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Because of the potential cost savings that online teaching evaluations can deliver, many universities are converting their student evaluations of teaching to this mode of administration. In this study, we examine the effects of transitioning administration of student evaluations from paper-and-pencil to online. We use data from accounting and other departments in the College of Business Administration of a large private, research university that converted from paper to online administration of teaching evaluations. We examine the average teaching effectiveness rating and response rate for instructors who taught the same course before and after the conversion. In addition, we survey a sample of accounting students to investigate their responses to online teaching evaluations. We find a significant increase in the average effectiveness rating and a significant decrease in response rate. Furthermore, we find that those instructors with lower ratings under the paper administration experience the greatest increase in ratings when the evaluations are converted to online administration. In a follow-up survey, we find that students who are highly motivated and have higher grade point averages are more likely to complete and provide higher evaluations with the online administration. We discuss the implications of our results to accounting and business education literature.

Doctor–medical institution collaboration (DMIC) services are an emerging service mode in focal online health communities (OHCs). This new service mode is anticipated to affect user satisfaction and doctors' engagement behaviors. However, whether and how DMIC occurs is still ambiguous because the topic is rarely examined. To bridge this gap, this study explores doctors' participation in DMIC services and its effects on their online performance, as well as its effect on patients' evaluation of them on OHC platforms.

The authors propose hypotheses based on structural holes theory. A unique dataset obtained from one of the most popular OHCs in China is used to test the hypotheses, and difference-in-differences estimation is adopted to test the causality of the relationship.

The results demonstrate that providing DMIC services improves doctors' online consultation performance and patients' evaluations of them but has no significant effect on doctors' knowledge-sharing performance on OHC platforms. Doctors' knowledge-sharing performance and consultation performance mediate the relationship between participation in DMIC services and patients' evaluation of doctors. Regarding doctors' participation in DMIC services, its impact on doctors' consultation performance and patients' evaluation of them is weaker for doctors with higher professional titles than for doctors with lower professional titles.

The findings clarify the value creation mechanisms of online collaboration between doctors and medical institutions and thereafter facilitate doctors' participation in DMIC services and enhance the sustainable development of OHCs.

This paper aims to take Chinese university teachers as the research objects to examine their self-evaluation of online teaching and analyze the main factors influencing their evaluation during COVID-19.

According to the theory of educational ecology, the factors influencing teachers' self-evaluation of online teaching in this paper include university background, courses background and teachers' personal background from the macro- to micro-levels. Through exploratory factor analysis, independent sample T-test and one-way analysis of variance (ANOVA), the self-evaluation of online teaching of 13,997 teachers from 334 universities and their relationship with teachers' background have been subject to data statistics and analysis.

Teachers' self-evaluation of online teaching mainly includes three dimensions: online teaching methods, online teacher–student interaction and online teaching techniques. There are significant differences in these three dimensions among teachers with different background characteristics, including regions, the types of universities, the nature of universities in macro background levels, the types and numbers of online courses in meso background levels, and the gender, years of teaching, professional titles and disciplines in micro background levels.

To improve teachers' self-evaluation of online teaching, it is suggested to build an online teaching self-evaluation system for teachers, strengthen university support and guarantee, strengthen online teaching training and improve the information accomplishments of teachers.

This large-scale empirical survey of online teaching evaluation of Chinese teachers can provide scholars with a deeper understanding of the implementation of online teaching in China and the self-evaluation of online teaching by teachers.

The purpose of this paper is to investigate two questions. First, are movie-based online community evaluations (CE) on par with film expert evaluations of new movies? Second, which group makes more reliable and accurate predictions of movie box office revenues: film reviewers or an online community?

Data were collected from a movie-based online community Fandango for a 16-month period and included all movies released during this time (373 movies). The authors compared film reviewers’ evaluations with the online CE during the first eight weeks of the movie’s release.

The study finds that community members evaluate movies differently than film reviewers. The results also reveal that CE have more predictive power than film reviewers’ evaluations, especially during the opening week of a movie.

The investigated online community is based in the USA, hence the findings are limited to this geographic context.

The main implication is that film studios and movie-goers can rely more on CE than film reviewers’ evaluation for decision making. Online CE can help film studios in negotiating with distributors, theatre owners for the number of screens. Also, community reviews rather than film reviewers’ reviews are looked upon by future movie-goers for movie choice decisions.

The study makes an original contribution to the motion picture performance research as well as to the growing research on online consumer communities by demonstrating the predictive potential of online communities with regards to evaluations of new movies.

The setting up of e-university has been slow-going. Much of e-university slow progress has been attributed to poor business models, branding, disruptive technologies, lack of organisational structure that accommodates such challenges, and failure to integrate a blended approach. One of the stumbling blocks, among many, is the handling of evaluation process. E-university models do not provide much automation compared to the original brick-and-mortar classroom model of delivery. The underlining technologies may not have been supportive; however, the conditions are changing, and more evaluation tools are becoming available for academics. The paper aims to discuss these issues.

This paper identifies the extent of current online evaluation processes. In this process, the team reviews the case study of a UK E-University using Adobe Connect learning model that mirrors much of the physical processes as well as online exams and evaluation tools. Using the Riva model, the paper compares the physical with the online evaluation processes for e-universities to identify differences in these processes to evaluate the benefits of e-learning. As a result, the models can help us to identify the processes where improvements can take place for automating the process and evaluate the impact of this change.

The paper concludes that this process can be significantly shortened and provide a fairer outcome but there remain some challenges for e-university processes to overcome.

This paper examines the vital quality assurance processes in academia as more universities move towards process automation, blended or e-university business models. Using the case study of Arden University online distance learning, the paper demonstrates, through modelling and analysis that the process of online automation of the evaluation process is achieved with significant efficiency.

