Can learning be virtually boosted? An investigation of online social networking impacts

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.     

Can learning be virtually boosted? An investigation of online social networking impacts

Online social networking has deeply penetrated university campuses, influencing multiple aspects of student life. We investigate the impacts of individual online social networking engagement (e.g., on Facebook) from a pedagogical standpoint. Based on social learning theory, we argue that two socialization processes, social acceptance and acculturation, bridge individual online social networking engagement with three domains of social learning outcomes. Results from a survey accompanied by focus group discussions demonstrate the substantial impacts of university student online social networking engagement on social learning processes and outcomes. Online social networking not only directly influences university students’ learning outcomes, but also helps the students attain social acceptance from others and adapt to university culture, both of which play prominent roles in improving their learning outcomes.     

Are large C++ classes change-prone? An empirical investigation

It is crucial, but hard, to predict the parts of a system that must be changed in the next release of a software system. Previous results showed that professional and experienced developers largely underpredict the number of software entities subject to change in the next release, even though a thorough impact analysis driven by requirements is conducted. Thus, there is a strong need for understanding what kind of properties of a system make it more or less vulnerable to change. This empirical study analyzes change of C++ source code classes that occurred in two releases of the industrial object-oriented project PMR (Performance Management Traffic Recording). PMR is a part of the operation and support system of a cellular telecom system. The result, which is consistent over the two releases despite different kinds of new requirements, shows that the median size in the set of changed classes is significantly larger than in the set of unchanged classes. Our interpretation of the results is that large classes are more change-prone than small classes, and that large classes therefore always should be regarded as candidates for change. © 1998 John Wiley & Sons, Ltd.     

Do online reviews reflect a product’s true perceived quality? An investigation of online movie reviews across cultures

This paper investigates when the reported average of online ratings matches the perceived average assessment of the population as a whole, including the average assessments of both raters and non-raters. We apply behavioral theory to capture intentions in rating online movie reviews in two dissimilar countries – China and the United States. We argue that consumers’ rating behaviors are affected by cultural influences and that they are influenced in predictable ways. Based on data collected from IMDB.com and Douban.com, we found significant differences across raters from these two different cultures. Additionally, we examined how cultural elements influence rating behavior for a hybrid culture – Singapore. To study whether online consumer reviews are subjected to under-reporting bias, which is, consumers with extreme opinions are more likely to report their opinions than consumers with moderate reviews causing online reviews to be a biased estimator of a product’s true quality, we compare the consumer reviews posted online with those from an experimental study. Our results shows that under-reporting is more prevalent among US online network, thus online reviews are a better movie perceived quality proxy in China and Singapore than in the US.     

To control or not to control? Parenting behaviours and adolescent online aggression

Non-empirical publications have espoused the importance of monitoring/controlling children’s online and computer activities through monitoring software; however, no empirical research has verified whether this is a viable means for promoting responsible and safe internet use. This study examined the association between parenting behaviours and adolescent online aggression. The sample included 733 adolescents (451 females), between 10 and 18 years, from Western Canada. Participants completed a questionnaire that included questions on internet aggression, and parenting. The parenting questions were modified from Stattin and Kerr’s (2000) questionnaire to better suit the online environment. Results from the univariate least squares factor analysis revealed two distinct factors: (1) Parent Solicitation (parents ask where child is going on the internet), (2) Child Disclosure (child naturally tells parents what they are doing). Hierarchical Linear Regression analysis revealed that having a computer in the bedroom increased the likelihood of engaging in online aggression and that adolescent self-disclosure of online behaviours (and not controlling or monitoring online activities) was negatively associated with online aggression. These findings emphasize the importance of establishing good communication between parents and adolescents rather than investing money on monitoring software and on controlling adolescent internet use.     

Who are problematic internet users? An investigation of the correlations between problematic internet use and shyness,loneliness, narcissism,aggression and self-perception

This study investigated correlations between university students’ problematic internet use behaviors and shyness, narcissism, loneliness, aggression and self-perception. The participants were 424 students attending seven different faculties of a public university in Turkey; 215 were female and 209 male. Student’s ages ranged between 17 and 23, with a mean of 18.69. The Problematic Internet Use Scale, Shyness Scale, Narcissistic Personality Inventory, UCLA Loneliness Scale, Aggression Questionnaire, Social Comparison Scale and a Personal Data Form were used for data collection. Correlation analysis results showed positive associations between problematic internet use and shyness and aggression. No statistically significant correlation was determined between problematic internet use and narcissism, loneliness or self-perception. The results demonstrate that individuals who are problematic users are shier and more aggressive. Shyness and aggression emerged as significant antecedent variables of problematic internet use. Suggestions are made for further studies in the light of these findings.     

Can avatar and self-referencing really increase the effects of online 2-D and 3-D advertising?

