Volume 3 (2024-2025)

With globalisation and digitalisation, new skill sets are increasingly required of graduated engineers. Often referred to as ‘21st-century skills’, these include teamwork, leadership, digital literacy and communication. Research has shown that active learning methods such as problem-based learning (PBL) and project-based learning (PjBL), which emphasise ‘learning by doing’, are more effective in shaping competent engineers. More recently, challenge-based learning (CBL) has emerged as a growing pedagogical approach. This study evaluates the integration of CBL within the online Master’s programme in Energy for Circular Economy (MECE) in Sri Lanka. By examining the social dimension of the online learning environment, the study aims to deepen understanding of students’ online learning experiences, including development of their habits of mind, to support their progression throughout the programme. An online survey was conducted among first-year students enrolled in the challenge-based course on Entrepreneurial and Innovative Challenges in the Field of Energy. A complementary survey was administered to the teachers serving as mentors to capture their perceptions of coaching and mentoring within the CBL framework. Overall, students regarded the course and its CBL approach as a unique and transformative experience that significantly enhanced their critical thinking, teamwork, communication and leadership skills compared to previous courses. Student feedback also highlighted the considerable potential of the online environment for hosting interactive and highly valued workshops. Additionally, resources such as recorded sessions were seen as contributing to in-depth learning by addressing language barriers and accommodating time zone differences, making the learning experience more inclusive. A recurring challenge identified was the limited availability of teachers and mentors to supervise student teams, which can significantly hinder the successful implementation of the CBL approach. The findings underscore the importance of preparing educators for their evolving roles as coaches and facilitators in CBL, emphasising the need for targeted training to help them transition effectively into these roles. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: challenge-based learning; online education; 21st-century learning; interactive workshops; coaching; habits of mind

This action research study shares ways visual journaling was incorporated through online instruction to help practising art teachers work through daily stress, learn to practise mindfulness and self-care and finally, to reflect on their own classroom research to grow as artist-teachers during a two-year online Master’s in Art Education programme. The findings from the research show the importance of providing all teachers time, space, and a community of support to build the necessary skills and behaviours to develop resilience. The ultimate goal of visual journaling was not only to reflect on their research questions, but also to recognise the interconnectedness of body, mind, spirit and emotions teachers experience through an organic process of art making during these tumultuous times in education.
Keywords: resilience; self-care; visual journaling; reflection; online instruction

The rapid expansion of online learning in higher education necessitates effective student support strategies to enhance student engagement, self-efficacy and overall academic success. This study examines the perceptions of academic coaches (ACs) regarding the strategies they employ to assist students in online classrooms. Grounded in Pena and Thomas’s conceptual framework for student success, this qualitative descriptive survey study collected data from 569 ACs (39 per cent response rate) using open-ended survey questions and Likert scales. Findings reveal that ACs use a variety of instructional and motivational strategies, including detailed feedback on assignments, frequent and open communication, consistent presence in online discussions, providing examples of completed assignments, clarifying complex concepts, reviewing grading rubrics and offering purposeful encouragement. These strategies were perceived as highly effective in improving student engagement and persistence. Results indicate that ACs serve as essential support figures in online education, helping to bridge gaps in student motivation and academic performance. This study contributes to existing literature on online student retention by emphasising the need for additional built-in academic support structures. Findings offer practical implications for institutions seeking to enhance student success through academic coaching and provide recommendations for future research on best practices in online education. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: academic coaching; online learning; student success; student engagement; student feedback; student persistence

