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1 – 2 of 2Oussama Saoula, Amjad Shamim, Norazah Mohd Suki, Munawar Javed Ahmad, Muhammad Farrukh Abid, Ataul Karim Patwary and Amir Zaib Abbasi
This study aims to examine the impact of website design, reliability and perceived ease of use as an engagement motivational factors on customer e-trust and e-retention in online…
Abstract
Purpose
This study aims to examine the impact of website design, reliability and perceived ease of use as an engagement motivational factors on customer e-trust and e-retention in online shopping.
Design/methodology/approach
By using deductive approach, quantitative methods and purposive sampling technique, this study has collected the data from 295 young online customers to enhance an understanding of website design, reliability and perceived ease of use in an online shopping context.
Findings
The findings revealed interesting insights where reliability is the most significant predictor of customer e-trust in online shopping, followed by perceived ease of use and website design. In addition, a significant mediating effect of e-trust is found between customer e-retention, website design, reliability and perceived ease of use.
Research limitations/implications
Future research is recommended to predict the antecedents of online engagement motivational factors with value co-creation and co-creation experience in online shopping context.
Originality/value
This study offers fresh insights about driving elements and impediments of online customer retention. Customer engagement comprising of website design, reliability and perceived ease of use appear to influence the online customer retention through direct and indirect effect.
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Keywords
Carmen Jane Vallis, Huyen Thi Nguyen and Adrian Norman
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design…
Abstract
Purpose
Educational design patterns offer practical strategies that can be shared and adapted to address problems in teaching and learning. This article explores how educational design patterns for connected learning at scale at an Australian university may be adapted to a Vietnamese higher education context.
Design/methodology/approach
12 educational design patterns that address the challenges of active learning and large teaching team management are discussed. The authors then critically reflect on their cross-cultural adaptation for the higher education context, from an Australian to a Vietnamese university.
Findings
Transitioning from passive to active learning strategies and effectively leading large teaching teams present similar challenges across our contexts. Educational design patterns, when dynamically adapted, may assist educators to teach skills that are critical for work and the future. Higher education institutions globally could enhance their practices by incorporating international best practice approaches to educational design.
Practical implications
The Connected Learning at Scale (CLaS) educational design patterns explored in this article offer solution-oriented strategies that promote a more active learning experience. This paper identifies adaptations for educators, especially those in Vietnamese higher education that respect traditional structures, cultural nuances and resource limitations in implementation.
Originality/value
Whilst educational design patterns are well-researched in the Western contexts, few studies analyse design patterns in an Asian, and in particular the Vietnamese context. More research is needed in the cross-cultural adaptation of educational design patterns that joins practice and theory.
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