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Scholarly interests in developing personalized learning analytics dashboards (LADs) in universities have been increasing. LADs are data visualization tools for both teachers and learners that allow them to support student success and improve teaching and learning. In most LADs, however, a teacher-centric, institutional view drives their designs, treating students only as passive end-users, which results in LADs being less useful to students. To address this limitation, we used a card-sorting technique and asked 42 students at a university in Northern Ireland to construct dashboards that reflect their priorities. Using a situated theory of learning as a lens and with the help of multiple qualitative methods, we collected data on what constitutes useful dashboards. Findings suggest that situated learning data sets, such as information on how students learn by talking and listening to others in their communities, need to be integrated into LADs. Students preferred to see the inclusion of qualitative narratives, self-directed learning data and financial information (money spent versus resources utilized) in LADs. As well as raising new questions on how such LADs could be designed, this study challenges institutional overreliance on measurable digital footprints as proxies for academic success. We call for recognizing the wider social learning that happens in landscapes of practice so that LADs become more useful to students.

Purpose: This paper seeks to assess the level of impact of COVID-19 pandemic on professional practice for members of professional organisations and the general public in the conduct of business. Investigations into practice using events, attendance records and registered views are carried out. The aim is to identify the challenges and actions being taken to mitigate against them in moving from physical (face-to-face) to virtual (online) mode of operations. Design/methodology/approach: The past two years have seen a complete change in the way we live from life at home, at work and in education. This has impacted the way professional organisations now conduct business including the need to revise ways of upskilling and sustaining practice. Core to all of this is the role of computing and communication for all persons in all works of life. The current study focusses on professional activities and support provided to members of British Computer Society (BCS), The Chartered Institute for IT. The authors examine the events provided, the conduct support provided to members and the general public. The method includes use of surveys of all stakeholders and analysis of data obtained. Findings: The onset of COVID-19 pandemic was perceived as a real shock for everyone everywhere. Contrary to expectations, faced with the reality of having to do everyone online, the current study found that there were observed increased in the number of activities of professional organisations worldwide. Most interesting is that fact that the number of people participating in these events was found to be increasing using e-learning and other associated online tools and resources. Participants of these events were no longer restricted to local members but widespread globally. There was the appetite for more events to be put up and willingness for more individual and groups to volunteer and/or participate. Research limitations/implications: The limitations of current study are that only a few of the many activities have been investigated in this one professional body, BCS, The Chartered Institute for IT. The fact that more events are now being carried out for the many groups and branches implies a lot more digital data would be available for further study to inform developments of members and the general public. Practical implications: The impact of COVID-19 pandemic is a huge and evolving. It remains and presents a complicated case for the world to deal with. Amongst the many realities is that living life online has become a new normal and one everybody must learn to adjust to. Professional organisations such as the BCS would need to think of not only their members but also the general public and how well society and business can be sustained going forward. This involves considering developments of educational resources and appropriate platforms to meet the needs of the public, private and the voluntary sectors in society. Social implications: Due to restricted physical (face-to-face) interactions, previously developed processes would require reviewing. New informed policies would need to be developed and implemented by professional organisations on revised practices resulting from impact of the pandemic. The emanating global participation from local activities presents challenges involving time, space (geographical location) and cultural differences. The digital divide that exists in society and access to the fast and reliable Internet services are also worth considering. Originality/value: The impact of COVID-19 on professional practice applied to education and business is important in the face of the many and varied challenges everyone is facing everywhere in the world. This has been intense at home and at work globally. Although the true cause is yet to be established, it is important that ways to address challenges and continue with life are found and implemented. This paper establishes some of the impacts and present recommendations that are useful in forging ahead for people in the information technology profession.

