Online Knowledge Research Articles

Attitude of mental health care professionals toward borderline personality disorder sufferers in Egypt

IntroductionAwareness and knowledge about borderline personality disorder (BPD) is growing during the last decade in Egypt. Yet little is known about the attitude of mental health care providers toward BPD sufferers. Stigma and judgments among health care providers will affect the quality of services provided to these group of patients. Determining those judgments and pointing to the stigma between health care providers will help improving the quality of care to BPD sufferers.ObjectivesOur objective was to study the attitude of mental health care providers in Egypt toward patients with borderline personality disorder.Methods62 mental health care providers, with a majority of psychiatrists, working in Egypt completed the attitude to personality disorder questionnaire “APDQ” designed by Bowers et al. (1998). The questionnaire was disturbed through an online form and knowledge of English was mandatory as it was the language of the questionnaire.ResultsThe 62 partcipants of which 74.2% were psychiatrists and 68.7% had more than 5 years experince had a total mean score of APDQ of 138.76. The total mean score of 47 psychiatrists was 137.21 which was significantly lower than the mean score of 15 clinical psychologists and counsellors which scored 146.87.ConclusionsWhereas mental health care professionals in Egypt had generally positive attitude towards BPD patients, clinical psychologists and counsellors had significantly higher scores in comparison to psychiatrists.DisclosureNo significant relationships.

Extracting Actionable Insights from Text Data: A Stable Topic Model Approach

Topic models are becoming a frequently employed tool in the empirical methods repertoire of information systems and management scholars. Given textual corpora, such as consumer reviews and online discussion forums, researchers and business practitioners often use topic modeling to either explore data in an unsupervised fashion or generate variables of interest for subsequent econometric analysis. However, one important concern stems from the fact that topic models can be notorious for their instability, i.e., the generated results could be inconsistent and irreproducible at different times, even on the same dataset. Therefore, researchers might arrive at potentially unreliable results regarding the theoretical relationships that they are testing or developing. In this paper, we attempt to highlight this problem and suggest a potential approach to addressing it. First, we empirically define and evaluate the stability problem of topic models using four textual datasets. Next, to alleviate the problem and with the goal of extracting actionable insights from textual data, we propose a new method, Stable LDA, which incorporates topical word clusters into the topic model to steer the model inference toward consistent results. We show that the proposed Stable LDA approach can significantly improve model stability while maintaining or even improving the topic model quality. Further, employing two case studies related to an online knowledge community and online consumer reviews, we demonstrate that the variables generated from Stable LDA can lead to more consistent estimations in econometric analyses. We believe that our work can further enhance management scholars’ collective toolkit to analyze ever-growing textual data.

Covid-19: knowledge, risk perception, trust and vaccination readiness among German medical students

IntroductionThe Covid-19 pandemic has highlighted the urgency for innovative vaccine strategies since the best of vaccines cannot be useful if people do not accept vaccinations. The current situation suggests that vaccinology has been ignored in the medical curriculum and needs more representation in teaching.ObjectivesWhat, where and how vaccinology is taught during medical studies in Heidelberg and development of an interdisciplinary revised syllabus and practice-oriented teaching methods.MethodsCurricular mapping of courses on the topic of “vaccination”, defining new learning objectives for designing innovative teaching units in consultation with teachers and students, redevelopment and updating of teaching materials.ResultsIn preliminary work, an OSCE has been created by students. Initial findings on the status of teaching on vaccinations and related communication skills in medical schools of Germany with respect to student needs and the national guidelines on learning goals for future physicians are submitted in journal ‘Vaccine’. In collaboration with the elective track Digital Medicine, two tele-OSCEs, an online knowledge quiz on vaccination education and a corresponding evaluation tool will be developed in WS 2021/22. Students will learn how to create modern teaching methods and evaluate them scientifically, using a concrete and relevant topic as an example, and will gain an insight into teaching.ConclusionsThe findings will be integrated into the Heidelberg medical school curriculum (HeiCuMed) on a long-term basis by developing a comprehensive interdisciplinary module ‘Vaccination and Vaccines’, which can either be integrated into various existing courses (e.g. virology, medical Communication, global health, etc) or as a separate elective interprofessional course.DisclosureNo significant relationships.

