Kevin Allen talks with guest Father Michael Butler about how we might address the environmental issues that confront us today by appealing to the authentic Orthodox Tradition. Fr. Michael is the co-author of Creation and the Heart of Man.

This work describes a methodology that supports the design and implementation of software modules, which represent the individual and collaborative three-dimensional interaction process phases. The presented methodology integrates three modeling approaches: Petri Nets, a collaborative manipulation model based on the combination of single user interaction techniques taxonomy, and object-oriented programming concepts. The combination of these elements allows for the description of interaction tasks, the sequence of interaction processes being controlled by Petri Nets with the codes generated automatically. By the integration of these approaches, the present work addresses not only the entire development cycle of both individual and collaborative three-dimensional interaction, but also the reuse of developed interaction blocks in new virtual environment projects.

Responsive open learning environments (ROLEs) are the next generation of personal learning environments (PLEs). While PLEs rely on the simple aggregation of existing content and services mainly using Web 2.0 technologies, ROLEs are transforming lifelong learning by introducing a new infrastructure on a global scale while dealing with existing learning management systems, institutions, and technologies. The requirements engineering process in highly populated test-beds is as important as the technology development. In this paper, we will describe first experiences deploying ROLEs at two higher learning institutions in very different cultural settings. The Shanghai Jiao Tong University in China and at the “Center for Learning and Knowledge Management and Department of Information Management in Mechanical Engineering” (ZLW/IMA) at RWTH Aachen University have exposed ROLEs to theirs students in already established courses. The results demonstrated to readiness of the technology for large-scale trials and the benefits for the students leading to new insights in the design of ROLEs also for more informal learning situations.

Real-time systems like pervasive computing have to complete executing a task within the predetermined time while ensuring that the execution results are logically correct. Such systems require intelligent scheduling methods that can adequately promptly distribute the given tasks to a processor(s). In this paper, we propose LSTR (Least Slack Time Rate first), a new and simple scheduling algorithm, for a multi-processor environment, and demonstrate its efficient performance through various tests.

Service composition is an effective approach for large-scale multimedia delivery. In previous works, user requirement is represented as one fixed functional path which is composed of several functional components in a certain order. Actually, there may be several functional paths (deliver different quality level multimedia data, e.g., image pixel, frame rate) that can meet one request. And due to the diversity of devices and connections in pervasive environment, system should choose a suitable media quality delivery path in accordance with context, instead of one fixed functional path. This paper presents a deep study of multimedia delivery problem and proposes an on-line algorithm LDPath and an off-line centralized algorithm LD/RPath respectively. LDPath aims at delivering multimedia data to end user with lowest delay by choosing services to build delivery paths hop-by-hop, which is adapted to the unstable open environment. And LD/RPath is developed for a relatively stable environment, which generates delivery paths according to the trade-off between delay and reliability metrics, because the service reliability is also an important fact in such scenario. Experimental results show that both algorithms have good performance with low overhead to the system.

Retrieving information or discovering knowledge from a well organized data center in general is requested to be familiar with its schema, structure, and architecture, which against the inherent concept and characteristics of cloud environment. An effective approach to retrieve desired information or to extract useful knowledge is an important issue in the emerging information/knowledge cloud. In this paper, we propose an ontology-based agent generation framework for information retrieval in a flexible, transparent, and easy way on cloud environment. While user submitting a flat-text based request for retrieving information on a cloud environment, the request will be automatically deduced by a Reasoning Agent (RA) based on predefined ontology and reasoning rule, and then be translated to a Mobile Information Retrieving Agent Description File (MIRADF) that is formatted in a proposed Mobile Agent Description Language (MADF). A generating agent, named MIRA-GA, is also implemented to generate a MIRA according to the MIRADF. We also design and implement a prototype to integrate these agents and show an interesting example to demonstrate the feasibility of the architecture.

With the rapid development and application of driverless technology, the number and location of vehicles, the channel and bandwidth of wireless network are time-varying, which leads to the increase of offloading delay and energy consumption of existing algorithms. To solve this problem, the vehicle terminal task offloading decision problem is modelled as a Markov decision process, and a task offloading algorithm based on DDQN is proposed. In order to guide agents to quickly select optimal strategies, this paper proposes an offloading mechanism based on task feature. In order to solve the problem that the processing delay of some edge server tasks exceeds the upper limit of their delay, a task scheduling mechanism based on buffer delay is proposed. Simulation results show that the proposed method has greater performance advantages in reducing delay and energy consumption compared with existing algorithms.

