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The purpose of this paper was to determine whether applying e-learning material to a course leads to consistently improved student performance.

This paper analyzes grade data from seven instances of the course. The first three instances were performed traditionally. After an intervention, in the form of applying e-learning methodologies, more data were collected from four course instances. These data are then analyzed and compared.

The main finding of this paper is that the application of e-learning improved the overall grades and decreased the fail rates of students who took this course.

This paper demonstrates the efficacy of applying e-learning methods to an undergraduate course. This paper is of special interest to educators, who wish to improve and enhance their teaching.

Future places for learning and working are digitally and physically integrated hybrid environments. The purpose of this paper is to analyse the co-creation process of the remote presence-based digital and physical co-working and co-learning place. The context is cross-cultural when Finnish space approach is applied and further developed in Namibia.

A qualitative case study is conducted of the Future Tech Lab (FT Lab) in the University of Namibia’s main campus. The case study of the FT Lab is about 200m² space with three different zones in the University of Namibia’s main campus. The physical solution encourages collaboration and technical solutions interlink the place overseas by using the remote presence. The data are gathered by using document analysis, observations, participatory workshops and interviews including structured questionnaire.

The action design research approach is a functional framework to co-create hybrid environments in two ways. It helps to design digital and physical solutions as integrated entity. Additionally, it provides a tool to analyse decision-making processes as well as design initiatives, also from the cultural perspective. Both Finnish and Namibian cultures are normative and feminine, which helped the realisation of the project based on mutual trust. However, the differences in power distance were affecting the process fluency and decision-making processes.

The findings indicate that the co-design of the hybrid-learning environment sets requirements for the physical solution such as surface materials for premises and retrofitting of technology, which need to be considered by co-creation from the shared vision to realisation of the space. The co-creation involves many stakeholders, and cultural differences have a different impact on various stages of the co-creation process.

The cultural context in the case study provides an interesting comparison between the Finnish and Namibian approach. The remote presence and its requirements provide new knowledge and guidelines for co-creation of hybrid environments.

This paper aims to determine the key trust antecedents that influence Internet users’ trust level toward Internet service providers (ISPs) in a high-risk society. It also investigates trust-building process, major causes of its violation, their potential implications and restoration.

A mixed-method approach was used in collecting data in Kenya in 2014 by using questionnaire and interview techniques. The former was administered to 250 (with 81 per cent response rate) randomly selected Internet users at Kenyatta University while the latter focused on key decision-makers from four randomly selected ISPs in Nairobi.

The results show that Internet users’ perceptions of ISPs’ ability to be trusted in Kenya depend more on their competence in terms of service delivery (ability) and desire to protect users (benevolence) than upholding acceptable standards (integrity). The results also indicate a lack of trust manifested in poor communication and greed for profit among ISPs as major causes of trust violation.

This paper proposes two frameworks that can enhance Internet use by providing a better understanding of trust in a high-risk society.