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Open Educational Resources (OER) are learning materials openly licensed so that others may retain, reuse, revise, remix or redistribute (the 5Rs) these materials. This paper aims to raise awareness of OER by providing a rationale for using these learning materials and a strategy for educators to get started with OER during the collective crisis and beyond.

Using a broad research base and anecdotes from personal experience, the authors make the case that OER improves student access to learning materials and improves the learning experience in both PK-12 and higher education contexts.

The authors define and describe the benefits of OER to provide practical suggestions educators can implement during the pandemic and beyond.

To support educators in finding and using OER, this paper highlights repositories that include a breadth of various learning materials across subject areas and educational contexts. The authors provide specific suggestions for finding, personalizing and contextualizing OER.

This work not only provides an overview of OER with particular considerations for educators during the COVID-19 pandemic but also makes the case that OER should be integrated into classrooms beyond the pandemic.

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials to evaluate their effectiveness. The purpose of this paper is to identify and analyze instructors’ levels of use (LoU) of e-textbook features and innovations at a southeastern US community college. This study also evaluated the effectiveness of e-textbooks compared to paper textbooks on student achievement during a pilot period of e-textbook implementation.

Using a survey research design, the LoU of the Innovation framework was applied to identify and analyze instructors’ LoU rankings for eight e-textbook features. The study also used historical data on student demographics and final course grades to evaluate student achievement between text formats. Descriptive and inferential statistics were used to answer the research questions.

Results showed that e-textbook features were used at a low to non-existent level by instructors and that there was no significant difference in grade average between text formats among students. However, interactions between text format, age and gender were found.

This study added to the body of knowledge regarding e-textbook efficacy. While many studies stop with the conclusion that there is no difference in student outcomes between text formats, this study addressed a gap in literature on how to improve student performance with e-textbook technology by using the LoU of an innovation framework.

The issues associated with the production and dissemination of management research have been widely debated amongst administrators, scholars and policymakers for decades. However, few studies to date have examined this issue at the level of the individual scholar. The purpose of this paper is to view a management scholar’s choice of knowledge dissemination (KD) outlets as a legitimacy judgment embedded in their social structure and community norms.

To explore this, the authors conduct a sequential mixed-methods study. The study uses qualitative methods, including one-on-one interviews (n=29) and five workshops (n=79) with administrators, management scholars, students and external community members (practitioners and policymakers). In addition, the authors analyzed the KD outcomes of 524 management scholars at seven Canadian universities drawn from a stratified sample of business schools.

The results of the research demonstrate the complex interaction between individual scholar-level factors, including socialization (degree type and practitioner experience) and tenure, and the institutional-level factors, such as strategic orientation and accreditation, and how these influence KD judgments. Specifically, the authors find that institutional factors (such as tenure and promotion) are a central predictor of scholarly KD; in contrast, the authors find that individual-level factors including degree, professional experience and career stage influence non-scholarly KD.

The results suggest that as management scholars face increasing pressure to demonstrate impact beyond academia, it may be more difficult than simply adapting the reward system. Specifically, the authors suggest that administrators and policymakers will have to consider individual factors, including their academic training (including interdisciplinary training), previous practitioner experience and career stage.

This paper is intended to contextualize the major themes of the special issue, “The Intersections of Open Education and Equity Pedagogy” in the Journal for Multicultural Education, by providing a brief history of open educational resources (OER) and open educational practices (OEP) and highlighting the growing focus on social justice within the field. The purpose of this paper is to generate discussions around the potential of OER and OEP to increase equity within education.

This featured paper summarizes and reviews a brief history of OER and OEP, discusses the integration of equity pedagogy within open education, elaborates on the rationale and process for developing the special issue and concludes by identifying challenges and ongoing conversations for the field as a response to the need for social justice action.

Despite increasing acceptance of OER, educators are not aware of how to implement OER and OEP with equity in mind. As OER and OEP continue to expand, teachers across all educational sectors need examples of how to teach effectively with these resources and practices. There is also a rising focus on culturally relevant and sustaining teaching practices, which OEP can complement.

The authors provide this featured piece to contextualize the special issue for those new to open education. The authors hope to further the discussion of social justice and equity pedagogy within open education.

This paper provides background for the special issue, to orient readers to the field of open education.

