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Students' satisfaction with e-learning outcomes is a vital component in determining the adoption of e-learning systems. Understanding the antecedent factors impacting students' satisfaction with e-learning outcomes helps decision-makers at the higher education to take the necessary actions to enhance the quality of students' performance, especially during the exceptional times, such as the COVID-19 pandemic.

This paper aims to determine and analyse the antecedent factors influencing students' satisfaction with e-learning outcomes during the pandemic. Structural equation modelling (SEM) is used to analysis a proposed research model.

The SEM results show that digital communities in e-learning, information technology (quality and accessibility) and the online course design quality directly influence students' satisfaction with e-learning outcomes. More interestingly, results show that the COVID-19-related factors (1) awareness of the COVID-19, (2) perceived challenges (negatively) and (3) the educational institutions' preparedness also influence e-learning outcomes.

The results suggest that the decision-makers at the educational institutions should consider adopting a blended learning system approach to deliver e-learning during the emergency, such as the COVID-19 outbreak situation.

This is one of the first studies in higher education context, which seek to identify the antecedent factors that influence students' satisfaction with e-learning outcomes during the COVID-19 pandemic.

The objective of the study was to explore which COVID-19 teaching and learning methods, that enhanced accounting students' learning experience, should be applied at a residential university after the pandemic.

A qualitative exploratory approach within an interpretive paradigm was applied. A total of 15 semi-structured interviews were conducted with accounting students and the data were analysed using thematic analysis.

This study shows how pre-COVID-19 accounting education can be adapted by learning from the teaching and learning experiences gained during the pandemic and that there are various teaching and learning methods that can be applied in the post-COVID-19 period to enhance students' learning experience. These blended active teaching and learning methods include: the flipped classroom, discussion forum, electronic platform (to ask questions during class), key-concept videos and summary videos. Introducing these teaching and learning methods comes with challenges and the study provides recommendations on how to overcome foreseen obstacles. The contribution of the research is that it informs accounting lecturers' decision-making regarding which teaching and learning methods to apply in the aftermath of COVID-19 to enhance students' learning experience.

It is uncertain which teaching and learning methods employed during the COVID-19 pandemic should be applied at a residential university to enhance the teaching and learning experience after the pandemic. Accounting lecturers might return to their pre-COVID-19 modus operandi, and the valuable experience gained during the pandemic will have served no purpose.

During the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19.

Data were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data.

The results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use.

These results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided.

Many countries around the world were compelled to adhere to rigorous practices of school closures due to the spread of the novel coronavirus (COVID-19). During the lockdown period, distance teaching and learning have become the only form to keep students on track. Reports have revealed that during this period, parents and students have strived hard to cope up with the learning method, which is new to the school education system in Sri Lanka. Against this background, this study explored the perceptions of parents in distance learning and homeschooling of their children during the COVID-19 pandemic in Sri Lanka. In addition, this study also attempted to assess the success of such educational practices in the country during the pandemic.

A quantitative research approach was used, and data were collected using a structured questionnaire. The questionnaires were distributed via Google Forms to a sample of 587 respondents through snowball sampling across Sri Lanka.

According to the collected data, about 52% of participants positively responded to the current distance learning practices adopted in school education. Meanwhile, about 57% of parents were negatively concerned about current practices. The respondents had negative concerns about the new role of teaching at home, difficulties in balancing work-from-home activities, too many distractions and unfamiliarity with the teaching methods and the subjects. Further with regard to depression, the majority of respondents have moderate depression which could be led to not favouring or being active in teaching. Accounting overall fact, the success of distance learning and homeschooling was higher with parents who have a good educational and socioeconomic background. The impact of these education systems appears to be long-lasting and may contribute to rising disparities.

This study will help to pay close attention to the constraints and implications of distance learning activities, along with homeschooling and its adaptation in the future as a matter of urgency.

Several studies described obstacles encountered by students and academics in the higher education sector. However, this study helps to understand the existing difficulties experienced by parents/guardians with homeschooling and the introduction of distance education via the virtual platform in the primary and secondary education system in Sri Lanka. The findings highlighted the importance of developing sufficient information technology infrastructure facilities throughout the nation before hosting such virtual teaching and learning across Sri Lanka.

During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations.

The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage.

Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come.

The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent.

This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India.

Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise.

It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

The onus of this study was to find out the role played by virtual learning environment factors on students' satisfaction during the COVID-19 period in Nigeria. A survey was carried out on students in higher education institutions in Nigeria to actualize this purpose.

