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In the last few decades, the growth in management institutions in India has become significant. The Open and Distance Learning (ODL) institutions also have started offering management programmes at various levels. In the ODL scenario, the learning path has been shifting from the traditional Self-Learning Material (SLM) -based model to technology-mediated platform. The digital divide in India is also a widely discussed area. In this context, a need has been felt to understand the implications for educators, more specifically, for the programmes offered through technology-enabled ODL mode.

This study uses triangulation method covering literature review, personal interview and survey. Primary data have been collected through structured questionnaire in the Google Form administered on the learners of UG and PG progammes of management in Krishna Kanta Handiqui State Open University (KKHSOU), India. The sample size is 101, and the sampling frame is within Assam, a province of India. Select interviews (15 nos.) were also conducted with a cross section of learners to capture the emerging shift in the learning path and the limiting factors of digital divide.

Learners possess multiple digital devices for e-learning (41.8% uses laptop and 88.8% uses android phone). Interaction in WhatsApp and Telegram groups are mostly related with evaluation and course administration, rather than content and academic discussion. eSLMs are widely used. Though promoted, video lectures are not widely used. Some of the problems faced by the learners are low bandwidth, high cost of data subscription etc. Learners are not constrained by digital device, and they are engaged in positive communication with stake holders in digital platform.

This study will help in understanding the technology-enabled learning for management education in ODL mode in India. As a wide majority of the learners (88%) are dependent on small screen; print SLM and eSLM on a larger screen can provide augmented learning in case of complex topics like analysis of financial statements, project scheduling etc. Though the COVID-19 pandemic forced a shift in learning path, the transition is not full. The digitally constrained learners still look for solutions to complex learning problems mainly through print SLM and counselling. The talent of the students cannot be facilitated in WhatsApp and Telegram e-mentoring groups, like the way it could be done in learning management system (LMS)-mediated platforms.

The University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.

The EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.

We found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).

The work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.

While writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.

The literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.

The discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.

It is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.

This paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessity

This paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

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.

Investigates small and medium‐sized tourist enterprises (SMTEs) in the European hotel sector and their utilisation of the Internet and their perception of online learning systems. Aims to demonstrate to SMTEs that training is imperative and that information and communication technologies (ICTs) can enable them to improve their inventory management, strengthen their marketing and communications strategies and develop their internal business processes. The survey demonstrates that SMTEs are not utilising information technology in their businesses to its full potential. They primarily see the Internet as a mechanism for promoting their hotel rather than for training, inter‐, intra‐organisational and e‐commerce purposes. Respondents have recognised that integrating technology with training will become a management challenge in the future, but at present it is not considered a priority. However, respondents did identify their highest preference for content to be incorporated into the online course modules to be ICT trends and issues. Concludes that SMTEs are willing to engage in online learning and that the ability of SMTEs in embracing e‐learning can become crucial determinants of their success.

Employee training and learning have transformed over the years. The movement from classroom training to the blended format represents the magnitude of this evolution. This has placed much attention on self-regulated learning. This study aimed to understand the individual and organizational mechanisms that sustain the formal learning process in organizations. It explored the goals the organizations and employees strive to achieve by investing in learning. Through this, the authors investigated how technology assistance makes learning more goal-oriented, despite the possibility of different goals for different stakeholders. They also examined how person-job fit can be achieved in employee training.

The study adopted a grounded theory-based inductive approach using a qualitative inquiry that used in-depth interviews of employees working in the Indian IT/ITES sector. This sector is knowledge-intensive and engages in constant skill development. A content analysis of the interview transcripts unraveled the most relevant themes from the participants' discussion.

Individual learners use dimensions of self-regulated learning to set and achieve goals such as better performance and career development. On the other hand, organizations use learning support mechanisms such as better access and flexibility to direct employee learning behavior to achieve organizational goals. Focusing on goal congruence leads to better achievement of results. Goal congruence also implies good person-organization fit.

This research established how aligning individual and organizational mechanisms can help achieve training goals that ultimately contribute to organizational performance. The study differentiated itself by investigating training goal setting and goal achievement at two levels – organizational and individual – using a qualitative approach. It also showed how goal congruence is vital in improving organizational performance and how technology-enabled training practices rely on self-regulated learning and help achieve goal congruence.

This paper aims to consider the range of technologies currently affecting the business school world, and to draw out some of the implications and ramifications that we should bear in mind.

Drawing on insights from other analyses of technology development, the paper starts from a broad view of technology as including organisational and cultural aspects as well as the narrowly instrumental “hardware” aspects to analyse how technology is affecting how business schools will operate in the future.

