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The purpose of this study is to propose a research model based on expectation-confirmation model (ECM) to examine whether interactivity and course quality factors (i.e. course content quality, course design quality) as antecedents to student beliefs can influence students' satisfaction and continuance intention of the cloud-based electronic learning (e-learning) system within the educational institution.

Sample data were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 515 (85.8%) useable questionnaires were analyzed using structural equation modeling.

Findings showed that students' perceptions of interactivity, course content quality and course design quality positively significantly contributed to their perceived usefulness, confirmation and satisfaction with the cloud-based e-learning system, which in turn directly or indirectly led to their continuance intention of the system. Thus, the results strongly supported the research model based on ECM via positioning key constructs as the drivers with all hypothesized links being significant.

This study identifies three factors (i.e. interactivity, course content quality, course design quality) as drivers from the learner perspective within the cloud-based e-learning environment, and links these factors to students' satisfaction and continuance intention of the cloud-based e-learning system based on ECM. It is particularly worth mentioning that the three drivers can serve as precursors for recognizing the determinants that are crucial to understand students' satisfaction and continuance intention of the cloud-based e-learning system. Hence, this study may provide new insights in nourishing the cloud-based e-learning continuance literature in the future.

The purpose of this research is to determine a comprehensive coursework for teaching quality management in the universities of developing countries i.e. Pakistan pertinent to the construction industry. Additionally, a framework was also developed based on the results.

Factors and course contents of quality management are extracted through a content analysis of the published literature. Further, a questionnaire survey is conducted involving 150 professionals to assess the requirements of the industry and academic professionals of the construction industry for effective quality management. Finally, for getting a more objective perspective, using quality function deployment (QFD) matrix a framework is developed.

The results show the level of importance of each design requirement. We can identify the design requirements through which we can fulfill the needs and demands of the stakeholders. Contents like benchmarking, supply chain management, six sigma and other data analysis methods, costing and auditing of quality, customer satisfaction analysis, TQM: theory and practices and ISO certification processes and procedures should be included in any course program related to quality management pertinent to the construction industry. Along with these contents, workshops and seminars must be arranged to address the user requirement for increased leadership and communication skills.

There is a lack of literature available on course content for quality management in the universities for the construction sector, therefore, a huge scope of future research in the field of quality management in the construction industry needs to be investigated. This research highlights the most significant quality management factors and course contents as per the requirement of industry professionals. Therefore, this study adds to the existing body of knowledge by developing a robust framework that will help decision-makers and top management to develop constructive quality management course work at university level that will help in producing qualified and trained quality professionals to the construction industry.

Explores the impact and relative importance of course content and the role of the instructor on measures of effectiveness for online courses. Uses items from a standard questionnaire to form measures of the quality of course content, the instructor’s role in facilitating the course and a number of global effectiveness measures. Suggests that the results vary depending on the global effectiveness measure being assessed, and identifies the questions which are of greatest importance.

With the increasing popularity of online courses, their quality has become a public concern. Based on the perspective of knowledge management, this study aims to identify comprehensive and granular quality factors of online courses and analyze the relationships between the factors.

Following the principles of the grounded theory, interpretive structural modeling and cross-impact matrix multiplication applied to classification (MICMAC) analysis methods, this research uses reviews and comments garnered from Zhihu, which is the most popular online question-and-answer community in China, to conduct the analysis.

Based on the text data, 50 factors that potentially affect the quality of online courses are obtained. The analysis identifies the hierarchical relationships and dependent correlations between the factors.

The research uses the knowledge transformation model to classify content elements according to their degree of descriptiveness and provides practical and effective suggestions for improving the quality of online courses.

The paper aims to explore and examine the factors that influence the post-consumption behavioral intentions of education consumers with the help of online reviews from a Massive Open Online Course (MOOC) platform in the knowledge payment context.

The paper adopted a novel mixed-method approach based on natural language processing (NLP) techniques. Variables were identified using topic modeling drawing upon 14,585 online reviews from a global commercial MOOC platform (Udemy.com). The relationships among identified factors, such as perceived quality dimensions, consumption emotions, and intention to recommend, were then tested from a cognition-affect-behavior (CAB) perspective using partial least squares structural equation modeling (PLS-SEM).

Results indicate that course content quality, instructor quality, and platform quality are strong predictors of consumers' emotions and intention to recommend. Interestingly, course content quality displays a positive effect on invoking negative emotions in the MOOC context. Additionally, positive emotions mediate the relationships between three perceived qualities and the intention to recommend.

Limited research has been conducted regarding MOOC consumers' post-consumption intentions in the knowledge payment context. Findings of this study address the limited literature on MOOC qualities and consumer post-consumption behaviors, which contribute to a comprehensive understanding of MOOC learners' experiences at a meso-level for future paid-MOOC creators.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-09-2021-0482/

Previous research has pointed to a lack of studies concerning supervision training courses. Consequently, the literature has little to suggest, and the research field is underexplored, so questions around the content and design of supervision training courses remain unanswered and need to be addressed systematically. The main aim of the present study is to explore and map whether shared content and design exist in supervisor training courses across different vocations.

A syllabus analysis is used in order to investigate characteristic features in supervisor training courses related to the professions of dentist, doctor, psychologist, police officer and teacher.

