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This paper presents an information technology based instructional model for effective learning in management information systems programs and modules for students in undergraduate education. This model is primarily centered on the traditional in-class learning model. Information technology is used in a unique and novel way in order to create a learning environment which not only engages students in the learning process but also enhances their problems solving skills, analysis and decision making abilities. The model embeds information technology in projects in order to hide complexities but without compromising achievement of learning objectives. It also uses information technology in a simulation mode in order to demonstrate key concepts or learning themes, to simulate main themes presented in case studies and to simulate problems behaviors. The model employs other creative techniques in order to deliver its overall goals.

The purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.

A quantitative survey research focusing on 130 students was used to collect data. Stratified sampling was preferred for the study, with a Likert type research instrument being administered online.

Learner–learner and learner–facilitator interactions mediate the effect of e-learning on learner satisfaction. These sets of interactions act as independent mediators, each playing a pivotal role in enhancing learner satisfaction. The interactions are however not substitutable.

The findings of the study will provide insights to academic administrators, to ensure that the two sets of interactions contribute to an effective and conducive e-learning environment and ultimately learner satisfaction. Deliberate efforts should be made to design increased e-learning interactivity into the cyber learning environment for effective learning.

The findings result in a ranking of learner–learner and learner–facilitator interactions for increased learner satisfaction. The interactions cannot be substituted without affecting the level of learner satisfaction. The interactions play a complementarity role, and collectively, enrich the quality of e-learning. A collective deployment is recommended.

The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system.

The paper is based on a literature survey and author research.

US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning.

Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education.

Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society.

Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education.

The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment is the intelligent form of deep integration of digital learning environment and physical learning environment. The development and construction of seamless learning space and platform is a new trend of international mobile learning research and practice. So, the purpose of this paper is to build a seamless learning platform of the open education system by expanding and improving the connotation and extension of seamless learning, based on the theories of mobile learning, ubiquitous learning and open education, combining with the characteristics of the big data era.

A seamless learning platform model will be constructed through constructing five modules including resource integration module, requirement module, management module, teacher integration module, and carrier module, using interdisciplinary research methods (combined with economics), functional analysis, model methods and exploratory research methods. Finally, this paper attempts to realize the application of a seamless learning platform in open education through the strategic path of public-private partnership (PPP).

Seamless learning platform model given by this paper can effectively eliminate the problem of information asymmetry between learner-demander and educational manager through the effective management of carrier fusion module. Furthermore, it can effectively integrate the learning resources and teachers of the open education system and social individual education system, and provide high-quality shared learning resources and diverse stratification teachers to students and social workers through PPP project cooperation ways.

There are many papers on the study of open education and resource construction. However, few papers have studied how to effectively integrate and optimize various existing scattered online resources, including various system courses, teachers and platform systems. The paper provides an effective way to solve the above sub-problems and the realization path/model reference for the effective and accurate promotion of lifelong sustainable learning for all.

Sustainable development requires multiple stakeholders to work and learn across practices, in other words, it requires boundary crossing competence. To prepare students for their future sustainability professions, higher education should facilitate the development of boundary crossing competence in its curricula. This study aims to confirm whether boundary crossing learning can be stimulated by workshop-based support in multi-stakeholder projects.

This quasi-experimental intervention study (N = 122) investigates the effect of a series of supporting workshops on students’ boundary crossing learning in multi-stakeholder projects. The workshops allowed students to adopt four learning mechanisms (identification, coordination, reflection and transformation) theorised to stimulate learning across boundaries between practices. Students followed zero, one, or two workshops. By analysing the student learning reports, the study examines the effect of the workshop intervention on students’ self-efficacy for stakeholder collaboration, the number of reported student-stakeholder collaborative activities and the reported boundary crossing learning mechanisms.

The results show that a series of two workshops increase the number of reported collaborative activities and activates the students’ boundary crossing learning in terms of reflection and transformation.

These findings support the evidence-based design of multi-stakeholder learning environments for sustainable development and contribute to the body of knowledge regarding learning across practices.

Boundary crossing competence receives increasing attention as an asset for sustainable development. The added value of this study lies in its confirmation that the boundary crossing theory can be translated into directed educational support that can stimulate students’ boundary crossing learning.

The interruption of on-campus teaching and learning, due to the COVID-19 pandemic, forced universities around the globe to rethink their pedagogical models and adopt innovative strategies and approaches that enabled continuity of learning. Engineering schools and faculties were faced with the challenge of how to continue to engage students with the practical component of coursework, especially in terms of lab work and experimentation, which are mandatory requirements for degree awards.

This study documents how the Faculty of Engineering in a university in Oman engaged students with the practical component of their course during the pandemic by launching the remote DoIt@Home Lab. The DoIt@Home Lab approach included the design and development of video recorded labs, virtual labs, simulation exercises and DoIt@Home experiments which were provided to students as teaching tools and guides to conducting home experiments remotely.

