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Distance learning has proliferated significantly in the last 20 years. This chapter considers some of the issues and implications when teaching and learning moves from an in-person to a distance mode. It begins with a brief history of distance learning, considering both the technologies used and the dominant pedagogical approaches employed. This is followed by a survey of the impact of Michael Moore's theory of transactional distance, which considered the consequences of separating the learner from peers and instructor. Contemporary work on Moore's contribution includes transaction and participation, activity theory, and transactional presence. A second major aspect of distance learning has been the attempt to introduce social presence into learning environments. The history of social presence is explored, as are its levels and consequences for the learner. Contemporary aspects of social presence reviewed include communities of inquiry. While Web 2.0 has spectacularly resulted in connectivity, it remains unclear as to whether this automatically resulted in more strongly connected learners. Connectivist approaches are considered and distinctions made between technological connectivity and pedagogical engagement. It is argued that the full and exciting potential of Web 2.0 in distance learning requires a commitment to the distanced learner, balancing learner autonomy and teacher presence, promoting meaningful social engagement, and meeting the specific needs of the distance learner.

This paper aims to explore factors influencing university students’ intent to take formal lectures completely through e-learning with cloud meetings.

This study has surveyed Chinese students who have experienced e-learning with cloud meetings as well as traditional massive open online courses (MOOC) without live dialogues. The data are analysed based on structural equation modelling to assess factors influencing students’ intent to choose e-learning with cloud meetings.

The findings show that as per the technology acceptance model, e-learning students who find learning to be easier with cloud meetings than MOOCs believe cloud meeting courses to be more beneficial and thus are more willing to take e-learning with cloud meetings.

This study compares e-learning with cloud meetings with MOOCs without live dialogues for the first time to highlight the value of open dialogues in real time for effective e-learning.

The past two decades have witnessed the rapid developments in distance education. Though debates surrounding issues related to distance education have yet abated, more and more institutions, entrepreneurs, educators, and learners embrace distance education with the aid of improved information technologies. The present guide introduces the historical development, major theories, and leading agencies and organizations associated with the discipline. Furthermore, it provides an annotated selection of resources including periodicals, books and monographs, and Internet sites. Though emphasis is placed on representative resources and information of distance education of the USA, important international resources are also analytically introduced.

This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the adoption of mobile learning applications (M-learning apps) among information technology (IT) and information technology enabled services (ITeS) employees.

This study surveys 680 employees of IT and ITeS companies in India to examine the adoption of M-learning apps for learning using the BRT and the primary data analysis was done using the partial least squares-structural equation modelling technique.

It is found that the context-specific adoption factors for M-learning apps are hedonic motivation, self-efficacy, learning autonomy, ubiquitous and relative advantage, whereas the reasons against adoption of the M-learning apps are traditional barrier, usage barrier and image barrier. It is also found that values of openness to change positively affect the reasons for adoption and do not significantly affect reasons against adoption of M-learning. Values of openness to change affect the attitude towards M-learning apps and attitude affects the adoption intention of M-learning apps for learning.

This cross-sectional study was conducted only in the Indian IT/ITeS firms and future research can be conducted in other sectors and countries to generalize the results.

This research uniquely highlights the adoption factors both for and against, which should be considered while developing marketing strategies for M-learning apps’ adoption. It is imperative for training managers to consider these factors during the selection of M-learning apps and for designers while designing the M-learning apps.

This study provides new insights towards the use of mobile apps for learning with the employees’ perspective using the BRT theory and it highlights the reason for adoption and reason against adoption of M-learning apps.

British construction industry KPI data collected over recent years shows a trend in projects exceeding their time schedules. In 2013, the UK Government set a target for projects timeframes to reduce by 50 per cent. Proposed interventions included more rapid project delivery processes, and consistent improvements to construction delivery predictions, deployed within the framework of 4D Building Information Modelling (BIM). The purpose of this paper is to use Rogers’ Innovation Diffusion theory as a basis to investigate how this adoption has taken place.

In total, 97 construction planning practitioners were surveyed to measure 4D BIM innovation take-up over time. Classic innovation diffusion research methods were adopted.

Results indicated an increasing rate of 4D BIM adoption and reveal a time lag between awareness and first use that is characteristic of this type of innovation.

Use of a non-probability sampling strategy prevents the results being generalisable to the wider construction population. Future research directions and methods are suggested, including qualitative investigations into decision-making processes around 4D BIM, and case studies exploring the consequences of 4D BIM adoption.

Recommendations of how to facilitate the adoption of 4D BIM innovation are proposed, which identify the critical aspects of system compatibility and safe trialling of the innovation.

