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Early childhood teachers routinely facilitate play-based learning experiences in their physical classrooms; however, the pivot to virtual teaching platforms created a barrier for providing age appropriate, play-based learning opportunities during the COVID-19 pandemic. There are few studies exploring how to promote play in the virtual classroom or what types of activities and learning experiences promote play in synchronous and asynchronous settings. Therefore, this study explored the barriers and challenges to fostering play through virtual teaching and the types of play-based instruction teachers were effectively able to implement in their virtual classroom. This study used content analysis along with descriptive analysis of an online survey with open-ended prompts that early childhood teachers completed (n = 76). Findings revealed two major themes related to challenges and barriers in teachers’ efforts to foster play-based learning through virtual formats. Even though teachers noted significant challenges and barriers they identified multiple play-based activities they were able to facilitate effectively through virtual formats. These activities were categorized through the theoretical framework of Piaget’s stages of the development of play with the addition of guided play. Implications for how play can be fostered through virtual teaching in early childhood classrooms were discussed.

Background The flipped classroom blended learning model has been proven effective in the teaching of undergraduate medical courses as shown by student acceptance and results. Since COVID-19 necessitated the application of online learning in Histology practical for MBBS students, the effectiveness of the blended learning model on teaching quality has required additional attention. Methods A blended learning of histology practical was flipped in a virtual classroom (FVCR-BL) or in a physical classroom (FPCR-BL) in School of Medicine, Zhejiang University in China. Students were split into FVCR-BL group ( n  = 146) due to COVID-19 pandemic in 2020 or were randomly allocated into FPCR-BL group ( n  = 93) in 2021, and retrospectively, students with traditional learning in 2019 were allocated into traditional learning model in a physical classroom (PCR-TL) group ( n  = 89). Same learning requirements were given for 3 groups; all informative and summative scores of students were collected; a questionnaire of student satisfaction for blended learning activities were surveyed in 2021. Data of scores and scales were analyzed with Kruskal–Wallis test and Kolmogorov–Smirnov test in SPSS Statics software. Results The results clarified that FPCR-BL students obtained higher final exam scores and were more likely to engage in face-to-face interactions with instructors than FVCR-BL students. FPCR-BL and FVCR-BL students had higher classroom quiz scores than the PCR-TL students owing to the contribution of blended learning. The results of the questionnaire showed that participants of FPCR-BL positively rated the online learning and preview test, with a cumulative percentage of 68.31%, were more satisfying than other learning activities of blended learning. There were significant correlations ( r  = 0.581, P  < 0.05) between online learning and the other three blended learning strategies. Conclusions In the flipped classroom with a blended learning process of histology practical, enhancing the quality of online learning boosts student satisfaction and improves knowledge learning; peer-to-peer interactions and instructor-to-peer interactions in the physical classroom improved knowledge construction.

The objective of this study was to analyze the gap in expected benefits and actual benefits of virtual classrooms used at the time of nationwide lockdown for the teaching–learning process for faculty members and students in higher education during the COVID-19 pandemic. A total of 893 responses have been used for this study. The overall mean of expected benefits, from 305 faculty members and 588 students of higher education institutes/colleges/universities, is higher than the overall mean of actual benefits and that difference value is 0.250055, with a Sig. (2-tailed) value of 0.036 which is less than 0.05 for faculty members and 0.3872827, with a Sig. (2-tailed) value of 0.000 which is less than 0.05 for students. We found that the network connectivity was the major challenge faced by the faculty members with a mean value of 3.68 followed by a 3.17 mean value for lack of professional environment at home, 3.03 for lack of teaching material at home, 2.92 for lack of personal computer/laptop. From students' responses, we found the lack of a professional environment at home with a mean value of 3.59 was the major challenge faced by the students followed by 3.57 for lack of teaching material at home (for lack of printed teaching- learning material at home), and 3.35 for network connectivity, 3.31 for lack of personal computer/laptop. The moderation effects of challenges between expected benefits and actual benefits is found significant for faculty and students both. The moderation effects of challenges between expected benefits and actual benefits is found significant for faculty (β_ Expected Benefit_Challenges = -0.110, p  < 0.05) and students (β_ Expected Benefit_Challenges = -0.0.094, p  < 0.05) both. The faculty members and students both were able to perceive higher actual benefits due to the low challenges of virtual classrooms. Further, the faculty members and students both were able to perceive lower actual benefits when challenges are more. The policymakers of higher education must work to resolve the issues and challenges of virtual classrooms to improve the effectiveness of the virtual classroom. The post-COVID higher education may require a continued focus on flexibility, adaptability, technology integration, student engagement, equity, and well-being. By prioritizing these areas, institutions can create a resilient and inclusive learning environment for their students and faculty in the post-pandemic era. the COVID-19 pandemic has highlighted the critical importance of organizational learning in responding to crises. Organizational scholars can contribute by advancing knowledge on effective learning patterns, documenting best practices, and incorporating these lessons into teaching and practice. By doing so, we can help organizations be better prepared for future crises, including pandemics, and ensure that the lessons learned are not forgotten. post-COVID higher education may require a continued focus on flexibility, adaptability, technology integration, student engagement, equity, and well-being. By prioritizing these areas, institutions can create a resilient and inclusive learning environment for their students and faculty in the post- pandemic era. It's important to note that effective online instruction often involves a combination of different learning theories, depending on the nature of the content, the goals of the instruction, and the characteristics of the learners. Online instructors should consider how these theories can inform their instructional design and delivery to create meaningful and effective online learning experiences. learning theories have a significant impact on the performance of higher education institutes in the context of online education. By aligning instructional strategies, course design, assessments, feedback, and learner support with learning theories, higher education institutes can optimize their online education programs and enhance student performance. the pandemic has necessitated the use of various teaching strategies in higher education institutions to adapt to remote and online learning. Blended learning, technology-enhanced instruction, student-centered approaches, flexible assessments, active learning strategies, and social-emotional support are some of the most appropriate teaching strategies that have been used during the pandemic to support student learning and engagement. It is important for instructors to continually assess and adapt their teaching strategies based on student needs and feedback to ensure effective learning outcomes.

