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This study aims to evaluate the use of videoconferencing when conducting multi-disciplinary team (MDT) and handover meetings within an NHS Adult Learning Disabilities Intensive Support Team (IST). The IST have been conducting MDT and handover meetings “virtually” since the start of the COVID-19 pandemic in March 2020, in line with government guidance. It is pertinent to evaluate the effectiveness of using videoconferencing, as the move to flexible, remote working is detailed within the NHS Long Term Plan.

Participants were members of the IST. A mixed methods approach using an online questionnaire collected participant’s views relating to the use of videoconferencing when conducting MDT and handover meetings, in comparison to previous face-to-face meetings. The questionnaire considered five key areas: accessibility, environment and communication, organisation, continuation of care and data protection and confidentiality. Results were collated and analysed.

Improvements were reported relating to accessibility, as the virtual format allowed for easier attendance, provided greater flexibility in attending and inviting key stakeholders. A reduced sense of team connectedness was reported, related to the virtual environment. The majority of participants reported that they wish to continue to have the option to attend meetings virtually in future.

There are no previous papers evaluating the use of videoconferencing within ISTs during the COVID-19 pandemic. This study suggests that the use of videoconferencing to conduct MDT and handover meetings is effective within the IST and highlights points for consideration moving forward.

This paper’s objective is to provide a systematic literature review of the contextual factors affecting downward communication from supervisors to subordinates in the audit environment. In addition, this review identifies emerging research themes and directions for future research.

I accomplish this review’s objectives by leveraging communication literature to establish a framework to identify and synthesize contextual factors affecting downward communication in the audit environment. The review identifies 50 published articles in the last 20 years from leading accounting and auditing journals.

This study consolidates research findings on downward communication under two primary contextual factors: (1) message and (2) channel. Findings indicate that empirical research examining communication in audit is fragmented and limited. Studies examining the message focus heavily on its content and treatment in the areas of feedback, nonverbal cues, and fraud brainstorming, and a handful of additional studies examine the effectiveness of the channel in these areas. Additional research is needed to understand a broader set of supervisor–subordinate communication practices, including those that are computer-mediated, and their effect on subordinate auditors’ judgments and behaviors in the contemporary audit environment.

Much of the audit literature examining communication to date is topic-versus construct-based, making it difficult to see how the research findings relate to one another. This review is the first to synthesize the literature to provide academics recommendations for a way forward, and inform practitioners of communication practices whereby supervisors can be trained to improve audit quality.

Internet use has a high environmental footprint that is often overlooked by end users. This paper contributes to limiting the negative environmental footprint of Information Technology (IT) use by understanding the relationship between environmental concerns and use of IT amongst users who are aware of the environmental footprint of IT use. Second, the paper argues that taking environmental concerns into account in technology acceptance studies is relevant, even in studies concerning ordinary IT (i.e. IT not commonly classified as “green” technology).

The authors conduct two vignette-based surveys in two different countries: the USA and Belgium. Partial least squares structural equation modeling (PLS-SEM) is used to analyse the effect of environmental concerns on the intention to use the webcam during online meetings and binary logistic regression is used to analyse the relationship between environmental concerns and reported actual use of webcams.

The higher the respondents' environmental concerns, the higher their intention to use internet systems in a more environmentally responsible way, provided the respondents are aware of the environmental footprint of internet system use. Moreover, the higher the respondents’ environmental concerns, the more likely they are to use internet systems in a more environmentally responsible way.

This study is the first to distinguish “Greening of IT Use” from “Greening of IT” and “Greening by IT” and to show that environmental concerns has an impact on the way end users (intend to) use internet systems, provided the users are aware of the environmental footprint of that use.

The advent of the postpandemic era has brought renewed attention to the development of business tourism. However, the existing research on business tourism is fragmented, and there are gaps in the current understanding of the subject. This study aims to identify the intellectual structures, current hotspots and research directions in the business tourism field from 1994 to 2023.

A bibliometric visual analysis using VOSviewer was conducted to assimilate the available knowledge from 136 business tourism-related articles collected in the WoS Core Collection database between 1994 and 2023.

The results indicate that the number of business tourism-related research fluctuates, but the overall trend is gradually increasing. It synthesizes four main research themes, which are tourist behavior, destination marketing, information technology and work-family interferences of business travelers.

To the best of the authors’ knowledge, this study is among the first to systematically review business tourism publications over the past 29 years. It assists scholars in gaining a more comprehensive understanding of business tourism research and informs future research directions.

后疫情时代的到来使得商务旅游的发展再次受到关注。然而, 目前的商务旅游研究是零散的, 我们对与这一主题的理解存在空白。本研究旨在确定1994至2023年商务旅游相关领域的知识结构、当前热点和研究方向。

本研究使用VOSviewer进行了文献计量学可视化分析, 以吸收从Web of Science（WOS）核心合集数据库中收集的136 篇1994年至2023年间的商务旅游相关文章中的可用知识。

结果表明, 与商务旅游相关的研究数量呈现出波动但总体逐渐增加的趋势。其中包括四个主要的研究主题, 分别是游客行为、目的地营销、信息技术和商务旅行者的工作与家庭。

本研究系统回顾了过去29年间与商务旅游相关的出版物。从而有助于学者们对商务旅游研究有更全面地了解, 并获得未来的研究方向。

El advenimiento de la era postpandemia ha renovado la atención prestada al desarrollo del turismo de negocios. Sin embargo, la investigación existente sobre el turismo de negocios está fragmentada y existen lagunas en la comprensión actual del tema. El presente estudio tiene como objetivo identificar las estructuras intelectuales, los focos actuales y las direcciones de investigación en el ámbito del turismo de negocios desde 1994 hasta 2023.