This study presents the DoIt@Home Lab approach introduced to Year 2 Chemistry for engineering students. Students' grades improved by 11% over the previous year when the course was delivered face-to-face. Failure rates dropped by 8% while the number of students earning a 3.25 grade point average (GPA) or higher increased by 18%.

The DoIt@Home Lab for engineering courses could enhance students' learning experience and create an effective remote learning environment. While the DoIt@Home Lab was created to supplement on-campus activity in the event of a temporary disruption, it can also be used to supplement regular face-to-face program delivery.

Research into responsible management education has largely focused on the merits, attributes, and transformation opportunities to enhance responsible business school education aims. As such, a prominent part of the literature has occupied itself with examining if responsible management modules are inherently considered a non-crucial element of the curriculum and determining the extent to which business schools have introduced such learning content into their curriculum. However, there has been scant research into how to apply novel teaching approaches to engage students and promote responsible management education endeavours. As such, this paper seeks to address this gap through the development of a teaching framework to support educators in designing effective learning environments focused on responsible management education. We draw on constructivist learning theories and Lego Serious Play (LSP) as a learning enhancement approach to develop a pedagogical framework titled The Educator's LSP Journey. LSP is chosen due to its increasing application in learning environments to help promote critical discourse, and engage with highly complex problems, whether these are social, economic, environmental, or organisational. Therefore, this paper contributes to the responsible management education discourse by providing educators with a practical methodology to support student engagement and co-creation of knowledge by fostering exploratory learning environments and enriching the practices of active learning communities.

The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs).

A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses.

The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors.

As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness.

The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

In this study in the United Arab Emirates (UAE), we investigated college students’ perceptions of their past experience of receiving one-to-one tutoring support in mathematics when they were in secondary school. In addition, we also explored students’ reasons for taking one-to-one tutoring in mathematics, the perceived impact of one-to-one tutoring in overcoming shortcomings of school mathematics teaching and on their mathematics achievement, and whether the learning environment at school influenced decisions about having one-to-one tutoring. Eight case-study students were involved in recalling how beneficial one-to-one tutoring was through semi-structured interviews. Because of the small sample size, the research involved only qualitative data based on the recollections of college students who were attending a one-year course in the General Education department of Abu Dhabi Men’s College. The research provided valuable insights into how some students considered having a one-to-one tutor beneficial for their achievement when they were in secondary school. Educators must consider students’ learning environment as being one of the main reasons for deciding whether or not to undertake one-to-one tutoring to raise their achievement in mathematics.

