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The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and school design on the behavior of students in elementary schools.

A questionnaire was designed to evaluate the components of the model. Experts with significant experiences in the field of students’ behavior revised the surveys. Data were collected from 400 teachers of the elementary schools in Iran. The SMART-PLS 3.2 and SPSS 22 software package were used in the field of questionnaires’ statistical analysis.

Findings confirmed the suggested model’s validity for elementary students’ behavior assessment. The consequences of this research illustrated the effect of environmental psychology on the behavior of elementary students. In addition, the authors were concluded that intention to e-learning has a significant role in developing the action and behavior of the elementary students. Moreover, the learning style has an affirmative and considerable impact on the behavior of elementary students. Finally, school design has an affirmative and significant effect on the manner of the elementary students.

The consequences of this research have provided some traces about the basic perspectives, which have to be in the center of attention of administrators. For instance, school design and learning style sound to be a decisive mechanism for improving action and learning behavior. In addition, educational leaders may use the findings to evaluate their school facilities and define where developments will have the most significant impact or planners may use the results to assist architects in the design and construction of new educational services.

This study builds a valuable contribution by focusing on pupil environmental psychology, e-learning, learning style and school design in elementary schools by enlightening the connection between them and students’ manner.

According to Fee (2009), e-learning systems have three components: technology, learning content and e-learning design. Few studies have examined e-learning design as an educational process, although universities are increasingly using e-learning as they become more entrepreneurial. This article aimed to investigate how universities approach e-learning design.

The study used a mixed methods approach. First, the authors carried out a quantitative analysis of the websites of the top 100 European universities in the Quacquarelli Symonds Ranking. The authors then moved to a qualitative approach, analyzing a pilot case and three case studies. Semistructured interviews were conducted with managers of e-learning services at the chosen European universities.

The 100 best European universities in the Quacquarelli Symonds Rankings all use e-learning methods. The case study universities were selected from this list. The semistructured interviews with managers of e-learning services highlighted the importance of the design of e-learning courses. However, most focused on the professional figures involved, rather than the process for e-learning and the overall design of the course.

The article provides a detailed study of e-learning design in an educational context. The analysis of multiple case studies allowed the authors to identify how the selected universities carry out didactic design activity through the use of technology. It therefore contributes to knowledge of cases of digital academic entrepreneurship.

The increased pressure to incorporate communication technologies into learning environments has intensified the attention given to the role of computer‐mediated communication (CMC) in academic settings. However, the issue of how and why these technologies, especially synchronous CMC applications, has been given less attention in pedagogical literature. This paper aims to address this problem.

The paper provides issues for consideration in the deployment of synchronous CMC in educational settings.

Shows that there are differences in asynchronous and synchronous CMC with related issues of productivity of student learning and control.

This paper outlines advantages and disadvantages of using synchronous CMC in education while offering practical guides.

The purpose of this paper is to explore the determinants of pre‐service teachers' perceived usefulness of e‐learning for teaching and learning.

A total of 189 pre‐service teachers completed a survey questionnaire measuring their responses to four constructs which explain perceived usefulness in the context of e‐learning: learning environment (LE), course delivery (CD), tutor attribute (TA), and facilitating conditions (FC). These were administered during the teaching term where participants were attending a technology course. Structural equation modeling (SEM) was employed for modeling and data analysis.

Results revealed that 62.5 percent of the total variance in the pre‐service teachers' perceived usefulness of e‐learning was explained by the four variables. Among them, learning environment did not have a significant influence on perceived usefulness. Overall, the data in this study provided evidence to support the notion that perceived usefulness is a multidimensional construct.

Perceived usefulness is often employed as an independent variable within a model (technology acceptance model) or theory (theory of planned behavior) in many acceptance studies. This study provides an alternative perspective and new insights of perceived usefulness by positioning it as a dependent variable. Methodologically, this study employed structural equation modeling as the technique to assess the effect of each of the four variables on perceived usefulness, something that conventional techniques (e.g. t‐test, ANOVA) cannot do because the latter are not capable of analyzing latent and observed indicators simultaneously.

The purpose of this research is to shed light on the impact of implicit social networks to the learning outcome of e‐learning participants in an industrial setting.

The paper presents a theoretical framework that allows the authors to measure correlation coefficients between the different affiliations that exist in an organization and the final learning outcome. The correlation between learning outcome and the communication intensity in the implicit social network of the e‐learning participants is also observed. For the quantification of the communication intensity and affiliation network position of e‐learning participants, the methods from the graph theory are applied.

