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Purpose As emerging e-course providers after the COVID-19 crisis, universities (UNI) policymakers in the Mekong Delta region (MDR) have faced difficulties owing to limited clues about what factors improve student retention and recruitment. This study aims to determine important factors (IF) for student satisfaction with e-course adoption (e-satisfaction) for student retention and recruitment.

Design/methodology/approach Survey data collected from 850 students of the target UNI were analyzed using the DT-fuzzy DEMATEL method. Input factor dimensions included course design, technical infrastructure, interaction, teacher-related and student-related factors. Decision Trees (DT) confirmed the final factors; fuzzy decision-making trial and evaluation laboratory (DEMATEL) was used to establish the cause-effect relationships among these factors.

Findings DT-fuzzy DEMATEL method can identify satisfied and dissatisfied students (accuracy = 94.95%) and determine IFs successfully. The most IFs included new and useful knowledge/information provided, various effective teaching methods and motivation to read provided learning materials.

Originality/value Although e-satisfaction has been the focus of theories and practices, e-satisfaction in an emerging region like MDR has been studied here for the first time. Most IFs can be used as predictors for e-satisfaction and serve as a primary reference for UNIs' policymakers. Several practical suggestions were also provided for the sustainable and long-term development of e-programs.

Attributable to the COVID pandemic, Zoom has become one of most widely used digital tools for online interaction. Schools and universities had to transition to wholly online teaching, and Zoom was one of the platforms used for real-time sessions. Therefore, it is necessary to investigate students' experiences of using tools like Zoom to see the positive and negative sides of videoconferencing for language learning. Students' and teachers' digital competence is an important factor that impacts online learning, and therefore students' experiences are analyzed in relation to the TPACK framework, which looks at teachers' digital competences and the intersections between their technological, pedagogical, and content knowledge (TPACK). It is found that especially the intersection between technological and pedagogical competences is sometimes lacking among teachers and is identified as the cause of a lot of negative experiences. Thus, the conclusion of this study is that such competences need to be developed by teachers.

In this article, identity practices by a group of Australian Fortnite content creators are analysed. These creators stream themselves playing the game and create videos for YouTube. Identity practices relate first of all to the game itself. The choice of avatar indexes the individual creator, especially when the avatar is used regularly or is specific to a creator. Choice of lexis in the form of jargon indexes the skill level and experience of the creators, with some indexing an identity as a skilful experienced player, and others indexing a less serious playing style. Finally, we have identified a commercial identity with creators indexing their brand as a creator through asking viewers to subscribe to their channel and support them. © 2024 Intellect Ltd Article. English language.

Föreliggande rapport är ett resultat av det samverkansprojekt som Interkulturellt Utvecklingscentrum Dalarna, IKUD, vid Högskolan Dalarna tillsammans med Ludvika Kommun, finansierat av Länsstyrelsen i Dalarnas län, startade under senhösten 2020 för att skapa kunskap om etableringsprogrammet Samhällsorientering för nyanlända med olika språkbakgrund under förändrade villkor som digitaliseringen medförde under pandemiåret 2021. Syftet med projektet har varit att bidra med en forskningsöversikt om digital lärmiljö utifrån best practice-erfarenheter från nationell och internationell forskning och att, utifrån en fallstudie om SO (situationen i Ludvika), resonera kring praktiker i digitala lärmiljöer. Fokus ligger på interaktion i en digital lärmiljö. Interkulturella förhållningssätt är också ett centralt tema. Ytterligare en viktig aspekt som undersöks är hur bilden av Sverige och den nyanlända skapas och uttrycks i klassrumsinteraktionen utifrån SO-läromedlet (boken Om Sverige). Utifrån syftet med projektet presenteras i rapporten (1) en kort forskningsöversikt om digital lärmiljö baserad på nationell och internationell forskning, (2) reflektioner utifrån observationer i en digital undervisningsmiljö i Ludvika kommun i samband med samhällsorienteringen, samt (3) en analys av undervisningsmaterialet som användes på de observerade lektionerna.

In this study, we investigate how differences and similarities in opening and closing greetings in professional emails in academia manifest themselves in Danish and Swedish. Our data consist of a corpus of 595 emails (primary data) and two surveys with 1836 respondents (supportive data). An important result is that cultural values, e.g., ideals of equality, in both language areas are expressed through similar linguistic means, but that due to different historical developments, the specific encoding is not identical. Another result is that there is a much larger variety in closing greetings than in opening greetings in both languages, which can be derived from the communication situation where openings and closings and the elements within these serve different purposes.