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The purpose of this paper is to investigate the cross-effects of on-site sponsorship on online sponsorship effectiveness in communities. The research evaluates how members’ commitment to a sports-oriented community and attitude to brands providing sponsorship developed through sponsorship on-site, and sponsor-community fit, influence the effectiveness of online sponsorship measured as the intention to purchase the same brands online through sponsoring banners displayed on the community web site.

Data were collected through a web-survey from a self-selected sample of 272 respondents belonging to non-professional sports communities. By drawing on the principal tenets of the theory of reasoned action, the authors developed a theoretical framework and tested it through a structural equation model to evaluate the role of attitude to sponsor brands developed through sponsorship on-site, and its antecedents, on the intention to purchase the same brands online through sponsoring banners exposed on the community web site.

The attitude to sponsor brands developed through sponsorship on-site affects the intention to make online purchases of the same brands through sponsoring banners exposed on the web sites of non-professional communities. On the other hand, antecedents of sponsorship on-site, that is, sponsor-community fit and commitment to the community, affect the intention to purchase the same brands online through sponsor banners displayed on the community web site, with attitude playing a different mediating role.

The research contributes to sponsorship literature by establishing the existence of cross-effects of on-site sponsorship on online sponsorship effectiveness and providing insights into the central role of commitment and attitude developed on-site. Managerially, non-professional communities emerge as attractive targets for multiple sponsorship investment owing to their on-site and online social interaction that offers managers an opportunity to exploit sponsorship cross-effects.

The study contributes to the scant body of knowledge on the cross-effects of on-site sponsorship on online sponsorship and provides insights into the importance of communities as a beneficial target of sponsorship investment.

This paper aims to propose an online and on-site cyclical learning model (OOCLM). It considers how combining digital applications can promote a museum’s virtuous learning cycle between online and on-site spaces for children.

A practical cyclical learning service has been successfully implemented in a science museum in Taiwan. This provides a thematic game-based learning environment, allowing all the children to create their unique museum experiences before, during and after their visit. A questionnaire was developed to examine the children’s perceptions of the OOCLM to ascertain whether they were satisfied with the pre-visit, on-site visit and post-visit services offered.

The learning model considered the contextual factors that influence digital applications in museums. The digital and physical resources are well integrated, and the museum’s online and on-site services are linked to effectively promote children’s cyclical learning.

The results show that most of the children highly appreciated the learning model. The model presents an interactive learning environment for children’s cyclical learning and repeat visits.

The OOCLM considers the related contextual influences of digital applications in museum learning; it effectively bridges the museum’s online and on-site services to promote the museum’s virtuous learning cycle and long-term museum learning resource management. This study provides a benchmark example to develop sustainable cyclical learning services for target visitor groups and to motivate their long-term interaction with the museum.

The purpose of this paper is to examine the push and pull factors associated with the consumption of Chinese Table Tennis Super League (CTTSL) game events by online audiences and on-site attendants.

Conducting a comprehensive review of literature and a test of content validity, a questionnaire was formulated to assess push and pull motives, event consumption, and sociodemographic variables. A total of 433 CTTSL event consumers, including 225 respondents who primarily followed CTTSL game events via television and webcasting and 208 respondents who primarily consumed the events by attending live game events.

Structural equation modeling analyses revealed that for online consumers, two push factors, self-esteem and drama excitement, were found to be positively related to the event consumption factors; whereas, social interaction and sport performance factors were found to be negatively predictive of event consumption factors. For on-site consumers, none of the push and pull factors were found to be related to the consumption factors.

These results indicate that unlike research findings derived in other research settings mainly conducted in Western countries, push and pull factors are more functional for online CTTSL consumers who are of comparatively stronger fandom level, which are likely affected by CTTSL’s contemporary operations.

Enriching the dual process theory through examining its applicability in studying sport consumer behavior, from both perspectives of internal and external motivations; applying theories and research findings of internal and external motivations that have primarily been derived in Western countries into a professional sport setting in China; identifying unique and diverse perspectives of professional table tennis consumers in China between online and on-site consumers; contrary to the findings derived in Western countries, the motivational factors are more functional for online CTTSL consumers who are of comparatively stronger fandom level, which are likely affected by CTTSL’s contemporary operations; and conducting micro-perspective analyses to study Chinese sport consumer behaviors, which has rarely been done in contemporary scholarly inquiries in China.

Esports is rapidly growing in popularity and viewership. The study's purpose was threefold: (1) to provide a systematic review and synthesis of esports spectatorship research. (2) to provide a reference for the psychology of consumer behavior in esports live streaming and esports event attendance. (3) to deliver a clear picture of the factors that impact consumer behavior in esports online and on-site consumption.

