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This paper seeks to outline a time‐based strategy for blended learning that illustrates course design and delivery by framing students' learning opportunities in synchronous and asynchronous modalities.

This paper deconstructs the evolving components of blended learning in order to identify changes induced by digital technologies for enhancing teaching and learning environments.

This paper hypothesizes that blended learning may be traced back to early medieval times when printed material provided the first asynchronous learning opportunities. However, the digitalization of contemporary learning environments results in a de‐emphasis on teaching and learning spaces. When time becomes the primary organizing construct for education in a technology‐supported environment, blending possibilities emerge around five components: migration, support, location, learner empowerment, and flow.

This study enables the readers to conceptualize blended learning as a combination of modern media, communication modes, times and places in a new kind of learning synthesis in place of traditional classrooms and technology with the teacher serving as a facilitator of a collective learning process.

The major implication of this paper is that modern learning technologies have freed students and educators from the lock in of classroom space as being the primary component of blended learning, thereby emphasizing learning rather than teaching in the planning process.

This paper proposes a new model of blended learning in which physical teaching environments give way to time. Time and synchronicity become the primary elements of the learning environments. In addition, the authors suggest that the time‐based model as an educational “new normal” results in technologies as enablers rather than disruptors of learning continuity.

The purpose of this paper is to determine the relative importance of deliberate learning, learning from experience and relevant learning co-variates in pursuing market learning, and to assess the impact of market learning on export performance in smaller firms.

A theoretical model was initially developed and subsequently tested using survey data. The standard two step approach of first testing the measurement model and then estimating the structural model was adopted.

The results provide concrete evidence that among SMEs, deliberate learning has a greater impact on export market learning as compared to experience accumulation, and that market learning has a significant effect on export performance. The results also show that absorptive capacity and commitment to learning are significant co-variates of market learning.

This paper focuses on the role of deliberate learning vis-a-vis learning by experience in achieving foreign market learning and export performance in smaller firms. It addresses a major limitation of organisational learning studies which tend to focus mainly on experiential learning and organisational learning in large organisations.

This study aims to investigate the relationships among screen time-based sedentary behaviour, eating self-regulatory skills and weight status among private university students during the Movement Control Order (MCO).

A total of 186 private university students was enrolled in this cross-sectional study using a combination of snowball and purposive sampling approaches. Anthropometric measurements, including body height, body weight before and during the MCO enforcement were self-reported by the respondents. Screen-time based sedentary behaviour sedentary behaviour was evaluated using HELENA sedentary behaviour questionnaire, whereas the Self-Regulation of Eating Behaviour Questionnaire (SREBQ) was used to determine the eating self-regulatory skills in MCO.

Respondents spent most of the time on the internet for non-study purposes (148 ± 77.7 min). It is also noted that 64.5% of the respondents had medium eating self-regulatory skill during the MCO, with an average score of 3.0 ± 0.5. Findings from path analysis confirmed that poor eating self-regulation significantly contributed to the weight gain during home confinement (ß = −0.24, p = 0.01). In conclusion, eating self-regulation, but not total screen time, emerged as the determinant for weight gain during the COVID-19 lockdown.

According to the authors’ knowledge, this study was among the few that investigated sedentary behaviour, eating self-regulatory skills and weight status of university students during the COVID-19 pandemic.

Social navigation is an emerging trend for navigation in hypermedia. With social navigation, users can be guided through large volumes of learning content by cues which integrate the browsing history of past users. Earlier papers have shown that social navigation is suitable for navigation not only in classic hypermedia but also in time‐based learning media like web lectures by presenting prototype implementations. The purpose of this paper is to report on user experiences with social navigation for web lectures in the classroom.

This paper presents results obtained from a two‐term classroom study with a social navigation interface for web lectures. The study comprises both log file analysis and student questionnaires. The interface used in the study implements a footprint‐based social navigation approach for time‐based continuous media such as web lectures.

The results of the user study show that social navigation cues significantly affect user lecture navigation, causing users to pay more attention to the material previously explored by other users. The users' subjective feedback on the usefulness of the social navigation cues and related navigation components was significantly positive.

Social navigation has primarily been implemented and researched in traditional text‐ and picture‐based hypermedia. This paper presents an actual user study of footprint‐based social navigation for web lectures. The results of this study are relevant to both practitioners who want to use social navigation in web lectures and researchers who want to improve and research navigation approaches for time‐based media.

This case explores how driver training school create experience value for their trainees. It describes the development of driver training industry, the foundation and new training mode of Rongan Driving School, changes and challenges of environment for Rongan facing and so on, which will guide readers to discuss six influence factors of customer experience, six dimensions of customer-experience value, the relationship between them, and the influence of social environment. Rongan's innovative training mode of “pay after learning, time-based billing, one car for one person”, provides a good training experience for driving trainees. It has become the benchmark of the national driving training industry within six years.