Hispanic or Latino immigrant entrepreneurs contribute to the local economies in the US by developing different businesses, mainly in the service sector, such as construction, food, hospitality and related businesses. Despite these reasons for being an entrepreneur, most Hispanic immigrants lack formal business training and use their self-directed learning (SDL) skills to learn and guide their business activities. As a result, SDL supports Hispanic immigrant entrepreneurs to respond to the conditions of their environment, negotiate the learning process and assume responsibility for their learning. In this regard, the use of information and communications technologies (ICT) can be a tool to foster their SDL capacity. This qualitative study highlights how affordable technologies such as Google, smartphone applications, YouTube and social media support immigrants’ SDL efforts. The study explored the lived experiences of four Hispanic immigrant entrepreneurs in the Midwest on how they use their SDL skills to access affordable technologies for continuous learning. Through a series of semi-structured interviews, three themes emerged: digital literacy, digital lifelong learning, and digital language learning strategies. Their narratives highlight the importance of affordable technologies in the learning process for Hispanic immigrants in Indiana. This article is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: self-directed learning; lifelong learning; Hispanic entrepreneurs; information and communications technologies (ICT); affordable technologies

This study explores the educational potential of interactive video platforms (IVPs) by comparing seven major tools: Edpuzzle, PlayPosit, Kaltura, Brightcove, Panopto, Wirewax and Mindstamp. Through a mixed-methods design, the study investigates how different IVP settings affect student engagement, comprehension and academic performance. Results from a quasi-experimental classroom study involving 317 students showed that video interactivity, question level and playback control significantly influenced learning outcomes. Additionally, the study offers a comparative analysis of IVPs based on interactivity, artificial intelligence (AI) integration, learning management systems (LMS) compatibility, analytics and pedagogical alignment in side-by-side tables. Edpuzzle, PlayPosit, Kaltura and Panopto emerged as the most suitable platforms for educational use. The target audience of this paper is K-12 and higher education teachers and administrators who are interested in making their courses more engaging and impactful. The findings provide educators with practical guidelines for selecting IVPs that align with their instructional goals and promote active learning in digital environments.
Keywords: interactive video platforms; educational technology; student engagement; online learning

This study explores the intersection of dialogic pedagogy, cognitive complexity and artificial intelligence (AI) in the context of asynchronous online learning within a postgraduate Executive MBA (EMBA) programme. The research applies a Naive Bayes classifier, developed in Statistical Package for the Social Sciences (SPSS), to predict student learning outcomes based on the Structure of Observed Learning Outcome (SOLO) taxonomy using dialogic indicators coded from forum posts. The study integrates the Toolkit for Systematic Educational Dialogue Analysis (Tech-SEDA) framework — a tool for analysing the quality of educational dialogue — with SOLO levels to examine whether machine learning (ML) can reliably infer cognitive depth from qualitative features of asynchronous student interactions. Using a hybrid design-based research (DBR) methodology informed by Bannan-Ritland’s Integrative Learning Design Framework (ILDF), the study was conducted over three instructional cycles in an online MBA course hosted on Moodle. Across 1,273 forum posts, dialogic features such as reasoning with invitation (REI), challenge (CH), elaboration (EL) and reference to wider context (RW) were identified and analysed alongside sentiment scores, lexical diversity and behavioural metadata. The classifier achieved a predictive accuracy of 73.4 per cent, with strongest performance at SOLO Levels 3 and 4. Feature importance analysis confirmed that dialogic richness, rather than superficial metrics such as word count or thread depth, was most strongly associated with deeper cognitive engagement. Findings highlight how structured prompts, AI-generated scaffolds (eg ChatGPT-facilitated chain-of-thought [CoT] questions) and dialogic design can significantly improve the quality of online student contributions. Moreover, the use of SOLO as a predictive outcome reframes it from a summative assessment tool to a dynamic indicator of dialogic development. This work demonstrates how AI-enhanced educational analytics can support real-time insights and adaptive feedback while maintaining alignment with humanistic values and pedagogical integrity. Although limited by its single institutional context, the study offers a replicable and scalable model for embedding learning analytics into adult online education. This paper is also included in The Business & Management Collection which can be accessed at https://hstalks.com/business/.
Keywords: dialogic pedagogy; SOLO taxonomy; Tech-SEDA; Naive Bayes classification; Executive MBA; asynchronous learning; artificial intelligence in education

