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Article
Publication date: 30 September 2019

Marco Cioppi, Ilaria Curina, Fabio Forlani and Tonino Pencarelli

The purpose of this 22-year paper is to synthetize business and management literature in the context of online presence, online visibility and online reputation concepts…

1229

Abstract

Purpose

The purpose of this 22-year paper is to synthetize business and management literature in the context of online presence, online visibility and online reputation concepts. In particular, this paper aims to generalize the analysis by investigating the level of interest of the Internet, digital and interactive marketing-focused literature, as well as the more general business and management one towards these topics.

Design/methodology/approach

To identify the existence or otherwise of an online presence, visibility and reputation definition, as well as an index for measuring them, a systematic review and a content analysis process were performed on 199 articles categorized over 1997-2018.

Findings

The findings highlight the absence of clear and shared online presence, visibility and reputation definitions; the absence of unanimously accepted indexes for measuring them; and the identification of a sequence relationship between the three investigated constructs.

Research limitations/implications

The paper underlines the need for both theoretical and empirical contributions to reduce the complexity characterizing the business and management literature focused on these topics.

Originality/value

The current study brings out interesting directions for future research studies by systematizing all the articles devoted to the online presence, visibility and reputation concepts from a business and management perspective.

Book part
Publication date: 12 November 2020

Alex Rockey, Lorna Gonzalez, Megan Eberhardt-Alstot and Margaret Merrill

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this…

Abstract

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

Article
Publication date: 17 May 2022

Qian Guo, Qingfeng Zeng and Lanlan Zhang

The perception of an inferior learning experience is the main challenge for online learning, which leads to higher dropout rates in online courses. The purpose of this…

Abstract

Purpose

The perception of an inferior learning experience is the main challenge for online learning, which leads to higher dropout rates in online courses. The purpose of this paper focuses on investigating how the multi-dimensional construct of social presence would affect the behavior of online learners.

Design/methodology/approach

A conceptual model that describes online learner behaviors is proposed by including the four social presence variables, learning satisfaction and continuance intention, which is examined via the data collected by a survey of 237 online learners from a typical online learning platform in China. The relationships between variables were tested via structural equation modeling.

Findings

The results revealed that the intimate and immersive social factors have positive impacts on learning satisfaction, which in turn results in continuous intention in online learning. Thus, online learning platform providers should seriously consider building an intimate and immersive online environment for learners. Furthermore, this research provides a more comprehensive understanding of online learning from a social presence perspective for researchers and practitioners.

Originality/value

The study contributes to a better understanding of the social presence which is conceptualized as a four-dimensional construct, and shows how social factors influence learning satisfaction and continuous intention, providing a deeper understanding of the core relationship between social aspects and learning performance in online learning.

Details

Information Technology & People, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0959-3845

Keywords

Article
Publication date: 30 June 2021

Hongze Yang, Zeyu Peng, Xitong Guo and Kee-Hung Lai

The purpose of this study is to identify patient experience unique to online pharmacy services (OPS) based on the characteristics of OPS (i.e. interactivity and…

Abstract

Purpose

The purpose of this study is to identify patient experience unique to online pharmacy services (OPS) based on the characteristics of OPS (i.e. interactivity and virtuality) and to reveal how patient experience is derived from OPS and thereby enhances patient adherence from both online social support and patient experience perspectives.

Design/methodology/approach

The Stimulus-Organism-Response framework was used to conceptualize this study; both primary and secondary data for 296 validated participants were collected on a real OPS platform. A structural equation modeling approach combined with partial least squares was employed for the quantitative analysis.

Findings

Social presence and user engagement can be identified as patient experience in the OPS context; online emotional support has a stronger association with patients' social presence than it does with patients' user engagement; patients' social presence has a stronger association with their medication adherence than it does with diet adherence, while patients' user engagement has a stronger association with their diet adherence than it does with medication adherence; patients' medication knowledge negatively moderates the relationship between user engagement and diet adherence.

Originality/value

This study identifies patient experience in accordance with unique characteristics of OPS, and it reveals the nuanced underlying mechanisms by which online social support is associated with patient experience and by which patients' experience is associated with their adherence. This study enriches the literature on patient adherence, patient experience and OPS, providing insights for healthcare providers, OPS designers and policymakers.