With the increasing demand for STEM professionals, together with many of the current STEM professionals approaching or already gone over retiring age, there is a current shortfall which is now an urgent requirement to be addressed by Western countries as so much of activities and life in general is increasingly technology dependent. Actions that are currently being taken to address this shortfall in the UK by academic establishments, organizations and professional bodies are considered in this paper. Some of these include those actions that are directed at encouraging a better gender balance in the future as well as those involving actions to attract students to be aware of STEM from an early age to supporting women returning to the STEM profession. Parts of our research examines the learning and studying approaches adopted by some of the learners, their levels of attainment and attitude to learning to use technology and using technology to improve their learning. The paper reports on the developments and improvements from some of these initiatives and activities implemented. Some of these actions include details of competitions from primary to postgraduate students, women only training sessions, online support groups for STEM women, ranging from technical to career and social issues, and details of CAS (Computing At School) support for teachers, both face to face and online, currently with over 30,000 CAS participants. In conclusion the paper reflects on a roll out of some of these activities and potential impact on enhancing interest and uptake of STEM subjects by both the young and older learners and across diverse levels of education.

Purpose: The aims of this study are to examine affective responses of university students when viewing their own predictive learning analytics (PLA) dashboards, and to analyse how those responses are perceived to affect their self-regulated learning behaviour. Design/methodology/approach: A total of 42 Northern Irish students were shown their own predicted status of academic achievement on a dashboard. A list of emotions along with definitions was provided and the respondents were instructed to verbalise them during the experience. Post-hoc walk-through conversations with participants further clarified their responses. Content analysis methods were used to categorise response patterns. Findings: There is a significant variation in ways students respond to the predictions: they were curious and motivated, comforted and sceptical, confused and fearful and not interested and doubting the accuracy of predictions. The authors show that not all PLA-triggered affective states motivate students to act in desirable and productive ways. Research limitations/implications: This small-scale exploratory study was conducted in one higher education institution with a relatively small sample of students in one discipline. In addition to the many different categories of students included in the study, specific efforts were made to include "at-risk" students. However, none responded. A larger sample from a multi-disciplinary background that includes those who are categorised as "at-risk" could further enhance the understanding. Practical implications: The authors provide mixed evidence for students' openness to learn from predictive learning analytics scores. The implications of our study are not straightforward, except to proceed with caution, valuing benefits while ensuring that students' emotional well-being is protected through a mindful implementation of PLA systems. Social implications: Understanding students' affect responses contributes to the quality of student support in higher education institutions. In the current era on online learning and increasing adaptation to living and learning online, the findings allow for the development of appropriate strategies for implementing affect-aware predictive learning analytics (PLA) systems. Originality/value: The current study is unique in its research context, and in its examination of immediate affective states experienced by students who viewed their predicted scores, based on their own dynamic learning data, in their home institution. It brings out the complexities involved in implementing student-facing PLA dashboards in higher education institutions.

Purpose: This paper presents a reclassification of markers for mixed reality environments that is also applicable to the use of markers in robot navigation systems and 3D modelling. In the case of Augmented Reality (AR) mixed reality environments, markers are used to integrate computer generated (virtual) objects into a predominantly real world, while in Augmented Virtuality (AV) mixed reality environments, the goal is to integrate real objects into a predominantly virtual (computer generated) world. Apart from AR/AV classifications, mixed reality environments have also been classified by reality; output technology/display devices; immersiveness as well as by visibility of markers. Design/methodology/approach: The approach adopted consists of presenting six existing classifications of mixed reality environments and then extending them to define new categories of abstract, blended, virtual augmented, active and smart markers. This is supported with results/examples taken from the joint Mixed Augmented and Virtual Reality Laboratory (MAVRLAB) of the Ulster University, Belfast, Northern Ireland; the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste, Italy and Santasco SrL, Regio Emilia/Milan, Italy. Findings: Existing classification of markers and mixed reality environments are mainly binary in nature and do not adequately capture the contextual relationship between markers and their use and application. The reclassification of markers into abstract, blended and virtual categories captures the context for simple use and applications while the categories of augmented, active and smart markers captures the relationship for enhanced or more complex use of markers. The new classifications are capable of improving the definitions of existing simple marker and markerless mixed reality environments as well as supporting more complex features within mixed reality environments such as co-location of objects, advanced interactivity, personalised user experience. Research limitations/implications: It is thought that applications and devices in mixed reality environments when properly developed and deployed enhances the real environment by making invisible information visible to the user. The current work only marginally covers the use of internet of things (IoT) devices in mixed reality environments as well as potential implications for robot navigation systems and 3D modelling. Practical implications: The use of these reclassifications enables researchers, developers and users of mixed reality environments to select and make informed decisions on best tools and environment for their respective application, while conveying information with additional clarity and accuracy. The development and application of more complex markers would contribute in no small measure to attaining greater advancements in extending current knowledge and developing applications to positively impact entertainment, business and health while minimizing costs and maximizing benefits. Originality/value: The originality of this paper lies in the approach adopted in reclassifying markers. This is supported with results and work carried out at the MAV Reality Laboratory of Ulster University, Belfast--UK, the Abdus Salam International Centre for Theoretical Physics (ICTP), Trieste-Italy and Santasco SrL, Regio Emilia, Milan--Italy. The value of present research lies in the definitions of new categories as well as the discussions of how they improve mixed reality environments and application especially in the health and education sectors.

