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While some modern organisations have established “virtual work teams”, which are said to be comprised of people who are geographically separated and who work across boundaries of space and time using computer driven communication technologies, it is also true that many organisations remain structured around conventional face‐to‐face teams. Increasingly, the conventional face‐to‐face team is endeavouring to increase its productivity by utilising some of the technology and characteristics of the virtual team. In fact, it may not be practical any longer to draw a distinction between conventional face‐to‐face teams and virtual teams, due to the invasive nature of technology throughout most modern organisations.

Examines the effectiveness of teaching business cases using collaborative groups of students. A quasi‐experiment was conducted in which a class of students was randomly placed in face‐to‐face groups and given a case with questions to answer collectively. Then for a different case, these same students were randomly assigned to electronic case groups. The electronic groups conducted all their group interactions with their fellow group members in universities in the USA, Canada and Mexico via e‐mail over the Internet. The groups rated both their group experiences, face‐to‐face and electronic. Also each student completed the Myers Briggs personality typing instrument. The four dimensions of personality type were then correlated with the case ratings; and significance tests across the two subgroups, electronic and face‐to‐face, were assessed. While there were few significant differences across the electronic and face‐to‐face groups, the extroverts found the electronic groups to be a novel experience. This may be explained by the technical frustrations encountered by the students and the lack of richness of the electronic group exchange.

Many individuals who have no or limited experience of using electronic communication technologies (ECTs), e.g. telephone, fax, voice, and e‐mail are concerned that media like e‐mail are a limited, if not poor, way of communicating, and that they cannot replace face‐to‐face communication. Reports on research examining how relatively sophisticated ECT users use ECTs to communicate, and how electronic communication may affect face‐to‐face communication. Finds that ECTs are most effective in the administrative stages of a project rather than in the initial conceptualizing stages or final project wrap up and is the primary form of communication between co‐workers. Discusses the implications for workplace strategies that involve remote work.

Aims to develop an efficient and robust system for real‐time personal identification by automatic face recognition.

A wavelet‐based image hierarchy and a guided coarse‐to‐fine search scheme are introduced to improve the computation efficiency in the face detection task. In addition, a Gabor‐based low feature dimensional pattern is proposed to deal with the face recognition problem.

The proposal of a wavelet‐based image hierarchy and a guided coarse‐to‐fine search scheme is effective to improve the computation efficiency in the face detection task. The introduction of a low feature dimensional pattern is powerful to cope with the transformed appearance‐based face recognition problem. In addition, the use of aggregated Gabor filter responses to represent face images provides a better solution to face feature extraction.

Provides guidance in the design of automatic face recognition system for real‐time personal identification.

Biometrics recognition has been emerging as a new and effective identification technology that attains certain level of maturity. Among many body characteristics that have been used, face is one of the most commonly used characteristics and has drawn considerably large attentions. An automated system to confirm an individual's identity employing features of face is very attractive in many specialized fields.

Introduces a wavelet‐based image hierarchy and a guided coarse‐to‐fine search scheme to improve the computation efficiency in the face detection task. Introduces a Gabor‐based low feature dimensional pattern to deal with the face recognition problem.

Handling feature interaction is an unsolved issue in feature recognition approach. This paper presents a method for recognizing the presence of feature interactions. First, based on the convex hull concept, a so‐called reference face is defined. Second, by adding the reference face into the attributes adjacency graph (AAG), a modified AAG is obtained. Two general feature types, namely depression and protrusion features, are identified by the reference face. The basic features such as slots, pockets and bosses are represented by the modified AAG. Any features that remain unrecognized by the modified AAG are regarded as interacting features. The types of reference faces and feature face are also classified. Based on the kind of face classification, the interacting features are finally recognized via a process of virtual face extension and volume addition.

Most adaptive slicing implementations assume a maximum allowable cusp height which applies to the entire part. Practically speaking, however, most parts do not have uniform cusp height requirements. Some faces are required to be smooth while other faces are relatively unimportant. With a uniform cusp height implementation, users must specify the most stringent cusp height which applies to the entire part. However, with non‐uniform cusp height specifications, it is possible that further gains in adaptive slicing efficiency can be achieved. This paper presents an approach to specifying non‐uniform cusp height requirements. First, a procedure is developed which uses an edge finding algorithm to identify faces on the part. The faces are then rendered using the OpenGL graphics libraries, and the user is prompted to enter the maximum allowable cusp height for each highlighted face. Implementation details and test results are presented.

This research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.

To study the breadth and depth of students' experiences and fully address the research aims, the researchers utilized a mixed method. Through a survey questionnaire with both closed-ended and open-ended questions, student responses were gathered. On a five-point Likert scale, the closed-ended questions were co-constructed. The research participants included students attending Pakistan's private university in Karachi. Participants from all programs were the authors' focus (i.e. undergraduate and graduate). A total of 552 students completed the survey questionnaire.