Se realizó un análisis visual bibliométrico utilizando VOSviewer para asimilar el conocimiento disponible en 136 artículos relacionados con el turismo de negocios recogidos en la base de datos WoS Core Collection entre 1994 y 2023.

Los resultados indican que el número de investigaciones relacionadas con el turismo de negocios fluctúa, pero la tendencia general es a aumentar gradualmente. Se sintetizan cuatro temas principales de investigación: el comportamiento del turista, el marketing de destinos, la tecnología de la información y las interferencias trabajo-familia de los viajeros de negocios.

Este estudio es uno de los primeros que revisa sistemáticamente las publicaciones sobre turismo de negocios de los últimos 29 años. Ayuda a los investigadores a obtener una comprensión más completa de la investigación sobre el turismo de negocios y sugiere futuras líneas de investigación.

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

Humanized digital solutions that provide better access, understanding and use of health services enable better decisions and better patient’s experience focused on humanization of care. This translates into better health literacy in the digital area.

Currently health care is inseparable from digital health, and this evidence was highlighted during the COVID-19 pandemic. For this analysis, a cross-sectional study was carried out, with 335 valid answers in a quantitative and qualitative research to evaluate the opinion of the respondents regarding their digital health use and the means used, as well as the perception of emotions generated before and during the pandemic. A qualitative content analysis was also performed on the open question about the future of health.

The results showed a humanization in digital is essential and that it is necessary to prioritize the human relationship and find the meaning of space, communication and proximity of health face-to-face, respecting as differences.

This chapter will also propose the presentation of challenges and results from the application of health literacy on patient empowerment in the health system, based on humanized digital solutions.

This paper aims to investigate the effect of learning styles on HyFlex learning towards equity of learning in higher education.

A quantitative approach was used, with data collection through a structured online questionnaire. The study participants were undergraduate students (n = 451) studying at various public and private universities in Indonesia. Measurement analysis is used to test the validity of the instrument used. Analysis of structural equations is used to test the relationships between the constructs under study.

Survey instruments have satisfactory internal validity and consistency. The learning style of students in higher education positively influences the use of HyFlex’s three learning modalities. All three modalities of HyFlex learning positively affect learning equity, especially the asynchronous online modality. However, the synchronous online effect is insignificant. Active/reflective learning styles only affect face-to-face mode but do not significantly affect the two online modalities, synchronous and asynchronous. Some of the learning style dimensions have an indirect effect on equity through three HyFlex learning modalities. Face-to-face and online asynchronous mediate well the indirect relationship between learning style and equity. The impact of gender and higher education status was not shown to strengthen the relationship between learning styles, HyFlex learning modalities and equity.

This study will provide valuable understanding for lecturers, educators and developers to adapt and develop HyFlex learning strategies based on the positive dimensions of the Felder–Silverman learning style that can support equitable and inclusive learning. The study forms a foundation for researchers to investigate more constructs that could improve HyFlex learning in future studies.

This research is a pioneer in using learning styles to investigate trends in using three HyFlex learning modalities, particularly emphasising modalities that can provide equitable learning.

The COVID-19 pandemic caused major disruption in community support for vulnerable older people and is thought to have exacerbated existing issues within UK adult social care. This study aims to examine the legacy of that disruption on how meeting centres for people affected by dementia have been impacted in continually evolving circumstances.

Semi-structured interviews and focus group discussions were conducted at three meeting centre case study sites. Ninety-eight participants, including people living with dementia, family carers, staff, volunteers, trustees and external partners, were asked about the impact and legacy of the pandemic upon meeting centres. A thematic analysis was carried out on the data.

Ten themes were identified: ability to re-open venues; increased health decline and loss of members due to isolation; closure or halting of linking services and dementia community support; disruption to diagnosis and referrals; increase in outreach, building communities and overall reach; digital access and use of technology (boom and decline); changes to carer involvement and engagement; continued uncertainty and changes to funding, resources and governance; staff and volunteer recruitment issues; and relief at/wish for return to pre-pandemic norms.

This paper offers new insight into a still-developing situation, namely, the legacy effects of the pandemic upon third-sector community support for people affected by dementia and the health and social care services that support it. The reduction in maintenance of pandemic-era technological innovations is a key finding.

The study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed.

The study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys.

Participants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term.

Students participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis.

This study aims to widen the understanding of how remote work shapes the feedback environment by examining the perceptions of leaders and subordinates of daily, dyadic feedback interactions. The emphasis is on understanding how reciprocity within leader-member exchange (LMX) relationships manifests and how it influences the feedback dynamics.

Template analysis of a qualitative data set consisting of 81 semi-structured interviews with leaders (n = 29) and remote working subordinates (n = 52) was performed.

Drawing on the theoretical frameworks of the feedback environment and the leader-member exchange, the findings demonstrate the imbalance between the efforts of leaders and subordinates in building and maintaining a favourable feedback environment in the remote work context. The results of this study highlight the importance of the dyadic nature of feedback interactions, calling for a more proactive role from subordinates.

Given the estimation that the COVID-19 pandemic has permanently changed the way organizations work, leaders, subordinates and HR practitioners will benefit from advancing their understanding of the characteristics of dyadic, daily feedback interaction in remote work.

Qualitative research on feedback and leader-member exchange interactions in remote work that combines the perceptions of leaders and subordinates is sparse.