Search results

1 – 10 of over 2000
Book part
Publication date: 14 March 2024

Paulo Botelho Pires and José Duarte Santos

Buying online has become a widespread and common activity for consumers, and, for many organizations, e-commerce has become a very profitable alternative to sell their products…

Abstract

Buying online has become a widespread and common activity for consumers, and, for many organizations, e-commerce has become a very profitable alternative to sell their products and services, also allowing them to leverage their strategy in new geographical markets immediately. Although the literature on the subject is comprehensive, there is a gap in identifying the holistic constructs that are the determinants of consumers' choice of an online store. This research resorts to an exploratory study, based on a nonsystematic literature review, seeking to identify these constructs. The results obtained allowed us to identify the following constructs: consumer behavior, customer experience, web content, catalog, terms and conditions, customer support, perceived value, trust, security and privacy, satisfaction, and loyalty. Customer experience, satisfaction, and loyalty constructs stand out from a strategic perspective.

Details

The Impact of Digitalization on Current Marketing Strategies
Type: Book
ISBN: 978-1-83753-686-3

Keywords

Article
Publication date: 5 October 2023

Waqar Ahmed, Sehrish Huma and Syed Umair Ali

With the growth in online purchasing, the return of distressed shipments also increased. The return experience of the online shopper has a huge impact on their next purchase…

Abstract

Purpose

With the growth in online purchasing, the return of distressed shipments also increased. The return experience of the online shopper has a huge impact on their next purchase decision-making. This explanatory research aims to identify and empirically explain factors related to the online buyer’s return experience that influence the repurchase intention of young buyers.

Design/methodology/approach

Primary data were collected from 235 active online young buyers who have experienced returning the goods through a structured questionnaire. Structural equation modeling is used for analyzing the data.

Findings

This study reveals that an online return policy leniency strongly supports service recovery quality, expected return convenience, buyer trust and satisfaction, which lead to repurchase intentions. Moreover, return satisfaction positively impacts repurchase intention while mediating young buyer trust.

Originality/value

This study is one of the few relevant pieces of research that would benefit e-tailers to improve their product return policy and compel young buyers’ intention to make a repeat purchase.

Article
Publication date: 21 February 2024

Lei Wen and Danya Mi

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent…

Abstract

Purpose

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

Design/methodology/approach

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

Findings

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

Originality/value

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.

Details

Quality Assurance in Education, vol. 32 no. 2
Type: Research Article
ISSN: 0968-4883

Keywords

Article
Publication date: 10 August 2023

Tsahi Hayat, Tal Samuel-Azran, Shira Goldberg and Yair Amichai-Hamburger

The 2020 Coronavirus pandemic forced universities to hastily transition to eLearning on a mass scale, necessitating the identification of populations who are more challenged by…

Abstract

Purpose

The 2020 Coronavirus pandemic forced universities to hastily transition to eLearning on a mass scale, necessitating the identification of populations who are more challenged by the transition. This study aims to identify how students’ level of introversion/extraversion and digital literacy come to play in their satisfaction with the eLearning environment.

Design/methodology/approach

The analysis examined 272 Israeli students who moved from a face-to-face learning environment to a Zoom learning environment between March–July 2020, following the outbreak of the pandemic. All the participants completed two rounds of surveys, and 62 of the 272 participants were then interviewed, and their social network was mapped using a sociogram.

Findings

Findings indicated that, in accordance with the “poor get richer” hypothesis, introverts expressed more satisfaction from the transition to the video-conferencing Zoom platform than extraverts. In addition, for highly introverted people, high digital literacy was significantly associated with increased course satisfaction, whereas for highly extraverted people, a high number of social ties with peers from the course was associated with course satisfaction.

