ABSTRACT
The fresh e-commerce industry has seen a sudden and substantial rise since the outbreak of COVID-19. The rapid development of this industry calls for a comprehensive and systematic review of its research status, hotspots and future trends, which will have significant implications for researchers in related fields. This paper first conducts a current situation analysis of the core literature on fresh e-commerce retrieved from four databases – CNKI, CSSCI, Wanfang and VIP – to categorize the research status of fresh e-commerce in three dimensions: the year of publication, article sources, and distribution of subjects. CiteSpace is then used to perform a bibliometric analysis of the data and to create visualized knowledge maps. The results show that the research on fresh e-commerce can be divided into three stages: rapid development (2012-2015), exploration and transformation (2016-2019), maturity and upgrade (2020-present). At each stage, the research evolves toward diversity and maturity with policy developments and changes in the external environment. Cold chain logistics, business models, freshness-keeping of products and e-commerce are ongoing research hotspots in fresh produce e-commerce, while later studies focus more on the transformation and upgrade of products, logistics, distribution and platforms to better serve consumers' consumption habits and environmental requirements. This study provides valuable insights for researchers and enterprises who are engaged in the industry and for those who are interested in the development of fresh e-commerce in China. © 2022 International Consortium for Electronic Business. All rights reserved.
ABSTRACT
Introduction: In-class engagement enhances learning and can be measured using observational tools. As the COVID-19 pandemic shifted teaching online, we modified a tool to measure the engagement of instructors and students, comparing in-person with online teaching and different class types. Methods: Video recordings of in-person and online teachings of six identical topics each were evaluated using our ‘In-class Engagement Measure’ (IEM). There were three topics each of case-based learning (CBL) and lecture-based instruction (LLC). Student IEM scores were: (1) no response, (2) answers when directly questioned, (3) answers spontaneously, (4) questions spontaneously, (5) initiates group discussions. Instructor IEM scores were: (1) addressing passive listeners, (2) asking ≥1 students, (3) initiates discussions, (4) monitors small group discussion, (5) monitoring whole class discussions. Results: Twelve video recorded sessions were analysed. For instructors, there were no significant differences in percentage time of no engagement or IEM scores when comparing in-person with online teaching. For students, there was a significantly higher percentage time of no engagement for the online teaching of two topics. For class type, there was overall less percentage time of no engagement and higher IEM scores for CBL than LLC. Conclusion: Our modified IEM tool demonstrated that instructors’ engagement remained similar, but students’ engagement reduced with online teaching. Additionally, more in-class engagement was observed in CBL. “Presenteeism”, where learners were online but disengaged was common. More effort is needed to engage students during online teaching. © 2022 TAPS. All rights reserved.