Several challenges exist in disseminating multi-level secure (MLS) data in multi-domain environments. First, the security domains participating in data dissemination generally use different MLS labels and lattice structures. Second, when MLS data objects are transferred across multiple domains, there is a need for an agreed security policy that must be properly applied, and correctly enforced for the data objects. Moreover, the data sender may not be able to predetermine the data recipients located beyond its trust boundary. To address these challenges, we propose a new framework that enables secure dissemination and access of the data as intended by the owner. Our novel framework leverages simple public key infrastructure and active bundle, and allows domains to securely disseminate data without the need to repackage it for each domain.

The performance of a building's internal environment, which includes the air temperature, lighting and acoustics, is what determines the quality of the environment inside the building. We present a thermal model for achieving thermal comfort in buildings that makes use of a multimodal analytic framework as a solution to this challenge. In this study, a multimodal combination is used to evaluate several temperature and humidity sensors as well as an area image. Additionally, a CNN and LSTM combination is used to process the image and sensor data. The results show that heating setback and interior set point temperatures, as well as mechanical ventilation based on real people's presence and CO<SUB align=right>2 levels, are all consistently reduced when ICT-driven intelligent solutions are used. The CNN-LSTM model has a goodness of fit that is 0.7258 on average, which is much higher than both the CNN (0.5291) and LSTM (0.5949) models.

With the development of urban construction, its spatial evolution is also influenced by behavioural actors such as enterprises, residents, and environmental factors, leading to some decision-making behaviours that are not conducive to urban public space and environmental design. At the same time, some cities are vulnerable to various factors such as distance factors, transportation factors, and human psychological factors during the construction of public areas, resulting in a decline in the quality of urban human settlements. Urban public space is the guarantee of urban life. For this, in order to standardise urban public space and improve the quality of urban living environment, the standardisation of the environment of urban public space is required. The rapid development of intelligent algorithms and fuzzy control provides technical support for the environmental design of urban public spaces. Through the modelling of intelligent algorithms and the construction of fuzzy space, it can meet the diverse.

Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Aim/Purpose: This paper provides a general-purpose categorization scheme for assessing the utility of new and emerging three-dimensional interactive digital environments (3D-IDEs), along with specific pedagogic approaches that are known to work. It argues for the use of 3D-IDEs on the basis of their ludic appeal and ability to provide intrinsic motivation to the learner, and their openness that allows the learner to gain a more holistic understanding of a topic. Background: Researchers have investigated the affordances, benefits, and drawbacks of individual 3D-IDEs, such as virtual worlds, but teachers lack a general-purpose approach to assessing new 3D-IDEs as they appear and applying them to teaching practice. Methodology: The categorization scheme is based on the analysis, reflection, and comprehension of the research on limitations, challenges, and opportunities for teaching in virtual environments by Angel Rueda, Valdes Godines and Guzmán Flores; the scheme is discussed in terms of an experiment to trial virtual genetics labs in Second Life. Contribution: The paper describes a general-purpose approach to applying existing and new 3D virtual spaces to education, shows a worked example of the use of the categories, and describes six approaches to consider in applying these technologies. Findings: 3D-IDEs are categorized in terms of the way in which they interface with the user’s senses and their ability to provide ‘immersion’; two forms of immersion are examined: digital perceptual immersion – the generated sense of reality – and ludic narrative immersion – a less cognitive and more emotional engagement with the learning environment. Recommendations for Practitioners: Six specific forms of pedagogy appropriate for 3D-IDEs are examined and discussed, in terms of the affordances and technology required, as assessed by the categorization scheme. More broadly, the paper argues for a change in the assessment of new digital technologies from the technology’s features to its affordances and the pedagogies it can support. Recommendation for Researchers: The paper offers a practical approach to choosing and using 3D-IDEs for education, based upon previous work. The next step is to trial the scheme with teachers to ascertain its ease of use and effectiveness. Impact on Society: The paper argues strongly for a new approach to teaching, where the learner is encouraged to use 3D-IDEs in a ludic manner in order to generate internal motivation to learn, and to explore the topic according to their individual learning needs in addition to the teacher’s planned route through the learning material. Future Research: The categorization scheme is intended to be applied to new technologies as they are introduced. Future research is needed to assess its effectiveness and if necessary update the scheme.

