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As online education offerings are extended to more students, organizations are increasingly interested in the effectiveness of online learning compared to a traditional classroom. The need for research on the learning outcomes of students is imperative. The purpose of this study is to compare student learning in a traditional classroom with the equivalent online course. This research explores the research question: What is the difference between student learning in a leadership studies course through online versus traditional delivery methods? This study utilizes a directed content analysis to investigate student assignments using Kolb’s Experiential Learning Model as a foundational theory. Previous research reveals a contradiction on student outlook on the instructor and format of the class, as well as understanding the effectiveness of each method of delivery. Findings in this study indicate that online students may engage more often in deeper learning on assignments than those in the traditional classroom environment.

The purpose of this study is to explore learner-centered emerging technologies, methods of learning with artificial intelligence (AI), student engagement and concerns related to the assessment process at public and private universities in Bangladesh.

The study employed a qualitative research approach to investigate innovations in learning, student engagement and assessment concerns. Respondents were categorized into three clusters: Cluster-A comprised students from various academic levels, Cluster-B included faculty members with online teaching experience and Cluster-C consisted of information and communication technology (ICT) experts from university information technology (IT) departments. Qualitative data were collected via in-depth interviews.

The research findings indicate the widespread acceptance and utilization of learner-centered technologies, with online and hybrid learning offering flexibility, accessibility, self-paced learning and better student engagement opportunities. While AI platforms like ChatGPT and Gemini are valued for clarifying theoretical concepts, concerns exist regarding their ethical use, particularly in completing assignments. The assessment process faces challenges related to online exams, with concerns over cheating prompting calls for AI-supported solutions. However, there is a gap between commitment and action in regulating unethical AI usage, highlighting the need for clearer guidance and investment in technological solutions for an effective assessment process.

Limitations of this study include the inability to quantify the satisfaction level with the emergence of learner-centered technologies, which could be better explained through a quantitative study.

This study’s originality and value stem from its thorough investigation of innovations in learner-centered education considering the emergence of AI and student engagement, uniquely focusing on the perspective of a developing country.

This study aims to demonstrate which course elements were responsible for community building, fostering subjectification and learning for being in an online course on environmental and sustainability education (ESE) during the COVID-19 pandemic and physical distancing.

The study investigates a graduate-level course on Environmental Education for Sustainable Living that due to COVID-19 had to be taught mainly online. A retrospective analysis was conducted when the facilitators reflected on why the course, against expectations, appeared to have affected so many students in such a meaningful and profound way as shown by their personal reflections and the course evaluation. Methodologically, this study can be described as explorative and interpretative, although it was complemented by a standardised empirical analytical end-of course evaluation.

Within the context of this study, sense of community is linked to and facilitated by the online learning environment and the educators’ and students’ roles throughout the course. This study found that interaction and inclusion can be augmented by a hybrid educational design and supported by the mutual efforts of educators and students. Reflective tasks and discussions most prominently evoked subjectification. The encouragement of students to see themselves as central subjects and the inclusion of creative tasks supported both personal exploration and sense of community.

This study provides educational institutions teaching online with valuable information regarding course elements that foster subjectification and create a sense of community. This is particularly of interest for the design of online ESE emphasising learning for being and more relational approaches towards teaching and learning.

Finding effective ways to reach today’s college audience is challenging and social media is one way to attempt to meet students in their environment. This application brief discusses a course activity and assignment that combines the scholarship of leadership education with reflection about personal leadership behaviors through social media. This assignment has been used in leadership education courses with undergraduate students both in a traditional face-to-face course setting and in an online format. The assignment attempts to help students integrate what they are learning about leadership with their actual behaviors as a leader. By documenting their leadership actions and thoughts through Twitter or Instagram, students are held accountable to develop their leadership capacities

The study mainly aims to evaluate factors that impact online accounting education in Vietnamese universities during COVID-19.

The study is exploratively conducted with a quantitative sample using purposive data-collecting techniques. The sample focused on teaching staff and students at public and private universities in Vietnam during COVID-19.

The study shows that infrastructure, working/living conditions during COVID-19 and lecturing time are the top three factors impacting online digitizing accounting education.

This research is not without limitations. The limitations are limited time and resources, which did not allow for examining other factors that impact digitizing education in accounting. The forthcoming study should examine extended factors (not mentioned in the study) such as government sponsorship, lecturers’ soft skills, national culture, qualifications and so on.

This study identifies and states significant factors that impact online digitizing accounting education in Vietnamese higher education during COVID-19.

Principles of Peer Leadership is an undergraduate course developed through the collaboration of leadership educators with colleagues from residence life and fraternity/sorority life to provide instruction to undergraduate students serving in peer leadership positions across campus. The course comprises online and recitation components to connect leadership concepts to the students’ peer leadership practice. This application brief is intended to a) provide an overview of the course along with relevant scholarship used in its design, b) detail the course format and its various components for developing leadership skills, and c) offer educator reflections about how the course has worked well, and areas for improvement. Among the recommendations for future practice is a clear message of collaboration with university stakeholders and continuous assessment.

