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There is continual evidence of ineffective e-Learning programmes that are set amid emerging information and communication technology (ICT) tools by higher education (HE) providers. While many of the existing accounts outline the potential of integrating such educational technology into their teaching and learning practice, other studies point out the adoption challenges of such programmes. This chapter tackles this dilemma in two respects. Firstly, through an examination of the limitations surrounding the instructional systems design (ISD) models while urging the need for empirical evidence and ratification processes to substantiate these models as they relate to online instructional environments. Secondly, through the investigation of the effectiveness offered by ICT tools under different instructional environments in order to facilitate the effective application of e-Learning. Field evaluation in the form of a series of 2×3 factorial quasi-experiments was conducted at four higher education institutions in Saudi Arabia. The empirical results confirm the validity of the ISD model and reliably captured its effects in improving learners’ performance under three instructional delivery modes. The empirical evidence reveals the extent of effectiveness of the proposed prescriptive ISD model enabling an improved design of ICT-based HE instructional strategies. On a managerial level, the findings facilitate the delivery mode decision making by HE providers in terms of the congruence of technology integration under each of the three learning experiences. The calibrated assessment measures provide a discussion to extend the practical implication of the current e-Pedagogical practice in the e-Learning industry.

This chapter discusses a bottom-up design strategy to support the principles of Universal Design and Universal Design for Learning adapted for online course development. The concept of Universal Design demands a holistic, bottom-up instructional design model for online course development that integrates technology, accessibility, recent instructional and learning theories, and a participatory postmodern worldview. This study is intended for faculty, instructional designers, administrators, assistive technology staff, and Web multimedia software vendors associated with higher education. The research assists these target audiences to design and develop online courses that are accessible without special adaptation or modification. The components of Universal Design for online learning support newer emergent approaches to instructional design, various programming solutions used in the software engineering field for efficiency, Universal Design for Learning, and legal guidelines associated with accessibility.

The rapid introduction of new technology and the various needs for human resource development are changing the priorities for vocational and technical training. While the fundamental goals for training remain, emphasis is shifting from a focus on content delivery to a recognition of the importance of a systems approach. As a consequence, professionals involved with training are increasingly aware of the need for more rigour in the process by which training is developed, implemented and evaluated. The chief purpose of this monograph is to introduce training and other interested personnel to the Instructional Systems Development (ISD) approach. Collected in this one document is the essential information on the ISD process for the development and conduct of efficient and effective performance‐based training programmes. For those planning a new training programme, this logical and organised approach provides a road map. Furthermore, the procedural steps presented are useful when modifying and revising existing programmes. Instructional Systems Development methodology is presented in five phases: analyse, design, develop, implement and control.

The fast pace of innovation and disruption in business processes and technology today requires employees of organizations to be continuously up-skilled and be able to adapt to changing practices. Training needs are becoming more personalized. Micro-learning and byte-sized training modules, easily accessible to employees, as and when required, are some of the major organizational needs. Training and development programs should be designed keeping in mind factors of employee engagement, involvement and extent of training transfer. The purpose of this paper is to explore whether artificial intelligence (AI) can lead training and development processes in organizations in the years to come.

The author has interviewed 27 HR and training professionals, in person, from across eight organizations in the FMCG, oil and natural gas and clothing and apparel industries. All these organizations have an annual turnover of greater than US$14.5m. A formal questionnaire was not followed since this research explores a new field in academia. Open-ended questions were used in the interviews, of which eight were common across all interviews. The mean interview duration was 25 min 33 s. The objective being to capture ideas and identify future trends, the analysis was done on a percentage basis and served as the foundation for a new training and development needs model for organizations.

Among the 27 HR/training professionals interviewed, 92.6 percent respondents believed that their organization/department requires knowledge management practices while 40.7 percent require the training content delivered to a fixed category of employees, to be updated continuously. Personalized learning was mentioned as a requirement by 63 percent of the respondents. In total, 92.6 percent HR/training professionals believed training programs should involve high employee engagement. In total, 51.9 percent would prefer on-the-go learning tools for their employees, while 33.33 percent respondents believed an intuitive e-learning interface would be useful for their organization/department. The findings also led to the foundation of an SIP model, which shall be useful in providing direction to AI systems in training and development practices.