The study systematically reviews motivational aspects of online and on-site spectatorship using the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA). SCOPUS and Google Scholar were selected as social science databases. Twenty-five papers met the inclusion criteria: (1) published between 2000 and 2022, (2) empirical investigation, (3) focus on online and/or on-site esports spectatorship/events. Five papers implemented randomization to assess common method bias.

Twenty-five papers qualified for subsequent analysis. The papers were mostly quantitative. They included a theoretical framework and investigated online esports spectatorship. Significant antecedents for motivation to watch esports online and/or on-site were fanship, tension release, entertainment, escaping everyday life and unique features like chat and direct communication. No consensus was found concerning similarities or differences between online and on-site esports spectatorship and traditional sports spectatorship.

This research contributed to a new theoretical, methodological and practical agenda. A more comparative approach analyzing contextual, structural and demographic cues could lead to a holistic picture of esports spectator motivation.

The world of work is becoming digital, a process accelerated by the recent COVID-19 pandemic and resultant remote working guidelines. Online internships have become more popular in this context, and yet there remains a lack of research investigating how these internships are perceived across stakeholders. The purpose of this paper was to begin to address this research gap by exploring academic, student and employer perceptions of online internships with a focus on employability.

The research explored 156 stakeholders (53 students, 50 academics and, 53 employer/professionals) perceptions via a mixed-methods online study encompassing quantitative responses to internship vignettes, alongside open-ended questions designed to explore stakeholder attitudes in more depth.

Stakeholder groups reported similar attitudes towards online internships. Overall, online internships were viewed as valid, flexible, work experience, linked to skill development and likely to enhance student employability. However, concerns were raised regarding communication protocols and development, intern isolation and a lack of organisational immersion.

Based on the research, the authors make three recommendations to continue to enhance and develop the online internship experience: ensure multiple methods of regular communication between student and organisation, attempt virtual immersion in the organisation and assign each intern additional support beyond their immediate supervisor.

Based on a holistic and novel analysis of key stakeholders' viewpoints, this paper provides much needed insights and evidence on how to design and quality assure effective online internship practice.

Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.

The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.

The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.

Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.

The study aims to analyze the relationship between tourists' satisfaction and their sense of belonging in a specific cultural destination by also investigating the moderating role of their on-site involvement, both offline (on-site activities at the destination) and online (social media activities). A further objective lies in exploring the relationship between tourists' sense of belonging and their adoption of environmentally responsible behavior while at the destination. Finally, the paper attempts to determine whether said behavior can predict tourists' pro-environmental behavior and recommendation intention.

To reach these objectives, a survey and a structural equation model, based on a sample of 647 visitors of an important world Heritage site UNESCO (i.e. Urbino), have been adopted.

Findings reveal a positive influence of sense of belonging on satisfaction and environmentally responsible behavior, which, in turn, influences pro-environmental behavior and Recommendation intention, thus triggering a virtuous process in the tourists' formation as responsible and loyal travelers. Moreover, results underline how the relationship between satisfaction and sense of belonging is significantly strengthened when tourists' on-site activity involvement increases. Conversely, the moderating role of social media involvement is not supported.

The present study offers important implications for different actors in the tourism sector, such as policy makers, destination marketing organizations (DMOs) and tourism operators.

The present study explores the role of social media involvement, specifically during the tourist's holiday.

This study enriches the empirical evidence in the cultural tourism through an analysis focused on the tourists' perspective, especially by investigating the relationship between satisfaction and emotional constructs (i.e. sense of belonging) that are able to bring environmental and loyalty benefits to the destination. Moreover, although existing research has highlighted the positive influence of the tourists' involvement on their experience, there is a paucity of studies jointly analyzing the on-site and online activities in the sustainability field.

Technostress - the difficulty of adapting to technologies - is a psychosocial condition that can affect one’s emotional state and certainly seems to be affecting today’s society. This is no longer a concept that is exclusive to workers whose work activities are directly related to technology; it now also affects millions of students in education.

Digital migration forced by compulsory confinement has led to technostress in students all over the world, with consequences such as rejection, denial, fear, uncertainty and a series of other problems that affect students’ mental state and integrity. These conditions in turn lead to a decrease in the quality of education, as students become fatigued, tired, or bored by having to spend so much time in front of information and communication technologies.

The purpose of this chapter is to measure the level of technostress in higher education students who have been forced to change from on-site to the online educational models. It is also intended to compare the perception of the same students regarding these two educational models, in order to detect variants that affect their academic performance. The research uses a four-dimensional construct, in addition to analysing students’ perception of each educational model through a fifth dimension. The results show that for students, the forced change from on-site to online education has posed a great challenge, resulting in negation, rejection, and addiction, among other conditions, which together account for a high level of technostress.