Search results

The increasing number of online courses in higher education has provided students with convenience and flexibility. However, some adverse effects also come with online learning, including negatively affecting student beliefs in themselves and their perceptions of the instructor. Both are important factors for academic success. Grounded in media richness theory, this study aims to examine the impact of medium choices by investigating instructor messages on student beliefs and perceptions in an online course.

This study employs a survey methodology using validated items to assess university student perceptions following faculty interactions (video versus customized email).

The authors find that videos and personalized emails, using mass distribution Excel features, help increase student beliefs, including social belongingness and self-efficacy, and improve students' perceptions of the instructor and learning environment.

This study contributes to the literature by establishing that the richness of media of faculty messages can impact student beliefs, which in turn, may help with student success and retention. The activities used in this study are low-effort for the instructor and may have lasting effects on the students. In addition, this study fills a gap in the literature by examining multiple forms of the richness of media and their impact on multiple aspects of students' beliefs and perceptions of the instructor.

Tropical wetland ecosystems are threatened by climate change but also play a key role in its mitigation and adaptation through management of land use and other drivers. Local-level assessments are needed to support evidence-based wetland management in the face of climate change. This study aims to examine the local communities’ knowledge and perception of climate change in Yala wetland, Kenya, and compare them with observed data on climate trends. Such comparisons are useful to inform context-specific climate change adaptation actions.

The study used a mixed methods approach that combined analysis of climate data with perceptions from the local community. Gridded data on temperature and rainfall for the period from 1981 to 2018 were compared with data on climate change perceptions from semi-structured questionnaires with 286 key informants and community members.

Majority of the respondents had observed changes in climate parameters – severe drought (88.5%), increased frequency of floods (86.0%) and irregular onset and termination of rains (90.9%) in the past 20 years. The perceptions corresponded with climate trends that showed a significant increasing trend in the short rains and the average maximum temperature, high incidence of very wet years and variability in onset and termination of rainfall between 1981 and 2018. Gender, age and education had little influence on knowledge and awareness of climate change, except for frequency of floods and self-reported understanding of climate change. The community perceived the wetland to be important for climate change adaptation, particularly the provision of resources such as grazing grounds during drought.

The study faced challenges of low sample size, use of gridded climate data and reproducibility in other contexts. The results of this study apply to local communities in a tropical wetland in Western Kenya, which has a bi-modal pattern of rainfall. The sample of the study was regional and may therefore not be representative of the whole of Kenya, which has diverse socioeconomic and ecological contexts. Potential problems have been identified with the use of gridded data (for example, regional biases in models), although their usefulness in data scarce contexts is well established. Moreover, the sample size has been found to be a less important factor in research of highly complex socio-ecological systems where there is an attempt to bridge natural and social sciences.

This study addresses the paucity of studies on climate change trends in papyrus wetlands of sub-Saharan Africa and the role of local knowledge and perceptions in influencing the management of such wetlands. Perceptions largely influence local stakeholders’ decisions, and a study that compares perceptions vs “reality” provides evidence for engagement with the stakeholders in managing these highly vulnerable ecosystems. The study showed that the local community’s perceptions corresponded with the climate record and that adaptation measures are already ongoing in the area.

This study presents a case for the understanding of community perceptions and knowledge of climate change in a tropical wetland under threat from climate change and land use change, to inform management under a changing climate.

On Instagram, a verified badge (a blue checkmark) is used to confirm the authenticity of influencers' accounts for consumers. Yet, it is unclear whether followers trust the badge or are influenced by the influencer's large following. This research aims to investigate the impact of verified badges on followers' trust and behavioral intentions.

This research conducts three experiments to investigate the impact of the verified badge on consumer attitudes and behavioral intentions, recruiting participants from freelance recruiting website in all three experiments.

The results show that a verified badge can sequentially influence consumer trust, attitude and sharing intentions. Furthermore, the impact of the verified badge on trust is more pronounced among micro-influencers as opposed to macro-influencers, and it can mitigate the negative attitude toward commercial postings.

Based on trust transfer theory, this research is a pioneer in investigating the effectiveness of verified badges on social media. These findings contribute to the field of influencer marketing by considering influencers' characteristics and the commercial intent of postings as moderators. Additionally, the results offer managerial insights for developing influencer marketing strategies.

This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship competence, through students’ self-assessment before and after the teaching.

The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.

Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.

The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.