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This study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students’ performance and, thereby grade.

This study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.

With the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.

The study was conducted using a small number of samples; thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.

Participants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

Purpose – This paper proposes a new procedure for measuring affective responses during social interaction using facial thermographic imaging.

Methodology – We first describe the results of several small pilot experiments designed to develop and refine this new measure that reveal some of the methodological advantages and challenges offered by this measurement approach. We then demonstrate the potential utility of this measure using data from a laboratory experiment (N=114) in which we used performance feedback to manipulate identity deflection and measured several types of affective responses – including self-impressions and emotions.

Findings – We find warming of the brow (near the corrugator muscle) and cheek (near the zygomatic major muscle) related most strongly to emotion valence and self-potency, with those whose brows and cheeks warmed the most feeling less positive emotion and less potent self-impressions. Warming in the eye area (near the orbicularis oculi) related most closely to undirected identity deflection and to positive self-sentiments. Positive self-views and strong identity disruptions both contributed to warming of the eyes.

Implications – The rigor of contemporary sociological theories of emotion exceeds our current ability to empirically test these theories. Facial thermographic imaging may offer sociologists new assessments of affect and emotion that are ecologically valid, socially unreactive, temporally sensitive, and accurate. This could dramatically improve our ability to test and develop affect based theories of social interaction.

The purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.

The present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.

The results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.

This study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.

The 2020 Coronavirus pandemic forced universities to hastily transition to eLearning on a mass scale, necessitating the identification of populations who are more challenged by the transition. This study aims to identify how students’ level of introversion/extraversion and digital literacy come to play in their satisfaction with the eLearning environment.

The analysis examined 272 Israeli students who moved from a face-to-face learning environment to a Zoom learning environment between March–July 2020, following the outbreak of the pandemic. All the participants completed two rounds of surveys, and 62 of the 272 participants were then interviewed, and their social network was mapped using a sociogram.

Findings indicated that, in accordance with the “poor get richer” hypothesis, introverts expressed more satisfaction from the transition to the video-conferencing Zoom platform than extraverts. In addition, for highly introverted people, high digital literacy was significantly associated with increased course satisfaction, whereas for highly extraverted people, a high number of social ties with peers from the course was associated with course satisfaction.

As expected, the study’s findings shows that there is no “one size fits all” approach for online learning. Learners with different personalities can benefit from learning environments that foster greater satisfaction with the learning experience. Online platforms can, and should, be designed in a way that offers this needed personalization, and this study provides initial principles that can inform such personalization.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-01-2023-0028

The purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning” in either or both courses. This study focuses on the impact of learning communities in quantitative courses.

The hypothesis is tested using a unique data set including individual student performance and characteristics collected from students enrolled in an LC of Principles of Microeconomics and Elementary Statistics. The sample also includes students enrolled in each course separately which allows for testing between groups. The final exam in each course contained questions designed specifically to test deep learning. The design facilitates the use of multivariate regression analysis to examine the correlation between learning in communities and deep learning, holding constant other possible elements of student success.

Despite perceptions among the sample student population that learning increases in both courses as a result of the LC format, the empirical evidence does not reveal any statistically significant increase in deep learning as a result of learning in community. However, the sample is more introverted than the average college student which may meaningfully impact the results.

There are a number of important motivations for implementing an LC program that are not measured here. These include an increased sense of community among students, breadth (rather than depth) of knowledge, and awareness of the interconnectedness of learning across disciplines. However, to the extent that university instructors are motivated to ensure learning in their own discipline, this resource-intensive strategy may not be the most suitable approach in quantitative courses.

Learning communities continue to be a popular pedagogical technique and curriculum requirement, particularly at teaching-focused universities. This research offers an empirical approach to measuring one aspect of their value which is typically left to conceptual or qualitative study.

This chapter discusses how employee productivity may be enhanced by understanding the difference in fit between introverts and extroverts and their work environment. Research shows that neglecting to consider varied personality types of employees when designing characteristics of the physical workplace may hinder employee performance given that introverts and extroverts thrive in different work environments. Drawing upon the self-determination theory, the chapter makes a case on how allowing employees the autonomy to choose their work environment (work from home or work from office) will enhance their performance by empowering them in their preferred work setting. Finally, this chapter discusses strategies that may help accommodate how introverts’ and extroverts’ interface with the physical characteristics of their workplace, followed by a discussion on companies that are in the process of shifting to a hybrid work setting in acknowledgement of increased productivity because of work from home practices during the pandemic.

The purpose of this paper is to explore information‐processing in response to a specific promotional information campaign in a “social marketing” setting, and to devise a target audience segmentation strategy on the basis of the findings.

The case examples of on‐campus cultural events and activities at three universities in Taiwan are the focus of data collected by questionnaire from 759 students in three personality‐based clusters and subjected to analysis by structural equation modelling and MANOVA.

A model of the information‐processing structure exhibited a good fit to the data. There were clear differences among the clusters with respect to the individual elements of the model.

Restriction of the sampling frame to three universities in one country, chosen specifically for similarities in their on‐campus cultural provision, limits the generalisability of the findings and conclusions to other social marketing situations.

Personal characteristics were the single most important influence on students' processing of the information and participation in the events and activities. Conclusions are drawn for target audience segmentation in this specific case.

This study has developed an effective measurement index and structural model, which can serve as a point of reference for marketing planners in comparable situations.

THE ANNUAL ORGY of reference‐writing for departing students is on the wane now. The well‐worn platitudes are about to go into dock for their 10,000‐word service, to be ready to leap out fresh again next year.

This study explores collaborative technology's effectiveness in facilitating learning in a hybrid (synchronous face-to-face and asynchronous virtual) context. In particular, the study explores the critical role of students' feeling-at-ease, including its drivers and impact on their perception of the technology.

The study included a classroom intervention in which a collaborative technology, i.e. VoiceThread, was implemented in a hybrid learning context. Online surveys, which included quantitative and qualitative components, were administered at the start and end of the semester to capture student perceptions and experiences with the technology.

Students who felt more at ease assessed the collaborative technology more positively. While extraversion was marginally associated with initial feeling at ease, technology anxiety was not. When using the technology to post content, students who felt more at ease preferred using audio or video over text. Students' perception of the importance of technology in facilitating their learning was a key mediator in the relationship between feeling less at ease and future intention to use the collaborative technology.

The paper investigates the implementation of a collaborative technology in a hybrid learning context, highlighting the critical role of feeling at ease in impacting its acceptance.

Examines the effectiveness of teaching business cases using collaborative groups of students. A quasi‐experiment was conducted in which a class of students was randomly placed in face‐to‐face groups and given a case with questions to answer collectively. Then for a different case, these same students were randomly assigned to electronic case groups. The electronic groups conducted all their group interactions with their fellow group members in universities in the USA, Canada and Mexico via e‐mail over the Internet. The groups rated both their group experiences, face‐to‐face and electronic. Also each student completed the Myers Briggs personality typing instrument. The four dimensions of personality type were then correlated with the case ratings; and significance tests across the two subgroups, electronic and face‐to‐face, were assessed. While there were few significant differences across the electronic and face‐to‐face groups, the extroverts found the electronic groups to be a novel experience. This may be explained by the technical frustrations encountered by the students and the lack of richness of the electronic group exchange.