt wearing
factor among road users in Malaysia. Evidence-based approach
through in-depth crash investigation was utilised to determine the
intended objectives. The objective was scoped into crashes
investigated by Malaysian Institute of Road Safety Research
(MIROS) involving passenger vehicles within 2007 and 2010. Crash
information of a total of 99 crash cases involving 240 vehicles and
864 occupants were obtained during the study period. Statistical test
and logistic regression analysis have been performed. Results of the
analysis revealed that gender, seat position and age were associated
with seat belt wearing compliance in Malaysia. Males are 97.6%
more likely to wear seat belt compared to females (95% CI 1.317 to
2.964). By seat position, the finding indicates that frontal occupants
were 82 times more likely to be wearing seat belt (95% CI 30.199 to
225.342) as compared to rear occupants. It is also important to note
that the odds of seat belt wearing increased by about 2.64% (95% CI
1.0176 to 1.0353) for every one year increase in age. This study is
essential in understanding the Malaysian tendency in belting up
while being occupied in a vehicle. The factors highlighted in this
study should be emphasized in road safety education in order to
increase seat belt wearing rate in this country and ultimately in
preventing deaths due to road crashes.
Abstract: With the exponential progress of technological
development comes a strong sense that events are moving too quickly
for our schools and that teachers may be losing control of them in the
process. This paper examines the impact of e-learning and e-teaching
in universities, from both the student and teacher perspective. In
particular, it is shown that e-teachers should focus not only on the
technical capacities and functions of IT materials and activities, but
must attempt to more fully understand how their e-learners perceive
the learning environment. From the e-learner perspective, this paper
indicates that simply having IT tools available does not automatically
translate into all students becoming effective learners. More
evidence-based evaluative research is needed to allow e-learning and
e-teaching to reach full potential.