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The purpose of this paper is to investigate the impact of design of e-servicescapes on student engagement in distance education (DE), and examine whether this impact is mediated by student experience quality.

Quantitative research approach based on cross-sectional survey design was adapted where data were collected using a structured questionnaire. Sample consisted of 252 undergraduates registered in the DE platform in Sri Lanka and was drawn using a simple random sampling technique. Collected data were analysed using the structural equation modelling.

Data analysis revealed that there is a direct significant impact of e-servicescapes on student engagement while this impact is partially mediated by student experience quality in the Sri Lankan context. Meantime, the social presence feature of e-servicescapes has the highest impact on student engagement.

Findings of the study provide an empirically validated model to boost up the student engagement and significantly contribute to the designing of the e-servicescapes of the DE institutes in order to offer a superior service to a wide array of stakeholders.

Even though e-servicescapes have been recognised as a driver of customer behaviour, the concept is fairly unexplored in the educational context. Due to its practical applicability in the DE context, this study contributes to the existing knowledge by presenting a novel conceptual model developed based on multiple theories to identify its impact on student behaviour.

Despite nationwide decreases in school crime and violence levels, a relatively high and increasing number of students report feeling unsafe in their school environments. In response, many school and law enforcement officials are collaborating to develop school–police partnerships, especially in urban areas as an effort to significantly deter student criminal activity and violence in schools. This chapter examines the beginning efforts of New York City's Impact Schools Initiative, a punitive-based school–police partnership created in January 2004 to significantly increase police presence at some of New York City's most violent public schools. An initial examination of school-level demographic and environmental variables reveal that despite increased police presence, students enrolled at New York City's Impact Schools continue to experience higher than average problems linked directly to future criminality, including more student suspensions and lower attendance rates compared to other New York City Schools. Additionally, the data revealed that compared to other New York City public schools, Impact Schools experience greater student overcrowding and receive less funding.

Research about tourism impacts is abundant. However, existing studies often investigate tourism impacts from residents’ and tourists’ perspectives. The study targeting students is absent. The students’ perception and evaluation of tourism impact must be investigated independently to have more insights into improving the current education curriculum, which covertly addresses the impacts. Therefore, this study aims to examine university students’ perception of tourism impacts as young tourists to provide implications for better teaching of such content in the future.

Vietnam was chosen as the context, and a mixed method was employed. First, free elicitation with 118 university students was carried out to identify the students’ perceived impacts (109 items, four categories). Second, structured surveys using the previously generated content with 243 and 224 university students were implemented to identify the latent structures of the impacts (3-4 factors per impact category).

Tourism impacts can be dually perceived. In other words, they can come in positive or negative forms or are directed toward the destinations or the residents. However, being positive or negative, or affecting the place or the people, tourism impacts have some general and universal elements concerning the economic, sociocultural and environmental ones. In addition, they have some specific and contextual aspects, such as cross-border marriages, child labor and economic autonomy loss.

Tourism impacts seen from the perspective of university students are relatable and valuable for tourism education. Educators in Vietnam should consider revising the current curriculum to address all the tourism impacts overtly.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

The purpose of this study is to compare students and instructors’ perspectives on students’ performance based on unified theory of acceptance and use of technology (UTAUT) framework. This study also aims to propose additional variables that might be used to extend the UTAUT model to make it more appropriate for the educational setting.

The study was carried out using a three-pronged methodology, namely, literature review, expert interviews and self-administered survey of 430 students and 55 information and communication technology (ICT) instructors from tertiary institutions in Akwa Ibom State, Nigeria. Validity analysis were conducted using IBM SPSS version 24 and two structural equation models were finally obtained using AMOS version 24.

This study finds UTAUT constructs including social influence, facilitating condition and voluntariness of use to have direct and significant impact on students’ performance from the students and the instructors’ perspective. The result of the instructors’ perspective shows that ICT use behaviour of students have direct and significant impact on students’ performance, but the students’ result shows an insignificant direct effect of use behaviour on students’ performance. From the students and the instructors’ perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. The result also shows that additional variables including ICT instructors’ characteristics, motivation and personal environment directly affect students’ performance from the students’ perspective, but the result of the instructors’ perspective shows that the influence of ICT instructors’ characteristics, motivation and personal environment does not directly and significantly affect students’ performance.

This study was limited to tertiary institutions in Akwa Ibom State, Nigeria. Consequently, the findings of this study are limited to Akwa Ibom State, Nigeria, and may not be generalised to cover other countries.

This research shows that the students and instructors have different views on variables that impact on students’ performance. This study finds empirical evidence to support the direct impact of use behaviour on students’ performance from the instructors’ perspective, while the students disagree but indicated an empirical evidence to show that instructors’ characteristics, environment and motivation contribute a greater impact on students’ performance. From the students and the instructors’ perspective, gender, age and experience have statistically significantly direct impact on performance expectancy in this study. This adds to the findings in the original UTAUT that indicated that performance expectancy is moderated by gender and age.

