The Effect of Sociability on Socio-spatial Interaction and Learner Social Presence in Mixed-Reality Online Learning Environments: Using Head-mounted Wearable Items in Group Learning Activities

In online learning environments, little is known regarding the effect of head-mounted wearable devices on group learning behavioral outcomes, and the impact the mediated communication type has on socio-spatial interactivity and learner social presence. Interaction and presence are two important concepts that influence group activity. Drawing on social interaction, social presence, and the characteristics of mixed-reality environments, we develop and empirically test hypotheses on the effectiveness of three different types of digitally mediated mixed-reality learning environments

Learning Satisfaction and Perceived Performance with Platform-based Ecosystems

Largely instigated by the pandemic, many higher education institutions (HEIs) have invested in virtual learning projects out of necessity. However, post-pandemic, it is not clear whether HEIs will continue using virtual learning systems. The education business model remains largely the same, and digital tools are often only used to continue traditional teaching methods in virtual environments. One way to address this shortcoming is to look at current developments in platform-based ecosystems. Platform-based ecosystems provide numerous benefits to both institutions and learners. In an ecosystem, multiple higher education institutions offer similar products and services. Previous studies show partnering with a platform-based ecosystem boosts capabilities and redefines business operations (Dhar & Sundararajan, 2007), increases net benefit to platform users (Ceccagnoli et al., 2012), improves business processes (i.e., accessibility, availability, and efficiency) (Ozalp et al., 2018), and enhances customer experiences and satisfaction (Clemons et al., 2017). Building on the theory of value co-creation (Grover et al., 2018) and the existing literature in information systems (Agarwal & Selen, 2009; Bharadwaj et al., 2007; Bunce et al., 2017; Engert et al., 2022; Goh et al., 2013; Hein et al., 2020; Helfat & Raubitschek, 2018), this research aims to investigate the value partnering with a platform-based learning ecosystem brings to higher education and to determine some of the key constructs affected by co-created values. Specifically, we seek to answer RQ1) what are the factors that influence user perception of a higher education institution’s (HEI) performance in a platform-based ecosystem, and RQ2) how does partnering with a platform-based learning ecosystem affect the relationships between a higher education institution’s perceived performance and satisfaction, and their antecedents? To answer these questions, we will employ a quantitative approach to test the proposed research model. A survey will measure students\u27 perceptions about the extent to which a platform-based system satisfies learning tasks. For platform-related data, the edX online learning platform has been chosen for several reasons. In comparison with Udacity and Coursera, it is designed to allow for traditional residential equivalent programs. However, it is an open-source platform that allows partners to develop and enrich the platform. It is expected that joining a platform-based ecosystem will significantly benefit an HEI. Participating in a platform can add to learners’ satisfaction and create higher perception of performance for the HEI that can translate into an increase in perceived value. HEIs with better IS integration capability and information quality are expected to perform better in platform-based learning systems. From the user’s perspective, the heterogeneity of products and services offered through the platform promotes further flexibility that can satisfy a broader range of learning needs. Like most empirical studies, one potential issue is the emergent nature of this study. The study is time-sensitive, meaning participants from local universities are often trying platform-based learning for the first time and may not have sufficient time to utilize the new capabilities fully and thus, satisfaction from new learning methods may not have been effectively measured. The first potential theoretical contribution of this study is to the IS domain. This study focuses on learner satisfaction issues from the perspective of availability and abundance of learning materials, content, and services offered through partnership with platform-based learning systems. This study can contribute to practice by offering a model for decision-makers to realize the diffused perceived value when joining a platform-based system

Factors Influencing Learner Trust in Web-Based Learning in Higher Education: An Information Systems Perspective

This study draws upon the existing literature to determine trust antecedences that affect learner trust perceptions when relying on web-based learning in higher education. Learner success in online education requires careful consideration of the trustworthiness of the learning environment. In practice, however, this is often neglected. We review the literature and classify web-based learning trust antecedents into four categories of institutional-based trust, system-based trust, social-based trust, and individual-based trust. We propose a model that includes a comprehensive list of learner trust antecedents, which are important for web-based learning in higher education. We also estimate the relative importance of these antecedents in explaining learner trust beliefs. Then, we conduct a survey to evaluate our research model. Our findings contribute to building a reliable and trustworthy online learning environment

Additional file 1: of Bile acids at neutral and acidic pH induce apoptosis and gene cleavages in nasopharyngeal epithelial cells: implications in chromosome rearrangement

Flow chart depicting the simplified DNA manipulation steps in preparation for nested IPCR. (PDF 64 kb