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Marketers recognize that the internet is crucial in the lives of consumers; thus, they invest money on online advertisements. Using multiple online media primarily influences the message acceptance of consumers. The synergistic effect of online multimedia relies on form, content, and sources of information, and time. The paper aims to discuss these issues.

A model that reflects the influence of the characteristics of online multimedia on message response through message acceptance is established based on theories of information persuasion, encoding variability, and multiple-source assumption. Based on a survey of 411 online media users, the study applies partial least-squares regression to test the research model.

The results show that variety of forms, complementary of contents, diversity of sources, and time interval influence message response via message strength. Complementary of contents and diversity of sources affect message response via perceived credibility. Synergy type moderates the relationship between variety of forms and perceived credibility and between diversity of sources and perceived credibility.

The current study mainly tests the effect of these characteristics on message response and the moderating effect of synergy type. Future research can examine the effect of these characteristics on information seeking and consumption behavior and the moderating effect of the cognitive mode of consumers.

This study provides insight into the characteristics of synergy and contributes to the literature on integrated marketing communication. The results provide guidance for practitioners to effectively plan online multimedia practices.

This study explored the influence of the characteristics of online media synergy on message response through message acceptance. The study also discussed the moderating effect of the type of online multimedia synergy.

The purpose of this paper is to examine the synergistic effects of online multimedia by categorizing it into online broadcast media (OBM) and online interactive media (OIM).

The authors used an online experiment method to manipulate the online message stimuli level (online media synergy and online single media repetition).

The results revealed that participants exposed to message stimuli of online media synergy reported greater source credibility, cognitive responses (brand credibility and positive thoughts about the brand), attitude toward the brand and purchase intention. In online multimedia, source credibility influences attitude toward the brand through brand credibility and positive thoughts about the brand; in online single media repetition, source credibility influences attitude toward the brand through only brand credibility.

In addition, the relationship between online media synergy and marketing outcomes might be moderated by consumers’ goals and thought patterns, and future research could further explore the moderating effects of these variables.

This study contributes to media synergy research, assists marketing planners in their understanding of the importance of online media synergy and serves as a reference for marketing planners considering an integrated online marketing plan.

The current study investigated how the synergy of OBM and OIM influences message persuasiveness for consumers (cognitive responses, attitude toward the brand and purchase intention).

Today, VTLS is a comprehensive, integrated solution to the automation requirements of academic, public, and special libraries around the world. No two libraries are alike; no two regions are alike. VTLS recognizes these differences and offers libraries the flexibility of numerous options to configure the system that best meets their functional and financial needs.

Eight partners including three university libraries and five regional museums worked together to create the Voices of the Colorado Plateau online exhibit. This site features multimedia exhibits that combine oral history recordings and historic photographs to create a new and engaging online museum experience. Computer and telecommunication technologies were vital in the collaboration, creation and dissemination processes. Collaborative projects among libraries and museums can capitalize on both similarities and differences between these culture heritage institutions. Working in consortia can produce results that cannot be achieved alone. Both number and geographical separation of the partners in this project represent a unique level of cooperation and integration. The extensive use of oral history in a multimedia museum exhibit is also unique to this project.

The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements.

A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking.

There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship.

This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale.

Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application.

Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

Whilst some may argue that e‐commerce design literature can be applied to the designing of mobile commerce channels, it is an assumption that may come at the expense of the retailer. The purpose of this paper is to identify which marketing design elements could be integrated within a retailer's mobile strategy and suggest the importance of empirical testing. An academic or practitioner must primarily understand the abundance of marketing tools that can be integrated into a mobile strategy before they can begin to investigate the consumer effects.

A literature review of online and mobile design elements is undertaken, in order to develop and illustrate a holistic framework of stimuli for commercial and academic appreciation. Although literature regarding the variety of marketing design elements online is profuse, a holistic framework currently does not exist, an absence that this paper fulfils.

The paper collates and identifies 18 individual marketing design stimuli classified within four stimulus categories relating to their purpose and form.

Literature concerning e‐commerce design and strategy is currently prevalent; however, due to the immaturity of mobile commerce, literature is deficient concerning the strategic design and implications of mobile applications. Although £68.2 billion was spent online in 2011, mobile commerce sales represented less than 5 per cent, highlighting an immediate requirement for research into how such sales could be improved.

The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.

The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.

CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.

LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.

The focus of this paper is to study the influence of social media on scholarly communication. The aim is to provide an overview of researchers' use of Web 2.0 techniques, and discuss a possible change of information behaviors in the context of scholarly communication.

A web survey was distributed to a targeted sample of university staff (professors, teachers, researchers, and doctoral students). SPSS was utilized as a main tool to synthesize and analyze data, and present the results.

Web 2.0 tools are well‐known to researchers. Most researchers are familiar with blogs, wikis, social networks, multimedia sharing, and online document. Social media provide a convenient environment for scholarly communication. Depending on different aims within the scholarly communication process, researchers choose appropriate modes of communication in their research work.

A combination of content analysis with survey and/or interviews may highlight other aspects of Web 2.0, which is not possible using a single method of content analysis.

There are few studies on the changes of scholarly communication in the context of Web 2.0. This study provides new insights for exploring the effects of Web 2.0 tools on scholarly communication and the development of new information behavior to match the scholarly environment of social media. This understanding can aid the researchers to keep abreast of new characteristics of scholarly communication and help the librarians to develop the correlative services in the scholarly environment of social media.

This is the ninth article on social science, humanities, news, and general databases in a continuing series of articles summarising and commenting on new database products. There are two companion articles: one covering science, technology and medicine (STM) appeared in Online & CDROM Review vol. 21, no. 1 and the other covering business and law (BSL) will appear in Online & CDROM Review vol. 21, no. 3. The articles are based on the newly appearing database products in the Gale Directory of Databases. The Gale Directory of Databases (GDD) was created in January 1993 by merging Computer‐Readable Databases: A Directory and Data Sourcebook (CRD) together with the Directory of Online Databases (DOD) and the Directory of Portable Databases (DPD).

This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies.

The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations.

In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced.

The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.