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With the growth of digital education, students increasingly interact in a variety of ways. The potential effects of these interactions on their learning process are not fully understood and the outcomes may depend on the tool used. This study explores the communication patterns and learning effectiveness developed by students using two basic synchronous and asynchronous communication tools in e-learning environments, specifically business simulation games.

The authors conduct a quasi-experiment research with 478 online business students, 267 of whom used online discussion forums and 211 interacted via an instant messaging app. The application of learning analytics and text mining on natural language processing allows us to explore the student communication patterns with each of tools and their effectiveness in terms of learning.

The results confirm the complementarity of the communication tools, asynchronous tools being especially the suitable for task-related communication and synchronous ones for speeding up and facilitating student social interactions.

The main value of this research lies in the use of data analytics and text mining to access and analyse the content of student interactions to assess the learning process in greater depth, comparing synchronous and asynchronous learning modes, considering that little is known about the impact of online synchronous interaction or instant messaging, and even less about the different features, content and performance that emerge when these two learner interaction modalities are compared.

The chapter discusses pedagogical models of digital learning in the United Kingdom with a focus on online and blended learning, rolled out as a case study in one university. The chapter appraises the effectiveness of the model that implemented and foregrounded the evidence in the wider literature on models of digital learning in higher education. The chapter provides thematic analysis and methodological opportunities for the improvement of practice and presents a set of implementation implications and pitfalls to avoid for higher education institutions in Africa. Furthermore, a number of trends regarding the blending of learning and communication synchrony in digital learning have also been identified.

This chapter seeks to identify the challenges faced by virtual teams and offers solutions to meet those challenges. Basic underlining concepts behind virtual teams are provided along with the most popular forms of virtual teams. Organizational, crowdsourcing, and peer production/online communities are the most common forms of virtual teams. Understanding these basic concepts will help HRD and HRM professionals to develop virtual teams that are suitable for middle- and low-skilled workers. The chapter also presents the various types of communication technologies used in virtual along with the pros and cons associated with each type.

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.

For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.

According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.

Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.

This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.

This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

The purpose of this paper is to present the design of a context‐aware service for synchronous support in web‐based educational systems.

The proposed service supports synchronous interaction among tutors and students, based on their current context, thus increasing the communication channels, the reasoning and the exchanging of ideas.

The proposed service introduced here gives additional value to distance learning educational systems, as it transforms the web from a medium primarily used for asynchronous communication into a synchronous one.

As educational institutes move their content online and open universities support lessons through the internet, services like the proposed one are of general value.

This study investigates: what kind of e‐moderation is more effective in the formation of successful web‐based courses, and the essential characteristics of synchronous communication (SC) that have a positive contribution in the formation of successful courses.

The previously mentioned issues investigated a five‐month learning experiment that took place in the context of an e‐learning community consisting of 18 e‐courses dedicated for primary and secondary school teachers. About 59 school teachers participated in this community as trainees, 23 professionals as trainers and two professionals as moderators. In terms of methodology this research can be characterized as a case study. Various data (quantitative and qualitative) were collected from both trainers and trainees regarding the teaching and learning which took place within the context of e‐learning community. These data were quantitatively and qualitatively analyzed.

The analysis of the data shows that: the role of SC is crucial for the formation of successful e‐courses. Four categories of language used that constitute effective SC via chat, applied by an e‐moderator, were identified: social, encouragement, learning and negotiation.

This study contributes in the understanding: that SC is crucial in the formation of successful e‐learning courses, and which are the essential characteristics of SC in order to moderate effectively electronically supported courses.

As the strategy of 5G new infrastructure is deployed and advanced, 5G-R becomes the primary technical system for future mobile communication of China’s railway. V2V communication is also an important application scenario of 5G communication systems on high-speed railways, so time synchronization between vehicles is critical for train control systems to be real-time and safe. How to improve the time synchronization performance in V2V communication is crucial to ensure the operational safety and efficiency of high-speed railways.

This paper proposed a time synchronization method based on model predictive control (MPC) for V2V communication. Firstly, a synchronous clock for V2V communication was modeled based on the fifth generation mobile communication-railway (5G-R) system. Secondly, an observation equation was introduced according to the phase and frequency offsets between synchronous clocks of two adjacent vehicles to construct an MPC-based space model of clock states of the adjacent vehicles. Finally, the optimal clock offset was solved through multistep prediction, rolling optimization and other control methods, and time synchronization in different V2V communication scenarios based on the 5G-R system was realized through negative feedback correction.