This paper reinforces 4D BIM as an innovation and records its actual UK industry adoption rate using an accepted diffusion research method. By focusing on UK industry-wide diffusion the work also stands apart from more typical research efforts that limit innovation diffusion exploration to individual organisations.

The purpose of this paper is to draw attention to the implications of an e‐learning strategy – a strategy that is increasingly employed with greater intensity by many higher education institutions, by re‐examining the value creation process from a service‐dominant logic perspective.

A model of student‐faculty and student‐student interactions using interactive Web 2.0 technologies in e‐learning is offered and explained using literature from service‐dominant logic research.

This perspective fundamentally alters the mindset of higher education institutions that have traditionally devised strategies to deliver value through its products and services. The new focus provided by service‐dominant logic is for higher education institutions to acknowledge that they can only facilitate the value creation process by fostering interactions, constructing learning activities that enable enriching learning experiences and creating structures to support these experiences.

Key challenges for higher education institutions are discussed that include implications for exclusion marketing, perceived value for money, and policy issues.

This paper provides a fresh perspective, and a new line of thinking with regard to how value is co‐created by both faculty and students through a set of experiences within student‐faculty and student‐student interactions. It therefore potentially directs a new path of research in the area.

This chapter employed a systemic meta-synthesis literature review to reflect on the transactional variables of the theory of transactional distance (TTD) in addressing barriers to student engagement in the open and distance learning (ODL). Literature sources were obtained from unlimited databases around the globe; however, articles published before 2015 were not included in this review. Through the literature review, the authors identified barriers to student engagement in the ODL through the lens of TTD. The identified barriers to student engagement are presented according to three transactional variables of the TTD and later classified concerning student engagement dimensions. Findings suggest that key instructional dialogue barriers emanate from the teacher and student personality. For program structure, the authors found the poorly designed courses while for learner autonomy there are situational, institutional, and dispositional barriers. The identified barriers to student engagement in ODL revealed the interrelatedness of the transactional variables and the strong link with the student engagement dimensions. By integrating the transactional variables of TTD and student engagement dimensions, this chapter identified possible strategies to address barriers to student engagement in the ODL.

The purpose of this paper is to analyse how disagreement between supervisors and their subordinates on leadership style (transformational and transactional) is related to employees’ outcomes, considering both work team characteristics (social support and conflict), and employees’ well-being (burnout, work engagement and poor health). The role played by the size of the work team is also analysed.

The sample is composed of 24 supervisors and 468 employees working in grocery stores of a large retail chain; 369 employees worked in 14 medium-size work teams and 99 employees worked in small-size work teams. Disagreement on leadership style between supervisors and their subordinates has been computed as the difference between the score reported by the supervisor and the score reported by the worker on the same items. Linear regression analyses, ANOVA and multilevel analyses have been computed.

Multilevel analyses results showed that, considering the disagreement on transformational and transactional leadership style and the work team size, only disagreement on the transformational leadership style is related to employees’ outcomes. Higher clustering effects, meaning that the between-groups variability was bigger than the variability within groups, have been found in conflict between members and burnout. Furthermore, results showed that work team size moderated the relationship between disagreement on transformational leadership style and burnout.

In order to enhance workers’ well-being and produce a better working climate it could be useful to focus on reducing the disagreement on leadership style between leaders and theirs subordinates.

Disagreement between supervisors and their subordinates, in order to understand the role played by leadership on work team characteristics and workers’ well-being, has rarely been studied before.

Using signaling theory and the literature on psychological contracts, the authors investigate how leaders' personalities shape their followers' perceptions of the type of psychological contract formed. They also suggest that leaders' personalities impact their followers' perceived contract breach. Furthermore, the authors propose that power distance orientation in organizations acts as an important boundary condition that enhances or exacerbates the relationships between personality and contract type and personality and perceived breach.

Data were collected through multiple sources in Pakistan from 456 employees employed in 102 bank branches. Multilevel moderated path analyses provided reasonably good support for our hypotheses.

The leaders' personalities impacted the relational contracts of their followers in the cases of extraversion and agreeableness, whereas neuroticism had a significant relationship with the followers' formation of transactional contracts. Similarly, agreeableness, neuroticism and conscientiousness had significant relationships with perceived breach. Finally, the power distance of the followers aggregated at a group level moderated the personality-contract type and personality-perceived breach relationships.

This research advances understanding of psychological contracts in organizations. More specifically, it shows that the personality of leader would have profound impact on the type of contract their employees form and the likelihood that would perceive the breach of contract.

This research extends existing personality-psychological contract literature by examining the role of leaders' personalities in signaling to employees the type of contract that is formed and the perception of its breach. The role of power distance organizational culture as a signaling environment is also considered.