Prior Online Research Articles

How e-tailing attributes affect perceived quality

Purpose – The purpose of this paper is to report results from an experimental study in which participants rank e-tailer quality on the basis of descriptions involving five attributes (reputation of retailer, site usability, security, delivery and customer support). The paper further explores how the relative importance of these attributes to perceived e-tailer quality is impacted by customer demographic and behavioral characteristics (such as gender, age, frequency of online purchasing and use of online reviews). Design/methodology/approach – Individual-level conjoint models are estimated to determine the relative importance of these five attributes to perceptions of e-tailer quality. Findings – The relative importance of these five attributes to perceived e-tailer quality are impacted by customer specific characteristics and online behaviors, namely, age, the frequency of prior online purchasing, the frequency of use of online reviews and the importance attached to the availability of a large number of online product reviews. Research limitations/implications – Managerial implications that help e-tailers develop more effective, targeted strategies for enhancing the quality of their websites and increasing customer loyalty are presented. Originality/value – The use of conjoint analysis for decomposing overall judgments of e-tailer quality to derive the relative importance of specific e-tailing attributes offers a realistic way to understand how online customers perceive and evaluate e-tailer quality.

A rough set-based association rule approach for a recommendation system for online consumers

Increasing use of the Internet gives consumers an evolving medium for the purchase of products and services and this use means that the determinants for online consumers’ purchasing behaviors are more important. Recommendation systems are decision aids that analyze a customer's prior online purchasing behavior and current product information to find matches for the customer's preferences. Some studies have also shown that sellers can use specifically designed techniques to alter consumer behavior. This study proposes a rough set based association rule approach for customer preference analysis that is developed from analytic hierarchy process (AHP) ordinal data scale processing. The proposed analysis approach generates rough set attribute functions, association rules and their modification mechanism. It also determines patterns and rules for e-commerce platforms and product category recommendations and it determines possible behavioral changes for online consumers.

Electronic Retailing: A Review of Determinants of 'Online Shopping Intentions’ in India

Background/Objectives: This research is conducted in order to understand the various determinants of ‘online shopping’ and ‘online purchase intentions’ of shoppers. Methods/Statistical Analysis: The paper adopts an in-depth literature review, with regard to the determinants of online purchase published since last 36 years. The reviews accommodate papers published on online shopping in both Indian as well as Global context. This also tries to capture how the determinants of online shopping in India are different from the global context. Findings: The outcomes of the paper revealed that, the electronic retailer must consider various determinants of online shopping like shopping orientation, trust, prior online purchase experience, ease of use, price, convenience, effortless shopping, perceived risk, privacy and security features to design their product offering for their customers. The findings of the research provide some insights for the electronic retailers to formulate and implement various strategies to increase their shopper base and bill size. Applications/ Improvements: Finally, the paper has presented a summary of the determinants of online purchasing both in Indian and global context to improve their online shopping intentions.

이전사업경험, 제품속성 및 온라인 고객평가가 제품 매출성과에 미치는 영향: 중국 온라인 쇼핑몰내 TV제품 중심으로

이전사업경험, 제품속성 및 온라인 고객평가가 제품 매출성과에 미치는 영향: 중국 온라인 쇼핑몰내 TV제품 중심으로

Online learning

Purpose– If owner-managers engage in management development activities then chances of success may be improved for small businesses. But small business owner-managers (SBOMs) are a difficult group to engage in management development activities. While practitioners worry about timing, content and location of development activities, the purpose of this paper is to examine what drives SBOMs to participate in an online discussion forum (ODF) as a form of management development. An ODF was run with SBOMs and the factors affecting their participation are reported from this exploratory study.Design/methodology/approach– A qualitative methodology was used where data gathered from three sources, the ODF posts, in-depth interviews with participants and a focus group with non-participants. These were analysed to evaluate factors affecting participation of SBOMs in an ODF.Findings– The findings point to the importance of owner-managers’ attitudes. Attitudes that positively affected SBOMs participation in the ODF included; appreciating that learning leads to business success; positive self-efficacy developed through prior online experience; and an occupational identity as a business manager.Research limitations/implications– Few SBOMs participated in the ODF, which is consistent with research finding that they are a difficult group to engage in management development learning activities. Three forms of data were analysed to strengthen results.Practical implications– Caution should be exercised when considering investment in e-learning to develop the managerial capabilities of SBOMs.Originality/value– Evidence of the factors important for participation in an informal voluntary ODF. The findings suggest greater emphasis should be placed on changing attitudes if SBOMs are to be encouraged to participate in management development activities.

