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The purpose of this study is to propose the research model integrating the expectation-confirmation model with the views of learning engagement (LE) and extending DeLone and McLean information systems (IS) success model to examine whether quality determinants as antecedents to students' beliefs can influence students' continuance intention of massive open online courses (MOOCs).

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed, and 363 (60.5%) useable questionnaires were analyzed using structural equation modeling in this study.

This study proved that students' perceived knowledge quality, system quality, interface design quality, learner–instructor interaction quality, and collaboration quality all positively caused students' perceived usefulness, confirmation and LE in MOOCs, which jointly explained students' satisfaction with MOOCs and subsequently resulted in students' continuance intention of MOOCs.

This study fully evaluates IS-related and interaction-related quality determinants via an understanding of students' state of LE in explaining students' continuance intention of MOOCs that is difficult to expound with only their utilitarian perception of MOOCs. Hence, this study contributes to deep insights into an all-round quality evaluation in the field of MOOCs continuance intention and takes extrinsic and intrinsic motivators into account in the theoretical development of MOOCs continuance intention to acquire a more comprehensive and robust analysis.

With the advent of the COVID-19 and increased access to Internet technologies, students tend to use e-learning technologies for improved academic results, and since then, improving student engagement in a virtual space became a difficult task for educational institutions globally. The present study aims to examine the effect of key e-learning factors (i.e. perception, hedonic motivation (HM), usefulness, empowerment and attitude) on student engagement among open and distance learners (ODLs) of the central region of India.

Simple random sampling was applied to collect data from ODLs of Chhattisgarh. ODLs who are using e-learning platforms for at least one year were chosen to be the participant in the study. The authors collected 1,137 responses using both online and offline modes of collection.

The test results indicated that usefulness, HM and attitude factors were found to have a significant relationship with student engagement in e-learning, while perception and empowerment variables did not contribute to the engagement of students.

The present study is novel in its approach. It clarifies the key factors to student engagement which might increase the students' level of involvement in e-learning technologies, if these factors are addressed tactfully by the educational institutions or concerned administration.

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.

For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.

According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.

Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.

This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.

This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

The aim of this paper is to link two sides of knowledge transfer (obtaining and providing knowledge), represented by the interplay between experts and novices, possibilities of technical support, and individual and organizational outcomes. An heuristic is developed to link up these different aspects and focus on practical application of some of them; the authors seek to answer the following research question: how can the organization support activities that would encourage knowledge transfer between novices and experts?

The authors used interviews, document collection, and observations on‐site to gain insights into knowledge management and e‐learning activities at Lufthansa, a German airline company, beginning in 2004, with the first qualitative investigation, in the form of telephone interviews. Over the following six years, the authors followed up with archival analysis and in 2010 conducted interviews with four experts who are responsible for knowledge management and e‐learning at the group level at Lufthansa. All interviews were recorded, transcribed and coded, then a qualitative content analysis was conducted. The interviews were complemented by several demonstrations of the system during a visit on‐site.

Every person can be simultaneously a novice and an expert in different fields of knowledge. Novices and experts need organizational leeway which allows time for creating “knowledge nuggets” (providing knowledge) and for learning (obtaining knowledge). The Lufthansa example shows that organizational leeway, the convergence of e‐learning and knowledge management in the form of rapid e‐learning, and introduction of knowledge transfer methods that provide opportunities for employees to obtain and provide knowledge, i.e. practice knowledge transfer on the job.

The contribution of this paper is that the authors develop an heuristic, which explains technically supported knowledge transfer processes among novices and experts, and their individual and organizational outcomes. The heuristic helps to classify knowledge transfer processes and their outcomes.

By using a technology acceptance model (TAM) on survey results collected from two member schools of a Vietnamese educational institution, this study aims to uncover the key factors that affect students’ acceptance of e-learning during the Covid-19 period.

A bilingual questionnaire in English and Vietnamese was delivered. It was pre-tested on 30 participants before it was finalized. The authors first reviewed the measurement model and made adjustments to the theoretical TAM model. Then the adjusted TAM was used to investigate the relationships of the constructs in the model.

The results of the structural model show that computer self-efficacy (CSE) has a positive impact on perceived ease of use (PEOU). There is also a positive relationship between system interactivity (SI) and PEOU. Surprisingly, the authors documented that PEOU has no significant impact on students’ attitudes (ATT). The results show that SI can moderately affect ATT. Finally, it is noted that the social factor (SF) directly affects the student’s attitudes (ATT).

This study contains three limitations. First, as this study only focuses on undergraduate programs, readers should be careful in applying the findings and/or implications of this study to other education levels such as K-12, vocational training and postgraduate programs. Second, the findings are generated within the context of one type of e-learning, conducted via Google Meet. Therefore, future research is needed to provide further validation and comparison across other forms of e-learning. Finally, to further prevent the common bias problem, future research should use both five-point and seven-point Likert scales for the response options in the survey, as well as use negatively worded items. This will help prevent respondents from providing similar answers to all questions.