The values of the correlation coefficients between communication intensity and learning outcome show the significance which motivates the authors for further research on engineering of the social networks in the e‐learning environment.

This case study is performed in an industrial setting.

The results of this case study influence the further development of the e‐learning system that has been used in the experimental setup in this paper, especially the user management module. The algorithm for matching the trainees with tutors is in development.

The impact analysis of the influence of the social network position of the learner in e‐learning environment by comparing the test results before taking the e‐learning course and after taking the course (learning outcome) is provided by measurements of the correlations between the social network position and communication intensity of the learner with the learning outcome.

Technological improvements in broadband and distributed computing are making it possible to distribute live media content cost‐effectively. Because of this, organizations are looking into cost‐effective approaches to implement e‐Learning initiatives. Indeed, computing resources are not enough by themselves to promote better e‐Learning experiences. Hence, our goal is to share preliminary results on testing a holistic evaluation method for e‐Learning environments. To this end, we have built an experience within class dynamics using an open source Learning Virtual Environment integrated with webcast and video archive features. Our proposed evaluation method capyures user feedback by classifying it according to motivation to e‐learn in groups, since we have found this approach simpler than using classic behavioural methods. This helped us to define practical design guidelines to yield faster and more efficient e‐Learning development processes. Our results show that consistent communication both online and offline, translates into efficiency. It also dampens negative perceptions during the transition from traditional to online learning environments. These results will contribute in designing intervention strategies to optimize organizational investments in e‐Learning across user groups and contexts.

The purpose of this article is to highlight the factors that need to be considered when implementing a blended learning solution in a group environment.

The insights are based on the authors experience of delivering a blended learning module to successive cohorts of international Executive MBA candidates over a three year period. A range of post‐module evaluation mechanisms were utilized to collect quantitative and qualitative data and this was supported by face‐to‐face and online discussion with participants. In addition, the authors own reflections on the experience as faculty and e‐learning consultants has been taken account of in the interpretation of the results.

The importance of human behavioral factors over content and tool selection when implementing a blended learning solution cannot be ignored. The role of group dynamics in achieving the learning outcomes also needs to be considered, as does the perceived value of the approach to be taken by the participants. Findings relate to both the e‐learning experience and other learning methods experienced on the course, influenced partly by the students' expectations and preferences.

Key learning is shared with readers so that they can learn from the author's experiences such that anyone considering a blended learning approach in the future considers the three‐way partnership of the organization, the learner and the supplier.

This article will be of special interest to e‐learning developers or development specialists considering blended learning approaches as it draws their attention to the factors beyond the technological application itself which is where attention can become overly focused.

The purpose of this paper is to describe and critique “blended learning”, with examples of the use of this approach to delivering learning.

The paper contains information from leading authorities in the UK on e‐learning and blended learning – the eLearning Network, the e‐Learning Centre and Learning Light – along with comments from leading providers of blended learning, including Echelon Learning, Open Mind, Tata Interactive Systems and Trainer1.

Blended learning is not new and has its critics, but the key principle behind this concept – that learning activities must be appropriate for the learners, not only with regard to their learning preferences but also within the context of their organisation culture – is vital to producing a successful learning programme.

The paper argues that blended learning can – and does – work, providing effective learning solutions. However, it is more important to find an appropriate learning solution – which may well be some sort of blended learning. This calls for a disciplined approach to designing learning solutions, by professionals who have experience in organisational behaviour, pedagogy and learning technologies.

Highlights the principle that learning activities must be appropriate, not only with regard to learners' learning preferences but also within the context of their organisation culture.

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.

To explore the development of e‐learning within the context of corporate universities with the aim of informing the debate on e‐learning and establishing key areas of concern for emerging corporate universities.

Three case reviews of large leading edge organizations in different sectors.

Whilst e‐learning has potential, its success is significantly limited by context which influences the degree of sophistication and integration of e‐learning and its ability to contribute to the corporate university learning processes and outcomes.

Further research is required on both the learner experience and in the wider evaluation of learning outcomes beyond simple statistical evaluation of participation.

Key areas of difficulty are identified as: the focus on generic e‐learning solutions; the barrier imposed by the base technology level of the organization; the overriding concern for ROI at the expense of learner experiences; and the extent to which pedagogical possibilities are not fully exploited.

Raises the often overlooked issues of pedagogy and learner response to e‐learning as inhibitors to the contribution that e‐learning can make to the corporate university.