Stay Together to be Strong: How Online Knowledge Sharing Matters

In an organisational crisis, employees often face role conflicts and job insecurity as well as cynicism and emotional exhaustion. This study aims to investigate the role of online knowledge sharing as an internal marketing solution that connects employees with role conflict or a sense of job insecurity to support each other to enhance job performance. Data were collected in Vietnam with 281 eligible responses from those who worked during the pandemic. The results indicated that role conflict positively influenced job insecurity, knowledge donating, and knowledge collecting. Job insecurity had a significant impact on knowledge donating and job performance. Knowledge donating and collecting significantly affected job performance and mediated the impact of role conflict and job insecurity on job performance. The competitive mediation of knowledge donating and knowledge collecting was identified. Emotional exhaustion and cynicism were found to moderate the influence of role conflict on knowledge donating and collecting in this study.

Scoping review: Neglect of the elderly by nuclear family members

Neglect of the elderly in the context of a global aging population is of concern, more so neglect caused to the elderly by nuclear family members. However, the literature on the subject of neglect of the elderly by nuclear family members has yet to be mapped out to afford academics insight into future research directions on the subject. Therefore, a scoping review guided by the PRISMA-ScR checklist was undertaken and mapped out the relevant literature, identified gaps and made suggestions on the subject of neglect of the elderly by nuclear family members. To gain a wider range of possible sources of evidence, the Thai Journals Online (ThaiJO) and China National Knowledge Infrastructure (CNKI) were searched in tandem with the English-Language based Wiley Online Library and ScienceDirect databases. The databases were searched for academic articles published between July 2011 and mid-July 2021. The screening process reduced the initial 975 articles found to 15 sources of evidence. The content of these 15 sources of evidence was mapped out and synthesized via a charting table. Gaps identified include how and why physical necessities are withheld from the elderly; how financial restraints on the elderly by nuclear family members occur; the interplay between finances and neglect; how stress levels, family dynamics, family history and living conditions exacerbate psychological neglect; and, a needed exploration of the forms of verbal neglect perpetrated on the elderly by nuclear family members. Suggestions for future research based on these identified gaps were discussed and offered in this manuscript.

Factors affecting online knowledge sharing and its effect on academic performance

PurposeThis study aims to explore the factors that affect online knowledge sharing among the scientific performance of academics at the University of Mosul, Republic of Iraq.Design/methodology/approachData were collected by using a random sample by means of an electronic questionnaire distributed to 211 academics at the University of Mosul via online platforms. Structural equation modeling was used to test hypotheses using AMOS 24 software.FindingsThe results showed that collaboration, perceived flexibility and willingness to share had a significant effect on online knowledge sharing behavior and that which in turn had an effect on the academic performance of respondents, while the results showed no influence of knowledge self-efficacy and communication on the behavior of online knowledge sharing.Research limitations/implicationsIn this research, the effects of five factors on online knowledge sharing behavior were studied, in addition to the effect of the latter on academic performance. The research did not study the effect of the participants’ personal characteristics on the behavior of knowledge sharing online, which could be an area of future investigation. The study was limited to online knowledge sharing for academics working in public universities, and the authors suggest conducting a future study from the perspective of medical staff working in hospitals and its impact on their performance.Practical implicationsBased on the findings of the current study, this study suggests that the academic staff at the University of Mosul and similar universities pay attention to scientific cooperation between researchers and teaching staff, by creating online groups to carry out joint research projects that contribute to sharing knowledge among participants through social media in general and scientific platforms in particular. Establishing a scientific research portal could serve this well for example.Originality/valueMost previous studies have focused on areas related to knowledge sharing in higher education institutions from the traditional perspective and therefore studies that examine the factors affecting online knowledge sharing among academics are limited, so this study fills this gap. This paper focuses on identifying the scientific benefits for academics through knowledge exchange and the use of electronic platforms at the University of Mosul. The study is expected to contribute to enhance the exchange of knowledge online between academics in similar universities in Asia and Africa due to the convergence of cultures and the nature of the work of these universities, as well as the possibility of generalization due to the research’s use of the deductive method.

