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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.

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.

This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.

The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.

The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.

This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.

In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.

Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.

This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.

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.

It is now considered commonplace to teach in a multigenerational higher education classroom that is made up of Baby Boomers, Generation X, Y and Z students. To ensure that all students, regardless of their generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. Educators must ensure instruction is delivered according to varying student strengths and needs. This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

This article is a literature review focused on meeting the needs of multigenerational learners in synchronous and asynchronous online learning classrooms.

To ensure that all students, regardless of generational identity, are successful in the classroom, educators must teach purposefully, with an understanding of the variables that affect student learning. A summary of these generational strengths and needs are discussed within this paper.

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations.

This paper will provide guidance for higher education faculty teaching in multigenerational classrooms by reviewing the strengths and weaknesses across student generations. The most effective instructional practices for teaching will be discussed.

This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education.

The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers.

The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges.

This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords.

This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.

This paper aims to explore the significance of videoconferencing in blended learning, using the technology acceptance model to investigate students’ perceptions and its impact on course engagement, student satisfaction and future technology use intention. In addition, it examines the role of teacher support in fostering interactive virtual learning experiences.

This study focuses on a cohort of international students regarding blended courses amid the COVID-19 pandemic when the conventional face-to-face components were substituted with virtual classrooms through videoconferencing. It aims to investigate how to facilitate connectivity between Southeast Asian students and their professors located in a Southern state in the USA.

This study reveals that the perceived usefulness of videoconferencing predicts future intention to use, emphasizing the vital role of teacher support in engaging students in virtual classrooms and contributing to student satisfaction.

The small sample of international students in blended courses with an American university during the COVID-19 pandemic may limit the generalization of the findings.

Videoconferencing can be a valuable tool to enhance connectedness in digital learning post pandemic.

Videoconferencing in blended learning can bridge geographical barriers and provide access to diverse learners who might otherwise have limited educational opportunities.

This study supports the integration of videoconferencing as a mechanism for providing high-quality digital learning experiences.

Social presence (SP), which refers to individuals’ perception of others being engaged as “real people” in the same situation, is a crucial component in technology-rich learning environments (TREs). This study aims to identify major learning design, antecedents and outcomes of SP within TREs, and identify common findings from the past two decades.

Following Preferred Reporting Items for Systematic Reviews and Meta-Analyses review principles and a qualitative analysis of selected articles, a final review of 72 studies that met inclusion criteria was obtained. Key information, including education level, discipline, sample size, study type and measurements, was extracted and studies were further analyzed and synthesized based on design features and learning modes.

The study identifies five crucial factors for instructional design to foster SP in TREs: technology affordances, multimedia features, social factors, instructional principles, learner characteristics and learning management systems. The authors compare two learning modes across three dimensions and identify popular technologies used in studies related to SP over the past two decades. Practical recommendations are provided for educators and educational technology developers to enhance SP within technology-rich learning environments.

This research contributes to the discourse on online learning and computer-supported communication, particularly in the post-COVID-19 era. By examining factors influencing SP and providing implications for instruction and educational technology development, this study offers evidence-based support to educators for engaging learners and fostering authentic learning experiences through adaptive selection of educational technologies.