This paper presents a qualitative study of the experience of students of the shift from face-to-face learning to online learning during the COVID-19 lockdown in Norway. Detailed inputs were collected from 200 university students enrolled in a bachelor’s degree in information technology in Norway through an online survey. Their responses were categorized into three main themes: the teacher’s role, the life of a student, and digital learning. We found that, surprisingly, the students felt that the shift to digital learning had positive effects on their lives, such as the availability of more time for study, study flexibility through recorded lectures which could be reviewed repeatedly and anytime, and more time to pose questions. However, some students also pointed out negative effects such as more distractions, lack of structure, and a perceived invasion of privacy when required to turn on their cameras. The students valued the use of high-quality technical equipment as well as student engagement during online lectures, but also freedom of choice to participate.
Abstract. With the goal of shedding light on the impacts of user involvement in eGovernment environments, this study focuses on website quality and user satisfaction. To gain insights into the public sector, empirical data are collected through an online survey among public sector employees. The findings reveal that less than fifty percent of the organizations have conducted user testing of their website. However, most of them believe that they present a website of high quality. There is no clear relationship between the frequency of user testing on information quality and service quality, while user testing has a weak positive effect on system quality, perceived from an organizational point of view. Moreover, the findings reveal a positive relationship between the frequency of user testing conducted, and the extent to which the website users are perceived as being satisfied. This paper concludes that further investigation is needed in order to facilitate high quality interactions and great user experiences, and provide additional insights to the role of user testing in an eGovernment context.
PurposeThis paper investigates the European Union's General Data Protection Regulation (GDPR) in information systems (ISs). The GDPR consists of 99 articles, and two articles are emphasised – namely Article 15, which deals with rights of access by the data subject, and Article 20, which deals with the right to data portability.Design/methodology/approach15 companies operating in the Norwegian consumer market were randomly selected. Each company received an inquiry pertaining to rights of access by the data subject (Article 15) and the right to data portability (Article 20). The research team carefully analysed the answers received and categorised the responses according to the two articles emphasised.FindingsThe findings show extensive variations among the companies in terms of response time, quality of feedback and how companies handle requests concerning rights of access by the data subject (Article 15) and the right to data portability (Article 20). Differences are also pertaining to the types of files, along with the content of these files. It should be noted, however, that most of the companies replied to the inquiry before the deadline. The findings show that companies comply better with Article 20 than Article 15. However, it appears that they do not differentiate between the two articles.Originality/valueThis study explores a research topic that is relatively new. It addresses a gap in the extant research by highlighting how the GDPR works in practice from a consumer's perspective. In addition, guidelines are offered to the consumers and companies affected by the GDPR.
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