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The presence of digital learning space is widely seen as there is an active engagement between educators and learners. However, the challenge raised mainly amidst the pandemic age, which is potentially leading to the interference on the active engagement in education process. The necessary act to have a critical response from the student’s feedback towards the online learning services should be taken into consideration in ensuring the continuance of teacher education in enabling to grab the potential chance to advance the assessment of strategic approach in online learning. This paper aims to examine the digital access during the pandemic age through elaborating the extensive value of better learning service or adaptation for the online learning achievement amidst the pandemic age.

This study is conducted with a qualitative approach through the particular method of data collection, namely, structured interview. This qualitative approach was selected to enable obtaining the richness of information and related data. The insightful feedback will be coming from 27 higher education learners.

The finding revealed that better design of achievement pathway on the digital access could be enhanced in supporting the online learning performance through the online services. The main point refers to look into detail about digital online infrastructure insufficiency for online access support and improvements on digital online infrastructure for accessibility of learning service. The main occupations are clearly pointed in the following phase. Those are empowering digital access for learning service support and enhancing digital-adaptation for online learning achievement.

This study is supposed to contribute in assisting the value contribution with an extensive point to continue the digital access during pandemic age through the adaptation empowerment of higher learner’s online learning services.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and IL published in 2015.

This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and IL.

The massive expansion of digital platform has been responsible for the widespread progressive engagement created amongst learners and educators. The practice of requiring student feedback on online learning services ensures that teacher education continues to advance its strategic approach to online learning. This paper aims to examine the level of accessibility and adaptability of digital technology with particular focus on Malaysia, by elaborating the value of superior learning service and practical adaptability of online learning during the pandemic era.

This study was conducted using qualitative approach of data collection, namely via structured interview. The listed respondents included 30 higher learners who participated in the study by providing feedback on the issues encountered during the research process.

The findings revealed that the strategic enhancement of digital accessibility continued with digital adaptability to sources of learning services would contribute to advancing achievement of digital learning pathway.

Increasing accessibility to digital platforms in digital learning system can help to shape the digital environment. Digital expansion can create unlimited boundaries for online knowledge acquisition.

The social implication refers to acquiring the abilities developed through online engagement with peers by actualising and exploring information together with continuous inter-connectedness of sharing pathway in online platform. The instructor would need to give a proportional gateway to make learners experience the digital environment for future education.

This study aims to assess the value of developing accessibility of digital technology for students' online learning services during the pandemic and beyond. A well-structured plan would enable digital learning capabilities and mutual accessibility amongst learners. This can allow digital abilities to be transformed into collaborative teamwork amongst learners.

Following education’s recent and abrupt reliance on technology-mediated pedagogies, the novel coronavirus pandemic has, in many instances, highlighted the unpreparedness of learning institutions worldwide to implement effective online instruction. While practical quality considerations include content delivery, teacher training, equipment provision, and networked infrastructure, the situated and enculturated means by which online language education occurs represents a learner-focused factor that language educators may inadvertently neglect as they struggle to accommodate an emerging digital frontier. With this issue in mind, this paper aims to contribute to quality assurance in digital foreign language instruction by providing a sociocultural interpretation of CALL as learners and instructors alike continue to struggle within the boundaries of the COVID-19 pandemic.

In focussing on learner equity, identity and interaction, the current conceptual paper draws attention to potential affective factors driving computer-assisted language learning (CALL) participation structures, providing sociological consideration of the potential impacts of digital language education and, in doing so, confront the deterministic notion that online language learning represents a general equaliser of hierarchical participation structures.

Although CALL’s dynamic nature does provide users with openings to revise linguistic, semiotic and social practices, a growing body of research contests the broad depiction of digital language learning as automatically strengthening learner equity and interaction. Euphoric visions of technology inexorably engendering positive outcomes thereby risk obscuring those sociocultural pressures that impact user identity and, thus, how diverse social actors interact within unfamiliar learning communities.

This conceptual study is among a select few that focusses on CALL quality assurance during COVID-induced online education.

This study aims to compare similarities and differences in library and information science (LIS) and non-LIS undergraduates’ conceptions and perceptions of smart libraries via drawing analysis.

In this study, a total of 156 undergraduate students described their perceptions of smart libraries as drawings and textual descriptions. A modified coding scheme with 8 categories and 51 subcategories was used to analyse the undergraduate students’ drawings.

Most of the undergraduate students’ conceptions of smart libraries still involve self-checkout and learning/reading, focusing on information appliances, technical services, activities and objects. The differences are that the LIS undergraduates’ drawings showed smart libraries with robots, interactive book borrowing with technology tools, intelligent services, location-aware services or mobile applications, whereas non-LIS undergraduates presented smart libraries as readers (learners), other activities and no smart technology services. LIS undergraduates focused on providing patron services with technologies. Non-LIS undergraduates were more likely to draw a complex space with immediate access to books or digital resources, quiet reading and the freedom to engage in library activities.

The results provide a baseline for future research on the topic and provide preliminary evidence of using the methods to discern LIS and non-LIS undergraduates’ conceptions of smart libraries.

The purpose of this paper is to examine the degree of alignment between the views of key stakeholders on the development of learning spaces in a new teaching and learning building at a satellite campus of a regional university.