This paper examines the pedagogical redesign of a senior-level Strategic Management course within an engineering management programme. In response to the COVID-19 pandemic, the course transitioned from a traditional face-to-face (F2F) format to a virtual-hybrid delivery model. The course, which emphasises practical business strategy, required a comprehensive redesign to maintain its interactive and immersive nature in an online environment. The new virtual-hybrid approach enhanced student engagement, flexibility and learning outcomes by integrating synchronous and asynchronous learning approaches. The course design was guided by three key criteria: (1) rethinking the traditional three-hour weekly course structure to focus on competency development rather than adherence to the three-credit-hour model; (2) limiting large-scale virtual lectures to the initial weeks, followed by bi-weekly small-group student meetings with instructors; and (3) creating high-quality instructional videos to support asynchronous learning. These innovations allowed students to engage more deeply with course content at their own pace while maintaining personalised interactions with instructors through regular meetings. Student feedback from surveys and university course evaluations indicated strong satisfaction with the redesigned course. Key strengths included the course’s clear structure, the flexibility provided by instructional videos and the personalised feedback offered during team meetings. A notable outcome was a 13 per cent improvement in average final grades compared to previous F2F offerings. This case study provides valuable insights into the effective integration of synchronous and asynchronous learning tools, offering recommendations for educators seeking to adapt their pedagogical approaches in the evolving landscape of higher education.
Keywords: virtual-hybrid learning; course redesign; strategic management education; online learning; student engagement; gamification; synchronous and asynchronous learning

The online learning landscape is undergoing a profound transformation driven by advancements in technology, cognitive sciences and generative AI (GenAI). This shift necessitates a move from traditional content-centred models to human-centred, active and dynamic learning experiences. To navigate this evolution, the Penn Foster Group established a Design Lab in 2023, focusing on design shifts, motivational research, personalised learning and media efficacy testing. Central to these efforts is the development of the LAADS model, which emphasises learner-centred, authentic, active, differentiated and skill-based learning. This model aims to create engaging, emotionally resonant learning experiences that foster critical thinking, creativity and a sense of accomplishment. By integrating real-world problems and offering personalised learning pathways, the LAADS model seeks to improve student outcomes and transform online education into a more meaningful and community-driven experience. The ongoing development of courses using this model on the D2L Brightspace platform aims to optimise these design principles for significant improvements in student success.
Keywords: online learning; human-centred; active learning; dynamic learning; design shifts; motivational research; personalised learning

Higher education adopted global citizenship education (GCE) at the beginning of the 21st century since collaboration among culturally diverse people has become crucial. As learners can exert individual agency through digital media, learning that provides them with online and offline spaces can help them construct knowledge, build culture and shape identity collaboratively. A qualitative case study evaluating a blended course under GCE explored learners’ perception shifts regarding identity formations in relation to confidence-trust building. The study was conducted during the COVID-19 pandemic using in-depth online interviews and analyses of archival data while triangulating learners’ perceptions with instructors’ observations. Findings showed that individuals shaped their global citizen identities through a loop of reflection and interaction in blended environments. The participants’ comfort zone levels affected different identity formation paths, but despite such differences, everyone became involved in various local community activities and engaged in a lifelong commitment. Synergically linked intrapersonal and interactional communication through blended learning activities solidified self-confidence and collective trust. Global citizen identities have evolved, while members’ relationships have deepened through their individualised experiential learning. The study’s significance lies in reinforcing the importance of experience-oriented GCE in blended learning environments and discovering the critical role of confidence-trust building through a synergic cycle between intrapersonal and interactional communication. Various organisations may adopt the model to shape their members’ consensual visions while reinforcing group cohesion.
Keywords: GCE; experiential learning; self-regulated learning; blended learning; confidence-trust building; intrapersonal and interactional communication

