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1 – 10 of over 1000Sulaimon Adewale and Muyideen Babatunde Tahir
The onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey was…
Abstract
Purpose
The onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey was carried out on students in higher education institutions in Nigeria to actualize this purpose.
Design/methodology/approach
Simple random sampling techniques with the aid of Krejcie and Morgan's (1970) sample determinant and the Snowball sampling technique were adopted to sample 270 students in higher education institutions in Nigeria. An adapted questionnaire was used. Cronbach alpha coefficients were calculated for the two sections of the independent and dependent variables. Virtual learning environment factors yielded 0.89, while students' satisfaction yielded 0.87. Data were analyzed using descriptive statistics, Pearson product–moment correlation, two-way ANOVA and linear regression analysis.
Findings
The results of the ANOVA, F (df 4, 265) = 50.905, p < 0.000, indicate a statistically significant relationship (stronger than 0.05) between the independent variables (virtual learning environment factors) and the dependent variable (students' satisfaction). It was found among others that instructors' support and collaboration factors predicted students' satisfaction with virtual learning experiences during the COVID-19 period.
Originality/value
Virtual learning during COVID-19 caught both lecturers and students unprepared. Most developing countries especially Africans were used to the traditional face-to-face learning, more so, the use of virtual means to learn was still at a nascent stage. This study, therefore, contributed to the role of the learning environment in virtual learning satisfaction.
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Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett and Yingying Zhao
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…
Abstract
Purpose
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.
Design/methodology/approach
The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.
Findings
An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.
Practical implications
VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.
Originality/value
Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.
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This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be…
Abstract
Purpose
This study describes how two organisations transitioned to teaching Lean online during and post Covid-19. This study aims to establish how Lean teaching and training can be designed and delivered effectively online without adverse effects on the student’s learning experience of Lean concepts.
Design/methodology/approach
A case study approach was used to review the design, application and results of the transition to online Lean teaching and training. Qualitative and quantitative methods were deployed to assess the results.
Findings
Online Lean learning and application were assured via the design of practical problem-based teaching environments, aided by using the virtual classroom as an obeya room and as a kaizen environment where students worked in teams. Students were enabled to learn and apply Lean tools practically and reflect on their learnings.
Practical implications
This study demonstrates that effective online design can ensure. Lean methods are understood without affecting the student's learning, classroom experience and grasp of concepts.
Originality/value
To the best of the author’s knowledge, this is one of the first studies on implementing Lean training and education online during COVID-19 under the lens of both a training provider and university education viewpoint. The changes validated best practices for virtual Lean education and training in the organisations under study, maintained post-COVID.
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The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the…
Abstract
Purpose
The purpose of this study is to describe an educational virtual reality (VR) photo-based tour used in an online course and investigate the influence of immersive capability on the dimensions of spatial presence and their relationship with learning-related variables.
Design/methodology/approach
The study employs a descriptive and an experimental methodological approach. The research objectives were achieved using a two-group (n1 = 29 and n2 = 30) experiment, employing descriptive statistics, t-test and correlation analysis.
Findings
The t-test revealed that the immersive capability had a significant effect on the sense of physical space (SP) , Engagement (EN) and negative effects (NE) dimensions. Correlations between the dimensions of spatial presence were found to confirm reports from the literature. Furthermore, some of the dimensions were found to be correlated with motivational and learning variables.
Research limitations/implications
The study reported the results of a one-off experiment among 59 participants. While the results were promising, a longitudinal qualitative study could confirm the results in an actual distance learning context.
Practical implications
The study confirmed that adding VR photo-based tours as learning activities may enhance the learning experience of distance learners.
Social implications
The study shared a case of a learning activity that can be employed for flexible education. Virtual tours can support the need for context-based learning that the geographical or political constraints may limit.
Originality/value
While the paper confirms previous reports on the benefits of using VR photo-based tours as learning activities, this paper has empirically shown the relationship between the dimensions of spatial presence and immersive capability in this specialized context.
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Stewart Selase Hevi, Clemence Dupey Agbenorxevi, Ebenezer Malcalm, Nicodemus Osei Owusu, Gladys Nkrumah and Charity Osei
This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and…
Abstract
Purpose
This paper investigates the moderating-mediation roles of synchronous and asynchronous learning, as well as virtual self-efficacy between digital learning space experience and continuous use among learners in Ghanaian institutions of higher learning.
Design/methodology/approach
A convenience sampling technique was used in the selection of 604 students who answered questions on digital learning space experience, synchronous and asynchronous learning, virtual self-efficacy and learner continuous use within the Greater Accra Region of Ghana. The study employed regression analysis to measure the hypothesized paths.
Findings
The findings show that asynchronous learning partially mediates between digital learning space experience and learner continuous use, but the mediating effect of synchronous learning between digital learning space experience and learner continuous use was not significant. Further, virtual self-efficacy significantly moderates the mediated relationship between asynchronous learning and learner continuous use, but the moderated mediated role of synchronous learning was not established in the study.
Research limitations/implications
Generalization of the study findings is limited due to the sampling scope, which was restricted to students of IHL in the Greater Accra Region of Ghana.