Aim/Purpose: This study investigates the variations in student participation patterns across different types of instructional activities, learning modes, and with different instructional guidance approaches. In the current study, different variables, modes of learning (guided versus unguided), and types of guidance (social versus cognitive) were manipulated in a series of microblogging-supported collaborative learning tasks to examine to what extent and in which aspects instructional guidance affects the effectiveness and student perception of microblogging-supported learning. Background: Despite the overwhelming agreement on the importance of instructional guidance in microblogging-supported learning environments, very few studies have been done to examine the specificity of guidance, such as how to structure and support microblogging activities, as well as what types of guidance are appropriate in what learning contexts. Methodology: This semester-long study utilized a case-study research design via a multi-dimensional approach in a hybrid classroom with both face-to-face and online environments. Tweets were collected from four types of activities and coded based on content within their contextual setting. Twenty-four college students participated in the study. Contribution: In response to the call to improve social media learning environments under-scored in contemporary education, the current case study took an initial step aiming at deepening the understanding of the role of instructional guidance in microblogging-supported learning environments. Findings: This study showcases that with instructor facilitation, students succeeded in being engaged in a highly participatory and interactive learning experience across a variety of tasks and activities. This study indicates that students’ perspectives of social media tools rely heavily on what instructors do with the tool and how the instructional activities are structured and supported. Instructors’ scaffolding and support is instrumental in keeping students on task and engaging students with meaningful events, thus ensuring the success of microblogging-based learning activities. Meanwhile, students’ perception of usefulness of instructional guidance is closely related to their own pre-perception and experience. Recommendations for Practitioners: When incorporating social media tools, it is important to examine learner’s prior knowledge and comfort level with these tools and tailor the design of instructional activities to their attributes. It is also vital to monitor student progress, adjust the type and amount of guidance and scaffolding provided as they progress, and eventually remove the scaffolding until students can demonstrate that they can perform the task successfully without assistance. Recommendation for Researchers: Due to many other potential factors in place that could potentially influence student learning, no conclusive remarks can be made regarding the superiority of either one type of guidance approach. Future researchers should continue to develop robust research methodologies to seek ways to better operationalize this variable and strive to understand its effect. Future Research: Future replication studies in other settings, with a larger sample size, and different populations will certainly provide further insights on the effects of instructional guidance in microblogging-based learning. Alternative coding methods may also shed light on differences in student interaction in terms of content diversity and depth of learning when analyzing the tweets. Advanced data collection techniques may be explored to ascertain the completeness of data collection.

Aim/Purpose: The current study examines the impact of an intervention program to train teachers to collaborate with their students while creating digital games. Background: Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level without changing the traditional teacher-student paradigm. Methodology: The study is both quantitative and qualitative. Participants were 63 active teachers studying in the M.Ed. program at a teacher education college. The teachers responded to a series of pre- and post-questionnaires and wrote a concluding reflection. Contribution: Teaching based on creating digital games, combined with teacher-class collaboration, is a viable and real alternative of constructivist teaching, adapted to different learners. Findings: The SEM path analysis showed that it was only after the intervention that the lower the teachers’ resistance to changing teaching patterns, the higher their intrinsic motivation to learn an innovative pedagogical-technological program and likewise the sense of mastery of 21st-century skills, resulting in a positive attitude towards classroom collaboration. The qualitative findings reveal eight categories dealing with two main themes: the first is professional development, including conceptual, behavioral and emotional change, and the second is the teachers’ perception of the learners. Recommendations for Practitioners: Teacher training should be ongoing in order to change teaching-learning processes and promote an active approach based on constructive principles, 21st-century skills and collaboration between teachers and students in a computer environment. Recommendation for Researchers: Future studies should start by sampling teachers and education professionals who have convenient access to technology in their teaching-learning environment. Impact on Society: Collaboration between teachers and students in creating learning games in a computer environment and teacher-class collaboration, in general, require very different training than that which exists today. Hence there should be some rethinking of teacher training. The proposed pedagogical model is one such idea in the right direction. Future Research: A larger study with a greater number of participants, including a control group, should be conducted.

