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This chapter explores how Jass Easterman (the author's avatar name) teaches education students concurrently, both pre-service teachers and postgraduate, in Second Life. It discusses how a virtual world can be a valuable teaching and learning tool for the whole group even though they have a variety of overall goals and learning outcomes. Jass brings distant university students located around the world studying at the one institution together to liaise with each other in Second Life. She has created an innovative tutorial model where students go on virtual tours, visit other educational institutions, attend guest lectures, undertake role play activities, and go on Web quests and learn basic building and scripting skills, all from their own homes. Adult learning theories and communities of practice, in a virtual world, underpin all activities. Why Second Life was chosen for these students and what the students say about this type of learning are discussed in this chapter. The value of this tutorial model will be explored and reflected upon and conclusions made of its efficacy.

COVID-19 has influenced the way we utilise the radio spectrum in terms of increasing data rates, the localisation of usage, and the transfer of traffic from urban to rural areas. Most regulators have shown sympathy towards operator requirements, stipulating a range of mitigation actions including allowing technology neutrality and temporary assignments. Internationally, the ITU-R suspended all physical meetings and launched a new global network resiliency platform named ‘REG4COVID’ to share experiences including those related to spectrum management.

It is argued in this chapter that the pandemic has supported the calls for additional unlicensed spectrum for Wi-Fi in the 6 GHz and accelerated the rollout of 5G. Moreover, despite of increasing use of streaming, it is quite difficult to assume that traditional linear TV will be replaced, at least in the near future for a variety of reasons. The pandemic has also raised the question as to whether an innovative assignment model could be used to assign the spectrum instead of auctions, and whether, in some countries where temporary assignments were made, frequencies are kept unutilised or reserved. Concerning international spectrum management, it is expected that WRC-23 will be held on time though there will be some implications for issues such as the regulatory time-limits for bringing into use satellite networks frequency assignments. Finally, it is argued that the pandemic has also demonstrated the importance of flexibility and agility in national spectrum management, and placed spectrum managers in a new position where they were forced to be proactive instead of their traditional reactive role.

Multicommunicating, the practice of using technology to carry on multiple near-simultaneous conversations, has been studied for almost two decades. This practice has new meaning today as more people carry a mobile device with them, remote working is prominent, and teams are looking for ways to be more productive. This chapter establishes why multicommunicating is an important communication concept that can help scholars interested in teams. After distinguishing multicommunicating from related concepts, such as multitasking, this chapter reviews key findings from literature and highlights the conundrum around whether this is a productive, acceptable practice or one that is rude and increases inefficiency. In conclusion, the proposed research agenda invites studies of multicommunicating in contexts where actual responses to the practice can be observed. Additionally, there are growing opportunities to include mobile communication and human–technology interactions in the multicommunicating mix.

According to the World Health Organization (WHO), the alarming spread of coronavirus (COVID-19) began to shock the world on 31 December 2019, and it was first detected in Wuhan, Hubei, in China when a patient presented with pneumonia. To date, the virus has recorded over 2,088,663 cases worldwide. The impact of COVID-19 would be precisely worrying as it aggravated not only tourism but also the learning behaviour of tourism students. What are the effects of the COVID-19 pandemic on the learning behaviour of tourism students? What lessons could be learned to make it more sustainable for the students? And finally, what would be the suggested resilient strategies for the tourism students in the post-pandemic era? There is no original study conducted to focalise investigation on revealing the negative characteristics of COVID-19 and the learning curve of university students in Malaysia. However, the main objectives of this chapter are to provide an overview of the effects of COVID-19 in the learning behaviour of tourism students for sustainable education and the factors that distress students' minds and how these helped students to share the positive aspects with others. It is gradually visible that the effects of COVID-19 on learning behaviour and dangers to university students in Malaysia and their significance on students' emotional change or learning behaviours are not well perceived. This chapter recommends that educational institutions produce studies to proliferate and document the pandemic's impact on the educational system. It is crucial for tourism students for sustainable education in the current time.