Simple random sampling techniques with the aid of Krejcie and Morgan's (1970) sample determinant and the Snowball sampling technique were adopted to sample 270 students in higher education institutions in Nigeria. An adapted questionnaire was used. Cronbach alpha coefficients were calculated for the two sections of the independent and dependent variables. Virtual learning environment factors yielded 0.89, while students' satisfaction yielded 0.87. Data were analyzed using descriptive statistics, Pearson product–moment correlation, two-way ANOVA and linear regression analysis.

The results of the ANOVA, F (df 4, 265) = 50.905, p < 0.000, indicate a statistically significant relationship (stronger than 0.05) between the independent variables (virtual learning environment factors) and the dependent variable (students' satisfaction). It was found among others that instructors' support and collaboration factors predicted students' satisfaction with virtual learning experiences during the COVID-19 period.

Virtual learning during COVID-19 caught both lecturers and students unprepared. Most developing countries especially Africans were used to the traditional face-to-face learning, more so, the use of virtual means to learn was still at a nascent stage. This study, therefore, contributed to the role of the learning environment in virtual learning satisfaction.

The global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic.

To conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

It was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills.

In the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers.

The current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis.

Students and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments.

The paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments.

The spread of Covid-19 has led to the closure of educational institutions worldwide, forcing academic institutions to find online platforms. The purpose of this paper is to accelerate the development of the online learning (OL) environments within those institutions. The Covid-19 pandemic has unfolded the extent of the academic institutions' readiness to deal with such a crisis.

In this vein, the study aimed to identify the perception of translation instructors in teaching translation courses online during Covid-19, using a questionnaire to explore the strategies and challenges of teaching and assessing students' performance. The analysis revealed instructors' reliance on Zoom and Microsoft Teams in offering virtual classes and WhatsApp in communication with students outside the class.

The findings revealed the relative effectiveness of online education, but its efficacy is less than face-to-face learning according to the respondents' views. It was also found that students faced difficulties in OL, which lie in adapting to the online environment, lack of interaction and motivation and the deficiency of data connections. Even though online education could work as an aid during Covid-19, but it could not replace face-to-face instruction. Based on the findings, the study recommended blended learning. Combining online education with face-to-face instruction, i.e. face-to-face plus synchronous and asynchronous, would result in a rigorous OL environment.

The research is genuine and there is no conflict of interest.

This study aims to explore the management learning during a long-term crisis like a pandemic. The paper addresses both what health-care managers have learnt during the COVID-19 pandemic and how the management learning is characterized.

The paper is based on a qualitative case study carried out during the COVID-19 pandemic at two different public hospitals in Sweden. The study, conducted with semi-structured interviews, applies a combination of within-case analysis and cross-case comparison. The data were analyzed using thematic deductive analysis with the themes, i.e. sensemaking, decision-making and meaning-making.

The COVID-19 pandemic was characterized by uncertainty and a need for continuous learning among the managers at the case hospitals. The learning process that arose was circular in nature, wherein trust played a crucial role in facilitating the flow of information and enabling the managers to get a good sense of the situation. This, in turn, allowed the managers to make decisions meaningful for the organization, which improved the trust for the managers. This circular process was iterated with higher frequency than usual and was a prerequisite for the managers’ learning. The practical implications are that a combined management with hierarchical and distributed management that uses the normal decision routes seems to be the most successful management method in a prolonged crisis as a pandemic.

The gained knowledge can benefit hospital organizations, be used in crisis education and to develop regional contingency plans for pandemics.

This study has explored learning during the COVID-19 pandemic and found a circular process, “the management learning wheel,” which supports management learning in prolonged crises.

This paper aimed to determine the extent to which academic libraries and information services were extended due to the emergence of COVID-19 in the Gauteng Province, South Africa.

Founded on a pragmatism paradigm, the sequential explanatory research design was adopted to engage with participants and respondents on their experience of library services extensions to support users during the COVID-19 pandemic. Data were collected using online questionnaires and interviews. Cluster and purposive sampling were used and data for the quantitative part were analyzed using the Statistical Package for the Social Sciences (SPSS), whilst qualitative data were analyzed manually.

Findings revealed that academic libraries operating in a higher education environment provided extensive support to remote users during the COVID-19 pandemic. This was done through the utilization of a variety of technology utilization, ranging from traditional e-mail support to the use of technology related to Artificial Intelligence such as the BOTsa, which is a Chatbot aimed to assist users in receiving speedy responses to library-related inquiries.

This study is unique in that it focuses on academic libraries that operate in higher education environments where support for achieving academic endeavors becomes imperative to ensure the smooth execution of teaching and learning activities within the restrictions put in place due to the COVID-19 pandemic. Adaptions and improvements to academic library services during and post-COVID-19 era were successful in ensuring that remote users could obtain similar services and access to information as was the case before the outbreak of the COVID-19 pandemic.