Search results

Curriculum supplementation by teachers is an agelong tradition, and the widespread use of the internet has increased the use of online resources in the classroom. This paper aims to explore preservice teachers’ views on multicultural science resources and make a case for the representation of the changing demographics of the American classroom in online resource development.

Using a qualitative interpretive approach, this study explored the perceptions of preservice teachers on their access to and use of online science resources through the conceptual lens of the pedagogical design capacity framework (Brown, 2009) and the first two principles of critical and cultural approaches to ambitious science teaching (C²AST) (Thompson et al., 2021).

Participants in this study have not accessed culturally relevant online science resources. They adapt the resources to meet the demographic needs of their class.

This study aims to support the need for content creators of online educational repositories to develop multicultural science resources.

This work not only gives a background to why preservice early childhood science teachers could not access multicultural online resources, but it also makes a case for integrating skills needed for teachers to create culturally relevant resources into teacher training programs.

This study investigates the rise of online female entrepreneurship in emerging economies from institutional perspectives and the resource-based view (RBV). The research also explores how choosing online entrepreneurship affects the performance of female entrepreneurs.

Data were collected through surveys, and quantitative data analysis was used to test the hypotheses.

The results indicate that women entrepreneurs perceive online platforms as rare, valuable, imperfectly imitable and non-substitutable resources. Furthermore, the impact of informal institutions on choosing online platforms is supported, but the influence of formal institutions remains unclear. Additionally, the study finds that opting for online platforms helps entrepreneurs achieve financial and stakeholder relationship goals but does not significantly contribute to strategic and learning goals.

Our research highlights how transitioning from a physical to an online business platform can become a valuable resource for marginalized, deprived and struggling entrepreneurs, particularly women, operating within challenging institutional contexts, often prevalent in emerging economies.

The study aims to determine the extent of COVID-19’s impact on the libraries and information centers within Benguet. It identified the key differences in the effect of the pandemic on each type of library: public, special, school and academic. It recalled and documented the challenges faced by libraries and librarians. It determined which aspects of their library were affected and how they were modified in terms of their policies, personnel, physical space, services, collection, infodemic response and marketing.

The study used the qualitative descriptive method approach, specifically narrative research design and conducted online focus group discussions in which 14 librarians with managerial or supervisory functions participated. This method was used to explore the topic holistically by using qualitative inquiry. It best suited the purpose of fully understanding the experiences of libraries during the pandemic. The recorded online focus group discussions conducted through Zoom were reviewed and analyzed to identify key themes and responses from the participants. The themes identified from the thematic analysis were further validated with the participants through correspondence, chats or e-mails.

The findings showed that libraries were faced with challenges brought on by the lack of a written policy for the pandemic response, a lack of information communication and technology skills and resources, strict requirements on physical setup for pandemic compliance, budget cuts or realignments and delayed procurement, misinformation and users’ lack of awareness of the new services offered by the library.

The study focused on the pandemic experiences of libraries and information centers in Baguio-Benguet, which was hailed as a model for local pandemic response, through the lenses of librarians with supervisory roles or functions.

Libraries could reflect on their experiences in this pandemic to plan for future strategies that would be best implemented in situations where face-to-face services are not allowed.

This study presented various best practices from different library institutions that could be emulated in the future. Many of these are still relevant regardless library services are going back to normal.

This study aims to assess the effectiveness of online e-resource marketing tools used by university libraries to market e-resources. The specific objectives of this study were to uncover the e-resources that are showcased by university libraries, find out instructions posted by libraries to facilitate access and utilization of e-resources, examine marketing tools used, examine how current and relevant marketing messages and test the functionality of the marketing tools used.

An exploratory research design was used to assess the effectiveness of e-resources marketing tools. The study population included all public university libraries in Tanzania. The sample was purposively selected to include all publicly funded libraries as they work under similar management environments. Data collection involved the evaluation of online marketing tools using a matrix checklist.

It was revealed that most university libraries use websites for showcasing e-resources. The commonly used social media for marketing e-resources is Facebook followed by Instagram while Twitter and Ask a Librarian are the least used. The results further show that only a few universities provide instructions on how to access and use e-resources. The findings indicate that universities had active communication platforms for marketing e-resources. Furthermore, less than 50% of marketing messages are active and current. It is recommended that marketing e-resources should be integrated into the library’s plans and strategies and this should be informed by library policies.

Given that, this study involved Tanzanian public university libraries, it is possible that the findings do not represent the same situation in all academic university libraries in the nation.

This study assesses the effectiveness of online tools used to market e-resources in university libraries in Tanzania. It reveals the e-resources that are showcased online, the instructions provided on how to access the e-resources and the functionality of the marketing tools. Unlike the previous research, which primarily focused on evaluating the Web-based tools in university and college libraries, this study focused on public libraries in the country. The results will not only contribute to the theoretical and practical understanding of the functionality of the marketing tools but also provide actionable insights to decision-makers in libraries in marketing their e-resources.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

The focus of this study is on how online-only retailers, known as pure-play e-retailers, leverage e-commerce platforms to identify and pursue market opportunities. Through the perspective of entrepreneurial marketing, this study aims to explore the influence of e-commerce technologies on the decision-making process of entrepreneurial marketing. This exploration is conducted via a case study of pure-play e-retailers based in China.

This study utilised a qualitative case study methodology to examine the complex processes of entrepreneurial marketing in an online environment. The study gathered detailed insights from both owner-managers and staff members of eight pure-play e-retail businesses. Additionally, the research involved a careful review of the firms' webpages and social media pages. This holistic approach facilitated a comprehensive understanding of their marketing strategies and practices.