Originality/value

As expected, the study’s findings shows that there is no “one size fits all” approach for online learning. Learners with different personalities can benefit from learning environments that foster greater satisfaction with the learning experience. Online platforms can, and should, be designed in a way that offers this needed personalization, and this study provides initial principles that can inform such personalization.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-01-2023-0028

Details

Online Information Review, vol. 48 no. 2
Type: Research Article
ISSN: 1468-4527

Keywords

Article
Publication date: 8 March 2024

Hisham Hanfy Ayob and Tarek Ibrahim Hamada

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before…

Abstract

Purpose

This study was done to compare the modes of teaching mathematics in higher education in the United Arab Emirates (UAE). The three teaching methods were used as follow: before, during and after the COVID-19 pandemic. The three teaching methods are: (1). Normal on-campus face-to-face teaching and learning activity before the COVID-19 pandemic. (2). Full online teaching and learning activity during the COVID-19 pandemic. (3). Blended teaching and learning activity after the COVID-19 pandemic.

Design/methodology/approach

Over the last few years, there has been a considerable amount of literature investigating the efficacy of the various delivery modes: on-campus delivery (face-to-face), online delivery and blended learning (hybrid), in helping college students improve their mathematical skills. However, the extent to which one learner learns best has been hotly debated among the researchers. Therefore, this study aims to compare the efficacy of implementing three teaching and learning delivery modes before, while, and after the COVID-19 pandemic: on-campus delivery (face-to-face), online delivery and blended learning (hybrid) on academic achievement in mathematics at a higher education institution in the UAE. The main research question explores whether there is a statistically significant difference (p = 0.05) in students’ academic based on the delivery methods: on-campus face-to-face, online and blended learning. The participants in the study were students from one of the largest higher education institutions in the UAE, and all of them studied the same mathematics course before, during and after the COVID-19 pandemic. Student scores in the three academic semesters were thoroughly compared and analyzed using the ANOVA test to check if there is a significant difference between the three groups followed by a Tukey test to identify the significant difference in favor of which group. The results showed that there were significant differences in the mean scores in the students’ achievement in the mathematics courses favoring the blended learning delivery mode. The findings also show that the students’ achievement in mathematics using the on-campus face-to-face teaching and learning was better than the students’ achievement in mathematics using online teaching and learning delivery modes.

Findings

The main study question was: is there a statistical significant difference at the significance level (a = 0.05) in students’ achievements in mathematics courses at higher education in the UAE, which can be attributed to the method of teaching? The descriptive statistics reveal that the average student’s score in the final exam after the COVID-19 pandemic is 65.7 with a standard deviation of 16.65, which are higher than the average student’s score in the final exam before the COVID-19 pandemic of 58.7 with a standard deviation 20.53, and both are higher than the average students’ score in the final exam during the COVID-19 pandemic 51.8 with standard deviation 21.48. Then, the ANOVA test reveals that there is a statistically significant difference between the three groups in the final exam marks. The researchers used the multiple comparison tests (Tukey test) to determine the difference. The Tukey test reveals that there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.015 < 0.05 as well as there is a statically significant difference between the average students’ score in the final exam after the COVID-19 pandemic and the average students’ score in the final exam before the COVID-19 pandemic, where p = 0.000 < 0.05 in favor of the average students’ score in the final exam after the COVID-19 pandemic. On the other hand, there is a statically significant difference between the average students’ score in the final exam before the COVID-19 pandemic and the average students’ score in the final exam during the COVID-19 pandemic, where p = 0.016 < 0.05 in favor of the average students’ score in the final exam before the COVID-19 pandemic.

Research limitations/implications

There are several limitations that may reduce the possibility of generalizing the expected results of the current study to students outside the study population: (1) The study is limited to students of a federally funded postsecondary education institution in the UAE, in which most students are studying in their non-native language. (2) The study is limited to the mathematics courses. (3) The achievement test used in the study is a standardized test developed by the college as a cross-campus summative assessment.

