The social sharing of emotion (SSE) in online social networks: A case study in Live Journal

Social Sharing of Emotion (SSE) occurs when one person shares an emotional experience with another and is considered potentially beneficial. Though social sharing has been shown prevalent in interpersonal communication, research on its occurrence and communication structure in online social networks is lacking. Based on a content analysis of blog posts (n = 540) in a blog social network site (Live Journal), we assess the occurrence of social sharing in blog posts, characterize different types of online SSE, and present a theoretical model of online SSE. A large proportion of initiation expressions were found to conform to full SSE, with negative emotion posts outnumbering bivalent and positive posts. Full emotional SSE posts were found to prevail, compared to partial feelings or situation posts. Furthermore, affective feedback predominated to cognitive and provided emotional support, empathy and admiration. The study found evidence that the process of social sharing occurs in Live Journal, replicating some features of face to face SSE. Instead of a superficial view of online social sharing, our results support a prosocial and beneficial character to online SSE.     

Comparing technology acceptance of K-12 teachers with and without prior experience of learning management systems: A Covid-19 pandemic study

Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the Covid-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (n_experienced = 127; n_{inexperienced} = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.     

Social presence in relation to students' satisfaction and learning in the online environment: A meta-analysis

Social presence, the ability to perceive others in an online environment, has been shown to impact student motivation and participation, actual and perceived learning, course and instructor satisfaction, and retention in online courses; yet very few researchers have attempted to look across contexts, disciplinary areas, or measures of social presence. This meta-analysis allowed us to look across these variables of the primary studies and identify the pattern of student outcomes (e.g., perceived learning and satisfaction) in relation to social presence through scrutiny of differences between the studies. The results showed a moderately large positive average correlation between social presence and satisfaction (r = 0.56, k = 26) and social presence and perceived learning (r = 0.51, k = 26). Large variation among correlations (86.7% for satisfaction and 92.8% for perceived learning, respectively) also indicated systematic differences among these correlations due to online course settings. We found that (a) the strength of the relationship between social presence and satisfaction was moderated by the course length, discipline area, and scale used to measure social presence; and (b) the relationship between social presence and perceived learning was moderated by the course length, discipline area, and target audience of the course. Implications and future research are discussed.     

Online social networks for health behaviour change: Designing to increase socialization

Positive health behaviour by eating nutritious foods and performing physical activity has been shown to have significant benefit. Furthermore, theoretical models show that social factors contribute to health behaviour. However, social technology for health behaviour has provided limited social interaction. This paper presents an online social network for health behaviour change called VivoSpace that was designed from a theoretical foundation. The results from a field study (n = 35) are presented that include participants from both clinical and non-clinical settings. The results show that there was a significant change in some of the individual determinants for health behaviour change; however, social determinants did not change. Furthermore, the social features such as commenting were under utilized. Two follow-up focus groups (n = 7 and 8) were conducted to determine how the design should be iterated to increase socialization on VivoSpace. The results suggest that the posts need to add interest through system intelligence and allowing the user to add photos and other information to the post.     

Investigating the moderating role of uncertainty avoidance cultural values on multidimensional online trust

Building online trust and understanding its relationship to online customer purchase decision making is important to e-commerce companies. We decided to investigate the moderating role of uncertainty avoidance on the relationship between subjective norms and online trust (integrity, ability, and benevolence) as well as purchase intention on a model we had developed. We generated a questionnaire and first pilot tested it (n = 116), and then modified it before performing the main test of our model (n = 209). Specifically, trust (cognition and affect based) was adapted to better understand social and cultural factors in online customer behavior. Uncertainty avoidance was found to moderate the relationships between subjective norms and two dimensions of cognition-based trust, (integrity and ability). Benevolence, however, was not found to have any relationship to cultural values or purchase intention. Normative influence on ability belief about the website was significant only when the online consumer had a high sense of uncertainty avoidance. Theoretical and practical implications of these findings are discussed.     

