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To determine the perceived self-efficacy of South African LIS academics in e-teaching as a co-requisite to imparting relevant ICT knowledge and skills to LIS students.

The study was underpinned by the pragmatic world view, which allows a researcher to choose a combination of methods, techniques and procedures that best meets the needs and purposes of the study. Based on the purpose and objectives of the study, and the type of data needed, a quantitative approach, employing the descriptive survey design was used. An online questionnaire with both structured and unstructured questions was distributed to 79 LIS academics in 8 universities and attracted a 68.4% response rate. Structured responses were computed directly as quantitative data, while the unstructured answers were aggregated under themes and analysed quantitatively.

The findings show that LIS academics in South Africa have not been left behind in the trends regarding e-teaching, and most of them feel quite confident about their self-efficacy in e-teaching. A variety of Learning Management Systems and e-tools are in use and relevant policies and technical support available. Most LIS academics, to re-/up-skill themselves, employ diverse heutagogical strategies. However, the e-teaching support in terms of resources and technical support are inadequate because some universities are deficient in their provision of ICTs and e-learning guidelines.

The limitations of the study is that this was a time-bound study that focused merely on the basic level investigation A further in-depth probing of the real (as opposed to self) levels of e-teaching efficacy and how heutagogy can be explored or advocated is necessary.

The implications of the results are that (1) South African LIS academics are well fairly well prepares to face the impact of COVID-19, which has forced universities to turn to virtual/online education (2) Heutagogical approach should be explored as a method of further improving the capabilities of e-teachers, in order to (3) pass forward a positive impact on LIS graduates by preparing them to be agile for a modern work environment. (4) universities have to provide sufficient resources to support academics in their endeavour to continually improve their teaching.

Topical in the face of the novel coronavirus.

Optimal

E‐Teaching as the use of information and communication technology (ICT) in education is of growing importance for educational theory and practice. Many universities and other higher education institutions use ICT to support teaching. However, there are contradicting opinions about the value and outcome of e‐teaching. This paper starts with a review of the literature on e‐teaching and uses this as a basis for distilling success factors for e‐teaching. It then discusses the case study of an e‐voting system used for giving student feedback and marking student presentations. The case study is critically discussed in the light of the success factors developed earlier. The conclusion is that e‐teaching, in order to be successful, should be embedded in the organisational and individual teaching philosophy.

The COVID-19 pandemic has changed education ideology across the globe. The education system has drastically shifted from traditional ways of teaching toward online teaching mechanism. This study aims to conduct an analysis of factors influencing the adoption of the e-teaching methodology of learning by students amidst the present pandemic crisis.

The study is based on primary data and a survey was conducted using a semi-structured questionnaire with a sample size of 216 respondents from various universities in India. Cronbach’s alpha and Pearson correlation, the goodness of fit, ANOVA and multiple linear regression analysis was applied.

Furthermore, the results obtained stated that attitude and usefulness proved to be statistically significant as the two variables contribute a statistically significant number of predictions to the practice of adoption of the e-teaching methodology by students. Additionally, it was found out that students there is a strong requirement from the institute and teachers’ part to motivate the students to take interest in e-teaching and students should be given an opportunity to develop a sense of empowerment so, that they can feel comfortable and can discuss their query’s confident during the e-classes.

This study was completed within a time constraint. So, the sample size is small i.e. 216 and variables, which influence the adoption of the e-teaching methodology of learning by students are not exhaustive. There might be many other variables, which are still unexplored and should have been part of this study.

This study will be beneficial for the education sector to better understand the impact of e-teaching methodologies on the learning and development of students in a more practical way.

The study adds value to the literature in the domain of online teaching and the level of e-learning from students’ perspectives in the era of this new pandemic crisis. Then, will be beneficial for not only the students but also will help the institution and teachers to understand the mindset of the students in detail and can improve the way knowledge is delivered to the students by the means of e-classes in a sustainable way.

This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes.

A case study methodology was applied to characterize the diversity of assessment and evaluation in I&E-education. Covering major scholarly disciplines 10 cases were selected based on mapping of course outlines obtained from university databases across 7 Danish universities. Semi-structured interviews were conducted with course responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback.

The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience that logbooks, learning journals, prototypes, informal feedback session with stakeholders have a crucial potential for enhancing students’ transformative learning.

This study is descriptive and solely based on the educators’ perspectives. To provide more scientifically sound knowledge on the relationship between assessment types and I&E learning outcomes, future research should include students’ perspective and preferably apply both quantitative experimental and qualitative research designs.

The study provides inspiration to educators, researchers, and policy-makers on how to conduct assessment that stimulates students learning in I&E-education.

Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement of student learning.

