Background: Learning Management Systems (LMS) represent one of the main technology to support learning in HE institutions. However, every educational institution differs in its experience with the usage of these systems. South East European University’s LMS experience is longer than a decade. From last year SEE – University is adopting Google Classroom (GC) as an LMS solution. Objectives: Identifying factors which encourage LMS activities, with special emphasis on SEEU, might be of crucial importance for Higher Education academic leaders as well as software developers who design tools related to fostering LMS. Methods/Approach: This paper introduces new approach of investigating the usage of LMS, i.e. identifying the determinants of increasing usage of LMS activities, by conducting empirical analysis for the case of SEEU. We apply appropriate estimation technique such as OLS methodology. Results: Using SEEU Usage Google Classroom Report & Analysis Data for spring semester (2016–2017) and winter semester (2017–2018) - SUGCR dataset 2017, we argue that (i) LMS activities are affected by demographic characteristics and (ii) the students’ LMS usage is affected by level and resources of instructors’ LMS usage. Conclusions: The empirical results show positive relationship between student and instructors’ LMS usage.

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Digital transformation is the process of consuming digital technologies that drives business improvements and customer experience. Artificial intelligence plays a crucial role in businesses' digital transformation agendas. Technologies and algorithms are an important perspective in the implementation of chatbots. AI chatbots use natural language processing technology and offer solutions for modernizing traditional business processes. The key advantage of the implementation of chatbots in different domains is the impact by improving customers' experience and reducing costs. Chatbots are pieces of software that simulate human conversation through voice commands and/or text chats, intending to offer companies an approach on how to use this software to revolutionize their businesses. The aim of this paper is the analysis of the evaluation criteria; the study of insights into how chatbots can be implemented in the domains of banking, e-commerce, tourism, and call centres; and the discussion of some benefits and challenges of chatbots in driving the digital transformation of businesses.

Among the various domains being reshaped by artificial intelligence, the field of education stands out as particularly promising and impactful. AI’s expanding use in education holds promise for enhancing resource accessibility, expediting administrative processes, and creating highly personalized learning environments. Intelligent instructors, adaptive learning environments, and learning analytics platforms have been made possible by technologies such as ML, NLP, and sophisticated data analysis tools. These developments aim to promote more engaging, student-focused, and successful learning environments. However, incorporating AI into the classroom presents a number of difficult problems. These include worries about algorithmic unfairness, data privacy, and teachers’ or students’ resistance to using AI-based solutions. Additionally, ethical issues are raised, especially in relation to the responsibility and transparency of AI-driven judgments as well as the potential for these systems to change conventional pedagogical frameworks. Consequently, evaluating both the advantages and challenges of applying AI in learning environments is crucial. Advancing personalized learning in an ethically responsible manner will require ongoing investigations aimed at designing AI tools that are inclusive, transparent, and fair.

HEIs have continuously been the vanguard of novel technologies, pushing progress and establishing the afterward generation of scientists, businesspersons, and engineers. Virtual and augmented reality technologies are on the borderline of enlargement nowadays. To better understand who are essential actors in this new research area, we have extracted metadata of all published papers by IEEE, dating from 1990 to 2021, using keywords VR, AR, and Education. For each publication, we have extracted the list of all the authors, creating a co-authorship dataset. This dataset is then further processed using social network analysis metrics. The results are discussed to understand research publications' main actors driving VR/AR/Education trends.

One of the main difficulties in Learning Management Systems (LMS) is how to maintain the balance between learning and management. The primary aim of LMSs was to assist educators to manage learning. As a result of this way of thinking, features such as managing content, roster students, and similar, mostly were promoted. As time goes by, the accent of research is more in student experiences and efficacy of the tools. On the other hand some educators argue that as a result of evolving Web 2.0 applications, students can be better served by an LMS alternative, a toolbox of web resources that could contain social bookmarking tools, document sharing applications, social networking applications, timeline tools, and media options offered in the cloud. Primary to this approach is the idea that students should become more experienced with today's technology tools since these skills will be practical in the workplace. As a result, some institutions have begun to offer LMS alternatives, and some teachers are using these options to support their students' learning. The paper analyses both sides of the latest approach toward LMSs and presents their implications for teaching and learning.