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This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

The COVID-19 pandemic has created a significant disruption in the educational systems worldwide. Some institutions opted for emergency remote education due to the need to cancel in-person activities. The aims of this paper were to evaluate the use of asynchronous methodology in health sciences education, determine whether asynchronous methodology was sacrificing overall student satisfaction, and investigate whether satisfaction improved as the program develops.

Initially, there was phase 1 that corresponded to four weeks of activities. Each professor produced a video lesson, and after each video lesson, a weekly educational activity was made available. Next, phase 2 was implemented using the same methodology, however lasting six weeks. Three questionnaires were developed, and a Likert scale was administered to verify the students’ level of satisfaction. Data were analyzed using frequency distributions, mean values, standard deviation and confidence interval. The normality of the sum data (total of the questionnaires) was tested using the Kolmogorov–Smirnov test.

Although the students pointed out that the asynchronous methodology facilitated access to the content and considered this methodology satisfactory, they expressed a reduced level of satisfaction regarding emergency remote education in general when data from the first weeks were compared to those of the previous weeks. It is clear that students became increasingly discouraged and tired over time, which motivated the institution to shift into a combination of synchronous and asynchronous methodology to improve student learning.

Teaching in the field of health care encompasses difficult competencies that sometimes are impossible to be learned remotely, so there is a need to examine and evaluate properly the remote education in this area. With careful planning, educational institutions can evaluate their experiences during the pandemic, allowing those involved to highlight strengths and identify weaknesses to better prepare for future needs to improve remote education.

It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

This article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms.

To ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper.

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations.

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

The purpose of this pilot study was to evaluate an online mental health literacy training program for college female mentors.

Undergraduate female participants (n = 10) completed in asynchronous mental health literacy training. Participants completed the Heads Up Checkup (HCU) and mental health literacy scale (MHLS). Participant usage data were collected for the training course and analyzed using means and standard deviations. Qualitative data were analyzed by axial coding and thematic categorization.

The mean MHLS score, based on mean (M) and standard deviation (SD), was high for the participants (M = 145.69, SD = 8.41). Six qualitative themes from the training effectiveness feedback were used: (1) help-seeking, (2) stress management, (3) tailored guidance to resources, (4) understanding warning signs, (5) body image awareness and (6) engaging with mentees.

There are a few limitations to this study including the small sample size, unrestricted time frame for completion of the asynchronous training and the need for long-term follow-up of the intervention effects.

This pilot study provides initial support for the mental health literacy training program when implemented with undergraduate females.

Given inadequate mental health literacy in college females regarding such topics, continually training undergraduates about these warning signs is necessary. Future research could consider implementing this program with all gender identities, various age groups and in both synchronous and asynchronous modalities. This program could also be replicated using a pre- and post-test design to evaluate direct impact of the training on outcome variables.

All the participants discussed how the training prepared them in aiding mentees in help-seeking and identifying appropriate mental health resources. Participants also indicated how the training enabled personal and others-oriented stress management, which supports a mental health literacy training program that reduced stress in medical students.

Digital learning systems are crucial for education and data collected can analyse students learning performances to improve support. The purpose of this study is to design and build an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet.

A Learning Box has been build based on minicomputer and a web learning management system (LMS). This study presents different options to create such a system and discusses various approaches for data syncing. The structure of the final setup is a Moodle (Modular Object Oriented Developmental Learning Environment) LMS on a Raspberry Pi which provides a Wi-Fi hotspot. The authors worked with lecturers from X University who work in remote Northern Territory regions to test this and provide feedback. This study also considered suitable data collection and techniques that can be used to analyse the available data to support learning analysis by the staff. This research focuses on building an asynchronous hardware and software system that can store data on a local device until able to share. It was developed for staff and students at university who are using the limited internet access in areas such as remote Northern Territory. This system can asynchronously link the users’ devices and the central server at the university using unstable internet. Digital learning systems are crucial for education, and data collected can analyse students learning performances to improve support.

The resultant system has been tested in various scenarios to ensure it is robust when students’ submissions are collected. Furthermore, issues around student familiarity and ability to use online systems have been considered due to early feedback.

