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The main purpose of this paper is to describe the results of a survey conducted in two specialized public universities in Bangladesh to assess students' electronic information resources use and their satisfaction with university subscribed resources.

A structured questionnaire was used to assess the use of and satisfaction with university subscribed electronic resources by the students. The major problems faced by them in accessing online resources were also identified. In order to analyze the influence of students' demographic characteristics on overall satisfaction with university subscribed resources, Mann‐Whitney and Kruskal‐Wallis tests were carried out. The problems faced by the students were tested in relation to their opinion on overall satisfaction using chi‐square test.

The survey results showed that the students are not at all satisfied with the current level of university subscribed online resources. The students identified limited access to computers and slow download speed as major problems. These problems do affect electronic resources use by students in these universities. However, the problems are mainly related to poor ICT infrastructure which may also lead to other drawbacks such as unwillingness to use the resources regularly and thus low satisfaction with such resources.

This is the first time an attempt has been made to empirically assess the use of university subscribed online information resources by the students in Bangladesh.

According to the literature, a lack of resources is seen as a major barrier of implementing inclusive education. Previous studies, which have mostly been limited to the perspective of teachers, show that the perception of resources has a considerable influence on teachers' self-efficacy and in particular on their attitude towards inclusive education. The 'Perception of Resources Questionnaire' (PRQ) by Goldan and Schwab (2018) is the first instrument to assess the perspective of students. The PRQ was applied in the present study comprising N = 701 students from lower-secondary level in Germany. It is aimed to explore whether the perception of resources has an effect on relevant dimensions on the side of the students. Results of multilevel regression analyses show that students' perception of resources is a significant predictor of their well-being in school, academic self-concept and social inclusion. Finally, the results are discussed with regard to practical implications.

This study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.

The current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.

The study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.

The study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.

This review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

Although many studies emphasize the need to design programs to help students manage post-pandemic burnout, few address personal resources' mediating role in the relationship between positive self-evaluation and experienced academic burnout. The present study aims to investigate the mediating role of two personal resources (i.e. psychological capital and proactive coping) on the relationship between core self-evaluations and academic burnout.

The research was carried out in the first part of 2022, at the end of two years of online teaching. The sample consisted of 183 Romanian university students who voluntarily filled in four questionnaires that measured core self-evaluations, academic burnout, psychological capital and proactive coping. To verify the hypotheses, a mediation analysis using the PROCESS 4.0 macro in SPSS 23.0, Model 6 was conducted. The indirect effect was tested based on a bias-corrected bootstrapping procedure with 5,000 samples, and a bootstrap confidence interval (95% CI).

Results showed that students with a high level of core self-evaluations report a low level of burnout. Also, students with positive core self-evaluations are more likely to use their psychological resources (i.e. psychological capital) and act proactively (i.e. proactive coping) in dealing with challenging situations, which can increase their burnout. However, the overall effect of the core self-evaluations on burnout was lower in the case of mediation by students' personal resources.

These research findings highlight the role of personal resources in coping with a challenging context, being among the few studies that have focused on student burnout in the immediate post-pandemic period. Furthermore, by working with malleable personal resources that can be enhanced through instruction, this research underlines how students can be taught to assess and develop these resources to cope with a highly demanding educational context.

As educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a study forming part of a larger ongoing evaluation of the third party software product WileyPLUS.

The paper describes the integration of the publisher's tools into a specific curriculum context and takes a critical look at the pedagogical effectiveness of the software in this context. A mixed‐methods approach is taken in the study, using a small postgraduate accounting unit as a case study.

While many students reported positive experiences with the third party resources, technical issues were a barrier to their effectiveness and many students did not engage with the optional resources. The unit convenor's experience was largely positive.

Although it may be tempting for unit convenors to adopt these tools and resources as readily available and easy to use, it is important that they are integrated into the curriculum and that students are supported in their use.

Outcomes include a list of critical success factors and an evaluation framework that could be of use to other academics seeking to embed third party resources into their teaching.

When a new student enrolls in his/her first class, the ELRC emails a welcome letter outlining the services and resources available to NCU students. The welcome letter includes information on how to access the virtual library site and how to contact a reference librarian. A new student receives the link to the ELRC after establishing a user name and password. The ELRC produces a Learning Resources Handbook, available on the website or in hardcopy upon request. The manual outlines policies and procedures, and introduces resources available through the ELRC. The website provides research tips and how-to pages on database use, Internet searching, research guides, links to online catalogs, general reference tools, Dissertation Center, and FAQs. Additional online tutorials cover study skills and information for students new to the Internet. The Dissertation Center includes strategies on dissertation research, formatting guides, writing resources, dissertation tutorials, and links to other dissertation resources. Course-related subject guides provide links to resources of interest to those enrolled in a particular course. Mentors or students may suggest sites through “Add-a-Resource,” an online form. Learner Affairs and the ELRC provide step-by-step orientation to the web site via telephone to students requesting assistance.

