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The Internet is changing the way that companies carry out their business and, in fact, constitutes an entirely new application domain, which makes product innovation possible. Moreover, it is a new medium for reaching consumers, which is a central preoccupation to organisations in the current business market. Here interest lies in video chatting on the Internet. This is a type of service that adds video support to chatting using a Web cam and is gradually attracting more Internet users. The paper consists of a market feasibility study evaluating the potential commercialisation of a software program that enables the “cutting away” of the chatters from the original background filmed by the Web cam, and later re‐integrates them into a new background. The software program could, therefore, be interesting for advertising companies.

The University of Nevada, Reno Library offers a general‐information “Chat with us” service through the university Web site in conjunction with the “Ask a librarian” service available through library Web pages. A study of 826 transcripts for the first academic year revealed that 80 percent of chat sessions originated from the university page. The majority of visitors were prospective students with questions related to admissions. Most of the chat operators believe the library should continue providing the university‐wide service. While university offices possess the information to answer many of the questions, librarians are skillful and patient when determining visitors' information needs, and were able to supply appropriate resources. Librarians were proactive in contacting university offices on behalf of chat visitors and provided e‐mail addresses, phone numbers, and URLs as needed. The continued collection and analysis of chat transcripts will help to determine the direction of library and university chat services.

The purpose of this paper is to describe Beehive, a new web application framework for designing and supporting synchronous collaborative learning.

Our web engineering approach integrates educational design expertise into a technology for building tools for collaborative learning activities. Beehive simplifies the development of the collaboration tools required to implement proven educational design strategies. The methodology consists of a framework model that has three abstraction layers: pedagogical techniques, patterns, and computer supported collaborative learning components.

Building eLearning systems that are informed by the educational research in design patterns, can lead to a better, richer and more flexible, infrastructure. Beehive's design enables teachers to design and use synchronous collaborative learning activities, either by using well tested research‐based learning designs or by creating their own.

The system will need to be used by a large number of teachers and learners before evaluation and usability tests are possible.

The paper presents an integrated solution application that enables teachers and students to design and carry out synchronous collaborative learning activities in a very simple manner.

The purpose of this paper is to examine the online pedagogical practices and technological tools that influenced the attainment of skills and knowledge associated with professional multicultural competence in a graduate student online course focused on social justice and inclusion.

This qualitative case study includes a total of ten student participants. Two theoretical orientations guide the study. Mishra and Koehler’s (2006) model of technological pedagogical content knowledge is provided to understand the reciprocal relationship between content, pedagogy, knowledge and technology in online learning environments. Critical digital pedagogy (Morris and Stommel, 2018) provides insights into challenging the neutrality of technological tools and focuses on relational capacities of online learning environments. Initial coding by each researcher was reduced to thematic codes focused on technological tools, course content delivery, asynchronous and synchronous pedagogical strategies.

Data analysis revealed technological tools such as discussion boards, video, video conferencing and synchronous opportunities influence student engagement and learning. Further, findings reveal that the nature of online education itself – specifically asynchronocity – functions as both a distraction and possibility for online learning in multicultural education courses. Students in this study revealed the value of opportunities to engage synchronously in online learning environments. Instruction without such opportunities was disadvantageous to the learning of skills and knowledge associated with multicultural competence.

The study is not generalizable to the experiences of all online students and only provides a small cross-section of online graduate students enrolled in a required diversity course at one institution.

There is a dearth of research focused on teaching courses in diversity, equity, social justice and inclusion in fully online environments, a gap this study begins to fill. The study also enhances the authors’ understanding of graduate student education.

This study aims to explore the customers’ behaviour towards online shopping during COVID-19 in a Muslim country and proposes a co-creative service design for online businesses (webstore) in the post-COVID-19 era.

The study used a qualitative design for collecting the data where in-depth interviews from 18 customers were conducted following the qualitative design protocol. Due to the limitation of physical distancing, the interviews were conducted online using Microsoft teams.

Based on the findings, new potential services are proposed for webstores for customer engagement, the need for expansion of product lines and safety measures for customers and staff during and post-COVID-19 era. Following the findings, a co-creative service design is proposed for webstores to revamp the business during and post-COVID-19.

The study is unique because it has developed various unique strategic factors essential for revamping online businesses for better growth in post-COVID-19. The proposed new co-creative service design model for an online service provider is expected to create customers engagement and loyalty during and in post-COVID-19.

This research aims to gain a holistic understanding of how video conferencing (VC) apps' media characteristics influence individuals' perceptions of VC apps and, ultimately, their use and continued use in professional settings.

A conceptual research model is developed by integrating constructs from media synchronicity theory (MST), social presence theory and the unified theory of acceptance and use of technology (UTAUT2) model, as well as ubiquity, technicality and perceived fees. Structural equation modeling (SEM) is used to empirically test the conceptual model using data collected from 252 working professionals from the European Union.

The results reveal that while performance expectancy (PE) and facilitating conditions (FC) are fundamental to VC app use, these factors alone do not explain the use and continuing use of VC apps in the professional context. Media characteristics that include synchronicity, social presence, and ubiquity are equally crucial to professionals using VC apps. It also confirms the moderating effect of convergence on the relationship between synchronicity and PE and the moderating effect of technicality and perceived fees on the relationship between ubiquity and FC.

