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The purpose of this paper is to establish a reference model that will allow us to understand the factors that influence the omnichannel management of an organization in a business-to-business (B2B) context.

In building the model, a partial least squares structural equation modeling approach was followed. More than 1,000 executives with a C-level profile (chief executive officer, chief marketing officer or chief digital officer), from manufacturers and wholesalers, in various industries worldwide were contacted. The final sample consisted of 124 C-level executives in multinational B2B companies from 35 countries worldwide.

The principal finding is that optimal omnichannel management must involve a customer-centric proposition forming the basis for individualized marketing that tailors the company’s portfolio of solutions to suit each client. To ensure this, customer knowledge at each touchpoint is essential. The results show that the main predictor of B2B omnichannel management is sales and marketing, even above channels. The principal conclusions are that the model shows that good omnichannel performance is measured by the performance of the industrial buyer. Loyalty and experience are primary measures of this customer’s performance.

Research into omnichannel management in the B2B field is scarce, especially concerning the creation of models for decision-making.

The main goal of this investigation is to analyze the implementation of a forced blended-learning program in social sciences higher education in a post-pandemic COVID-19 context. To reach that target, the authors suggest two specific objectives (S.O.): S.O.1 To analyze the motivation, the resources and the learning effectiveness of the program. S.O.2 To establish the differences emerged between the participants.

The blended-learning program selected was based on the flipped-classroom model (Krasulia, 2017). The implementation consisted of a 20-min flipped classroom to flexibly follow the theoretical contents through self-elaborated videos uploaded on YouTube and adapted to all kinds of devices, two online theoretical hours driven by the teacher on the Zoom application per week with the whole group to augment explanations and solve doubts and two hours of face-to-face interaction to work cooperatively in small groups of 4–5 students per week. During these practical lessons, the students completed exercises, research reports, oral presentations and a gamification quiz developed each week through the Socrative application to keep the students engaged.

All the participants agree in very positively valuating the small-group seminars and the teacher's role in the process. This is surely caused because of the pandemic fatigue and the restrictions (Mali and Lim, 2021) that were running during the fall semester of year 2020/2021 when in Spain lived the in-between of the second and third wave of SARS-CoV2. So, as educators and investigators, the authors encourage teachers to incorporate face-to-face interaction elements in forced blended-learning programs, to include seminars in small groups to work cooperatively and to provide the students support and a quick resolution of doubts.

This study provides a significant value in support of a number of studies cited in the study. The study highlights the need for a standardised application of active methods in a standardised way.

This paper aims to confirm the importance of developing knowledge, skills and attitudes in the permanent use of digital scientific information, which complements the training of professionals in the biomedical and health areas, considering that this type of user communities require up-to-date and truthful information for future decision-making which will directly affect the health of patients.

The study started from the elaboration of a diagnosis on learning styles in a student community at the undergraduate level in the area of biomedical and health sciences of the Autonomous University of San Luis Potosí (Mexico) (UASLP), through the application of the Honey-Alonso Learning Styles questionnaire (CHAEA), and by using such results it was possible to derive learning strategies for the achievement of digital information competencies that were effective in practice.

According to the diagnostic results, the learning styles with the greatest presence in students in the area of Biomedical and Health Sciences were identified and from this, precise didactic strategies were derived to enhance information skills in the use of digital sources. For this case, the Big6 Model was used and its implementation was combined (face-to-face and virtual) in the academic community studied, integrating an information skills development program in the digital library of the Center for Information in Biomedical Sciences (CICBI) from the university itself.

A practical experience is presented, which also offered concrete solutions, based on particular characteristics of the users. There is a low presence of studies of digital libraries’ users that consider aspects related to learning styles, especially applied from the perspective of information sciences and the digital library.