Evaluation is the process by which we estimate how things should go, explore how things are going, and determine how things went in terms of course redesign. In this chapter, we examine formative and summative methods for assessing student learning and establishing teacher effectiveness and course quality. Evaluation is a subjective, value-laden process. To introduce the rigor needed to make it meaningful, evaluation should be multifaceted, planned in advance, made transparent to learners, and employ valid and reliable methods. Moving courses online presents both opportunities and challenges for evaluation. We explore ways to implement assessment to make full use of the advantages of technology while mitigating the problems associated with online delivery.

Cross-cultural research constitutes a pivotal topic for marketing; however, the literature indicates that there are a few studies analyzing social media reviews from a cross-cultural perspective using cultural proximity (supra-national level) as a proxy of culture. Therefore, the purpose of this study is to identify cross-cultural differences in service evaluations and specifically, in hotel appraisals among tourists from Central, Eastern (including Post-Soviet States), Northern and Southern Europe.

A quantitative approach has been taken by studying online user-generated ratings of hotels on Trip Advisor. In total, 1,055 reviews of five hotels in Greece were used for the study.

Multivariate analysis of variance and analysis of variances results confirm cultural differences in overall service evaluations and attributes (value, location, sleeping quality, rooms, cleanliness and service) of tourists from various European regions. Specifically, Eastern Europeans uploaded more reviews than any other European group, whereas Northern Europeans were more generous in their appraisals than Eastern, Southern and Central Europeans.

The results of the study could be used for segmentation purposes of the European tourism market and for recognizing, which aspects of their services need to be improved based on the segments they serve. Moreover, managers should encourage Northern and Eastern Europeans to upload their reviews as both groups are more generous in their evaluations. Moreover, the findings are useful to marketers of other services.

To the author’s knowledge, this is the first study that examines cross-cultural differences in hotel appraisals from a supra-national perspective including developed (Northern and Western Europe), developing (Southern Europe) and emerging tourism markets (Eastern Europe).

User behavior in online information evaluation is the result of a multitude of factors related to social, cultural, personal and psychological issues. The present study aimed to examine the effects of three important psychological variables including personality, self-efficacy and attitude on online information evaluation.

Four validated measures were administrated in person and online among 355 postgraduate students at Shahed University, Tehran, Iran. For testing the possible relationships among the variables, the reliability, normality and Pearson correlation tests were performed by using SPSS 24.0. Moreover, to test the ten hypotheses of the research, the structural equation modeling was considered using AMOS 26.0.

The findings confirmed the first five research hypotheses indicating the direct positive relationships among the four variables except for the impact of self-efficacy on attitude. The mediated effects of the variables were not supported except for the mediating role of attitude in the impact of personality on online evaluation behavior. The variable personality was found to be fundamental among the tested paths because it influenced the information evaluation behavior, both directly and indirectly.

The study showed the impacts of the three variables, which demonstrates that online information evaluation is greatly affected by psychological factors.

This paper investigates online evaluation processes on peer-to-peer platforms to highlight how online peer evaluation enacts neoliberal subjects and collectives.

The paper uses netnography (Kozinets, 2002) to study the online community of Airbnb. It is also based on 18 interviews, mostly with Airbnb users, and quantitative data about reviews.

Results indicate that peer-to-peer platforms constitute biopolitical infrastructures. They enact and consolidate narcissistic entrepreneurs of the self through evaluation processes and consolidating a for-show community. Specifically, three features make evaluation a powerful neoliberal agent. The object of evaluation shifts from the service to the user's own worth (1). The public nature of the evaluation (2) and symetrical accountability between the evaluator and the evaluatee (3) contribute to excessively positive reviews and this keeps the market fluid.

This paper calls for problematization of the idea of sharing in the so-called “sharing economy”. What is shared on peer-to-peer platforms is the comfort of engaging with people like ourselves.

This paper contributes to the literature on online accounting by extending consideration of evaluation beyond the review process. It also stresses that trust in the evaluative infrastructure is fostered by narcissistic relationships between users, who come to use the platform as a mirror. The peer-to-peer context refreshes the our knowledge on evaluation in a corporate context by highlighting phenomena of standardized spontaneity and euphemized evaluation language. This allows evaluation processes to incorporate a market logic without having to fuel competition.

The purpose of this paper is to examine the mechanism of how peer review helpfulness evaluation in online review communities is established, drawing upon the internalization and identification routes of persuasion effect.

Based on book reviews selected from Douban.com (a prestigious review community in China), this study used econometric models to investigate the effects of both reviews and reviewers’ characteristics on peer review helpfulness evaluation in review communities.

Review internalization is more persuasive than reviewers’ identification in peer evaluations, in terms of both short and long reviews. Reviews with extreme negative ratings tend to obtain higher level of helpfulness evaluation than those with positive or moderate ratings. The influence of reviewers’ characteristics is a significant cue in helping consumers to establish the trust perception in the context of short reviews, while its function diminishes in the context of long reviews, thus suggesting the importance of reviewers’ identification for short reviews in review communities.

The findings will enhance current understanding of peer review review helpfulness evaluation in online review communities and help practitioners administrate community reviews intelligently, help members write better reviews and customers in their product browsing experience.

First, this study enriches review evaluation research in review communities by demonstrating the importance of internalization and identification lens of persuasion effect when explaining review helpfulness; second, this study helps to confirm the existing findings that reviews with extreme negative ratings are more helpful than those with moderate or positive ratings in review communities; third, this study proposes a new perspective pertaining to the relationship between reviewers’ identification and helpfulness evaluation.