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Doctor–medical institution collaboration (DMIC) services are an emerging service mode in focal online health communities (OHCs). This new service mode is anticipated to affect user satisfaction and doctors' engagement behaviors. However, whether and how DMIC occurs is still ambiguous because the topic is rarely examined. To bridge this gap, this study explores doctors' participation in DMIC services and its effects on their online performance, as well as its effect on patients' evaluation of them on OHC platforms.

The authors propose hypotheses based on structural holes theory. A unique dataset obtained from one of the most popular OHCs in China is used to test the hypotheses, and difference-in-differences estimation is adopted to test the causality of the relationship.

The results demonstrate that providing DMIC services improves doctors' online consultation performance and patients' evaluations of them but has no significant effect on doctors' knowledge-sharing performance on OHC platforms. Doctors' knowledge-sharing performance and consultation performance mediate the relationship between participation in DMIC services and patients' evaluation of doctors. Regarding doctors' participation in DMIC services, its impact on doctors' consultation performance and patients' evaluation of them is weaker for doctors with higher professional titles than for doctors with lower professional titles.

The findings clarify the value creation mechanisms of online collaboration between doctors and medical institutions and thereafter facilitate doctors' participation in DMIC services and enhance the sustainable development of OHCs.

User behavior in online information evaluation is the result of a multitude of factors related to social, cultural, personal and psychological issues. The present study aimed to examine the effects of three important psychological variables including personality, self-efficacy and attitude on online information evaluation.

Four validated measures were administrated in person and online among 355 postgraduate students at Shahed University, Tehran, Iran. For testing the possible relationships among the variables, the reliability, normality and Pearson correlation tests were performed by using SPSS 24.0. Moreover, to test the ten hypotheses of the research, the structural equation modeling was considered using AMOS 26.0.

The findings confirmed the first five research hypotheses indicating the direct positive relationships among the four variables except for the impact of self-efficacy on attitude. The mediated effects of the variables were not supported except for the mediating role of attitude in the impact of personality on online evaluation behavior. The variable personality was found to be fundamental among the tested paths because it influenced the information evaluation behavior, both directly and indirectly.

The study showed the impacts of the three variables, which demonstrates that online information evaluation is greatly affected by psychological factors.

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.

With the increasing popularity of online courses, their quality has become a public concern. Based on the perspective of knowledge management, this study aims to identify comprehensive and granular quality factors of online courses and analyze the relationships between the factors.

Following the principles of the grounded theory, interpretive structural modeling and cross-impact matrix multiplication applied to classification (MICMAC) analysis methods, this research uses reviews and comments garnered from Zhihu, which is the most popular online question-and-answer community in China, to conduct the analysis.

Based on the text data, 50 factors that potentially affect the quality of online courses are obtained. The analysis identifies the hierarchical relationships and dependent correlations between the factors.

The research uses the knowledge transformation model to classify content elements according to their degree of descriptiveness and provides practical and effective suggestions for improving the quality of online courses.

Drawing on the elaboration likelihood model (ELM), the authors examine the influence of perceived professor teaching qualities, as central cues, on online professor ratings. Also, our study investigates how the volume and period of reviews, as peripheral cues, affect online professor ratings.

Leveraging stratified random sampling, the authors collect reviews of 892 Information Systems professors from 250 American universities. The authors employ regression models while conducting robustness tests through multi-level logistic regression and causal inference methods.

Our results suggest that the central route from perceived professor qualities to online professor ratings is significant, including most qualitative pedagogical factors except positive assessment. In addition to course difficulty, the effect of the peripheral route is limited due to deficient diagnosticity.

Our primary concern about the data validity is a lack of a competing and complementary dataset. However, an institutional evaluation survey or an experimental study can corroborate our findings in future research.

Online professor review sites can enhance their perceived diagnosticity and credibility by increasing review vividness and promoting site interactivity. In addition to traditional institutional evaluations, professors can obtain insightful feedback from review sites to improve their teaching effectiveness.

To our best knowledge, this study is the first attempt to employ the ELM and accessibility-diagnosticity theory in explicating the information processing of online professor reviews. It also sheds light on various determinants and routes to persuasion, thus providing a novel theoretical perspective on online professor reviews.

The main goal of this study is to employ unsupervised (lexicon-based) learning approaches to identify readers' emotional dimensions and thumbs-up empathy reactions to reviews of online travel agency apps based on appraisal and stimulus–organism–response (SOR) theories.

Using the Google Play Scraper, we gathered a total of 402,431 reviews from the Google Play Store for two travel agency apps, Tripadvisor and Booking.com. Following the filtering and cleaning of user reviews, we used lexicon-based unsupervised machine learning algorithms to investigate the associations between various emotional dimensions of reviews and review readers' thumbs-up reactions.

The study's findings reveal that the sentiment of different sorts of reviews has a substantial influence on review readers' emotional experiences, causing them to give the app a thumbs up review. Furthermore, readers' thumbs-up responses to the text reviews differed depending on the eight emotional aspects of the reviews.

