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This study aims to explore the perceptions of language learners and instructors on using augmented reality (AR) in a hybrid learning environment.

Mixed-method research design was used to elicit information from 62 participants on the study’s objective. Data were collected and analyzed to examine the participants’ views on using AR in language teaching in a hybrid environment.

This study unveils that while most studies acknowledge AR as an effective instructional delivery, students and instructors perceive some setbacks. Other novel insights provided by this study reveal necessities to consider before implementing AR in classroom settings.

This study provides insights into the widely reported effectiveness of AR in the English language-teaching domain. This study suggests that considering the dispositions of learners and instructors toward digitally enhanced learning, using AR without good teaching practices and approaches may not yield expected learning outcomes.

This study advances scientific knowledge on the use of AR in hybrid learning models by providing empirical evidence to show the perceived effectiveness of AR. It further provides a robust understanding of the pedagogical implications of using AR in classroom settings drawing from diverse lenses. This helps ensure that educational settings that integrate AR consider the novel findings of this study before such implementation.

Social media are increasingly being used in teaching and learning in higher education. This paper aims to explore multiple case studies to better understand how instructors decide to incorporate social media into learning.

This qualitative case study used the technology acceptance model (TAM) to explore five instructors' use of social media for teaching and learning, particularly the pedagogical reasons and goals driving their use of social media. Participant interviews, course documentation and social media observation data were collected to answer the research questions.

Findings suggest that an instructor's social media knowledge and awareness of instructional goals are important for the use of social media in learning. Three pedagogical objectives of the use of social media were found across five participants: collaborative learning, dialog and discussion, and authentic learning.

Previous studies have explored potential pedagogical uses of social media tools, however studies that attempt to understand how and why instructors decide to use particular social media tools are underreported.

E-learning has become a polarizing issue. Some say that it enhances accessibility to education and some say that it hinders it. While the literature on the subject underscores the effectiveness of the pedagogical frameworks, strategies and distance learning technologies, the firsthand accounts of students, parents and practitioners challenge the validity of experts’ assessments. There is a gap between theory and practice and between the perceptions of providers and consumers of online learning. Following a period of lockdowns and a transition to online learning during the recent pandemic, the prevailing sentiment toward a distance mode of instruction became one of strong skepticism and negative bias. The aim of the study was to examine why e-learning has struggled to meet stakeholder expectations. Specifically, the study posed two research questions: 1. What are the reasons for dissatisfaction with online learning? 2. What are the implications for future research and practice?

The study used a mixed methods approach to examine the reasons behind negative perceptions of online learning by comparing the firsthand accounts posted on social media with the literature. To this end, n = 62,874 social media comments of secondary and postsecondary students, as well as parents, teachings staff and working professionals, covering the span of over 14 years (2008–2022), were collected and analyzed.

The study identified 28 themes that explain the stakeholder’s discontent with the online learning process and highlighted the importance of user-centric design. The analysis revealed that the perceived ineffectiveness of distance education stems from the failure to identify and address stakeholders’ needs and, more particularly, from the incongruence of instructional strategies, blindness to the cost of decisions related to instructional design, technology selection and insufficient levels of support. The findings also highlight the importance of user-centric design.

To address dissatisfaction with e-learning, it is imperative to remove barriers to learning and ensure alignment between technology and learners’ needs. In other words, the learning experience should be personalized to account for individual differences. Despite its cost-effectiveness, the one-size-fits-all approach hinders the learning process and experience and is likely to be met with resistance.

Drawing from the extensive literature, the study offers an explanation for stakeholders’ discontent with e-learning. Unlike survey research that is prone to social desirability bias, the sample provides a rare opportunity to observe and measure the visceral reactions that provide a more authentic sense of stakeholders’ perceptions toward online learning. The authors offer recommendations and identify areas for future research.

Following the COVID-19 pandemic, most higher education institutes shifted to online learning as the sole alternative to continuing education while mitigating the risks imposed by the pandemic. This has raised several concerns regarding students’ learning experience, satisfaction and academic achievement, particularly in countries where students have restrained technological resources (i.e. developing nations). The current research aims to investigate the key factors influencing students’ attitudes, satisfaction and academic achievement among university students in an emerging market context (i.e. Morocco). The moderating effect of students’ motivation to study online was also scrutinized.

The authors propose an integrated conceptual framework that combines the technology acceptance model (TAM) with the outcomes of prior literature related to online learning. Based on data collected from 850 Moroccan university students, the authors empirically tested the conceptual model using a partial least squares (PLS) estimation.

First, attitude toward online learning and satisfaction positively impact university students’ academic achievement; at the same time, attitude positively impacts students’ satisfaction with online learning. Second, students’ satisfaction and attitude toward online learning were found to be mainly influenced by instructor performance, ease of use of the online learning platform, information quality, interactivity and perceived usefulness (PU). Finally, student motivation acts as a moderator, e.g. students with higher motivation to learn online are more likely to develop a favorable attitude toward online learning and can, therefore, accomplish better academic performance.

The current study makes a considerable contribution to the literature by contributing to the on-going debate about the potentials and challenges of online learning, particularly in an emerging country where education remains a considerable challenge. The study findings can help higher education institutes gauge the quality of online education programs and design efficient strategies to develop high-quality online learning for students. Our findings have implications not only for educational institutions and instructors in developing markets but also for the vendors of online course delivery software.

This study aims to examine student perceptions regarding the mid-semester transition from face-to-face to online delivery in an accounting course during spring 2020.