Previous studies have sought insights into how websites can effectively draw sustained attention from internet users. Do different types of information presentations on webpages have different influences on users’ perceptions of the information? More precisely, can combinations of an ever greater number of advertising elements on individual websites increase consumers’ purchase intentions? The aim of this study is to explore changes in web advertising’s verbal and visual stimulation of surfers’ cognitive process, and to provide valuable information for the successful matching of advertising elements to one another. We examine optimal website design according to the personality-trait theory and resource-matching theory. Study 1 addresses the effects that combinations of various types of online advertising can have on web design factor, and to this end, we use a 2 (visual complexity: 3D advertising with an avatar, 2D advertising) × 2 (verbal complexity: with or without self-referencing that is an advertising practice to express product claims in words) factorial design. Study 2 treats personality traits (i.e., need-for-cognition and sensation seeking) as moderating variables to build the optimal portfolio regarding the “online-advertising effects” hypothesis. Our results suggest that subjects prefer medium-complex advertising comprising “3D advertising elements with an avatar” or “2D advertising elements with self-referencing”: high-sensation seekers and low-need-for-cognition viewers prefer the former, whereas low-sensation seekers and high-need-for-cognition viewers prefer the latter.     

What drives continued knowledge sharing? An investigation of knowledge-contribution and -seeking beliefs

Knowledge management (KM) research has yielded extensive explanations regarding the individual's motivation to share knowledge, each with different sets of factors. Yet the study of continued knowledge sharing is rare. There has been little research investigating this issue from contributing and seeking perspectives—the two distinct, but closely interrelated, facets of continued knowledge sharing. We propose that knowledge management system (KMS) users' beliefs are contextually differentiated, and thus a distinction between knowledge-contribution and knowledge-seeking behaviors and an adequate emphasis on their variance in terms of user belief is needed. By incorporating the knowledge-contribution and knowledge-seeking perspectives in a single study, we model and examine the differences among driving factors in two behavioral contexts, provide the conceptual comparisons and preliminary discussions, and thus advance our understanding of continued knowledge sharing via the KMS.     

An investigation of teachers’ beliefs and their use of technology-based assessments

The purpose of this study was to explore teachers’ beliefs about technology-based assessments (TBAs) and investigate the possible interplay between their beliefs and their usage of TBAs in classrooms. Forty technology-experienced science teachers participated in the study. Their beliefs about and use of TBAs were examined using semi-structured interviews, which were analyzed based on a coding scheme adapted from the decomposed theory of planned behavior (DTPB) model (Taylor & Todd, 1995). The analysis showed that ten components were substantial in the behavioral, control, and normative beliefs. While 85% teachers (34 out of 40) perceived TBAs as useful tools and identified a variety of usefulness, nearly 40% of the participants indicated the difficulties in using TBAs and their beliefs of ease of use were mainly negative. Also, teachers’ control beliefs about TBA focused on the social and external components such as time, supporting personnel, and infrastructure rather than the personal factors. In their normative beliefs, teachers tended to view school policies and parents’ opinions as constraints, whereas they also realized the benefits of using TBAs for learning. Furthermore, three groups of teachers were identified and characterized based on their usage of TBAs. Although some frequent users did not teach in resource-rich schools and faced constraints similar to those encountered by the occasional users, they seemed to actively look for more supports and solutions to overcome the lack of resources and the disapproval from the school administration. The findings extend the DTPB model of technology users by adding important beliefs about teaching and learning.     

Perceived ‘usefulness’ of online consumer reviews: An exploratory investigation across three services categories

Online reviews, a form of online word-of-mouth (eWOM), have recently become one of the most important sources of information for modern consumers. Recent scholarship involving eWOM often focuses on the transmission and impact of online reviews but sheds less light on the underlying processes that drive consumers’ receptions of them. Similarly, few studies have explored the recipients’ perspectives in the context of various services. This study addresses the aforementioned gaps in extant literature. The research model in this study is built upon the rich stream of literature related to how people are influenced by information and is tested on reviews collected from Yelp.com, a popular online advisory website dedicated to services businesses throughout the United States. The results of the study show that a combination of both reviewer and review characteristics are significantly correlated with the perceived usefulness of reviews. The study also finds several results that are anomalous to established knowledge related to consumers’ information consumption, both offline and online. The authors present the results of the study and discuss their significance for research and practice.     

An epidemiological assessment of online groups and a test of a typology: What are the (dis)similarities of the online group types?

A vast multitude of online groups exist, and authors have been rapidly investigating their dynamics. Extant studies have provided great information on the effects of online group membership, but limitations are often noted in these studies. Amongst the most concerning limitations are issues of generalizability. Authors are often unsure whether their results are able to generalize to other online groups, including those that are seemingly similar. For this reason, some researchers have created typologies of online groups, in hopes that online groups that fall within the same category will be generalizable; however, no study has analyzed the merit of an online group typology, and conclusions are based upon speculation. For this reason, the current study analyzed the dynamics of three different online groups, which fall within separate categories of an online group typology: a cancer support forum, a LGBT forum, and a Harry Potter fan forum. The results demonstrate that these groups vary in their properties, including group members’ group identity, well-being, and social support. These results provide support for an online group typology, and precisely demonstrate in what manner these groups differ. Additionally, the results offer valuable information about the individual groups, as some variables were previously unstudied in some group types. The discovery of these previously unknown dynamics leads to the potential of new studies, which is discussed. Therefore, the current study provides important implications for future studies, as well as the interpretation of future research results.     