Monitoring asynchronous collaborative learning systems through analytics can assist students learning in their own time. Learning Hubs can be easily set up and maintained using micro-computers now easily available. A phone interface is sufficient for learning when video and audio submissions are supported in the LMS.

This study shows digital learning can be implemented in an offline environment by using a Raspberry Pi as LMS server. Offline collaborative learning in remote communities can be achieved by applying asynchronized data syncing techniques. Also asynchronized data syncing can be reliably achieved by using change logs and incremental syncing technique.

Focus on audio and video submission allows engagement in higher education by students with lower literacy but higher practice skills. Curriculum that clearly supports the level of learning required for a job needs to be developed, and the assumption that literacy is part of the skilled job in the workplace needs to be removed.

To the best of the authors’ knowledge, this is the first remote asynchronous collaborative LMS environment that has been implemented. This provides the hardware and software for opportunities to share learning remotely. Material to support low literacy students is also included.

The purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.

This paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.

The findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.

This study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.

Academic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.

The author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.

As far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.

Asynchronous Video Interviews (AVIs) incorporating Artificial Intelligence (AI)-assisted assessment has become popular as a pre-employment screening method. The extent to which applicants engage in deceptive impression management (IM) behaviors during these interviews remains uncertain. Furthermore, the accuracy of human detection in identifying such deceptive IM behaviors is limited. This study seeks to explore differences in deceptive IM behaviors by applicants across video interview modes (AVIs vs Synchronous Video Interviews (SVIs)) and the use of AI-assisted assessment (AI vs non-AI). The study also investigates if video interview modes affect human interviewers' ability to detect deceptive IM behaviors.

The authors conducted a field study with four conditions based on two critical factors: the synchrony of video interviews (AVI vs SVI) and the presence of AI-assisted assessment (AI vs Non-AI): Non-AI-assisted AVIs, AI-assisted AVIs, Non-AI-assisted SVIs and AI-assisted SVIs. The study involved 144 pairs of interviewees and interviewers/assessors. To assess applicants' deceptive IM behaviors, the authors employed a combination of interviewee self-reports and interviewer perceptions.

The results indicate that AVIs elicited fewer instances of deceptive IM behaviors across all dimensions when compared to SVIs. Furthermore, using AI-assisted assessment in both video interview modes resulted in less extensive image creation than non-AI settings. However, the study revealed that human interviewers had difficulties detecting deceptive IM behaviors regardless of the mode used, except for extensive faking in AVIs.

The study is the first to address the call for research on the impact of video interview modes and AI on interviewee faking and interviewer accuracy. This research enhances the authors’ understanding of the practical implications associated with the use of different video interview modes and AI algorithms in the pre-employment screening process. The study contributes to the existing literature by refining the theoretical model of faking likelihood in employment interviews according to media richness theory and the model of volitional rating behavior based on expectancy theory in the context of AVIs and AI-assisted assessment.

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.

The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.

Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.

The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.

This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.

The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.

The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.

This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.

The purpose of this study is to explore linguistic stylometric patterns encompassing lexical, syntactic, structural, sentiment and politeness features that are found in librarians’ responses to user queries.

A total of 462 online texts/transcripts comprising answers of librarians to users’ questions drawn from the Internet Public Library were examined. A Principal Component Analysis, which is a data reduction technique, was conducted on the texts and transcripts. Data analysis illustrates the three principal components that predominantly occur in librarians’ answers: stylometric richness, stylometric brevity and interpersonal support.

The results of the study have important implications in digital information services because stylometric features such as lexical richness, structural clarity and interpersonal support may interplay with the degree of complexity of user queries, the (a)synchronous communication mode, application of information service guideline and manuals and overall characteristics and quality of a given digital information service. Such interplay may bring forth a direct impact on user perceptions and satisfaction regarding interaction with librarians and the information service received through the computer-mediated communication channel.

To the best of the authors’ knowledge, the stylometric features encompassing lexical, syntactic, structural, sentiment and politeness using Principal Component Analysis have not been explored in digital information/reference services. Thus, there is an emergent need to explore more fully how linguistic stylometric features interplay with the types of user queries, the asynchronous online communication mode, application of information service guidelines and the quality of a particular digital information service.