Search results

The purpose of this study is to investigate the factors that influenced employee engagement in the context of remote work as a result of the COVID-19 pandemic and compare them with antecedents of employee engagement in traditional workplaces.

This study adopted an integrative literature review design of 27 empirical and conceptual peer-reviewed journal articles from a host of academic databases. Data were analyzed via a matrix and mapped onto individual and organizational antecedents of employee engagement.

This study identified 18 antecedents of remote work, which were categorized into individual antecedents, for example, mindfulness and digital literacy, as well as organizational antecedents, for example, job autonomy and supportive leadership. These findings were compared with antecedents of employee engagement in traditional workplaces to generate new knowledge about the impact of remote work on employee engagement as a result of the large shift to remote work in 2020.

This study synthesizes the most recent literature on antecedents of employee engagement in remote work settings as the result of the pandemic and contrasts these new approaches with previously identified antecedents of employee engagement in traditional workplaces.

The purpose of this paper is to explore the inter-linkages of mindfulness, remote engagement and employee morale as a solution to new normal, during the turbulent times of the pandemic.

Remote engagement is the biggest challenge that is faced by many organisations with their employees working remotely. This paper examines the relevance of mindfulness amidst all distractions that obstruct the employees to stay focussed in their work assignments while performing remotely. Therefore, a thorough literature survey has been made to analyse the conceptual relationship among mindfulness, remote engagement and employee morale. Based on the conceptual analysis, a set of possible frameworks linking the three constructs has been stated for future research.

This conceptual paper has come up with few possible frameworks to model the assertions by investigating and corroborating it with quantitative or qualitative studies by the future researchers.

This paper has tried to advocate the linkage of the three constructs, which is the need of the hour for setting the organisation to the new normal way of work.

The current paper suggests that the organisations can deal with the toughest challenge of engaging people remotely by practising mindfulness technique, and thereby, it would result in high morale leading to improved performance. This approach paves the way for leading a “new normal” even post-pandemic.

Due to the prevalence of the unforeseen situation of pandemic, organisations have no other way but to resort to remote work. Through the practice of mindfulness, the engagement of employees can be adhered to an extent, which results in enhanced employee morale, which can help the organisation to achieve its business objectives amidst this turbulent time and gradually resorts to function in the new normal.

Through the lens of Conservation of Resources (COR) theory, this study explores how remote working inhibits employee engagement. The authors offer a fresh perspective on the most salient work- and nonwork-related risk factors that make remote working particularly challenging in the context of Covid-19.

The authors use data from semi-structured interviews with 32 employees working from home during the Covid-19 lockdown. Based on the interpretivist philosophical approach, the authors offer new insights into how employees can optimize work- and nonwork-related experiences when working remotely.

The authors show that the sudden transition from in-person to online modes of working during the pandemic brought about work intensification, online presenteeism, employment insecurity and poor adaptation to new ways of working from home. These stress factors are capable of depleting vital social and personal resources, thereby impacting negatively on employee engagement levels.

Employers, leaders and human resource teams should be more thoughtful about the risks and challenges employees face when working from home. They must ensure employees are properly equipped with the relevant resources and support to perform their jobs more effectively.

While previous research has focused on the benefits of remote working, the current study explores how it might be detrimental for employee engagement during a pandemic. The study provides new evidence on the most salient risks and challenges faced by remote workers, and how the unique Covid-19 context has made them more pronounced.

The disruptions brought by COVID-19 pandemic compelled a large part of public sector employees to remotely work from home. Home-based teleworking ensured the continuity of the provision of public services, reducing disruptions brought by the pandemic. However, little is known about the implications of telecommuting from home on the ability of remote employees to manage the work-life interplay. The article adopts a retrospective approach, investigating data provided by the sixth European Working Conditions Survey (EWCS) to shed lights into this timely topic.

An empirical, quantitative research design was crafted. On the one hand, the direct effects of telecommuting from home on work-life balance were investigated. On the other hand, work engagement and perceived work-related fatigue were included in the empirical analysis as mediating variables which intervene in the relationship between telecommuting from home and work-life balance.

Home-based telecommuting negatively affected the work-life balance of public servants. Employees who remotely worked from home suffered from increased work-to-life and life-to-work conflicts. Telecommuting from home triggered greater work-related fatigue, which worsened the perceived work-life balance. Work engagement positively mediated the negative effects of working from home on work-life balance.

Telecommuting from home has side effects on the ability of remote workers to handle the interplay between work-related commitments and daily life activities. This comes from the overlapping between private life and work, which leads to greater contamination of personal concerns and work duties. Work engagement lessens the perceptions of work-life unbalance. The increased work-related fatigue triggered by remote working may produce a physical and emotional exhaustion of home-based teleworkers.

The article investigates the side effects of remotely working from home on work-life balance, stressing the mediating role of work engagement and work-related fatigue.

