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As an extension to Assael’s (2011) review on media synergy, this chapter examines the latest evolvement of media synergy research in the past 10 years by integrating studies from a wide range of leading journals.

We searched a total of 17 major journals in advertising, communication, and marketing from 2005 to 2014 and identified a total of 42 articles on media synergy. These studies were reviewed to assess the current status of media synergy research.

Studies of inter-media interaction at the individual level provide mixed support for a media synergistic effect, and the occurrence of this effect demands certain boundary conditions. Research on multi-media engagement has been gaining momentum in the past few years and is a promising subject in media synergy research.

We envision two growing approaches in future media synergy research: the neuroscientific approach and the data mining approach.

This chapter posits that media synergy research has evolved in the most recent years to a new phase, which is multi-media engagement. Hence, this chapter extends Assael’s work in terms of explicating media synergy in the context of social media engagement and identifying research gaps in current literature.

Purpose – When organisations behave irresponsibly, a question remains: Can they use a messaging strategy based in the organisation's commitment social responsibility to effectively respond to the crisis? The purpose of this chapter is to analyse stakeholder attitudes and their antecedents in such a case. Because of its scope, magnitude and use of a response strategy based on messages of social responsibility, the 2010 BP oil spill in the Gulf of Mexico serves as an excellent case for measuring the effectiveness of such a messaging strategy.

Methodology/approach – The present study drew from two data sources: a content analysis of interactions on BP's Facebook page (N=1,515) as well as an image survey of BP (N=749).

Findings – BP's messaging strategy had limited positive effects in terms of (1) being viewed as a ‘socially responsible’ organisation and (2) creating significant good will towards the company. However, these data also reveal that BP has effectively opened lines of communication between stakeholders and the company.

Practical and social implications – This study has two central implications. First, for both organisations and activists, personal investment and the relevance of issues are both critical in order to change stakeholder attitudes about organisations. Second, based on this research, we can begin to develop stakeholder profiles based on age, sex and political identity.

Originality/value – In the last couple of years, considerable attention has been paid to describing and analysing the response strategies that organisations deploy; however, scant attention has been paid to measuring stakeholder evaluations of those crisis response strategies.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

This book centers on several key areas of social engagement and social learning in higher education today, including social networking platforms and e-portfolios. In addition to these Web 2.0 technologies, rapid improvements in related communication technologies (e.g., broadband services, wireless, mobile phones, and tablets) have also provided the necessary infrastructure components by which educators implement innovative teaching and learning practices on a larger scale, in a more reliable manner, and in a more targeted fashion. These technologies are also transforming our views of what it means to learn in an increasingly globalized, interconnected, and pluralistic world. The authors have presented several perspectives on how to use social networking tools to better engage learners in more meaningful and authentic learning activities. Social networking sites like Facebook are not a panacea for effective learning, but they do provide instructors and students with a convenient platform for enhancing the teaching and learning process. Instructors also play an important part in modeling proper online behavior through their presence on the platform and their interaction with their students. However, these tools are only one piece of the learning puzzle. The ultimate goal is to enable students to become lifelong learners and to instill in them a high value for learning that matures over their lifetime. As such, these tools can be used to better engage students more deeply in authentic and personally meaningful learning experiences.

Contextualizing grammar in second language (L2) classrooms implies making grammar constructs relevant to the learners’ world; affording learners the opportunities to better comprehend and apply these concepts in their own milieus. This instructional design (ID) has been devised to contextualize grammar and to explore learner engagement of pre-service English teachers through Computer-Aided Learning (CAL) and Task-based Learning (TBL) in a technology-driven learning environment. CAL encompasses technology-aided discussions, multi-media presentations, online tests and exercises, and social media deployment. TBL, on the other hand, contextualizes grammar using technology and social network in planning, executing, and presenting four assigned tasks: picture essay, brochure design, dialogue composition, and comic strips illustration. Facebook is the e-portfolio of the class, archiving all group and individual output. The CAL-TBL tandem is propelled by group initiatives and class collaboration evident in group discussions and planning, microteaching, task presentations, peer reviews, and self-evaluations. These initiatives engage learners; empowering students to collaboratively take active part and responsibility for their own learning. The three-hour-class meets every week in a computer laboratory. The post-semester feedback and online poll course design review as well as the University Course Evaluation comments have shown that the ID, from the learners’ perspective, is effective in contextualizing grammar and in engaging learners.

Over nearly two decades the Supporting Effective Teaching project examined the characteristics of teachers that result in successful inclusion of students with disabilities in Canadian regular education classrooms. These studies revealed that teachers who rate high in adapting and calibrating instruction for students who have special needs are the most successful overall with all their students. In this chapter, we present an adaptation of the observation scale that we used to rate effective inclusive instructional practices. The adapted scale can be used both as a self-rating and as a third-party measurement scale of effective teaching practices. We link each element of the scale to the Universal Design for Learning framework. We discuss how challenges to effective practices are affected by teacher beliefs about ability and disability, collegial differences in beliefs and practices, and the focus set by the leadership in the school.

We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve the attraction and retention of (particularly) Māori students, by involving them in a school-wide research publication – in this case a digital cultural atlas of Māori Studies. We present and describe the work of 250 students from 10 different Māori Studies courses, who have trialled and submitted map-based assessment for the Te Kawa a Māui Atlas (TeKaMA). We argue that the quality and variety of student work is itself an indication of engagement. We then discuss how digital aspects of the work facilitated engagement, using data from course and assignment evaluations, interviews, informal feedback and an online survey. In line with other findings in the literature, digital aspects of our project had to be carefully managed and balanced, so that they did not disengage students from learning. However, our TeKaMA exercises provided multiple ways by which students could engage, with cultural mapping engaging all students, not just Māori. Our chapter discusses how this was facilitated by digital technology.