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Unlike Sisyphus – condemned by Zeus to an eternity of perpetually rolling a massive boulder uphill only for the boulder to roll back down – universities, students and academics seem destined to educational technology experiences ranging from futile and frustrating to effective and engaging. As technology evolves, related costs, applications, interoperability and purposes evolve – as do the students. The purpose of this paper is to propose two contrasting ideologies of technology‐mediated education, LMS teaching and Community Learning, to question the inexorable march towards the former.

The approach used is a literature review and case study.

Most traditional universities would embrace a Community Learning ideology, yet many of these same universities practice LMS teaching. This paper draws on the literature to contrast these two technology‐mediated learning ideologies, and argue for Community Learning. These contrary ideologies help administrators and academics reflect upon, and then align institutional ideologies with their educational pedagogy and technology. The paper includes a short case study to illustrate aspects of Community Learning, a few simple ideas for shifting towards Community Learning and future research avenues.

This paper answers calls for critical discourse of effective educational technology use, particularly LMS technology, and adds to a nascent research field that uses ideologies to help explain technology consumption. In addition, this is one of a few papers that reviews social media as a learning management system.

This chapter provides a comprehensive review of research and developments relating to the use of Web 2.0 technologies in education. As opposed to early educational uses of the Internet involving publication of static information on web pages, Web 2.0 tools offer a host of opportunities for educators to provide more interactive, collaborative, and creative online learning experiences for students. The chapter starts by defining Web 2.0 tools in terms of their ability to facilitate online creation, editing, and sharing of web content. A typology of Web 2.0 technologies is presented to illustrate the wide variety of tools at teachers’ disposal. Educational uses of Web 2.0 technologies such as wikis, blogs, and microblogging are explored, in order to showcase the variety of designs that can be utilized. Based on a review of the research literature the educational benefits of using Web 2.0 technologies are outlined, including their ability to facilitate communication, collaborative knowledge building, student-centered activity, and vicarious learning. Similarly, issues surrounding the use of Web 2.0 tools are distilled from the literature and discussed, such as the possibility of technical problems, collaboration difficulties, and plagiarism. Two case studies involving the use Web 2.0 tools to support personalized learning and small group collaboration are detailed to exemplify design possibilities in greater detail. Finally, design recommendations for learning and teaching using Web 2.0 are presented, again based on findings from the research literature.

Researchers have shown increased interest in open innovation – that is, the inflow and outflow of ideas, or the collaborative efforts of innovating – while previous research on acquisitions of innovative firms has foremost focused on the inflow only. Open innovation, however, introduces several new challenges related to acquisitions of such firms, not the least related to intellectual property rights and innovative skills that may be distributed among several parties. This paper explores what issues the literature on open innovation and acquisitions deals with related to acquisitions in open innovation environments.

A systematic literature review is conducted to achieve the purpose of the paper. Two main questions are addressed. First, how can acquisitions be understood in relation to open innovation? Second, what does the open innovation literature say on matters of distributed innovations in relation to acquisitions?

The paper concludes that there is a quite limited amount of research concerning itself with open innovation and acquisitions combined. Furthermore, acquisitions are for the most part seen as a means to reach innovation in transaction-based transfers between parties.

With acquisitions of innovative firms, in general, being seen as an important means to reach new ideas, while open innovation is on the rise, the juxtaposing of these phenomena would be of high practical and theoretical relevance to study further.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

The aim of the paper is to present the causes and manifestations of the changed conditions of work for employees since the 1990s with a particular focus on the situation in Germany. These changes are characterized by a higher demand for expertise and a lower protection against life risks for employees. The paper seeks to address some of the issues surrounding this.

The desire to realize an individual concept of personal identity in work life is argued to be the main driving force of individual career development. It is set in relation to new normative guiding principles of employment (protean career model, boundaryless career model, employability construct).

Empirical studies support the importance of an individual work identity concept for individual career development. The political and, more importantly, the economic situation in Germany, Europe and other parts of the world has dramatically changed since 1989. The prospective demographic changes in Germany until 2050 and their effects on the job market are also considered.

The paper describes the underlying causes for the changes in the conditions of employment and how these are manifested in the conditions of work, and it also presents empirical findings about the individual coping with career changes.

This paper seeks to report on the conception of a novel digital backchannel, Backstage, dedicated to large classes, aiming at empowering not only the audience but also the speaker, at promoting the awareness of both audience and speaker, and at promoting an active participation of students in the lecture. In learning settings with a large and typically passive audience, the goal of Backstage is to foster active participation and facilitate collaboration akin to small‐learning groups.