For researchers, the study offers insights into the extent to which technological and socially derived characteristics of VC apps influence the routine tasks undertaken by professionals in virtual work settings. For practitioners, recommendations pivotal to the use of VC apps are presented to promote higher acceptance and improved well-being of the professional workforce.

The purpose of this paper is to investigate the impact of personality traits on the perceived usability evaluation of e-learning platforms. In specific, perceived usability levels of the educational platforms and tools used in primary and secondary education in Greece are demonstrated. The impact which personality traits and other individual-related factors have on the perceived usability were also examined.

In total, 2,239 Greek primary and secondary education teachers participated in the study through an online survey. The system usability scale (SUS) and Big 5 personality test questionnaires were adopted, as well as a demographics questionnaire and nine platforms were examined: e-me, eclass, Google Classroom, Microsoft Teams, Cisco Webex, Edmodo, Padlet, Skype and Zoom.

Most platforms were rated as satisfactory in terms of perceived usability as measured by SUS. SUS scores were not found to be significantly related with participants’ age, gender, private/public school, working relationship. Furthermore, openness to new experience and extraversion demonstrated the strongest positive correlation with perceived usability evaluation.

The current study used a sample of Greek teachers as participants, so the generalizability of results without considering cultural or organizational issues is of questionable validity. The Big 5 personality test is widely adopted; however, it seems that it does not capture comprehensively all possible dimensions of personality.

Acknowledging the correlations between personality traits and perceived usability for each platform, teachers may now choose the most user-friendly one depending on the personality traits. Designers can adapt their systems to meet users’ needs accordingly. Moreover, the reported results provide a frame of reference for the respective organizations and companies to compare the quality of user experience of their products and services. Thus, development costs of an e-learning platform/tool can be reduced accordingly.

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Perceived usability of a technological system affects the way users interact with it and consequently the whole learning experience. Thus, factors which may affect perceived usability and, in turn, the learning outcomes are of paramount importance and should be exhaustively examined. Giving that personality affects or is related to, other parameters related with technology (technology adoption, perceived and actual use, acceptance, interaction, perceived ease of use), this study addresses a significant research gap and sheds light to the before-mentioned issues.

Examines statistically the public's use and attitudes towards interactive and personal health services via an online questionnaire survey and enhances these data with an expert assessment of a number of consumer health sites and their services. Over a period of three weeks more than 1,300 people responded to an online questionnaire produced by The British Life and Internet Project. Of the respondents, 81 per cent were British. The likely potential uptake figure for support group participation among Internet health users is about 20 per cent while around 11 to 13 per cent will go online to describe a medical condition. Those in poor heath were approximately ten to 13 times more likely to have participated in an online support group. Those aged over 65 were four times as likely to e‐mail their doctor. More positive health outcomes were associated with those respondents that participated in online support groups and the least number of health outcomes were associated with those people that maintained e‐mail contact with a doctor or surgery.

The system of higher education is ineffective – it has to change the concept of educational process, which is peculiar for increase of the volume of education of labor resources. According to this, there is a necessity to pass to the system of higher education with elements of smart technologies. The purpose of this paper is to determine the role of smart technologies as an innovational and intellectual tool in development of the system of higher education and formation of actual skills with students.

The aspects of classical education in universities with elements of remote forms of implementation of smart technologies on IT platforms are studied; peculiarities of smart technology as intellectual tools of higher education are analyzed; perspectives of usage of smart technologies as innovational tools for development of higher education are determined. The research methods include analysis, synthesis, abstraction, comparison and logical method.

Information technologies become an inseparable part of life of society and human. A new network generation of people that cannot imagine life without new technological devices is growing. However, despite this, modern education does not sufficiently influence the development of human capital in the conditions of digital environment.

Scientific novelty consists in conducting the research in the sphere of significance and perspectives of implementing smart technologies into the systems of higher education of the Russian Federation. This paper could be interesting for public officers who form the program of development of higher education and academic staff of higher educational establishments.

This research is positioned at the intersection of youth subculture consumption and religious affiliation, through the study of observant Muslim women involved in the highly engaging and codified activity of cosplay. Given authenticity is central to the cosplay visual impact and performance, this study aims to understand the way hijab cosplayers negotiate tensions between authentic body performativity and the observance of religious dressing codes.

A qualitative interpretive approach was used to address the research questions. In-depth semi-structured online interviews were conducted with 25 members of a hijab cosplayers from South East Asia.

The concept of authenticity emerged as multifaceted for hijab cosplayers, where they manage three different aspect of the authentic cosplay performance as follows: authenticity as a cosplayer (social dimension of authenticity), authenticity to the character (personal dimension of authenticity) and authenticity to their religious identity (religious dimension of authenticity). The subsequent malleable authenticity is used to legitimate cosplay as an acceptable performative practice from a religious and from subcultural view.

The research highlights how tensions between identity and performativity of the body are negotiated. More specifically, the study contributes to the understanding of the way hijab cosplayers reconcile tensions between religious identity and the performativity of the body. Given the role of the body as a site for negotiating identity, this study provides important insights in the tensions and strategies at the intersection of authenticity, embodiment and religious identity in youth cultures.