The study reveals students' level of satisfaction with their online encounters. Contextual restrictions, such as power outages, bad internet, a lack of a private place and administrative problems, make it difficult to access and connect during learning sessions. Additionally, the student's perception of online learning as being more secure and safe in terms of their physical safety was an intriguing finding. They also see the integration of online and in-person learning as advantageous because it might reduce travel expenses and time while also giving them access to independent study resources. Given its many benefits, this research supports the use of online learning in higher education. Online education promotes a healthy mix of teacher- and student-centered instruction.

Moreover, the findings indicate that effective non-verbal communication occurs when students interact with a teacher and colleague face-to-face. In a face-to-face teaching situation, good body language may inspire, engage and motivate students. Better learning outcomes result from being able to interpret people's body language, whether it be eye contact or posture, and alter the topic and approach. Keeping in view the recent nature of the coronavirus disease 2019 (COVID-19) pandemic, no research has been carried out on this topic to date or on such a wide-scale transition to online learning, specifically in the context of higher education in Pakistan (Dincer, 2018). This research is unique in its kind as it focuses on the impact of online learning on the affective domain as well.

Given the contextual concerns, teachers must find alternative educational insights that will enable students to reduce listening demands, improve self-learning and promote engagement.

Therefore, in the authors' context, it is a unique finding that students felt socially isolated. While numerous studies have examined anxiety, still there is still a dearth of literature regarding stress factors (Dincer, 2018). The current study provided substantial information on the impact of online learning on students' stress levels, and the consequence is that they were strained out because they felt socially isolated. Additionally, these findings are in alignment with the qualitative data showing a problem of student isolation and a lack of engagement. Since the face-to-face mode had provided them with the time and space, they were able to engage in educational socialization outside the boundaries of the classroom, such as casual conversations during breaks, gatherings at coffee shops and working on group projects at the library.

This research was conducted in the context of Pakistan.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

It was verified that the micro-texture in the front and back of the tool at the same time had a positive effect on improving the milling behavior and surface quality of the tool. The purpose of this study is to explore the rationality of simultaneous placement of micro-textures on the front and rear surfaces of ball-end milling cutters, analyze the influence of micro-texture parameters on tool milling behavior and workpiece surface quality, reveal its internal mechanism, and obtain the best micro-texture parameters by optimization.

First, the mechanism of micro-texture is studied based on the energy loss model. Second, the orthogonal experiment is designed to analyze the influence of micro-texture parameters on tool milling behavior and reveal its mechanism by combining simulation technology and cutting experiment. Finally, the parameters are optimized based on the artificial bee colony algorithm.

The results show that the simultaneous placement of micro-texture on the rake face and flank face of the tool has a positive effect on improving the milling behavior and surface quality of the tool. Taking milling force, tool wear and surface roughness as the evaluation criteria, the optimal parameter combination is obtained: the rake face micro-texture diameter is 50 µm, the distance from the micro-texture is 200 µm and the distance from the cutting edge is 110 µm; the diameter of the micro-textured flank is 40 µm, the distance from the micro-texture is 170 µm and the distance from the cutting edge is 130 µm.

Taking milling force, tool wear and surface roughness as the evaluation criteria, the optimal parameter combination is obtained: the rake face micro-texture diameter is 50 µm, the distance from the micro-texture is 200 µm and the distance from the cutting edge is 110 µm; the diameter of the micro-textured flank is 40 µm, the distance from the micro-texture is 170 µm and the distance from the cutting edge is 130 µm, which provides theoretical support for the further study of the micro-textured tool.

The peer review history for this article is available at: https://publons.com/publon/10.1108/ILT-01-2023-0022/

Financial analysts' roles and incentives mean that they have conflicting identities to maintain towards investors and firm managers. The authors study how analysts adopt various politeness strategies in their questioning to establish socially desirable identities in the Q&A of publicly accessible earnings calls.

The study is based on a sample of US firms with extreme earnings changes. 46 transcripts of end-of-year earnings calls were investigated with the help of linguistic discourse analysis, drawing on frameworks of face and linguistic politeness. For each transcript, the authors identified the structure of the face-threatening acts (FTAs) that arise when analysts ask probing questions and ascertained what specific politeness strategies, if any, are used by analysts to mitigate those FTAs. The authors examine how analysts perform identities through politeness in language and compare analysts' politeness behaviour and identity construction in the increasing earnings sub-sample with the decreasing earnings sub-sample.

Analysts negotiate different identities according to specific social contexts, promoting their identity as (1) competent professionals when firms report problematic performance by asking questions in a confrontational manner with few politeness strategies and (2) dependents of the firm by asking questions in a more polite manner when firms experience satisfactory performance. Analysts aim to present a socially desirable face in Q&A to influence managers' and investors' perceptions.

The study raises awareness about linguistic politeness as a communication strategy in the Q&A in earnings calls. It thereby enables managers and analysts to use linguistic politeness consciously and strategically and to recognise such use by others.

This study complements existing literature on earnings conference calls as part of external corporate communications by focusing on analysts' use of language when interacting with manages. To the best of our knowledge, this paper is the first to show that politeness underpins analysts' language use as a device for identity negotiations. This is important to understand because analysts' identities vis-a-vis managers and investors is closely related to the stability of the financial system.