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Article
Publication date: 10 August 2021

Shuqing Chen, Xitong Guo, Tianshi Wu and Xiaofeng Ju

With the advent of the Digital 2.0 era, online doctor–patient (D–P) interaction has become increasingly popular. However, due to the fact that doctors use their fragmented…

Abstract

Purpose

With the advent of the Digital 2.0 era, online doctor–patient (D–P) interaction has become increasingly popular. However, due to the fact that doctors use their fragmented time to serve patients, online D–P interaction inevitably has some problems, such as the lack of pertinence in the reply content and doctors' relative unfamiliarity with their individual patients. Therefore, the purpose of this study is to excavate whether potential D–P social ties and D–P knowledge ties accentuate or attenuate the influence of patient selection (online and offline selection).

Design/methodology/approach

The authors used the methods of text mining and empirical analysis on the structured and unstructured data of an online consultation platform in China to examine the research hypotheses.

Findings

The findings illustrate that the potential D–P social ties increase the influence on patient selection, as do the potential D–P knowledge ties. Specifically, the effect of social ties on patient selection is positively moderated by patient health literacy. Conversely, health literacy weakens the link between knowledge ties and patient selection. In addition, the doctor's title weakens the influence of social ties on patient selection, in contrast to knowledge ties (partially).

Originality/value

This study provides guidance for doctors and patients on how to communicate effectively and alleviate tension within D–P relationships. The study’s findings have both theoretical and practical implications for both doctors' and online platforms' decision-making.

Details

Internet Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1066-2243

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Article
Publication date: 8 April 2014

Sungae Yoo, Hye Jeong Kim and So Young Kwon

The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators…

Abstract

Purpose

The purpose of this study is to examine similar and/or different perspectives on, and practices of online-learning interaction as projected by the participating educators who are from either Korea or the USA.

Design/methodology/approach

In this study, the authors analyzed how college instructors from two countries, Korea and the USA, consider the role of online-learning interaction in their students' learning by interviewing nine instructors from both countries. The authors examined the educators' responses using constructivism and Confucianism as the frame of reference.

Findings

The analysis showed that the US instructors tend to focus on learner-to-learner interaction, whereas Korean instructors emphasized teacher-to-learner interaction. Korean instructors perceived a gap between ideal and reality in integrating interaction as a part of online activities in the course.

Originality/value

This study focuses on a cross-national comparison of online-learning interaction between Korea and the USA. Thus, it will provide practical ideas for global or multicultural user experiences on online-learning courses.

Details

Journal for Multicultural Education, vol. 8 no. 1
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 5 January 2021

Hasnan Baber

The pandemic of COVID-19 has pushed most of the classroom learning to an online environment with which most of the people were not familiar. This study aims to investigate…

Abstract

Purpose

The pandemic of COVID-19 has pushed most of the classroom learning to an online environment with which most of the people were not familiar. This study aims to investigate the importance of social interaction on the effectiveness of online learning during the pandemic when social distancing norms are in place.

Design/methodology/approach

This study uses the partial least square (PLS) structural equation modeling (SEM) approach, a nonparametric method based on total variance, using the SmartPLS software 3.0. The data were collected using the snowball sampling technique from the students who were learning online due to the pandemic COVID-19 and asked them to forward the survey link in their network.

Findings

The results suggested that social interaction has a positive significant impact on the effectiveness of online learning. However, this effect is reduced in the presence of social distance norms as people give more importance to continuous learning and to saving lives rather than socializing in the online environment.

Originality/value

The study will be helpful for instructors and educational institutes to formalize the strategies to enhance social interaction in online learning and analyze their pedagogy to improve effectiveness.

Details

Asian Education and Development Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 20 January 2021

Khaldoun Mohammad Hamdan, Ahmad M. Al-Bashaireh, Zainab Zahran, Amal Al-Daghestani, Samira AL-Habashneh and Abeer M. Shaheen

This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the…

Abstract

Purpose

This study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.

Design/methodology/approach

A correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.

Findings

The mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.

Originality/value

Online education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

Details

International Journal of Educational Management, vol. 35 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 8 April 2020

Jiangnan Qiu, Liwei Xu, Min Zuo, Jingxian Wang and Weadon Helen

Online knowledge integration has been an important concern of the online knowledge community as it can lead to various positive outcomes of online knowledge coproduction…

Abstract

Purpose

Online knowledge integration has been an important concern of the online knowledge community as it can lead to various positive outcomes of online knowledge coproduction. This paper identifies online knowledge integration factors by considering group heterogeneity and group interaction process.