Who puts the best “face” forward on Facebook?: Positive self-presentation in online social networking and the role of self-consciousness,actual-to-total Friends ratio,and culture

The present research investigated how individual, interpersonal, and cultural variables influence positive self-presentation in online social networking. In particular, we examined the role of self-consciousness, actual-to-total Friends ratio, and culture in positive self-presentation on Facebook. A cross-sectional survey was conducted with college-age participants in the United States (n = 183) and South Korea (n = 137). Results showed that self-consciousness (public vs. private) and actual-to-total Friends ratio were not significantly associated with positive self-presentation on Facebook; however, culture showed a statistically significant association with positive self-presentation on Facebook, with the U.S. participants engaging in positive self-presentation on Facebook to a greater extent than the South Korean participants. More interestingly, culture significantly moderated the relationship between public self-consciousness and positive self-presentation as well as the relationship between actual-to-total Friends ratio and positive self-presentation. Specifically, positive self-presentation showed a significant positive association with public self-consciousness and a significant negative association with actual-to-total Friends ratio only among the South Korean participants and not among the U.S. participants. Theoretical and practical implications for understanding cross-cultural differences in self-presentation behaviors on social network sites were discussed.     

The relationship between passive and active non-political social media use and political expression on Facebook and Twitter

Departing from the conventional approach that emphasizes civic and political motives for political engagement, this study investigates how political social media behaviors—political expression—might emerge out of everyday, non-political use of the sites from an interpersonal communication perspective. Using two separate adult samples of Facebook (n = 727) and Twitter users (n = 663), this study examines how non-political, passive (NPP, consuming non-political content) and non-political, active (NPA, producing non-political content) social media use relate to expression of political voice on the sites. Findings show that only NPA use is positively associated with increased political expression, and this relationship is partially explained by political efficacy. The patterns of findings are consistent across Facebook and Twitter.     

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.     

Motivating factors in online language teacher education in southern Argentina

Online teacher education is of growing interest and so is the study of motivation as a key factor in technology-mediated learning environments. This study is based on a pre-service language teacher education programme in Patagonia, a southern Argentinian region with no face-to-face training offers, limited Internet access and a large number of unqualified teachers. Our goal is to broaden the understanding of online teacher education programmes at undergraduate level in contexts where most trainees are practicing teachers and where online education is the only possibility for holding a teaching qualification. We focused on the motivating factors that led 71 trainees to enrol and to remain in this online teacher training course. Through a mixed methods approach, the trainees completed an online survey (n = 71) and participated in a follow-up interview (n = 24). Results showed that obtaining a teaching degree, autonomy, and individual activities were key factors in initial and sustaining motivation. Participants' experiences challenged collaborative learning in an online environment.     

Online social networks: Why do students use facebook?

The growth and popularity of online social networks has created a new world of collaboration and communication. More than a billion individuals around the world are connected and networked together to create, collaborate, and contribute their knowledge and wisdom. Despite the importance of online social networks, there is relatively little theory-driven empirical research available to address this new type of communication and interaction phenomena. In this paper, we explored the factors that drive students to use online social networks (e.g., Facebook). Specifically, we conceptualized the use of online social networks as intentional social action and we examined the relative impact of social influence, social presence, and the five key values from the uses and gratification paradigm on We-Intention to use online social networks. An empirical study of Facebook users (n = 182) revealed that We-Intention to use online social networks is strongly determined by social presence. Among the five values, social related factors had the most significant impact on the intention to use. Implications for research and practice are discussed.     

The impact of self-regulatory states and traits on Facebook use: Priming materialism and social comparisons

Social Networking Sites like Facebook are an upcoming phenomenon of the modern age. The Social Online Self-regulation Theory (SOS-T) proposes that people use Facebook in order to self-regulate. Using Facebook they regulate their emotions and satisfy a variety of needs and motives. The study's aim was to provide first evidence for the theory by examining the influence of two self-regulatory variables (i.e. materialism and social comparison orientation). Using priming paradigms in two experiments (N₁ = 228; N₂ = 239), we could show that both variables increase Facebook consumption jointly and independently. Implications for theory building and applied settings are discussed and a forecast of future studies is given.     

