Search results

Using e-mail is a time-consuming activity that can increase workload stress. The purpose of this paper is to investigate the relationship between the individual’s e-mail load, workload stress and desired e-mail load, drawing from the cybernetic theory of stress.

Based on prior theory, the authors first hypothesized relationships among e-mail load, workplace stress and desired e-mail load. The authors then tested these relationships on a sample of 504 full-time workers in the USA, using survey data and covariance-based structural equation modeling techniques.

The authors find that higher e-mail load is associated with higher workload stress; higher workload stress is associated with lower desired e-mail load; lower desired e-mail load is associated with lower e-mail load; and higher workload stress is associated with higher psychological strain, higher negative emotions and lower organizational commitment.

The study provides a novel understanding of workload stress due to e-mail load, through the lens of cybernetic theory. It contributes to the e-mail overload and technostress literatures by conceptualizing desired e-mail load as a potential outcome of workplace stress and as a regulator for e-mail load. For practitioners, the study highlights the importance of managing employees’ e-mail load to prevent the negative effects of workplace stress and associated strains.

As the application of gamification is gaining great attention and has grown increasingly, thousands of these applications can be easily obtained from mobile phone stores, thus causing intensified competition and discontinuance of use accordingly. Besides, though understanding what factors influence the discontinuance of use of information systems (ISs) is critical for theoretical as well as practical reasons, studies pertaining to the saliency of the final phase, termination of an IS, are still limited. As such, the purpose of this paper is to propose a holistic view to fulfill the above-mentioned research gaps based on the expectation-confirmation model with other salient factors such regret, habit and gamification app values.

The context of a fitness gamification app is investigated. A total of 210 valid responses were received, and structural equation modeling was applied for data analysis.

The findings of this paper are as follows: among all factors influencing discontinuance intention, regret is the strongest, habit is second and gamification is third; among all factors affecting user satisfaction, gamification app value is the strongest, confirmation is second, perceived usefulness (PU) and perceived ease of use are third and regret is the last one; for factors influencing users’ habits, satisfaction is the strongest, following by PU and frequency of prior use; confirmation negatively influences the degree of regret; and confirmation positively influences PU.

This study highlights the important determinants influencing users’ discontinuance intentions in the context of gamification apps by incorporating two overlooked factors, regret and habit. Besides, this study suggests that app designers can not only increase user’s perceived value through external cooperation with other alternatives, but can be through internal enhancement with diverse services development as well.

This paper presents case studies of three student teachers negotiating the demands of the National Council of the Social Studies' (NCSS) five characteristics of powerful teaching and learning (meaningful, integrative, value-based, challenging, and active instruction) while engaged in the context-specific tasks of student teaching. For these three student teachers, the context of both their teaching and beliefs about teaching combined to help them focus on two of the five characteristics more deeply than the others. These case studies suggest that social studies pre-service teachers can constructively use their student teaching semester to focus on developing strengths in those characteristics most appropriate to their beliefs about teaching and their teaching contexts, and that social studies methods courses can aid in this process by helping student teachers to reflect on these factors prior to their student teaching semester.

The internet offers an opportunity for researchers to engage participants in research in a cost-effective and timely manner. Yet the use of the internet as a research tool (internet research) comes with a range of ethical concerns, and the rapidly changing online environment poses challenges for both researchers and ethics committees. The purpose of this paper is to highlight the key ethical issues of using the internet to recruit, retain and trace participants in public health research, from the perspectives of researchers and human research ethics committee (HREC) members.

This study employed a qualitative design using semi-structured interviews with eight public health researchers and seven HREC members in Australia to explore the key ethical issues of using the internet to engage research participants.

The study identified commonalities between researchers and HREC members regarding the utility and ethical complexity of using the internet to recruit, retain and trace research participants. The need for guidance and support regarding internet research, for both groups, was highlighted, as well as the need for flexibility and responsiveness in formal ethical processes.

This research contributes to the understanding of how the internet is used to engage participants in public health research and the ethical context in which that occurs. Supporting the ethical conduct of internet research will benefit those involved in research, including researchers, HRECs, organisations and research participants.

