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This paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user virtual environments (MUVEs) in two atelier types: A predefined MUVE and a student-shaped one. The study questions how the IAM, using MUVEs, meets the needs of remote inter-university studios. The research explores how MUVE types are used and experienced by students.

Forty-six students that participated in a remote studio course involving three universities were monitored through observations and a post-course questionnaire, responded to by twenty-five students.

Findings provide insights into the learners’ experience and a rich description of the teaching and learning acts that emerged while using the MUVEs types. Student-shaped MUVEs were found particularly supportive of acts associated with indirect learning and conceptualization. The study identifies subtypes of student-shaped MUVEs that support these desired educational acts.

Findings provide encouraging insights for expanding the traditional atelier beyond its physical constraints and supporting sustainable quality education in remote inter-university studios.

The IAM can assist tutors in designing future virtual design studios to achieve diverse knowledge and learning progress.

This paper fulfills an identified need to update the atelier pedagogical model to support sustainable quality education in remote inter-university studios. Based on the affordances of MUVEs, the IAM expands the traditional atelier with types of virtual ateliers to support the learners’ sense of belongingness and engagement.

Innovatively, the IAM simultaneously uses MUVEs as educational and design spaces that enhance learning.

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Since the end of the 1990s, the Algerian public authorities have implemented research and innovation policies in order to build a solid National Innovation System (NIS) and improve industrial and economic performance. Today, the NIS remains immature, which hinders the learning and innovation processes. Our objective here is to analyze under a broad vision the Algerian NIS by examining its various components, to evaluate the capacities of training and innovation, and to measure the production of the innovation and the economic performances. Our research question is the following: How could the Algerian public authorities build a solid NIS in order to improve economic performance? To answer this question, we use a research methodology that mobilizes three types of complementary indicators in order to analyze the processes of learning and innovation from a systemic and interactive perspective. We also use economic performance indicators in order to put the analysis into a broader perspective. At the end, we propose action policies in favor of the construction of a complete Algerian NIS to improve economic performance.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

Based on social information processing theory, this paper aims to explore how and when leader self-deprecating humor may spark subordinate learning from failure. The authors cast perspective taking as a novel explanatory mechanism for this indirect effect, and further consider leader–member exchange as a boundary condition of the relationship.

The authors tested the hypotheses by conducting a multiwave and multisource survey of 604 members from 152 teams in a Chinese high-technology company.

Results of multilevel path analyses demonstrate that leader self-deprecating humor positively influences subordinate learning from failure via perspective taking. Further, this mediation effect is stronger at higher levels of leader–member exchange.

This study contributes to the theoretical understanding of the relationship between leader self-deprecating humor and subordinate learning from failure. However, the research design was not longitudinal or experimental, and thus the authors were unable to make strong inferences about absolute causality.

The work yields useful insights for practitioners aiming to encourage subordinates to learn from failure.

This study provides evidence that leader self-deprecating humor can stimulate subordinate learning from failure via perspective taking, and the indirect effect is further strengthened by leader–member exchange. The findings offer new directions for research on leader self-deprecating humor and learning from failure.

Drawing on the knowledge-based view, this study investigates how IT–business alignment influences business model design via organizational learning and examines the moderating role of data-driven culture in the relationship between IT–business alignment and business model design via organizational learning.

Using multi-respondent survey data collected from 597 Chinese firms, mediation and moderated mediation analyses were used to examine this study's hypotheses.

The mediation test results revealed organizational learning served as a mediator between IT–business alignment and two types of business model design (i.e. novelty- and efficiency-centered). In addition, data-driven culture strengthened the indirect effects of IT–business alignment on these two types of business model design via organizational learning.

This study extends current understandings of the relationship between IT–business alignment and business model design by revealing the mediating role of organizational learning and investigating its indirect effects under various degrees of data-driven culture. As such, it contributes to the literature on the business model and IT–business alignment and provides insights for managers seeking to achieve the expected business model design.

This paper aims to study the economic effects of Cloud Computing for a sample of Israeli firms. The authors propose a framework that considers how this technology affects firm performance also introducing the indirect economic effects that take place through cloud-complementary technologies such as Big Data and Machine Learning.

The model is estimated through structural equation modeling. The data set consists of the microdata of the survey of information and communication technologies uses and cyber protection in business conducted in Israel by the Central Bureau of Statistics.