There is considerable efforts by government and various agencies towards the development of information and communication technology (ICT) skills in the developing nations. The efforts include the procurement and deployment of ICT devices and curriculum development; but, these are not yielding the ultimate results as the digital divide continue to widen regionally. This calls for innovation in teaching and learning in ICT. The study assessed the effectiveness of infusion approach to teaching and learning in the tertiary education level. This approach utilises a framework and student-centred approach for which its effectiveness as an instructional delivery was tested for efficacy.

The study adopted quasi-experimental design with pretest and posttest comparison to assess the treatment given. Performance was measured quantitatively through online assessment.

The results showed a phenomenal effectiveness of infusion approach to teaching and learning of general ICT skills as the participants achieved very high performance at the end of the instructional period.

This research is based on general ICT skills and covers a regional cross-section of Nigeria.

Adoption of infusion approach to teaching and learning in ICT would close the prevailing knowledge gaps in the development of ICT skills.

This infusion approach would close the prevailing digital divide, thereby enhancing societal well-being.

This is a novel approach to the development of ICT skills, which would enhance teaching and learning in ICT.

This study aims to explore students’ perceptions of the use of an artificial intelligence-generated content avatar (AIGC avatar) within a learning management system (LMS).

This qualitative research involved seven postgraduate students. Data were collected through individual, in-depth interviews. The videos of the AIGC avatar, created using Leonardo, ChatGPT and Heygen, were uploaded to the LMS to communicate with students for the purposes of a welcome note, assignment guide, assignment feedback, tutorial reminders and preparation as well as to provide encouragement and study tips. Students were interviewed at the end of the semester.

The findings of this study indicated that the majority of participating students held positive perceptions regarding the use of the AIGC avatar in the LMS. They reported that it enhanced their perceived instructor’s social presence and motivation to learn. The assignment guide and feedback were particularly valued by the participants. While some students noted the AIGC avatar’s lack of naturalness, others appreciated the clear and professional speech it delivered.

The study was confined to seven students from a single course at one institution, which may limit the generalizability of the findings. Future research could involve a larger and more diverse group of participants.

The findings may offer education providers an alternative solution for engaging students in an LMS.

This study highlights the potential of AIGC avatars to replace text-based communication in LMS and enhance students’ perceived instructor social presence.

Daily commuting trips of higher education (HE) students account for a large proportion of the carbon footprint of a HE institution. Considerations of students underlying their choice of travel mode and their decision to make the trip to campus or to study online are explored as a necessary first step for finding an optimal balance between online and on-campus learning from both a sustainability and an educational perspective.

Focus group conversations were held with student groups from different study programmes of a university of applied sciences in the Netherlands.

Dutch students’ travel mode choices seem to depend on measures regulating travel demand such as a free public transport card and high parking costs. The findings indicate that students make reasoned choices about making a trip to campus. These choices depend on considerations about their schedule, type, lecturer and content of a course, social norms and their own perceived behavioural control. Alternative online options can provide students with more flexibility to make choices adapted to their needs.

While these findings are useful for sustainable and educational reasons, they also seem helpful in times of COVID-19 which calls for a re-design of curricula to allow for blended forms of online and on-campus learning.

To the best of the authors’ knowledge, this paper is one of the first studies looking at students’ considerations when deciding whether to travel to campus to learn or stay at home learning online.

The purpose of this paper is to propose a new standard of assignment rubrics to minimize various interpretations and confusing expectations of the assignment outcome among all stakeholders and enhance the assignment rubrics to function not only as a grading tool but also as an assignment guiding tool for self-managed learning among open and distance learning (ODL) learners.

The paper looks into the problems and issues related to assignment rubrics such as various interpretation, confusing expectations and the need to have appropriate descriptions in the rubrics in order to reflect proper learning outcome among the assignment stakeholders. To solve these issues, the paper explores the new and improved requirements which were imposed to support the new assignment rubrics for courses in the university via a self-guided manual known as Rubrics Formulation Guide.

Based on the feedback received from university’s lecturers, who also functioned as moderators, it was indicated that the time taken to moderate the assignment rubrics had drastically reduced and in terms of grading, the clarity of the assignment performance expectations among the learners showed improvement, whereby as compared to the previous semester, there was significant drop for the application of remarking of assignments among May 2014 semester learners.

The paper includes implications of developing innovative rubrics that enhance common understanding and consistent expectation of what the final outcome of the assignment should be.

This paper fulfills the purpose of expanding the potential of assignment rubrics which is to guide and grade.