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Covid-19 outbreak has compelled the world-wide education system to use the digital collaboration platform (DCP) for online learning, for robust inclusive sustainable education. The purpose of this paper is to understand the adoption intention and effectiveness of DCP using technology acceptance model (TAM) for online learning among students studying in higher education institutes (HEIs) in India.

A structured questionnaire has been adopted to survey and collect data from 324 students studying in HEI of Maharashtra state in India. The questionnaire consisted of 28 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, first-order confirmatory factor analysis is carried out by using the software IBM AMOS-20. The initial model is generated for six constructs, and outcomes are used to analyze the model’s goodness of fit and construct validity. In second step, structural equation modelling is carried out to do the path analysis of the proposed model.

The findings connote that the interactivity, cost-effectiveness and the core TAM constructs as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. The research is an attempt to provide possible explanations for the epochal relationships between the constructs and discusses the usage of information, which can be further used to enhance the acceptance of DCP among students in urban as well as rural India.

The results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of digital collaborative platform from a learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies.

The results and findings will provide a direction to the various stakeholders such as educators, management, learners and the parents on the adoption intention of DCP from learner’s point of view. This will lead to the knowledge which will help in practical implementations of these technologies. The findings imply that the interactivity, cost-effectiveness and the core constructs of TAM such as perceived usefulness form positive attitude towards usage of DCP and intention to adopt it in near future by the students of HEI of India. This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India.

This research provides possible explanations for the significant relationships between the constructs and discusses how this information can be used to enhance the acceptance of DCP among students in urban as well as rural India, which is the need of hour for sustainable education.

There are tremendous studies on online learning and use of digital platforms including the constructs of TAM but in the times of Covid-19, where it has become mandatory for all educational institutes to use the digital collaborative platform for continuance of education. The study is original and is an attempt to understand students’ perspective towards usage of DCP and its effectiveness in learning in the rural parts of Maharashtra from where the students hail to study in HEI in Pune and Mumbai.

The present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.

The study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.

Active student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.

This study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.

This study examines students’ perspectives towards the utilization of information and communication technology (ICT), during this sudden shift to remote online education due to COVID-19 worldwide pandemic. The aim is to identify the predictors of learning outcomes and understand if they are here to exist as the new normal.

The independent variable motivation, managing emotion, and acceptability of ICT, are examined as potential determinants of perceived learning outcomes in remote online education. An aggregate of 220 responses from the students of management graduates in higher education were collected to examine the predictors of learning outcomes using regression model in SPSS software. In addition, ANOVA technique was used to compare and assess managing emotion, motivation, and ICT acceptability of male and female students in remote online education.

Results indicate that motivation, managing emotion and acceptability of ICT are significant predictors, which affect students’ perceived learning outcomes. Furthermore, the study reveals that managing emotions and motivation levels of female students are higher than male students in remote online education.

Research identifies the antecedents of student learning outcomes in management education. These finding may be useful for educators and management to understand the factors influencing students' learning outcomes and to develop various modules to make remote online learning effective.

This research contributes significantly in investigating the antecedents of students learning outcome and provide insights regarding student’s perspective towards sudden shift to remote online education due to COVID-19 worldwide pandemic.

The purpose of this study is to explore how digital construction policy (DCP) drives enterprise green innovation (EGI) from an information processing theory (IPT) perspective, including the mediating mechanisms of market information accessibility and operational risk, the moderating role of intellectual property protection (IPP) and product market competition (PMC) and the heterogeneous effects of ownership, Internet development and managerial ability.

Based on the matched panel data of A-share listed enterprises from 2011 to 2019 and the Broadband China policy as a quasinatural experiment, this study investigates the impact of DCP on EGI by constructing a multi-time point difference-indifferences (DID) model.

Digital construction policies can significantly promote EGI. DCP works in two fundamental ways, namely by increasing market information accessibility and reducing operational risk. IPP and PMC significantly increased the contribution of digital construction policies to EGI. Heterogeneity analysis found that digital technology has a stronger promotion effect for SOEs, high-managerial-ability enterprises and enterprises in regions with low Internet development levels.

The study provides new insights about the antecedents of EGI from a DCP perspective. It also enlightens emerging economies to actualize green innovation under the digital wave.

From the perspective of IPT, this study explains the mechanism of DCP-driven EGI. It enhances understanding of the relationship between DCP and EGI.

The advent of Web 2.0 technologies invites educators to fundamentally rethink the systems we choose to manage our courses. Although many scholars have examined the democratizing functions of online and hybrid learning (Hall, 1999; Kibby, 2006; McCormick, 2006) and offered case studies of successful social media integration (Dunlap & Lowenthal, 2009), a need exists to theorize about how faculty and students actually envision the changing role of learning technologies, particularly the LMS and now social media, in their everyday education. Grounded in critical pedagogy and building from a brief history of the learning management system and new media learning technologies, we examine which features have been most beneficial to the shared learning experience between faculty and students. Through this discussion we provide a working model of a re-imagined learning technology platform that integrates the best tools of the LMS with the more shared, democratizing features of social media in common use among today's students and faculty. We envision a shift from that of a management system to a dynamic platform built from the ground-up to integrate traditional course technologies such as grade books and testing, with the open, collaborative nature of social media. Toward this end, the chapter includes examples of combining Wordpress, Buddypress, and Twitter into a tri-fold approach that reaches beyond the physical classroom walls to build a community of learning where students are the educators via content creation and critical analysis of cultural institutions.

