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The current paper focuses on the increasing demand for generic competences both from governments and industries. Despite this fact, there is insufficient awareness and information in education systems on how to equip graduates with appropriate generic competences for the world of work and citizenship. This is even more complicated in online virtual learning programmes where face‐to‐face communication is excluded in the design and implementation of the programme curriculum. The paper seeks to question if it is possible to develop generic competences in an online virtual learning environment.

For this purpose, the research develops a theoretical framework based on the generic competences, learning content, learning support and learning activities. The paper argues that an online virtual learning curriculum design differs from a traditional face‐to‐face classroom environment in terms of learning content, learning activities and nature of learning support. Taking these elements in designing online virtual learning programme would promote acquisition of generic competences among the students.

The research examines possibilities of the online virtual learning platform ALUD (Aprendizaje en Linea de la Universidad de Deusto) at the University of Deusto, Spain, to develop generic competences online. The research demonstrates opportunities of the online virtual learning platform ALUD to develop and practice generic competences among students even without actual and traditional face‐to‐face educational communication.

The paper explores generic competence development through the online virtual learning platform ALUD at the University of Deusto, Spain. It examines possibilities of online education platform of the University of Deusto to produce alignment between what is espoused through the curriculum, what is enacted and how students experience learning through a virtual learning programme in order to develop their generic competences online. The paper argues that the virtual learning platform ALUD provides many opportunities for learners to develop and practise their generic competences even without actual and traditional face‐to‐face educational programmes.

This research aims to examine the impact of virtual learning platforms and instructor presence (IP) on learner satisfaction (LS). Further, this study examines the role of learner engagement (LE) in order to improve the LS.

This research uses both primary and secondary data sources to compile the research's findings. The primary source of data includes 610 responses from various higher education institutes in India. The collected data were analysed using the partial least square structural equation modelling (PLS-SEM) technique.

This research provides evidence that the theoretical model is accurate with the gathered data sample. In the model, online platform (OP) is an independent variable, whereas LS is a dependent variable, and IP and LE are the mediating variables. The outcomes demonstrated that OP has a positive impact on IP and LE. Also, the relationships between IP and LE, IP and LS and LE and LS are significantly positive. The mediation analysis validates the importance of the IP and LE for relationships.

This investigation presents a comprehensive model, which demonstrates the relationship between OP, IP, LE and LS. The study makes a unique reference to several theories in order to boost interaction and IP in virtual learning, the learner's learning experience can be enhanced. The model helps teachers and educational institutions formalise strategies to boost interaction and examine the institutions' pedagogy to enhance satisfaction.

This study aims to deepen understanding of the use of stereoscopic 3D technology (stereo3D) in facilitating organizational learning. The emergence of advanced virtual technologies, in particular to the stereo3D virtual reality, has fundamentally changed the ways in which organizations train their employees. However, in academic or professional studies, there is hitherto, very limited research has been found in understanding the framework of distributed organizational learning in stereo3D virtual reality.

The aim of this research is to investigate the employees’ learning achievement in both the conventional in-house training program and distributed organizational learning approach in a designed stereo3D virtual reality to deepen our understanding of this undiscovered framework. In all, 76 employees from local fashion and apparel organizations were recruited in this empirical study. The quasi-experimental method was adopted to compare the experimental and control groups. The criterion-referenced assessment scale was applied as a post-test to assess employees’ learning achievement in a customer service management training course. A tailor-made stereo3D virtual learning environment was established to conduct the virtual training program.

Surprisingly, the results of this research found no significant difference in both the groups, which indicates that, nowadays, the two completely different learning formats have become similar in organizational learning practices.

This research, therefore, suggests a new organizational learning framework with three components: a blended in-house training, a distributed enhancement program in stereo3D virtual reality and an organizational memory system.

The Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.

This current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.

Findings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.

This study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.

The unparalleled crisis due to the COVID-19 pandemic has displaced the existing normal in every field of higher education. Especially architecture education with high dependence on institutional studio based pedagogical participation has been affected. Consequently, there is a critical necessity to reinvigorate pedagogical approaches in order to ensure continuity of pedagogical pursuits.

A systematic approach is used to conduct an interdisciplinary study. The research mainly attempts to externalize the basics of virtual design studio composition. In concurrence role of instructional design in providing an underlying framework for enabling virtual discourse is also explored. Primarily, the process commenced by identifying objectives and queries which needed to be addressed. In order to deal with the concerns rationally, the research used exploratory approach. The primary data were based on focus group interactions. The secondary data were based on relevant subject-oriented literature reviews; explicit information based. Explanatory mode of analysis is used to interpret the outcome.

A pedagogical design; an instructional design process model for effectively structuring the virtual design studio has evolved as part of the research. In addition detailed insights have been derived about the key integrals that make up the constituent phases of the virtual design studio.

The research provides insights into the methodological structure of virtual design studio. The inferences would provide the pedagogues a comprehensive and rational overview to envision and conduct architecture studio discourse virtually.

The study presents a unique contribution to the limited literature available on virtual design studio pedagogy and instructional design in virtual mode.