Practical implications

The hybrid education model, also known as blended learning, combines traditional face-to-face instruction with online learning components. When applied to teaching mathematics in higher education, this approach can have several implications and benefits. Here are some key points supported by references: (1) Enhanced Accessibility and Flexibility: hybrid models offer flexibility in learning, allowing students to access course materials, lectures and resources online. This flexibility can accommodate diverse learning styles and preferences. A study by Means et al. (2013) in “Evaluation of Evidence-Based Practices in Online Learning” highlights how blended learning can improve accessibility and engagement for students in higher education. (2) Personalized Learning Experience: by incorporating online resources, instructors can create a more personalized learning experience. Adaptive learning platforms and online quizzes can provide tailored feedback and adaptive content based on individual student needs (Freeman et al., 2017). This individualization can improve student performance and understanding of mathematical concepts. (3) Increased Student Engagement: the integration of online components, such as interactive simulations, videos and discussion forums, can enhance student engagement and participation (Bonk and Graham, 2012). Engaged students tend to have better learning outcomes in mathematics. (4) Improved Assessment and Feedback Mechanisms: hybrid models allow for the implementation of various assessment tools, including online quizzes, instant feedback mechanisms and data analytics, which can aid instructors in monitoring students’ progress more effectively (Means et al., 2013). This timely feedback loop can help students identify areas needing improvement and reinforce their understanding of mathematical concepts. (5) Cost-Effectiveness and Resource Optimization: integrating online materials can potentially reduce overall instructional costs by optimizing resources and enabling efficient use of classroom time (Graham, 2013). (6) Challenges and Considerations: despite the benefits, challenges such as technological barriers, designing effective online materials and ensuring equitable access for all students need to be addressed (Garrison and Vaughan, 2014). It requires thoughtful course design and continuous support for both students and instructors. When implementing a hybrid education model in teaching mathematics, instructors should consider pedagogical strategies, technological infrastructure and ongoing support mechanisms for students and faculty.

Originality/value

The research is the first research in the UAE to discuss the difference in teaching mathematics in higher education before, during and after the COVID-19 pandemic.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 22 June 2023

Javaid Ahmad Wagay and Saurabh Dutta

This paper focuses on the use of e-resources by research scholars and post-graduate students at Kashmir University. The main aim is to determine the use of e-resources, users…

Abstract

Purpose

This paper focuses on the use of e-resources by research scholars and post-graduate students at Kashmir University. The main aim is to determine the use of e-resources, users skills in handling e-resources and the purpose of their use. Further, this paper aims to highlight the problems faced by research scholars and post-graduate students in accessing e-resources.

Design/methodology/approach

The survey was conducted through a structured questionnaire circulated among 250 research scholars, both (M.Phil./Ph.D.) and post-graduate students, from different departments of Kashmir University, and the response rate was 80%. Random sample method was used for the selection of respondents and interacting with them. The responses received from the research scholars to 14 questions are presented in the form of tables.

Findings

Major findings of the study reveal that the majority of the students reported using electronic journal resources for various purposes including working on assignments, research proposal writing, literature review writing, research report writing, current awareness and leisurely exploration of ongoing scientific debates through peer-reviewed papers. The challenges encountered in the use of electronic journal resources include a power outage, inadequate bandwidth, slow download speed, inability to access the resources from home, lack of training, lack of awareness, limited access to computers and difficulty in searching. The paper concludes that electronic resources have become an integral part of the information needs of research scholars’ post-graduate students at Kashmir University. Further, it finds that e-resources can be good substitutes for conventional resources, if the access is fast, and more computer terminals are installed to provide fast access to e-resources. Finally, recommendations for improving the use of electronic journal resources are provided.

Practical implications

The paper restrains the study exclusively to use of e-resources by the research scholars and post-graduate students of Kashmir University.

Originality/value

The paper highlights the use of e-resources by research scholars and post-graduate students of Kashmir University and makes some constructive suggestions for the improvement of electronic resources and services. This is the first time an effort has been made to assess the use of electronic resources by post-graduate students at Kashmir University. The study could be used to assess the post-graduate students’ needs for electronic resources at the Kashmir University and other users in higher learning institutions.