Purpose: Massive open online courses (MOOCs) have received wide publicity and many institutions have invested considerable effort in developing, promoting and delivering such courses. However, there are still many unresolved questions relating to MOOCs and their effectiveness in a blended-learning context. One of the major recurring issues raised in both academic literature and in the press about MOOCs is the consistently high dropout rate of MOOC learners. Design/methodology/approach: In this study, we applied mixed methods as an exploratory case study, which prioritised the quantitative and qualitative approaches for the data collection processes. The data were collected using a MOOC Online Self-regulated Learning Questionnaire (MOSLQ) adapted and created from an existing measuring instrument. The quantitative data was analysed using Statistical Package for the Social Sciences (SPSS Version 22) tool to conduct descriptive analysis. The qualitative results obtained from the transcribed focus group interviews in this study revealed the various behavioural patterns of how undergraduate students self-directed their learning. This focus group interview was conducted to reveal the various ways students organised and strategised their learning patterns in order to derive satisfaction in their distinctive learning behaviours and encourage motivation within their study approaches. Quantitative data collected online included a 30 items survey of which 17 respondents completed the survey items in the blended-learning study. The online course survey included 19 items of which data were gathered from 11 respondents. Findings: Across the data, it is noticeable and clear that time management and goal setting were among the dimensions that are highly rated close to high level among SRL skills investigated in this study. We found that goal setting and task strategies predicted much better attainment of individuals controlling personal course goals, while help seeking was associated with lower goal attainment among majority of the participants. Research limitations/implications: The study also identified several challenges. For example, there were some challenges in learners completing the survey questions even when several reminders were sent out forth nightly. At this preliminary stage, learners participated as lurkers without engaging fully with other non-academic and academic interactive activities such as surveys, in course quizzes and forums. Most of the participants in this course said they enrolled to know more about the new trend MOOC, to make friends, to have fun and so on. Although, these are some of their intentions for participating, some of the participants at some points contributed to discussion forums. Practical implications: Our platform currently allows learners to direct their learning within the course and also allow the choice of content prerequisite in order to recommend resources necessary for their learning. This study indicates the necessity to support SRL skills and directing development of self-determination skills among the participants. This study when applied to a larger sample will demonstrate effective measurement on areas of reliability and validity as results from this small sample has indicated some high SRL skill levels for individual learners within the research. Social implications: However, the success of any e-learning or MOOC platform should consider the following best practices and objectives--the learners' entire learning experience, the strategies used in developing the course content, the planning of the course delivery and the methods of delivery. Therefore, all e-learning platforms should be designed with a primary focus on the way students learn to improve their own learning skills and help them regulate their own independent learning habits. In another related study, the success of any e-learning course implementation should be carefully considered with regards to the course's underlying pedagogy and how learners engage with the content. Originality/value: There are many e-learning platforms in existence globally, but little has been mentioned about the development of a MOOC platform in general that could allow independent learning and also adequately demonstrating the components and features used in these MOOC designs. This research's implication is to aid instructional designers to apply best practices in the development of an online course. The best approach in designing a good course is to consider the learners and how they could engage with the course resources independently and develop the ability to self-direct their learning. One of the main goals of e-learning platforms is primarily based on developing learning resources that would be suitable for linear course structure as directed by the course developer or instructor.

