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This paper aims to assess the effectiveness of videotaped learning when used in a university in the UAE, in terms of evaluating the experiences of the students, along with highlighting its benefits along with challenges. The research aims to analyse the challenges and benefits of videotaped story workshop method for university students in the UAE. Experiential learning theory can be the basis of this videotaped method of learning and can be used for further theory and the contribution of this research study to knowledge in international education in business.

The results got by extracting primary data (quantitative and qualitative) from a sample size of 201 students. The paper used an action research methodology within a university degree course and within the teaching profession. The research design is associated with measuring and assessing the challenges and benefits of videotaped story workshop method for university students, along with the perceptions of the students towards its use. The study primarily used participatory action research which is a community-based study, action-based enquiry and action learning. The approach mostly used to improve the conditions and practices in a range of social environments.

The results suggest that most students were in favour of incorporating videotaped story workshop method for the learning experience as this eradicates common linguistic and cultural barriers. Observations indicate the students found it quite challenging to learn new techniques of making videos but later on shown a positive attitude towards the adoption of technology in terms of creating videos and presenting. Technology allowed students to make videos to showcase previous experiences and stories via digital storytelling. Such methods enhance student’s knowledge and academic skills while supporting learning behaviour and inspires them to plan, organise and share their ideas and expertise.

The above methodology has good potential for inclusive learning and teaching at the higher education level which was not attempted due to lack of connecting to the learners with challenges at the university and for the researchers able to connect to such people. This method can be easily extended to inclusive teaching and learning with minor adjustments as required with the disabilities noticed for the learners. Hence, while most students displayed a positive attitude towards learning from creating, sharing and viewing digital stories, it can be argued that a certain proportion of them was not able to benefit entirely from it due to lack of experience and skills in generating videos. Therefore, attention must be emphasised upon factors to minimise these challenges in multiple ways, for example, provision of training to students for easy employment of videotaping or affordable internet access, etc.

The students also stated that initially, they perceived videotape methodology quite challenging; however, with time, they started enjoying this method. Videotaped story workshops, learners easily grasp the idea/knowledge through subtitles, even if the lessons are not delivered in their native language. This aspect results in increasing student’s motivation towards learning new concepts and coordinating with other teams to share knowledge and ideas. The method creates a strong sense of achievement amongst students that serves as a motivational driver for academic performance. The videotaped story workshop method supports student’s learning rate, increases their interest and makes the whole learning process more enjoyable.

The learning experience will improve as students and teachers get comfortable using this videotape learning methodology. The method will be useful in remote learning as in the COVID19 situation and has immense social implications, especially in education. It can extend to most domains and knowledge, teaching scenarios for engineering and business. The research promises to add to the knowledge of blended learning and to the experiential learning approach which is useful to the international business of education and its future.

The classroom activities videotapes stored in platforms, making it convenient for the students and teachers to browse through at their convenience and to improve on in the future. This videotape method applies to any field of learning such as music, cooking, engineering, language study, business studies as it has the advantage to be transcribed and also captions added for the learners and teachers to understand it better. It can be useful in remote learning situations, also like the current one. It promises to be a more efficient way of learning for the future in education and the education business will benefit from it.

This study aims to investigate Sri Lankan Government university students’ acceptance of Chat Generative Pretrained Transformer (ChatGPT) for educational purposes. Using the unified theory of acceptance and use of technology 2 (UTAUT2) model as the primary theoretical lens, this study incorporated personal innovativeness as both a dependent and moderating variable to understand students’ ChatGPT use behaviour.

This quantitative study used a questionnaire survey to collect data. A total of 500 legitimate undergraduates from 17 government universities in Sri Lanka were selected for this study. Items for the variables were adopted from previously validated instruments. Partial least squares structural equation modelling (PLS-SEM) using SmartPLS 4 was used to investigate latent constructs’ relationships. Furthermore, the variables’ relative relevance was ranked using a two-stage artificial neural network analysis with the SPSS 27 application.

The results of the analysis revealed that eight of the nine proposed hypotheses were confirmed. The most significant determinants of behavioural intention were habit and performance expectancy, closely followed by hedonic motivation and perceived ease of use. Use behaviour was highly influenced by both behavioural intention and personal inventiveness. Though personal innovativeness (PI) was suggested as a moderator, the relationship was not significant.

The research highlights the impact of habit, performance expectancy and perceived ease of use on students’ acceptance of AI applications such as ChatGPT, emphasising the need for efficient implementation techniques, individual variations in technology adoption and continuous support and training to improve students’ proficiency.

This study enhances the comprehension of how undergraduate students adopt ChatGPT in an educational setting. The study emphasises the significance of certain variables in the UTAUT2 model and the importance of PI in influencing the adoption of ChatGPT in educational environments.

This paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social presence, sense of community, and collaborative learning in online work-based learning environments.

This study uses a cross-sectional design, specifically an online questionnaire, to collect data from teacher-trainees in different years of their university programs.

The findings indicate significant and positive relationships between social presence and both sense of community and collaborative learning, and between collaborative learning and sense of community in a work-based online learning environment. Moreover, collaborative learning was found to mediate the relationship between social presence and sense of community in the study's model.

The use of questionnaires to collect self-reported data from a mostly female undergraduate sample is expected to affect the generalizability of the results. Experiments or observation methods and a wider sample of participants can be used in future research to build on the findings of this study.

The authors recommend that educators play an active role in improving the students' online social learning experiences, especially their social presence and collaborative learning. By using different interactive methods (e.g. encouraging students to ask questions, express emotions, share resources, and reflect on their learning in a group), educators can help students achieve a sense of community and, hence, realize the many beneficial outcomes tied to community creation in online learning environments.

The study contributes to knowledge by highlighting students' social experiences while learning online, a usually overlooked area of study. These insights are especially important in a time when online learning has become a necessity rather than a choice and when students are in dire need of social support and community. Researching the online social learning experiences of teacher-trainees lends additional value to the study, as it is necessary for future teachers to experience and master this type of learning during their pre-service training so they can apply it with higher levels of confidence and efficacy in their future classrooms.