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The purpose of this paper is to know the personalized online student support system provided by e-learning centers, to find out academic advice as Student Support Services provided by institution running e-learning programs; to find out career counseling as Student Support Services provided by institution running e-learning programs; to find out technical support as Student Support Services provided by institution running e-learning programs; to find out registration assistance as Student Support Services provided by institution running e-learning programs; to find out methods used for paying fee for e-learning programs for LIS education; and to find out financial aid available for students for e-learning programs in LIS education.

The present study is exploratory in nature. In the study, the attempt was made to explore the Student Support Services provided by e-learning institution. It focuses on the various online Student Support Services. Data collection was made through following methods: through Web pages of related departments; by contacting the departments and by sending questionnaires.

Student Support Services provided by institutions – academic advice: it was observed from Table I that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like academic advice to the students opting LIS courses through e-programs; career counseling: it was observed from Table II that the data were significant (p < 0.05) and that high percentage (60.9 per cent) of universities/institutes provide support systems like career counseling to the students opting LIS courses through e-programs; technical support: it was observed from Table III that 100 per cent universities/institutes provide technical support to the students opting LIS courses through e-programs; and registration assistance: it was observed from Table IV that 100 per cent universities/institutes provide registration assistance support to the students opting LIS courses through e-programs. *Mode of payment of fees for e-learning programs for LIS education: it was apparent from the information (Table V) that mode of payment of fees such as credit card, check and purchase order or money order is available for majority of e-learning courses. *Financial aid available for students for e-learning programs in LIS education: it may be concluded on the basis of the study results (Table VI) that for significantly (p < 0.05) high percentage of LIS courses, the financial aid is not available.

The research work, especially Student Support Services, was limited to only 23 institutions which are running courses in LIS education by e-learning technology.

The present study shows that there is a need to strengthen more Student Support Services. The successful implementation of such a system would need efforts by the concerned management of the institutions and substantial support from the apex statutory organizations. The stakeholders have strongly reinforced the necessity of support strategies which need to start from the time the student enrolls to completion of course. Feedback from students, teachers and researchers should be taken for improving the services. It is useful for those who are running e-learning courses.

Students who are taken and studying online courses would be aware of Student Support Services.

This research work is valuable and original, and no prior research has been identified for Student Support Services for e-learning programs in LIS.

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Prior to 2020, the Czech higher education institutions (HEIs) did not have much experience with distance learning and blended learning. Experience with hybrid teaching was minimal. The Covid-19 pandemic therefore presented the management of public universities in the Czech Republic with a number of new tasks in resolving the crisis situation. It also made the possibilities of distance education and other flexible forms of education significantly more visible. In 2021, a total of 26 public universities joined together in a central development project, in order to discuss the most important issues of distance education and blended learning, the current background for the implementation of flexible forms of education, and also their future plans in this area. In this chapter, the authors present in detail the results of a study on the background of public universities for the implementation of distance education and blended learning, which have become the basis for creating the action plans of individual institutions. The results of the analysis showed, among other things online supported education is important, especially in emergency situations.

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.

Discusses the findings of a study that investigated how the learning of innovative practices might best proceed in small businesses. The recent implementation of the Goods and Service Tax (GST) in Australia presented an opportunity for understanding how small business operatives learned to implement a new practice. The procedures comprised semi‐structured interviews with 30 small businesses about how they had learned about and implemented the GST. A case study was written about each small business' experience that were verified for their accuracy by each small business. These case studies became the data source. It was found that the small business operatives that appeared to have learned most about the GST were those who were highly engaged in the task of learning about the GST – active learners and also accessed high levels of support from localised sources. A typology comprising dimensions of support needed and engagement by small business operatives was synthesised from the findings and is discussed.

This paper aims to describe the forms of organisational support that employees perceived as helpful to support their learning. This study aims to explore how organisational support is distinct from other kinds of learning support.

This is a qualitative exploratory study utilising a cross-sectional design. Interviews were conducted in a large multi-site Australian organisation with 24 graduates from four leadership development programmes.

The results from this study extend the literature relating to work environment as an important factor in supporting employee learning. We differentiate between the types of support that employees perceived the organisation provided from other types of learning support. The results suggest that for organisations to positively impact employees’ learning, they should pay attention to three key factors: provide high-quality relevant development programmes; ensure that course content is aligned with the organisations strategy and the employees work; and ensure senior management commitment throughout all aspects of the employee development process.

This study gives voice to employees’ perceptions of how organisations can support their learning. It also provides rich data that extends the literature through a qualitative study in a field dominated by quantitative studies.