Aim/Purpose: The purpose of this paper is to develop and evaluate a debiasing-based approach to assessing the learning materials in problem-based learning (PBL) environments. Background: Research in cognitive debiasing suggests nine debiasing strategies improve decision-making. Given the large number of decisions made in semester-long, problem-based learning projects, multiple tools and techniques help students make decisions. However, instructors may struggle to identify the specific tools or techniques that could be modified to best improve students’ decision-making in the project. Furthermore, a structured approach for identifying these modifications is lacking. Such an approach would match the debiasing strategies with the tools and techniques. Methodology: This debiasing framework for the PBL environment is developed through a study of debiasing literature and applied within an e-commerce course using the Model for Improvement, continuous improvement process, as an illustrative case to show its potential. In addition, a survey of the students, archival information, and participant observation provided feedback on the debiasing framework and its ability to assess the tools and techniques within the PBL environment. Contribution: This paper demonstrates how debiasing theory can be used within a continuous improvement process for PBL courses. By focusing on a cognitive debiasing-based approach, this debiasing framework helps instructors 1) identify what tools and techniques to change in an PBL environment, and 2) assess which tools and techniques failed to debias the students adequately, providing potential changes for future cycles. Findings: Using the debiasing framework in an e-commerce course with significant PBL elements provides evidence that this framework can be used within IS courses and more broadly. In this particular case, the change identified in a prior cycle proved effective and additional issues were identified for improvement. Recommendations for Practitioners: With the growing usage of semester-long PBL projects in business schools, instructors need to ensure that their design of the projects incorporates techniques that improve student learning and decision making. This approach provides a means for assessing the quality of that design. Recommendation for Researchers: This study uses debiasing theory to improve course techniques. Researchers interested in assessment, course improvement, and program improvement should incorporate debiasing theory within PBL environments or other types of decision-making scenarios. Impact on Society: Increased awareness of cognitive biases can help instructors, students, and professionals make better decisions and recommendations. By developing a framework for evaluating cognitive debiasing strategies, we help instructors improve projects that prepare students for complex and multifaceted real-world projects. Future Research: The approach could be applied to multiple contexts, within other courses, and more widely within information systems to extend this research. The framework might also be refined to make it more concise, integrated with assessment, or usable in more contexts.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Aim/Purpose: This research explores the influence of organizational-level and individual-level creativity and innovation and the technology acceptance model toward the higher education creative environment that consists of research creativity and teaching creativity. Background: Creativity and innovation are essential pillars for higher education institutions (HEIs). The two terms are interconnected, where creativity is referring to finding better ideas to do the work, while innovation is referring to how to do and implement these creative ideas. Choosing the optimal creative process and the organizational support needed to develop it is an important goal in achieving a creative and inventive environment. For the success of the creative environment to ensure the improvement of higher education institutions, information technology as social networking sites plays a crucial part in the creative process within universities. However, assessing the creativity and innovation of Saudi higher education institutions has not been well recognized. Universities today serve as knowledge-based institutions because they are at the forefront of cutting-edge R&D and scientific innovations. Creating such a productive research environment in universities, however, necessitates a work culture that encourages employees to be more creative while also encouraging the creation of new ideas and innovations. Methodology: A survey instrument was utilized as a quantitative method for this research to gather data from the study sample on the influencing variables employed in the research framework. Respondent data were analyzed using a disjoint two-stage method using PLS-SEM path modelling. Contribution: The results of this research contribute to the theoretical and scientific literature by offering a model of creativity and innovation in higher education institutions. The model proposes an optimal blend of organizational, individual, and technology variables that contribute to the development of the Higher Education Creative Environment in HEIs via creativity in teaching and research and a culture of innovation. In another way, the proposed framework especially helps to comprehend the challenges regulating establishing teaching and research creativity in HEIs via the adoption of organizational, individual, and technology enablers identified as part of this study. Findings: According to the results, organizational factors such as organizational encouragement, freedom, and challenging work have a positive relationship with the higher education creative environment. However, realistic work pressure, a lack of organizational impediments, managerial encouragement, and work group support is insufficient to affect the creative environment in higher education in Saudi Arabia. Individual variables (creative thinking skills and expertise, for example) also have a positive impact on the higher education creative environment. In the higher education creative environment, however, the influence of intrinsic motivation is insignificant. Finally, technology factors such as social networking site adoption intention, perceived usefulness, and perceived ease of use have the potential to influence the higher education creative environment. Recommendations for Practitioners: On the practical front, the obvious recommendation of this research is that it enables top leadership in Saudi HEIs to rethink the norms of creativity and innovation in their institutions, thereby instilling a mindset guided by a flourishing culture of creativity in the HEI environment with a specific focus on creativity practices in research and teaching domains. Furthermore, to promote the environment’s creativity within Saudi Arabian HEIs, university leaders must consider the suggested Organizational, Individual, and Technology factors as key enablers of creativity and innovation, which will guide them in revisiting their strategic actions in terms of further augmenting the creative performance of their academic’s staff, thereby sustaining a culture of Higher Education Creative Environment (HECE). Recommendation for Researchers: This study addressed many organizational, individual, and technology variables that facilitate Saudi Arabian HECE accomplishment in the form of research and teaching creativity. Furthermore, fresh insights for Saudi public HEIs are revealed when the success aspects of the creative environment are considered. If academic leadership at Saudi HEIs is to encourage the creative environment in general and creativity in teaching and research, it would be suitable for them to highlight individual, organizational, and technology success elements. As a result, their HEIs will be able to produce more innovative research, products, and services that can support and meaningfully achieve national transformation initiatives, opening the path for a transition into a knowledge-based economy. Impact on Society: In fact, this research is based on a quantitative research method, and the findings were also significant especially considering the current global crises. It is clearly understood by this process that includes organizational, individual, and technology factors as key enablers of the creative performance of academic staff, thereby sustaining a culture of HECE. Future Research: While providing the research model, it is probable that this study overlooked any other crucial aspects influencing creativity and innovation. As a result, future research should look at additional variables that may impact HECE in Saudi Arabian HEIs. Furthermore, while this study focused on deriving HECE with a particular emphasis on research and teaching creativity as results, future research might look at deriving other creativity outcomes (e.g., entrepreneurial creativity) within the investigated HECE dimension.