Design/methodology/approach

Based on the categorization-elaboration model (CEM) and interactive team cognition (ITC) theory, a research model that reflects the antecedent's factors and mediating factors of online knowledge integration was developed and empirically examined based on data collected from 2,339,836 data extracted from Wikipedia.

Findings

Group interaction process plays an essential mediator role in online knowledge integration. Group knowledge heterogeneity negatively influences online knowledge integration and group experience heterogeneity positively, and they both positively promote online knowledge integration through group interaction process with different paths.

Research limitations

Our research concerns the OKC context in one setting (Wikipedia). We expect that the results will generalize to other OKC platforms.

Practical implications

The findings of the study could assist the online knowledge community's organizers to understand the motivational mechanisms of online knowledge integration. Group interaction process could be regarded as the key role to promote group wisdom and maintain group independence.

Social implications

We advance the understanding of the online knowledge integration and gain a richer understanding of the importance of group interaction independence for online knowledge integration based on the agreement of group wisdom. It suggested keeping group interaction independence is an important aspect for highly online knowledge integration among heterogeneity groups.

Originality/value

This study extends CEM and ITC theory to the domain of knowledge integration context and finds the mechanism between group heterogeneity and online knowledge integration by introducing the group interaction process.

Details

Information Technology & People, vol. 34 no. 1
Type: Research Article
ISSN: 0959-3845

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Book part
Publication date: 10 December 2016

Alcides Velasquez

Although researchers have proposed a shift in digital divide studies toward a focus on Internet use and skills, it is still relevant to talk about access as autonomy of…

Abstract

Purpose

Although researchers have proposed a shift in digital divide studies toward a focus on Internet use and skills, it is still relevant to talk about access as autonomy of use, as some individuals in both developing and developed countries still face barriers and do not have the freedom to choose how to connect to the Internet.

Methodology/approach

We look at the relationship between autonomy of use and online interaction with government and the relationship between the latter and individuals’ perceptions of the government. Data for this study was collected in 10 cities in Colombia between August 29 and September 17 of 2012 and represented Colombia’s urban adult population.

Findings

Results showed that autonomy of use had a positive relationship with online interaction with government. This online activity was positively related with individuals’ trust in government and negatively with perceptions of government corruption.

Originality/value

Findings suggest that certain uses have a higher probability of emerging as individuals’ environments become saturated with a broad set of connectivity options. Redundant efforts to increase connectivity can be valuable in assisting internet users. Public policy projects focused only on one access alternative might not be as beneficial as those that facilitate more varied types of Internet use. Additionally, the results could be interpreted to mean that that those high-trust individuals who perceive the government as less corrupt, tend to interact online more with it because they are part of an elite which has benefited from the government in some way.

Details

Communication and Information Technologies Annual
Type: Book
ISBN: 978-1-78635-481-5

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Article
Publication date: 8 March 2021

Tunde Simeon Amosun, Chu Jianxun, Olayemi Hafeez Rufai, Sayibu Muhideen, Riffat Shahani, Zakir Shah and Jonathan Koroma

The purpose of this paper is to investigate university students’ WeChat usage during the COVID-19 pandemic lockdown in relation to the mediating role of online

Abstract

Purpose

The purpose of this paper is to investigate university students’ WeChat usage during the COVID-19 pandemic lockdown in relation to the mediating role of online self-disclosure on their quality of friendship and well-being. A model is proposed to explain how students’ interactions occur during the lockdown and the mediatory role which self-disclosure plays in influencing their socio-psychological markup.

Design/methodology/approach

The research model was tested empirically through a survey conducted online with 600 research participants, comprising of university students in China.

Findings

Results in structural equation modeling show that WeChat interaction significantly correlates with the quality of friendship, online self-disclosure but not significantly correlates with well-being, but an indirect relationship was found out in the mediation analysis. There is also a significant relationship between online self-disclosure, quality of friendship and well-being. Mediation analysis shows that online self-disclosure mediates the relationship between interactions on WeChat and quality of friendship; it also mediates the relationship between WeChat interaction and well-being. In all, the results achieved in this study will significantly help provide more insights in comprehending the nuances attached to some socio-psychological aspects of WeChat and how its usage affects people during the period of crisis.