Studies concentrating on digitalization and interconnected capabilities have increased over the past several decades. Digitalization capability and open innovation are perceived as sources of sustained competitiveness across disciplines. This study investigated how digitalization capability and coopetition strategy affect the sustainable performance of firms by exploring the role of internal and external factors in influencing the adoption and success of open innovation in emerging markets.

To test the hypothesis, the authors conducted a structural equation model analysis on 509 firm datasets from the hub cities in China, an innovative battlefield where multilateral cooperation and competition are interwoven for globalization, clean development and the enhancement of economic growth.

The authors found that a firm's digitalization capability positively impacts outbound/inbound open innovation, coopetition strategy and sustainable performance. This study’s results support a series of mediating effects through outbound/inbound open innovation and coopetition strategy. Also, it provides a nuanced understanding of how digitalization capability and open innovation can affect sustainable performance in emerging markets.

The present study provides a nuanced understanding of how digitalization capability and in/out-bound open innovation can affect sustainable performance in emerging markets. The authors believe this model contributes to current knowledge by filling several research gaps, and this study’s findings offer valuable and practical implications for achieving open innovation and creating sustainable performance.

The authors explain how companies can use open innovation to embrace game-changing innovation through intensive collaboration with society’s stakeholders on fraught cultural and human resource issues.

The InnovationJam is a technology platform that enables a form of crowdsourcing connecting audiences of several hundred to hundreds of thousands of concurrent ‘jammers’ over a 30-72 hour period to explore business and societal issues in an open, collaborative format.

Crowdsourcing insight from committed participants can help to engage communities in active problem solving and implementing solutions.

The approach gives voice to individuals who are often unheard within organizations given traditional confines of a job role, function and hierarchy.

In a time when social media often has a negative impact, the Jam proved that technology can serve as a catalyst for important, sensitive discussion and to bring people together who otherwise could never meet.

The COVID-19 pandemic and the subsequent lockdown have hit the food service industry very hard. The COVID-19 outbreak has created a sharp downturn for firms in the food service industry, compelling actors across the whole food service supply chain to rethink their strategies. The purpose of this paper is to document the impact of COVID-19 on the food service supply chain, as well as to identify crisis management strategies food service firms use during the hectic early phase of the COVID-19 pandemic to survive the current and prepare for future pandemics.

We performed a qualitative descriptive study using 21 semi-structured interviews with actors across the food service supply chain (i.e. farmers, wholesalers and food service providers). Data were collected to shed light on food service firms' decision making during the hectic early phase of the COVID-19 pandemic to uncover various crisis management strategies used.

By integrating the disaster and crisis pyramid and resilience theory, four core crisis management strategies to respond to the COVID-19 pandemic are conceptualized, i.e. (1) managing resources, (2) diversifying strategically, (3) prioritizing long-term outcomes and (4) bonding socially.

The theoretical contributions include documenting the performance impact of the COVID-19 pandemic on the food service supply chain and exploring crisis management strategies food service firms employed during the hectic early phase of the COVID-19 pandemic. Thus, functioning and survival during a pandemic, an emerging field in literature, are central to this study. Additionally, while recent research suggests that integrating crisis management and resilience literature may provide a more complete understanding of the organization–crisis relationship, these literature streams mainly developed in isolation. By integrating the literature streams of crisis management and resilience and applying these theories to the COVID-19 crisis, our study provides specific managerial guidelines.

During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT.

A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation.

The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery.

The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions.

The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study.

The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning.

The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

This study develops a conceptual framework and a series of instruments for capturing researchers' data-sharing practices in the social sciences, by synergizing the theory of knowledge infrastructure and the theory of remote scientific collaboration.

This paper triangulates the results of three studies of data sharing across the social sciences, with 144 participants in total, and classifies the confusion, “frictions” and opportunities arising from such sharing into four overarching dimensions: data characteristics, technological infrastructure, research culture and individual drivers.

Based on the sample, the findings suggest that the majority of faculty and students in social science research do not share their data because many of them are unaware of the benefits and methods of doing so. Additional findings regarding social scientists' data-sharing behaviors include: (1) those who do share qualitative data in data repositories are more likely to share their research tools than their raw data; and (2) perceived technical support and extrinsic motivation are both strong predictors of qualitative data sharing (a previously underresearched subtype of social science data sharing).

The study confirms the previously hypothesized nature of “friction” in qualitative data sharing in the social sciences, arising chiefly from the time and labor intensiveness of ensuring data privacy.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-03-2020-0079.