Disrupted Transition to Parenthood: Gender Moderates the Association Between Miscarriage and Uncertainty About Conception

Miscarriage is a devastating yet common experience shared by women and their partners. Doctors often recommend that couples attempt to conceive again after the experience of a miscarriage, yet little is known about the emotional toll of conception following miscarriage. In the current study, we addressed two primary research questions: (a) How does experiencing a miscarriage relate to recalled emotional experiences of uncertainty surrounding efforts to conceive again? and (b) does gender moderate the association between miscarriage and retrospective accounts of emotions surrounding efforts to conceive? An online sample of parents from across the U.S. (N = 429; 84.4 % married or cohabiting) reported their number of prior miscarriages and completed online questionnaires assessing recalled psychological adjustment (anxiety, rumination, positive and negative emotions) during their efforts to conceive their youngest child. In addition, they provided written responses regarding their experiences during this time. Participants’ responses were quantitatively analyzed for word use using LIWC, a text-analysis software program, to obtain an observational indicator of emotions. For women but not men, miscarriage was associated with recalled anxiety, rumination, and negative emotions surrounding efforts to conceive a child, as well as the use of more negative emotion, sadness, and anxiety words when describing efforts to conceive. Thus, miscarriage seemed to taint the emotional experience of trying to conceive again, and this consequence seemed particularly poignant for women.

JAMA NeurologyClinical Challenge

JAMA Neurology has officially started its new journal feature, the Clinical Challenge. This section, which is under the editorship of Lawrence S. Honig, MD, PhD, had its first article published online March 30, 2015.1 This article type will be initially published 4 times per year, with a planned expansion to 6 times per year. The goal of this feature is to assist the busyphysicianwith a short but diagnostically challenging case, allowing the physician toneurologically reasontheanswer.Readerswillbechallengedtoarriveat thecorrectdiagnosis for thecase fromasmall dataset, including case narratives and imaging. Readers will see a short clinical synopsis and relevant images and laboratory information, permitting them to exercise their diagnostic skills. The correct diagnostic answerwill not simply be the thought of the physician author but will, in all cases, be a definitive diagnosiswith confirmationby genetic, laboratory, or biopsy or autopsy pathological information. The feature will be published online, allowing the physician to take the challenge and then have immediate access to the answer, the actual diagnosis, and an accompanying brief discussion of how itwas reasonable to come to that diagnosis from the case synopsis. In the online version, the physician will be able to see, as in prior online quizzes, which answers colleagues favored. In the print version, the answer and discussion will be available toward the end of the pages in the same journal issue. The overall format of this section will continue to be like that of its online quiz predecessor, the successful feature, What is Your Diagnosis?, which was published only in online form on a quarterly basis from January 2011 through July 2014. The Clinical Challenge is the successor to this feature but is an integral journal section, alternatively viewable interactively online from a computer or mobile device or in the print version of the journal. It will be indexed like other articles. JAMA Neurology invites the submission of papers to this section. Any submission should include a maximum of as many as 3 authors and should adhere to the following format: an introductory paragraph introducing and describing the clinical case (nomore than 250 words); 1 to 3 figures including imaging, electrophysiological, and/or other laboratory data; 4 multiple choice potential answers for diagnosis; and a paragraph of discussion (no more than 600 words) disclosing the correct diagnosis and including as many as 10 references. We invite papers through the standard JAMA Neurology submissions process and anticipate a rapid review and publication process. All JAMA Neurology Clinical Challenges will be included intheJAMANetworkChallenge,apeer-reviewedmedicalgame provided forwide circulation. Access can be reached through the following link: http://mobile.jamanetwork.com/challenge .html. Instructions to authors for guidelines in preparing the Clinical Challenge can be found at: http://archneur .jamanetwork.com/public/instructionsForAuthors.aspx #SecJAMANeurologyClinicalChallenge.

Unleashing the Utilitarian Motivations of Online Shopping among Indian Youth

The study explores Utilitarian motivation of young Indian consumers during online shopping. According to internet world statistics report December 2013, India has the second largest number of internet users in the world next to china indicating a high opportunity for online business for electronic retailers and highlights the importance of utilitarian shopping benefits are young Indian consumers looking for. The current research examines utilitarian motivation in Indian context among Indian youth. A structured questionnaire was distributed to a sample of 280 Under Graduate and Post Graduates students specifically to those who had prior online purchase experience. Confirmatory factor analysis has been done using LISREL 8.8. Finally results were recorded and implications were discussed. DOI: 10.5901/mjss.2015.v6n2p391

Faculty Members’ Perspectives on Teaching Mathematics Online: Does Prior Online Learning Experience Count?

