One like one comment pada media sosial ditinjau dari etika pemasaran Islam

Pemasaran melalui internet media sosial banyak diminati karena jangkauan lebih luas dibandingkan dengan pemasaran secara manual atau konvensional. Media sosial banyak digunakan untuk memasang iklan dan memasarkan produk. One like one comment (OLOC) merupakan salah satu cara yang digunakan para pebisnis online untuk meningkatkan penjualan di media sosial. One like one comment ini sering digunakan di instagram, Facebook dan line. Tujuan oloc untuk meningkatkan kepercayaan (trust) orang lain (calon customer), insight disetiap postingan dan meningkatkan kunjungan profil di akun instagram tersebut. Para pedagang online banyak menggunakan jasa oloc ini pada akun istagram mereka agar online shop mereka banyak dikenal orang dan lebih dipercaya. Sehingga terkadang cara ini juga disalahgunakan untuk malakukan penipuan online. Jumlah followers asli berbanding terbalik dengan pembeli. Penelitian ini bertujuan untuk mengetahui bagaimana sistem OLOC media Sosial ditinjau dari Etika Pemasaran Islam?. Dalam penelitian ini penulis menggunakan Metode penelitian ORM (Online Research Method) dengan mengumpulkan berbagai data dari internet. Berdasarkan hasil penelitian, dapat disimpulkan bahwa Sistem OLOC pada Media Sosial tidak sesuai dengan Etika Pemasaran Islam karena melanggar prinsip-prinsip dari etika pemasaran Islam seperti Prinsip kejujuran, keadilan, transparansi dan profesionalitas. Dalam pemasaran Islam seorang pebisnis online harus selalu menerapkan etika yang baik dalam mempromosikan produknya, sedangkan sistem OLOC ini menghalalkan segala cara dalam pemasaran seperti merekaya pasar, mengelabui serta mengada-ngada pada setiap komentar. Hal ini jelas sangat dilarang dalam Islam karena dapat merugikan konsumen jika produknya tidak sesuai dengan yang ada pada komentar-komentar.

The Feasibility and Challenges of Conducting Online Research to Examine Movement Behavior in Parents and Children During the COVID-19 Pandemic

The global pandemic of COVID-19 shifted the methodology of this research project. The purpose of this perspective article is to discuss the feasibility and challenges of converting an in-person mixed methods study that examined associations among and beliefs about physical activity, motor competence, and perceived competence to an online format with parents and children during the COVID-19 pandemic. Recruitment was conducted through a University research registry, social media, and public listservs. All correspondence with participants was through email and secure platforms. Physical activity was assessed with accelerometers mailed to participants. Motor competence was assessed through participant-filmed trials of motor skills. Perceived competence was assessed with the Self-Perception Profile for Adults and Children delivered on Qualtrics. Semi- structured interviews to examine beliefs were conducted over Zoom. Approximately 200 families expressed interest in the study, 76 parent-child dyads consented and assented, and 61 parent-child dyads completed at least one component of the study. It is feasible to conduct online research that contributes to scientific knowledge and has potential advantages. However, various challenges need to be considered regarding the application of online research. These challenges included recruitment, the data collection process, and data quality. Future research needs to address these challenges by utilizing wide-reaching and diverse recruitment methods, easing participants' burden with technology, and developing motor competence and perceived competence assessments that can be administered online. The way research was conducted changed due to COVID-19 and adapting to and/or integrating online methods is both necessary and feasible, but modifications must be taken into consideration.

Criteria for assessing action undertaken by border municipalities towards a “green smart city”

The article presents a proposal for a research tool that might assess the ecological activity of municipalities, with particular emphasis on those that lie on national boundaries. With climate change, it has become necessary to take into account the principles of sustainable growth while maintaining high living standards in the long term. Systematic research on the action undertaken by municipalities in this area is a necessary requirement in the coming years. For this reason, the main directions and areas of research in the process of approaching the concept of a “green smart city” have been outlined. The available literature is limited to research in the field of smart cities and examines solutions for large urban agglomerations. The evaluation criteria of “ecological maturity” proposed in this paper are designed for small border municipalities. One may accept the thesis that due to their specificity, location, natural diversity and the opportunities for cooperation with a foreign partner that they offer, border municipalities can create a model of ecological behaviour in terms of a “green smart city”. This evolution requires support and monitoring for policymakers, and the proposed online research tool may reveal “ecological immaturities”, decisional errors or just plain negligence. One might only hope that, as a result of these indications, the recommendations will prove valuable for all local government units. On the other hand, a number of doubts and dilemmas are raised that researchers are unable to eliminate at this stage.

Taking deliberative research online: Lessons from four case studies

Researchers using deliberative techniques tend to favour in-person processes. However, the COVID-19 pandemic has added urgency to the question of whether meaningful deliberative research is possible in an online setting. This paper considers the reasons for taking deliberation online, including bringing people together more easily; convening international events; and reducing the environmental impact of research. It reports on four case studies: a set of stakeholder workshops considering greenhouse gas removal technologies, convened online in 2019, and online research workshops investigating local climate strategies; as well as two in-person processes which moved online due to COVID-19: Climate Assembly UK, a Citizens’ Assembly on climate change, and the Lancaster Citizens’ Jury on Climate Change. It sets out learnings from these processes, concluding that deliberation online is substantively different from in-person meetings, but can meet the requirements of deliberative research, and can be a rewarding and useful process for participants and researchers alike.

Recruiting and Conducting Online Dyadic Semi-Structured Interviews With LGBTQ+ Couples Facing Advanced Cancer

In this study, LGBTQ+ adult couples facing advanced cancer were recruited online. Eligible couples were sent a direct link to electronic consent and surveys in REDCap®. Participants were then invited to complete a 45-minute dyadic semi-structured interview regarding their experience of coping with cancer as a couple. This study faced difficulties in recruiting LGBTQ+ couples, and also faced the challenge of identifying and managing online responses from individuals misrepresenting themselves, and from automated accounts or “bots”. LGBTQ+ aging scholars must acknowledge how conducting research remotely with LGBTQ+ adults may necessitate changes in study design, such as changes to recruitment and more comprehensive eligibility screening designed to prevent and detect the collection of untrustworthy data. Ultimately, protecting the integrity of participant data in online research supports research accessibility and inclusion for LGBTQ+ older adults, and is the first step in conducting research that promotes health equity.

E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

Background E-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions. Methods This was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers. Results We enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning. Conclusion Our results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.