Several important general observations are argued for: first, technical elements can be used in different ways to realise a range of distinct business and learning models. Second, technology can be deployed either to sustain existing operations or to disrupt them in fundamental ways. And third, those running Business Schools can, and should, actively “shape” technology, as otherwise they shall by default become victims of its impact.

The paper reveals that, deans must ensure their schools actively explore the immense potential and the wide ramifications of the new technologies coming on stream in the context of increasing globalisation, rather than just waiting to adopt passively the technologies that become available. That is, they should become technology makers rather than merely technology takers. Nevertheless, deans should also remember that technology is always just the means to an end, and so they have to be clear about what their purposes (ends) actually are.

The paper aims to examine the influence of students’ digital learning orientation on their readiness for change and innovative work behaviour. Elaborations are made on how these concepts can be utilized for strengthening the teaching-learning process in higher education institutions, and help them gain more cutting-edge competencies in areas of learning delivery and learning engagement.

The respondents for this descriptive study were drawn through random sampling, from an end-semester student group, who had taken up post-graduate courses in science and technology streams of a prominent science and technology university. Data was collected by administering self-reporting questionnaires.

The study revealed that higher digital learning orientation is associated with improved attitude towards change and higher innovative behaviour. With conflicting results in exiting literature, regarding the influence of digital learning orientation on learning outcomes, this study adds to the body of knowledge by testing previously unexplored propositions in a student sample.

This study is pioneering in conceptualizing and testing the proposed model. The paper emphasizes the role of digital learning orientation, especially in the context of today’s students being referred to as ‘digital natives’. It is thus imperative to understand how the same can be translated into learning outcomes. The results of the study highlights the need for augmenting the role of digital orientation in the teaching-learning process, so as to transform educational institutions sustainable in producing graduates with readiness for change and innovative work behaviour, in the context of an emergent digital economy.

The purpose of this paper is to delineate lessons for business schools seeking re-accreditation and that face previous peer-review improvement expectations, strategic and operational imperatives similar to those faced at College of Business Administration (CBA) in University of the State Capital, all pseudonyms to mask their true identity.

Based on qualitative case study method, CBA’s Assessment Director, Gabriel Mouton, again a pseudonym, serves as the central protagonist whose interactive dialogical and technology-enabled change processes provide instructive practical lessons around the management of assurance of learning (AoL) for re-accreditation.

This paper offers a tripartite change focus in AoL for re-accreditation: balancing program goal integration with discipline differentiation, adopting an interactive dialogical shared governance process over a top-down or bottom-up process and technology-enabled straddling program depth and breadth.

This paper is unique to CBA’s path-historical institutional change experiences in the USA with rich-shared faculty governance that may need to be first developed before emulation in institutions where such a tradition is absent.

The experiences narrated in this paper offer universal lessons for business schools aspiring to continuously improve their AoL and, in the process, uphold program meaning and quality standards for stakeholder relevance and re-accreditation.

The experiences narrated in this paper offers lessons for tying program quality to external stakeholders’ expectations in the community, including for international business schools.

This paper advances an original tripartite change focus specifically relevant for business schools seeking re-accreditation and that are concurrently grappling with multiple strategic and operational imperatives.

This paper aims to understand the interrelationships between the various factors that affect the use of course Web sites by university students in a developing country. The factors considered for the purpose of studying these interrelationships include perceived usefulness, perceived ease of use, perceived Web site credibility and Web site learning acceptance and satisfaction. Furthermore, a comparative study of the potential differences in perceptions between Indian and Omani students with respect to the aforementioned factors is also presented.

A survey instrument was used to collect data from students. Based on an extensive literature review, this paper uses empirical research to analyze student satisfaction in relation to learning through course Websites. Data were analyzed using factor analysis, structural equation modeling and a t-test.

Under the newly proposed construct, Web site credibility was found to be an important predictor of Web site learning acceptance and satisfaction, whereas perceived usefulness and perceived ease of use were mediating variables. In the extended study that compared the relative perceptions of Indian and Omani students, a statistically significant difference in Indian and Omani students was observed for Web site learning acceptance and satisfaction.

This study can provide valuable insights for decision-makers that will aid the development of more user-friendly course Web sites for higher education institutions and also promote higher levels of learning, satisfaction and greater course web site usage.

This study is probably the first attempt made to observe students’ perceptions of learning via course Web sites in Oman. Furthermore, the use of perceived Web site credibility as a factor in understanding perceptions regarding course Web site learning is a unique feature presented by this paper that is seldom seen in the existing research literature.