This study has both theoretical and practical implications. From a theoretical perspective, the study can provide a solid framework for similar studies. From a practical perspective, this study offers implications for governments and universities in the process of adopting e-learning, given that the Covid-19 pandemic is currently in its second and more dangerous wave.

The purpose of this paper is to identify whether a wiki can be used as an alternative to a popular learning content management system (LCMS) in an e‐learning environment. The research attempts to identify what value each of these e‐learning components added to the students learning experience.

A quantitative approach in the form of a survey was used. The survey was conducted amongst a group of undergraduate students who were using both a LCMS and a wiki in their academic course, along with the attendance of lectures.

From the response of the students, the wiki used could be considered as a useful alternative to a LCMS. The LCMS was favoured over the wiki on a number of aspects but features of the wiki made it ideal to enhance collaboration amongst learners. This makes it an ideal tool to support minimal invasive education (MIE), where learners get an opportunity to learn from their peers.

The comparison used between the wiki and the LCMS was not ideal in all aspects as the wiki was used for a particular role in the course and did not have the same features and functionalities of the LCMS.

This paper focuses on a valuable alternative to a conventional LCMS in the form of a wiki, in an attempt to improve the learning experience of students.

The purpose of this paper is to evaluate the critical success factors for sustainable e‐learning in an e‐learning ecosystem framework. Three critical components of the e‐learning ecosystem including principles and methods, processes and systems, and substance and content are considered based on a comprehensive review of the relevant literature in e‐learning.

Systematic interviews are conducted with experts in e‐learning for identifying the critical success factors to sustainable e‐learning within an e‐learning ecosystem framework. This leads to the development of an e‐learning success model that describes the underlying relationship between and among the identified critical success factors.

A comprehensive analysis of the interview results shows that there are several barriers to the effective adoption of the proposed e‐learning success model for improving the effectiveness of e‐learning. These barriers include a lack of understanding of the technologies behind various pedagogies, insufficiencies of the popular learning management systems, and the sustainability of the learning objects repositories.

The paper highlights the criticality of synergizing the three components of e‐learning ecosystems namely pedagogies, technologies and management of learning resources for achieving a sustainable e‐learning success.

A better understanding of these barriers would help e‐learning stakeholders develop appropriate strategies and policies for the implementation of the proposed e‐learning success model towards creating a sustainable e‐learning environment.

Specific contributions of this research to the entire e‐learning community are discussed with recommendations for concerted policy measures to eliminate the identified barriers in the process of adopting the developed e‐learning success model.

The study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.

The data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.

The present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.

More training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.

Different studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment.

The paper illustrates the development of an online portal and a mobile app aimed at promoting students’ motivation and engagement with sustainability in design, and discusses the outcomes of their testing, investigating users’ acceptance, comparing academic results and analysing feedback.

The findings add empirical evidence to the view that information and communication technology-enhanced pedagogies can substantially contribute to the agenda of sustainability in higher education, primarily due to their affordance of interactive communication and contextualisation of knowledge, while guaranteeing flexible time and pace of learning.

The study solely focused on the development and testing of e-learning and m-learning tools to foster students’ competence of sustainability in design studio work. The tools trialled were mostly at their prototypical stage and their testing included a relatively short-term evaluation and a narrow, self-selected, user base. However, the approach and findings are felt to be applicable to a much wider range of educational contexts.

Interactive and situated pedagogical methods and tools have the potential to prompt a departure from transmissive educational models, encompassing at once theoretical, experiential and analytic learning processes. This is of value to education for sustainability in disciplines of the built environment due to the requirement to holistically consolidate multi-/inter-/trans-disciplinary knowledge into a coherent design whole.

Wikis, as one of the Web 2.0 tools, has been increasingly used to engage students to learn with others in a collaborative virtual environment. However, there are relatively few studies examining the application of wikis in secondary schools. Therefore, this study aims to investigate factors affecting the use of PBWorks (a popular wiki tool).

The aim was achieved by empirically examining an extended technology acceptance model (TAM) from a sample of 429 junior secondary students in Hong Kong. Specifically, relationships among six latent variables, which were school support, teacher support, perceived ease of use, perceived usefulness, attitudes towards use and the intention to use, were posited in the model. The more robust factor-based partial least squares structural equation modelling (factor-based PLS-SEM) was used to test the research model.

The results indicated that most of the hypotheses were supported, which suggested that the extended TAM could explain the rationale behind students’ intentions to use PBWorks for group projects.

This paper extended the original TAM by including two additional variables (school support and teacher support) for explaining behavioural intentions. Because of the increased use of e-learning platforms in secondary schools, more understanding of what motivates secondary school students’ e-learning intentions is necessary.