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This study investigated the attitudes and concerns of Saudi higher educational institution (HEI) academics about privacy and security in online teaching during the COVID-19 pandemic.

Online Questionnaire questionnaire was designed to explore Saudi HEI academic’s attitudes and concerns about privacy and security issues in online teaching. The questionnaire asked about attitudes and concerns held before the pandemic and since the pandemic. The questionnaire included four sections. At the beginning of the questionnaire, participants were asked what the phrase “online privacy and security” meant to them, to gain an initial understanding of what it meant to academics. A definition for what we intended for the survey was then provided: “that a person’s data, including their identity, is not accessible to anyone other than themselves and others whom they have authorised and that their computing devices work properly and are free from unauthorised interference” (based on my reading of a range of sources, e.g. Schatz et al., 2017; Steinberg, 2019; NCS; Windley, 2005). This was to ensure that participants did understand what I was asking about in subsequent sections.

This study investigated the attitudes and concerns of Saudi HEI academics about privacy and security in online teaching during the COVID-19 pandemic. The findings provide several key insights: Key aspects of online privacy and security for Saudi HEI academics: Saudi HEI academic’s notion of online privacy and security is about the protection of personal data, preventing unauthorized access to data and ensuring the confidentiality and integrity of data. This underscores the significance of robust measures to safeguard sensitive information in online teaching, but also the need to make academics aware of the other aspects of online privacy and security. Potential to improve policies and training about online privacy and security in Saudi HEIs: Although many participants were aware of the online privacy and security policies of their HEI, only a small percentage had received training in this area. Thus, there is a need to improve the development and dissemination of policies and to provide academics with appropriate training in this area and encourage them to take available training. Use of videoconferencing and chat technologies and cultural sensitivities: The study highlighted moderate levels of concern among Saudi HEI academics regarding the use of videoconferencing and online chat technologies, and their concerns about cultural factors around the use of these technologies. This emphasizes the need for online teaching and the growing use of technologies in such teaching to respect cultural norms and preferences, highlighting the importance of fostering a culturally sensitive approach to technology deployment and use. Surprising low webcam use: An unexpected finding is the low use of webcams by both academics and students during online teaching sessions, prompting a need for a deeper understanding of the dynamics surrounding webcam engagement in such sessions. This calls for a reevaluation of the effectiveness of webcam use in the teaching process and underscores the importance of exploring methods for enhancing engagement and interaction in online teaching. In summary, this paper investigated the attitudes and concerns about privacy and security in the online teaching of Saudi HEI academics during the coronavirus pandemic. The study reveals areas where further research and policy development can enhance the online teaching experience. As the education landscape continues to evolve, institutions must remain proactive in addressing the concerns of their academics while fostering a culturally sensitive approach to technology deployment.

One limitation of this study is the relatively small qualitative data sample, despite the adequate size of the sample including 36 academics from various Saudi Arabian HEIs for quantitative analysis. It was necessary to make the most of the open-ended questions optional – participants did not have to answer about concerns if they did not want to, as we did not want to make the questionnaire too long and onerous to complete. Consequently, the number of academics responding to the open-ended questions was limited, emphasizing the need for additional data and alternative research methods to further these issues. The study was focused on investigating the concerns of HEI Saudi academics, recognizing that the attitudes and concerns of academics in other countries may differ. Furthermore, the research also includes an exploration of the changes in academic attitudes and concerns before and since the COVID-19 pandemic, which will be the subject of further data analysis.

This research delves into Saudi HEI academics' perceptions and concerns regarding privacy and security in online education during the COVID-19 Pandemic. Notably, it highlights the moderate priority placed on online privacy and security, the unexpectedly low usage of webcams and the potential for enhancing policies and training. The study emphasizes the necessity for comprehensive measures to protect sensitive data and the importance of tailored policies for educators. It also underscores the need for a more nuanced understanding of webcam usage dynamics, offering valuable insights for institutions aiming to improve online education and address educators' concerns amidst evolving educational landscapes.

The internet has changed the way services are delivered and has created new forms of customer-firm interactions. Whilst online service failures remain inevitable, the internet offers opportunities for delivering efficient service recovery through the online channel. Notwithstanding, research evidence on how firms can deliver online service recovery remains scarce. The purpose of this paper is to investigate the impact of two online service recovery strategies – online information and technology-mediated communication – on customer satisfaction, switching and word of mouth intentions.

A scenario-based experiment is employed. Data are analysed using partial least squares structural equation modelling.

Online information and technology-mediated interactions can be used as online service recovery strategies. When fair, online service recovery can restore customer satisfaction, lower switching and enhance positive word of mouth. Interactional justice delivered through technology-mediated communication is a strong predictor of satisfaction with online service recovery. Yet, customers in subscription services show greater expectations of online service recovery than those in non-subscription services.

Further research could examine the impact of online service recovery on relational constructs, such as trust. Since customers participate in the online recovery process, future research could investigate the role of customers as co-creators of online service recovery.

Service managers should design online recovery strategies that meet customer need for interactional justice, for example, bespoke e-mails, and virtual chat communications with genuine customer care.