Over the past three decades, the evolution of technology has dramatically reshaped the information landscape, making it easier to access and simultaneously easier to distort. The advent of artificial intelligence (AI), particularly generative tools like ChatGPT and CoPilot, has further complicated the pursuit of information literacy, posing significant challenges for educators, librarians and students alike. This paper explores the implications of integrating generative AI (GenAI) tools into educational and professional settings, emphasising the necessity of critical thinking and the development of robust information literacy skills to discern the credibility and authority of AI-generated content. By examining the Association of College and Research Libraries’ (ACRL) ‘Framework for Information Literacy for Higher Education’, this paper provides strategies to identify risk areas related to AI integration as well as produce use cases for large language model (LLM) GenAI tools, including a flowchart for determining when to make use of GenAI, a toolkit for positive/effective use cases, and a rubric for assessing information literacy and critical thinking. While AI tools can offer valuable educational opportunities, their propensity to generate misleading or inaccurate information necessitates a careful and informed approach to their use. This paper concludes with a call for ongoing vigilance in maintaining academic integrity and underscores the importance of continuously questioning the reliability of AI outputs in educational contexts.
Keywords: information literacy; artificial intelligence (AI); academic integrity; misinformation; critical thinking; copyright infringement; AI integration

Adoption of various generative artificial intelligence (GenAI) technologies is inevitable in the long term, but earlier engagement will give educators a seat at the table to guide the tech towards supporting transformative adaptation rather than another race to the bottom favouring the lowest common denominator. This paper unpacks the diffusion of AI in higher education and the spectrum of discourse that has accompanied this timely and disruptive trend. It draws analogies with other socio-historical, technology-driven change moments in higher education, such as writing and study technologies, comparing reactive discourse from those moments with that happening presently around AI. The paper argues that these discourses have considerable impacts on teaching and learning beyond those of the tools themselves and recommends productive pathways for navigating the emerging technology landscape, now and into the future.
Keywords: artificial intelligence; emerging technologies; change; teaching and learning; inflection point; strategic leadership; innovation; LLM; ChatGPT

The integration of technology in education has revolutionised the sector, fundamentally transforming how knowledge is accessed, delivered and consumed. A key change is the democratisation of education, as technology dismantles barriers to learning by providing unprecedented access to information. Personalised learning experiences have been facilitated through adaptive algorithms that tailor content to individual student needs, enhancing engagement and promoting deeper understanding. This technological integration has also spurred the emergence of new players, such as EdTech start-ups and companies, which develop innovative solutions to enhance teaching and learning. These developments have shifted the provision of education from traditional institutions to include non-traditional players, giving rise to the concept of Education as a Service (EaaS). This paper explores the potential of EaaS to further contribute to higher education through a comprehensive literature review. A systematic review of literature analyses and synthesises over a hundred research studies, scholarly articles, books and other relevant sources from the years 2019–2023. The primary objectives are to understand how EaaS aligns with current trends in student and institutional needs and to anticipate its future evolution. The paper concludes that the outlook for EaaS is multifaceted, encompassing aspects of service quality, sustainability, societal impact and resilience, particularly in response to challenges such as the COVID-19 pandemic.
Keywords: Education as a Service (EaaS); educational service delivery; education technology; student-centred learning

This case study examines the use of ChatGPT, a chatbot that utilises generative artificial intelligence (GenAI) technology, to amplify the efficacy of multiple-choice examinations in a financial accounting course. The primary objective is to introduce students to the advantages and limitations of GenAI tools such as ChatGPT while simultaneously fostering the development of critical thinking skills in their application. By demonstrating the tool’s ability to give both correct and incorrect responses, students will deepen their understanding of its appropriate use and develop a professional scepticism towards AI-generated responses, which can ‘hallucinate’ and yield incorrect answers to AI prompts. Furthermore, this study seeks to explore the role of AI-supported tests in fostering students’ problem-solving abilities and analytical acumen. The research examines student performance by giving exam questions, an AI-generated response and additional alternative answers in a multiple-choice format. On average, ChatGPT 3.5 responds with correct answers to accounting questions about 50 per cent of the time. To succeed in such examinations, students must evaluate if the ChatGPT answer is correct or if another of the given answers is more accurate. The case study also highlights the advantages and challenges of incorporating AI into accounting pedagogy, addressing concerns about the assimilation of this advanced technology.
Keywords: generative artificial intelligence; ChatGPT; AI-assisted learning; financial accounting; multiple-choice examination; critical thinking

