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Process Mining (PM) uses event logs extracted from process-oriented IS in order to uncover, analyse, diagnose and improve processes. However, the number of studies demonstrating PM applicability is limited, particularly in the field of logistics. This paper presents a methodological framework for a multi-faceted analysis of real-life event logs based on PM and the usefulness of its techniques, combined with traditional IE&M methods, thus offering an innovative approach on multiple levels by combining the use of PM and more traditional methods; using PM to demonstrate the actual movement of goods and generate a physical map of movements inside the warehouse; and enabling continuous tracking. A case-study, implemented on the cargo release process of a large Israeli logistics company, demonstrates this approach. Results reflect a major gap between the actual and the described processes, as an automatic creation of the process from logs shows that 64% of the customers received their goods after 4.5 hours (instead of 90 minutes, as service standard requires). Practical implications include detailed steps and a recommendation for additional analyses. Research value analysis shows that PM techniques constitute an ideal means to tackle organizational challenges by reflecting real-time situations, suggesting process improvements and creating companywide process awareness.

The presented research focuses on examining the influence of interruptions in online learning on student's perceptions and comprehension. We conducted an experiment with 45 participants. Each participant watched one lecture that belonged to one of the two experimental groups, a lecture with interruptions or a lecture without interruptions. While watching the lecture, the eye movements of the participants were recorded using an eye tracking device. After watching the lecture, the participants were asked to answer two questionnaires, knowledge questionnaire and subjective questionnaire. We found that interruptions do harm the comprehension of the delivered material when they occur and moreover, they cause an "after affects", harming the comprehension of the studied material even at times they do not occur at all. In addition, we found that interruptions attract the student's attention when they occur and at the same time causing a feeling of aversion and a desire to avoid focusing on them. Which may eventually cause negative subjective perceptions and to harm the understanding of the studied material. The world of online learning has developed a lot in 2020 and in fact the whole world has been forced to switch to online learning. Therefore, this technology must be optimized and improved.

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