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Since early 1990s, tremendous growth of e‐commerce has transformed the world retail infrastructure rapidly. Although the Internet burst between 2000 and 2002 which slowed down the rage in the financial market, the Internet infrastructure continues to grow and becomes an integral part of market strategic portfolio for many organizations. In order to be successful in the Internet niche, many retailers engage in business model reengineering to keep up with changes in how customers acquire goods and services. Based on in‐depth interviews and a follow‐up survey, the present study depicts a common online shopping process and identifies three common online shopping components: interactivity, transaction, and fulfillment. These components and their respective factors form one's online shopping experience. Managerial implications and future research directions are offered.

This paper aims to shed light on how the composition of future blended learning (BL) courses can be changed to provide students with quality academic learning experiences. The model suggested in this study will guide instructors on how to design their course learning outcomes to ensure effective delivery.

The new model has been developed by combining Bloom's taxonomy and Carman's model. Later, a new framework entitled “PATHCO” based on an extensive literature review is applied to enhance the quality of all five components of Carman's model.

The PATHCO conceptual framework has been developed to ensure quality in the five main teaching and learning factors. This framework covers criteria like pedagogical, assessments, technical, health care and organizational. Further research is required to broaden the main elements of the suggested framework and to validate this research through a case study.

The COVID-19 pandemic has transformed the landscape of the education sector by encouraging an extensive acceptance of technology-enhanced learning and teaching. Blended learning (BL) has become the most appropriate medium to deliver online learning (OL). However, educators and students have reported dissatisfaction with the BL mode of delivery. To address this dissatisfaction, this study outlines, using the PATHCO model, all the essential building blocks which are required to find the right blend of both face-to-face and online components.

The purpose of this paper is to study the use of blended learning in the workplace and questions whether interpersonal interaction facilitates learner engagement (specifically behavioral, cognitive and/or emotional engagement), and if so, the means by which this occurs.

A qualitative approach was taken to this exploratory study, a single-case study design was utilized, and data collection methods involved interviews with facilitators and past participants of a blended workplace learning (BWL) program.

Human interaction in the BWL program included learner–facilitator, learner–learner and learner–colleague interaction. Where human interaction was present, it was reported to be linked with more active behavioral engagement, higher cognitive engagement and stronger and more positive emotional engagement than where human interaction was absent.

The single-case study design does not allow for generalizability of findings. Reliance on self-reported data through interviews without cross-validation from other forms of measurement is a further limitation of the study.

Effective blended learning programs for workplaces are those that provide opportunities for learners to engage through human interaction with facilitators, other learners and colleagues. The findings advance current knowledge of BWL, and have implications for human resource development professionals, and designers and facilitators of blended learning programs for workplaces.

The study contributes to existing literature on blended learning in the workplace and emphasizes the importance of ensuring that human interaction is still an element of blended learning to maximize the benefits to learners and organizations.

Valence and volume of online reviews are generally considered to influence sales positively. However, existing findings regarding the relative influence of these two components have been inconclusive. This paper aims to explain some of these inconsistencies by examining the moderating role of regulatory focus (both as a chronic disposition and as a situational focus induced by the product category) in the relationship between online review volume/valence and consumers purchase decisions.

Two studies were conducted. Study 1 used a 2 (Volume: high/ low) * 3 (Valence: high/medium/low) within-subject experimental design. Study 2 analyzed real-world data from Amazon.com. Logistic and panel regression analyses were used to test the research hypotheses.

The studies confirmed the hypothesized effect of regulatory focus on online review valence and volume effects. Specifically, Study 1 showed that online review valence was more impactful for consumers with a promotion focus than for consumers with a prevention focus. The opposite was true for online review volume effects, where consumers with a prevention focus were influenced more by volume in their decision-making compared to consumers with a promotion focus. Study 2 showed that the pattern of results we found in Study 1 also applied to situational regulatory focus induced by the product category. The effect of review volume on sales rank was stronger for prevention-oriented products, whereas the effect of valence was stronger for promotion-oriented products.

In Study 1, one product category was involved in the study (Digital camera). Involving more different product categories will add reliability to the results of current research. Also, it can offer external validity to current research results. In Study 2, there was no exact measurement for sales, as Amazon.com does not share that kind of information. Instead, Sales Rank was used as a proxy variable. Future research could look into the websites that offer access to the exact sales information.

The current research findings suggest the need for companies to adapt their consumer review management strategy to the regulatory orientation of their target market and products. When a promotion-focused mindset is targeted, strategies for increasing the favorability of product reviews should be used, in contrast, tactics for increasing the quantity of reviews may be more suitable when a prevention-focused mindset is involved.

To the best of the authors' knowledge, this research is the first to investigate the interaction between regulatory focus of consumers and products and online review components.

This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies.

The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations.

In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced.

The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

Multi‐channel marketing in the retail environment involves the integration of marketing activities in retail stores, with catalogs and with online marketing. The online component of this is critical to the success of the overall effort and it is becoming more powerful, sophisticated and measurable. This case study chronicles the use of multi‐channel marketing by REI, a 66‐year‐old purveyor of specialty outdoor gear and apparel. The case study shares the essential components of multi‐channel marketing used by REI and how the various components work together.