Students' Knowledge Sharing Behaviours and Sense of Online Learning Community in Online Learning Environments

This study is conducted to find out the correlation between students' knowledge sharing behaviors and learning community feeling in online learning environments. Correlational survey model was conducted in this study. The study group is consisted of 139 participants (46 male, 93 female) who are enrolled in distance and undergraduate and associate degrees in the Distance Education Centre of Amasya University in Turkey. The Distance Education Centre uses LMS software. In this study, 9-question Personal Information Form was used to get the demographic information of the participants. With the help of a personal information form, the participants were asked about their gender, class, department, which devices they used for LMS, their weekly stay in the LMS and the number of logins to the LMS. Also, the Sense of Community in Online Learning Scale used to collection data. A total of 139 participants were reached during the 5-week data collection process. The collected data were analysed with SPSS 25.0 program. As a result, participants' sense of community in online learning and knowledge sharing behavior were high. There was a moderately positive relationship between sense of community in online learning and knowledge sharing behavior in online learning. Also, students’ knowledge sharing behaviors and sense of community in online learning environment are affected by grade level, department, number of entry and online duration.

The Configuration of Incentives in Small and Medium-Sized Content Platform Enterprises Under the Normalization of COVID-19.

The COVID-19 pandemic has made the advantages of online knowledge communities with cross-space, time, interpersonal, and other characteristics fully demonstrated. Exploring the configurations of platform incentives to improve knowledge collaboration performance can provide a reference for the efficient and sustainable development of the platforms under the normalization of the COVID-19 pandemic. With the help of the fuzzy set qualitative comparative analysis method, taking the social Q&A platform enterprises as an example, this study analyzed the configurations of platform incentives for the high knowledge collaborative performance from the dimensions of market incentives and social incentives, and the heterogeneity of knowledge capital appreciation and social capital appreciation is also discussed. The results show that each of the platform incentives (virtual currency, cash benefit, community reputation, social identity, skill training, and communication) does not constitute a necessary condition for high performance. There are four and three types of configurations for intellectual capital appreciation and social capital appreciation, respectively. The important findings are that nearly 30% of users may participate in knowledge production based on pure economic benefits, and there may be so-called “get the best deal” behavior. Social identity, community reputation, and skill training have an important incentive effect on knowledge collaboration. Communication supplemented by a little economic incentives can significantly promote the appreciation of social capital.

Applying social media for studying challenges of COVID-19 for students

This conference paper contributes to understanding opportunities to use social media for identifying the priorities and challenges of students from different countries in online and face-to-face learning and networking activities during the COVID-19 pandemic. The COVID-19 crisis has resulted in more intensive online learning and hybrid learning applications in higher education. When there is a shift from a teacher-controlled class environment to a more learner-controlled social media, the role of the educator becomes more of a facilitator. The main research question in this paper is: How social media activities facilitated by instructors can support international learner-driven online networking and knowledge sharing during the COVID-19 pandemic? Our action research aim was to reveal learning preferences and networking challenges that students do not usually share in a class environment. Despite critics of Facebook and the increasing popularity of alternative social media among young people, Facebook groups offer tools for discourse between different age cohorts and conduct polls to assess alternative educational tools and COVID-19 administrative restrictions that influence student mobility and socialisation. To study the challenges of COVID-19 for students in online learning and in physical interaction, we applied netnography methods in combination with interventions by educators to study students’ preferences in the Facebook group Challenges in online learning – COVID-19. Among the most popular Facebook polls for students were questions about group work and exam arrangements during the pandemic and work from anywhere practice implications, cross-border mobility regulations during the COVID-19 pandemic and reasons why some students do not participate in web conferences using their computer cameras. Students shared the view that flexible online work from anywhere solutions will be for many organisations among trends that will remain after the COVID-19 crisis is over. Some students, both from Europe and developing countries, believed that this trend would improve job opportunities for the workforce living in low-cost countries. Facebook group enabled international knowledge sharing, where both students and educators could share their views on many issues that influence the rapidly changing online learning and networking environment.

Gender Differences in Sex Education in China: A Structural Topic Modeling Analysis Based on Online Knowledge Community Zhihu

Considering the traditional concept of sex in China’s official discourse and lack of social support system for sex education in China, burgeoning Internet knowledge community serves as an important forum for unprepared Chinese young parents to discuss and improve sex education. In this study, we conducted a structural topic modeling analysis of sex education discussions on Zhihu, the biggest online knowledge community in China. We found attention towards sex education are biased in China, where basic sexual terminologies are mentioned, but other important topics such as reproductive health, emotional attachment, and gender identity are insufficient or even absent, failing to fulfill the goal of Comprehensive Sexuality Education (CSE). This study paid special attention to gender differences in discussants, expected educators, and expected receivers of sex education. Findings show that boys are not considered as important sex education objects as girls, although many of them suffered from sexual assault and sexual diseases. They are always mentioned as roles that offend women rather than promoting or protecting themselves through sexual knowledge. Most discussants and expected educators of sex education are women, reflecting men’s lack of attention to sex education issues as both individuals and fathers.