Originality/value

Theoretically based investigation of WeChat usage among university students and its relationship with online self-disclosure, quality of friendship and well-being is still quite scarce, thereby underscoring the needs and significance of a theoretically based study in this regard. This study tested the credibility and validity of the proposed model in the context of the recent COVID-19 pandemic lockdown in China, which is one of the first in recent times.

Details

Global Knowledge, Memory and Communication, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2514-9342

Keywords

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Article
Publication date: 4 May 2020

Beomjoon Choi and Hyun Sik Kim

This study aims to investigate the impact of three types of online customer-to-customer interaction qualities on customers' participation intention through customer–firm…

Abstract

Purpose

This study aims to investigate the impact of three types of online customer-to-customer interaction qualities on customers' participation intention through customer–firm affection in online mass service contexts to address the influence of several types of intercustomer interactions.

Design/methodology/approach

The data were amassed using retrospective experience sampling. The hypothesized relationships were examined utilizing structural equation modeling.

Findings

The results demonstrate that the perceived quality of the friend-interaction (e.g. [non-]verbal online interaction with friends), neighboring customer-interaction (e.g. [non-]verbal online interaction with stranger users) and the audience-interaction (crowding) has a significant impact upon customer participation intention, mediated by customer–firm affection.

Research limitations/implications

This research was performed in the situation of online mass services (e.g. massively multiplayer online role-playing games). Future studies could extend the findings by conducting further studies across various types of services and by comparing results across different categories of mass services (e.g. hedonic vs utilitarian).

Practical implications

Online mass service marketers should focus on facilitating all three types of online customer-to-customer interactions (i.e. friend-, neighboring customer-, and audience-interaction). For example, online game developers may need to require users to communicate and collaborate with not only friends but also stranger users to progress and succeed in online multiplayer games.

Originality/value

The current study differs from prior research by addressing the influences of not only online intercustomer interaction qualities but also customer–firm affection on customer participation intention.

Details

Asia Pacific Journal of Marketing and Logistics, vol. 32 no. 8
Type: Research Article
ISSN: 1355-5855

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Article
Publication date: 27 April 2020

Jing He and Qinghai Li

Digital finance is a promising way to realize inclusive finance. However, the determinants of digital finance participation are largely unknown. This study aims to analyze…

Abstract

Purpose

Digital finance is a promising way to realize inclusive finance. However, the determinants of digital finance participation are largely unknown. This study aims to analyze the interface between social interaction and the digital finance participation of rural households and explore potential channels of social interaction to help them access digital finance.

Design/methodology/approach

Using rural household survey data from China in 2017, employing the probit, ordered probit and count model, this study assesses the relationship between social interaction and digital finance.

Findings

The authors find that active online social interaction of rural households promotes digital finance participation, which also increases the depth and breadth of digital finance usage. Meanwhile, the role of traditional offline social interaction is insignificant. Contextual interaction is the channel through which online social interaction influences digital finance participation. Moreover, word-of-mouth, common topic pleasure and social norms in endogenous interactions are irrelevant. In addition, the role of online social interaction complements offline social interaction at promoting digital finance participation.

Originality/value

This study contributes to the understanding of digital finance by investigating the possible channels by which social interaction influences digital finance participation and highlight an important channel–contextual interaction, especially for online social interaction. This study expands the content of social interaction from traditional offline social interaction to online social interaction to evaluate the interface between social interaction and financial behavior more comprehensively.

Details

China Agricultural Economic Review, vol. 12 no. 2
Type: Research Article
ISSN: 1756-137X

Keywords

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Book part
Publication date: 10 January 2014

Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations…

Abstract

Learner-centered interactions determine the look and feel of online courses, influencing the way learners experience them. In this chapter we investigate considerations related to three types of interactions: learner–content, learner–instructor, and learner–learner. Learners interact with content through the course structure and layout. They also interact with peers who may be cast in the role of community members, there to provide social support, or they may be more prominently cast as information providers and/or collaborators. The learner is at the center of both content and peer interactions. Instructor interactions set expectations for learners and facilitate learner interactions with content and peers. Instructors are instrumental forces in bringing about connections between learners, enabling the social presence necessary for collaboration. Instructor interaction may also be relational, enabling individualized connections between learners and the instructor. Redesign decisions center on creating a course structure that fits the learner and content and results in a satisfying course experience. We use the power of metaphor to bring into focus the most relevant considerations. In the end, we illustrate the redesign of a single course through the lens of three separate metaphors to demonstrate how metaphor shapes the process, bringing together design and interaction decisions to create unique and elegant course designs.

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