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This research examines whether a shift to a hybrid classroom, which replaces some face-to-face classroom time with online instruction, adversely affects student learning if the structure and incentives that are characteristic of a flipped classroom are already in place.

This study features a quantitative analysis of individual student data collected over multiple sections of a single course with the same instructor. In all seven sections, over two semesters, principles of microeconomics used a flipped classroom format that features preclass video lectures, daily quizzes and highly interactive class time. In three of the seven sections, the time spent in class was reduced by one-third. For this experiment, student scores on the cumulative final exam evaluate student learning. Students took a survey at the end of the semester to provide feedback on time use during the course and to make observations about the class format.

Results from this study suggest that despite accountability for the work done outside of class, students score 4.4% points lower on the final exam in the class format that features reduced face-to-face time. However, student comments also suggest that this is a worthwhile tradeoff as they balance work, internships and other nonacademic demands on their time. Student evaluations of the course and instructor are statistically unchanged.

Efficiency in educational delivery is an ongoing concern for students and faculty. This research demonstrates that a classroom that is both flipped and hybrid makes better use of student and faculty time, provides a richer learning experience and only modestly reduces student learning. It is notable that students report a preference for the hybrid classroom model, despite modestly lower levels of learning.

While research has been done on flipped and hybrid classrooms separately, this is the first paper to isolate the effect of seat time within the flipped classroom context. This research addresses the flipped classroom design's ability to mitigate the documented reduction in student learning that often results from reduced class time or an increase in online learning.

Over the past few years synchronous and hybrid classes have become necessary, more common and increasingly popular in higher education. They have changed the art of the possible and are seen as the new normal. However, despite the opportunities this pedagogical method offers, it also presents several challenges, as academics accustomed to in-person teaching may find it difficult to adapt and thrive in this new environment. Based on a case study of best practices in three triple-accredited (Equis-AMBA-AACSB) business schools operating in the USA, Europe and Asia, this chapter presents a collection of best teaching practices in classes that combine in-person and virtual modes of study, where students participate together in real-time class activities. Gaining insights into the merits and limitations of teaching synchronous and hybrid classes can help academics and schools towards enhancing excellence in the student experience and promote greater collaboration among academics and between faculty and students. This chapter explores what excellence looks like, from the perspectives of academics who have successfully adopted this pedagogy. Practices include course design, technology, student engagement, class delivery, student assessment and institutional cooperation.

Most research using extended unified theory of acceptance and use of technology (UTAUT2) and other technology acceptance models (TAM) are quantitative studies. This leaves room for interpretation when they are applied to university lecturers’ acceptance of online teaching because the models were originally created for the consumer perspective. This study aims to bridge this gap by integrating existing (quantitative) research with (qualitative) reasoning.

This study reflects online and hybrid teaching acceptance by reviewing exemplary existing research using UTAUT2 as the conceptual framework.

UTAUT2 TAMs use a broad range of criteria that do not immediately agree with university lecturers’ acceptance of online teaching. This study finds that existing research results are inconclusive and attempts to link criteria when suitable. Performance expectancy should not only encompass individual attitudes and skills but also the nature of the subject taught. Social influence is driven by recognition and student evaluations. Hedonic motivation best fits the elsewhere well-researched concept of intrinsic motivation. This study suggests that universities choose their online teaching technology wisely, promote its ease of use and offer training as well as continuous support to lecturers, especially when addressing future uncertainties.

This study explains the implications of using TAMs for research of higher education online teaching. Potential reasons and arguments for the inconclusiveness of the studies reviewed are discussed, and measures for university policy and communication improvement are suggested.

A hybrid storage assignment (combination class-volume-based) framework considering quality proximity, customer and material categorization are key distinguished contents of this paper. In spite of using individual storage allocation approach, the hybrid allocation policy performs better under certain environment. The paper aims to discuss these issues.

Although it has been proved that every storage assignment policy has their advantages and limitations, one or more storage assignment policies with combination of zoning and layout design can be used together for further improvement. The authors have conducted this study at warehouse of a manufacturing firm that produce only single product with varieties of material and quality criteria. Picking optimization includes elimination of non-value-added activities like unwanted forklift and package movements, time and distance traveled for retrieval as well as storage. Other allied operations with respect to customer acceptance level and resource utilization are also considered.

The time and distance from manufacturing point to storage location are accountable as it also contributes to picking performance.

Quality-based cluster analysis is carried out to find out closeness among customers, which is used to propose algorithm with new layout design, zoning and storage allocation policy.

This study aims to determine how school-based management (SBM) capacity developed through international cooperation functioned to overcome challenges during the coronavirus disease 2019 (COVID-19) pandemic in Nepal.