K-12 educators face persistent and nascent challenges as they grapple with making an emergency transition to remote online modes of engaging with their students. Crossing the digital divide that exists between multi-site educational engagement is challenging. This paper aims to address the particular challenge of maintaining or, perhaps re-conceptualising, the constructs that support social interaction in the face-to-face setting. A second pressing challenge is considering issues of equity when making the emergency transition to remote online engagement that are, in the physical classroom, somewhat mitigated by practitioners and the systems that support them.

DESIGN-ED is the output of a design-based research study.

However, in the rush to support this transition, it is possible that such challenges could be exacerbated if practitioners are not supported by a sustainable pedagogical process to frame their engagement with K-12 students in remote online formats. This paper explores these nascent challenges, presents a conceptual framework and explicates a subsequent design research model the form of a practitioner focussed “toolkit” that has the consideration of equity at its core. The “DESIGN-ED Toolkit” adopts and adapts a contemporary, effective and rapidly iterative design process from industry known as design thinking.

The core components of this this process (empathy, definition, ideation, prototype and test) are pedagogically translated for use in complex and dynamic educational settings such as remote online engagement.

Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

Lessons learned from the design, development and iterative refinement of this toolkit over three years are presented, and affordances of engaging with such a process are explored.

Education is undergoing digital transformation intensified by COVID-19. In this context, gamification is an attractive alternative based on the use of elements of the games with educational purposes. However, it keeps the educational content to be learned as a central element without neglecting the “fun,” which contributing to engaging students. Therefore, this study aims to analyze the factors that affect students' engagement in an undergraduate course of Business Administration with gamified activities in remote education.

The authors collected data through a survey available to students of the administration course at a private university in São Paulo (n = 671). This study used a quantitative approach, using SEM with PLS estimation and with the support of other analytical techniques.

The results support all the hypotheses formulated. Those with the associated construct “competition” obtained the most robust relationships, which denotes that competition is an essential element in gamification. Despite being supported by the results, “network exposure” influencing engagement is one point of attention to improving teaching strategies.

Graduate schools could implement this type of gamified activity, evaluating whether students enrolled in higher degrees would willingly engage in a learning activity considered “less serious.”

Higher education institutions can benefit from this study by understanding that gamification is presented as an active methodology that increases students' engagement in teaching.

This research addressed gaps in the factors that affect students' engagement with gamified activities, proposing an alternative theoretical model to those present in the literature.

There is an increasing interest in using information and communication technologies to support health services. But the adoption and development of even basic ICT communications services in many health services is limited, leaving enormous gaps in the broad understanding of its role in health care delivery. The purpose of this paper is to address a specific (intercultural) area of healthcare communications consumer disadvantage; and it examines the potential for ICT exploitation through the lens of a conceptual framework. The opportunity to pursue a new solutions pathway has been amplified in recent times through the development of computer-based ontologies and the resultant knowledge from ontologist activity and consequential research publishing.

A specific intercultural area of patient disadvantage arises from variations in meaning and understanding of patient and clinician words, phrases and non-verbal expression. Collection and localization of data concepts, their attributes and individual instances were gathered from an Aboriginal trainee nurse focus group and from a qualitative gap analysis (QGA) of 130 criteria-selected sources of literature. These concepts, their relationships and semantic interpretations populate the computer ontology. The ontology mapping involves two domains, namely, Aboriginal English (AE) and Type II diabetes care guidelines. This is preparatory to development of the Patient Practitioner Assistive Communications (PPAC) system for Aboriginal rural and remote patient primary care.

The combined QGA and focus group output reported has served to illustrate the call for three important drivers of change. First, there is no evidence to contradict the hypothesis that patient-practitioner interview encounters for many Australian Aboriginal patients and wellbeing outcomes are unsatisfactory at best. Second, there is a potent need for cultural competence knowledge and practice uptake on the part of health care providers; and third, the key contributory component to determine success or failures within healthcare for ethnic minorities is communication. Communication, however, can only be of value in health care if in practice it supports shared cognition; and mutual cognition is rarely achievable when biopsychosocial and other cultural worldview differences go unchallenged.

There has been no direct engagement with remote Aboriginal communities in this work to date. The authors have initially been able to rely upon a cohort of both Indigenous and non-Indigenous people with relevant cultural expertise and extended family relationships. Among these advisers are health care practitioners, academics, trainers, Aboriginal education researchers and workshop attendees. It must therefore be acknowledged that as is the case with the QGA, the majority of the concept data is from third parties. The authors have also discovered that urban influences and cultural sensitivities tend to reduce the extent of, and opportunity to, witness AE usage, thereby limiting the ability to capture more examples of code-switching. Although the PPAC system concept is qualitatively well developed, pending future work planned for rural and remote community engagement the authors presently regard the work as mostly allied to a hypothesis on ontology-driven communications. The concept data population of the AE home talk/health talk ontology has not yet reached a quantitative critical mass to justify application design model engineering and real-world testing.