Ongoing developments in information and communication technologies have not only led to the emergence of completely online higher education institutions, but it has also impelled many traditional universities to open fully online degree programmes. The aim of this study is a qualitative review of the perspectives of faculty members teaching mathematics about teaching mathematics online. The study was conducted during the 2013-2014 spring semester, with the participation of eight faculty members from different online learning backgrounds, with individual semi-structured interviews conducted with each participant. The data analysis procedure started with the themes embedded into interview questions, and then re-constructed during the data gathering process. The themes set forth the general framework for the study, and then the codes were specified to identify differences and similarities between and among the participants with respect to teaching mathematics online. Data analysis showed that the most important concern for mathematicians in teaching mathematics online was the nature of mathematics as a discipline, while for mathematics educators it was the nature of the methodology in teaching mathematics. Both groups agreed on the efficiency of a blended approach for teaching mathematics, where the face-to-face classroom environment and online technologies were used complementarily. Participants with prior online learning experience were considered to have more a positive perspective about using online technologies for teaching mathematics. Keywords: Online education; online mathematics education; mathematics educators; professional development Ogretim Uyelerinin Cevrimici Matematik Ogretimine Bakislari: Cevrimici Ogrenme Deneyimi Bakis Acisini Degistiriyor Mu? Oz Bilgi ve iletisim teknolojilerinde yasanan hizli degisim, yalnizca acik ve uzaktan egitim veren yuksekogretim kurumlarinin sayilarinin artmasina neden olmakla kalmamis, geleneksel yuz yuze egitim veren yuksekogretim kurumlarinin da cevrimici uzaktan egitim programlari acmalarina neden olmustur. Bu calisma, matematik ve matematik egitimi alaninda gorev yapan ogretim uyelerinin cevrimici matematik ogretimi konusuna bakislarini nitel bir yaklasimla ele almayi amaclamaktadir. Calisma, 2013-2014 bahar doneminde, farkli cevrimici ogrenme deneyimlerine sahip olan sekiz ogretim uyesinin katilimiyla gerceklestirilmistir. Katilimcilarin her biriyle, bireysel, yari yapilandirilmis gorusmeler yapilmistir. Veri analizi temalarin gorusme sorularina eklenmesiyle baslamis, veri toplama surecinde temalar yeniden yapilandirilmistir. Temalar calismanin genel cercevesini ortaya koymus, katilimcilarin cevrimici matematik ogretimine iliskin gorusleri arasindaki benzerlik ve farkliliklarin belirlenmesi amaciyla kodlar belirlenmistir. Veri analizi, matematikciler icin cevrimici matematik ogretimine dair en onemli kayginin bir disiplin olarak matematigin dogasi oldugunu, matematik egitimcileri icin ise matematik ogretimi yonteminin dogasi oldugunu gostermistir. Her iki grup da, yuz yuze sinif ortami ile cevrimici teknolojilerin birbirlerini tamamlayici olarak kullanildigi karma bir yaklasimin matematik ogretimi icin daha etkin olacagi konusunda hemfikirdir. Daha onceden cevrimici ogrenme deneyimine sahip katilimcilarin matematik ogretiminde cevrimici teknolojilerin kullanimina iliskin daha olumlu bir bakisa sahip olduklari gorulmustur. Anahtar Kelimeler: Cevrimici ogrenme; cevrimici matematik ogretimi; matematik egitimcileri; mesleki gelisim

Prior online course experience and G.P.A. as predictors of subsequent online STEM course outcomes

This study found that G.P.A. and prior online experience both predicted online STEM course outcomes. While students with higher G.P.A.s were also more likely to have successfully completed prior online courses, prior online course experience added significant information about likely future STEM online outcomes, even when controlling for G.P.A. Students who had successfully completed all prior online courses had significantly higher rates of successful online STEM course completion at all G.P.A. levels than students who had failed to complete even one prior online course successfully. Students who had dropped or earned a D or F grade in even one prior online course had significantly lower rates of successful online STEM course completion than students with no prior online experience, even when controlling for G.P.A. This suggests that prior online course outcomes should be combined with G.P.A. when attempting to identify community college students at highest risk in online STEM courses.