The authors present the concept of a novel kind of digital backchannel that supports different forms of inter‐student communication via short microblog messages, social evaluation, and ranking of messages by the audience. The backchannel further supports immediate concise feedback to the lecturer of selected and aggregated students' opinions, making it possible to strengthen the lecturer's awareness of students' difficulties.

The concept is the outcome of a joint effort between computer scientists and educational scientists, and unifies technical and usability aspects with educational claims.

The concept combines computer‐mediated communication with elements of social media that not only foster active participation and collaboration among a large and otherwise passive audience, but also provide social means to self‐regulation and management of the backchannel discourse. The design of the backchannel is strongly influenced by findings of educational sciences.

Personally owned mobile information and communication technologies (MICT) have been widely and routinely used for work purposes in the post-pandemic workplace. Drawing on adaptive structuration theory for individuals (ASTI), this study investigates the antecedents (i.e. characteristics of MICT) and outcomes (i.e. employee affective and cognitive well-being) of routine MICT use in the remote work context.

The research model was empirically tested via a survey of 430 working professionals who use personal MICT for work purposes in the remote work context.

Results show that the routine MICT use increases employee affective well-being (i.e. job satisfaction) and mitigates cognitive well-being (i.e. technology overload). The mediation effects of routine MICT use on the relationships between its characteristics (autonomy and timeliness) and employee well-being (i.e. job satisfaction and technology overload) were also found.

Existing research on remote work has widely focused on employee productivity and performance, while attention has rarely been paid to the effects of the technology-driven “new normal” on employee well-being. Grounded in ASTI, this study identifies three MICT characteristics as sources of user adaptive structuration, which impact employees' routine MICT use behavior and further influence employee affective and cognitive well-being. This research can help understand employees' personal MICT use adaptive behavior and improve their well-being.

The purpose of this paper is to critically evaluate the learning effectiveness and engagement of blended learning tools in a management course of negotiation skills. The study addresses the dilemma brought to light through literature regarding the learning effectiveness of roleplays as a teaching tool in negotiation training. The study compares the impact of traditional roleplays vis-à-vis roleplays fused with blended tools on learner's performance. The endeavour is to investigate the learning effectiveness of traditional tools (roleplay simulation and lecture) vs blended learning tools (flipped classroom, massive open online courses, independent study fused with roleplay simulation).

The current study delves into a negotiation course to conduct experimental research comparing traditional and blended learning tools. The total number of students who participated in this study were 80.

The findings indicate the improved learning effectiveness of blended learning tools vis-à-vis traditional tools. Generation Z students were more engaged with the use of blended learning tools and enjoyed the experience. The study recommends blended learning tools for educators aiming to transition from traditional learning to interactive learning to create experiential classrooms.

Limited sample size and single group experimentation are some limitations of the study. Some latent flaws in the implementation of roleplay simulations in negotiation training were revealed during the study. The study focuses solely on a negotiations course taught to management students.

The study would help academic institutes to comply with the pressing need to impart experiential learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study would help academic institutes to comply with the pressing need to impart experiential learning through blended learning in the classroom. The research would act as a bridge between the industry expectations and academia deliverables.

The study addresses the dilemma in the literature, which, on the one hand, upholds the learning effectiveness of roleplays as a teaching tool, and on the other hand, suggests that roleplays have lost their applicability due to advancement in students' exposure to technology. The study in itself is unique, as it addresses the need for higher student engagement in the classroom.

The purpose of this paper is to develop a framework investigating patterns of online health communities. In particular, the study draws on coordination theory to identify four community configurations. Their distinct features determine communities’ capacity to internalize and externalize knowledge, which ultimately determines their value creation in a service context.

The authors apply qualitative and quantitative techniques to detect similarities and differences in a sample of 50 online health communities. A categorical principal component analysis combined with cluster analysis reveals four distinct community configurations.

The analysis reveals differences in the degrees of cognitive and affective value creation, the types of community activities, the involved patients, professionals, and other stakeholders; and the levels of data disclosure by community members. Four community configurations emerge: basic information provider, advanced patient knowledge aggregator, systematic networked innovator, and uncomplicated idea sharer.

The findings show that communities can be categorized along two knowledge creation dimensions: knowledge externalization and knowledge internalization. While, previous research remained inconclusive regarding the synergistic or conflicting nature of cognitive and affective value creation, the findings demonstrate that cognitive value creation is an enabler for affective value creation. The emerging configurations offer a classification scheme for online communities and a basis for interpreting findings of future services research in the context of online health communities.

This research combines coordination theory with healthcare, service, and knowledge creation literature to provide a fine-grained picture of the components of online health communities. Thereby, inherent trade-offs and conflicts that characterize the components of coordination theory are investigated.