Higher Education institutions are complex but optimal organizations for innovation and creativity to grow and flourish. To achieve this, teaching staff should stimulate students’ active engagement in their own learning processes leading to transformative student learning. This chapter focuses on an innovative pedagogical approach, which has been consistently implemented for the last three academic years in the 3rd year module “Sport, Leisure and Tourism” within Sports undergraduate degree at the University of Algarve (Portugal). The case study method and reflective portfolio were used to create an authentic, enriching, and transformative learning experience for all students. These teaching, learning, and assessment methods are, within the context of the module, underpinned by experiential learning theory. Meta-reflections of 92 students’ portfolios showed their views about the entire process and their perception of skills they gained: (i) scientific and academic; (ii) professional; and (iii) intrapersonal and interpersonal. The innovative pedagogy presented in this chapter aimed to impact on students’ ability to understand and navigate through complexity – both in a teaching and learning environment and in a real organization.

The role of information and communication technology (ICT) in education is increasingly gaining importance in institutions of higher education. Operationally, ICT has helped to cut costs and speed up transactions by streamlining and automating processes. Pedagogically, it has enabled online, hybrid, and technology enhanced learning as well as a host of other capabilities, from learning management systems to student information system, and from student affairs to academic affairs. ICT is now embedded in every aspect of university life. The role of ICT is found to increase the value of classroom delivery, it has helped in the growth of research, expanding horizons for students mainly with limited accessibility to education and it has created an overall positive impact in the teaching–learning environment in general. There are always two sides to the coin and in this case inaccessibility, economic disparity, and ineffective implementation of ICT has also created impediments for effectively adopting and diffusing integration of ICT into pedagogy. This volume is a collection of interventions and collaborative practices across the world that showcases the multifaceted ways of how various institutions have been engaged in supporting teaching and learning with the use of technology and how it is equipping our future generation with the skills required to face a changing job market.

This chapter provides the multifaceted ways of how the institution has been supporting teaching and learning (T&L) with the use of technology and how it is equipping the younger generation with the skills required to face a changing job market. The prevailing status of use of Fourth Industrial Revolution (4th IR) in T&L was evaluated through: (i) outcomes of a survey approved by the institution undertaken with academics and students for its external audit in 2018; (ii) the continuous support being provided by the Center for Lifelong Learning for fully online programs through the Moodle Platform; and (iii) use of Google Classroom, smartphones, and tablets in faculty-based teaching by the information and communication technologies (ICT) department. This study aimed to identify gaps with a view to enhance the quality of blended/online learning. Findings of the survey reveal that 59.2% of academics who responded were satisfied with the applications of ICT in their teaching, with 42% indicating that there is a need for improvement. Similarly, 55.1% of students who responded indicated that they were satisfied with the use of technology in the classroom. The case studies support the surveys and provide indications of ongoing advancement in the use of ICT following the external audit. The advent of the pandemic has further accelerated our plans in the digital transformation process, leaving us with no choice but to innovate with the use of ICT in the classroom.

Over the past decade, transportation researchers have leveraged global positioning system (GPS) technology to improve the accuracy and increase the depth of spatial and temporal details obtained through household travel surveys. While earlier studies used GPS as a supplement to traditional household travel survey methods, measuring the accuracy of trips reported (Wolf et al., 2006), studies are now underway to identify the methods and tools that will allow us to do away with paper diaries entirely and simply rely on GPS to obtain trip details. This paper finds that while GPS clearly helps to improve participation among some groups, it decreases participation among others. Thus, it should be considered a tool in the household travel survey toolbox and not “the” solution to non-response issues in household travel surveys.

This article notes the growing attractiveness of concepts “borrowed” from chaos theory in organizational studies. Many of these interpretations display sentiments broadly congruent with a “postmodern” approach to organization. Indeed chaos theory itself is presented as part of a similar postmodern shift within natural science. However, these sentiments have been subject to stinging criticism by scientists. Here, the deterministic underpinning of chaos theory is used to show that chaos theory is an entirely modernist enterprise. In this case the indeterministic messages taken by organizational theorists are something of a misunderstanding. Consequently, I discuss whether this is enough to threaten the interdisciplinary status of chaos theory, particularly when it is used in a self-consciously ‘metaphorical’ fashion.