The purpose of the present study is to explore the possibility of introducing a 3D environment in the library by reviewing current literature and to provide a good understanding of different purposes of using this immersive environment.

The present paper is a narrative account of libraries’ presence in the virtual world in combination with an overview of how libraries respond to the 3D environment. Relevant data for the review paper have been collected from library websites, books, journal articles, interview, etc.

The study found purposive involvement of libraries in this immersive environment which indicates that users use this exciting 3D medium to satisfy their information requirement.

The paper basically considers publications containing observations of broader research community in the relevant field and contents in websites dealing with virtual world and outlines the major features as discussed in available documents. The review study infers that the implementation of 3D project in libraries requires a mindset for the specific approach, from the end of both librarians and users, together with involvement of funds. Therefore, a library may start with a beta project and observe the effectiveness from the users’ perspective before embarking on a full-fledged project.

With numerous examples, as evident from publications and websites, the current review study makes an attempt to improve the understanding of librarians towards informed selection of projected purposes to be integrated with the virtual world from library perspective. The study also presents different approaches of libraries motivating users in the virtual world that other libraries may follow while considering their 3D library project.

The paper aims to propose a virtual reality (VR) wisdom teaching model in open university English course from the perspective of “Metaverse”. The study aims to testify the stimulation for English learning and the effectiveness of English-expressing with VR tools for adult learners from the practice in a pilot reform project.

The paper opted for an exploratory study using ICARE Design Model as the framework, under the grounded theories of constructivism and multi-modal teaching. The study compared the evaluation data of one-semester English learning performance between the experimental class (67 students) with VR practice and the controlled class (67 students), including speaking test score, qualitative feedback and in-depth experience analysis. The data were complemented by reflection paper analysis, including manual evaluation (the criteria of semantics, pronunciation, fluency and completeness), questionnaire survey (in the form of five-point Likert scale) and semi-structured interview.

The paper provides empirical insights about the VR wisdom teaching model in English language teaching and learning in a Chinese Open University. The empirical results suggest that “3I” features of VR technology could make up for the shortcomings of traditional English classes in open universities in China, and VR resources designed with curriculum teaching materials could also be helpful for students’ command of knowledge points and language skills. What’s more, the sense of authentic experience in virtual could promote the teaching and learning effect in college English classes.

The present study focuses on a wisdom mode of foreign language teaching and learning for adult learners in open education, so the research results may lack generalizability. Therefore, researchers are encouraged to further explore the deep integration of VR/artificial intelligence in foreign language teaching and learning.

This paper fulfills an identified need to study how VR tools provide an engaging, fun and immersive language learning environment, to enhance autonomous learning and learning engagement.

Scholars have identified several predictors of learner satisfaction, but little research addresses the impact of intragroup conflict in a virtual learning context. The purpose of this paper is to investigate the potentially deleterious effects of perceived intragroup relationship conflict on virtual learners’ intention to re-enroll.

Data were systematically collected from virtual learners using an online questionnaire and then analyzed by multiple regression models.

The results show that emotional expressiveness is an antecedent to perceived intragroup relationship conflict, and the relationship is moderated by individuals’ perceived enjoyment of computer-mediated communication. Virtual learners with a higher emotional expressiveness (i.e. extraverts) experience higher perceived relationship conflict, which in turn, lowers their intention to re-enroll.

The study confirms the antecedent and consequence of perceived intragroup relationship conflict in a virtual learning context.

Educational institutions and businesses may use three proposed strategies to deal with intragroup relationship conflict.

The study contributes to the limited knowledge on how to effectively manage virtual learning interactions by educational institutions and businesses.

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

The purpose of this paper is to investigate the nomological web between technology acceptance model metrics such as perceived ease of use, perceived usefulness, perceived web privacy of e-learning resources on attitude and behavioural intention of virtual platform for learning by university students.

The study employed a quantitative method by using self-administered survey instruments among university students who have at least one year of e-learning experience. Psychometric nomenclature of survey instruments was conducted and the reliability and validity metrics of perceived ease of use, perceived usefulness, extent of e-learning use, perceived web-based privacy, attitude and behavioural intentions meet the threshold as established in extant literature. Correlation and regression analysis were conducted to explicate hypothesised relationship.

The study found out that e-learning use, perceived usefulness and attitude are associated with learners behavioural intentions, while perceived ease of use and perceived web-based privacy are not significantly associated with behavioural intentions of e-learners in Botswana. The findings further showed in the regression analysis that the extent of e-learning use, perceived usefulness, perceived ease of use and attitude are significantly related to behavioural intentions, while the perceived web-based privacy is not significantly related to behavioural intentions.

The e-learning processes thus help outline the effective marketing strategies and promotions or nichemanship among university students which help uncover the influence of innovation metrics on e-learning among the youth target audience in Botswana as the country seeks to achieve a paradigm shift from mineral-led economy to knowledge-based society.

Despite the popularity of e-learning approach as explicated in extant literature, the extent to which such platform is accepted with respect to security and reliability most especially in an emerging economy like Botswana is ambiguous. This study thus seeks to establish the extent to which e-learning in Botho University and Botswana Open University creates a platform for intention to use as regards technological acceptance parsimonious model in Botswana.