Semi-structured interviews were undertaken with six stakeholders including senior executives, technical staff, academic staff and students. The interviews were transcribed and the data analysed to identify common and differing themes on the part of the respective interviewees in relation to learning spaces in general, and in relation to the new teaching and learning building in particular.

A comprehensive framework should be articulated by the university for its theme of personalised learning so that decisions can be made at lower levels of the university to operationalise the theme across academic and administrative functions. A clear definition of the blended learning pedagogy, which is proposed to be implemented as part of the personalised learning theme, should be articulated. The implications of the blended learning pedagogy for the design of learning spaces should be identified and clear design guidelines for learning spaces should be articulated. Learning spaces in the new building should be reviewed to achieve alignment with the personalised learning framework and the guidelines for learning spaces.

As this is a preliminary study with a small number of participants, a qualitative approach was taken to identify the indicative views of representatives of key stakeholders. The findings relate specifically to the context of this study at a regional Australian university.

This paper provides valuable insights into how a university’s philosophy on learning spaces manifests itself through creation and implementation of high-level policy and how that is interpreted and actioned by a range of stakeholders across campuses, including staff and students.

The purpose of this paper is to discuss the National University of Lesotho Library’s shift to supporting of contact teaching to e-learning because of COVID-19. The university library increased access to digital content and broadened digital services.

This case study is based on reflective practice methodology in which practitioners learn from their practice, reflect and adapt to change as they improve on their practice. The library team members were reflective participants in the transformation of library services from on-site to digital services. The main research questions are “How did the digital libraries meet the needs of the digital community?” and “What will be the new normal after COVID-19 experience in digital libraries and their communities?” The literature review juxtaposes reports on transformation of library services to digital services.

The library transformed from on-site to digital services library. It also reports on observed increase in databases usage during lockdown.

The nature of a case study is limited by time and geography.

This paper has implications and possible applications for other university libraries in African countries that are resources constrained such as Lesotho.

This paper makes a valuable contribution to lessons on how African universities’ libraries respond to pandemics such as COVID-19. It speaks to the need to strengthen existing infrastructure and digital content, while ensuring the library staff and the university community adapts to the new normal.

Teaching and learning online during the Covid-19 pandemic has forced university instructors to consider online alternatives to the classroom. It is possible to facilitate students’ learning in the digital environment in similar ways to the traditional face-to-face classroom. The inclusion of e-guests in the digital learning space presents one such opportunity. The purpose of this paper is to discuss the use of e-guests in online learning.

This paper presents a case study, following a postgraduate class and the role of the e-guest in students’ synchronous online learning.

E-guests facilitated student learning. Their approaches to learning ranged from slides to discussions. Students responded well to this method of learning.

There is potential for enhancing student learning through the inclusion of e-guests, who bring their expertise to the classroom. E-guests from different regions offer students an opportunity to learn from specialists they would not necessarily have access to in the traditional classroom.

E-guests offer one important potential means of enriching online teaching.

Continuous advances in digital technology and business models digitalization have decisively altered the entrepreneurial landscape redefining the aims and the requirements of entrepreneurial education to suit the new digital reality in entrepreneurship. The purpose of this study is to shed light in a neglected niche in the intersection between digital entrepreneurship (DE) and entrepreneurship education and outline DE education as field of research. Given that the interdisciplinary growth of DE research outpaces instructional designs in terms of required knowledge and skills, it is important to document how entrepreneurship education responds to the ongoing integration of emerging digital technologies with the entrepreneurial process. Moreover, the introduction of a DE education conceptual framework would facilitate the discussion on theoretical and practical implications and promote new conceptualizations in future research, new educational approaches and new curriculum designs.

A concept-driven, semi-structured developmental literature review methodology, based on grounded theory and reinforced with increased systemization, was used for the identification and analysis of peer-reviewed articles. Previous literature reviews were used to define the search keywords. The articles from three databases were carefully selected, based on protocol and strict eligibility criteria. The papers in the final set were classified in four primary dimensions, synthesized from several sub-streams of research. Each sub-stream highlighting a different view of DE education emerged through open, axial and selective coding of articles. The combined perspectives of these dimensions resulted in a new DE conceptual framework.

Thematic interrelation between the studies examined, revealed an ample view of the various schools of thought in the research field, offering also a better understanding on how entrepreneurial education addresses the practical requirements of digital entrepreneurship. A four dimensional conceptual framework produced highlights pedagogy and learning, success factors and barriers, behavioral approach and ecosystems as the current trends of research. Also, directions for future research are proposed.

The classification framework proposed can serve as a roadmap for entrepreneurship educators seeking efficient pedagogical practices focused on the transfer of knowledge and training on the new skills required by DE and motivate future researchers aiming to propose novel educational interventions.

Although digital entrepreneurship research has gained significant momentum in recent years, little attention is paid to its increased educational requirements. The body of knowledge develops in an uncontrolled and fragmented manner, and the systematic study of the field from an educational perspective was missing. This study offers a representative picture of the topic, highlights current trends of research, synthesizes literature from different disciplinary origins, provides linkages between unconnected streams of research and points out research gaps. Finally, it proposes a conceptual framework to circumscribe DE education as a field of study and serve as a basis to help future research move forward.