This paper explores the integration of large language models (LLMs) in business case research methodology, with a particular focus on their application in an applied doctoral project within a hybrid Doctor of Business Administration (DBA) programme at a private university in the US. Leveraging the capabilities of OpenAI’s ChatGPT model, this study demonstrates how LLMs can enhance the efficiency and depth of thematic analysis in qualitative research. The reflections from faculty and students reveal that while LLMs significantly streamline text analysis and uncover nuanced patterns, they must be used with ethical considerations and methodological rigour to avoid biases and ensure robust outcomes. Through a case study involving the revitalisation of membership participation at Veterans of Foreign Wars (VFW) Post 7560, the research illustrates the dual role of scholar-practitioners in balancing innovative AI applications with traditional academic standards. This paper contributes to the ongoing dialogue on disruptive technologies in academia, offering practical frameworks and philosophical insights for researchers navigating the complexities of artificial intelligence (AI) integration in higher education and business contexts.
Keywords: generative artificial intelligence, large language models, research methodologies, text analysis, scholar-practitioner, business administration, disruptive innovation

In the aftermath of the global COVID-19 pandemic, the educational sector experienced an unprecedented transition to emergency remote teaching (ERT). Scholars have extensively examined the factors affecting teaching and learning during this phase; however, a significant research gap exists concerning the influence of these factors on teaching effectiveness. Using survey data from 466 instructors at a large Southeastern US university, this study scrutinises the relationships between various instructor, instructional and institutional factors and educators’ perceptions of their teaching effectiveness both before and after the ERT shift. Key questions posed include the circumstances under which instructor and instructional elements moderate the effect of institutional support factors on teaching effectiveness perceptions. Robust multiple regression analysis reveals instructor preparedness and number of resources used positively predicted effectiveness ratings, while reducing planned assessments negatively predicted effectiveness. Synchronous instruction and adequate preparation time also showed positive marginal effects. Notable moderating effects suggest offering resources and training benefits unprepared instructors, retaining assessment plans amplifies the impact of preparation time, and peer assistance negatively interacts with greater resource use. These findings provide theoretical and practical implications to inform institutional strategies for supporting instructor teaching effectiveness during abrupt pedagogical transitions.
Keywords: COVID-19; teaching effectiveness; emergency remote teaching; ERT; instructor; institution; instructional

Disadvantaged students have underperformed in comparison to non-disadvantaged students,1 with the COVID-19 pandemic further widening this disparity.2 The case study in this paper (the multi-academy trust) therefore wanted to bridge the attainment gap through evaluating practical methods of raising achievement in the school’s post-16 disadvantaged student group, who were on average almost half a grade behind their counterparts in every subject. The authors initially investigated the use of online education platforms to supplement the learning of disadvantagedtt learners, with staff and students trialling each programme before a decision was made to purchase a suitable package. As a result of the recommendations by staff and students, funding was used from the UK Government’s 16–19 Tuition Fund bursary as well as the Uni Connect programme to purchase four platforms — Massolit, FutureLearn, Up Learn and SnapRevise — that students could access to improve their grades. By the end of the study, the disadvantaged cohort outperformed the non-disadvantaged learners by a third of a grade. The results were significant enough to suggest that the use of online education platforms was worth pursuing further, as the main output of the study resulted in an average grade of C+ being achieved by the disadvantaged cohort compared to the non-disadvantaged students’ average overall grade of C. The findings from this case study indicate that having a clear understanding of digital poverty, how it affects the student population and what measures can be put in place to provide an equal online learning environment for all is key to providing disadvantaged students with the opportunity to achieve in line with their peers. Forging successful relationships with all the stakeholders through training, effective monitoring and interventions can also maximise disadvantaged student achievement.
Keywords: digital poverty; attainment gap; disadvantaged students; online education platforms

