This quantitative study investigated the bond between a leader's emotional intelligence to employee motivation. The research was conducted at a federal government agency resided north bound of the United States of America. Participants consisted of 350 full time employees from various units of the organization. The leader's emotional intelligence was tested with Emotional Social Competence Inventory (ESCI) tool, whereas employees' motivation was verified with the Four Drive (4-D) instrument. The study depicted a link between a leader's emotions and employee interest to excel. Emotional aptitude scored high, which indicates that the leader's emotion affected employees' behavior. Employees likely to stay with the organization displayed strong organizational awareness with high sense of belonging. The different groups observed, revealed results with both positive and negative significant correlations (p < .05). The final outcome depicted that a leader's emotional intelligence influenced employees' motivation to excel. As the sample size was large some of the results were generalized.

Many customer satisfaction studies in the service industry use SERVQUAL, an instrument developed by Parasuraman, Zeithaml, and Berry (1998). Similarly, many studies on customer loyalty use the Net Promoter System™ (NPS®) developed by Reichheld (2003). Even though researchers acknowledge a relationship between satisfaction and loyalty, there is currently no empirical evidence demonstrating such relationship using SERVQUAL and NPS. In that regard, this study analyzed the antecedents of satisfaction measured by SERVQUAL that influence loyalty as measured by NPS in the context of the residential broadband service industry. To that effect, 208 broadband customers in the U.S. Midwest region were surveyed online. A confirmatory factor analysis confirmed the latent structure of collected data, validating the use of the five SERVQUAL factors as predictors. An ordinal logistic regression (OLR) model built on the collected data confirmed the existence of a statistically significant relationship between Empathy (one of the factors) and customer loyalty, suggesting that increasing empathy by one point increased the odds of becoming a promoter by 11.73%. The final model was validated using the Akaike information criterion (AIC), a single sample cross-validation model.

Designed properly, distance education classes can be at least as effective and, in some ways, even more effective than face-to-face courses. The tools and technologies used for distance education courses facilitate learning opportunities not possible in the face-to-face classroom. Distance programs are accelerating changes that are challenging students, faculty, and the university, itself. Currently, most faculty are rewarded for the quality of instruction, as well as their external funding and their research. Often, university administrators focus more attention on the efficiency of teaching than on its effectiveness. In the future, as the quality of distance learning increases, the primary factor for success will be the faculty’s commitment to excellence in teaching. Many institutions will be forced to reevaluate the quality of teaching as the institution becomes more visible to the public, to legislators who support higher education, and to prospective students.

Learning is enhanced by the physical and social technologies typically used in distance education. Students in distance programs typically have access to tools that allow them to repeat lectures and interact with their fellow students and faculty. Students in all classes, including face-to-face and blended courses, benefit from having similar tools and technologies available. This article will review common tools and technologies used in distance education, and demonstrate why they can facilitate learning and expand the educational opportunities for both distant and traditional students.

Three basic categories of technologies are effective for extending collaborative learning beyond traditional face-to-face interactions to online learning and distance education: 1. Group support systems (GSS) 2. Collaboratories 3. Integrated learning environments. Although some of the collaborative learning technologies can be used without the Web, the Internet and World Wide Web provide the scalable global connectivity to support these technologies, with the browser serving as a ubiquitous user interface for collaborative learning applications.