Digitalization of presence events in the COVID-19 pandemia – the lecturers’ perspective

Gottschalk, Marc; Werwick, Katrin; Albert, Christian; Weinert, Sönke; Schmeißer, Alexander; Stieger, Philipp; Braun‐Dullaeus, Ruediger C.

doi:10.3205/zma001426

Cited by 6 publications

(10 citation statements)

References 8 publications

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“…The consequence of these changes has been the consolidation of a renewed competitive arena where EAs have recrafted their business models, that is, the way they create and capture value (e.g. Dillette and Ponting, 2021; Werner et al ., 2022; Gottschalk et al ., 2021). The transition from a totally physical environment to a digital, virtual, or hybrid space has pointed out the need for being prompt and resilient to quickly adapt to new (and, sometimes, critical) situations (Bukovska et al ., 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Accordingly, these events have been defined as “digital events,” “virtual events,” or, in some cases, “phygital events” (Piccioni, 2023). The pandemic has accelerated innovation and the development of novel ways to create, design and manage planned events (Seraphin, 2021), spurring event managers—including EAs—to acquire up-to-date digital skills and capabilities (Gottschalk et al ., 2021). This is because the changeover generated by COVID-19 is assumed to be structural (McKinsey, 2021): the “next normal” will be digitalized.…”

Section: Business Event Sector and Easmentioning

confidence: 99%

“…The innovation process has been powered by communities of practitioners exploiting common convictions, cooperation and resilience shared through virtual platforms (Dillette and Ponting, 2021). This enabled the diffusion of new digital skills, capabilities and competences (Gottschalk et al ., 2021).…”

Section: Business Event Sector and Easmentioning

confidence: 99%

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COVID-19 and the digitization of business events: how the health crisis accelerated ethical issues

Piccioni

Nosi

Ottolenghi

et al. 2023

IJEFM

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PurposeThe aim of this study is to understand the transformations that the event industry has undergone during the COVID-19 pandemic and what changes still may happen in the future, here according to business event managers.Design/methodology/approachBeing explorative in nature, the study adopts a qualitative research design based on semi-structured in-depth interviews submitted to a purposive sample of 26 Italian business event agency managers.FindingsThe findings reveal that the pandemic boosted the digital transformation of the event industry, spurring organizers to recraft and execute their business models. Such changes may give rise to important ethical concerns that should be carefully considered by academics, professionals and policymakers.Research limitations/implicationsThe research is based on a purposive sample of Italian business event managers. Therefore, in addition to be country-specific, the research includes only a single typology of business event stakeholders.Originality/valueThe article points out possible counterintuitive considerations that may rise related to the ethical issues emerging from the adoption of novel business models in the event industry after the COVID-19 pandemic. The study suggests possible objects of reflection for scholars, event managers and policymakers to plan and organize a more equitable and sustainable business in the future.

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Section: Resultsmentioning

confidence: 99%

Section: Business Event Sector and Easmentioning

confidence: 99%

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COVID-19 and the digitization of business events: how the health crisis accelerated ethical issues

Piccioni

Nosi

Ottolenghi

et al. 2023

IJEFM

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“…Due to the pandemic, the switch to digital teaching had to take place within a few weeks at most universities [14][15][16][17]. As in other universities [18], teachers at the University Medical Center Goettingen (UMG) initially were concerned that the lack of direct interaction with students could lead to a decline in the quality of teaching. Particularly for the subject of psychiatry and psychotherapy, which thrives on direct and intensive communication as well as social skills, the question arose as to whether the inevitable digitization could achieve similar learning success as classroom teaching.…”

Section: Introductionmentioning

confidence: 99%

One year of digital teaching in psychiatry as a response to the COVID-19 pandemic: Knowledge gain and content evaluation of medical students for two summer semesters in 2020 and 2021

Besse

Signerski-Krieger²,

Wiltfang³

et al. 2022

PLoS ONE

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After the beginning of the COVID-19 pandemic in 2020, digital teaching had to be implemented by most universities at short notice and widely replaced classroom teaching. As a consequence, digital teaching further reduced direct social interaction for students. One year after the introduction of digital teaching formats at our university medical center (department of psychiatry and psychotherapy), teaching evaluation of students from summer semesters 2020 and 2021 (SS20, SS21) were compared. The main objective of this study was to objectify whether students evaluate digital teaching less favorably after one year of its implementation. Ratings of 311 medical students on (1) knowledge gain, (2) teaching contents and (3) subjective advantages of digital teaching were analyzed for the two separate cohorts SS20 (n = 175) and SS21 (n = 136). Students also rated their pandemic-related stress level, and if learning progress had been reduced by the pandemic in general. Significant knowledge gain was achieved for all included domains in psychiatry (all p < .001), and did not differ between SS20/SS21. Teaching contents in SS21 were rated worse in six out of eight domains compared to SS20 (p < .001 to .05). Also, subjective advantages of digital teaching vanished in most domains comparing the cohorts of SS21 and SS20 (p < .001 to .05). No differences were found for pandemic-related stress level and subjective learning progress. Limitations include the post-hoc design, possible bias from individual exam grades, and sampling bias. The present study showed that knowledge gain can be considered to be stable one year after the pandemic-related implementation of digital teaching. However, sustainability of this teaching format should be monitored critically: The subject of psychiatry and psychotherapy thrives on direct communication, which can be compromised when using digital formats only. In this light, implementation of more interactive formats in digital teaching is discussed.

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“…The COVID-19 pandemic has affected TPE strategies by stopping or greatly reducing direct contact and promoting online training. Several reports focusing on medical training for students have shown the benefits of innovative online teaching concepts ( Badawy & Radovic, 2020 ; Gottschalk et al, 2021 ; Nourkami-Tutdibi et al, 2021 ). We were initially concerned because we had no experience with online training and feared poor Internet accessibility for some families.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 pandemic on access to online therapeutic education programs for children with sickle cell disease

Sterlin

Montalembert

Taylor

et al. 2022

Journal of Pediatric Nursing

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Digitalization of presence events in the COVID-19 pandemia – the lecturers’ perspective

Cited by 6 publications

References 8 publications

COVID-19 and the digitization of business events: how the health crisis accelerated ethical issues

COVID-19 and the digitization of business events: how the health crisis accelerated ethical issues

One year of digital teaching in psychiatry as a response to the COVID-19 pandemic: Knowledge gain and content evaluation of medical students for two summer semesters in 2020 and 2021

Impact of COVID-19 pandemic on access to online therapeutic education programs for children with sickle cell disease

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