Details

Internet Research, vol. 31 no. 6
Type: Research Article
ISSN: 1066-2243

Keywords

Article
Publication date: 20 August 2021

Zayd Waghid, Lawrence Meda and Jane Adhiambo Chiroma

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global…

Abstract

Purpose

This study aims to examine how lecturers at a South African university navigated teaching and learning in the current educational landscape obscured by the global pandemic. The authors examine how lecturers employed a community of inquiry (CoI) in their online classrooms within the context of emergency remote teaching (ERT). The study further aims to ascertain students’ feedback concerning current ERT practices at the university toward cultivating a CoI. Doing this would offer more appropriate interventions and support for lecturers and students from, within and for an African context. If not, instructors might risk reproducing and perpetuating the same outdated pedagogies before the pandemic.

Design/methodology/approach

A mixed-method research design informed by a pragmatist paradigm was used. Primary data were collected from 40 lecturers at the university through online questionnaires of which 10 lecturers responded to e-mail interviews. The original CoI survey was distributed among 150 students in the Faculty of Education at the university.

Findings

The findings revealed that, despite the rushed and trial nature of the use of ERT, there were instances of a CoI among students. The findings further revealed that the majority of the lecturers were not adequately prepared for ERT as a result of limited experience with asynchronous and synchronous online teaching. There was evidence of an absence of a strong active teaching presence that was found to have negatively influenced the development of social and cognitive presences during ERT.

Research limitations/implications

Only a single faculty at one university was selected in this single case.

Practical implications

The results of the study have significant implications for faculties and academic staff who are currently teaching online in response to the teaching challenges paused by the COVID-19 pandemic. These findings will assist lecturers in developing appropriate pedagogical intervention strategies to enhance strong and active teaching and social presences necessary for cultivating the cognitive presences among students during ERT.

Originality/value

This is one of the first empirical studies to explore the influence of ERT on the cognitive, social and teaching presences at a university in an African context. The findings and conclusion of the study are novel as they relate to the development of appropriate pedagogical practices and intervention strategies suitable for ERT in response to the current education crisis.

Details

The International Journal of Information and Learning Technology, vol. 38 no. 5
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 11 February 2021

Beatrix Lányi, Miklós Hornyák and Ferenc Kruzslicz

The purpose of this paper is to examine the importance of websites and social media platforms to find out how they contribute to the improvement of business performance. A…

1140

Abstract

Purpose

The purpose of this paper is to examine the importance of websites and social media platforms to find out how they contribute to the improvement of business performance. A new automated data collection method is developed to determine the technology maturity level of websites. These website quality indicators are linked to and compared against small and medium enterprise (SME) competitiveness data set to find competency pillars having significant impacts on the online presence, and to identify most important factors for online digital transformation. In this way, periodic analysis of websites can signal early warnings if competitiveness data of an SME is worth to refresh. Continuous maturity monitoring of competitors’ websites provides useful benchmark information for an enterprise as well.

Design/methodology/approach

A conceptual model was developed for the examination of the online presence and its effect on the competitiveness of small- and medium-sized businesses. An innovative, automatically generated WebIX indicator was developed through technical and content analysis of websites of 958 SMEs’ included in the Global Competitiveness Project (GCP) network data set. A series of ANOVA analysis was used for both data sources to determine the relationships between Web quality and competitiveness levels to define the online presence maturity categories.

Findings

Both the existence and the quality of the websites proved to have positive impact on the SME’s competitiveness. Different online presence maturity categories contribute to different competitiveness pillars; therefore, key factors of online digital transformation were identified. According to the findings, company websites are more related to marketing functions than information technology from the point of competitiveness.

Originality/value

Competency relationships were identified between online activity and competitiveness. The foundations of automated competitiveness measures were developed. The traditional survey based subjective data collection was combined with objective data collection methodology in a reproducible way.