Computer ontologies avail us of the opportunity to use assistive communications technology applications as a dynamic support system to elevate the pragmatic experience of health care consultations for both patients and practitioners. The human-machine interactive development and use of such applications is required just to keep pace with increasing demand for healthcare and the growing health knowledge transfer environment. In an age when the worldwide web, communications devices and social media avail us of opportunities to confront the barriers described the authors have begun the first construction of a merged schema for two domains that already have a seemingly intractable negative connection. Through the ontology discipline of building syntactically and semantically robust and accessible concepts; explicit conceptual relationships; and annotative context-oriented guidance; the authors are working towards addressing health literacy and wellbeing outcome deficiencies of benefit to the broader communities of disadvantage patients.

Introduction: The Covid-19 pandemic wreaked havoc on the organisations in the form of increased job demands which manifested through increased workload, time pressure, etc. Similarly, stress and burnout engulfed the employees. Remote work became the new normal post-pandemic. Remote workers require more engagement. This has brought Artificial Intelligence (AI) to the forefront for engaging employees in the new normal.

Purpose: With limited studies on AI-enabled employee engagement in the new normal, this study investigates and proposes a conceptual framework of employee engagement in the context of AI and its impact on organisations.

Methodology: A systematic review and meta-synthesis method is undertaken. A systematic literature review assisted in critically analysing, synthesising, and mapping the extant literature by identifying the broad themes.

Findings: Since many organisations are turning to remote work post-pandemic and remote work requires more engagement, organisations are investing in AI to boost employee engagement in the new normal. Several antecedents of employee engagement such as quality of work life, diversity and inclusion, and communication are facilitated by AI. AI helps enhance the quality of work life by playing a major role in providing fair compensation, safe and healthy working conditions, immediate opportunity to use and develop human capacities, continued growth and security, work and total life space, and social relevance of work life. This has led to positive organisational outcomes like increased productivity, employee well-being, and decreased attrition rate. Furthermore, AI helps in measuring employee engagement. The various tools of AI, such as wearable technology, digital biomarker, neural network, data mining, data analytics, machine learning (ML), natural language processing (NLP), etc., have gone a long way in engaging employees in the new normal.

This study aims to understand the impact of key resources on work engagement while working from home (WFH). Social support is divided into the support provided at home and leadership and organizational support (LOS) provided externally. Thus, the study contends that while WFH employees invest in internal resources, they seek validation, care and assurance from external resources. Previous studies' limitations were addressed by considering LOS as an external resource that strengthens the relationship between internal resources and work engagement.

Survey research (n = 244) was undertaken, and the interaction effect between LOS and the other resources like flexibility, work support and the home environment was empirically validated using PROCESS macro.

The interaction effects between LOS and the internal resources were positive, which suggests that LOS helps mitigate the stress associated with remote working and results in positive work engagement.

The study delineates LOS as an external resource that augments the effect of internal resources on work engagement, which impacts work engagement. In research, significantly less effort has been expended on studying the effect of the home domain on work engagement, which was also the focus of this study. Future research can look at other factors that impact work engagement, especially in a remote work setting.

The purpose of this study was to examine the relationship between factors in the extended technology acceptance model (TAM) model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic. In addition, the authors sought to listen to classroom teachers as they expressed their unbiased views of the advantages, disadvantages and challenges of teaching remotely during the COVID-19 pandemic.

A survey was employed to examine the relationship between factors in the extended TAM model and teachers' self-efficacy in remote teaching during the COVID-19 pandemic using the 49-item questionnaire. A multiple regression analysis using a stepwise procedure was used to examine the relationship between factors in the extended TAM model and teachers' self-efficacy. Three open-ended questions closely examined remote teaching during the pandemic, related to challenges, advantages and disadvantages.

Qualitative findings challenges included Internet connection, lack of interaction and communication and challenges with motivation and student engagement. Disadvantages included teachers’ level of self-efficacy in using technology to teach, lack of support and resources to teach online and the struggle to motivate and engage students. Perceived benefits included flexibility for the teacher and differentiation, rich resources and a way to support learners when in-person instruction is not possible.

The data suggest that instead, during COVID-19, many teachers were learning about the platforms simultaneously as they were instructing students.

To ensure quality remote instruction and that students receive the support to make instruction equitable, teachers need to perceive that their instructional technology needs are met to focus on teaching, learning and needs of their students.

Teachers need opportunities to explore the platforms and to experience success in this environment before they are exposed to the high stakes of preparing students to meet K-12 standards.

Instructional delivery has not explored teacher motivational and instructional teaching self-efficacy related to satisfaction with the learning management system (LMS).