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The purpose of this research is to provide a framework in which new data quality dimensions are defined. The new dimensions provide new metrics for the assessment of lecture video indexing. As lecture video indexing involves various steps, the proposed framework containing new dimensions, introduces new integrated approach for evaluating an indexing method or algorithm from the beginning to the end.

The emphasis in this study is on the fifth step of design science research methodology (DSRM), known as evaluation. That is, the methods that are developed in the field of lecture video indexing as an artifact, should be evaluated from different aspects. In this research, nine dimensions of data quality including accuracy, value-added, relevancy, completeness, appropriate amount of data, concise, consistency, interpretability and accessibility have been redefined based on previous studies and nominal group technique (NGT).

The proposed dimensions are implemented as new metrics to evaluate a newly developed lecture video indexing algorithm, LVTIA and numerical values have been obtained based on the proposed definitions for each dimension. In addition, the new dimensions are compared with each other in terms of various aspects. The comparison shows that each dimension that is used for assessing lecture video indexing, is able to reflect a different weakness or strength of an indexing method or algorithm.

Despite development of different methods for indexing lecture videos, the issue of data quality and its various dimensions have not been studied. Since data with low quality can affect the process of scientific lecture video indexing, the issue of data quality in this process requires special attention.

The integration of social media and e-commerce has resulted in a rising phenomenon among individual content providers (ICPs), who used to offer free content, to provide consumers with paid content, such as online courses, Q&As or consultations. Despite the prevalence of ICPs’ content monetization, empirical research has rarely studied its underlying mechanism. This paper examines how the characteristics of free content contributed by ICPs on social media platforms influence their paid content sales, focusing on the perspective of human brand.

The empirical setting is an online knowledge exchange platform, where users are allowed to provide free content (e.g. answers) on the social media platform and launch paid content (e.g. lectures) on the e-commerce platform. A machine learning technique is employed to construct measures for the characteristics of free content, and fixed-effects estimation is presented to confirm which factors have a significant influence on the sales of paid content.

The empirical results show that the quality, diversity and expertness of free content have a significant positive impact on the sales of the ICP-paid content, with the brand popularity of ICP playing a mediating role.

This study is the first attempt to demystify the relationship between content contribution and ICPs’ content monetization from the perspective of human brand. The findings validate the effectiveness of the “Selling by Contribution” strategy and provide valuable insights for ICPs and social media platforms.

This chapter presents a critical reflection on delivering a lecture on the impacts of colonialism to a cohort of predominantly white, undergraduate students in the UK. This chapter provides an overview of the lecture, including its key content and how it built on a wider programme of learning. It then discusses student reactions to the lecture content, reviews the literature on teaching sensitive subjects, highlights what pedagogues in Higher Education (HE) can learn from this literature, and explores both teacher and student positionality. The chapter concludes that pedagogues in HE should pursue the teaching of sensitive subjects and not ‘give in’ to student discomfort. Not creating the conditions to discuss such issues in learning spaces ultimately sides with existing structures of power and privilege in HE that should be challenged. However, strategies need to be put in place to overcome students’ fears of discussing sensitive subjects. These strategies include pedagogues building up trust, facilitating open dialogue, and reflexively exploring positionality. These present both students and teachers with the opportunity to recognise and transform their own biases, perceptions, and attitudes to facilitate deeper and more democratic learning; and challenge existing structures of privilege in HE that benefit more powerful groups.

This study aims to explore medical students’ attitudes to electroconvulsive therapy (ECT). The authors sought to determine correlates of baseline attitudes to ECT and whether specific forms of ECT teaching improved attitudes to ECT during students’ psychiatry placement.

At the beginning of their placement, fourth-year medical students completed a questionnaire capturing background information and baseline attitudes. A second questionnaire, in the second half of the placement, recorded educational and clinical experience gained on ECT during placement, in addition to attitudes at this timepoint. The authors measured attitude using a five-point Likert scale and defined a positive shift in attitude as an improvement of ≥ 1 point between the two time points.

At Timepoint 1, 66% reported a positive attitude to ECT. This was associated with having attended a lecture and with having read a professional article on ECT at some time before the psychiatry placement. Attitudes significantly improved during the placement (66% vs 95% positive). Students who attended a lecture on ECT were more likely to have a positive shift in attitude, as were students who experienced three or more teaching modalities.

Personal, social and medical problems arise from treatment-resistant psychiatric disorders. ECT is a safe and effective treatment for such disorders.