Calculating optimal addition chains

An addition chain is a finite sequence of positive integers 1 = a ₀ ≤ a ₁ ≤ · · · ≤ a _r = n with the property that for all i > 0 there exists a j, k with a _i = a _j + a _k and r ≥ i > j ≥ k ≥ 0. An optimal addition chain is one of shortest possible length r denoted l(n). A new algorithm for calculating optimal addition chains is described. This algorithm is far faster than the best known methods when used to calculate ranges of optimal addition chains. When used for single values the algorithm is slower than the best known methods but does not require the use of tables of pre-computed values. Hence it is suitable for calculating optimal addition chains for point values above currently calculated chain limits. The lengths of all optimal addition chains for n ≤ 2³² were calculated and the conjecture that l(2n) ≥ l(n) was disproved. Exact equality in the Scholz–Brauer conjecture l(2 ⁿ − 1) = l(n) + n − 1 was confirmed for many new values.     

Personalization–privacy paradox and consumer conflict with the use of location-based mobile commerce

This study empirically explored consumers’ response to the personalization–privacy paradox arising from the use of location-based mobile commerce (LBMC) and investigated the factors affecting consumers’ psychological and behavioral reactions to the paradox. A self-administered online consumer survey was conducted using a South Korean sample comprising those with experience using LBMC, and data from 517 respondents were analyzed. Using cluster analysis, consumers were categorized into four groups according to their responses regarding perceived personalization benefits and privacy risks: indifferent (n = 87), personalization oriented (n = 113), privacy oriented (n = 152), and ambivalent (n = 165). The results revealed significant differences across consumer groups in the antecedents and outcomes of the personalization–privacy paradox. Multiple regression analysis showed that factors influence the two outcome variables of the personalization–privacy paradox: internal conflict (psychological outcome) and continued use intention of LBMC (behavioral outcome). In conclusion, this study showed that consumer involvement, self-efficacy, and technology optimism significantly affected both outcome variables, whereas technology insecurity influenced internal conflict, and consumer trust influenced continued use intention. This study contributes to the current literature and provides practical implications for marketers and retailers aiming to succeed in the mobile commerce environment.     

‘Because it’s boring, irrelevant and I don’t like computers’: Why high school girls avoid professionally-oriented ICT subjects

The current paper details results from the Girls and ICT survey phase of a three year study investigating factors associated with low participation rates by females in education pathways leading to professional level information and communications technology (ICT) professions. The study is funded through the Australian Research Council’s (ARC) Linkage Grants Scheme. It involves a research partnership between Education Queensland (EQ), industry partner Technology One and academic researchers at (affiliation removed for review purposes). Respondents to the survey were 1453 senior high school girls. Comparisons were drawn between Takers (n = 131) and Non Takers (n = 1322) of advanced level computing subjects. Significant differences between the groups were found on four questions: “The subjects are interesting”; “I am very interested in computers”; “The subject will be helpful to me in my chosen career path after school”; and “It suited my timetable”. The research has demonstrated that senior high school girls tend to perceive advanced computing subjects as boring and they express a strong aversion to computers.     

Predicting Attitudes Toward Knowledge Sharing by E-Mail: An Empirical Study

Social influence factors in sharing knowledge by e-mail are important issues in developing and understanding successful knowledge management systems and human–computer interaction. This article investigates important factors in shaping attitudes toward knowledge sharing by e-mail, based on social influence theory and self-determination theory. An empirical test of the proposed model using an online survey was conducted with a sample of undergraduate college students who use group e-mails for class assignments (n?=?566). All social influence factors significantly influenced attitudes toward knowledge sharing by e-mail (R ² = .57). Information systems researchers and practitioners will be able to more fully understand the roles of social influence factors in developing and designing knowledge management.     

