Reflections and two farewells

Abstract

Joint Editor Alison Fields bids farewell after over a decade in the Editorial Team. This issue shares five articles related to online and virtual education. They explore facets of learning experience, highlighting benefits and challenges, and influencing factors for both students and teachers across educational levels and geographic locations, including New Zealand, Brazil, and South Africa. Key conclusions include that, in New Zealand primary schools, blended learning was considered more important than fully online approaches. For adult disabled learners in open distance and flexible learning (ODFL) contexts, the biggest positive difference is attributed to the disability confidence of staff. Research on a systems thinking MOOC found that participants were primarily seasoned educators and mid-career professionals and, despite some AI use, their learning was very effective. When designing blended learning to foster digital information literacy, conclusions draw attention to the importance of leveraging online qualities, integrating contextualised learning, incorporating culturally responsive practices, and offering diverse options. Finally, a study on higher education facilitators during the COVID-19 pandemic revealed the critical role of self-efficacy in coping with challenges, but also highlighted that emotional exhaustion was a significant factor for all participants.