This chapter explores the impact of postgraduate entrepreneurship and enterprise (E&E) education in UK Universities on the entrepreneurial actions of foreign students by reference to students from the second largest transition economy, Russia. The research identifies the most popular courses selected by foreign students for UK study and to identify and qualify the related student experience in order to identify correlations with how graduates exploit entrepreneurial opportunities upon return to home country. British universities have placed increasing dependency on foreign students which has increased pressure to enhance curricula to ‘embrace a wider global context’. Universities have been pressured also to play a new role in society by pursuing a ‘third mission’ of economic development to support the traditional roles of research and teaching. The increase in supply of HE providers has increased competition for students so curricula have to be innovative in order to attract them. An interpretivist philosophy and qualitative methods was employed across three phases, to study university managers, selected according to university and contact with foreign students; Russian non-government officials, selected to comment on the nexus of issues around Russian business and college education; and graduates (‘past’ and ‘recent’), selected according to country of origin, focus of studies and choice of university. This study confirmed that ‘the UK has a long tradition of the university third mission role’ where ‘HEIs are independent, self-governing bodies’, ‘most or part-funded by government’ and since 1992, seen an increase in the overall number; universities have been especially aggressive in pursuing foreign students so have led in designing attractive programmes and curricula. Findings show that modern UK University E&E teaching is effective in changing foreign students’ entrepreneurship perception and behaviour. The university/course selection and teaching/learning experience combine to produce measurable post-study entrepreneurial actions, whether in starting new or joining existing businesses with new found knowledge, social capital and ways of viewing the world.

The author suggests we know a lot less about learning than we normally admit – in fact there is no generally accepted definition of what it is. He suggests that this is a big problem with designing so‐called e‐Learning, most of which is really just "e‐Teaching." There is a need, the author argues, for much more differentiation of learning, especially by type of material to be learned. Much of the available research on learning is not about how people learn, but about how they learn in groups – i.e. classes, or, as the author calls them, herds. "Herding" introduces all sort of learning problems, and, to be successful, any e‐Learning must take one‐on‐one tutoring, which is two standard deviations more effective than classroom teaching – as its base.

The purpose of this paper is to present a descriptive literature review and a classification scheme for studies on sustainable development, e-learning and Web 3.0 that contribute toward sustainable e-learning. The aims are to discover and highlight some ideas on developing a sustainable learning in higher education in Malaysia.

The paper examines the elements of e-learning, technology, application, sustainable development and teaching and learning principles that contribute toward a sustainable e-learning through a descriptive literature review approach and a classification scheme.

The findings show that even though sustainable e-learning research is still limited, contributions to sustainable e-learning were recognized and some ideas and perspectives for the development of a sustainable e-learning framework were identified. Furthermore, this paper identified the gaps in the findings; therefore, this paper will try to minimize these gaps through the initial sustainable e-learning framework.

The paper is expected to provide further ideas of developing a sustainable e-learning framework, as well as the importance of a sustainable e-learning to provide quality learning through technology, application, sustainable development and teaching and learning principles perspectives.

Post-pandemic sovereign authorities in several economies have nudged primary education institutions to adopt platform-based teaching. The shift to platform technology attempts to ensure continuity in the teaching–learning process. In the context of predominantly digitally mediated teaching process, this shift may exacerbate disparities and social injustice by limiting access to primary education in resource-constrained developing economies. The purpose of this study is to explore the efficacy of such a digital framework provided by government and private partners and the challenges faced by the teachers in absence of proper scaffolding.

Using an integrative theoretical framework that is composed of capability theory, technology adoption theories and the scaffolding framework, this paper analyses the challenges faced by primary school teachers when adapting to platform-based teaching. Social media analytics along with text analytics using Natural Language Processing and latent Dirichlet allocation-based topic modelling approach to extract latent topics or themes used by users during their tweets related to e-teaching.

The findings of this study highlight that adopting a platform-based and hybrid approach improves access to education and flexibility and highlights the importance of scaffolds in achieving desired learning outcomes. EdTech companies can play a significant role through private-public partnership models to offer technical scaffold. Collaborative efforts between educational institutions and EdTech service providers are essential for ensuring the long-term sustainability of platform-based teaching and learning.

After the pandemic, there has been no published literature available which examined the role of scaffolds and EdTech companies in ensuring digital ecosystem for better teaching–learning outcome through platforms.

It appears reasonable to assume that the legitimate functions in the field of education of the Institution of Mechanical Engineers on the one hand, and the mechanical engineering departments of our Universities and Technical Colleges on the other, are for the Institution to decide what shall be taught and for the engineering departments to provide the physical means (i.e. buildings, staff and equipment) and the educational know‐how (i.e. teaching methods) for giving young engineers the kind of knowledge the Institution requires.

The purpose of this paper is to identify the current trends in and future prospects for distance education in primary, secondary, and higher education in China.

This article reviews relevant literature and cases, and explores the current situation of distance education in China.

The use of information and communication technologies (ICT) in education is at different stages in China. There are three main forms of distance education practice in China based on executing agencies, target students, and goals.

The paper summarizes characteristics of each e‐learning form in China. This information is useful for policy makers, administrators and teachers.

This paper classifies major practice models of e‐learning in China and defines different forms according to their own characters definitely.