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The purpose of this study is to gain a better understanding of the adoption of smartwatches. Specifically, the robustness of the perceived characteristics of innovation (PCI) model in predicting such adoption is demonstrated. Previous smartwatch research has not used this same technology adoption model. This research demonstrates the value of examining the adoption of wearables and other new technologies (i.e. smartwatches) with the new approach of PCI while avoiding some of the limitations of previous studies.

A survey of 178 respondents was conducted, and the data was analyzed using structured equation modeling and partial least squares. The model described here extends the models used in extant smartwatch research by identifying additional factors.

The results show that three factors (compatibility, trialability and relative advantage) significantly impact behavioral intention to adopt the technology.

With the escalation of remote work, the increase in wearable technology and the widespread use of Wi-Fi technology, the way that employees adopt and use their technology must be reassessed. Therefore, a new approach was sought with an established theoretical base to evaluate the adoption of smartwatches under these evolving circumstances. Specifically, Moore and Benbasat’s characterization of the PCI was selected, which is rooted in Rogers’ diffusion of innovation theory.

The purpose of this paper is to determine whether the application of the minimalist approach is appropriate in distance learning (DL).

A survey of faculty who have participated in DL training courses at a university in the southeastern USA was conducted. In total, 72 faculty completed the survey, for a response rate of 34 percent.

Survey research findings demonstrate support for the suitableness of a minimalist approach to DL, as results indicate that faculty members do not need more training or more technology. In fact, results suggest there may be an excess of technological options, many of which are not being utilized.

In order to apply a minimalist approach to DL and in consideration of the survey results, the authors posit that fewer technologies should be used, the training required to teach an online course should be applied and simplified, and the technologies implemented in a DL course should be uncomplicated

Drawing from the literature on the minimalist approach to resourcefulness, a new lens with which to consider DL is presented. There have been few applications of minimalism within the IS literature. The minimalist approach presented herein is fitting given the budget reductions that have impacted higher education since the recession.

Emergency situations call for effective means of providing quality education. Higher education institutions are therefore required to use effective and efficient online approaches for teaching and learning which necessitate students, academic practitioners and institutions to engage and interact with each other successfully. The purpose of this chapter is to discuss the importance of interaction and engagement in the use of blended learning online tools during emergency situations. The theoretical lens that informs the chapter is social constructivism which argues that learning is a social endeavour. The literature findings show that the effective engagement of students contributes to the overall quality of students’ produced experiences as well as pass rates. Furthermore, the importance of student–lecturer engagement and student–content engagement cannot be taken for granted. The right balance of synchronous and asynchronous online learning tools contributes to fruitful interaction and engagement. Online engagement seems to have many benefits as compared to conventional based engagement such as the ability of students to contribute to their teaching and learning. Despite these advantages, challenges associated with online learning such as balancing life commitments, confidence, students’ approach to learning, high investment costs in resources, motivation, competences of lecturers and students, interest of lecturers and students and efficacy of lecturers and students cannot be ignored. The authors therefore recommend that effective and efficient online learning requires the correct blend of online learning tools accompanied by the correct engagement strategies.