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E‐learning is becoming a major component in academia today. Therefore, the success of e‐learning online communities is crucial in order to ensure their permanency and effectiveness. There is a need for formalized guidelines in e‐learning that instruct the designer (course instructor) on how to design, maintain, and manage a course. Some research has been done on the subject, but none proposes formalized guidelines, and none draws the results from the users’ perspectives. The users, students in this case, should be at the heart of the design and their thoughts, wishes, and needs should be implemented in the user‐centered design. In this study, through an iterative testing approach, the researchers formalized and validated a set of design heuristics that instruct an online educator on how to design, manage, deliver, and nurture an e‐Learning online community.

Online learning is essential in today’s world. The COVID-19 has resulted in shutting down all the universities across the globe. Countries like India and Turkey (lower-income countries) are suffering a lot in giving the best classroom practice to their students through online mode. The entire way of teaching-learning has changed drastically, and it is a need of an hour. Research suggests that online learning has been shown to increase retention of information, and take less time, meaning the changes coronavirus have caused might be here to stay. It is therefore important to understand from student’s perspectives about learning online. The paper systematically surveys the perception of learning online for Indian and Turkan students.

To achieve this goal, 594 samples of students (from India and Turkey country) have been taken into considerations, and through statistical measures, the results were analyzed. The set of four research questions comprising of effect of study on COVID-19 pandemic, perception of learning online in COVID-19 pandemic, perception of different genders in learning online and perception of Indians over Turkan students in learning online were analyzed through statistical measures such as mean, standard deviation and so on.

The descriptive statistics of various responses across various dimensions (gender, country) reveals that there is no effect in learning online as compared to classroom-based teaching. On the other hand, there is no significant difference in gender and country in learning online.

Online learning has become crucial in higher education as far as pandemic situation is concerned. Many higher education institutions across different countries are suffering various problems from student point of view. Middle-income countries who are with limited assets and less advancements in higher education need to adhere to certain guidelines in online learning. This empirical study will help to understand the perception of students in online learning across India and Turkey.

This research investigates the impact of learners' non-substantive responses in online course forums, referred to as online listening responses, on e-learning performance. A common type of response in online course forums, online listening responses consist of brief, non-substantive replies/comments (e.g. “agree,” “I see,” “thank you,” “me too”) and non-textual inputs (e.g. post-voting, emoticons) in online discussions. Extant literature on online forum participation focuses on learners' active participation with substantive inputs and overlooks online listening responses. This research, by contrast, stresses the value of online listening responses in e-learning and their heterogeneous effects across learner characteristics. It calls for recognition and encouragement from online instructors and online forum designers to support this activity.

The large-scale proprietary dataset comes from a leading MOOC (massive open online courses) platform in China. The dataset includes 68,126 records of learners in five MOOCs during 2014–2018. An ordinary least squares model is used to analyze the data and test the hypotheses.

Online listening responses in course forums, along with learners' substantive inputs, positively influence learner performance in online courses. The effects are heterogeneous across learner characteristics, being more prominent for early course registrants, learners with full-time jobs and learners with more e-learning experience, but weaker for female learners.

This research distinguishes learners' brief, non-substantive responses (online listening responses) and substantive inputs (online speaking) as two types of active participation in online forums and provides empirical evidence for the importance of online listening responses in e-learning. It contributes to online forum research by advancing the active-passive dichotomy of online forum participation to a nuanced classification of learner behaviors. It also adds to e-learning research by generating insights into the positive and heterogeneous value of learners' online listening responses to e-learning outcomes. Finally, it enriches online listening research by introducing and examining online listening responses, thereby providing a new avenue to probe online discussions and e-learning performance.

The purpose of this paper is to explore experiences of e-learners in relation to their time preferences, and to examine how technology changes temporal culture in e-learning.

A pilot study using multiple methods of data collection to provide a rich picture of the experience of e-learners in relation to temporal flexibility. Taking a narrative approach it analysed data from a survey, time tracking data as well as data from online discussion boards, learners’ assignments and short telephone interviews.

The study found e-learners may experience temporal culture shock when starting to study online for the first time. It highlights the need to explore an individual's time preference and to consider the temporal culture of the e-learning programme.

It highlights that the issue of time is still missing from educational studies and suggests that temporal aspects are included in e-learning research studies. This is a small exploratory study but it indicates the need for further research to explore the potential for temporal culture shock and influence of e-learner time preferences.

Designing an e-learning environment for learners needs to consider learner time preferences to ensure that temporal flexibility is a realised benefit, not a barrier to learning. The temporal culture of the online learning environment also needs to be made explicit so that learner expectations can be managed.

