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This study aims to review the literature on online based learning in business education published in Development and Learning in Organizations between 2019 and 2022. The results of this study can present a better understanding of work-based business learning and offers new insights for future studies.

Recently the COVID-19 crisis has accelerated online learning. The pandemic’s pace and scale have led many universities and business schools to adopt popular e-learning tools such as Microsoft Teams, Zoom, or other online platforms. As a result, faculty and students needed new skills and resources in business education. Hence, the design and execution of online content were under scrutiny (Singh, 2022). After several months (almost two years) of operating in a highly virtual state during the COVID-19 crisis, there is little understanding of online learning in business education. In addition, asking about online teaching quality and student satisfaction is vital, as unsolved concerns may have long-term implications for future business programs (Szopiński and Bachnik, 2022). Therefore, this study aims to critically discuss the current literature to investigate the effects of online learning in business education during the COVID-19 pandemic. The results could present a better understanding of business learning and offers new insights for future research.

The results from reviewing the selected articles showed several methodologies adopted in the field of business education. In this regard, universities must adopt an attendance policy for students with unreasonable excuses and those who cannot attend for technical issues. In this regard, facial recognition technologies and in-class tests that require attendance could assist. In addition, to encourage participation, business schools should build algorithms to measure student engagement and link it to the grading system. Finally, universities and business schools should have continuous assessment measures to ensure quality online learning matches higher education institutions in a specific country (Szopiński and Bachnik, 2022).

Along with the benefits of online learning, business schools must be aware of the risks of extending their online courses. First, digital platforms must be introduced to support all online teaching and learning courses and allow information sharing. This demands institutional reforms and resources, which may be unavailable if a university lacks facilities, administrative support, or a training coordination program. The second challenge is the faculty’s attitude toward online learning and the IT support needed to provide an online environment. While distance learning must offer the same knowledge and skills as traditional learning, faculty should embrace technology as a teaching instrument. Therefore, perceived usefulness is a significant determinant of faculty approval of online education. A post-2020 pandemic study is needed to assess faculty opinions in future studies (Szopiński and Bachnik, 2022).

The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university.

Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives.

In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles.

This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning.

In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings.

The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong.

To help users understand, prepare for and respond to the threat of online harassment.

This column provides an introduction to tools and resources on the topic of online harassment. A discussion on the definitions, understandings and library applications to teaching about online harassment are presented from available literature and news articles.

Various methods of protecting privacy and responding to online harassment are revealed.

An understanding of the importance of the threat of harassment in a variety of online spaces and how to prepare for and respond.

Industrial and academic users of online bibliographic searching over a year's time did not generally diminish their amount of use of other traditional manual means of information gathering activities. However, in comparison to less frequent users and nonusers, frequent users increased their reliance on librarians. Online users increased their appraisal of the adequacy of information services available to them, particularly as regards those aspects generally considered the primary benefits of online searching. Users positively increased their assessment of the utility of online searches to their work, and online bibliographic searching capability was subsequently adopted as a permanent feature in both the industrial and academic work settings.

The purpose of this paper is to explore and illustrate how organizations may use online communities strategically to adapt to a changing business environment, specifically from a dynamic capabilities perspective.

The paper presents empirical evidence from three cases.

Online communities may help organizations to adapt to a changing business environment by allowing them to sense opportunities and threats, seize opportunities and reconfigure organizational assets.

The paper contributes to both the strategy and the information systems literatures by providing empirical insights into the strategic use of online communities.

The results of the paper are relevant for managers, helping them to understand the strategic role online communities (may) play and illustrating ways to use them accordingly.

The paper addresses a previously defined gap in the literature and provides novel empirical evidence. As online communities become integral parts of digital strategy and open innovation initiatives, the paper is both timely and relevant.

A bibliometric study of the online retrieval literature, published in 1978, has been updated. The data are based on a recent bibliography containing 3337 references. The literature continued to grow, reaching a peak annual output of 504 papers in 1981. A plateau, predicted in 1978, was not observed. The conference literature, dispersed at the time of the 1978 bibliometric study, has become centralized in four major proceedings: the annual meetings sponsored by Online, Inc., two conferences sponsored by Learned Information, and the annual meeting of the American Society for Information Science. Online retrieval papers have appeared in 479 journals, 47 of which have published five or more papers on the subject. The distribution of papers follows Bradford's Law if conference publications and journals are considered in the total corpus. Thirty‐one authors have contributed ten or more papers.

As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment.

The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer.

Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching.

The practical implication of this paper are better alignment between teaching/training interventions and learning design.

This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

It has become evident that students have diverse preferred learning styles and effective instructors must design and deliver courses to meet the needs of those students. This study investigates the four physiological learning styles of visual, aural, read‐write and kinesthetic as they apply to online education. Findings suggest that online students are more likely to have stronger visual and read‐write learning styles. Further, read‐write learners and students that were strong across all four learning styles were likely to evaluate course effectiveness lower than other students while aural/readwrite learners and students that were not strong on any learning style were more likely to evaluate course effectiveness higher than other students.

The purpose of this paper is two fold. First, it presents the developmental stages and running modes of K12 Online Schools in China. Second, it illustrates online education practice, its current status, and the use of ICT in online schools. The experiences and lessons learned from the development of the K12 Online Schools are presented, and suggestions are summarized for the sustainable development of the schools.

This study reviews relevant literature and uses questionnaires to collect information from the Beijing No. 4 Online School, which is a representative sample of K12 Online Schools.

K12 Online Schools have experienced three stages: the initial stage, the adjustment stage, and the steady stage. There are multiple modes of running K12 Online Schools in China. The schools mainly deliver their courses through a satellite‐based TV net or the internet. The main teaching and learning strategy is still lecturing. Teacher training is critical for improving and assuring the quality of online courses.

The rapid development of ICT can propel K12 Online Schools to maturity. However, more emphasis should be put on learner support and teachers' professional development.

This article summarizes K12 Online Schools practice and their current status in China. It will help in understanding the current development of online education in China and the challenges it faces.