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Even as retailers add digital features to their physical stores and equip their service teams with digital devices, no research has addressed the implications of frontline employees (FLEs) sharing a screen side-by-side with customers as a contemporary service practice. This paper aims to identify the potential customer benefits of this service practice.

Noting the lack of theoretical considerations of screen-sharing in marketing, this paper adopts an interdisciplinary approach and combines learning theories with computer-supported collaborative learning topics to explore how screen-sharing service practices can lead to benefits or drawbacks.

The findings specify three main domains of perceived benefits and drawbacks (instrumental, social link, individual control) associated with using a screen-sharing service. These three dimensions in turn are associated with perceptions of accepted or unaccepted expertise status and relative competence.

The interdisciplinary perspective applied to a complex new service interaction pattern produces a comprehensive framework that can be applied by services marketing literature.

This paper details tactics for developing appropriate training programmes for FLEs and sales teams. In omnichannel service environments, identifying and leveraging the key perceived benefits of screen-sharing can establish enviable competitive advantages for service teams.

By integrating findings of a qualitative research study with knowledge stemming from education sciences, this paper identifies some novel service postures (e.g. teacher, peer, facilitator) that can help maximise customer benefits.

Increasingly, consumers shopping online are not doing so alone. This paper aims to identify motivations for and barriers to shopping together with relatives or friends on the same screen.

This study proposes an interdisciplinary theoretical framework investigating “sharing” and related commercial practices. It adopts an exploratory qualitative methodology as the phenomenon of screen sharing has not been widely investigated in prior consumer behavior literature.

Social and utilitarian motives elicit joint shopping in stores and collaborative consumption. This study reveals a third motive, related to the need for control, that drives shopping on the same screen. Screen sharing can increase efficiency, social bonds and control, due to the transparent presentation of information on the screen, but it also can cause inefficiency, social tension and struggle for control over the device.

Screen-sharing motives reflect different logics for sharing: distribution (use with), communication (discuss with) and collaboration (control with). Defining further antecedents and consequences of joint shopping on the same screen represents relevant goals for further research.

By adapting their online platforms, brands can provide more agreeable, efficient and empowering experiences to screen-sharing shoppers, and thus gain competitive advantages.

Marketers generally assume online shoppers are alone at their screens, but in practice, many of them are often browsing together. Especially for families confined together at home, shopping together online constitutes a common practice.

As the usage of virtual reference services continues to increase, libraries must consider ways to remedy the lack of ability to visually demonstrate during teaching moments when conducting reference transactions over e‐mail, instant messaging or chat, and text messaging. This paper seeks to address these issues.

The paper provides a brief overview of a selection of free tools for screencasting and screen sharing, including Jing, Screencast‐o‐matic, Screencastle, Screenjelly, Dimdim, Yuuguu, and ShowMyPC.

The paper finds that each free tool has its positive and negative features, but with so many accessible options available, most libraries should be able to find a tool that will work for their needs.

The paper offers insight into the strong availability of free tools, many web‐based, for screencasting and screen sharing, providing an overview of the functionality of each.

This paper serves as a case study, detailing an academic library’s three-year process of redesigning, implementing, and using a library electronic classroom. The purpose of this paper is to share the challenges and successes of a library’s attempt to create a high-tech space that both accommodates active learning and is entirely flexible and free of wires. The paper provides technical details for implementing features such as wireless screen sharing and offers practical advice for librarians who are creating new teaching and learning spaces at their institutions.

This is a descriptive case study, which details the lessons learned in implementing an active learning space that incorporates technology such as wireless display to multiple screens.

There are still major challenges in having a truly wire-free classroom including authentication policies, wireless display technology, instructor’s station mobility, and student laptop control. Successes include flexible furniture, battery-power management solutions, and using multiple wireless devices in a single room.

Practical implications of this paper include recommendations for planning this type of upgrade in a library electronic classroom.

The unique feature of this case was the effort to combine the mobile features of a flexible learning space with some of the robust technology of a hardwired active learning classroom. This paper features technical details beyond what can be found in the library literature. For example, very little has been written about the issues involved in wirelessly displaying a computer screen to multiple devices in a classroom.