It contributes to the literature on e-learning in the higher education context by providing a temporal lens to explore learner experiences. It is of value to educationalists and learning technologists designing, delivering or evaluating e-learning programmes. Online learners may also benefit from its findings.

The purpose of this paper is to discuss the development and assessment of learning support environments for academic writing that utilize ICT, such as e-learning and online tutoring, in Japanese higher education. First, the authors introduce the design of an e-learning writing program for the Japanese language and assess whether the program is an effective learning support tool for undergraduates. Second, the authors analyze and assess online tutoring support for academic writing and clarify the merits and disadvantages of online and offline tutoring at writing centers, then suggest instructional strategies by analyzing the writing tutoring process.

The authors adopted e-learning goals to assess its effectiveness. The authors asked the participants questions they could answer from five-point scales, conducted a paired t-test, and included a free description-type questionnaire. Then, to assess online tutoring, the 12 students took pre- and post-test questionnaires, after which the authors conducted a Wilcoxon signed rank test. In addition, the authors carried out a Kruskal–Wallis rank sum test in order to confirm differences in satisfaction level and the effectiveness of face-to-face tutoring and online tutoring.

By analyzing the pre- and post-test results, the t-test confirmed that the students found the e-learning system to be effective for nurturing academic literacy. This means the system is appropriate as a support tool for nurturing academic writing, especially writing knowledge and rules, and university must provide a comprehensive learning support environment including e-learning. Next, the authors found no statistically significant difference between face-to-face and online tutoring, although some problems with the writing process remained. So online tutoring has opportunity to promote autonomous learning. The research results make it clear that because of writing centers’ potential and their effectiveness in utilizing ICT tools.

Research findings about academic writing are to improve the tutoring process and writing strategies, such as the use of ICT for academic writing support like e-learning, online tutoring, do not exist. To provide learning opportunity to learners and promote autonomous learning, e-learning and online tutoring are important. For the reasons noted above, it is necessary to provide an alternative writing support environment to students in Japan. Therefore, the authors report on and assess the development of learning support environments for e-learning programs and online tutoring for academic writing at the undergraduate level in Japan.

This study aims to evaluate a culture-based blended learning multilingual course created for adult learners in ten languages and the development of learners’ 21st-century skills during its implementation in six European countries – Croatia, Latvia, Slovenia, Romania, Poland and Czechia in the COVID-19 period.

A cross-sectional survey of 638 participants was conducted using a paper-based questionnaire. Data analysis was carried out applying Bereday’s four-step model comprising description, interpretation, juxtaposition and comparison to find out similarities and differences among various groups of learners.

Overall, learners have developed their 21st-century skills, but the improvement has not been the same for all target audiences. Learners with economic, social and cultural barriers were more positive in their evaluation than those with geographic and learning obstacles.

The research was conducted during the COVID-19 pandemic, and the face-to-face stage was replaced with online learning on virtual platforms, which impacted the research results. The results cannot be generalized to all adult learners as significant differences were discovered among various target groups of learners.

The course may be implemented for formal and non-formal adult education when face-to-face teaching/learning is restricted.

The findings indicate that the course is especially suitable for learners with economic, social and cultural obstacles to learning.

The article focuses on the use of blended learning in non-formal/informal adult education, which is a less widely researched area. The target course implemented during the COVID-19 pandemic shows a novel way of engaging adult learners in lifelong learning, including those with certain barriers to learning.

During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19.

Data were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data.

The results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use.

These results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided.

This study aims to explore and compare the approach and avoidance factors in motivating students to study using three different learning methods: face-to-face learning, online learning and hybrid learning.

This research uses in-depth online interviews to gain insights from students. Purposive sampling was applied to recruit 33 informants from two private universities in Indonesia. The verbatim data were analyzed using a thematic content analysis to identify motivational factors.

This study revealed four motivational factors regarding the approach to face-to-face learning/avoidance of online learning and five motivational factors regarding the approach to online learning/avoidance of face-to-face learning. Most of the motivational factors (i.e. learning effectiveness, social interaction, campus life experiences, physical wellness, flexibility and technological learning) are also found in the approach to hybrid learning.

The existing qualitative research suffers from generalizability, as does this study. Future research can investigate other contexts or use quantitative research to validate the findings.

By identifying the approach and avoidance motivational factors, higher education institutions can enhance the approach (positive) factors and minimize or eliminate the avoidance (negative) factors that motivate their students to study using different learning methods.

This research complements the existing literature using new perspectives, namely, the approach and avoidance factors that motivate students to study through face-to-face learning, online learning and hybrid learning post-COVID-19.

This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.

The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.

For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.

More research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.

Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.

This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.

This study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.

The outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.

Distance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.