Knowledge, attitudes, and practices of veterinary professionals towards ticks and tick-borne diseases in Illinois

ObjectiveA lack of standardized surveillance or reporting of tick-borne diseases (TBDs) in Illinois creates uncertainty for veterinarians regarding TBDs occurring within their practice geography or which TBDs may be encroaching on their area from neighboring territories. Therefore, the objective of this study was to gauge the knowledge, attitudes, and practices of veterinary professionals in Southern and Central Illinois to establish a foundation for targeting educational and outreach programs that address knowledge gaps. Sample72 veterinary professionals in Central and Southern Illinois. ProceduresAn online knowledge, attitudes, and practices survey was distributed to veterinary professionals in Southern and Central Illinois. Poisson regression analyses were conducted to determine factors associated with knowledge scores and the estimated number of TBD cases diagnosed. ResultsKnowledge scores were significantly higher among veterinary practitioners with recent (within the last 5 years) training on TBD. The number of cases of TBD diagnosed was higher among those reporting concern about TBD, and among those who routinely test for TBDs. The types of diseases diagnosed were heavily influenced by the diagnostic method used. Clinical relevanceThis study paints a cohesive picture of human factors associated with diagnosing veterinary diseases and TBD prevalence in Southern and Central Illinois. Our results highlight the importance and practical value of veterinary continuing education on ticks and TBDs for both companion animals and public health. Building capacity for training veterinarians in parasitology using partnerships between academia and industry may strengthen the knowledge and understanding of ticks and tick-borne pathogens in the veterinary community.

Online reputational loss aversion: Empirical evidence from StackOverflow.com

Do people care equally about reputational gains and losses? We study this question by analyzing users' contribution to online knowledge repositories, with data from StackOverflow.com, a website for user-curated technical questions and answers. Based on an analysis of about 1.2 million data points (22% of all relevant activity during a six-month period on this website) focusing on consistent, regular contributors, we find that users post fewer answers after receiving upvotes as well as downvotes. This is surprising and not consistent with rational behavior, because it is in the best interest of a user to post more answers after a downvote. Interestingly, users who receive downvotes post significantly fewer answers compared to users who receive upvotes. This suggests that reputational losses (downvotes) elicit a stronger reaction in users than reputational gains (upvotes), suggesting the presence of reputational loss aversion, after controlling for alternative explanations. Overall, users' reaction is about twice as strong for reputational losses as for gains. Loss aversion as indicated by relative reaction to downvotes compared to upvotes is convex in reputation – it is stronger among users in the higher reputation segments compared to the lower and middle ranges. Our paper is novel in extending the study of loss aversion to reputational settings, and studying ex post loss aversion, as compared to ex ante loss aversion in prior literature.

Strengthening capacity for community and public engagement (CPE): a mixed-methods evaluation of the ‘DELTAS Africa CPE seed fund’ pilot

Background: The ‘DELTAS Africa CPE seed fund’ was a pilot scheme designed to strengthen capacity in community and public engagement (CPE) via a ‘learn by doing’ approach. The scheme supported a total of 25 early career researchers and research support staff belonging to the DELTAS Africa network to design and implement a variety of CPE projects between August 2019 and February 2021. We examine recipient experiences of the DELTAS Africa CPE seed fund initiative, changes in their CPE attitudes, knowledge and proficiency and their CPE practice and/or practice intentions post-award. Methods: A mixed-methods process and performance evaluation drawing on three data sources: An anonymous, online knowledge, attitude and practice survey completed by CPE seed fund awardees pre- and post-project implementation (N=23); semi-structured interviews completed with a sub-sample of awardees and programme implementors (N=9); and ‘end-of-project’ reports completed by all seed fund awardees (N=25). Results: All awardees described their seed fund experience in positive terms, despite invariably finding it more challenging than originally anticipated. The combined survey, interview and end of project report data all uniformly revealed improvement in awardees’ self-reported CPE knowledge, attitudes and proficiency by completion of their respective projects. Commitment to continued CPE activity post-award was evident in the survey data and all interviewees were adamant that they would integrate CPE within their respective research work going forward. Conclusion: The DELTAS Africa CPE seed fund appeared to work successfully as a CPE capacity strengthening platform and as a vehicle for fostering longer-term interest in CPE activities.