The primary purpose of this paper is to compare time availability and its allocation amongst Arts students. In addition it aims to match time availability and use with informants' resource preferences and the variables of language background and residential status.

A sample of 109 students completed quantitatively‐based electronic and paper‐copy surveys. Empirical data from primary informants form the basis of analysis.

The paper finds that over 90 per cent of informants have non‐study commitments and over half have commitments of six or more hours per week. The largest single group (35 per cent) has obligations of six to 14 hours per week. There is only a weak correlation between a higher number of commitments a lower amount of “out‐of‐class” time to engage with study obligations. Conversely, fewer extra‐curricular obligations does not automatically lead to a higher number of hours devoted to study. Differences in resource use are small: paper copy resources are universally popular, regardless of time commitments and allocations. Non‐English‐speaking background and international students tend to have fewer non‐study commitments and devote more time to study in general than English‐speaking background and local informants.

Research covers one of full‐time student informants' four units and does not elicit responses from all units studied by informants.

While employment has been examined as a factor affecting student performance and time availability, few studies have matched time availability and declared time allocations to study. Further, time availability as a key feature of academic study is matched against variables highly relevant to today's student populations: resource mode use; language background; and residential status.

This paper aims to investigate the usage pattern of electronic resources (e-resources) among management graduates. The respondents were asked about the types of e-resources they used, who their influencers were, their preferred place for surfing, the frequency of use, purpose for which they used e-resources, its benefits and the problems they faced while using e-resources. The findings of the study will help in enhancing the usage of e-resources among students who opt for management courses.

This descriptive research was conducted in Nagpur, Maharashtra (India). Data collected from 150 management students through purposive sampling were analyzed through descriptive statistics, and the responses were presented in tabular form.

The investigation reveals that students are well aware of e-resources and consider them to be very useful for their academic performance. Interestingly, students are found to be using non-paid resources more than paid ones because of a lack of search skills. Discipline-wise investigation reveals that students from the disciplines of information technology, economics and finance use e-resources more frequently than those studying subjects like marketing, operations and human resource management. Faculty and training have emerged as strong influencers that have persuaded students to use e-resources.

The present study is limited to students studying management courses in Nagpur, Maharashtra (India).

This research will help institutions, librarians and publishers in gaining insight on the utilization patterns of e-resources. The uniqueness of this study lies in the fact that it has analyzed and presented the responses of management students belonging to different disciplines in management studies such as, marketing, finance, human resource management operations, economics and information technology regarding their usage patterns of e-resources.

This paper aims to report on a pilot research project designed to explore if new mobile augmented reality (AR) technologies have the potential to enhance the learning of clinical skills in the lab.

An exploratory action-research-based pilot study was undertaken to explore an initial proof-of-concept design in using AR resources to supplement clinical skills lab teaching. A convenience non-probability sample of 72 undergraduate nursing students tested these resources during lab sessions, and participated in post-exposure surveys and focus groups to help evaluate them. This pilot design aimed to test logistics and gather information prior to further developmental work.

Key similarities emerged between the survey and focus group findings regarding the technical issues and support for student learning. Students clearly expressed a comfort with the technology, and both students and faculty identified the ability to access resources to support self-directed learning and review of skills as positive attributes of using AR. However, technical issues such as slow response times and incompatible smartphones interfered with resource access and frustrated some students, potentially having a negative impact on their learning. Students gave positive feedback regarding the value of mobile access and having AR resources available “at the bedside” where they were practicing.

This empirical pilot study was limited to a small number of participants in a single location. However, a deeper understanding of the potential value of AR in clinical health professional education, and best practices in implementing these new technologies, was achieved.

This study provides a valuable practical contribution, as the approach for AR resource development described can be readily replicated by teachers with limited technical skills. The practical limitations of AR technologies discovered by use in real-world settings will provide developers and educators with valuable information as they begin to explore the use of AR in the lab and beyond.

AR represents a rapidly developing field, with increasing social impact. This study provides some initial ideas that will help inform future uptake of AR in wider educational settings, beyond health professional education.

This study represents original work in the field, and specifically, an original implementation of AR in an educational context.

This study aims to investigate graduate student perceptions of electronic resources, their search behaviour, and their usage patterns.

Interviews were conducted in a research‐oriented university, and participants included 18 graduate students from three disciplines: humanities, social sciences, and science and technology.

Graduate students are frequent users of electronic resources, particularly during the thesis‐writing period. Graduate students of science and technology perceive electronic resources to be considerably more important to their research and studies than students of other disciplines do. Few students use the metasearch tool to retrieve heterogeneous electronic resources in the library. Very few students use alert services to obtain updated information.

The findings of the study could help university librarians acquire an enhanced understanding of the usage behaviour of graduate students on electronic resources.