Due to the COVID-19 pandemic, numerous universities and colleges worldwide transitioned from face-to-face instruction to online delivery during spring 2020. We find some evidence in line with prior literature that COVID-19 affected student learning experience from various aspects.

Thanks in part to effective teaching techniques implemented by the instructor during the transition, including online lecture videos recorded by the instructor, online class materials, early posting of answer keys, frequent communication through emails and bonus points for watching lecture videos, students still perceived their learning outcomes positively in general.

These teaching techniques can be used to enhance student learning experience and satisfaction during class modality transitions in unforeseen circumstances, for both hybrid and online business courses.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of the AR and traditional board games on students’ SDG learning achievements.

We applied a true-experimental randomized control posttest design to collect and analyze quantitative and qualitative data to compare the effects of AR and traditional board games on students' SDG learning achievements.

Our analysis of the quantitative and qualitative data revealed that the effects of AR and traditional board games on the students' cognitive outcomes differed significantly, indicating the importance of providing a situated learning environment in SDG education. Moreover, the students perceived that the incorporation of the AR game into SDG learning improved their learning effectiveness – including both cognitive and affective dimensions – thus confirming its educational value and potential in SDG learning.

To the best of our knowledge, this is the first study to explore the effectiveness of different learning tools (AR and traditional board games) and to evaluate the importance of providing a situated learning environment through a true-experimental randomized control posttest design.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.

The aim of this study is to understand the effect of class configurations in an active learning classroom (ALC) on students' self-perception of experiences and learning outcomes, namely participation, performance, motivation and creativity.

A self-administered survey (N = 131) was conducted in seven classes from the varied disciplines of communication, interior design and architecture. During the first half of the semester, all selected courses were conducted in traditional classrooms, whereas those in the second half were conducted in an ALC. ALC was designed to be used with several furniture configurations which could be easily set up by members of the learning community themselves. The survey was conducted at the end of semester before final exams, when students have a clear idea of the experiences in both the traditional and the new (ALC) classrooms, having spent equal time in each of these learning environments.

The main finding of the study is that students were eager to have future classes in the ALC rather than in traditional settings since the students experienced better learning outcomes in the ALC. During the second half of the semester, students who were in classes conducted following active learning (AL) pedagogies, with its supportive spatial configurations, were more aware of the learning outcomes facilitated by the physical environment. Further, the authors found that the increase in the number of furniture configurations has a statistically significant positive impact on learning outcomes.

AL pedagogy is often studied as a way of teaching and rarely with its associated classroom environments. In most of the existing studies, the configuration of furniture has often been overlooked within an AL environment by a learning community. This study fills the gap in emphasising the spatial aspects of the ALC by focusing on the specific pedagogy being followed.

The effect of e-learning success relies on the learning management system and its effectiveness provided to the learners. As a result, higher education institutions (HEIs) are expanding using various e-learning platforms and focusing on system and information quality. This study adopts the ISS (information system success) model to assess students' perception of e-learning system success (e-LSS).

A quantitative research approach was used to analyse 151 students' perceptions collected from HEIs in Oman. The survey instrument was built on prior research related to DeLone and McLean’s ISS model, and expert opinion was involved for validation. The snowball sampling method was used to collect the data, and participants' anonymity and confidentiality were maintained as part of the ethical process. The reliability of data was tested using Cronbach's alpha analysis. A statistical tool like correlation was used to examine the relationship between the study variables (system quality, information quality, user satisfaction and e-LSS).

This study’s results revealed that students positively perceived system usage, and users' satisfaction with e-learning systems (e-LSs) was high. Moreover, the correlation results indicated that the system and information quality aspects of e-learning significantly influence e-LSS.

The study results on students' perspective towards e-learning information systems can be advantageous to HEIs and various stakeholders like policymakers, and e-learning platforms. It may support and assist the HEIs and corporate firms in deciding on e-learning platforms for students and learners, respectively. Moreover, the consolidated findings will contribute to the existing literature on e-learning success factors from students’ perspectives.

This study examines the students' perception of e-LSS in Oman HEIs and advocates prospects for further in-depth study and analysis.

The purpose of the study is to explore the interrelation between internal factors of learners and the external environment. The results of this study help to design a learning environment that improves students' self-efficacy and consequently self-regulated learning (SRL) behaviors of students.

The study adopts a quantitative approach to explore the relationship between learner's self-efficacy, self-regulation behavior and three factors in the online learning environment: course design, learning activities and relationship with instructors and peers. Participants of the study are 350 students in two universities in Vietnam.

The study finds that factors in the learning environment namely course design, learning activities and relationship within class significantly affect students' self-regulation. Moreover, results show that students' self-efficacy plays the mediating role in the relationship between learning environment and self-regulation.

Samples are taken by convenience sampling method, which may lead to sampling bias, and results may, to some extent, be misleading. The study was conducted in only two universities with limited student populations. A larger sample of students from other institutions may contribute to a better explanation of the relationships.

The study has a practical implication of contributing to the limited understanding of learners in an underdeveloped-research country context. The study also implies necessary changes to the long-standing, prevalent yet ineffective teaching and learning style.

The study calls for a renovation in the nation's traditional educational practices, having a social implication of creating a learning environment beneficial for learners.

This study is the first to investigate the impact of online learning environment and students' internal factors on their learning behaviors in Vietnam. The study is among the very few empirical research studies on the country's education generally and on self-regulation specifically, contributing to better understanding of learning experiences and the improvement of teaching.