The results point to the existence of shared content in the different courses, such as an emphasis on learning and supervision theories, feedback, ethics, assessment and communication. Furthermore, the results conclude similarities in design of the courses, such as a problem-based approach, seminars, lectures and homework. Thus, there are common theoretical approaches to important supervisory competences.

Our results intend to offer possibilities to learn from different professions when improving supervisor training courses but may also constitute a starting point for developing a shared model of interprofessional supervisor competences. Furthermore, the results may support possible cooperation in interprofessional courses. This could include arranging interprofessional courses, where one part is shared for participants from the included professions and another part is profession-specific.

We seek to contribute to the research field of supervision at workplaces with knowledge and ideas about how to learn from different professions when developing and improving supervisor training courses.

The main purpose of this study is to examine whether quality factors as the antecedents to learner beliefs can affect learners' intention to use an e‐learning system.

This study gathered sample data from eight high‐tech companies in Taiwan. A total of 680 questionnaires were randomly distributed, 522 questionnaires were returned for a response rate of 76.76 percent, and 483 usable questionnaires were analyzed, with a usable response rate of 71.03 percent. Data were analyzed by using structural equation modeling.

Information quality, service quality, system quality, and instructor quality, as the antecedents of e‐learning acceptance can provide detailed accounts of the key forces underpinning employees' perception with regard to their beliefs (i.e. perceived usefulness, perceived ease of use, and perceived enjoyment), and this situation can further enhance employees' usage intention of the e‐learning system.

Based on the extended technology acceptance model and the updated DeLone and McLean information systems success model, this study integrates related e‐learning quality factors including information quality, service quality, and system quality into the research model and further contributes additionally to the identification of instructor quality that may lead to e‐learning acceptance. Also, it should be noted that the empirical evidence on capturing both extrinsic and intrinsic motivators for completely explaining quality antecedents of e‐learning acceptance is well documented in this study. Hence, this study contributes significantly to the body of research on evaluating the quality antecedents of e‐learning acceptance.

This article is a critical reflection of the development and implementation of one of the first online doctoral programmes in the UK set up at the University of Northumbria, Newcastle in 2000.

The method adopted for analysis takes the form of a case study.

Effective market research has to be undertaken to fully understand what students need and expect from an online programme of study. Course providers need to identify highly motivated students. Second, critical success factors focus on a well‐targeted curriculum that provides the skills and knowledge relevant to student needs, backed by exceptional faculty who provide innovative course design. Finally, there is a need for integrating the management, teaching and technical team to ensure a high quality and coherent programme delivery.

The reflections in this article can be used as a guide by other faculties wishing to develop online programmes. The article highlights some of the pitfalls of developing and implementing online course delivery and proposes adopting instructional guides as an aid to course design.

The article provides an original insight into some of the operational, technical and managerial issues relevant to delivering an effective online programme of study at an advanced level.

The purpose of this study is to reveal both the adaptations of information computer technology (ICT) teachers teaching the information technologies and software (ITS) course online during the pandemic and the factors that affect this adaptation process. Teachers’ endeavours to conduct their courses online, the support they take during their endeavours, and their relationships with such basic components as the environment, content and students during this adaptation process will be revealed within the framework of unified theory of acceptance and use of technology (UTAUT).

In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed. The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study. In this study, a sequential transformative mixed model was used in which firstly quantitative and then qualitative data were collected and analysed ( Creswell, 2009). The sample of this study consists of 307 ICT teachers employed and serving at public and private school in 2020–21. A proper sampling technique is used in the study.

The ICT teachers’ adaptations to the online courses have developed positively over the sub-dimensions of UTAUT, which are performance expectancy (PE), effort expectancy (EE), social influence (SE), facilitating conditions (FC) and behavioural intention (BI). The ICT teachers’ adaptations to the online instruction process have a significant effect on PE, FC and BI on the basis of gender, and on PE and EE on the basis of course content quality. In the process whereby the ICT teachers carry out the ITS course online, the sub-dimensions of PE, SE and FC are significantly predictive of the BI.

UTAUT has been taken as a guiding framework in explaining and discussing the adaptations. Similarly, in other studies focussing on adaptation, this model could be employed in planning the research process. In addition, this study has followed a method in which qualitative data are mostly used to explain the quantitative data. Further studies may adopt a process whereby qualitative data are largely used to describe the way ITS course is conducted in online environments and this process may be used to develop a model.

Examining the students’ BIs in online courses overlaps with the sub-dimension of PE in this study, which stresses that PE, EE and motivation are significantly and directly effective on the students’ intentions of using the online courses, while there is a difference between these two studies in terms of the dimension of EE. The factors such learning outcome, curriculum, attendance to the course, use of materials and tools, interaction and technological substructure appear to be affected by this dimension, so they could be taken as important in that they reveal the importance of the study.

This study may provide clues for the online instruction practices that it reveals teachers’ adaptations to online learning environments at secondary schools. On the other hand, software, hardware, coding and robotics take place in the subjects like product designing, developing and programming that are within the content of ITS course for secondary schools. Even though there is a curriculum prepared for these subjects, a lot of different instruction techniques can be used for the teaching of these subjects. This can allow some inferences about the environments and methods suitable for the online instruction of the related subjects.

The intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.

The researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.

Findings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.

Decision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.

Researchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.