This Chapter is all about communication and the ways we are now able to reach out to others around the world from our personal computers or mobile devices, which were never available before. One might initially consider this section more in line with productivity tools instead of those impacting the digital humanities. I will, however, demonstrate that it is through these tools that the field is expanding, offering interesting ways in which scholars can communicate ideas with one another, share thoughts, research, and collaborate. Additionally, it is through the use of these tools that our ideas are being shared with students and interestingly how students are, in turn, reciprocating our efforts. The chapter focuses on video broadcasting tools, audio conferencing, audiocasting, and collaboration applications, offering examples of how they can be used in a classroom setting.

This chapter offers descriptions of many current uses of video conferencing technology for the delivery of assistive technology (AT) services at a distance. It begins with definitions of remote AT services, virtual teams and virtual teamwork and moves to a discussion of the advantages and disadvantages of remote AT supports for individuals, teams and organisations. A review of research regarding the outcomes of remote services helps to clarify ways that assistive technology providers can enhance function and build agency capacity by working, at least in part, in a virtual support environment. The chapter provides a discussion of various aspects of virtual teamwork that affects how individuals work together remotely as well as potential barriers to the provision of remote AT services. Multiple examples are provided throughout as well as descriptions of specific features of video conference technology options that should be considered before adoption. A planning form for the integration of remote assistive technology supports into the array of AT support services is included.

The purpose of this paper is to outline the development of a Skype‐based, study abroad reference service.

The paper discusses the criteria used for technology and situates the project in the literature on study abroad reference services.

Using Skype, a free video‐conferencing software, allows librarians to offer reference services to study abroad students effectively, easily, and without new technologies or significant cost.

The paper offers other librarians strategies for developing and launching similar programs and shares challenges encountered to prepare librarians for success in their own projects.

One key to improving team‐based software development is to support the developers’ ability to work together. Sets out one site’s response to this challenge. Developers at this site have a facility, which we will call the “team room”, allowing team members to work together. This is a computer‐supported meeting room that arose from the voluntary, and reflective, efforts of software developers to make it easier for them to work together. The team room’s popularity shows up in its extensive use for meetings and its acceptance as an integral part of software development at this site. When people use the team room, they work on a shared screen, making it easier to work together. Because they can work together, meetings become a time of work, not a pause between work sessions. Explains how these positive work outcomes have had some unexpected effects. For example, developers at this site now rely on room use to help deal with intra‐group conflict, so that the team room has become a buffer to social interaction, serving as a conduit for action.

The purpose of this paper is to use an equilibrium model to identify the public and private informational requirements for equilibrium pricing and shows that unless these informational requirements are met, skin-in-the-game policies will not be fully effective against moral hazard for banks with relatively large market share. Selling securitizations with recourse can be.

The single-period model shows equilibrium prices depend on both public and private information, the latter produced as banks screen loans. If bank has a sufficiently large market share, it can profit by omitting the screening unless investors can detect the change. The author derives the profit function for not screening, shows that a skin-in-the-game policy cannot fully offset its incentives, and proposes a sale with recourse policy that can.

To value securitizations correctly, investors require both publicly and privately available information. If investors cannot monitor banks closely, correct pricing can be frustrated by profit maximization incentives, since banks with large market shares can profit from not screening. Skin-in-the-game policies cannot fully offset these incentives.

The equilibrium model identifies the public and private informational requirements for equilibrium pricing and shows that unless these informational requirements are met, skin-in-the-game policies will not be fully effective for banks with relatively large market share. Selling securitizations with recourse can be more fully effective.

If it is difficult for investors to obtain private information, skin-in-the-game policies are not provide fully effective remedies against moral hazard. Sales with recourse policies offer promise because they are easy for investors to understand and difficult to evade.

Trading on the basis of private information can create perverse incentives, and appropriate corrective policies can help offset them.

The general equilibrium methodology, the findings of incentives to avoid screening, the flaws with skin-in-the-game policies, and the proposal for sale with recourse are all new.

Mobile technology research focuses on supporting the individual mobile worker. CCSW research has primarily focused on supporting distributed, but fixed‐site workers. This research bridges both research foci by expanding to include mobile, anytime, anyplace support. The VLab (Virtual laboratory) provides anytime, anyplace process support for mobile software development teams. A longitudinal evaluation of group interactions in multiple extant teams establishes a baseline that helps to identify process support requirements. This baseline can be used to judge the effect of introducing process support technology that addresses specific context variables in group interactions.