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Virtual reality can be defined as “near reality” where virtual is near and reality is experience by humans. The aim of this research is to explore the benefits of VR technology in education that can engage the learning process using Virtual Reality (VR) in the classroom. Thus, the research objectives are to seek for student design and development of application, convenient, facileness and gratification of VR application in learning process. Using quantitative method, data from questionnaires and evaluations of existing Virtual Reality applications were analyzed in descriptive way to assess the viability of mobile Virtual Reality as a medium for improving learning. The developing process of an VR mobile based application is defined explicitly, and the final graphical student interface of the application is demonstrated to show overall look of the final product that is developed for this project. This includes three types of testing in this project which are performance testing, user acceptance testing and usability testing. Based on the 40 respondents results, it can be concluded that virtual reality application is a good application that can enhance and also engage students learning process in science subject as the mean value for perceived of convenient items was 3.67, followed by 3.66 for perceived of facileness items and finally mean value for perceived of gratification items was 3.61. To conclude, virtual reality application is an effective application for students’ science learning process in school especially in the 21st century teaching and learning.

The aim of this research was to reduce the dissimilarities in the literature regarding the use of social media platforms (SMPs) for training and its impact on students’ satisfaction and academic performance in higher education institutions. The main method of data collection for Communication Theory (CT) was a questionnaire survey. This research hypothesizes that CT applied to social media platforms for learning will affect online communication, motives to communicate, communication self-efficacy and attitude towards usethat in turn improve students’ satisfaction and students’ academic performance. The data collection questionnaire was conducted with 309 students familiar with social media platforms. Quantitative structural equation modeling was employed to analyze the results. A significant relationship was found between online communication, motives to communicate, communication self-efficacy and attitude towards usefeatures with TC for utilizing social media platforms for academic purposes that positively affected satisfaction and academic performance. Therefore, the study indicates that TC theory to use social media improve the collaborative learning of students and enable them to efficiently share knowledge, information, and discussions. We recommend that students utilize social media platforms in pursuit of their educational goals. Educators should also be persuaded to incorporate social media platforms into their classes at higher education institutions.

Web-based learning settings are more convenient than face-to-face learning settings, whereas they present additional opportunities for education that occurs in various environments. However, many educational institutions specially in the third world countries are not prepared for the challenges involved in offering quality Web-based courses. This research aimed to identify Web based courses effects on students' satisfaction and learning autonomy based on Moore’s transactional distance theory (TDT) through web-based courses. Therefore, this study seeks to develop a model to measure students’ background, students’ experience, students’ learning autonomy, students’ dialogue with their instructor, and students’ satisfaction. A quantitative approach was implemented in this study. Whereas a questionnaire was the major data collection tool, thus it was distributed amongst 377 learners. Furthermore, the obtained data was examined using AMOS-SEM. More specifically, SEM was applied for the independent variables which were dependent in a subsequent dependent correlation. The results showed that students’ background, students’ experience, students’ learning autonomy, and students’ dialogue there were positive and significant relationship with students’ satisfaction. Additionally, the students had a feeling of satisfaction. Therefore, the results proposed a guideline for instructors of institutions of higher learning in Palestine to design and create web-based courses that would increase students’ autonomy and satisfaction in the Web-based learning settings.