PurposeThe study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.Design/methodology/approach A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.FindingsThis study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.Research limitations/implicationsThis study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.Originality/valueThis research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.

According to the science, technology, engineering, arts, and mathematics (STEAM) program, this experimental research aims to advocate e-content based on augmented reality (AR) technology to enhance retention learning (LR) and reinforce critical thinking in the intermediate stage in Ha’il, KSA. Then, we study the interaction between the technology of AR design (image/mark) and the mental capacity of learners (high/low) in developing critical thinking (CT) and practical skills, i.e., the interaction between AR (image/mark) and gender. The study’s sample consisted of 120 8th-grade junior high school students from six schools in Ha’il. 63 of the 120 participants are females, while 57 are males. They were divided into 2 control and 8 experimental groups. Our analysis revealed that students’ LR and CT skills after using AR were better than before using AR. The first result we found was that implementing AR in educational realms impacted students’ LR. Furthermore, statistically significant differences were exhibited in overall CT skills between those with high and low mental capacity (MC), favoring those with high MC. Even more interestingly, according to the STEAM program, male students’ outcomes in science learning were more reinforced by AR than females’. Future research could quantify learning outcomes and look at underserved communities. Moreover, future studies could reveal the educational benefits of augmented reality-based active learning.

Technology has been widely adopted in the learning environment to replace conventional face-to-face learning system. The attractiveness of technology into learning was supported by its convenient, versatile, interactive and effectiveness in delivering learning even at remote environment. Flexibility afforded by online learning environment allows its users to interactively transfer knowledge and skills to other users. These learning features promoted the popularity technology integration into learning environment which has been central to converting the abundance information available online and raw data available in organizations into database to improve business activities. In this review, issues arising from knowledge creation and management have been discussed as well as the relevancy of the interactive learning environment afforded by technology. Technology-based learning was found to have become integral part of life and has promoted learning isolated environment. Knowledge creation and management were found to be more effective when they are integrated to resolve organization problems. This paper supported that both knowledge creation and knowledge management are crucial components to create a strategic business advantage.Int. J. Soc. Sci. Manage. Vol-3, issue-2: 108-114

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This study explores interactive e-book cues and Information Processing Levels (IPL)’s effectiveness on Learning Retention (LR) and External Cognitive Load (ECL). 117 middle school pupils (MSP) were divided into six experimental groups based on their IPL and cues during the second term of the academic year 2019–2020. Visual Cues (VC)/Audiovisual Cues (VAC) and Auditory Cues (AC)/Audiovisual Cues (VAC) statistically varied in the Ie-book in LR test and ECL scale, same for the average scores when testing the LR in Science for MSP due to the difference between IPL for the DL. There is a statistically significant effect of cue types' interaction in Ie-book with IPL in ECL scale for MSP, at its highest peak in the case of the AVC with DL, followed by the interaction resulting from the VC with DL then AC with SL. Also, cues interaction in Ie-book with IPL immensely affect the LR test for MEP, which is at its highest peak in the case of the AVC with DL. The interactions between (DL–SL) and (AC–VC) seem to equally influence the ELC