Background In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. Methods In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. Results Students’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001). Conclusions Students’ overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.

The constant variation of COVID-19 has intensified the spread and recurrence of the epidemic, and education continues to be hard hit in most countries. The virtual classroom has become the main platform to replace the traditional classroom in the COVID-19 pandemic context. Due to the lack of a comprehensive understanding of college students’ perceptions of the platform system, it is essential to explore the factors and mechanisms that influence students’ willingness to use virtual classrooms consistently to improve the learning efficiency and optimize the effect of educational communication during the epidemic. This study integrates the Delone and McLean (D&M) information systems (IS) success model, expectation–confirmation model (ECM), and instructor quality factor to construct an operational model, and it used a structural equation model to analyze the 411 valid samples received from online questionnaires. The results reveal that the determinants of college students’ perceived usefulness of virtual classrooms are service quality, instructor quality, and confirmation, while system quality has no effect on perceived usefulness in the context of the COVID-19 pandemic. Secondly, system quality, service quality, and instructor quality are three critical antecedents of confirmation, and perceived usefulness and confirmation positively affect satisfaction. Finally, perceived usefulness and satisfaction directly affect college students’ continuance intention.

PurposeThis paper aims at identifying crucial factors that affect student satisfaction with synchronous e-learning. For this purpose, a research model comprised of perceived usefulness (PU), perceived ease of use (PEU), computer anxiety (CA), self-efficacy (SE), system accessibility (SA), perceived interaction (PI) and perceived flexibility (PF) was developed.Design/methodology/approachFor the purpose of this research, an online questionnaire was used. All of the measures are adapted from previously validated instruments and adjusted to fit the research aim. Accordingly, the questionnaire resulted in 49 items, which yielded eight constructs. To test the hypothesized model, structural equation modeling was employed on a valid sample of 263 higher education students.FindingsAccording to the results, PU, PI, CA and flexibility were all found to be significant. PU demonstrated the most contribution following by PF and PI.Research limitations/implicationsEven though this study has included some critical factors theorized to influence e-learning settings, it does not incorporate all elements. In terms of sample size, a bigger sample would be more favorable. Lastly, the study took place during the COVID-19 pandemic, where free movement and social activities were restricted, which may have influenced students' perception of synchronous e-learning.Practical implicationsThis research contributes to a greater understanding of the student experience with synchronous e-learning, and its findings can provide relevant stakeholders, particularly e-learning practitioners, with insights into effectively adopting and improving such settings.Originality/valueThis study uses an integrated model of several constructs to investigate student satisfaction in terms of just synchronous e-learning rather than e-learning in general. Several validated instruments were used and tested in a new context and sample. Additionally, the study provides evidence during COVID-19.

Research consistently indicates that academic dishonesty is pervasive on college campuses, including in online courses. For our study we administered a survey to two groups of undergraduate criminal justice students, one group of face-to-face students of traditional college-age and the other a group of distance learners employed full-time in criminal justice professions. The survey was designed to assess prevalence, techniques, and definitions regarding online cheating. Findings indicate that a large percentage of both groups engaged in practices normatively defined as “cheating,” yet they did not consider their behaviors to be violations of academic integrity. In closing, we offer suggestions for best practice techniques for communicating expectations to students and reducing online exam cheating.

The technological revolutions greatly impact current and future Classrooms. These advances in technology include the revolution of artificial intelligence, virtual reality, and super highspeed internet. In the coming next generation (6G), the data rate will be very sufficient for live scenes in virtual reality applications such as telepresence and teleoperation. This paper review and discuss next-generation technologies in AI, VR, and communication. Moreover, we examine the motivation for establishing an Advanced Technology based Smart and Immersive Classroom (SIC) and the advantages of its availability to the virtual society. Recent advances in computer and communications technology have delivered capabilities to tomorrow’s SIC. Advances in virtual reality and real-time streaming on the internet have created a revolution in curricula and classrooms. Index Terms—Virtual Reality in education; 6G for education, Artificial Intelligence in education, Immersive Classroom

Virtual Classroom (VC) learning approaches have recently drawn considerable attention because they have the potential to encourage student engagement to ensure active and collaborative learning. Although research on online learning has gained visibility in recent times, VC learning has not received notable attention, especially in Gulf countries like the United Arab Emirates (UAE). The study examines students’ perception and experience of VC in a university in UAE during the COVID-19 pandemic in terms of its necessity and helpfulness. This research also examines the situational pressure of VC and aims to explain the reasons for its desirability and inevitability. As a current learning space beyond the conventional face-to-face classroom learning, VC learning is available in various forms and quality depending on creating opportunities for the learners’ participation. However, there are issues with VC practice too. Our analysis of survey data ( N  = 334) leads to portraying autonomous learning freedom in different learning environments in VC. We argue that students may resort to VC not because of its proven effectiveness but because of the necessity to continue addressing their learning needs. This study contributes to the general understanding of the online and traditional in-person classroom learning and virtual learning resources in the teaching of English as a globally desired language.