The adoption of e-government services and the active e-participation of citizens may be affected by the pre-dominant socio-economic inequalities. The current study examined the impact of the digital divide to the use of e-government and e-participation services. We used the micro-data from the national survey on the use of Information and Communication Technologies by the Greek households and individuals. This survey was conducted by the Greek Statistical Authority in 2017, in a representative sample of the Greek population (n = 3321). We analyzed the data using logistic regression equations. According to the results, the social exclusion factors may influence the use of e-government services. The most important socio-economic factors affecting the decision to use e-government services are the educational level, age and citizenship. The e-participation of the citizens in various democratic processes is only influenced by their educational attainment. This work highlights the impact of the digital divide to every aspect of our digital life. The state should implement policies to address the digital divide focusing on the vulnerable social subgroups, such as the low-educated and older people. The findings of our research may help the policymakers to conceptualize the effect of the digital divide to e-government adoption, in a multidimensional and integrative way. Keywords: e-government, Greece, digital divide, e-services, digital skills

Public organizations must provide high-quality services at a lower cost. In order to accomplish this goal, they need to apply well accepted cost methods and evaluate the efficiency of their processes using Business Process Management (BPM). However, only a few studies have evaluated the addition of cost information to a process model in a public organization. The aim of the research is to evaluate the combination of cost data to process modeling in an academic library. Our research suggests a new and easy to implement process analysis in three phases. We have combined qualitative (i.e., interviews with the library staff) and quantitative research methods (i.e., estimation of time and cost for each activity and process) to model two important processes of the academic library of the University of Macedonia (UoM). We have modeled the lending and return processes using Business Process Model and Notation (BPMN) in an easy-to-understand format. We have evaluated the costs of each process and sub process with the use of Time-Driven Activity-Based Costing (TDABC) method. The library’s managers found our methodology and results very helpful. Our analysis confirmed that the combination of workflow and cost analysis may significantly improve the decision-making procedure and the efficiency of an organization’s processes. However, we need to further research and evaluate the appropriateness of the combination of various cost and BPM methods in other public organizations.

Although traditional learning was a necessity for centuries and distance learning is sometimes the only way for learning for many learners, the last two decades a supplementary mode to the other modes of learning emerged, the e-learning. However, the last few years, blended learning has dominated as the only mode which combines perfectly the advantages of the other modes of learning.The role of educational content in blended learning is crucial. The key factor to success is high quality educational content, appropriate for learning and able to fulfill course educational aims and objectives. Most of the times it is not an easy task to give feedback to instructors about the online educational content. However, some course characteristics and students’ actions may reflect the quality and quantity of the educational content.This study evaluates the use of blended learning in TEI of West Macedonia with the use of structured questionnaires exposed to the learners. The learners express their attitude about how useful the blended learning is and how this blended means facilitates their studies. It proposes two variables Richness and Usefulness, taking into account statistics concerning the courses. These variables aim to help course instructors and administrators review course usage and find course weaknesses.