The research structure was designed based on the success case method. The researchers conducted a questionnaire survey of head teachers to understand schools’ responses during the COVID-19 pandemic period, identified likely success-case schools, held workshops at the likely success-case schools and conducted in-depth interviews with head teachers and school management committee (SMC) members to understand how SBM functioned and contributed to the success cases.

Storytelling from the success-case schools provided reliable evidence that the localised approaches of SBM are effective for planning and implementing suitable responses at school. The reviews of the head teachers showed that both head teachers and teachers had strong leadership and understood the importance of collaboration with teachers, SMC members, Parent Teacher Association (PTA), guardians and students. Although the research could not show clear evidence of a causal relationship between their achievement and Japan’s project input, the success-case schools clearly benefited from the head teachers’ appropriate execution of SBM with their strong leadership as well as the collaborative efforts of the stakeholders.

The research tries to clarify the influence of the effects of SBM capacity development projects by analysing the changes of head teachers and teachers through the storytelling aspect of the success case method with in-depth consideration of actual school responses during the emergency period of the COVID-19 pandemic.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

The academic community is more fully integrating technology into the business it conducts. Online courses are becoming more and more popular. Popular culture can be a source of commonality among students that can be used to more effectively teach leadership in an online environment. This manuscript outlines the use of a group book review assignment to teach leadership while simultaneously fostering a sense of community among students learning about leadership in a primarily asynchronous environment.

As graduates in higher education engage with multiple constituencies from around the world, having cultural competency skills is valuable. Intercultural competence enables people to initiate and sustain dialogues among their diverse colleagues and members of the globalized community. In this chapter, Barger examines the role of dialogue education in attaining intercultural competency in graduate courses. According to Vella, dialogue education values inquiry, integrity, and commitment to equity. People should treat others with respect and recognize their knowledge and experience within the community of learning. Dialogue education provides a safe and inclusive place for learners to voice their perspectives and opinions. This chapter utilizes a professor’s reflections with respect to teaching a graduate Intercultural Communication (IC) course in a private liberal-arts college. In the narrative, she discusses teaching and learning strategies to help adult learners understand the importance of intercultural competence and interactions in a multicultural and multilingual world. Barger also examines the integrative reflections of graduate students that took the IC course.

This chapter traces the career trajectories of the teachHOUSTON science, technology, engineering, and mathematics (STEM) teachers since the inception of the program. It asks whether the National Science Foundation (NSF) investment of millions of dollars in STEM education produced more STEM teachers of high quality for the diverse, urban area. The chapter is filled with descriptive statistics and stories. Two major findings are that the teachHOUSTON program produced double-digit physics teachers when the Greater Houston area had not had a freshly prepared physics teacher in over a decade. Additionally, teachHOUSTON graduates have distinguished themselves by being named recipients of several awards such as beginning teacher of the year awards, district teacher of the year awards, among other distinctions. teachHOUSTON alumni are also serving in a variety of leadership capacities for high-need public school districts. The chapter ends with a discussion of the program's strengths as well as the areas in which it continues to grow. Three new NSF grants allow for continued improvement and transition this work into two additional books proposed in this three-volume series.

Facebook has become an essential part of student life for most college students; it serves not only as a primary tool of communication but also electronic socialization (Golder, Wilkinson, & Huberman, 2007). Indeed, the vast majority of college students have a Facebook account and are spending a considerable amount of time logged in (Salaway, Caruso, & Nelson, 2008). Yet, can this predominately social space also become a place for learning? To date, the reactions of using social network sites for educational purposes are mixed and empirical research is limited. Issues relating to privacy and safety and an erosion of professional boundaries are the primary reasons cited to not employ social network sites in a classroom. However, other researchers have supported the notion of using social network sites in education (Greenhow & Robelia, 2009a, 2009b; Tynes, B. M. (2007). Internet safety gone wild?: Sacrificing the Educational and Psychosocial benefits of online social environments. Journal of Adolescent Research, 22(6), 575–584. Available at http://jar.sagepub.com/cgi/content/abstract/22/6/575. Retrieved on March 25, 2010; Muñoz, C. L., & Towner, T. (2010). Social networks: Facebook's role in the advertising classroom. Journal of Advertising Education, 14(1), 20–27). This chapter serves to further this discussion by sharing the findings from surveys of instructors and students regarding their attitudes toward Facebook. Specifically, we report how each use Facebook both socially and professionally. Most important, we discuss instructors and students' perceptions of Facebook as an informal and formal teaching tool, particularly its effectiveness as an instructional or course tool, communication device, and in assisting students in their education and learning. Drawing on the survey and experiences using Facebook in multiple classroom settings, we pose specific suggestions on how instructors should use Facebook. In conclusion, the chapter supports the thesis that Facebook and education can indeed be connected.