Is online trust and trust in social institutions associated with online disclosure of identifiable information online?

This study investigated the association between trust in individuals, social institutions and online trust on the disclosure of personal identifiable information online. Using the Internet attributes approach that argues that some structural characteristics of the Internet such as lack of social cues and controllability are conducive to a disinhibitive behavior it was expected that face to face trust and online trust will not be associated. In addition, it was expected that from the three components of trust, online trust only will be associated with the disclosure of identifiable personal information online. A secondary analysis of the 2009 Pew and American Life of Internet users (n = 1698) survey was conducted. In contrast with the Internet attribute approach the effect of trust in individuals and institutions was indirectly associated with the disclosure of identifiable information online. Trust in individuals and institutions were found to be associated with online trust. However, online trust only, was found to be associated with the disclosure of personal identifiable information. While trust online encourages the disclosure of identifiable information, perception of privacy risks predicted refraining from posting identifiable information online. The results show a complex picture of the association of offline and online characteristics on online behavior.     

Why provide an online review? An extended theory of planned behavior and the role of Big-Five personality traits

Online review, an important form of reputation systems, has been studied intensively because of its powerful impact on online retailers, intermediaries, and customers. However, to date, very little attention has been paid to factors that influence an individual’s intention to provide an online review. An extended theory of planned behavior and Big-Five personality framework are used in this study. We empirically examine our model by using a cross-sectional survey study, collecting data from a sample of 171 online shoppers. Results show that attitude, perceived pressure, neuroticism, and conscientiousness are significant predictors of an individual’s intention to provide an online review. Findings may help online retailers and/or intermediaries increase the number of online reviews provided, which will lead to more accurate rating information about transactions, products, or services and may serve as a stepping-stone to continuous improvements. Implications, limitations, and future research directions are discussed.     

Do zoom meetings really help? A comparative analysis of synchronous and asynchronous online learning during Covid-19 pandemic

Background

Online learning and teaching were globally popularized due to the impact of Covid-19. The pandemic has made both synchronous and asynchronous online learning inevitable in regions privileged with the technological affordance.

Aims

This study was designed to examine and compare the effectiveness of both learning modes through the Community of Inquiry framework.

Materials & Methods

Comparative analyses on a sample of N = 170 undergraduate students who took both synchronous and asynchronous online courses in Spring 2021.

Results

The paired-sample T-tests results indicated a significant difference in social presence, cognitive presence and self-evaluated performance.

Discussion & Conclusion

Teaching presence significantly influenced social presence and cognitive presence in both learning modes. However, under synchronous learning mode, social presence significantly impacted self-evaluation, grades and school identification. While social presence only influenced school identification under asynchronous learning mode. Theoretical and practical implications were also included.     

What are the roles of software product managers? An empirical investigation

Software product management covers both technical and business activities to management of products like roadmaps, strategic, tactical, and release planning. In practice, one product manager is seldom responsible for all these activities but several persons share the responsibilities. Therefore, it is important to understand the boundaries of product managers’ work in managing software products, as well as the impact a product manager has on the company business. The purpose of the study is to clarify what roles of software product managers exist and understand how these roles are interrelated with each other and the whole structure and business of an organization. The study is designed as an interpretative qualitative study using grounded theory as the research method. Based on the gathered data we developed a framework that reveals the role of a product manager in the organization and shows how this role can evolve by extending the level of responsibilities. Using the framework, we identified four stereotypical roles of product managers in the studied organizations: experts, strategists, leaders, and problem solvers. The presented framework shows that product managers’ roles are not limited to the conception of the “mini-CEO.” The results allow product managers and top management to collaborate effectively by assigning responsibilities and managing expectations by having a common tool for understanding the role of product managers in the organization.     

Do safety measures really work? An examination of risk homoeostasis theory

The claim that safety measures in general fail to work is examined. This claim is seen as consistent with risk homoeostasis theory which proposes that following the introduction of a safety measure drivers compensate in such a way as to bring the accident involvement back to the preceding level. The validity of risk homoeostasis theory rests on several assumptions: (i) people have a simple and straightforward representation of accident risk, (ii) people can detect all changes in this accident risk, (iii) people can, over time, completely compensate for changes in accident risk and (iv) people cannot be discouraged or prevented from compensating for changes in accident risk. Each of these assumptions is examined     

Can students really multitask? An experimental study of instant messaging while reading

Students often “multitask” with electronic media while doing schoolwork. We examined the effects of one form of media often used in such multitasking, instant messaging (IM). We predicted that students who engaged in IMing while reading a typical academic psychology passage online would take longer to read the passage and would perform more poorly on a test of comprehension of the passage. Participants were randomly assigned to one of three conditions (IM before reading, IM during reading, or no IM). We found that students took significantly longer to read the passage when they IMed during reading (not including time taken to IM) than in other conditions. However, test performance did not differ by condition. Students who are managing busy lives may think they are accomplishing more by multitasking, but our findings suggest they will actually need more time to achieve the same level of performance on an academic task.