In the aftermath of the 2021 Financial Action Task Force Mutual Evaluation Report, legislators, supervisory bodies, law enforcement and the like are focusing on preventing South Africa from being greylisted. This paper performs an analysis of the 2021 South African Financial Action Task Force (FATF) Mutual Evaluation, specifically Recommendation 8 and Immediate Outcome 10. The purpose of this paper is to address the concerns raised and assist those tasked with implementing remediation measures.

Secondary sources such as legislation, case law, textbooks and peer-reviewed publications are used in addressing the concerns. A major focus is placed on the evaluation itself, with an analysis of Recommendation 8 and Immediate Outcome 10.

Despite the non-compliance rating and a low level of effectiveness received regarding non-profit organisations, authorities might not place a large focus on remediating this, as more pertinent issues arise in the report. The lack of focus in this area adds to the likelihood of grey listing by FATF. However, with co-operation from the relevant stakeholders, these low ratings can be improved.

Since the Mutual Evaluation’s release in October 2021 there have not been any papers addressing the highlighted issues in the non-profit sector in South Africa, to the best of the authors’ knowledge. This paper will be the first of its kind and will be of use to authorities as regards mitigating the concerns raised by FATF.

Question-answering (QA) systems are being increasingly applied in learning contexts. However, the authors’ understanding of the relationship between such tools and traditional QA channels remains limited. Focusing on question-answering learning activities, the current research investigates the effect of QA systems on students' learning processes and outcomes, as well as the interplay between two QA channels, that is, QA systems and communication with instructors.

The authors designed and implemented a QA system for two university courses, and collected data from questionnaires and system logs that recorded the interaction between students and the system throughout a semester.

The results show that using a QA system alone does not improve students' learning processes or outcomes. However, the use of a QA system significantly improves the positive effect of instructor communication.

This study contributes to the literature on learning and education technology, and provides practical guidance on how to incorporate QA tools in learning.

The purpose of this paper is to re-examine the extant research on last-mile logistics (LML) models and consider LML’s diverse roots in city logistics, home delivery and business-to-consumer distribution, and more recent developments within the e-commerce digital supply chain context. The review offers a structured approach to what is currently a disparate and fractured field in logistics.

The systematic literature review examines the interface between e-commerce and LML. Following a protocol-driven methodology, combined with a “snowballing” technique, a total of 47 articles form the basis of the review.

The literature analysis conceptualises the relationship between a broad set of contingency variables and operational characteristics of LML configuration (push-centric, pull-centric, and hybrid system) via a set of structural variables, which are captured in the form of a design framework. The authors propose four future research areas reflecting likely digital supply chain evolutions.

To circumvent subjective selection of articles for inclusion, all papers were assessed independently by two researchers and counterchecked with two independent logistics experts. Resulting classifications inform the development of future LML models.

The design framework of this study provides practitioners insights on key contingency and structural variables and their interrelationships, as well as viable configuration options within given boundary conditions. The reformulated knowledge allows these prescriptive models to inform practitioners in their design of last-mile distribution.

Improved LML performance would have positive societal impacts in terms of service and resource efficiency.

This paper provides the first comprehensive review on LML models in the modern e-commerce context. It synthesises knowledge of LML models and provides insights on current trends and future research directions.

Over recent years, the multi-stakeholder role in sustainable ecotourism within Asia has emerged as a crucial narrative for sustainable ecotourism management across countries on the continent. This trend is perhaps due to the fact that ecotourism is one of the most rapidly growing sectors within the tourism industry. However, to date, no reviews have provided a comprehensive analysis related to the role of multi-stakeholders in the achievement of ecotourism sustainability, particularly in the Asian context. This study aims to fill this knowledge gap by examining the current knowledge regarding multi-stakeholder involvement in sustainable ecotourism within Asia.

A systematic review procedure was followed. 320 articles were finalized, from which 34 related pieces of research were selected from the Scopus and Web of Science databases.

Three themes emerged from this paper. Recommendations were highlighted to enhance sustainable ecotourism. The study concluded that a more enabling research environment should be provided to improve discourse and encourage policy interventions.

No previous studies have explored the multi-stakeholder's role in achieving Asian sustainable ecotourism, indicating a critical gap to be fulfilled. This paper uniquely contributes to the field by providing a comprehensive review of the roles and challenges of multiple stakeholders in sustainable ecotourism across Asia and proposing innovative policy solutions tailored to the region's unique socio-economic and cultural context. Moreover, it puts forward potential solutions to bolster sustainable ecotourism within Asia, benefiting both stakeholders and the destination.