IT related skills are vital for becoming and remaining a citizen in a digitally supported information society – also for adults who are no longer in school; do not use IT in their work; are unemployed, self‐employed, or retired; or otherwise without the technical support, possibilities for training, and availability of a community of practice and “master users” that are common in organizational contexts. The paper aims to draw on literature on learning IT skills in the organizational context and to apply this in a non‐organizational, community context. The paper seeks to explore how individual IT‐skill and knowledge development could be supported using formal and informal learning strategies, including community services, training courses, information events, learning community and other learning mechanisms.

The paper is empirically grounded in a research and development project with 50 participating families who received a PC, printer, and internet connection, as well as training, technical support, and information events over a period of two years. Both qualitative and quantitative data were gathered throughout the project. Data are here analyzed as an extensive case study.

Based on experiences from the project the paper describes how “digital literacies” could be learned and supported and inclusion in the digital information society enhanced in practice. The paper develops a framework that shows how different learning strategies and mechanisms support different kinds of computer knowledge and skill areas; describes three interlinked areas of IT knowledge and skills; and suggests a number of practical implications on how computer self‐efficacy could be supported in a non‐organizational context.

The paper draws on extant knowledge about learning and developing IT‐skills in the organizational context, and applies this knowledge in a different context in order to explore how this knowledge can be used also outside organizations to support adults to be part of the digitally supported information society.

This paper seeks to assess the differences between learning performance and the satisfaction of learners who use digital resources in the Taiwan Libraries' History Digital Library (organized digital resources) and the Google search engine (unorganized digital resources) in problem‐solving learning for the same subject via the problem‐based learning (PBL) mode. The paper aims to explore the advantages and characteristics of using digital archives to support PBL and to offer suggestions that are helpful when using digital archives to support e‐learning.

The study adopted the quasi‐experimental design method to assign all participants into an experimental group and control group to evaluate differences in learning performance and the satisfaction of learners who use different digital resources during PBL processes. A statistical analysis scheme was employed to evaluate the learning performance of learners during PBL supported by different digital resources in terms of learning processes, PBL outcomes, and a questionnaire.

The study obtained the following conclusions: learning performance and the satisfaction of learners in the experimental group during PBL processes supported by digital archival resources were superior to those of control‐group learners who were supported by search engine resources; compared with search engine resources, the digital archival resources provide benefits in the learning phase, such as “action” (i.e. doing), in the proposed PBL mode, which has three learning phases; and compared with resources accessed through the Google search engine, PBL supported by digital archival resources should enhance searching performance and thereby increase learner willingness to use digital archives during e‐learning.

Using digital archives to support e‐learning is a new trend in the library sciences field; however, few studies have developed useful learning modes for effective e‐learning supported by digital archives. Evidential research related to e‐learning supported by digital archives is also lacking; most studies used digital archives as digital course materials, thus ignoring the principal property of digital archives – excellent resource organization.

The paper shows that by integrating the PBL mode with digital archives one can identify the advantages of digital archives in supporting e‐learning, resulting in innovative and valuable research.

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

E‐learning is an organizationally risky investment given the cost and poor levels of adoption by users. In order to gain a better understanding of this problem, the aim of this paper is to conduct a study into the use of e‐learning in a rail organization.

Using an online survey, employees of a rail‐sector organization were questioned about their use and likelihood of adoption of e‐learning. This study explores the factors that affect the way in which learners experience and perceive such systems. Using statistical analysis, 12 hypotheses are tested and explored. Relationships between learning satisfaction, intention to adopt, and the characteristics of e‐learning systems were established.

The study found that e‐learning characteristics can buffer the relationship between learner characteristics and intention to adopt further e‐learning in the future. Further, the paper found that high levels of support can compensate individuals who are low in technological efficacy to adopt e‐learning.

The cross‐sectional design of the study and its focus on measuring intention to adopt as opposed to actual adoption are both limitations. Future research using longitudinal design and research employing a time lag design measuring actual adoption as well as intention are recommended.

From a practical perspective, organizations can focus on the actual content and authenticity of the learning experience delivered by the e‐learning system to significantly impact how employees will perceive and use e‐learning in the future. Low technological efficacy individuals tend not to adopt new technology. Instead of changing individuals’ personalities, organizations can implement supportive policies and practices which would lead to higher e‐learning adoption rate among low efficacy individuals.

The study integrates technology adoption and learning literatures in developing enablers for e‐learning in organizations. Further, this study collects data from rail employees, and therefore the findings are practical to an industry.