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The discovery of five strains of TYLCV in Iran, including the most well-known and widespread, TYLCV-IL, spurred a detailed study of the full-length genomes of additional TYLCV field isolates and an in-depth analysis of phylogenetic relationships, extent of recombination, and genetic variability of TYLCV isolates within Iran and throughout the Arabian Peninsula. Phylogenetic analysis of complete genome sequences of TYLCV isolates from Iran and other countries revealed four monophyletic clusters could be differentiated based on geographical origin, indicating that recent dispersal of these populations (by the vector or by humans) from these four regions has occurred minimally, or not at all. Genetic analysis revealed that TYLCV-IL isolates from southern Iran possessed greater genetic variability than the northeastern isolates, a pattern that may be reflective of evolution driven by geographically dependent isolation. Similarly, isolates of TYLCV-OM originating from Oman showed greater genetic variability than TYLCV-OM variants from Iran. Major recombination events, which were detected in all strains of TYLCV had breakpoints initiating in the C1, C1/C4, C2/C3 and V1 open reading frames (ORFs) and ending at the non-coding region and the C1, C1/C2 and C3 ORFs. Hence, these regions have consistently served as hot spots for recombination worldwide during the evolution of all currently recognized isolates and strains of TYLCV.

Purpose Today, the high cost of e-learning systems’ implementation and the difficulty of managing the infrastructures motivate educational institutions toward application of cloud-based e-learning systems. This new system should be aligned with the academics’ aims and pedagogical principles to be beneficial for learners and instructors. Therefore, the vendor selection of learning systems is one of the most important processes to migrate toward cloud-based e-learning. The purpose of this paper is to develop a new framework to facilitate the vendor selection of cloud-based e-learning systems in the cloud market. Design/methodology/approach To identify the initial criteria as to the vendor selection of cloud-based e-learning services, a literature review is done. To enrich the initial criteria, a focus group of experts is investigated, and the framework developed; then, a survey analysis is conducted to validate the proposed framework. The extracted criteria and sub-criteria are weighted and prioritized using best-worst method (BWM). Findings The results indicate that the main dimensions of vendor selection framework as regards cloud-based e-learning systems are managerial, technological and pedagogical factors. The rank orders and weights of the mentioned aspects and their sub-criteria are calculated using the BWM. Practical implications The proposed framework helps managers to get a big picture of requirements as to cloud-based e-learning and more effectively to select appropriate vendors in this initiative. In the vendor selection process, managers must pay attention to technological issues as well as managerial and pedagogical considerations. Originality/value Cloud-based e-learning systems are getting increasingly essential to offer training courses more efficiently in educational institutions. Although the intersection between cloud computing and e-learning has increasingly grown in both practical and academic contexts, there are little studies on how educational institutions and organizations could be able to select appropriate cloud-based e-learning systems. This paper explores the ignored but critically important subject of cloud-based e-learning. The main contribution of this paper is to propose a novel and integrated framework containing the important aspects of vendor selection in cloud-based e-learning services. The proposed framework comprises managerial, technological and pedagogical aspects simultaneously as well as sub-criteria denoting each aspect.

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Purpose E-learning is one area of strategic application of information technology (IT) in the educational field. In the past, massive investments in e-learning systems have neither been necessarily effective nor created value for e-learners. As a result, e-learning systems’ evaluation has become critical. Although many researchers have studied e-learning’s performance evaluation, there is little research on e-learning assessment, which uses pedagogical principles and organizational issues along with information systems (ISs) assessment measures. Thus, the purpose of this study is to consolidate multi-dimensional aspects of e-learning evaluation by applying balanced scorecard (BSC) as a strategic performance measurement method. This study further seeks a solution for designing a systematic approach, in which three equally important considerations must be balanced: organization, pedagogy and technology. Design/methodology/approach This paper introduces a framework for assessing e-learning systems by using fuzzy analytic hierarchy process (FAHP) and BSC. Owing to the growing use of BSC in strategic management, this study applies its four perspectives as a base for performance evaluation. To identify measures of each perspective, a comprehensive literature review has been conducted. Modifying the list of measures is completed in two phases: first by using a focus group consisting of six e-learning experts, and second, by using a survey analysis conducted among 256 Iranian e-learners. FAHP is applied to weigh and determine the rank-order of the measures. Findings The results propose integrating pedagogical, organizational and technical measures based on the BSC framework for evaluating e-learning systems. In the proposed framework, effective BSC perspectives and their rank-orders and weights are presented as a guideline for assessing e-learning systems in Iran. Research implications In e-learning initiatives, organizational issues must be considered along with technological and pedagogical factors simultaneously. The proposed framework can assist educational institutions and organizations to identify weaknesses and strengths of e-learning projects and guide them to select appropriate strategies for progress. Originality/value A review of the e-learning literature shows that there are few substantive theoretical accounts, which adequately integrate multiple dimensions of e-learning evaluation; yet, most researchers view e-learning evaluation as the most difficult part in the e-learning implementation process. This study proposes a new conceptual framework to evaluate e-learning initiatives systematically. The main contribution of this study is to develop a new systematic approach for e-learning systems’ evaluation that integrates two well-established managerial methodologies (BSC and FAHP), and considers pedagogical, organizational and technological aspects synchronously.

PurposeAs social media applications have turned into popular platforms for interacting with customers, creation of a consistent customer experience in social commerce has attracted the attention of many practitioners and academics. The migration to create and manage customer experience in social commerce has become an essential issue that will bring new challenges for companies. Despite the increasing investment in this area, few studies have been conducted on the challenges of managing customer experience in social commerce. To fill this theoretical gap, the current study aims at comprehensively exploring the main challenges of customer experience management (CEM) in social commerce and investigating their importance and possible effects in relation to each other.Design/methodology/approachUsing the mixed method, first, the main challenges regarding CEM in social commerce were identified by reviewing the related literature. Then the challenges were enriched and categorized by expert opinions. Next, the challenges and the categorizations were confirmed by conducting a survey analysis applying the t-test and the factor analysis method. Afterwards, the main challenges were identified and weighted. Finally, the Social Network Analysis (SNA) approach was applied to investigate the causal relationship network among the challenges.FindingsThe results indicated that the main challenges of CEM in social commerce can be categorized into eight groups. Their weights and causal effects were calculated to identify the high priority challenges. By calculating the main SNA metrics such as degree and betweenness centralities, the high priority challenges of CEM in social commerce were identified. It was revealed that challenges with high out-degree centrality can create many other challenges and those with high betweenness centrality act as intermediary points, through which cause challenges may create effect challenges.Research limitations/implicationsThe research results can help marketers to get a big picture of the challenges to successfully implement CEM in social commerce and select the appropriate migration strategies more effectively. They are further recommended to pay due attention to customers' issues as well as the organizational challenges of CEM in social commerce.Originality/valueSocial media has become a priority for businesses to create and improve the customer experience; yet there is no tool to identify the challenges of CEM in this context. This study addresses the overlooked but critically important area of social commerce. The most important contribution of this research is an attempt to provide a comprehensive and integrated framework of the challenges in implementing CEM in social commerce and explore the causal effects they may have on creation of other challenges using SNA.