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Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

Most educational institutions worldwide have suddenly switched to online instruction due to the outbreak of the COVID-19 pandemic, and English language teaching took its part in this transition. The immediate transition from face-to-face to fully online instruction affects its effective implementation, especially in developing countries like Ethiopia where online learning is in its early stage. Therefore, the main purpose of this study is to investigate postgraduate EFL students’ perceptions and practices of online learning.

This study uses a descriptive survey design. Using simple random sampling, 91 postgraduate EFL students were selected from four universities. Online questionnaires were employed to collect data. To analyze the data, both descriptive (mean and standard deviation) and inferential (one sample t-test) statistics were used.

The findings of the study indicate that the students had favorable perceptions of online learning. Despite the students' positive perceptions, the results of the study showed that the practice of online learning in the universities was limited; especially the practice of synchronous online learning was low.

The results suggest that the concerned bodies at the universities should consider implementing a blended (both synchronous and asynchronous) learning system to deliver an online learning approach.

This is one of the first studies in a higher education context in Ethiopia, which tries to investigate the postgraduate EFL students' perceptions and practices of online learning during the COVID-19 pandemic. The paper is original because it investigated the status of online learning during the pandemic in a developing country like Ethiopia; it provides a real and convincing idea of a new way of learning in the post-COVID-19 context. The study can also be useful for related future research in the context of a pandemic-like COVID-19.

In this paper the authors have sought to create solid connection between theory and practices pertaining to the immense value of students' emotional engagement in online instruction. This conceptual paper is motivated by the inadequacy of literature translating the emotional engagement concept to the micro level of online instructions within the upsurge intention to the new trend of online teaching-learning. This paper aims to contribute by addressing the fundamental issues of emotional engagement starting from revisiting the roles of teachers in students' emotional engagement, reviewing and underscoring the importance of students' emotional engagement in higher education and finally conceptualizing and framing how to infuse emotional engagement into the instructions.

The explanation of how to advocate for students' emotional engagement in online learning praxis is inadequately discussed although the library of literature has informed the fundamental role of students' emotional engagement in establishing successful online learning. This paper aims to address this practical need by interactively connecting the theory, empirical findings and pedagogical practices in the area to provide praxeological contribution to the development of quality online teaching-learning practices.

This study presents a framework that advances the existing body of research at the juncture of emotional engagement and online learning. This conceptual paper foregrounds an examination of the roles of teachers in students' emotional engagement and underscores the significance of students' emotional engagement in higher education. Moreover, it proposes a conceptual framework delineating effective strategies for the integration of emotional engagement within instructional methodologies. This framework comprises four key aspects: (1) fostering students' learning autonomy and ownership, (2) establishing socioemotional construction through verbal and non-verbal expressions, (3) integrating a multimodal approach to online learning and (4) honing the art of constructive feedback.

This conceptual paper is rooted in a nested theory and draws upon empirical studies. While the presented framework holds promise, its efficacy in the classroom setting requires validation through further empirical investigation.

Those proposed pedagogical strategies detailed with the practical examples explained in the previous part would afford students with a better socioemotional amenities of learning environment benefitting them with positive affective engagement.

Given the imperative to enhance students' emotional engagement in online learning and the limited discourse surrounding its practical implementation, the proposed framework stands poised to enrich and inform online pedagogical practices.

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.

The focus of this study is on how online-only retailers, known as pure-play e-retailers, leverage e-commerce platforms to identify and pursue market opportunities. Through the perspective of entrepreneurial marketing, this study aims to explore the influence of e-commerce technologies on the decision-making process of entrepreneurial marketing. This exploration is conducted via a case study of pure-play e-retailers based in China.

This study utilised a qualitative case study methodology to examine the complex processes of entrepreneurial marketing in an online environment. The study gathered detailed insights from both owner-managers and staff members of eight pure-play e-retail businesses. Additionally, the research involved a careful review of the firms' webpages and social media pages. This holistic approach facilitated a comprehensive understanding of their marketing strategies and practices.

The case study findings indicate that while many core aspects of entrepreneurial marketing remain important, there are distinct factors influencing the entrepreneurial marketing decision-making in the online marketplace. The online EM framework can be visualised as follows: (1) trend-orientated as well as innovative-orientated (2) data-orientated and entrepreneur-orientated (3) innovative-driven customer stimulation (4) orientated towards both platforms and proactiveness.

The paper provides an initial understanding of how digitalisation is enabling and transforming entrepreneurship in companies with high level digitalisation but low level digital development. Building on current entrepreneurial marketing literature, this paper develops an online entrepreneurial marketing framework to enhance understanding of the interaction between e-commerce technology and entrepreneurial marketing decision making.

To improve the academic integrity of online examinations, digital proctoring systems have recently been implemented in higher education institutions (HEIs). The paper aims to understand how digital proctoring has been practised in higher education (HE) and proposes future research directions for studying digital proctoring in HE.

A systematic literature review was conducted. The PRISMA procedure was adapted for the literature search. The topics were identified by topic modelling techniques from 154 relevant publications in seven databases.

Seven widely discussed topics in literature were identified, including solutions for detecting cheating and student authentication, challenges/issues of uptakes and students' performance in different proctoring environments.

This paper provides insights for academics, policymakers, practitioners and students to understand the implementation of digital proctoring in academia, its adoption by HEIs, impacts on students' and educators' performance and the rapid increase in its use for digital exams in HEIs, with particular emphasis on the impacts of the systems on digitalising examinations in HE.

