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Vlogging constitutes a potential advertising channel for branded products. This paper aims to investigate the role and antecedents of the learning value, i.e. substantive (vs nonsubstantive) information processing, in consumers’ purchase behavior online.

The authors used a mixed-methods approach including qualitative data from 25 interviews, and two quantitative studies (a field study on 4,560 members of a vlogging learning community and a replication survey on 118 participants in a different context).

The results highlight the predominant role played by perceived learning due to the characteristics of the online environment. The authors further identify the components of vlog tutorials’ learning value. The findings distinguish structured from destructured learning content depending on consumers’ level of expertise.

The findings recommend developing the learning value for consumers. Managers should provide micro learning unit tutorials for expert consumers and complete structured learning units for novices based on core and additional learning components.

In contrast with traditional entertainment videos, tutorials provide added learning value that affects purchase behaviors to a greater extent. The results present in learning components that are recommended when developing learning tutorials.

Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The tutorials were designed to address knowledge gaps resulting in low success rates and attrition of first-year students in biology. The decrease in the number of students in STEM has alarmed educators, prompting a call for efforts to increase STEM majors in universities. Large class sizes, such as first year biology with ∼900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition.

Active learning methods, including online formative assessments, which encourage student engagement in course material, can be effective in large introductory science classes, and thus, the authors provided engagement with tutorial online resources. The authors identified the tutorial topics by analyzing previous years' tests, student feedback and pedagogical research in undergraduate biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high-quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using quantitative methods and quasi-experimental design to compare the student learning results between the control year (without tutorials) and the year when tutorials were offered. Pre- and posttests measuring conceptual understanding were administered to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), and data from learning management system was collected.

Results of the study show that the tutorials were an effective means of providing supplementary assistance to students as well as fostering a gain in students' levels of engagement with the course. Data analysis indicates that there was a significant increased gain in learning of core concepts in biology. Specifically, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing.

As seen from the description earlier, the tutorials, and this project, provide suitable university-level complexity to address specific learning gaps in the first year course. They provide a valuable service to students in terms of representing content in an alternate format and motivating students as they engaged with videos and self-assessment most frequently. The project adds to the teaching and learning environment with respect to program design, mode of delivery and scheduling by providing self-paced tutorials that focus on specific concepts in biology. Students may review these resources whenever and as often as they feel necessary to better master the concepts. This makes the content applicable for the various preferences for approaches to learning and accommodation requirements found in students. Importantly, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing.

This study aimed to acquire a comprehensive understanding of the digital literacy skills possessed by first-year students and how they impact students' participation in online classes.

This research was conducted using a quantitative method to investigate first-year students' digital literacy and its effect on their interaction in online learning. Nine hundred and two students from 19 online English writing classes were invited to complete an online survey questionnaire. The sampling approach was conducted by a nonrandom method. Prior to the data collection, the instrument was reviewed by researchers and peers with quantitative and Indonesian language backgrounds. The procedure was conducted to ensure that the instrument covered the objective of the research.

The results showed that students digital literacy in the first semester, in general, is still in the low category. The average score for each competency area still varies. The average score on information and data literacy competence was low. The average score for communication and collaboration competence was in the medium category. The average score for the digital content creation competence area is low.

The authors suggest that educational institutions should consider organizing primary student digital literacy training or optimizing the lecture process to improve students' digital literacy and further research could usefully explore how information and communication technology (ICT) skills affect student performance.

The study reveals the importance of digital literacy of students for online teaching learning. In order to achieve quality teaching in online methods, the digital literacy is a must for students. The study highlights the limitations of the study and indicates the necessity for further research in this area. The findings have immense implications for practice in a distance learning university, where online teaching learning has become a new normal post-Covid-19.

The authors present new findings on the digital literacy of first-year students and their effect on their interaction in online learning. The authors also make connections between digital literacy and student engagement in online classes, which is a significant contribution to the field. This paper also provides a comprehensive review of the literature on digital literacy and e-learning, which adds to the scholarship in the field.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

The purpose of this study was to perform sentiment analysis and analyze the growth and popularity of Drupal, Joomla and WordPress on YouTube over a four-year period. This included identifying the most liked and commented videos for each content management system (CMS), ranking the CMSs based on the number of positive comments they received, and using natural language processing techniques to identify the top ten most frequently appearing words in videos about the CMSs.

The data for assessing the features of the videos of Drupal, WordPress and Joomla was extracted using Webometric Analyst version 4.4. with the help of the YouTube application programming interface key for videos on the selected CMSs uploaded from 2019 to 2022. The extraction of comments and sentiment analysis for the relevant videos was done using Mozdeh.

