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Reference service of any type of library can be offered over the Internet in real-time that we meant here Virtual Reference Service or VRS, in short. Virtual reference service is an online and interactive text-based communication service through which it is possible to provide the reference service of a library or a group of libraries to their distant users using a set of modern communication-based technologies. This paper is based on the results of experimental research. It mainly focuses on the customization process of Zoho chat in the ABCD site module to provide a virtual reference service from the library website. There is very little research across the globe that addresses the implementation and customization process of chat-based widget embedded into web pages, which is a key-focusing area of the current study.

This Chapter is all about communication and the ways we are now able to reach out to others around the world from our personal computers or mobile devices, which were never available before. One might initially consider this section more in line with productivity tools instead of those impacting the digital humanities. I will, however, demonstrate that it is through these tools that the field is expanding, offering interesting ways in which scholars can communicate ideas with one another, share thoughts, research, and collaborate. Additionally, it is through the use of these tools that our ideas are being shared with students and interestingly how students are, in turn, reciprocating our efforts. The chapter focuses on video broadcasting tools, audio conferencing, audiocasting, and collaboration applications, offering examples of how they can be used in a classroom setting.

As educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.

This holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.

On a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.

This innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.

The research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

Media considerations are pedagogical rather than technological in nature. In online courses, we use technology to enable learner interaction. In this chapter, we focus on a process through which we identify media that will help bring our course to life. Technology tools come and go, quickly. While some specific tools are suggested, it is the process by which to identify and select media that is enduring. We begin with a discussion of media-enabled course activities that are used to guide the selection process. The 10 activities are organized by type of interaction they represent and the media characteristics they require. Media have affordances or functions that can be matched with identified course activities to meet learner interaction needs. These needs help to narrow the scope of our selection decisions. After exploring a variety of functions and tools, we exemplify the media selection process. We extend the work started in previous chapters by identifying media needs in light of design and interaction decisions under the playground and symphony metaphors. In so doing, we demonstrate how the phases of the redesign process inform our technology choices.

Teaching Net Generation accounting students is a challenging experience. They anticipate that technology will be an integral part of the teaching–learning processes that we offer them. This chapter focuses on how to use technology tools to create innovative course materials, delivery methods, and collaborative processes.

The chapter explains how I combined traditional instructional methods and technology-mediated learning (TML) techniques to create a practice–feedback–interaction process for use with two undergraduate auditing courses. I taught the first course (Auditing) during Fall Quarter 2006 and the second course (Advanced Auditing) during Winter Quarter 2007. I taught both courses in a blended instructional format.

This chapter shows how I used the practice–feedback–interaction process with individual and team writing assignments in the two auditing courses. I explain how the TML process works and describe technology tools used at each step of the process. Student comments provide feedback about how they reacted to using the technology-mediated teaching–learning process.

The paper seeks to highlight how academic libraries are harnessing widgets to make library resources easily and conveniently accessible to users. Examining the characteristic features, purposes of use and types of widget applications, the paper aims to measure the degree of implementation of widget among academic libraries in different regions.

A stratified sampling method was followed for selecting four samples of population, each representing one of the four continents (North America, Europe, Australia and Asia) and content analysis was used to collect data along the checkpoints.

Giving a comparative account of widget implementation along the select dimensions, the study focused on relative acceptance of widgets among the continents and emphasized the areas where widget is being applied most. With examples, the study also illustrated the relevance of the different approaches taken by various libraries.

The study was confined to selected libraries of higher education institutes among the four continents only. Libraries having non‐English websites and restricted or limited access were not included.

This unique investigation presented a comprehensive picture of widget implementation among the academic libraries across the world. The findings will serve as a valuable guide for future librarians who wish to incorporate such technologies in library websites. Furthermore, the checkpoints used here may serve as a bedrock for framing questionnaire and interview schedule for conducting future research investigating users' perception of this new web‐based tool in order to comprehend fully the practicability and usefulness of widget.

The purpose of this paper is to understand the market for various e-learning platforms existing globally. The global pandemic transformed the traditional education sector into an e-learning industry and impacted the digital education sector proportionally. The wide impact on people to maintain a social distance shortened the space and enhanced student engagement with digital screens. The merchandise of electronic gadgets and e-learning platforms boosted global revenues ever before.

A digital data analytical tool retrieved the data for e-learning companies. While screening companies, the authors came up with more than 150 and later narrowed it to 71. Furthermore, revenues and market capitalisation data were collected from open-source websites of respective e-learning platforms at national and international stock exchanges. The data from the year 2018 to 2021 was used to predict the compound annual growth rate (CAGR) of the 2022–2027 market value of e-learning companies. The demographics of the statistical data were plotted using GraphPad Prism and Python Plotly. Also, the study attempted to underpin the association of annual revenue with market capitalisation for e-learning companies using Statistical Package for the Social Sciences (SPSS).

The financials of the e-learning platforms were compared from 2018 to 2021 based on the stock market exchange, which showed a gradual increase in revenues and influenced the market capitalisation by the 2022 financial year. Also, simultaneously validating the CAGR of 13.16%, the expected revenues from 2022 to 2027 were $830bn. The data plotted on the atlas choropleth exhibiting the e-learning users increased globally by 2022. The Web traffic data validated by the browsing gadget helped to validate the increase in revenues of the electronic gadget companies.

To the best of the authors’ knowledge, this is one of the pioneer studies postulating the study of e-learning demographics comparing the e-learning influence on the global digital market, Web user traffic and the education sector. The demographics of e-learning users by age, gender and gadget distribution validate the e-learning induction globally.

The paper comprises an extended discussion of the possibilities that Web 2.0 applications offer to doctoral researchers, and where such applications fit in the early twenty‐first century in the research environment. It explores the main issues associated with their use by doctoral researchers, and how these factors have influenced the design of a series of four information and communication technologies (ICT) development courses.

Over 29 Web 2.0 applications were reviewed and grouped into 13 subject categories in terms of how they might support the activities of doctoral researchers. The resulting categories were then themed into four different groups to facilitate the delivery in order to address where and how Web 2.0 applications can enhance doctoral researchers' activities.

Four groups of applications emerged: social networking, online project collaboration, online virtual desks and reusable multi‐media. The four groups were developed into four courses that together comprise a new ICT skills development module intended for doctoral researchers.

In terms of portability, the 13 categories of web‐based applications identified could, when taken together, comprise the infrastructure for a complete research environment that can be accessed anywhere in the world on an internet‐connected PC or laptop. The aim of the module is to enhance the research experience of doctoral researchers by raising awareness of the potential and possibilities associated with using Web 2.0 applications in the research environment.

The paper offers both ICT developers and doctoral researchers insights into the possibilities and problems of using Web 2.0 applications in the process of academic research.