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Marwan KhammashAuthor VitaeGareth Havard GriffithsAuthor Vitae 《International Journal of Information Management》2011,31(1):82-87
The Internet facilitates access to online product reviews and comments written by consumers. This paper offers new insights on the motives and antecedents of the reading behaviour of consumer reviews in online opinion platforms. This research was carried out from 2005 to 2008 using a case study approach. The case involved working with a prominent and successful online opinion platform (CIAO.com). The company was so successful it was purchased by Microsoft for $486 million in 2008 and is now incorporated into their main search engine which is still a market leader today. The research highlights four different types of motives that drive customers to read online reviews: decision-involvement, product-involvement, social-involvement and economic-involvement motives. The outcomes also demonstrated four different new types of motives: self-involvement motives, consumer-empowerment motives, new social-involvement motives and site-administration motives. Several related themes were also investigated, such as the preference for reading or writing online reviews and the reasons for choosing one over the other. The research tested the relevance of the online reading motives and their influence on consumer buying and communication behaviour. In summary, some theoretical and practical implications are highlighted and discussed. 相似文献
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The influence of personal attitude on instructor intent to integrate online collaborative activities
Valaitis Karen L. Ellis Holly Hastings Nancy B. Havard Byron 《Education and Information Technologies》2022,27(4):5277-5299
Education and Information Technologies - Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today’s workforce.... 相似文献
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Byron Havard Giang-Nguyen Nguyen Barbara Otto 《Education and Information Technologies》2018,23(5):1897-1918
The purpose of this study was to determine the impact of technology use and teacher professional development on students’ mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005–2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years. 相似文献
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Nancy B. Hastings Byron C. Havard Courtney Hyland Megan Podsiad 《Performance Improvement》2016,55(10):33-44
The University of West Florida instructional and performance technology (IPT) programs, currently housed in the Department of Instructional, Workforce and Applied Technology (IWAT), have been in place for over 20 years. Intense interactions with potential members of the target population including area public school teachers, school administrators, directors of instructional technology, the US Navy, the Chamber of Commerce, Pensacola State College, and others guided the initial planning processes, aiding in the identification of a framework for IPT competencies needed by regional partners. These same partners continue to provide input today, ensuring that the programs offered are preparing students to meet the demands of today's workforce. Coursework provides students with the critical thinking, communication, and project management skills to examine performance improvement opportunities holistically, taking a systems view and focusing on adding value by concentrating on results and working in partnership with clients and stakeholders. 相似文献
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