This study scrutinized 371, 234 and 313 videos of WordPress, Joomla and Drupal on YouTube. The findings reveal that there is a chronological growth of videos of the three CMSs in four years and till the present time, WordPress has the highest number of videos followed by Drupal and then Joomla. Regarding the ranking of highly liked videos, WordPress again wins the list with the highest number of likes in its videos followed by Drupal and then Joomla. For analyzing sentiments of the total comments extracted 123,409 for WordPress, 1,790 for Joomla and 1,783 for Drupal, respectively, WordPress receives the highest average positive comments followed by Drupal then Joomla. In top word frequency, the word “thank” highly occurs and viewers are asking for more tutorial videos.

To the best of the authors’ knowledge, this study is the first attempt for analyzing the sentiments of WordPress, Drupal and Joomla using Mozdeh software within the concerning period.

The purpose of this study is to evaluate the use and effectiveness of a bespoke mobile learning resource, Pocket Tutor. This resource responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges.

This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource’s effectiveness is measured against common technology acceptance factors – including self-efficacy, enthusiasm and enjoyment in relation to contextual purpose and class learning outcomes – through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews.

Evidence from this study’s data suggests that a bespoke, mobile-learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile-learning resource represents a significant investment of skill and time to develop and maintain.

This study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. This study also, importantly, does not just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). This study also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile-learning resources are perceived and used in a particular higher education context.

The purpose of the study is to evaluate certain characteristics of the videos of the software Koha and DSpace posted on YouTube. Since YouTube has the potential to provide the content creator to share their knowledge and experience through their content which has become much more beneficial to the information seeker. Nowadays, people search for queries or tutorial videos on YouTube very often to earn a better understanding of the term. Sentiment analysis of the viewers' opinion of the videos is another purpose of this study.

Dataset for evaluating the characteristic of the videos of Koha and DSpace was extracted by using Webometric Analyst by creating YouTube API. Once retrieval of data was completed, a manual verification was enhanced to filter out spam videos unrelated to the scope. After the confirmation of authentic relatable videos, seeking the video's id as query, the comments per video were extracted using Webometric Analyst. For opinion mining, the Parallel Dots API web service was used in Google Sheets as an addon function. The sentiment, multilingual sentiment, emotion, intention and word frequency of the viewers' opinion was examined with the help of certain default functionalities.

Webometric Analyst extracted a total of 461 and 397 videos of Koha and DSpace, respectively, uploaded on the YouTube platform. The findings of the study indicate that the growth rate of videos on Koha is decreasing, while the number of videos uploaded on DSpace is gradually increased in the last 10 years. The highest number of videos posted in 1–20 min duration category with mostly high definition (HD) with standard YouTube license and prominently in the English language. The sentiment analysis of the total extracted comments on Koha and DSpace videos found to be 2043 and 862 comments, respectively, among whom “Positive” comments are mostly found and with “Happy” emotion can be highly detected with most supportive “Feedback” intention on both Koha and DSpace videos. The top word frequency signifies that the users of both the software are using the comments section of the videos on YouTube to ask and provide troubleshooting help to each other.

The present study has some limitations too; the dataset for the study includes only those videos whose title, description or keywords sections had the query terms “Koha” or “DSpace” there are chances that some videos would have been left out from the dataset related to these software.

This is the first paper to evaluate the characteristics and sentiment of both the videos Koha and DSpace. Through this, the popularity, likeness and dislike and the impact of the contents of the videos uploaded will be disclosed, and creators can make an improvement by referring this, and the seekers will adapt to the use of correct and authentic information.

This paper aims to offer a tutorial/introduction to new statistics arising from the theory of optimal transport to empirical researchers in econometrics and machine learning.

Presenting in a tutorial/survey lecture style to help practitioners with the theoretical material.

The tutorial survey of some main statistical tools (arising from optimal transport theory) should help practitioners to understand the theoretical background in order to conduct empirical research meaningfully.

This study is an original presentation useful for new comers to the field.

Educational technologies such as Padlet have begun to transform the way teachers teach, students learn, and teachers and students interact. However, relatively little emphasis has been given to explore collaborative learning (CL) using educational technologies such as Padlet as a means of student engagement. Thus, the purpose of this reflective article is to gain insight into the use of educational technologies Padlet in the tutorial workshop in accounting program at an Australian university.

This study adopts a qualitative podcast research approach with a specific focus on the author's personal reflection over the course of a semester in an Australian university classroom.

The findings of this article (based on the author's own reflection from the classroom) show that a digitally innovative useful tool Padlet works on a variety of different devices and does not require student's technical know-how to use it. The findings further suggest that Padlet technology as a great equaliser has helped students' engagement in classroom activities.

Despite some noticeable limitations, this paper suggests that using Padlet in classroom engagement activities has provided a smoothing space for CL. The findings of this reflective article would be an interest to students, academics, curriculum designers and educational technology experts.

This study provides interesting insights into how Padlet contributes to the student's engagement.

This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic.

A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes.

The paper shows the personal, faculty and external challenges in indigenous students’ learning activities during university closures because of COVID-19. The interrelated challenges included students’ struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students’ economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing.

The findings can inform the importance of integrating accounting students’ learning challenges and needs into curriculum development.

This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students.