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This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain a proactive stance, facilitating inclusive long-term change.

It is assumed that the online world creates new possibilities for criminal behaviour. Only recently criminologists started the debate on the applicability of traditional criminological theories to cyber crime offending. Analyses based on a Dutch survey among 6,299 adolescents (50.9 % male), aged from 10 to 18 (M = 13.0, SD = 1.87) indicate that cyber bullying behaviour is not only strongly interwoven with traditional bullying behaviours, but also is affected by the distinct features of the online environment. The findings give support to the suggestion that the aetiological schema to explain cyber bullying should postulate the interaction between individual characteristics, distinct features of the online environment and the interaction between offline and online social realities.

Hostile online communication is a global concern. Academic research and teaching staff are among those professionals who routinely give public comments and are thus vulnerable to online attacks. This social psychological and criminological study investigated online harassment victimization among university researchers and teachers. Survey participants (N = 2,492) were university research and teaching staff members from five major universities in Finland. Victimization was assessed with a 20-item inventory. The study included a wide range of both background and general measures on well-being at work. Participants also took part in an online experiment involving a death threat targeting a colleague. Results showed that 30% of the participants reported being victims of online harassment during the prior 6 months. Victims were more often senior staff members, minority group members, and from the social sciences and humanities. Those active in traditional or social media were much more likely to be targeted. Victims reported higher psychological distress, lower generalized trust, and lower perceived social support at work than non-victims. Individuals who were targeted by a colleague from their work community reported higher post-traumatic stress disorder scores and a higher impact of perceived online harassment on their work compared to other victims. In the experimental part of the study, participants reported more anxiety when a close colleague received a death threat. Participants also recommended more countermeasures to a close colleague than to an unknown person from the same research field. Results indicate that online harassment compromises well-being at work in academia. There is an urgent need to find ways of preventing online harassment, both in workplaces and in society at large.

Online learning environments have become increasingly prevalent in higher education, necessitating an understanding of factors influencing student engagement. This study examines the mediating role of self-regulated online learning in the relationship between five-factor personality traits and student engagement among university students. A sample of 437 university students from educational sciences, social sciences, and health sciences disciplines participated in the study. Data were collected using ‘The Big Five Inventory’ to assess personality traits, the ‘Self-Regulated Online Learning Questionnaire’ to measure self-regulated online learning, and the ‘Student Engagement Scale in the Online Learning Environment’ to evaluate student engagement. Structural equation modeling with bootstrap analysis was employed to analyze the data. The study findings indicate that the five factor personality traits significantly predict self-regulated online learning. Furthermore, self-regulated online learning is a significant predictor of students’ engagement in the online learning environment. Additionally, the five factor personality traits are found to be significant predictors of student engagement in the online learning environment. Lastly, self-regulated online learning plays a partially mediating role in the relationship between the five factor personality traits and student engagement in the online learning environment. This study underscores the importance of considering individual differences in personality traits and fostering self-regulated learning strategies to enhance student engagement in online learning environments. Understanding these dynamics can inform the design of effective interventions aimed at improving student outcomes in online education.

Knowledge sharing is an activity through which knowledge, namely, information, skills, or expertise, is exchanged between people, friends, families, communities or organizations. Online knowledge sharing activities are flourishing with the advent of social media and digital life. However, despite of the importance of the online knowledge sharing methods and mechanisms, there is not any comprehensive and systematic study about studying and analyzing its important techniques. Therefore, the main aim of this paper, the comprehensive, detailed, and systematic study, and survey of the state-of-the-art knowledge sharing mechanisms in an online environments is provided. Also, this paper presents a systematic literature review (SLR) on the online knowledge sharing literatures up to end of 2015. We identified 348 papers, which are reduced to 251 primary studies through our paper selection process. Also, the broad overview of the literature provides insights into potential areas for further research. By providing state-of-the-art information, this survey will directly support academics and practicing professionals in their understanding of developments in online knowledge sharing mechanisms and techniques.

Facilitating undergraduates’ self-regulated learning (SRL) is the key to successful online learning, and teachers’ various feedback plays an important role. Through an investigation on Chinese university students’ online learning experience, the study found students’ SRL strategies differences in terms of students’ gender, grades and achievement rank. The structural equation modeling analysis showed that different teacher feedback can influence different SRL strategies. Specifically, verification feedback, scaffolding feedback and teacher praise were positively related with students’ SRL, and teacher criticism also positively predicted three dimensions of SRL. Adopting verification and scaffolding feedback and the balance of teacher praise and criticism were suggested as they can enhance students’ online SRL strategies. Implications for university online teaching are further discussed.

Our study wants to clarify the structure of spirituality by applying existing multidimensional theories of religiosity and spirituality to in-depth interviews conducted among a sample of students. The current research analyzes 15 qualitative semi-structured interviews conducted among a sample of students at the Adventist Theological Institute in the Czech Republic and was conducted in May 2022. Since religiosity is a multidimensional phenomenon and we wished to investigate development in each dimension, we based our analyses on Glock and Stark’s model with four of their dimensions of religiosity: “belief”, “practice”, “experience”, and “knowledge”. Our study reflects on existing multidimensional religiosity/spirituality; six dimensions by Huber overlap with the religiosity/spirituality model we chose as the applied multidimensional model. As a result, based on the interviewees’ statements, we distinguished these dimensions in the context of specific conditions in the respondents’ individual personal experiences in the absence of personal group interaction. In our research, we ask the question: “What impact has the move of the entire formal and informal environment of an educational institution to an online environment had on the spirituality of each student?” An important finding is that the COVID-19 pandemic period brought about an exciting stimulus for spiritual support in theological education. The emergence of individual and independent religiosity/spirituality is a significant religious change.

Research on fake news is growing, yet the relative influence of different factors on fake news sharing and how it can be reduced are still understudied. To fill this gap, this study treats user motivation and online environment as intrinsic and extrinsic factors and examines the role of fake news awareness as a prevention against the spread of fake news. This study describes the results of a Malaysian sample (N = 451) to determine the effects of intrinsic factor ( altruism, information sharing, socialization and status seeking ) and extrinsic factor ( trust in network, homophily, norm of reciprocity and tie strength ) on fake news sharing using Partial Least Square (PLS). Unlike past research, we treated the two main factors as higher order-constructs. Our findings revealed a stronger appeal of online environment than user motivation in determining fake news sharing among social media users in Malaysia. We also found that high fake news awareness determined low fake news sharing. This result suggests the importance of fake news awareness as an intervention strategy to curtail the spread of fake news. Future research is needed to build upon our findings to be tested at cross-cultural settings and also employ time series analysis to better understand the effect of increasing awareness of fake news over time.

This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

This article examines the experiences and coping strategies of four university middle-managers during the unprecedented time of disruption caused by the COVID-19 pandemic. We use the research approach of autoethnography to reflect on our experiences and decision-making processes. To reflect on how we managed the rapid change and moved from survivalist actions to more systemic responses in a new and uncertain reality, we draw on concepts which highlight the importance of connectedness, distributive leadership and communicating clearly. Intuitively following these principles, and being decisive and pragmatic are what enabled all four departments to stabilise and move out of a survivalist reactive mode. Two clear patterns emerged from our reflections. Firstly, it is evident that the pandemic exacerbated pre-existing challenges and shone a bright light on existing shortcomings. A second pattern was that there was simply no other option but to improve systems and processes. We conclude that it is vital to continue asking difficult questions about the long-term implications of the profound changes delivered by the COVID-19 pandemic. This includes the move to hybrid teaching and how we can regain