Action recognition plays a vital role in analysing human body behaviour and has significant implications for research and education. However, traditional recognition methods often suffer from issues such as inaccurate time and spatial feature vectors. Therefore, this study addresses the problem of inaccurate recognition of aerobic gymnastics action image data and proposes a visualised three-dimensional convolutional neural network algorithm-based action recognition model. This model incorporates unsupervised visualisation methods into the traditional network and enhances data recognition capabilities through the introduction of a random noise perturbation enhancement algorithm. The research results indicate that the data augmented with noise perturbation achieves the lowest mean square error, reducing the error value from 0.3352 to 0.3095. The use of unsupervised visualisation analysis enables clearer recognition of human actions, and the algorithm model is capable of accurately recognising aerobic movements. Compared to traditional algorithms, the new algorithm exhibits higher recognition accuracy and superior performance.

In order to overcome the problems of low efficiency, low user satisfaction and poor customer growth rate under the traditional marketing strategy, this paper studies the innovative strategy of mobile payment business marketing strategy under the internet environment. First of all, study the status quo of mobile payment business marketing in the internet environment, obtain mobile payment business data through questionnaire survey, and analyse the problems in mobile payment business marketing. Secondly, build a user profile of mobile payment business marketing, and classify user attributes, consumption characteristics and user activity through K-means clustering method; Finally, the marketing strategy is innovated from three aspects: product marketing, pricing marketing and channel marketing. The results show that the marketing benefit after the application of this strategy is 19.52 million yuan, the user satisfaction can reach 98.9%, and the customer growth rate can reach 21.3%, improving the marketing benefit of mobile payment business.

Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

Aim/Purpose: Governments, private business, and academia have become increasingly aware of the importance of collaboration in multi-stakeholder, multicultural environments. This is due to the globalization and (developing) mutual relationships with other global partners, due to the often varying visions and goals between the respective organizations in managing projects that span those environments. Background: This research conducts a survey of literature pertaining to organizational collaboration in multi-stakeholder, multicultural environments in government, private business, and academic sectors, conducting an analysis to identify the gaps in the basic questions thus far explored in the literature. The gap analysis will expose the opportunities for greater collaboration in these environments. Methodology: The author conducted a literature review to identify existing research gaps to focus interviews that will develop multiple case studies in future research. Contribution/Findings: This literature review has determined gaps in understanding how contributing factors to cultural communication impact collaboration in multi-cultural, multi-stakeholder organizations, encouraging additional research in this area. Recommendations for Practitioners: Practitioners have the opportunity to develop their use of cultural communication contributing factors, potentially increasing their collaboration efficiency. Recommendation for Researchers: Researchers have opportunity to gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment. Impact on Society Improved understanding of how cultural communication factors influence collaboration in multi-cultural, multi-stakeholder organizations can improve organizational efficiency. Future Research: Gather empirical evidence that factors of cultural communication may influence collaboration in the multi-cultural, multi-stakeholder environment.

Aim/Purpose: The authors provide different technology applications useful in online instruction in addition to providing effective strategies for use in a virtual environment. Background: Last year, educators were forced to move their instruction online almost overnight. Many were not prepared to teach effectively in a virtual environment. Contribution: This paper serves as a resource to educators who are unfamiliar with teaching online as well as for those who would like to enhance their current practice. Recommendations for Practitioners: Be flexible when teaching in a virtual environment. Remain open to using new and unfamiliar technologies. Be consistent in providing feedback to students and communicate frequently with them. Impact on Society: The abrupt transition for educators, as well as for most workplaces, to an exclusively online environment in response to COVID has long-lasting effects in how business as usual will be conducted. Being proficient and comfortable in navigating a virtual environment is essential. Future Research: As we continue to work virtually, ongoing research that informs our practice is critical for remaining effective educators. Additionally, it is important to remain knowledgeable about current and new technologies available to us. Keywords online instruction, technology applications, strategies