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The increasing number of online courses in higher education has provided students with convenience and flexibility. However, some adverse effects also come with online learning, including negatively affecting student beliefs in themselves and their perceptions of the instructor. Both are important factors for academic success. Grounded in media richness theory, this study aims to examine the impact of medium choices by investigating instructor messages on student beliefs and perceptions in an online course.

This study employs a survey methodology using validated items to assess university student perceptions following faculty interactions (video versus customized email).

The authors find that videos and personalized emails, using mass distribution Excel features, help increase student beliefs, including social belongingness and self-efficacy, and improve students' perceptions of the instructor and learning environment.

This study contributes to the literature by establishing that the richness of media of faculty messages can impact student beliefs, which in turn, may help with student success and retention. The activities used in this study are low-effort for the instructor and may have lasting effects on the students. In addition, this study fills a gap in the literature by examining multiple forms of the richness of media and their impact on multiple aspects of students' beliefs and perceptions of the instructor.

This paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.

For the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.

According to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.

Even though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.

This research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.

This study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

The purpose of this study is to examine the influence of the implementation of safety-oriented knowledge management (KM) processes and student diversity acceptance in schools and the interaction effect of safety-oriented KM processes and student diversity acceptance over school performance and student academic orientation.

Responses of 977 American schools available in the database of the National Center for Education Statistics were analyzed using hierarchical regression analyses.

Results show that implementation of safety-oriented KM processes and diversity acceptance in schools have varying effects on school performance and student academic orientation. The impact of knowledge acquisition from parents on the academic achievement of students is positive and stronger in schools that are low in student diversity acceptance than schools that are high in student diversity acceptance.

This study adds value to the KM literature by exploring how KM processes are executed in American schools to improve their performance and students’ academic orientation and how diversity among students alters the strength of the relationships.

This study aims to examine the use of social media by academic librarians at universities in Zimbabwe with particular focus on the application of the four key constructs of the unified theory of acceptance and use of technology model. This study assesses the degree to which academic librarians in Zimbabwe believe that using social media enhances service delivery, the extent to which academic librarians perceive social media as easy to use, the influence of peers on social media use among academic librarians and the extent to which facilitating conditions influence social media use.

A pragmatist worldview in which both quantitative and qualitative methods were adopted, this multiple case study used face-to-face interviews, self-administered questionnaires and content analysis for collecting data.

Academic librarians in Zimbabwe perceive social media tools to be useful and easy to use in the provision of services. Social influence had a moderate effect on academic librarians’ use of social media for service delivery at universities in Zimbabwe, but they feel that their supervisors do not provide enough help for them to use social media.

To the best of the authors’ knowledge, no similar study has been done previously in Zimbabwe. This multiple case study presents useful findings on the acceptance and use of social media by academic librarians in Zimbabwe.

This study aims to investigate whether students would accept augmented reality technology in Al Ain University (AAU) libraries as part of digital library services.

This study used a modified technology acceptance model–based survey instrument for data collection. Data was collected through an online questionnaire, which was sent to 400 students via email in March 2023. Out of the total participants, 176 students completed the questionnaire.

This study found that AAU students have a positive perception of augmented technology use in the library. They believe that augmented technology will be useful and easy to use, and students are willing to use it to access library resources and services.

This study contributes to the digital library perspectives in academic libraries.

The purpose of this study is to examine research on academic libraries and the social web published from July 1, 2019, to June 30, 2023.

The article search and filtering procedures mirrored those of Choi and Harper (2020) and Carlsson (2015), resulting in a total sample size of 93 articles. These articles underwent examination based on the same eight variables (i.e. journal outlet, research theme, publication year, social web type, method, keyword, study participant type and study country) as employed by Choi and Harper (2020) and Carlsson (2015), with the addition of two new variables (i.e. research purpose and the impact of COVID-19).

The research article volume has consistently maintained a stable trend. A notable difference from Choi and Harper (2020) and Carlsson (2015) is the rise of “user perspectives” as the second most prevalent theme. Unlike Choi and Harper (2020), the “survey” method is predominant. Many research purposes, excluding “marketing and promotion,” lack attention. Additionally, there’s a dearth of studies on the impact of COVID-19.

The findings from the study not only offer a snapshot of the current research landscape on academic libraries and their engagement with the social web but also offer insights for future scholarly endeavors.

There is a limited effort in exploring the recent literature regarding the role of the social web in academic libraries. This study serves as a valuable guide for contributing to this dynamic research stream and provides various up-to-date implications.

This paper aims to explore students’ intention to use and actual use of the artificial intelligence (AI)-based chatbot such as ChatGPT or Google Bird in the field of higher education in an emerging economic context like Bangladesh.

The present study uses convenience sampling techniques to collect data from the respondents. It applies partial least squares structural equation modeling (PLS-SEM) for analyzing a total of 413 responses to examine the study’s measurement and structural model.

