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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.

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.

The purpose of this paper is to examine how online discussion can be used in work‐integrated learning as a vehicle for students to demonstrate their learning in the workplace and to facilitate collaborative learning where face‐to‐face classes are not feasible.

The paper evaluates the use of assessable online discussion in facilitating collaborative learning and scaffolding reflection in work placement subjects. It reviews the literature regarding the use of online discussion, particularly for work placement subjects, and evaluates the use of an online discussion forum in a case study subject in the Queensland University of Technology (QUT) undergraduate law course.

The paper suggests that assessable online discussion forums are appropriate to facilitate student collaboration and collaborative learning in work placement subjects.

The paper is original in its examination of the assessment of online discussion in a work‐integrated learning context.

The purpose of this paper is to recognize that individual learning styles must be taken into account in the instructional design template used in online education. The paper argues that when students' learning styles are identified, it is possible to define an appropriate context of learning.

The paper identifies a set of instructional principles for online learning environments that are derived from multiple theories of learning with a consideration of different learning styles. The VARK questionnaire was used to determine learning styles of students who participated in two online courses. The VARK instrument identifies four distinct learning styles: visual (V); aural (A); reading/writing (R) and kinesthetic (K). These four dimensions are used to analyze the appropriateness of online learning structures.

The paper identifies teaching strategies in online courses while recognizing the four learning styles. The paper concludes that the achievement of online learning can be improved by providing instruction in a manner consistent with each student's learning style. However, it is important to keep in mind that, even if a specific student learns best in a certain way, he or she should be exposed to a variety of learning experiences to become a more versatile online learner.

The new result indicates that students with the auditory learning preference do not select online education as their first choice for learning. The combination of different techniques can make it possible for students with all types of learning styles to be successful in an online course.

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.

Online education has been growing rapidly, but has not had the benefit of the extensive teaching pedagogy development of traditional face‐to‐face teaching. This paper aims to provide a review of the current literature and present the results of a survey, conducted to determine the effectiveness of a graduate online subject.

The literature was reviewed to identify measures of success and quality in online education delivery. These measures were then considered in relation to their application in practice via a case study based around a survey conducted at Deakin University in Australia.

A total of 16 relevant measures of teaching quality were identified in the literature. Most measures had elements of bias and some were more generally applicable to online learning. The case study suggested that the value of computer mediated learning in an online environment was limited and that a combination of print and computer mediated conferencing performed better in more of the identified quality matrices.

Online learning does not save teaching resources if standards of quality are maintained. It can be used to provide a remote teaching facility, provided it is backed up by resources such as printed study guides. For the subject evaluated, online mediated learning did not the provide the same quality of education.

Whilst some research has been conducted in this area, no substantive grounded theory has been applied to postgraduate or fee‐paying online education regimes. As a result, case studies of such applications can be very helpful in the design of future teaching systems.

This paper aims to present an alternative and critical view of online learning for and by HRD professionals.

This paper is positioned as a conceptual reflection regarding practical implications not frequently considered with regard to implementing online learning systems.

This paper contends that many of the practical reasons for implementing online learning (accessibility, power equalization, and cost reduction) have fatal flaws.

This paper suggests that researchers broaden their perspectives beyond the assumption that using online learning is the goal to be achieved with regard to teaching and learning HRD. Both traditional and critical perspectives of online learning should be more thoroughly explored through empirical research.

Few conceptual or empirical works challenge the unquestioned hegemony of the appeal of online learning, especially within the field of HRD. This reflection will hopefully serve as a catalyst for research that challenges unquestioned assumptions about online learning as a cutting edge innovation for teaching and learning HRD.

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.