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We aimed to identify factors that influence student engagement in distance learning.

The research involved a group of 671 students from economic and technical higher education institutions in Poland. We collected the data with the CAWI technique and an original survey. Next, we processed the data using principal component analysis and then used the extracted components as predictors in the induced smoothing LASSO regression model.

The components of the students’ attitude toward remote classes learning conditions are: satisfaction with teachers’ approach, attitude to distance learning, the system of students’ values and motivation, IT infrastructure of the university, building a network of contacts and communication skills. The final model consisted of seven statistically significant variables, encompassing the student’s sex, level of studies and the first five extracted PCs. Student’s system of values and motivation as well as attitude toward distance learning, were those variables that had the biggest influence on student engagement.

The research result suggests that in addition to students’ system of values and motivation and their attitude toward distance learning, the satisfaction level of teachers’ attitude is one of the three most important factors that influence student engagement during the distance learning process.

The main value of this article is the statistical model of student engagement during distance learning. The article fills the research gap in identifying and evaluating the impact of various factors determining student engagement in the distance learning process.

In 2022, the International Network for Quality Assurance (QA) Agencies in Higher Education (INQAAHE) published the new guidelines by adding three QA modules in response to the changing higher education landscape. The paper aims to investigate the transformative focus of quality assurance in higher education globally as well as Asian response to three new QA modules according to the INQAAHE ISGs.

The research conducted a quantitative approach for data collection. An on-line survey was conducted to perceive QA practices, perceptions toward new emerging QA modules and challenges encountered. In total, there were 26 responses from 18 territories with 22 QA agencies. A total of 13 out of them have a national qualifications framework in place.

Three are three major findings in the study. First, national policy and criteria and standards in distance education have been developed in the majority of Asian nations. Second, non-signatories of the Tokyo Convention had a higher proportion of having related policies, regulations and criteria in CBHE and distance education. Third, national policies and regulations; and lack of professional staff are two common challenges implementing QA in new types of providers.

The findings are of value for policymakers, QA agencies and universities to advocate the new QA model as a systematic approach in response to changing higher education landscape in the post pandemic era.

This study aims to analyze to what extent distance education is feasible and efficient with the limited technological infrastructure in Egypt. The study answers this question from the perspective of households' preparedness level regarding possessing information and communication technologies (ICTs). In addition, it assesses whether the pattern of students' ICT ownership is influenced by disability- and socioeconomic-based inequality in education and whether the pattern of ICT ownership exacerbates such biases.

A three-stage probit model with double sample selection (PMDSS) was applied to estimate the factors likely to influence ICT possession, considering the selection process for school enrollment and education continuation. The authors utilized nationally representative data from the Egypt Labor Market Panel Survey 2018.

About 40% of students aged 12–25 did not have ICTs. Most socioeconomically poor households, particularly those living in Upper Egypt, were the least likely to obtain ICTs and rely on distance education. In addition, female students, particularly those with disabilities, had the lowest chance of benefitting from distance learning.

The persistent structural deprivation of school enrollment and educational progression has led to the positive selection of well-off children in education, which is extended to ICT possession and internet use. Without addressing these structural biases, the study suggests that distance education will likely exacerbate educational inequalities.

The study analyzed the extent to which Egyptian families were prepared in 2018 regarding ICT possessions for distance education for their children, particularly those with disabilities. Furthermore, it investigated whether access to distance learning was influenced by disability- and socioeconomic-based inequalities in education.

This study focuses on the triadic multilevel psychic distance (MPD) between the firm, target market and bridge-maker and its consequences for firm internationalization. Specifically, it spotlights the triadic psychic distance between firms, the levels of psychic distance in the target market (country and business) and the bridge-maker. Therefore, this study examines the triadic MPD among these three entities and its impact on firm internationalization.

This study uses qualitative and case study research approaches. It is based on 8 case companies and 24 internationalization cases. Secondary data were collected, and interviews with bridge-makers and industry experts were conducted.