Originality/value
In this research, the academic scope of digital transformation was expanded from both digital structure elements and psychological perspectives within the domain of higher education literature.
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The purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.
Abstract
Purpose
The purpose of this study is to evaluate the effect of learner–learner and learner–facilitator interactions on learner satisfaction and their substitutability.
Design/methodology/approach
A quantitative survey research focusing on 130 students was used to collect data. Stratified sampling was preferred for the study, with a Likert type research instrument being administered online.
Findings
Learner–learner and learner–facilitator interactions mediate the effect of e-learning on learner satisfaction. These sets of interactions act as independent mediators, each playing a pivotal role in enhancing learner satisfaction. The interactions are however not substitutable.
Practical implications
The findings of the study will provide insights to academic administrators, to ensure that the two sets of interactions contribute to an effective and conducive e-learning environment and ultimately learner satisfaction. Deliberate efforts should be made to design increased e-learning interactivity into the cyber learning environment for effective learning.
Originality/value
The findings result in a ranking of learner–learner and learner–facilitator interactions for increased learner satisfaction. The interactions cannot be substituted without affecting the level of learner satisfaction. The interactions play a complementarity role, and collectively, enrich the quality of e-learning. A collective deployment is recommended.
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The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing…
Abstract
Purpose
The purpose of this paper is to evaluate the relative effects of three facets or connectors argued to be vital for learners in successful e-learning outcomes in developing economies.
Design/methodology/approach
Data were collected through a survey involving 130 learners. A stratified sampling technique was employed. Regression analyses making use of linear, multiple and PROCESS macro in Statistical Package for the Social Sciences (SPSS) were used to analyze data.
Findings
Technological self-efficacy and social presence are the most important facets needed by participants for effective learning in higher education institutions in developing countries. Learning tools meant to enhance teaching and learning and also contribute to learner satisfaction.
Practical implications
The findings of the study provide insights to academic administrators to pay close attention to the three connectors in order to ensure quality learning. The findings guide higher learning institutions to adequately and selectively pay attention to the three connections. Deliberate efforts focusing on students' situations, opinions and concerns are vital for learner satisfaction in developing economies.
Originality/value
This study represents a first attempt to examine the effect of the “right connections” for effective learning in developing economies, using a quantitative approach. The findings bring into attention the role of assessing learner inputs and virtual environment in boosting the effectiveness of e-learning. The findings also result in a model that should lead to increased learner satisfaction through the implementation of right connections. The study “disputes” the relevance of a universal e-learning system.
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Julita Haber, Heng Xu and Kanu Priya
Virtual reality (VR) technologies have been gaining popularity in training and development in many fields to promote embodied training. However, its adoption in management has…
Abstract
Purpose
Virtual reality (VR) technologies have been gaining popularity in training and development in many fields to promote embodied training. However, its adoption in management has been slow and rigorous empirical research to understand its impact on learning and retention is scarce. Thus, this paper aims to examine the benefits of VR technologies for management training.
Design/methodology/approach
Through a longitudinal experiment comparing VR platforms and a traditional video platform, this study examines two as yet unexplored benefits of VR technologies vis-à-vis management training – the cognitive outcome and affective reaction of the training experience over time.
Findings
This study finds that, for cognitive outcomes, immediate gains are similar across video and VR platforms, but subsequent knowledge retention is significantly higher for VR platforms. In terms of affective reaction, VR platforms generate significantly more enjoyment, which carries over to two weeks later, and is partially associated with higher knowledge retention.
Practical implications
This study has implications for management and human resource trainers and system designers interested in integrating VR for training and development purposes.
Originality/value
This study makes a unique contribution by unpacking the long-term benefits of an embodied training system, as well as identify a possible link between cognitive outcomes and affective reaction.
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Adeyinka Tella, Yusuf Ayodeji Ajani and Ugonna Vivian Ailaku
As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to…
Abstract
Purpose
As the metaverse gains popularity, libraries have the potential to play a vital role in this virtual world. However, digital librarians and digital age library users need to develop metaliteracy skills to effectively navigate and evaluate digital information in the metaverse. The main purpose of this paper is to explore the link between libraries and the metaverse, define metaliteracy and highlight its importance for librarians and library users. The challenges of developing metaliteracy skills in the metaverse are discussed, as well as the need for ongoing training and support. This paper also explores the role of libraries and librarians in the metaverse and provides recommendations for enhancing metaliteracy skills.
Design/methodology/approach
Through a review of the literature, this paper analyzes various library websites and consulting literature relating to the link between libraries and the metaverse, metaliteracy and its importance for librarians and library users and the challenges of developing metaliteracy skills in the metaverse.
Findings
As the metaverse continues to evolve, libraries and librarians must adapt and develop the necessary skills to continue providing valuable resources and services to their communities in virtual environments.
Originality/value
To the best of authors’ knowledge, this paper is the original idea that highlights the importance of metaliteracy for librarians and library users. The challenges of developing metaliteracy skills in the metaverse.
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Julián Monsalve-Pulido, Jose Aguilar, Edwin Montoya and Camilo Salazar
This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently…
Abstract
This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture.
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