Purpose: The purpose of this paper is to report on developments and applications of mixed reality cubicles and their impacts on learning in higher education. This paper investigates and presents the cost effective application of augmented reality (AR) as a mixed reality technology via or to mobile devices such as head-mounted devices, smart phones and tablets. Discuss the development of mixed reality applications for mobile (smartphones and tablets) devices leading up to the implementation of a mixed reality cubicle for immersive three dimensional (3D) visualizations. Design/methodology/approach: The approach adopted was to limit the considerations to the application of AR via mobile platforms including head-mounted devices with focus on smartphones and tablets, which contain basic feedback--to-user channels such as speakers and display screens. An AR visualization cubicle was jointly developed and applied by three collaborating institutions. The markers, acting as placeholders acts as identifiable reference points for objects being inserted in the mixed reality world. Hundreds of participants comprising academics and students from seven different countries took part in the studies and gave feedback on impact on their learning experience. Findings: Results from current study show less than 30 percent had used mixed reality environments. This is lower than expected. About 70 percent of participants were first time users of mixed reality technologies. This indicates a relatively low use of mixed reality technologies in education. This is consistent with research findings reported that educational use and research on AR is still not common despite their categorization as emerging technologies with great promise for educational use. Research limitations/implications: Current research has focused mainly on cubicles which provides immersive experience if used with head-mounted devices (goggles and smartphones), that are limited by their display/screen sizes. There are some issues with limited battery lifetime for energy to function, hence the need to use rechargeable batteries. Also, the standard dimension of cubicles does not allow for group visualizations. The current cubicle has limitations associated with complex gestures and movements involving two hands, as one hand are currently needed for holding the mobile phone. Practical implications: The use of mixed reality cubicles would allow and enhance information visualization for big data in real time and without restrictions. There is potential to have this extended for use in exploring and studying otherwise inaccessible locations such as sea beds and underground caves. Social implications: Following on from this study further work could be done to developing and application of mixed reality cubicles that would impact businesses, health and entertainment. Originality/value: The originality of this paper lies in the unique approach used in the study of developments and applications of mixed reality cubicles and their impacts on learning. The diverse composition in nature and location of participants drawn from many countries comprising of both tutors and students adds value to the present study. The value of this research include amongst others, the useful results obtained and scope for developments in the future.

Purpose: The purpose of this paper is to systematically examine and draw attention to the potential benefits of solar power generation for access to and use of information and communication technologies (ICT) aimed at sustainable development in emerging economies. Design/methodology/approach: Electricity plays a crucial role in the development and use of ICT and in the process of striving to achieve sustainable development in emerging economies. It has been shown that electrical energy is intrinsically linked to economic, environmental and social dimensions of sustainable development. An extensive analysis of the major contribution of solar electricity in various sectors such as economic, social and environmental benefits is provided. The paper concludes with a discussion on current status of solar electricity in major emerging economies, their planning policies and strategies for promoting solar power generation for increased access to ICT by people and sustainable development of society. Findings: The demand for electricity in residential, commercial and industrial sectors in developing countries (emerging economies) is likely to increase, both as a result of increase in population and expanding industrialization. It remains amongst others, a growing challenge for these nations to obtain and put in place reliable and secured electricity supplies, for accessing ICT and to work towards achieving sustainability. The important issues that must be considered and addressed for the successful implementation of solar electricity programs for sustainability and wellbeing in developing nations are pointed out. Practical implications: The paper shows that the problems of lack of qualified solar technicians and established Photovoltaic (PV) markets and business modes, renewable (solar) energy education have to be addressed. Other issues include appreciation of solar electricity as one of the major energy component, lowering initial cost of the PV technology, availability of finance mechanisms for customers, import tax exemption and regarding electricity as one of the basic needs like food, shelter and clothing. Overhaul of existing systems needs to take place in order to provide the means to deal with some of these issues. Originality/value: Availability of power remains crucial for development in emerging markets. Solar electricity is of major interest for the energy sector in developing or emerging economies because it offers the possibility of generating renewable electricity using sunlight: a resource that is widely and freely available in most, if not all, developing countries. This paper raises awareness about this in a unique way and identifies problems faced by the sectors. To address some of these challenges without compromising the goal of sustainability and development, it is important that low carbon emitting electrical energy sources such as solar electricity are given high priorities by policy makers, industries and research and development institutions in emerging countries. Some innovative suggestions are provided for achieving this. (Contains 1 figure and 1 table.)