This review paper has systematically and critically described the state-of-the-art literature on digital proctoring in HE and provides useful insights and implications for future research on digital proctoring, and how academic integrity in online examinations can be enhanced, along with digitalising HE.

The pandemic's health and social issues have significantly altered the character and manner of teaching and learning in higher education across the country. The use of technology to replace or integrate face-to-face learning with online learning has become a necessary requirement for promoting and continuing learning processes. Furthermore, integrating technology is a goal of Sustainable Development Goal 4 (SDG 4) to make teaching and learning more innovative and sophisticated. This paper is based on a systematic review grounded in a synthesis of research papers and documents analyzing the current status of teachers' pedagogy through online learning modes in the context of Pakistan.

Through content analyses of academic studies in higher education and reflection on the online teaching experiences, this study discusses how students' learning is associated with teachers' teaching approaches in the modern era of digitalization and innovation.

The review and analysis suggest that online teaching is not viewed as an innovative phenomenon; rather, teachers simply teach their traditionally designed face-to-face courses through the use of technology. The paper suggests that transforming teachers' pedagogical insight to make online learning sustainable is an urgent need for higher education.

The analysis provides a basis for consideration of teacher learning and quality education (SDG #4) to fulfill the nation’s agenda for sustainable development. The analysis helps educators and administrators in higher education institutions reflect on their policies and practices that have short- and long-term effects on students' learning outcomes.

The previous coronavirus disease 2019 (COVID-19) pandemic has forced pre-service English teachers to conduct their teaching simulation virtually. In the context of online teaching, social presence is vital for effective learning. This skill is perceived as a way to humanize the online learning process. This article explores how social presence is represented in the pre-service teacher's synchronous online classroom and how the development of social presence enables the pre-service teachers to develop their students' well-being and thus humanize online classrooms.

The current study draws upon case study research. The data were collected from (1) synchronous online teaching simulation recordings of pre-service English teachers from the Language Classroom Management course and (2) interview transcripts from three participants. Both data sources were transcribed, coded and analyzed. A two-step coding scheme for pre-service English teachers' social presence was adapted from the Community of Inquiry (CoI) coding template.

This study reports that all the three social presence categories (i.e. cohesive, affective and interactive) emerged from their online teaching simulation. In addition, the development of social presence to humanize online classrooms from the pre-service teachers was found in these stages: (1) having a role model for teaching, (2) showing respect and being friendly and (3) adjusting the language of instructions to the students' level.

This study has been limited to the pre-service teachers in one university only. Therefore, this needs to be tested in wider settings and contexts.

Theoretically, this study has added students' well-being as the element that connects social presence to the humanizing online classroom. Meanwhile, practically, in relation to teacher education, this paper also recommends the teaching stages leading to a more humanized online learning.

Current studies tend to describe social presence in experienced teachers' asynchronous online classrooms. Rarely did the studies explore social presence as practiced by pre-service teachers in the context of synchronous videoconferencing class. Furthermore, there has also been limited research connecting social presence with humanized classrooms.

Motivated by the real-world practice that the boom of the online selling induces a higher product return as well, selecting which online channel mode indicates who takes ownership over the product and thus bears the loss of the product return. This paper aims to seek the optimal online channel modes for the two members in a platform supply chain in the presence of product returns.

This study aims to develop a platform supply chain that consists of one platform company and one supplier. Along with an offline distribution channel, the supplier can choose two alternative online selling modes (i.e. the reselling and agency modes) to sell its product through the online marketplace. This paper applies Stackelberg game to derive the equilibrium with different business scenarios and selects the optimal online channel modes for two parties, respectively. Moreover, this paper extends to a different supply chain with a reverse channel leadership and a different product return policy for testing the robustness.

Several interesting and important results are derived in this paper. Firstly, it is found that the relative pricing are largely relied on the costs of two channels. Secondly, the platform supply chain may benefit from a pure channel rather than the dual-channel when this channel enjoys a relatively low cost and/or a sufficiently high consumer preference. Then, the platform and the supplier act contradictorily when selecting their optimal online channel modes. To be specific, the platform motivates to choose the online reselling mode when both the commission rate and the slotting fee are relatively low, whereas the supplier is likely to select the online agency mode under this circumstance. Finally, a win-win situation in regards to the optimal online channel mode for two parties is achievable with numerical experiments.

Based on the analytical studies, the results derived in the authors’ work can provide managerial insights to assist the supplier and the platform company in determining the operational decision and selecting the optimal online channel mode to deal with consumer returns. In addition, appropriate commission rate along with slotting fee will make both parties achieve a win-win situation in determining their optimal online channel mode.

To the authors’ best knowledge, this paper makes the first move to determine the optimal online channel mode in the content of consumer returns and study how it is affected by different product return policies.

This case study explores how universal design for learning (UDL)-informed online instruction modules developed during COVID-19 can better support student information literacy outcomes. This study will also examine how hybrid learning lends itself to UDL and may resolve some of the issues within library instruction.

This case study explores how a team of librarians at Utah State University developed three UDL-informed modules to support library instruction and hybrid learning during the height of the COVID-19 pandemic. A survey was sent to composition instructors to understand how they utilized the three new UDL-informed modules and if the modules helped their students reach information literacy outcomes.

Findings from this case study describe how academic libraries should adopt the UDL framework to support best practices for online learning as well as inclusive pedagogies. The findings indicate that the UDL-informed modules developed for hybrid instruction help students meet information literacy outcomes and goals.

The authors present a case study examining the current climate of information literacy instruction and UDL while providing actionable instructional practices that can be of use to librarians implementing hybrid instruction.