ABSTRACT
Purpose Companies' relationship with their customers through e-commerce platforms has increased considerably in the past few years, bringing new challenges concerning service guarantees (SG). This study aims to propose a framework of the relations between customers' expectations on SG, their negative experiences and their attitudes and behavioural intentions towards an e-commerce platform. Design/methodology/approach The research had a qualitative and descriptive approach. Testimonials from clients of an online e-commerce platform were obtained through interviews via videoconference and non-participant observation on a complaints website in Brazil. The testimonies were analysed through content analysis. Findings The customer expectations regarding the SG offered by the e-commerce platform are congruent with the five categories of the theory that support this research. Customer testimonials on the complaints site show that their negative experiences with the e-commerce platform generated negative emotional, cognitive and behavioural responses towards the company. A framework was proposed, including customers' expectations regarding SG, their negative experiences and their repercussions on clients' attitudes and behavioural intentions. Originality/value This article is the only that contemplates customers' expectations about SG in an e-commerce platform, relating them to attitudes and behavioural intentions. Thus, its framework demonstrates the relationships between customer expectations about SGs, their negative experiences and attitudinal and behavioural repercussions. This article brings academic and managerial contributions for companies and managers of e-commerce platforms. It contributes to clients and consumer protection associations by revealing problems they face with SG on e-commerce platforms. This research can be used by those responsible for elaborating laws and public policies to regulate and inspect the relationships between e-commerce platforms and their customers.
ABSTRACT
This article reflects on possible and necessary transformations, based on the experiences lived by teachers, students, and educational institutions throughout the year 2020, as they survived, learned and adapted to the COVID-19 pandemic. Teaching should be based on pedagogical evidence, collaborative practices, educational technology, supported by computer infrastructure and evaluative practices that foster learning, through feedback and a closer interaction between learner and teacher. The direction pointed in the future includes and is based on blended education to help students to achieve competence for professional practice. The development of interpersonal skills will be fundamental, especially in the training of health professionals. Offering opportunities for faculty development and creating communities of practice for collaborative learning will also be essential. The greater flexibility of curricula and the technological mediation of the teaching and learning process should favor exchanges and the internationalization of institutions. In this way, both undergraduate, graduate and stricto-sensu education tends to expand its scope and will no longer be limited to its original niches, expanding to national and international agreements. University spaces and face-to-face moments will be adapted to a new reality, which allows the student to acquire essential clinical and relational skills, and which require activities in the professional practice settings. In the HPE, ensuring these training moments will continue to be a fundamental requirement. Thus, classrooms, laboratories and internship fields must be safe, allowing direct guidance and supervision by teachers and preceptors. It is possible and probable that, for a long time, it will still be necessary to maintain some social distance, use of personal protective equipment, hand and environment hygiene so that students are not deprived of these experiences during their training. In the health area, it will be necessary to reaffirm that there is no dilemma between the training of health professionals and patient safety, as we experienced with the interruption of most practical activities in the HPE undergraduate courses in Brazil, during the first semester of 2020. Training health professionals, in a context of a health & sanitary emergency, is equivalent to caring for people in any context or setting. It is the same if we are talking about access to personal protective equipment or access to vaccines. The challenges are launched and the possibilities for advancement emerge and need to be taken advantage of from a cohesive work between university managers, faculty, administrative staff and students.
ABSTRACT
The pandemic caused by the new coronavirus (SARS-CoV-2) imposed a worldwide scenario of social isolation and suspension of face-to-face teaching activities at all levels of education. It has forced the emergency adoption of remote teaching strategies to maintain the continuity of the didactic activities, even though in a limited way. On the other hand, most teachers, at all levels of education, had barely or no knowledge and experience with remote teaching. Although the educational institutions offered support, to some degree or another, it was up to individual teachers to do most of theirselves training, prepare, and deliver their subjects. Also, many courses were migrated to the virtual learning environment without the proper adaptations, which may result in worse learning outcomes. Although there are different methodologies for planning and implementing e-learning, the ADDIE model is largely popular and relatively simple to implement, and for this reason, it was chosen for the development of this article. Thus, we present the steps of analysis, design, development, implementation, and evaluation of a remote course. Additionally, we include practical elements such as an indication of equipment, software, links, and suggestions to accomplish these steps.