Online information and technology-mediated communication function as online service recovery strategies. Customer perceptions of justice towards online service recovery restore satisfaction, and encourage loyal behaviour.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research.

Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies.

The findings reveal four emerging themes: influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers.

Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search.

For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies.

This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.

This paper explores the online customer experience (OCE) within business-to-business (B2B) websites. The purpose of this paper is to understand the influence of website credibility and information quality on the OCE during search for information and services. In addition, this paper acknowledges the role of customer support within the offline environment and thus explores the potential role of online customer support during a customer’s online experience.

An online experiment was conducted with 195 participants along with an associated questionnaire for data capture. Three tasks were developed for participants which they had to complete on three different business advisory websites. The online experiment gave all participants the experience of using a business advisory website. In order to analyse the hypothesised relationships, structural equation modelling was used.

The results outlined that the credibility of the website and the quality of the information on the website have a significant effect on the OCE in a B2B context. The research highlights the need for online customer support with a service representative during search on a B2B website. The credibility of the website as well as the success of the search drives the need for online customer support. The lack of online customer support will result in customers becoming dissatisfied with their experience if they have an unsuccessful search.

Managers of B2B websites should acknowledge the importance of website credibility cues and information quality cues. Each of these variables drive the success of a customer’s search and in turn the customer’s impression of the experience. Additionally, managers ought to provide customers online support, through functions such as an online help desk or a live chat function, as those who have an unsuccessful search expect to be able to seek online support from a company representative, the same way as they would do in the offline environment. Online customer support can act as a service recovery tool for website providers.

Empirical research on the OCE within B2B websites is limited and somewhat out-dated. Due to technological advancements and changing customer expectations, this research has filled a knowledge gap on the OCE in a B2B perspective. Website credibility and information quality have been overlooked in previous research in relation to the OCE. In addition, this study outlines the need for online customer support resulting from the need to clarify information and the success of the search.

In this paper we provide evidence of successful online learning experience with UAE students at Zayed University in the UAE. First we describe the processes and technologies used in delivering the online course "Virtual Business Challenges". Based on survey results we discuss students’ evaluations and experience and the technologies used. Overall, students had a positive learning experience in the course.

The purpose of this paper is to discover how college students perceive text messaging reference (SMS), chat reference, and face‐to‐face reference services.

The authors administered surveys about chat, text messaging (SMS), and face‐to‐face reference to students enrolled in a one‐credit library skills course. Survey results focus on users' willingness to return, their perceptions of chat and text messaging (SMS) reference, and the reasons they choose to utilize different communication mediums for reference service.

College students value the availability of high‐quality, quick, convenient, personalized reference assistance, regardless of medium used.

Academic libraries can personalize reference services, but also need to offer ways for patrons to ask questions anonymously.

Robust communication contributes to the perceived usefulness and success of library reference services. Effective reference service provided at the point‐of‐need helps build positive student‐librarian relationships.

This study aims to contribute to reference services research by bringing new technology into consideration. It focuses on two technologies (chat and SMS reference) in light of another available method (in‐person reference desk). This study is based on a 2002 study about patron perceptions of chat reference (Ruppel and Fagan), which is compared to the current study's results.

This study uses a phenomenology method to investigate the experiences of married Muslim women while having romantic conversations via online dating sites during the COVID-19 pandemic. Sixteen participants were selected via purposive sampling, and the data were gathered through semi-structured interviews. The results confirm that resistance to Islamic marriage limitations is the underlying reason accounting for Muslim women's romantic chat. However, “premarital experiences in virtual space” and “chat as a remedy for loneliness” create the causal conditions of romantic chat, and “experience of family restrictions” and a “sense of freedom” provides the foundation for an online romantic chat. It is worth noting that those who voice a sense of “unhappy marriage” and “husband's sexual coldness” are more likely to turn to sex chat during the COVID-19 pandemic. The consequences of digital romantic conversations for married Muslim women are “chat addiction” and “feeling a sense of betrayal.”

This paper aims to describe the implementation of a blended learning approach in a Stage 2 management accounting course at a university in New Zealand. The paper reports on student participation and engagement in the course and reflects on students’ learning experiences. The blended learning approach was implemented in response to low student attendance and poor preparation for face-to-face tutorial sessions, along with demand from students to be able to access learning resources off-campus.

Data were collected from formal course evaluations, the learning management system and a student focus group, with particular emphasis on three of the online activities introduced – lessons, quizzes and chat rooms.

The study finds that while learners value online activities, they are nevertheless still unwilling to forgo the opportunities which face-to-face contact with both peers and faculty members present. This finding provides support for the continuation of a blended learning approach in the course, as well as its implementation in others.

This paper has several limitations. These include the small sample size and the absence of reflection on the process and outcome(s) of implementation of the blended learning course by the responsible academic. Furthermore, the paper also did not consider the impact of blended learning on students’ soft, or generic, skills. These are topics for future research.

The findings highlight the importance of offering not only a mixture of online activities, but also a blend of face-to-face and online activities.

This study focuses on student participation and engagement in a blended learning accounting course.