The results point to Cloud Computing as a crucial technology to increase firm performance, presenting significant direct and indirect effects as the use of complementary technologies maximizes its impact. Firms that enjoy most direct economic gains from Cloud Computing appear to be the smaller ones, although larger enterprises seem more capable to assimilate complementary technologies, such as Big Data and Machine Learning. The total effects of cloud on firm performance are quite similar among manufacturing and service firms, although the composition of the different effects involved is different.

This paper is one of the very few analyses estimating the impact of Cloud Computing on firm performance based on country microdata and, to the best of the authors’ knowledge, the first one that contemplates the indirect economic effects that take place through cloud-complementary technologies such as Big Data and Machine Learning.

The main purpose of this study is aimed to estimate the mediating role of student engagement in the structural relationships between students' field of study choice, learning readiness and academic competence of undergraduate students in higher education.

In the study process, a correlational design was employed. Data were collected from 419 participants who were selected through a simple random sampling technique. Structural equation modeling (SEM) was used to analyze the data.

The study findings showed neither field of study choice nor learning readiness has a significant direct effect on student's academic competence. However, when student engagement, entered the relationships between “field of study choice and academic competence” as well as “learning readiness and academic competence”, the indirect effects became significant. Both conditions, therefore, suggesting student engagement had a full mediation role in the structural relationship models.

Based on the results, it can be concluded that student engagement is shown as one of the key variables used to comprehend how students develop competence in the teaching-learning process. Hence, teachers and academic administrators could use engagement as a strong instrument to optimize students' learning and academic competence to enhance their academic success.

In the context of exponential technological advancements in the economy and the role of entrepreneurial ventures in significantly contributing towards social and economic growth, this study aims to examine the influence of learning motivation and personal innovativeness (PI) on students’ entrepreneurship intention. The study gains relevance in the context of students in emerging economies like India, where the digital divide is still on the higher side. The study also seeks to understand the extent to which varying levels of technological self-efficacy moderate the interaction effects of human capital in the aforementioned relationship.

The sample for this study consisted of 330 students from various disciplines, including science, technology and management, who were selected randomly from different universities in India. A self-administered and structured questionnaire was used to obtain responses from the participants. The data were analysed using confirmatory factor analysis (IBM SPSS 23.0), and path analysis was performed using Hayes PROCESS Macro.

The study's results indicated that learning motivation and PI had a significant indirect effect on students’ entrepreneurship intention, mediated through human capital. However, interestingly, the relationships were varyingly influenced by technological self-efficacy as the moderator.

The contemporary student cohort consists of individuals known as “digital natives,” who possess a strong inclination towards digital learning and demonstrate innovative behaviour. The insights gained from this study underscore the crucial role of technological self-efficacy in shaping entrepreneurial intentions, indicating the necessity of incorporating technological training and skill development within international business education curricula. Also, the results of the study emphasize the need for integrating PI into business education programs, as it positively influences the entrepreneurial mindset and potential.

This study is pioneering in conceptualizing and testing a model that provides a more comprehensive understanding of student attitudes and outcomes. This understanding can be used to customize entrepreneurial programs to better meet the needs of students. Entrepreneurship fosters technological innovation and creates employment opportunities, making student venture creations a crucial factor in economic development and sustainability. For educators and university administrators, it is essential to comprehend how to enhance entrepreneurial intentions among students to design a learning environment that facilitates the creation of new ventures as a result of higher education.

The study aims to examine the association between learning culture and adaptive performance of delivery employees during crises situation. The study develops and tests a model that explains how learning culture, through change-efficacy and meaningful work, influences employees' adaptive performance (including how they handle crisis situations and deal with uncertainty).

Data was collected from 298 delivery employees working in e-commerce companies throughout India in a time-lagged manner. Regression analysis and structural equation modeling were performed to assess the influence of learning culture, change-efficacy and meaningful work on adaptive performance using SPSS 24. Further, PROCESS macro was used to test the parallel mediation effects through bootstrapping approach.

The study establishes a significant direct and indirect relationship between learning culture and adaptive performance for employees. Further, underpinning the transformative learning theory (Mezirow, 1997), and job characteristics theory (1976), this study came across two pathways for organizations to transform their learning efforts into improved adaptive performance for employees.

Organizations, particularly in crisis situations, can leverage employees' change-efficacy and meaningful work to connect learning efforts with employees' adaptive performance.

The study contributes significantly to existing theory on transformative learning and job characteristics theory while strengthening the literature on antecedents of employees' adaptive performance, particularly in crises situation.