ﻓﻲ ھذه اﻟد را ﺳﺔ ﻓﻲ دوﻟ ﺔ ا ﻹﻣﺎ را ت اﻟ ﻌرﺑﯾﺔ اﻟ ﻣﺗ ﺣدة، د رﺳﻧﺎ ﺗ ﺻورا ت طﻼب اﻟ ﺟﺎ ﻣﻌﺎ ت ﻋن ﺗ ﺟرﺑﺗﮭم اﻟ ﺳﺎﺑﻘﺔ ﻓﻲ ﺗﻘدﯾم د ﻋم ﺗﻌﻠﯾﻣ ﻲ ﻓ رد ي ﻓﻲ اﻟ رﯾﺎ ﺿﯾﺎ ت ﻋﻧدﻣﺎ ﻛﺎﻧ وا ﻓﻲ اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ. ﺑﺎ ﻹ ﺿﺎﻓﺔ إ ﻟ ﻰ ذ ﻟ ك ، ا ﺳ ﺗ ﻛ ﺷ ﻔ ﻧ ﺎ أ ﯾ ﺿً ﺎ أ ﺳ ﺑ ﺎ ب ا ﻟ ط ﻼ ب ﻹ ﺟ ر ا ء د ر و س ﻓ ر د ﯾ ﺔ ﻓ ﻲ اﻟر ﯾﺎ ﺿ ﯾﺎ ت ، وا ﻟﺗﺄﺛﯾ ر اﻟ ﻣﻠ ﺣو ظ ﻟﻠ د رو س اﻟﻔ ردﯾ ﺔ ﻋﻠ ﻰ ﺗ ﺣ ﺻ ﯾﻠ ﮭم ﻓ ﻲ اﻟر ﯾﺎ ﺿ ﯾﺎ ت ، وﻣ ﺎ إذا ﻛﺎﻧ ت ﺑﯾﺋﺔ اﻟﺗ ﻌﻠم ﻓ ﻲ اﻟ ﻣد رﺳﺔ ﻗد أﺛ ر ت ﻋﻠ ﻰ اﻟﻘ را را ت اﻟ ﻣﺗ ﻌﻠﻘﺔ ﺑﺎ ﻟ ﺣ ﺻ ول ﻋ ﻠ ﻰ ﺗد ر ﯾ ب ﻓ ر د ي . د ر س وا ﺣ د. ﺷ ﺎ ر ك ﺛ ﻣﺎﻧ ﯾ ﺔ ﻣ ن ط ﻼ ب د ر ا ﺳ ﺔ اﻟﺣ ﺎﻟ ﺔ ﻓ ﻲ اﻟﺗذﻛﯾ ر ﺑ ﻣد ى ﻓﺎﺋدة اﻟﺗد رﯾ س اﻟﻔ رد ي ﻣ ن ﺧﻼل ﻣ ﻘ ﺎ ﺑ ﻼ ت ﺷ ﺑ ﮫ ﻣ ﻧ ظ ﻣ ﺔ . ﻧ ظ رً ا ﻟ ﺻ ﻐ ر ﺣ ﺟ م ا ﻟ ﻌ ﯾ ﻧ ﺔ ، ﺗ ﺿ ﻣ ن ا ﻟ ﺑ ﺣ ث ﻓ ﻘ ط ﺑ ﯾ ﺎ ﻧ ﺎ ت ﻧ و ﻋ ﯾ ﺔ ا ﺳ ﺗ ﻧ ﺎ دًا إ ﻟ ﻰ ذ ﻛ ر ﯾ ﺎ ت ط ﻼ ب ا ﻟ ﺟ ﺎ ﻣ ﻌ ﺎ ت ا ﻟ ذ ﯾ ن ﺣ ﺿ ر و ا دو رة ﻣدﺗ ﮭﺎ ﻋﺎم وا ﺣد ﻓ ﻲ ﻗ ﺳم اﻟﺗ ﻌﻠﯾم اﻟ ﻌﺎم ﻓ ﻲ ﻛﻠﯾﺔ أﺑو ظ ﺑ ﻲ ﻟ ﻠ ط ﻼ ب . ﻗ د م ا ﻟ ﺑ ﺣ ث ر ؤ ى ﻗ ﯾّﻣ ﺔ ﺣ و ل ﻛﯾ ﻔﯾ ﺔ ﻧ ظر ﺑ ﻌ ض اﻟ طﻼب ﻓ ﻲ وﺟود ﻣد ر س وا ﺣد ﻣﻔﯾد ﻟﺗ ﺣﻘﯾﻘ ﮭم ﻋﻧدﻣ ﺎ ﻛﺎﻧ وا ﻓ ﻲ اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾ ﺔ. ﯾ ﺟ ب ﻋﻠ ﻰ اﻟ ﻣﻌﻠ ﻣﯾ ن ا ﻋﺗﺑﺎ ر ﺑﯾﺋ ﺔ ﺗ ﻌﻠم اﻟ طﻼب وا ﺣدة ﻣ ن ا ﻷﺳﺑﺎ ب اﻟ رﺋﯾ ﺳﯾ ﺔ ﻟﺗ ﻘ ر ﯾ ر ﻣﺎ إ ذا ﻛﺎ ن ﯾ ﺟ ب ﻋ ﻠﯾﮭم إ ﺟ ر ا ء د ر و س ﻓ ر دﯾ ﺔ أ م ﻻ ﻟ ر ﻓ ﻊ ﻣ ﺳ ﺗ و ى ﺗ ﺣ ﺻ ﯾﻠﮭم ﻓ ﻲ اﻟ ر ﯾﺎ ﺿ ﯾﺎ ت .

This paper aims to investigate the effectiveness of Language Enhancement Program (LEP) activities in enhancing the oral communication skills of English as a Foreign Language (EFL) students at King Khalid University.

A mixed-method study design was used. Simple random sampling techniques were adopted to recruit the study participants. For the survey, a total of 58 male students were recruited and for interviews, 20 male students were selected. The 58 participants were randomly divided into experimental and control groups. The traditional method was adopted to teach the control group, while LEP activities were conducted to teach the experimental group.

A post-test was conducted to examine the oral communication skills of the participants of the experimental group. The scores of both groups were analyzed using a t-test value at a significant level of 0.05. The content analysis method was adopted to assess the enhancement of the oral communication of the students enrolled in the LEP. The questionnaires and interview results showed that the LEP program has a central focus on improving students' oral communication skills.

It is limited to the EFL students at King Khalid University.

LEP is a good program and can be implemented in Saudi Universities.

Students can interact with one another through the LEP activities that promote their English proficiency as well as their personality characteristics.

The paper spells out the role of LEP activities in improving students' oral communication in English and students' opinions about LEP activities in enhancing their English language in different types of communicative contexts. Further, it suggests some pedagogical implications for overcoming the difficulties faced by EFL students in various communicative contexts.