The study found that MPD appeared in the triad. The MPD between firms and markets is related to country-specific differences and business difficulties. The MPD between the firm and the bridge-maker is based on the latter’s lack of knowledge vis-à-vis bridging the firm’s MPD. Finally, the MPD between bridge-makers and the market is based on the former’s lack of knowledge of the home country’s business difficulties.

This is the first study to develop and adopt a triadic multilevel psychic distance conceptualization that provides evidence for and sheds light on the triadic MPD and its effect on firm internationalization. This study identifies the reasons behind triadic MPD in connection to firm internationalization. Notably, firm internationalization is interdependent on the triadic MPD setting between the firm, bridge-maker and target market. It has theoretical value and contributes to the recent advancement in the understanding of MPD in international marketing literature.

With the advancement of technology, microlearning has emerged as a promising method to improve the efficacy of teaching and learning. This study aims to investigate the document types, volume, growth trajectory, geographic contribution, coauthor relationships, prominent authors, research groups, influential documents and publication outlets in the microlearning literature.

We adapt the PRISMA guidelines to assess the eligibility of 297 Scopus-indexed documents from 2002 to 2021. Each was manually labeled by educational level. Descriptive statistics and science mapping were conducted to highlight relevant objects and their patterns in the knowledge base.

This study confirms the increasing trend of microlearning publications over the last two decades, with conference papers dominating the microlearning literature (178 documents, 59.86%). Despite global contributions, a concentrated effort from scholars in 15 countries (22.39%) yielded 68.8% of all documents, while the remaining papers were dispersed across 52 other nations (77.61%). Another significant finding is that most documents pertain to three educational level categories: lifelong learning, higher education and all educational levels. In addition, this research highlights six key themes in the microlearning domain, encompassing (1) Design and evaluation of mobile learning, (2) Microlearning adaptation in MOOCs, (3) Language teaching and learning, (4) Workflow of a microlearning system, (5) Microlearning content design, (6) Health competence and health behaviors. Other aspects analyzed in this study include the most prominent authors, research groups, documents and references.

The finding represents all topics at various educational levels to offer a comprehensive view of the knowledge base.

Social media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.

This qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.

Findings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.

Previous studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

This exploratory study aims to discover the different forms of challenges encountered by school stakeholders, including students, teachers, parents and management due to the coronavirus disease 2019 (COVID-19) pandemic.

Qualitative methodology was deployed for the study. A purposive sampling technique was used to select the respondents for a semi-structured interview. Data were examined using interpretative phenomenological analysis (IPA).

It was found that each stakeholder faced four different challenges: mental distress, physical immobility, financial crunches and technological concerns. Findings suggest that teachers are experiencing higher financial, technological and physical challenges as compared to other stakeholders followed by parents.

This paper discusses the major challenges faced by each stakeholder along with the opportunities. These findings will be useful for educationists, regulatory authorities, policymakers and management of educational institutions in developing countries to revisit their policy frameworks to develop new strategies and processes for the smooth implementation of remote learning during a period of uncertainty.

The paper aims to solve the problem of personnel intrusion identification within the limits of high-speed railways. It adopts the fusion method of millimeter wave radar and camera to improve the accuracy of object recognition in dark and harsh weather conditions.

This paper adopts the fusion strategy of radar and camera linkage to achieve focus amplification of long-distance targets and solves the problem of low illumination by laser light filling of the focus point. In order to improve the recognition effect, this paper adopts the YOLOv8 algorithm for multi-scale target recognition. In addition, for the image distortion caused by bad weather, this paper proposes a linkage and tracking fusion strategy to output the correct alarm results.

Simulated intrusion tests show that the proposed method can effectively detect human intrusion within 0–200 m during the day and night in sunny weather and can achieve more than 80% recognition accuracy for extreme severe weather conditions.

(1) The authors propose a personnel intrusion monitoring scheme based on the fusion of millimeter wave radar and camera, achieving all-weather intrusion monitoring; (2) The authors propose a new multi-level fusion algorithm based on linkage and tracking to achieve intrusion target monitoring under adverse weather conditions; (3) The authors have conducted a large number of innovative simulation experiments to verify the effectiveness of the method proposed in this article.