Student engagement and academic integrity are two commonly addressed challenges of online education. These topics have been studied as separate issues by many researchers. This paper considers the two issues and describes them as intrinsically intertwined, presenting practical solutions to both problems, by using customised assignments. The paper includes details of actual customisation methodology, to support educators in customising coursework to their specific course content.
Keywords: academic integrity; student engagement; customised assignments; online learning

This paper examines the rise of educational technology (EdTech) through the lens of entrepreneurial ventures and assesses its impact on the educational sector. It describes how entrepreneurial startups have driven EdTech innovation by identifying gaps in traditional education models and developing technology-based solutions. Three theoretical frameworks — the theory of disruptive innovation, the technology acceptance model and the transformative learning theory — are applied to understand how EdTech innovations disrupt markets and influence user adoption. The evolution of EdTech is explored, from early developments such as online learning platforms and adaptive learning technologies to the accelerated integration of digital tools post-COVID-19. Illustrative examples of successful startups like Coursera, Khan Academy and Duolingo demonstrate how entrepreneurial ventures have democratised access to education. The paper also analyses how EdTech transforms teaching methodologies, enhances student engagement and enables personalised learning through data analytics. The application of EdTech across K-12, higher education and vocational settings is discussed. While beneficial, equitable implementation remains a challenge. The social and ethical implications of data privacy, algorithmic bias and the digital divide are also examined.
Keywords: educational technology; EdTech; entrepreneurship; startup; innovation; teaching; learning; theory of disruptive innovation; technology acceptance model; transformative learning theory; COVID-19

This descriptive educational practice paper details how instructor-initiated messaging can be implemented to enhance community and student–instructor connection in the online classroom. Messaging such as e-mails, announcements, alerts or phone calls is often used as a way to inform or clarify course content or expectations, remediate or encourage student performance, or to build community. Messaging is a deliberate form of instructor-initiated one-way communication that is not included in the body of the course content when the course was designed. In this paper, various types of instructor-initiated messaging will be described. Dimensions of messaging, such as level of personalisation and whether the message is public or private, will be explored. Additionally, a use case will be presented from an economics department in a large public university. Instructors and online administrators can use this information to systematically develop and integrate messages into online courses to enhance community.
Keywords: online education; community; teaching methods; online interactions; messages

The rapid expansion of e-learning, accelerated by the COVID-19 pandemic, has reshaped the educational landscape, necessitating strategic leadership and organisational change. This study examines the pivotal role of strategic leadership in navigating the complexities of digital learning environments and driving successful e-learning initiatives. A comprehensive literature review and data analysis were conducted, utilising sources from the US, West African countries, China and other Asian and European nations. The findings highlight the importance of digital competence, visionary leadership and effective change management strategies in implementing e-learning. Challenges such as technology access disparities, digital fluency and integrating interactive learning tools were identified. The emergence of e-leadership, emphasising adaptability and fostering positive digital learning environments, was also noted. Strategic leadership and organisational change are critical in successfully adopting and managing distance and e-learning. Therefore, policy makers should prioritise addressing technology access gaps, enhancing digital literacy and supporting educators and students. Visionary leadership must be cultivated to steer educational institutions through the evolving demands of the 21st century. The study needs longitudinal data on the long-term impact of e-learning on student outcomes to deal with its limitations and thoroughly examine the financial implications of transitioning to e-learning for educational institutions.
Keywords: e-learning; e-leadership; change management; education disparity; innovation; digital divide; strategic leadership

The COVID-19 pandemic of 2020 forced educational institutions to rapidly adopt different technologies for learning purposes. Augmented reality (AR) and virtual reality (VR) are technologies that can be used to adapt educational practices to the adult learning field and create a more inclusive online environment. AR allows interaction with the surrounding environment by superimposing images into real scenarios. VR technologies allow users to fully immerse and interact with virtual environments. Both technologies can be an enabler element that opens opportunities for improving adult learners’ experience. This paper provides an overview of AR and VR technologies and their practical applications in the field of adult education.
Keywords: virtual reality (VR); augmented reality (AR); adult education; technology integration; COVID-19 impact