The case study findings indicate that while many core aspects of entrepreneurial marketing remain important, there are distinct factors influencing the entrepreneurial marketing decision-making in the online marketplace. The online EM framework can be visualised as follows: (1) trend-orientated as well as innovative-orientated (2) data-orientated and entrepreneur-orientated (3) innovative-driven customer stimulation (4) orientated towards both platforms and proactiveness.

The paper provides an initial understanding of how digitalisation is enabling and transforming entrepreneurship in companies with high level digitalisation but low level digital development. Building on current entrepreneurial marketing literature, this paper develops an online entrepreneurial marketing framework to enhance understanding of the interaction between e-commerce technology and entrepreneurial marketing decision making.

Doctor–medical institution collaboration (DMIC) services are an emerging service mode in focal online health communities (OHCs). This new service mode is anticipated to affect user satisfaction and doctors' engagement behaviors. However, whether and how DMIC occurs is still ambiguous because the topic is rarely examined. To bridge this gap, this study explores doctors' participation in DMIC services and its effects on their online performance, as well as its effect on patients' evaluation of them on OHC platforms.

The authors propose hypotheses based on structural holes theory. A unique dataset obtained from one of the most popular OHCs in China is used to test the hypotheses, and difference-in-differences estimation is adopted to test the causality of the relationship.

The results demonstrate that providing DMIC services improves doctors' online consultation performance and patients' evaluations of them but has no significant effect on doctors' knowledge-sharing performance on OHC platforms. Doctors' knowledge-sharing performance and consultation performance mediate the relationship between participation in DMIC services and patients' evaluation of doctors. Regarding doctors' participation in DMIC services, its impact on doctors' consultation performance and patients' evaluation of them is weaker for doctors with higher professional titles than for doctors with lower professional titles.

The findings clarify the value creation mechanisms of online collaboration between doctors and medical institutions and thereafter facilitate doctors' participation in DMIC services and enhance the sustainable development of OHCs.

The purpose of this paper is to assess the digital transformation of students' reading preferences and behaviors, considering the significant impact of digital resources accessible through the internet among allied health students.

The researchers used a structured questionnaire to collect data. The study focused on undergraduate allied health students from medical universities in Pakistan. The researchers used a convenient sampling technique. Data analysis was performed using statistical software packages R and SPSS.

The results indicate that allied health students frequently use databases, e-books and e-journals to fulfil their academics and research needs, aiding in the acquisition of up-to-date information and supporting various academic research pursuits. The study emphasizes the positive effects on the reading habits of allied health students, attributing these improvements to factors such as enhanced online databases, a broader array of materials and the integration of digital tools. However, challenges arise from the limited availability of relevant e-resources and the dispersion of information across various library sources.

This study provides valuable insights into the availability and utilization of e-resources among allied health students in Pakistan. It highlights the crucial role that digital resources play in shaping reading behaviors within the educational landscape. This study holds significance as it contributes to educational enhancement, proves beneficial for the improvement of university library resources and services and aids in the development of policies in health-care education.

This study intended to identify and categorize the drivers of using online English learning resources (OELR) and to understand OELR's impacts.

The authors conducted an online survey, obtained complete responses from 157 OELR users and used structural equation modeling (SEM) for hypothesis testing.

Most utilitarian and hedonic drivers lead to positive perceptions of OELR, which in turn positively contribute to continuance intention (CI). Two counterintuitive findings were obtained. First, functionality was negatively related to the perception of ease of use. Second, perceived ease of use (PEOU) was not related to CI to use OELR.

This study has implications as follows: (1) complexity of the functions of OELR may deter rather than attract users, (2) ease of use of OELR is not directly positively related to CIs and (3) users may seek practical benefits (utilitarian) and experiential learning processes (hedonic) when using OELR.

The authors' study has theoretical significance by being the first to caution that excessive functionality or complexity in assisting learning tools would likely hinder further use of OELR. The practical significance of this finding is that the finding highlights two factors (perceived usefulness (PU) and perceived enjoyment) that could effectively increase OELR use.

HyFlex course design is an effective instructional course design that combines active and transformative learning techniques. HyFlex course design encourages active learning by focusing on interactive activities, discussions, and collaboration. It also allows learners to collaborate effectively and flexibly as a community, providing peer support and opportunities for authentic dialogue and learning experiences. HyFlex course design provides the opportunity for transformative learning through its ability to offer personalized educational experiences to individuals. It facilitates greater customization of the learning experience, allowing individual learners to access tailored educational modules, offer personalized educational experiences to individuals, and effectively develop and build independent and critical thinking skills. This conceptual review, supported by implications from HyFlex literature and triangulated with experts' views undertaking a Delphi study, facilitates understanding the current state of research in HyFlex course design and future application strategies. Existing research has identified HyFlex courses as a promising means of engaging students in active learning. Allowing students to learn through flexibly predesigned mixed online and in-person experiences enables higher levels of student autonomy and supports students in taking more ownership of their learning. This approach can facilitate an understanding of how HyFlex courses can improve active learning practices in higher education. The review study findings identify the reported alignment issues and challenges, suggest four strategies and actions for policymakers and stakeholders, and provide a suggested research agenda for bridging identified research gaps.

Future research can provide evidence of the benefits of HyFlex course design and how flexible course design can address the challenges of traditional face-to-face courses, such as reduced student engagement, lack of student-centered approaches, and limited support for different learning styles. Further research can focus on strategies that can be used to promote active learning in HyFlex courses. Moreover, research can investigate how this kind of course design can equip educators with the skills and knowledge needed to design and implement effective and meaningful active learning experiences. Finally, research can assess the potential impact of HyFlex course design on student outcomes, including performance, satisfaction, and engagement.