It is hoped that this study will contribute to the development of medical education, so that lectures on ECT, and three or more teaching modalities, are incorporated into the undergraduate medical curriculum.

This uses quantitative and qualitative methods in assessing performance and process outcomes in a team lecture hybrid (TLH) instructional design applied in a public affairs course.

Within a non-experimental prospective design, individual and team outcomes were assessed as follows: survey of student perceptions of learning outcomes; comparison of individual and group scores on in-class case analyses using paired t-tests; external reviewers' observations of traditional lecture versus TLH activities; and analysis of students' reflections on team dynamics using a team process reflection tool adapted from four team development stages.

The following student learning outcomes results were observed: increased use of critical thinking; higher student interaction with other students and the instructor; higher student engagement in initiating or contributing to content or other learning activities; higher student enthusiasm; increased use of problem-solving skills; improved performance evidenced by quality of individual versus group products; evidence suggesting improvements in student learning outcomes when active learners and an active instructor interact in a learning environment.

Instructor practice tips were provided in the following areas: use of assessment methods; student engagement as an active instructor; motivational tips for classes with students from a variety of disciplines; and individual team member accountability.

This paper contributes to the scholarship of teaching and learning (SOTL) by addressing limitations in both traditional and collaborative learning models and expanding holistic evaluations in SOTL.

This study aims to present a step-by-step implementation of the culturo–techno-contextual approach (CTCA) in a university classroom to teach industry and competitive analysis in the Ghanaian undergraduate entrepreneurship development curriculum. It further investigates the efficacy of the CTCA in breaking difficulties related to the study of industry and competitive analysis as a difficult concept in the Ghanaian entrepreneurship development curriculum. In doing this, the CTCA is compared with the lecture method.

The study adopts a quantitative approach. A quasi-experimental design is employed to gather data from 215 level 400 (4th-year undergraduate students) entrepreneurship development students at a Ghanaian public university. The experimental group was taught with CTCA, while the control group used the lecture method. The data was collected using the industry and competitive analysis achievement test (ICAAT). As random assignment to experimental and control groups were not possible, the data were subjected to an analysis of covariance approach with pre-test scores added as a covariate.

The results show that the experimental group significantly outperformed the control group. The results further indicate the efficacy of CTCA in improving undergraduate students’ performance in complex concepts of entrepreneurship.

Researchers usually test alternative teaching methods to break down barriers to study difficulties. The study’s uniqueness stems from the CTCA’s ground-breaking application to the study of entrepreneurship development in a Ghanaian public university.

This paper aims first to describe the most prevalent teachers’ and students’ behaviors in synchronous online classes in emergency remote teaching; second, to discern behavior profiles and third, to investigate what features explain the observed behaviors.

An adapted COPUS observation protocol was employed to observe 292 online classes from 146 higher education teachers.

The most prevalent behaviors were: Presenting for teachers and Receiving for students, followed by Teachers Guiding and Students Talking to Class. Furthermore, cluster analysis showed two groups: Traditional and Interactive. The variables that better explained belonging to the Interactive lecture group were disciplinary area – social sciences and humanities –and teaching in technical institutions.

In a context where higher education institutions intend to project the lessons learned into post-pandemic learning experiences, this study provides observational evidence to realize the full potential expected from online and blended teaching and learning.

Despite the prevalence of synchronous online lectures during COVID-19, there is a paucity of observational studies on the actual behaviors that occurred in this context. Most research has been based on surveys and interviews. This study addresses this gap.

This study aims to develop and test a conceptual model of business students' intention to establish a start-up business that involves attitude, perceived behavioral control (PBC), entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support simultaneously.

An online survey was performed. The respondents were 196 business students in a private university in Indonesia. The data were analyzed using partial least square structural equation modeling (PLS-SEM).

Business students' intention to establish a start-up business was positively and significantly influenced by attitude and PBC. PBC was positively and significantly influenced by entrepreneurial competence and financial access. Attitude and entrepreneurial competence were positively and significantly influenced by curriculum program and extracurricular activity, but not influenced by lecture service quality and institutional support. Financial access was positively and significantly influenced by extracurricular activity and institutional support.

This research was conducted in a private university in Indonesia. Therefore, to test the stability of the research findings and the proposed conceptual model, it is necessary to conduct research in different contexts.

Research on the intention to establish a start-up business that simultaneously considers attitude, PBC, entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support is still scarce in the literature. This study addressed the gap.

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic.

A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis.

This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience.

It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.

The purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.

This paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.

The findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.

This study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.

Academic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.

The author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.

As far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.