Purpose: This paper aims to report on the design and implementation of an e-laboratory for enhanced science, technology and engineering education studies. Design/methodology/approach: The paper assesses a computer-based e-laboratory, designed for new entrants to science, technology and engineering programmes of study in further and higher education to enable them complete proper "hands-on" (not simulation) laboratory experiments off-campus and also in virtual learning environments accessible remotely. The development of such a laboratory was in response to the inherent inability of web-based learning environments to duplicate, off-campus, the laboratory facilities and availability on-campus. The measurement of effectiveness relates to whether a laboratory task can be accurately and completely achieved. Common parameters included percentage task completion, error rate and assistance required. Operations under different conditions were studied and observations made from comparison on implementations. Findings: E-laboratories were found to be more student-centred with learners taking responsibility for their own learning.. The face-to-face pre-computer scenario learners had a very low completion rate, a high error rate and required constant assistance. The computer-based scenario resulted in a high completion rate, low error rate and a significant reduction in learner supervision. Research limitations/implications: The technical constraints imposed by present online environments, the resulting impact on specific learning styles, and possible solutions to overcome these limitations are discussed. Practical implications: Both quantitative surveys and qualitative interviews established a positive impact on student learning, thus justifying development of similar systems. More research and applications could follow as this has the potential to impact positively on development and use of e-labs for enhanced science, technology and engineering studies in terms of costs, time and space requirements. Originality/value: The recent interest and advances in the development of remote and virtual labs has shown that students of today, who are digital natives, especially those in the fields of science, technology and engineering, find the use of e-laboratories very useful in enhancing their studies, encouraging them to use familiar technologies to access and do experiments either remotely or virtually online, thereby enhancing their learning. The approach adopted is unique and original, blending both virtual and hands-on approach to experimental studies. (Contains 2 figures.)

Purpose: The purpose of this paper is to examine and report on the impact of technology and culture on home economics and nutrition science education in developing countries with a focus on Nigeria. Design/methodology/approach: Globally and most especially in developing countries, the advent of information and communication technologies has meant great changes in the manner of thinking and doing things both at home and in business, in education establishments and in society. For higher education institutions especially in developing countries, there has been the introduction of various types of information systems and the implementation of policies to facilitate the integration of new technologies in teaching and administration of new curricula. This paper examines some of these systems and the process of knowledge engineering management of nutrition science and home economics studies at the Delta State University in Nigeria. A study is undertaken of students' level of technological attainments and study approaches. Findings: The present study reveals that special requirements for applications are important for successful establishment and use of information systems in higher education. Students need to have adequate expertise in technology to become active learners are reported. This will enhance their ability to solve problems and address system requirements. This must be identified at the knowledge engineering stages during curriculum development and be effectively managed. Research limitations/implications: The current investigation focuses on the impact of technology and culture on two subject areas and in one country. Future work intends to extend this to other disciplines and investigate ways of enhancing education provision to meet the diverse needs of learners of mixed technological abilities and from diverse cultures as applied to other comparative countries. Practical implications: The paper draws on results obtained from students studying approaches to propose that it is important to design and implement a curriculum that actively promotes the use of systems and technologies that develops such skills as teamwork, communications, project management and lifelong learning. Originality/value: This work investigates students present technology attainment levels and considers the different learning and studying approaches adopted by students involved in the study of home economic and nutrition science. The learners' attitudes towards engagement with their programmes are examined as well as the impact of technology on learning. Some of the major challenges arising from institutional and individual experiences of the digital divide that permeates all people in developing countries are highlighted. (Contains 6 figures.)

Purpose: This paper seeks to investigate and report on the status of identity management systems and e-learning standards across Europe for promoting mobility, collaboration and the sharing of contents and services in higher education institutions. Design/methodology/approach: The present research work examines existing e-learning standards and the tools and processes applied to managing the identity of learners registered for programmes of study in higher education. The paper draws on recent developments and argues that the creation of identity management federations is mandatory to provide the mobility of users and to permit the exchange of contents and services between institutions. Findings: It is revealed that it is crucial to create identity management federation to provide for ease of mobility and facilitate collaboration and sharing information amongst staff and students in higher education. Research limitations/implications: The challenges arising from language, culture and differences in systems for the regions require consideration. Future work intends to incorporate some of these issues, to examine and report on them from the diverse perspectives, taking into account, the impact of globalisation. Originality/value: This paper presents the main features of e-learning standards and how they can be used in conjunction with identity management systems to create collaborative learning objects repositories to promote a more effective learning experience and a more competitive European space for higher education, with respect to the requirements of knowledge-based societies. (Contains 3 figures.)

