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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 widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.

This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.

The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.

This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.

This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

Due to the Coronavirus 2019 (COVID-19) pandemic, education has been disrupted right from kindergarten to University. Globally, states are advocating for online learning. The COVID-19 pandemic had led to the closure of universities and it was not clear how long this would last. e-Learning was crucial. Lecturers were asked to complete their syllabuses and continue to teach and administer tests remotely. So far, there is a dearth of information on how Kenya’s higher education responded to the pandemic through online learning. This qualitative study utilized online platforms (zoom and Skype) for interviews. This study employed a constructivist approach to explore the faculty officials’ perception of online learning in Kenya’s institutions of higher education. Approximately 45 faculty officials from public universities were involved in this study. The study was carried out in three public universities in Western Kenya. The participants argued that online education was beneficial and primarily promoted online research and enabled them to connect with other practitioners in the global community. There were challenges associated with online learning for instance unreliable internet. This study’s results are hoped to inform the ministry of education and higher learning policies on making online effective and efficient to both the students and the lecturers. This will also be a fairer spring-ball for Kenya toward the realization of Vision 2030.

The COVID-19 pandemic has dramatically transformed higher education policy and practices across the globe, including Bangladesh. Higher education institutions (HEIs) were forced to deliver teaching and learning online. This chapter discusses the impact of the COVID-19 pandemic on teaching and learning practice in higher education in Bangladesh and highlights the cultural transformation of policy and practice. In addition, it proposes future directions on how to be prepared and addresses the challenges of emergencies and draws implications of the findings beyond the national context. In the beginning of the pandemic, most universities in Bangladesh had to initially shut down their operations without offering any alternatives. However, a number of universities gradually rolled out some online teaching and learning activities as the lockdowns kept extending. A large portion of the HEIs struggled to continue their online teaching and learning due to the lack of resources, i.e., devices, technological skills and training, lack of policy, negative mindset, poor network infrastructure, and high cost of internet. This unprecedented situation ushered in by the pandemic showed the lack of preparedness and below-par capacity to respond to emergencies for the continuation of higher education in Bangladesh. Furthermore, it highlighted that improving the higher education sector requires tremendous effort from the government, researchers, policymakers, practitioners, the universities, and other industries directly or indirectly related to the sector.

The global spread of the COVID-19 pandemic has largely transformed the higher education ecosystem and shifted the modes of delivery around the world. The rapid shift from traditional face-to-face teaching to online delivery was accompanied by a set of significant challenges. In Lebanon, the situation was exacerbated by a plethora of political, economic, and humanitarian crises. Even the most well-prepared Lebanese higher education institutions were facing an insurmountable challenge to maintain education quality under extremely strenuous circumstances and limited resources. The challenges included the absence of clear quality assurance mechanisms, problems associated with limited internet connectivity due to frequent electric power outages, the lack of teacher and student preparedness for online delivery, and the absence of online-ready curricula. Nevertheless, Lebanese universities were able to make the necessary adjustments for their students to complete their education using available resources and minimal training. The current chapter explores the challenges faced by private and public universities in Lebanon and the approaches utilized to overcome tremendous limitations. We discuss the lessons learned during the process of adopting online and hybrid classroom learning, and the opportunities for growth that were brought about by unforeseen circumstances. We also introduce the changes needed on the institutional, national, and regional levels to prepare for the post-pandemic era in higher education.

Since the declaration of COVID-19 as a pandemic in March 2020, higher education institutions (HEIs) across the globe have shifted – entirely or partly – to online teaching and learning; Lebanese HEIs were no exception. Such an unprecedented and “forced” transition to online teaching and learning has created a landscape for scholars and researchers to inquire into the efficiency and effectiveness of online teaching and learning, students’ satisfaction with this virtual educational experience, and instructors’ satisfaction with such an experience. This chapter presents a study about Lebanese instructors’ satisfaction with online teaching and learning during the pandemic. Instructors’ satisfaction was measured in terms of three satisfaction constructs of psychometrically validated “Online Instructor Satisfaction Measure” (OISM): instructor-to-student interaction (ISI); student-to-student interaction (SSI); and course design, development, and teaching (CDT). Data were collected through an online questionnaire from 102 Lebanese instructors across 7 Lebanese universities: 6 private universities and the national public Lebanese higher education institute (Lebanese University). This study found that there were no significant changes between the satisfaction levels in relation to each of the ISI, SSI, and CDT constructs between STEM education background instructors and their non-STEM education background counterparts. Despite their dissatisfaction with the level of interaction between them and their students (ISI), the participating Lebanese instructors were satisfied with the SSI, except for students’ collaborative and group work, and were also satisfied with the CDT, except for the preparation time required for delivering an online course.

As a result of the rapid technological innovation and its disruptive power also on the educational sector, teaching and learning practices changed fundamentally and new forms of education, as well as totally new degree programmes emerged. Today, higher education institutions (HEIs) make use of different online resources and new collaborative tools by integrating digital technologies and the internet fully within the curricula. However, although online education offers numerous advantages and has the power to overcome traditional barriers in education as time and space, many higher education institutions are still struggling with issues such as fostering student collaboration on one hand and reducing feelings of social isolation on the other. In the present case study, we analyse a blended Bachelor degree programme in Management at a European business school with the aim to provide practical suggestions and inspiration for implementing e-learning and online education in higher education. The introduced case demonstrates how collaborative learning aspects, organisational and pedagogical structures, philosophical assumptions and educational settings can be combined to decrease one of the main challenges in online education, namely distance.

This study aims to investigate the contextual challenges of emergency Web-enabled teaching from instructors’ point of view and their future preference for online education.

A total of 165 instructors from various public and private universities and university colleges in Malaysia participated in this online survey. Data were analyzed using multiple regression.

The significant challenges for future preference for online education in terms of their relative importance were supporting learners, effectiveness, disadvantages and advantages of emergency Web-enabled teaching.

This study discusses theoretical, practical and public policy implications for the future of teaching in higher education due to the COVID-19 public health emergency.

This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.

Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.

Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.