The purpose of this study is to propose an integrated post-adoption model based on expectation-confirmation model (ECM) and flow theory to examine whether gamification and interface design aesthetics as antecedents to students' beliefs can affect their continuance intention of massive open online courses (MOOCs) and perceived impact on learning.

Sample data for this study were collected from students enrolled in a comprehensive university in Taiwan. A total of 600 questionnaires were distributed in the campus, and 318 (53.0%) useable questionnaires were analyzed using structural equation modeling in this study.

This study's results verified that students' perceived gamification and interface design aesthetics of MOOCs positively affected their perceived usefulness, confirmation and flow experience elicited by MOOCs, and these in turn directly or indirectly led to their satisfaction, continuance intention of MOOCs and perceived impact on learning. Essentially, the results strongly support the research model with all hypothesized links being significant.

It should be particularly noticed that this study contributes to the application of capturing both ECM and flow experience (i.e. an intrinsic motivator) for completely explaining students' perceived gamification and interface design aesthetics as external variables to their continuance intention of MOOCs and perceived impact on learning, and this study's empirical evidence can further shed light on the possible formulation of MOOCs success.

To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact practice for undergraduates studying leadership. The ULTA experience at Texas A&M University in the Agricultural Leadership, Education, and Communications (ALEC) department was examined using the six characteristics purported by Kuh (2008) to describe effective high- impact practices: considerable time and effort to purposeful tasks, interaction with faculty and peers on substantive matters, increased likelihood of experiencing diversity, frequent feedback on performance, application of learning to different settings, and better understanding of self in relation to others. The ULTA experience can be a high-impact practice that provides leadership students with the opportunities to apply their leadership learning to their teaching roles and reflect on their experience to gain new leadership perspectives. Recommendations for implementing this practice include: purposeful interactions with ULTAs, feedback and assessment of experience, training, and a rigorous recruitment process.

Deployment of ICT facilities for teaching and learning in higher education is no longer a new trend, however, assessing the impacts of these deployment on lecturers and students requires more effort. The purpose of this paper is to employ a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study. Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment.

This study employed a mixed method design consisting qualitative and quantitative procedures to examine the impact of ICT deployment in teaching and learning at a University in Nigeria. The survey data were drawn from 593 respondents (students and lecturers) and was analyzed using linear regression. For the qualitative part, one-on-one and focus group interviews were conducted among seven students and eight lecturers to seek their varying opinion on ICT impact on teaching and learning. Lecture-room observations were conducted across three classes to see how ICT is integrated. These multiple means findings were triangulated, compared and contrasted to validate the study.

Predictors of ICT impact were found to be perception, integration, motivation and challenges. The qualitative interview and observation findings generated four similar themes as the quantitative result which was conceptualized as a model that serves as a framework for researchers on ICT impact assessment.

The use of multiple research designs to get rich and diverse view of participants incorporated in this study help to generate solid findings on the impact assessment of technology in education. The conceptual model (Adedokun-Shittu 2011 ICT impact assessment model) generated through a mixed method research design has four components which are substitutable to CIPP and Kirkpatrick models. It also fills a crucial gap left by both models.

This study produces a model that is conceived as a conceptual framework for researchers on impact assessment and is made up of the generated themes and named ICT Impact Assessment Model comprising Positive effect, Integration, Incentives and Challenges. This model is represented in a cyclic form because the assessment process can start from any stage and the assessment could be done individually or holistically. This makes it useful for both formative and summative assessment of ICT integration in teaching and learning (Adedokun-Shittu et al.S, 2012). The mixed method approach (survey, interviews and observations) used in the study that generated this model also supports its usefulness in any kind of evaluation (formative or summative).

This paper discusses the effectiveness of a consortium-based student mobility programme by investigating the impact of the Asian International Mobility for Students (AIMS) Programme. AIMS is a regional multilateral large-scale student mobility programme based on a consortium of 10 member countries and 87 member universities with the Southeast Asian Ministers of Education Organization Regional Centre for Higher Education and Development (SEAMEO RIHED) as a facilitator. Over 6,000 students have participated in a semester-long intra-regional student exchange under AIMS since 2010.

The study employed questionnaire surveys and semi-structured interviews to investigate the impact of AIMS and its advantages as a consortium-based student mobility programme.

It was found that AIMS significantly impacted member universities by accelerating their internationalisation processes through increasing the number of inbound and outbound students and courses offered in English and so on. AIMS has promoted harmonisation among the members by developing common procedures and guidelines, providing platforms for mutual sharing of experiences and good practices and capacity building of international relations offices. AIMS has also had a significant impact on students by enhancing their regional identity and knowledge about the region of Asia, contributing to their development as future regional and global citizens. As advantages of AIMS, member universities efficiently built a foundation for international collaboration with common procedures and guidelines and shared their experiences through such venues as Annual Review Meetings. Students also feel supported by having clear guidance and find programmes prepared by host universities and SEAMEO RIHED useful.

This study is unique in that it empirically studies the impact of one of Asia’s largest student mobility programmes for the first time by analysing large-scale qualitative and quantitative data.

With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.