The paper opens up avenues for further research to be conducted in identifying the areas of impact of AI in training and development. It paves the way for researchers to quantify training effectiveness and measure it with the help of AI.

The objective of the paper is to explore the opportunities for AI in training and development practices. Having identified the opportunities, it shall drive the practice of using AI across industries.

The thoughts in the paper have been ideated by the authors organically. Relevant data points from referred sources have been cited to back up those thoughts.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.

The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

Craig and Auzenne-Curl reflect on how their individual experiences and personal practical knowledge developed in context over time contribute to a collective review of the backdrop of the stories of experience shared in this volume. The chapter provides context for the study that inspired the collection and a preview of the chapters yet to come.

The purpose of this paper is to understand the impact of Chinese culture on the information ethics perception gaps between Chinese and American students.

Using a qualitative approach, this study utilizes Kohlberg’s Cognitive Moral Development model and an open-ended questionnaire to measure and analyze the gaps among information ethics perceptions of students from Taiwan, Mainland China, Hong Kong, and the USA, and to assess the extent to which the gaps are influenced by Chinese culture.

Students’ perceptions of intellectual property, information accuracy, privacy, and accessibility (PAPA) are deeply influenced by national culture. Sub-cultures have significant impact on the perceptions. Political systems, history, and legal environment may also play a role in the differences of PAPA perceptions among the three Chinese societies. The study also revealed that accuracy and intellectual property are the most deficient areas of moral developments in both Chinese and American samples.

The sample sizes from Hong Kong and the USA were relatively small due to resource and time constraints. In addition, the subjects from Hong Kong and the USA were a little bit older than the subjects from Taiwan and Mainland China due to the fact that universities in HK and USA tend to have more non-traditional students than in universities in Mainland China and Taiwan. Second, the questionnaire is a limited means of studying moral reasoning because the results are likely to reflect espoused theory rather than theory-in-use.

The educational implication of this study calls for a renewed approach to educate students on the importance of information ethics for the sake of sustained economic development.

The novelty of this research lies in its interpretation of students’ PAPA perceptions and fresh insights from a Chinese guanxi perspective.

The purpose of this paper is to suggest that the information ethics (IE) of students appear to improve more through adoption of the technology mediated learning (TML) platform rather than face-to-face (FTF) approach. In addition, it shows the pattern changes in each scenario resulting from the ethics training and analyses them from the Confucian ethics perspective, indicating that researchers should consider this aspect in future models.

This study employed non-parametric methods to test the outcome of the “information ethics course” of two kinds of training platforms. FTF training: 193 students; TML training: 185 students.

The TML platform produces a more significant improvement in the students’ respect for rules, privacy, accessibility, and intellectual property (IP) cognition, rather than the FTF method. Based on the findings, two propositions (eight sub-propositions) are formulated and revised two sub-propositions.

However, this study has a few limitations that can be enhanced by further research in the future: first, the data were only collected from one university (National Pingtung University), thus, the external validity is not satisfactory for all Chinese context students. Second, it is necessary to collect both of scenario-based and qualitative data from different cultural context students (such as Mainland China, the USA, Europe, Arabia, etc.) and then compare their results, thereby making further contributions to the current study. Third, the study was intentionally used as the measure of progress in ethical understanding without highlighting the difference between intentionality and actual behavior.

Teachers should draw upon the principles of Ren, Yi, and Li, from the Confucian ethics perspective to encourage students to respect the IE for Chinese context students. In addition, emphasis should be placed on the ability of students to build their information ethics cognition through the cognitive information processing learning methods, which can enhance the “accessibility,” “accuracy,” “privacy,” and “IP” cognition of Chinese students in both the FTF and TML platform learning process. This will help to reduce students’ unethical behavior as they advance in their future careers.