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This paper aims to present a preliminary experimental result on a large-scale experiment on a cyber-physical hybrid discussion support environment in a panel discussion session in an international conference.

In this paper, the authors propose a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously. The authors conducted a large-scale experiment in a panel discussion session in an international conference where participants can discuss by using their online discussion support system and by physical communications as usual.

The authors analyzed the obtained date from the following three viewpoints: participants’ cyber-physical attention, keywords cyber-physical linkage and cyber-physical discussion flow. These three viewpoints indicate that the methodology of the authors can be effective to support hybrid large-scale discussions.

Online large-scale discussion has been focused as a new methodology that enable people to discuss, argue and make consensus in terms of political issues, social complex problems (like climate change), city planning and so on. In several cases, the authors found that online discussions are very effective to gather people opinions and discussions so far. Moreover, this paper proposes a hybrid (cyber-physical) environment in which people can discuss online and also offline simultaneously.

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Faculty can be more intentional in how they engage students in their online course experience.

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

As online course enrollments increase, it is important to understand how common course features influence students' behaviors and performance. Asynchronous online courses often include a discussion forum to promote community through interaction between students and instructors. Students interact both socially and cognitively; instructors' engagement often demonstrates social or teaching presence. Students' engagement in the discussions introduces both intrinsic and extraneous cognitive load. The purpose of this study is to validate an instrument for measuring cognitive load in asynchronous online discussions.

This study presents the validation of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions in an introductory physics course.

The instrument demonstrated reliability for a model with four subscales for all five discrete tasks. This study is foundational for future work that aims at testing the efficacy of interventions, and reducing extraneous cognitive load in asynchronous online discussions.

Nonresponse error due to the unincentivized, voluntary nature of the survey introduces a sample-related limitation.

This study provides a strong foundation for future research focused on testing the effects of interventions aimed at reducing extraneous cognitive load in asynchronous online discussions.

This is a novel application of the NASA-TLX instrument for measuring cognitive load in asynchronous online discussions.

Using guest lectures can provide graduate students with the opportunity to link theories with practice. This study aims to investigate perceptions towards online and face-to-face guest lectures among graduate students specialized in Curriculum and Instruction of Computer Science. Data was collected via reflection logs, semi-structured interviews and observations, revealing mainly positive experiences of both types of guest lecture. The participants acknowledged the flexibility and accessibility of an online guest lecture; on the other hand, they found that a face-to-face guest lecture facilitated better interaction and discussion. It is recommended to consider three issues for a successful guest lecture: guest speaker selection, teaching strategy of guest speaker and the role of the course lecturer. Future research based on identified gaps is recommended.

Asynchronous online discussion forums play an important role in adult online courses, and have many possible functions. Our experience in using the discussion forums in online courses for task-based collaborative discussion has led us to many questions about the optimal ways of using online discussion to support collaborative learning, such as how should instructors structure online discussions in a way that it promotes collaborative learning? What should instructors do to enhance learners' reflective thinking, critical thinking, or problem solving in online collaborative discussions? The challenges of using forum in learning have also been highlighted by many researchers. In this paper, we present a so-called “smart” discussion forum to support, monitor and facilitate task-based collaboration for the learning process of adult learners to advance their development of critical thinking.

Understanding customers is critical for service researchers and practitioners. Today, customers are increasingly active online, and valuable information about their opinions, experiences and behaviors can be retrieved from a variety of online platforms. Online customer information creates new opportunities to design personalized and high-quality service. This paper aims to review how netnography as a method can help service researchers and practitioners to better use such data.

A systematic review and analysis were conducted on 321 netnography studies published in marketing journals between 1997 and 2017.

The systematic review reveals that netnography has been applied in a variety of ways across different marketing fields and topics. Based on the analysis of existing netnography literature, empirical, theoretical and methodological recommendations for future netnographic service research are presented.

This paper shows how netnography can offer service researchers unprecedented opportunities to access naturalistic online data about customers and, hence, why it is an important method for future service research.

Netnographic research can help service firms with, for example, service innovation, advertising and environmental scanning. This paper provides guidelines for service managers who want to use netnography as a market research tool.

Netnography has seen limited use in service research despite many promising applications in this field. This paper is the first to encourage and support service researchers in their use of the method and aims to stimulate interesting future netnographic service research.

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing? Under consideration of the goals for an Education for Sustainable Development, transformative science and the social techniques of Theory U, developed by Otto Scharmer (2016), an online Community of Inquiry of researchers, practitioners and learners was to be developed, followed and observed to discuss the question whether and how it was possible to create an awareness-based, future-oriented and socially committed online community that would enrich social transformation processes.

Methods of 1st, 2nd and 3rd person research were applied, as well as group discussions, one Mentimeter survey and one standardised questionnaire with an open question.

Results indicate that it is not only possible to create a feeling of community in an online setting, but also point to the terms and conditions which act as enablers and influencers, like seeing each other face-to-face, collective check-ins and check-outs as well as small group break-out sessions. Video conferencing and the practicing of rules of conduct and communication, also referred to as netiquette, enable a transcendence of the physical distance to reach a feeling of belonging and social presence in the perception of the participants.

In line with global sustainable development, the study also sets an example for how to reduce personal emissions when planning an international conference. Also, it shows how to create online spaces to connect people worldwide, which will support to take over responsibilities as world citizens.

This study aims to explore how a microlending digital platform connects social investors in developed countries and micro-entrepreneurs in Africa. However, additional research is necessary to discuss how online auction models are designed and implemented and how existing theories can explain their use in the so-called developing countries.

The research is based on a single case study: an online auction model for microlending named AfricaMC. Two main methods collected empirical data, namely, online participant observation, i.e. real-time participation in the online auction market and in the forum of discussions, where the authors observed the processes of microlending transactions as registered members; analysis of online documents, by reviewing forum discussions, analyzing reports, blogs, chats and other materials.

The results suggest that using sociological and information systems theoretical lenses in a complementary manner could provide greater value than using economics.

The study makes two main contributions. First, it mobilizes a pluralist theoretical approach based on economic, sociological and information systems perspectives to improve the understanding of microlending digital platforms using online auction models. Second, it uses the understanding produced from data analysis of one particular African case to validate propositions derived from these three theoretical approaches that might be applied to other cases.

The purpose of this paper is to propose new directions for human resource management (HRM) research by drawing attention to online data as a complementary data source to traditional quantitative and qualitative data, and introducing network text analysis as a method for large quantities of textual material.

The paper first presents the added value and potential challenges of utilising online data in HRM research, and then proposes a four-step process for analysing online data with network text analysis.

Online data represent a naturally occuring source of real-time behavioural data that do not suffer from researcher intervention or hindsight bias. The authors argue that as such, this type of data provides a promising yet currently largely untapped empirical context for HRM research that is particularly suited for examining discourses and behavioural and social patterns over time.

While online data hold promise for many novel research questions, it is less appropriate for research questions that seek to establish causality between variables. When using online data, particular attention must be paid to ethical considerations, as well as the validity and representativeness of the sample.

The authors introduce online data and network text analysis as a new avenue for HRM research, with potential to address novel research questions at micro-, meso- and macro-levels of analysis.