Misery rarely gets company: The influence of emotional bandwidth on supportive communication on Facebook

This study introduces the concept of emotional bandwidth to describe a communicator’s ability to use technological features to disclose personal affect online. Strategic use of emotional bandwidth was expected to correspond with interpersonal rewards, specifically the willingness of others to provide social support. Participants (N = 84) viewed hypothetical Facebook profiles that contained manipulated levels of emotional bandwidth and were asked how much support they would provide to the person in the profile. Participants who viewed profiles portraying high emotional bandwidth were less willing to provide social support; however, this finding was qualified by personal qualities. Females, people who perceived a sense of community, and people who had a preference for online social interaction indicated a greater willingness to provide support in the high emotional bandwidth condition. Implications for designing affective affordances in technologies and their psychological effects are discussed.     

The extended ‘chilling’ effect of Facebook: The cold reality of ubiquitous social networking

Prior research has established the phenomenon of the ‘Chilling Effect’ where people constrain the self they present online due to peer-to-peer surveillance on Social Network Sites (SNS). However currently uninvestigated is the possibility that the threat of such surveillance on these sites might constrain the self presented offline in ‘reality’, known here as ‘the extended chilling effect’. The purpose of this study is to examine the existence of this ‘extended chilling effect’. Drawing on theories of self-awareness and self-presentation, the impact of surveillance in SNS is theorized to lead to an awareness of online audiences in offline domains, stimulating a self-comparison process that results in impression management. A mixed methods study of semi-structured interviews (n = 28) and a 2 × 2 between-subjects experiment (n = 80), provides support for offline impression management in order to avoid an undesired image being projected to online audiences. The novel finding that the chilling effect has extended highlights the potential dangers of online peer-to-peer surveillance for autonomy and freedom of expression in our offline lives.     

Students and instructors perspective on blended synchronous learning in a Canadian graduate program

Blended synchronous learning (BSL) represents several contexts that enable to bring remote students into the classroom, in real time, by the means of videoconferencing, web conferencing and virtual world. As BSL seems to be more and more implemented in many higher education institutions, especially in the current context of the COVID-19 pandemic, and given the recent interest and scarce published research in BSL, more studies are needed on this kind of learning. The purpose of this research was to explore students and instructors perspective regarding their experience in BSL, according to three dimensions: pedagogy, technology and organization/logistics. To meet the study objective, a qualitative methodology was adopted. The study participants were remote students (n = 4) and face-to-face students (n = 4) enrolled in a graduate program in education offering only blended synchronous courses, and instructors (n = 5) in this program. Semi-structured interviews were selected as the data collection method. Nine sub-themes in reference to the three dimensions emerged from the study participants. They have also highlighted some challenges associated with BSL. The results reported in this study should provide faculties and higher education administrators with additional information and guidance, based on empirical data, on the use of BSL if they wish to implement it in academic programs. Moreover, in regard to the challenges revealed by the study participants, the results will permit to surpass the obstacles when implementing BSL successfully.     

Exploring the relationship between adolescents' self-concept and their offline and online social worlds

Recent research has established online social lives as a significant aspect of adolescents' lives and development. The current study considered the relationship between adolescents' offline (i.e., ‘real life’) and online social worlds and their self-concept, which is a broad indicator of well-being during adolescence. In this quantitative study, 733 adolescents between the ages of 10 and 18 (M = 15, SD = 2.33) were surveyed about their online and offline social worlds and self-concept. Regression analysis revealed the moderating effect of online socializing in the relationship between offline social life and general self-concept, consistent with a ‘Rich Get Richer’ hypothesis of online use.     

Students' engagement characteristics predict success and completion of online courses

This study examined students' engagement characteristics in online courses and their impact on academic achievements, trying to distinguish between course completers and noncompleters. Moreover, this research is intended to differentiate between those who pass the final exam and those who do not. Four online courses were examined with a similar pedagogical model (N_students = 646) using learning analytics methods. The results revealed significant differences between students who completed the courses and students who did not, in all 13 variables. Completers' learning activities were more than twice as high, except for writing in the forums. Course subject and ongoing task and assignment submissions predicted course completion, whereas, in addition to these variables, engagement with course materials and reading the forums predicted final exam success, as well. Thus, the prediction of success in final exam emphasized the significant importance of engagement in various activities in the online course.