The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

This article investigates how commercial and government-based sectors in the Philippines deploy emotive mechanisms to promote the importance of connectivity services in addressing the affective and transnational needs of overseas Filipinos. By combining a walkthrough method with critical discourse analysis, the study compares and contrasts the interface, operating model and mode of governance of three selected case studies in the Philippines: Western Union, LBC Express Inc. and BaLinkBayan. The findings reveal that the emotionalising techniques of connectivity services construct what we call ‘platformed migrant subjectivity’. This conception articulates migrants as economic subjects and valued clientele within the commercial infrastructures and operations of an online platform. In sum, this article takes a nuanced approach to examine how commercial and government institutions utilise online platforms in mobilising emotional, transnational and digital transactions, which may redefine a migrant’s subjectivity, mobility and citizenship in a digital era.

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This chapter explores the impact that artificial intelligence will make in the education sector and how it will transform the way in which both educators and students interact in the classrooms of the future. The chapter begins with an introduction into the digital education space as well as where artificial intelligence currently sits. When it comes to the transformation of education, the authors explore the educator and student perspectives to ensure both sides requirements are portrayed. Both stakeholders have an equally large learning curve and require more digital literacy than in the past; however, the transformation that artificial intelligence will bring to the table is that educators and students will likely not be trapped with repetitive tasks and can focus on being creative, learning, and teaching. The three elements they explore in this chapter will give insight into work previously completed, research being conducted, and future insights and observations.

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