Purpose: The purpose of this paper is to report on the Bologna Process in the light of globalisation and examine how it affects curriculum and engineering education developments. Design/methodology/approach: The growing need for creative competitiveness and the striving for specific profiles of engineering qualifications that are of high quality whilst taking account of diversity, transparency have resulted in the declaration of the Bologna Process. The qualifications framework proposed involving the cycle systems are examined taking account of globalization, quality assurance, management and diversity of needs. The future opportunities are explored taking account of global expectations. Findings: The present research reveals that the Bologna Process provides a means through which higher education institutions (HEIs) can be encouraged to provide more attractive curricula for the younger generation for differing cultures whilst catering for the broad range of engineering fields where they could become more active later. The point is made that it serves to re-invent engineering to meet the needs of the twenty-first century. Research limitations/implications: The present investigation focuses on the Bologna Process and its implications on engineering education in Europe. Future work hopes to extend this to other disciplines and to examine global effects in diverse cultures and also from gender, economic and development perspectives. Practical implications: This paper could provoke HEIs outside Europe to evaluating their policies, revise strategies and moderate existing provisions, thereby assessing impact of the Bologna Process on engineering education in different countries and cultures. Originality/value: Account is taken of the diversity and transparency which have resulted in the declaration of the Bologna Process. The paper discusses and reports on developments, prospects and challenges faced in the engineering curriculum provision following the introduction of the Bologna Process in the culturally diverse European higher education area. The new field of process systems engineering is also reported.

Purpose: The purpose of this paper is to report on the nature of technology and engineering education provision in developing economies, focusing on Nigeria. Design/methodology/approach: The paper draws on recent developments in the shake up and implementation of new measures to call for quality technology and engineering education in the country, following changes brought about by new education and administrative structures and the new policies being promulgated by both the now democratically elected government working in tandem with universities throughout the country. Issues relating to methods, curriculum, contents, quality and related are examined and reported. The role of planning, input from engineering industries, improved competition and expanded export of engineering services are all investigated and presented. Findings: The paper finds that the establishment of stability in governance of state and universities is signaling positive and upward trend in the implementation of informed policies for improved technology and engineering education in universities which could herald improved economy and conditions of life in the country. Originality/value: In the wake of new developments in education in emerging economies such as Nigeria, the need to take stock and review systems for technology and engineering education is highlighted. Using available information, issues affecting present developments and education practice, some suggestions are provided for the future.

Purpose: Aims to examine trends in the development of e-learning in Northern Ireland, report on existing policies, practices and issues affecting its implementation across the sectors. Design/methodology/approach: The present study draws on e-learning policies and strategies that have been developed for Northern Ireland. Examples were drawn from case studies in schools and institutions and analyzed. Resulting knowledge and technology transfer across the sectors were evaluated. Findings: E-learning and the use of ICT is playing key role in shaping teaching and learning in Northern Ireland. Its implementation is providing innovative and creative ways for knowledge and technology transfer. It is facilitating the establishment of a skilled community and workforce for a knowledge society. Associated with the positive changes and opportunities of the technological capabilities are some challenges and risks, some of which involve reaction of individuals and organizations to changes and dealing with the problem of increasing digital divide. Practical implications: This paper critically evaluates some of the benefits of e-learning in a society experiencing significant changes and assesses its potential in addressing the growing digital divide. Originality/value: Highlights recent advances in e-learning in the higher and further education sectors in the region and addresses some of the implications for the public, private and voluntary sectors.

This study sought to econometrically analyze the impact of corruption on bank profitability in Nigeria. Using a panel data set comprising 358 observations of 48 unique banks over the 1996 - 2006 time period, backward stepwise regression results reveal that corruption has a significant positive impact on bank profitability in Nigeria. The results lend credence to accusations that banks in Nigeria are thriving from corruption in the country. [ABSTRACT FROM AUTHOR]