Business Student Perspectives Regarding Ways to Enhance the Online Learning Process

The COVID-19 pandemic has highlighted the need to understand the key components of a relevant, successful online pedagogy. Using these insights, instructors in the virtual classroom can facilitate and accentuate the knowledge gained by responding to student emotional needs and perceptions. This research evaluates students' attitudes regarding multiple facets of online instruction. In addition to revealing student opinions regarding online course characteristics, using the framework of Schmitt’s Sensory Impact Model, this report shares suggestions for improvement obtained by surveying 160 marketing and management students at a leading Central Asian university. It is the opinion of 58 percent of the students that active participation in discussions improve their academic performance. Our study further shows that astute revision of the online environment can impact student attitudes regarding online learning. Our investigation reveals that improving student motivation is a crucial step to optimizing the value added of the online knowledge transmission process. Insights to student perception regarding the importance of pedagogic factors will improve the online course as well as student perceptions of the online experience.

Strengthening capacity for community and public engagement (CPE): a mixed-methods evaluation of the 'DELTAS Africa CPE seed fund' pilot.

Background: The 'DELTAS Africa CPE seed fund' was a pilot scheme designed to strengthen capacity in community and public engagement (CPE) via a 'learn by doing' approach. The scheme supported a total of 25 early career researchers and research support staff belonging to the DELTAS Africa network to design and implement a variety of CPE projects between August 2019 and February 2021. We examine recipient experiences of the DELTAS Africa CPE seed fund initiative, changes in their CPE attitudes, knowledge and proficiency and their CPE practice and/or practice intentions post-award. Methods: A mixed-methods process and performance evaluation drawing on three data sources: An anonymous, online knowledge, attitude and practice survey completed by CPE seed fund awardees pre- and post-project implementation (N=23); semi-structured interviews completed with a sub-sample of awardees and programme implementors (N=9); and 'end-of-project' reports completed by all seed fund awardees (N=25). Results: All awardees described their seed fund experience in positive terms, despite invariably finding it more challenging than originally anticipated. The combined survey, interview and end of project report data all uniformly revealed improvement in awardees' self-reported CPE knowledge, attitudes and proficiency by completion of their respective projects. Commitment to continued CPE activity post-award was evident in the survey data and all interviewees were adamant that they would integrate CPE within their respective research work going forward. Conclusion: The DELTAS Africa CPE seed fund appeared to work successfully as a CPE capacity strengthening platform and as a vehicle for fostering longer-term interest in CPE activities.

Designing for serendipity in online knowledge communities: An investigation of tag presentation formats and openness to experience

AbstractUsers increasingly acquire, share, and create knowledge in online knowledge communities, making them massive dynamic knowledge repositories that spark inspiration. While online knowledge communities provide powerful searching tools, they ignore the potential of serendipity in fostering knowledge acquisition. Against this backdrop, this research investigates whether serendipity can be stimulated by design features of communities. Specifically, we examine whether different tag presentation formats may promote serendipity. Two hundred seven participants were randomly assigned to our experimental website that displays one of three tag formats. Results show that users experienced serendipity more frequently while using tag trees than tag clouds, followed by tag lists. Moreover, tag formats moderate how openness to experience affects serendipity. Although openness did not influence serendipity across tag formats, further analysis shows that it significantly decreases serendipity for tag lists, but significantly increases serendipity for tag clouds and trees. Theoretically, these results provide an in‐depth understanding of serendipity that is contingent on the interaction between community design features and personality (e.g., openness to experience). Practically, these findings demonstrate how interface features (e.g., tag presentation formats) facilitate serendipity, thus informing better design of online knowledge communities to improve the efficiency of knowledge acquisition.