The results of this research can be applied in the development of online travel agency apps. The findings suggest that app developers can enhance users' emotional experiences by considering the sentiment and emotional aspects of reviews in their design and implementation. Additionally, the results can be used by travel agencies to improve their online reputation and attract more customers by providing a positive user experience.

The findings of this research have the potential to have a significant impact on society by providing insights into the emotional experiences of users when they engage with online travel agency apps. The study highlights the importance of considering the emotional aspect of user reviews, which can help app developers to create more user-friendly and empathetic products.

The current study is the first to evaluate the impact of users' thumbs-up empathetic reactions on user evaluations of online travel agency applications using unsupervised (lexicon-based) learning methodologies.

This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic.

A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes.

The paper shows the personal, faculty and external challenges in indigenous students’ learning activities during university closures because of COVID-19. The interrelated challenges included students’ struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students’ economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing.

The findings can inform the importance of integrating accounting students’ learning challenges and needs into curriculum development.

This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students.

This study explores the tourists' behavioral intention toward tasting ethnic food by proposing 'enjoyment’ as an indirect mechanism in improvising the model of Wang. In other words, when affective and cognitive components are triggered positively while reading online gastronomy reviews on social media platforms, enjoyment is aroused, subsequently enhancing the desire to taste ethnic foods displayed online.

Data from 385 visitors from Kashmir, India, were gathered using a purposive sample technique. The research model was put to the test using PLS-SEM.

Direct and indirect mechanisms influence Behavioral Intention. Enjoyment acts as a mediator. Overall, the results validated the presence of three direct and full mediation paths.

This study will help tourism practitioners justify their promotional activities on social networking sites, particularly in endorsing regional ethnic dishes. For example, tourism authorities could collaborate with bloggers on social media and offer incentives to promote attractive images of ethnic food. Similarly, ethnic food outlets can improve online exposure and interactivity by encouraging travelers to leave feedback after visits.

Unlike other studies, this research broadens our understanding by focusing on direct and indirect mechanisms. The inclusion of a mediator enhanced the total variance of the dependent variable.

The symbolic presentation of products through images in online environments allows consumers to use or experience products only through imagination. Existing literature has demonstrated that providing sensory cues is an effective way to promote imaginative use or experience. However, such an approach seems to have been proposed for product that requires the use of body-related information (e.g. sensory information) for evaluation (high body-involving product). There is less literature on how to facilitate consumers’ imaginative use of product that requires relatively less bodily information (low body-involving product). Considering this, this research proposes a factor that influences the imaginative use of both high and low body-involving products, the character cues in the product image.

In this paper, two studies are conducted to verify the matching effect about presence or absence of character cues with product type (high body-involving vs. low body-involving) in facilitating imaginative use and the downstream effect.

The experimental results indicate that high (low) body-involving product display images are suitable for present (absent) character cues, which can promote the mental imagery of use the product, increase perceived image attractiveness and ultimately increase purchase intentions. The research also verified the influence of distance between the product and the character cues on the above effects.

We expand on the importance of character cues in product display images in an e-commerce environment and enrich the research about imaginative use in online environment.

Continuous knowledge contribution behaviors (CKCB) are critical for the healthy development of online medical communities (OMCs). However, it is unclear that if and how contributors' prior actions and the responses they received from the community influence the nature of their future contributions. Drawing upon the Information Systems Continuance theory and Service Feedback theory, the purpose of the study is to examine the impact of knowledge contribution performance (KCP) on doctors' CKCB. Evaluation of social motivation, financial incentive and the moderating influence of expertise level (EL) provided further insight into the pathways that motivate various forms of CKCB.

In order to better understand the CKCB of physicians in OMCs, the authors divided it into two categories: A_CKCB (active CKCB) and P_CKCB (passive CKCB). Information Systems Continuance theory and Service Feedback theory are adapted and integrated with empirical findings from previous research on OMCs to develop a model of CKCB. This study used ordinary least squares (OLS) regression to test hypotheses in the preexisting research model based on data collected from a Chinese OMC platform.

The results show that KCP helps develop several facets of CKCB. According to the findings, doctors' CKCB improved dramatically after receiving feedback from A_CKCB and P_CKCB, but feedback from peers did not promote CKCB. This study found that financial rewards only have a significant positive effect on P_CKCB, and that the level of expertise has a negative effect on the effect. The findings also demonstrated that doctors' level of expertise moderates the relationship between fA_CKCB (a comprehensive evaluation of doctors' A_CKCB) and A_CKCB.

Future studies should look at the role of self-efficacy as a mediator and attitudes as a moderator in the link between KCP and various forms of CKCB. This will help authors figure out how important KCP is for physicians' CKCB. And future research should use more than one way to gather data to prove the above roles.

This study makes a significant contribution to understanding the association between CKCB and KCP by highlighting the significance of distinguishing between the various forms of CKCB and their underlying causes.

This research has advanced both the theory and practice of OMCs' user management by illuminating the central role of KCP in this context.