This study examines the perceptions and attitudes of university students toward electronic learning (EL) during the COVID-19 pandemic, analysing the factors that influence their acceptance and engagement with online education platforms. A combination of technological, pedagogical, institutional and individual considerations has been assessed to understand the challenges and opportunities presented by the transition to EL. Factors such as performance expectancy, social influence, facilitating conditions, perceived usefulness and ease of use are observed to shape student acceptance. Furthermore, individual innovativeness and EL preparedness are identified as positive influences on EL adoption. The research findings highlight the importance of addressing the digital divide to ensure equitable access to EL systems and suggest that enhancing digital infrastructure, fostering digital literacy and involving students in developing EL policies could improve educational outcomes in higher education institutions.
Keywords: eLearning; COVID-19; online platforms; higher education; learning perception; learning factors

This paper investigates some of the recent terminology and concepts used to describe the type and nature of transferable skills that are developed and nurtured in students in higher education, with a particular focus on the DINAMITE1 model. The DINAMITE model was developed by the author in 2021 following research with employers in three different countries. This paper seeks to evaluate the relevance and suitability of this model in 2024 from the perspective of fellow pedagogical researchers at the author’s home institution in Scotland. An online, semi-structured focus group with eight academics was held in February 2024. A thematic analysis was applied to the data and compared to recent literature on transferable skill development in higher education. The findings suggest there is a lack of clarity and coherence concerning the different terms and concepts that are used to describe transferable skills within the context of higher education; however, there is strong awareness and understanding of the fundamental importance of these skills. The DINAMITE model has both strengths and weaknesses as a conceptual tool for understanding the transferable skills that are necessary for a global digital workplace. Therefore, this paper proposes a revised version of the DINAMITE model based on the recommendations of the participants. Further research is needed to examine a wider range of academic, student and employer opinions on the terminology and concepts used to describe transferable skill development within higher education. A universally accepted model would enable key stakeholders to devise a more cohesive approach to transferable skill development in preparation for the workplace.
Keywords: global workplace; higher education; transferable skills

The purpose of this study was to determine if a student could complete a post-secondary online course with a passing grade by solely using the artificial intelligence (AI) tool ChatGPT to complete all assignments. ChatGPT is a natural language processing tool driven by AI technology that allows individuals to engage in human-like conversations with a chatbot to answer questions and assist in writing tasks. Studies exist that indicate ChatGPT could be used to successfully complete various assignments in a controlled setting, but none show ChatGPT being used in a live environment for the entire body of coursework. To complete this study, five researchers posed as online undergraduate and graduate students using fictitious student accounts in online, asynchronous courses. Of the five, three were able to pass their course without being identified. Findings suggest that because of the ease of using ChatGPT to complete assignments, universities should focus on adapting assignments, assessments and policies to teach and encourage its ethical use.
Keywords: AI; ChatGPT; higher education; online learning; student success; academic integrity

This study investigates the impact of instructional materials and multimedia integration on student engagement, comprehension and learning preferences within Doctor of Business Administration (DBA) qualitative research course. Three key measures were examined: the effectiveness of instructional materials, the impact of video content on the learning experience, and the relationship between learning preferences and exposure to storytelling videos. Data was collected through surveys administered to students enrolled in a qualitative research course. Results from Measure 1 indicate a strong positive correlation between students’ perception of the effectiveness of storytelling cases and their ability to recall qualitative research approaches after viewing accompanying videos. A significant proportion of students reported increased engagement with course content, attributing it to the utilisation of storytelling cases. Measure 2 findings reveal that students who found watching videos meaningful for discussion boards and perceive videos as helpful in improving focus are more likely to rate viewing videos instead of reading research articles as high in value. In addition, Measure 3 demonstrates that students who have learned via storytelling videos more frequently in academic classes prior to this course are more likely to prefer visual or auditory learning and thus perceive offering a range of learning activities in online courses as important. These findings underscore the importance of innovative instructional approaches such as storytelling and multimedia integration in enhancing student learning experiences and outcomes in online programmes.
Keywords: instructional materials; multimedia integration; student engagement; learning preferences; storytelling videos