The purpose of this paper is to explore the possible use of internships to support educators with the increase in their administrative, professional workload.

This research utilised a mixed method approach. Quantitative and qualitative data was gathered. Pragmatism was the research paradigm. Two structured Likert scale questionnaires were used. Semi-structured interviews were conducted with purposefully selected in-service educators from schools.

The participants in this study indicated that the increase in their administrative workload impacted negatively on their well-being, they were overwhelmed by the amount of documentation they had to compile, they indicated that assessment was difficult, that they did not have time to constantly adapt to changes, that they had limited opportunities for professional development. Educators said they suffered from anxiety, had high stress levels, were moody, physically and emotionally exhausted and considered to leave the profession.

The implementation of an internship model could impact positively on educators’ administrative workload. It could lead to a decrease in educators’ administrative workload; lower stress levels and increased learner performance. Student educators will have opportunities to experience how a school operates, get feedback on their teaching skills, learn to discipline learners, attend meetings and serve as part of an educational team.

In the light of the findings of this research it seems that the implementation of an internship model would provide opportunities to expose student educators to a real-life work experience and opportunities to work together with experienced educators acting as mentors.

This paper aims to survey the status quo of the student pressure and the relationship between their daily time management and their learning outcomes in three different types of higher secondary schools at Shenyang, the capital city of Liaoning Province in mainland China.

An investigation was carried out in 14 higher secondary schools (HSS) located in five districts of Shenyang. Both qualitative and quantitative approaches were used, such as interviews and questionnaires.

The important findings include: the students pressure sources in three different types of higher secondary schools, the strongest pressure felt by the HSS students in China was the pressure from national college entrance examinations (NCEE), the rank orders of other pressures were pressures from parents, from society, from others, from schools, from teachers. The findings also include the relationship between student time management (time for sleep, time for getting up, time spent at schools, time for doing homework) and the students learning, the tests frequency in different types of HSS, the relationship between the tests frequency and student learning outcomes, etc.

To survey the HSS students' pressure causes, to explore the relationship between their time management and learning outcomes, to find out the effective learning factors and strategies will benefit students, teachers and schools worldwide.

The purpose of this paper is to contribute to work-family literature by examining antecedents and outcomes of work-family and family-work conflict (FWC) in an under-researched post-socialist country. Building on the conservation of resources theory and identity theory, the conceptual model tests relationships among occupational and marital commitment, two types of work-family conflict (WFC) and FWC, and domain satisfaction.

Data were collected using a self-report survey filled out by married top and middle managers from Slovenia, a Central and Eastern European country. Hypotheses were tested with structural equation modelling.

While occupational commitment was positively related to perceived time- and strain-based WFC, no support was found for the path between marital commitment and the two types of FWC. The results further reveal that although time- and strain-based FWC were related to career satisfaction, only time-based WFC was associated with marital satisfaction.

A cross-sectional research design and the validation of the model using a managerial sample limit generalizability. The study points to the relevance of the institutional and cultural context regarding interpretation of links between established concepts.

The study advances knowledge concerning WFC and FWC in a country that has undergone a process of transition from a socialist regime to a free-market economy. It adopts an integrative perspective and encompasses managers’ professional, as well as personal domains. The study tests how theories developed with samples from traditional capitalist countries apply to post-socialist countries, characterized by disparate values, norms, and societal expectations.

The purpose of this paper is to examine neural document clustering techniques, e.g. self‐organising map (SOM) or growing neural gas (GNG), usually assume that textual information is stationary on the quantity.

The authors propose a novel dynamic adaptive self‐organising hybrid (DASH) model, which adapts to time‐event news collections not only to the neural topological structure but also to its main parameters in a non‐stationary environment. Based on features of a time‐event news collection in a non‐stationary environment, they review the main current neural clustering models. The main deficiency is a need of pre‐definition of the thresholds of unit‐growing and unit‐pruning. Thus, the dynamic adaptive self‐organising hybrid (DASH) model is designed for a non‐stationary environment.

The paper compares DASH with SOM and GNG based on an artificial jumping corner data set and a real world Reuters news collection. According to the experimental results, the DASH model is more effective than SOM and GNG for time‐event document clustering.

A real world environment is dynamic. This paper provides an approach to present news clustering in a non‐stationary environment.

Text clustering in a non‐stationary environment is a novel concept. The paper demonstrates DASH, which can deal with a real world data set in a non‐stationary environment.