The results explore that perceived ease of use (PEOU) negatively affects intention to adopt AI-powered chatbots (IA), whereas university students’ perceived usefulness (PU) influences their IA positively but insignificantly. Furthermore, time-saving feature (TSF), academic self-efficacy (ASE) and electronic word-of-mouth (EWOM) have a positive and direct impact on their IA. The finding also reveals that students' IA positively and significantly affects their actual use of AI-based chatbot (AU). Precisely, out of the five constructs, the TSF has the strongest impact on students’ intentions to use chatbots.

Students who are not aware of the chatbot usage benefits might ignore these AI-powered language models. On the other hand, developers of chatbots may not be conscious of the crucial drawbacks of their product as per the perceptions of their multiple users. However, the findings transmit a clear message about advantages to users and drawbacks to developers. Therefore, the results will enhance the chatbots’ functionality and usage.

The findings of the study alert the teachers, students and policymakers of higher educational institutions to understand the positive outcomes and to accept AI-powered chatbots such as OpenAI’s ChatGPT. Outcomes also notify the AI-product developers to boost the chatbot’s quality in terms of timeliness, user-friendliness, accuracy and trustworthiness.

This study aims to present a bibliometric overview of the academic research on export performance (EP) in the business and management areas.

A bibliometric overview of 1,463 papers from 1968 to 2021, including performance analysis, science mapping analysis and graphical mapping, was conducted using the Scopus database. SciMAT software was used for thematic analysis and conceptual evolution mapping of the EP domain, and VOSviewer software was used for graphical visualization.

This study shows that EP research experienced spectacular growth, especially between 1998 and 2003, and the interest in this field continues to increase. Also, the USA and the UK appear to be the absolute leaders in EP research, with the best indicators of productivity and influence in all dimensions analyzed. The findings from the analysis through SciMAT indicate that “capabilities” and “R&D” are the main Motor themes that have contributed the most to the EP literature, whereas “global value chain” and “start-up” are emerging themes as new areas of interest.

This study develops a baseline for representing certain and exhaustive insights in the EP field and specifies trends over a period. Using a single database and excluding book chapters/conference papers are limitations of this study.

EP is a research field that has gained wide acceptance in the academic community and international marketing literature. To the best of the authors’ knowledge, no bibliometric overview has analyzed the EP literature. This study presents the first systematic quantitative analysis of academic research on EP in the business and management areas.

The purpose of this study is to establish the relationship between digital leadership and academic performance. It models the digitalization process, outlining why and how digital leadership is important for better academic performance. At the same time, this study examines the role of digital culture as a moderating variable in the direct relationship between main variables of the study. The study aims to expand the domain of academic performance at the university by including a much recent leadership-related aspect and organizational context of the digital culture.

The study opted for a descriptive study, using the survey instruments to collect the data. The sample population consisted of students currently enrolled at the Faculty of Business and Management, Universiti Teknologi MARA, Melaka, Malaysia. Based on the convenience sampling, 383 samples were drawn from the sample population. All items were adopted from previous literature, and expert feedback was obtained to examine the validity of the instruments. The data were analysed using SPSS and SmartPLS version 3.0.

This study provides empirical insights about how digital leadership is important for academic performance for the new millennials. Also, digital culture is found to provide significant moderation effect into the relationship. It suggests that universities must promote digitalization culture and embed the use of technology and digitalization into teaching and learning to cultivate a more effective learning process among university students. This is important as elements of digital leadership, including adaptive role, attitude, digital competency, digital skill and inspirational role, are found to significantly contribute to academic performance.

This study only focuses on samples taken from one of the faculties in one campus, thus limiting its scope. Future research is encouraged to replicate the same study setting to include larger sample size from different faculties, or perhaps from different universities. These propositions could help to better generalize the research findings on the practice of digital leadership on academic performance in the country. However, this study established a digital leadership model that can be applied to undergraduate students at the universities. Also, the inclusion of digital culture can strengthen the learning process.

This study includes implications for the development of digital leadership attributes and promoting digital culture within the university students and environment for engaging in a better academic performance. Digital leadership is found to be an important criterion of academic performance in this digital age society, and cultivating digital culture enhances students’ academic performance. These findings shall prompt the university to actively engage in fostering digitalization culture within the university. Also, the top management of the university should inform the students to be adaptive and cultivate the attributes of digital leaders, as their readiness to cope with the technological change has significant positive impact on their academic performance.

It is important to ensure that the future graduates that are being produced are ready to take on more challenges as digital leaders in the digital society. This might accelerate the country’s initiatives and efforts towards becoming a developed nation. Thus, investing in oneself to become digitally literate and competent might not only influence their academic performance, but they will also be equipped to fulfil one of the expectations of future employers of potential graduates, which is possessing digital leadership.

Digitalization is not only about the technology. It is about the people too. As the study on digital leadership is still in its infant stage, this study is unique as it is among the earliest to establish digital leadership constructs within the context of Malaysia. It informs the university that digital leadership provides significant contribution to academic performance. Thus, the university is encouraged to nurture digitalization, not only in the teaching and learning but also with the people within the university environment. Determining the right programs and plans for the curricular will help students to develop digital leadership attributes more effectively. Finally, improving digitalization among its students and culture is important, as these elements provide significant effect towards academic performance.

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.