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Recently, online learning and online environments have become even more important. Students' engagement, fear of missing out and Internet addiction are seen as interrelated components that affect students' online teaching and learning process. In this context, university students' engagement, fear of missing out and Internet addiction in online environments, the relationship among them and students' demographic characteristics, online environment usage status and Internet usage profiles as their predictors are examined in this study.

This is a relational study and is carried out with 179 university students. Personal information form, student's engagement, fear of missing out and Internet addiction scales were used as data collection tools. Descriptive statistics, t-test, one-way ANOVA, correlation, hierarchical linear multiple regression analysis are used for the analysis.

According to the results, variables related to students' demographic characteristics, online environment usage status and Internet usage profiles together significantly predict the students' engagement, fear of missing out and Internet addiction in online environments. When students think positively about taking courses online, their engagement increases accordingly and their fear of missing out levels decrease. Increase in student's academic achievement leads to decline in Internet addiction.

In practice, examining the related variables about students in terms of engagement to the learning environment, fear of missing out and Internet addiction could bring a new perspective to studies on problematic use of the Internet and technology such as nomophobia and digital distraction. The results of this study reveal how and which components to be focused on for increasing the university students' engagement, reducing Internet addiction and fear of missing out in online learning environments.

The findings of this study provide a versatile perspective with the variables of student participation, fear of missing out, Internet addiction and their predictors in online learning environments, which are becoming widespread and increasingly important today and shed light on future researches.

Positioned in the e-retailing field, this study aims to investigate the effect of the retail store’s atmosphere on consumer behavior in 3D online shopping environments, focusing on store layout as a critical influential factor.

The research uses a mixed research method approach that includes two complementary studies. First, a three-round Delphi study with domain experts is used to develop a store layout classification scheme (Study 1), resulting in five distinct types of store layout. Subsequently, 3D online retail stores that use the five layouts are designed and developed. These serve as treatments of a laboratory experimental design, which is used to assess layout impact on a number of attitudinal and behavioral variables (Study 2).

Five distinct types of store layout have been identified in Study 1, and their distinctive features are presented. The findings of Study 2 indicate that online shopping enjoyment, entertainment and ease of navigation are influenced by the store layout types of 3D online environments. Specifically, the “avant-garde” layout type facilitates the ease of navigation of customers in the store and provides a superior online customer experience. The “warehouse”’ adopts long aisles for the display of products, which simplifies the comparison of products, whereas the “boutique” layout was found to be the best in terms of shopping enjoyment and entertainment. The “department” layout shares many common characteristics with traditional department stores, providing an entertaining and enjoyable store, whereas the “pragmatic” layout emphasizes low system requirements.

The paper presents characteristics that make store layouts effective for different aspects of online customers’ experience and identifies opportunities that 3D online store designers and retailers can explore for the provision of enhanced, customized services to online customers.

This paper examines recent technological developments in store design and visual merchandising. It identifies five layout types of 3D online stores, which are different from those of brick–and–mortar and 2D online stores, and investigates their impact on consumer behavior. Further, the paper examines how each layout type influences online shopping enjoyment, entertainment, ease of navigation, online customer experience and, in turn, purchase and word-of-mouth intentions. Finally, the paper examines the moderating role of telepresence. Individuals with high sense of telepresence conceive 3D environments as “real” and are more concerned about the attributes that trigger the sense of enjoyment they experience while browsing.

The purpose of this paper is to address the gap in the literature on experiential elements of online shopping environments.

The paper uses a theory‐building approach to understand how consumers perceive their experience of the navigation of an online shopping environment and identifies the facets which make up their experiential intensity. The paper first reviews the literature on the experiential attributes of web sites. It then outlines the methodology and explains the use of a “shopping with consumers” approach to uncover consumer perceptions.

Combining think‐alouds with in‐depth interviews, four dimensions of experiential intensity are found (context familiarity, product presence, visual impact and site‐user understanding), and related to four perceptions of a shopping navigation, as: an experience, a tool, an environment, and a dialogue between shopper and web site.

This conceptualisation adds to the literature on experience creation, which is critical in delivering consumer value. It is more specific and extensive than extant typologies, clarifies the construct and increases its explanatory power. Think‐alouds and depth interviews are shown to yield valuable insights. Consumer perceptions reflect the expectations they have of shopping environments. When shopping online, consumers think like shoppers, not computer users. They want to feel in a familiar shopping context. They want to examine products closely and seek the sense of personal relationship and involvement induced by site‐user understanding. Marketers need to harness technological developments to respond to these expectations. Practically, the study provides e‐retailers with a framework to assess the current levels of experiential intensity, or initiate the creation of more intense experiences.