What drives consumers’ purchase intention of online paid knowledge? A stimulus-organism-response perspective

With the prosperity of the online knowledge payment market, obtaining knowledge through purchasing has become increasingly popular. The purpose of this paper is to determine the key factors that influence consumers’ knowledge payment intention. While previous research has separately investigated the impacts of knowledge platform-, product-, contributor-, or seeker-level factors, we draw upon the stimulus-organism-response framework and propose an integrated model that simultaneously considers all these levels. A multi-analytical approach that combines structural equation modeling (SEM) and neural network analysis is proposed to determine the significant predictors and their relative importance. Through an analysis of survey data from 450 Chinese respondents, our SEM results indicate that knowledge platform interactivity and information quality, knowledge rareness, knowledge contributor professionalism and charisma positively influence consumers’ knowledge payment intention through the mediation of consumer perceived value. Our neural network analysis further reveals that knowledge contributor professionalism is the strongest predictor.

IDENTIFYING FACTORS AFFECTING MATHEMATICS SCORE IN THE JUNIOR HIGH SCHOOL STUDENTS DURING COVID-19 PANDEMIC IN SAMARINDA, INDONESIA

This research focuses on identifying factors affecting mathematics scores in junior high school students during the COVID-19 pandemic in Samarinda, Indonesia. We estimate factors of five domains of the mathematics score for e-learning in junior high school students during the COVID-19 pandemic. The factors are sociodemographic (gender and degree level), students’ habits of accessing the Internet outside online learning, tutoring program, learning platforms (video conferencing, online classes, and social media), and skills of digital literacy (internet searching, knowledge assembly, and content evaluation). A total of 160 students in the junior high school in Samarinda were selected accidentally. An online survey was conducted based on a structured questionnaire. The dummy variables multiple linear regression model was used in this research to identify factors affecting mathematics scores in the junior high school students during the COVID-19 pandemic in Samarinda. The novelty of this research is in finding the factors that have a significant positive effect on mathematics scores, namely gender (female), tutoring programs, video conferencing platforms, internet searches, and content evaluation. While the factors that have a significant negative effect on the value of mathematics are the habit of accessing the Internet outside online learning and knowledge assembly. Based on these findings, we recommend the teachers to use video conferencing as the best practice for teaching mathematics. As research implications, both teachers and students can discuss improving the students’ digital literacy skills.

A data-driven scheduling knowledge management method for smart shop floor

ABSTRACT The data-driven method has been widely used to mine knowledge from the smart shop floors’ production data to guide dynamic scheduling. However, the mined knowledge may be invalid when the production scene changes. In order to address this problem and ensure the validity of the knowledge, this paper studies a data-driven scheduling knowledge life-cycle management (SKLM) method for the smart shop floor. The proposed method includes four phases: knowledge generation, knowledge application, online knowledge evaluation, and knowledge update. Specifically, the extreme learning machine (ELM) is applied to learn knowledge based on the composite scheduling rules. The quality control theory is used to evaluate the quality of scheduling knowledge. And the online sequential ELM (OS-ELM) is adopted to update the knowledge. Knowledge life-cycle management is implemented through the iterative knowledge update. The proposed method is validated on the MIMAC6, which is a simulation model of the semiconductor production line. Experimental results show that the proposed method could improve the effectiveness of scheduling knowledge and further optimize the performance of the smart shop floor.

Why do users continually seek knowledge in online Q&A communities? An empirical investigation

PurposeOnline Q&A communities have been widely highlighted as an important knowledge exchange market. Although motivations for users’ initial knowledge-seeking behavior have been widely investigated, the factors that affect online Q&A users’ continued knowledge-seeking behavior are still vague. This study aims to investigate the factors that affect users continuously seeking knowledge from online social Q&A communities.Design/methodology/approachBased on social information processing theory, social capital theory, social exchange theory and social cognitive theory, this study used a negative binomial regression model to explore what would affect people’s continued knowledge-seeking behavior. Empirical data was collected from a popular Chinese online social Q&A community.FindingsThe results indicate that while previous knowledge sharing behavior, peer responses for previous seeking behavior, identity-based trust have a positive impact on knowledge-seeking behaviors, social exposure has a negative impact. In addition, self-presentation negatively moderates the relationship between social exposure and knowledge-seeking behavior.Originality/valueThis study contributed to the theoretical basis for knowledge-seeking behavior in online Q&A communities. The research findings can be used to derive guidelines for the development and operation of online social Q&A communities.