The results of simulation tests conducted with and without a repeater, respectively, show that the proposed method can realize time synchronization of V2V communication in both scenarios. Compared with other methods, the proposed method has faster convergence speed and higher synchronization precision regardless of whether there is a repeater or not.

This paper proposed an MPC-based time synchronization method for V2V communication under 5G-R. Through the construction of MPC controllers for clocks of adjacent vehicles, time synchronization was realized for V2V communication under 5G-R by using control means such as multistep prediction, rolling optimization, and feedback correction. In view of the problems of low synchronization precision and slow convergence speed caused by packet loss with existing synchronization methods, the observer equation was introduced to estimate the clock state of the adjacent vehicles in case of packet loss, which reduces the impact of clock error caused by packet loss in the synchronization process and improves the synchronization precision of V2V communication. The research results provide some theoretical references for V2V synchronous wireless communication under 5G-R technology.

The study aims to explore and explain the affordances and constraints of two-mode virtual collaboration as experienced by a newly forming international research team.

This is self-reflective and action-oriented research on the affordances and constraints of two-mode virtual collaboration. In the spirit of professional development, the authors (nine researchers at different career stages and from various counties) engaged in a joint endeavour to evaluate the affordances and constraints of virtual collaborations in light of the recent literature while also researching the authors' own virtual collaboration during this evaluative task (mid-January–April 2021). The authors used two modes: synchronous (Zoom) and asynchronous (emails) to communicate on the literature exploration and recorded reactions and emotional responses towards existing affordances and constraints through a collective journal.

The results suggest both affordances in terms of communication being negotiable and evolving and constraints, particularly in forming new relations given tools that may not be equally accessible to all. Journaling during collaborations could be a valuable tool, especially for virtual collective work, because it can be used to structure the team supported negotiation and discussion processes, especially often hidden processes. It is evident that the role of a leader can contribute to an alignment in the assumptions and experiences of trust and consequently foster greater mutual understanding of the circumstances for productive team collaborations.

The findings of this study can inform academics and practitioners on how to create and facilitate better opportunities for collaboration in virtual teams as a rapidly emerging form of technology-supported working.

The purpose of this paper is to provide an understanding of process improvement team member perceptions regarding the effectiveness of asynchronous e‐collaboration.

A field‐based, two‐phase canonical action research study was conducted at two different sites. Data were obtained from observations and interviews of all team members. Media synchronicity theory was utilized to hypothesize the interplay of media capabilities, task communication processes, and team functions.

Eight primarily virtual teams solved complex problems and provided feedback on the effectiveness of various communications media. The results support media synchronicity theory.

Media synchronicity theory provides an alternative explanation for studies both supporting and contradicting media richness theory. The teams in this study were newly formed. Further investigation of established teams and other contexts is warranted.

For complex problem‐solving tasks performed by newly formed teams, communications media with low synchronicity (e.g. listserv, e‐mail, bulletin board) may be appropriate for conveyance of information; whereas media with high synchronicity (e.g. face‐to‐face, telephone) may be more desirable for convergence on shared meaning.

As geographic, temporal, and cost constraints move organizations toward virtual team work for increasingly complex tasks, research is warranted on effective utilization of available communication technology for solving business problems without face‐to‐face communication. This research paper examines the issue through an emerging theoretical lens, media synchronicity theory, and suggests a new proposition.

The architecture, engineering and construction (AEC) industry exists in a dynamic environment and requires several stakeholders to communicate regularly. However, evidence indicates current communication practices fail to meet the requirements of increasingly complex projects. With the advent of Industry 4.0, a trend is noted to create a digital communication environment between stakeholders. Identified as a central technology in Industry 4.0, virtual reality (VR) has the potential to supplement current communication and facilitate the digitization of the AEC industry. This paper aims to explore how VR has been applied and future research directions for communication purpose.

This research follows a systematic literature assessment methodology to summarize the results of 41 research articles in the last 15 years and outlines the applications of VR in facilitating communication in the AEC domain.

Relevant VR applications are mainly found in building inspection, facility management, safety training, construction education and design and review. Communication tools and affordance are provided or built in several forms: text-based tools, voice chat tool, visual sharing affordance and avatars. Objective and subjective communication assessments are observed from those publications.

This review contributes to identifying the recent employment areas and future research directions of VR to facilitate communication in the AEC domain. The outcome can be a practical resource to guide both industry professionals and researchers to recognize the potentials of VR and will ultimately facilitate the creation of digital construction environments.