Details

Information Discovery and Delivery, vol. 52 no. 2
Type: Research Article
ISSN: 2398-6247

Keywords

Article
Publication date: 12 February 2024

Yuanlu Niu

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching…

Abstract

Purpose

When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.

Design/methodology/approach

In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.

Findings

This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.

Originality/value

The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.

Details

Journal of Workplace Learning, vol. 36 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 14 September 2023

Xenia J. Mamakou, Panagiotis Zaharias and Maria Milesi

The purpose of this study is to explore the interplay between electronic service quality, user experience (UX) and overall customer satisfaction. Additionally, it aims to assess…

1348

Abstract

Purpose

The purpose of this study is to explore the interplay between electronic service quality, user experience (UX) and overall customer satisfaction. Additionally, it aims to assess the suitability of E-S-QUAL and UX metrics within the cultural context of Greece.

Design/methodology/approach

Data were collected from 310 Internet users based on their last online purchase from an e-retail website. To evaluate the conceptual model, the authors used partial least squares structural equation modeling (PLS-SEM).

Findings

The findings of this study validate the scales' reliability and validity in the realm of electronic commerce (e-commerce) in Greece. The findings also emphasize the favorable association between e-service quality and UX with overall satisfaction, while indicating that e-service quality plays a partial mediating role in the relationship between UX and customer satisfaction.

Originality/value

The authors' study enhances the existing theory by introducing a new multi-dimensional conceptual framework that illuminates the relative importance of the dimensions within the scales. Additionally, it offers valuable insights into the impacts of e-service quality and UX on overall satisfaction, providing managers and practitioners with a tool to evaluate the quality of their electronic services and make necessary adjustments to meet the needs of their customers.

Details

International Journal of Quality & Reliability Management, vol. 41 no. 3
Type: Research Article
ISSN: 0265-671X

Keywords

Book part
Publication date: 20 March 2024

Erin Leif, Kirsten McLean, Pearl Subban and Christine Grove

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in…

Abstract

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.

Details

Worldviews and Values in Higher Education
Type: Book
ISBN: 978-1-80262-898-2

Keywords

Article
Publication date: 29 February 2024

Kármen Kovács

The purpose of this paper is to develop a systematic literature review on the sunk cost effect from consumers’ perspectives. By applying a comprehensive approach, this paper aims…

Abstract

Purpose

The purpose of this paper is to develop a systematic literature review on the sunk cost effect from consumers’ perspectives. By applying a comprehensive approach, this paper aims to synthesise and discuss the impact of financial and behavioural sunk costs on consumers’ decisions, judgements and behaviour before and after purchasing. This study also identifies potential research avenues to inspire further studies.

Design/methodology/approach

Following a search in the Scopus and Web of Science databases, a systematic literature review was conducted by identifying and analysing 56 peer-reviewed articles published between 1985 and 2022 (November). Descriptive and content analysis was implemented based on the selected papers to examine and synthesise the effect of sunk costs on consumers’ choices, evaluations and actions in a comprehensive approach; uncover research gaps; and recommend paths for future research.

Findings

The research results found in the literature are discussed according to five related themes: factors affecting the sunk cost effect; the impact of past investments on purchasing decisions; consumers’ post-purchasing evaluation, behaviour and choices; the mental amortisation of price; and the sunk cost effect on loyalty and switching.

Originality/value

The originality of this study lies in the comprehensive approach to the sunk cost effect from consumers’ perspectives. This review paper synthesises and discusses the research results found in the literature related to financial and behavioural sunk costs that can influence consumers’ decisions, judgements and behaviour before and after paying for a good or service.

Details

Journal of Consumer Marketing, vol. 41 no. 2
Type: Research Article
ISSN: 0736-3761

Keywords

1 – 10 of over 2000