This paper aims to examine the psychological consequences of a customer engagement initiative through referral reward programs (RRPs) in online versus offline environments.

The authors conducted a qualitative study followed by a scenario-based experimental study.

The authors show that recommenders’ concern about how they are viewed by recommendation recipients (i.e. their metaperception) mediates the effects of incentives on referral likelihood in both offline and online environments. However, metaperception has a stronger effect offline where recommenders show higher impression management concerns compared to online. Furthermore, tie-strength and communication environment moderate the effect of incentives on metaperception. When referrals are made to weak-ties, incentives decrease metaperception favorability offline more than online. For strong-ties, this effect is lower, and it is similar in offline and online environments.

The study focused on an online versus offline dyadic communication and did not consider the differences among social media. Furthermore, the authors did not consider how other forms of positive metaperception, like being seen as helpful or knowledgeable, could be increased in an online incentivized referral context. It is possible that a recommender thinks others see him as more helpful or knowledgeable online because a lot more useful information and other resources could be offered here compared to offline communications.

The authors recommend managers to design both online and offline RRPs that minimize metaperception concerns; target strong ties in any communication environment as metaperception concerns are low; and target weak ties online where metaperception concerns are muted.

This work is the first to examine how recommenders’ psychological responses differ offline and online.

This chapter suggests that traditional views of gender and other social categories existing in a face-to-face environment are reproduced and even exacerbated online (Allen, 2000; Barak, 2005; Bell & de La Rue, 1995; Cooper, Safir, & Rosenmann, 2006; Hargittai, 2008; McGerty, 2000; Soukup, 1999; Sussman & Tyson, 2000). Further, characteristics of the online environment such as anonymity, acceptability, and aloneness allow for the perpetuation of prejudicial attitudes and accompanying misbehavior. This chapter will focus on the characteristics of the online environment that perpetuate misbehavior, especially with regard to harassment based on social demographic categories. In addition, this chapter will explore how social and experiential learning theories can help us understand the increased propensity of misbehavior online and will suggest how universities and organizations can use these principles to decrease misbehavior.

This study intends to examine whether the reasons learners like or dislike a learning environment can help explain the differences in the characteristics of the learner and whether learner characteristics can influence a learner's preference for a learning environment.

This study adopted an exploratory sequential mixed methods research design. The study first conducted focus groups with university students to uncover their learner characteristics by examining the reasons they liked or disliked a learning environment. This was followed by a questionnaire survey to explore how these learner characteristics influenced learner inclination for a learning environment. The survey data were analysed using exploratory and confirmatory factor analysis (partial least squares structural equation modelling).

The findings showed that two types of learner characteristics, i.e. online learner characteristics and classroom learner characteristics, significantly affected learner inclination for a learning environment. Analyses also indicated that learner demographics had no major moderating effect between learner characteristics and learner inclination for a learning environment.

The findings can be useful for education institutions, learning designers and academics to design engaging learning activities to better support different learning needs.

This study makes a novel attempt to distinguish learner characteristics based on the reasons learners like or dislike a learning environment and establishes that individual learners' characteristics play a role in influencing their preference for a specific learning environment.

This research aims to provide insight on the interactive effects of service quality and e-service quality on perceptions of retailer brand equity and also extend and test the efficacy of Baker ' s service environment typology in both offline and online service experiences.

A within-subjects, simulated shopping experience immerses consumers in both offline and online shopping environments and, subsequently, consumers are surveyed regarding both offline and online quality as well as aggregated evaluations of retailer brand equity.

Results demonstrate that consumer perceptions of offline and online service quality have a positive effect on retailer brand equity and service quality and e-service quality interact, such that e-service quality has a stronger effect on brand equity offline quality is low. The results also support the application of offline service environment frameworks for online retailing.

The results demonstrate the applicability of Baker ' s typology in both online and offline environments and reveal that customer perceptions of offline and online operations can interact to affect global attitudes toward the retailer.

The results suggest that retailers can improve quality perceptions by enhancing both their offline and online service environments and that these quality improvements can result in enhanced consumer perceptions of brand equity.