Details

Competitiveness Review: An International Business Journal , vol. 31 no. 3
Type: Research Article
ISSN: 1059-5422

Keywords

Book part
Publication date: 30 November 2018

Inma Rodríguez-Ardura and Antoni Meseguer-Artola

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological…

Abstract

Recent research on immersive experiences in online environments for higher education has attributed a fundamental role to two distinct yet connected psychological phenomena: the feelings of being virtually present in the education environment, often simply called presence, and peak episodes of flow. The authors conceptually delimitate these two psychological facets of e-learners’ experiences and examine their interplay. The authors show how flow episodes are elicited by students’ sense of control over the online education environment, their attention being focussed on the learning tasks, and their feelings of being physically placed in the online education setting. Also, the interactivity created by the online education environment evokes an e-learner’s imagery, which in turn triggers presence feelings and episodes of flow. The authors further show that, although presence and flow are triggered by some common antecedents, they differ in the object of the individual’s immersion, and that presence feelings facilitate flow. Moreover, the authors provide practical recommendations for higher education institutions, policy makers and the academic and information and communication technology community involved in e-learning, to make sure e-learner experiences reach their fullest potential.

Details

The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence
Type: Book
ISBN: 978-1-78756-555-5

Keywords

Open Access
Article
Publication date: 2 July 2021

Felix Westermann, Linda Doll, Maren Duprés, Sofia Späth and Petra Monika Schweizer-Ries

How can social presence, participation and a sense of community be formed in an online setting without compromising on social connectedness through physical distancing…

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Originality/value

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.

Article
Publication date: 20 November 2009

Allan H.K. Yuen, Liping Deng and Robert Fox

The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university.

Abstract

Purpose

The purpose of this paper is to compare the use of WebCT in support of online and blended learning in the Faculty of Architecture of a Hong Kong university.

Design/methodology/approach

Paper questionnaires are used to collect students' experiences, perceptions and attitudes towards the online course they have undertaken. Focus group interviews are conducted with two groups of students at the end of the semester. In addition, both formal and informal interviews are conducted with the instructor to understand his perceptions and perspectives.

Findings

In general, students prefer to have course management systems (CMS) as a supplement to face‐to‐face lectures rather than as its replacement. They perceive WebCT as mainly a platform for downloading materials and submitting assignments rather than a platform for teaching and learning. Learning fully online is perceived as self‐learning. The traditional lecture is considered more effective and efficient by many students to grasp concepts and principles.

Research limitations/implications

This is an exploratory study at a Hong Kong university. However, it provides initial evidence to shed light on issues concerning the use of CMS in support of online and blended learning.

Practical implications

In order to ensure a more engaging and rewarding online learning experience, teacher's online presence should be strengthened. Other than teacher presence, the cognitive presence could be fostered through engineering the student‐to‐student interaction in co‐located settings.

Originality/value

The paper usefully demonstrates how the blended mode of learning that combines face‐to‐face and online learning has become increasingly popular, while the courses conducted entirely online are comparatively rare at universities in Hong Kong.

Details

Interactive Technology and Smart Education, vol. 6 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 3 June 2020

Linlin Zhu, He Li, Feng-Kwei Wang, Wu He and Zejin Tian

The relationship between online reviews and purchase intention has been studied in previous research. However, there was little knowledge about the effect of information…

4373

Abstract

Purpose

The relationship between online reviews and purchase intention has been studied in previous research. However, there was little knowledge about the effect of information quality and the social presence of online reviews on purchase intention based on the stimulus-organism-response (S-O-R) framework. The purpose of this study is to explore the intrinsic relationship between the stimulus (perceived information quality and social presence) generated from online reviews and the response (purchase intention).

Design/methodology/approach

This study developed a research model by applying the S-O-R framework to test the proposed hypotheses. A combination of a web-based experiment and an online survey was employed to collect data. Hypotheses were empirically tested using Smart PLS.

Findings

The PLS analysis shows that both perceived information quality and the social presence of online reviews positively affect trust. Moreover, satisfaction with online reviews affects purchase intention, whereas trust has a positive impact on satisfaction, playing a mediating role between two stimuli and satisfaction. Besides, perceived information quality of positive online reviews is found to have a more significant impact on trust, satisfaction and purchase intention.

Originality/value

The results of this study are of great value for expanding both theoretical research and practical applications of online reviews in relation to purchase intention. This study with a new research model reveals the understanding of how the purchase intention will be motivated by online reviews. Meanwhile, the moderating effects and the mediating effects are also discussed.

Details

Aslib Journal of Information Management, vol. 72 no. 4
Type: Research Article
ISSN: 2050-3806

Keywords

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