To demonstrate how there is an irreversible momentum towards the adoption of online modes of delivery for library instruction, a process which will have distinctive benefits in the promotion of enhanced levels of information literacy (IL).

The author uses case study and other literature, plus examples from personal professional practice to build an argument.

The momentum towards “cyber‐delivery” is inevitable and is driven by a variety of factors, which can be understood as either external or intrinsic to the arena of IL. External factors include the pressure to find the most effective educational approaches to train students to use tools such as Google appropriately (virtual formats are best to deal with virtual challenges); intrinsic factors include the innate suitability of online IL for encouraging independent learning and student‐centred education.

The research technique consists of a dualistic analysis of dynamic factors driving the digital library movement towards online delivery of IL: this has the potential to be extended to other LIS contexts and tested for robustness and relevance.

The paper shows how the LIS practitioner can better understand the relevance of courseware‐based models of IL delivery for their user education practice.

An insightful summary and coherent analysis of a range of disparate trends in digital library developments helps provide a coherent overview of a fast‐developing aspect of the current LIS world.

The purpose of this paper is to introduce a new concept: the online collaborative audit system, and to design a prototype system at the national level for financial auditors, members of a supervisory body.

Conceptualization, modelling, analysis, imagination, scientific abstraction and review of legislation are the research methods used.

An online collaborative audit system is defined as an interorganizational system which uses the methods of collaborative intelligence among the stakeholders of the audit process (audit firms, auditees, supervision bodies) in a given geographical area (e.g. country) and which is based on the Internet. By assessing the design of the system, we could anticipate that an online collaborative system is feasible to implement. The main characteristics of an online collaborative audit system are geographical dispersion, collaboration between the stakeholders of the audit process, electronic management of the audit documents, online/continuous auditing and dynamic virtual teams, etc.

The system presented in this paper aims to cover the research gap which exists in this area and also to produce a change of paradigm in the sense that nowadays the technology allows us to move the audit results to an integrated national platform for audit stakeholders. In this way, the transparency of audit results increases and the role of audit becomes more predictive compared with the traditional way of performing an audit. Compared with the research in the field, the system presented in this paper is innovative in the sense that it not only allows online auditing but also gathers the national audit community in a virtual environment, which allows information sharing and improvement of information access.

The online collaborative system for audit, which promotes collaboration between a large number of auditors and which is based on the networks of the supervision bodies, could be implemented not only by Romania, on which this research is based, but also by other countries.

The online collaborative systems for audit, which promotes collaboration between a large number of auditors and which is based on the networks of the supervision bodies, could be implemented not only by Romania but also by other countries.

The purpose of this paper is to explore emerging synergies and tensions between the twin moves to the United Nations Sustainable Development Goals (UN SDGs) and online learning and teaching (L&T) in higher education institutions (HEIs).

A preliminary global exploration of universities’ SDG-based L&T initiatives was undertaken, using publicly available grey and academic literature. Across a total sample of 179 HEIs – identified through global university rankings and analysis of all 42 Australian universities – 150 SDG-based L&T initiatives were identified. These were analysed to identify common approaches to embedding the SDGs.

Five key approaches to embedding the SDGs into online (and offline) HEI L&T were identified: designing curricula and pedagogy to address the SDGs; orienting the student experience towards the SDGs; aligning graduate outcomes with the SDGs; institutional leadership and capability building; and participating in cross-institutional networks and initiatives. Four preliminary conclusions were drawn from subsequent analysis of these themes and their relevance to online education. Firstly, approaches to SDG L&T varied in degree of alignment between theory and practice. Secondly, many initiatives observed already involve some component of online L&T. Thirdly, questions of equity need to be carefully built into the design of online SDG education. And fourthly, more work needs to be done to ensure that both online and offline L&T are delivering the transformational changes required for and by the SDGs.

The research was limited by the availability of information on university websites accessible through a desk-top review in 2019; limited HEI representation; and the scope of the 2019 THE Impact Rankings.

To date, there are no other published reviews, of this scale, of SDG L&T initiatives in universities nor analysis of the intersection between these initiatives and the move to online L&T.

This paper aims to be a response to the “Call for Papers” on challenges for the practice of, and new modes of questioning and delivery in, business education. The authors seek to do this through an investigation of the disadvantages and benefits associated with the move towards using online technologies in an on‐campus undergraduate first year management subject.

The authors conducted a survey of 362 first year students undertaking a blended learning course in management.

Students prefer interactive tutorials over lectures or online material they can access themselves as needed. They also mainly access the online material they believe will be most useful in achieving higher grades, and prefer online material that is related to assessment outcomes, rather than that designed for greater understanding.

The findings suggest that the community of inquiry framework, although designed to evaluate online learning, can also be used to frame the comparative utility of online and other teaching strategies. The paper also explores issues related to the Technology Acceptance Model's prediction that ease of use of online learning resources is important, and finds that many students are restricted by the cost of downloading and printing online learning material in university libraries and laboratories.

The research focuses upon first year management students, and transition implications of the findings are discussed.