This study provides a first look at the applicability of offline frameworks for the service environment in an online context. Moreover, the results provide an initial assessment of how consumers update global attitudes toward a brand by consolidating perceptions across both offline and online interactions.

The absence of physical interactions in online learning environment brings psychological influences on learning participants in interacting and sharing knowledge with others, such as ignorance of other member’s presence and insecurity to share something in online environment. The purpose of this research was to examine the knowledge sharing behavior (KSB) by online learning community members in terms of their psychological safety (PS) and social presence (SP) perceptions. In addition, this research also identified the influence of PS to promote SP and the mediation impact of SP in the relationships between PS and KSB.

The data were gathered through self-administered questionnaire distributed to 133 online class members at a university in Indonesia where online learning has created a new learning experience. To represent key behavioral attributes, 12 items were used to represent PS, SP and KSB. The relationships among the variables were analyzed using the structural equation modelling method.

The result showed that PS positively influenced SP and KSB. SP also brought a positive impact on promoting KSB and fully mediated the relationship between PS and KSB.

The result may not have fully captured the reflection of the influencing factors of KSB, as this research focused only on two psychological factors, namely, PS and SP. The research may be further enriched by including additional factors and expanding the data collection to include more online learning institutions.

The results implied the importance of PS and SP perception to promoting KSB in online learning environments. The results highlighted an important message to universities and schools to be more concerned on students’ feeling safe personally and students’ awareness of others’ presence to maximize knowledge sharing activities in online class environment.

This paper revealed the importance of PS and SP to promote KSB in the higher education online learning community. To the best of the researchers’ knowledge, this is the first study to link PS and SP to KSB and identify the importance of the mediation effect of SP on the relationship between PS and KSB specifically in higher education online learning environment.

The chapter aims to evaluate the efficacy of stakeholder participation in the solid waste management system of Mauritius in view of providing a possible mechanism to attain the goals of a sustainable waste management framework.

The study employs qualitative indicators, namely, User Inclusivity and Producer Inclusivity of the Wasteaware Benchmark Indicators. Secondary data are used to conduct a critical and comprehensive analysis of the sub-indicators falling under each of the two main indicators to determine the overall compliance level with respect to stakeholder engagement of the waste management sector of Mauritius.

The results of the study show a LOW/MEDIUM compliance level for both User Inclusivity and Provider Inclusivity indicators, which indicates that improvement is required in the stakeholder engagement mechanism in Mauritius. The main weaknesses identified comprise of lack of an adequate legal framework with clear definition of waste types with regards to segregation, especially for non-hazardous wastes, low efficiency of sustainable waste management awareness campaigns and lack of inclusion of the informal sector. The main strengths identified consist of a proper bidding mechanism in place and a good level of equity in the provision of waste management services with respect to comingled waste collection. Suggested improvement areas include a revamping of the existing legal framework related to waste management to cater for higher inclusivity of all stakeholders together with including sustainable waste management topics in the formal education curriculum.

The User Inclusivity and Producer Inclusivity indicators were previously applied only to cities to measure the level of stakeholder participation, but this study has demonstrated that these indicators can also be adopted on a nation-wide level to evaluate stakeholder engagement. The use of these indicators together with secondary data presents a less time-consuming method to assess stakeholder participation in the waste sector, which can be particularly useful for Small Island Developing States.

To investigate the presentation of self of participants in occupational online forums.

Interpretation of more than 300 profiles of participants to a banking‐related occupational online forum based on Goffman's seminal analysis of presentation of self and on the literature on mystification and fragmentation in virtual environments.

Contributors to the occupational online forum adopted one of several main categories of profiles. These categories differed in the degree of detail with which profiles were filled and showed that forum users chose a certain degree of mystification or de‐mystification for their profile. The presentation of self in the online occupational forum was related to the presentation in offline environments, such as in the workplace as well as to other online contexts, such as in electronic chats. The categories of profiles were also associated with strikingly different registration dates and number of posts per year and per contributor.

The research analyzed only the profiles of contributors to the online forum, but not their motivations or posts.

Employees and employers should hone their ability to present online information about themselves and to interpret the virtual image(s) others present.

This paper covers: grounded categorization of adopted fronts in occupational online forums; conceptualization of the presentation of self in online environments as related to the participation of multiple online and offline social contexts; identification of simultaneous processes of fragmentation and continuity at play in online forums through their participants' presentation of self.