Determinants of customer intentions for online shopping: A Study from Pakistan

Time and trend wait for none. We are in 2013 where time is money. In past people travels hundred miles for transactions, which was a time consuming activity. This courage’s people to shop online instead manual shopping. Online Shopping (OS) has totally changed the people perception about shopping. Generally the objective of this research is to discover the influence of different variables on online shopping intention. Specifically the aim of this study is to find the impact of Prior Online Shopping Experience (POSE) on Perceived Ease Of Use (PEOU) , Perceived Usefulness (PU) and Perceived Risk (PR) then PEOU, PU and PR influence on Attitude Towards Online Shopping Intention (ATOSI) and farther the influence of ATOS on Online Shopping Intention (OSI) . A questioner survey has been conducted to test the hypothesis. The sample of 200 respondents received through these questioners. The result shows that POS didn’t has any effect on PU, PEOU and PR while PU and PEOU has positive significant effect and PR has a negative effect on ATOSI. This study also found that ATOSI has a positive significant effect on online shopping intention.

Comfort and experience with online learning: trends over nine years and associations with knowledge.

BackgroundSome evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes.MethodsEach year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time.Results371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant.ConclusionsComfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

Investigating the Motives of Customers' Continuance Intentions towards Online Reservation

Despite the growth in online reservation in recent years, research surrounding customer continuance intentions regarding this service remains insufficient. This research attempts to fill this gap by integrating the e-service quality model with the expectation–confirmation model (ECM) to measure continuance intentions regarding online reservation. Data was collected from a survey of users who have prior online reservation experience at two universities in the United Arab Emirates. Statistical analysis was performed to test the relationships among the different research variables using structural equation modeling (SEM). The results show that all the e-service quality dimensions proposed in this study significantly affect utilitarian value, with the exception of e-service quality related to responsiveness. Furthermore, utilitarian values positively influence hedonic values and both utilitarian and hedonic values have a positive influence on satisfaction. Finally both subjective norms and satisfaction are significantly associated with continuance intentions regarding online reservation. Implications of the study and directions for future research are provided.

System, scholar or students? Which most influences online MBA course effectiveness?

Considering the increasingly challenging resource environments in many business schools, this study examined whether course technologies, learner behaviors or instructor behaviors best predict online course outcomes so that administrators and support personnel can prioritize their efforts and investments. Based on reviewing prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, our study of 48 online Master of Business Administration courses found that although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the technology acceptance model and media variety, predicted perceived learning (perceived ease of use) and delivery medium satisfaction (perceived usefulness). The paper provides recommendations for instructors and administrators based on the findings, specifically advocating for a balance between instructor and administrator involvement in course design, presentation and conduct. The paper concludes by describing research opportunities regarding the roles of social presence in and collaborative approaches to online learning in business schools.

Do prior online course outcomes provide more information than G.P.A. alone in predicting subsequent online course grades and retention? An observational study at an urban community college

In this study, prior online course outcomes and pre-course enrollment G.P.A. were used as predictors of subsequent online course outcomes, and the interaction between these two factors was assessed in order to determine the extent to which students with similar G.P.A.'s but with different prior online course outcomes may differ in their likelihood of successfully completing a subsequent online course. This study used a sample of 962 students who took an online course at a large urban community college from 2004 to 2010. Results indicate that prior online course experience is a very significant predictor of successful completion of subsequent online courses, even more so than G.P.A. For students with no prior online course experience, G.P.A. was a good predictor of future online course outcomes; but for students with previous online course experience prior online course outcomes was a more significant predictor of future online course grades and retention than G.P.A.

How do online bidders differ from non-bidders?

This study compares online bidders and non-bidders based on their demographic and psychographic characteristics. An online survey was developed to collect data using Zoomerang's online consumer panel. Findings show that online bidders have a lower level of risk aversion and a higher level of need for uniqueness and propensity to trust than nonbidders. Online bidders are also more likely to engage in variety-seeking and impulsive-buying behavior than non-bidders. Results indicate that online bidders are younger, more educated, and have a higher income level than non-bidders. This study also finds that gender and prior online shopping experience moderate the differences between online bidders and non-bidders. Theoretical and managerial implications are discussed.

Determinants of customers' online purchase intention: an empirical study in India

Purpose – According to Associated Chambers of Commerce and Industry of India (ASSOCHAM), the size of the Indian online retail industry is INR 2000 crore and the industry is projected a steady annual growth rate of 35 per cent to reach INR 7000 crore by 2015. Given the growing importance of the online retail industry in India, it remains imperative for web retailers and internet marketers to understand the determinants of online customers' purchase intention to decipher what is important to the Indian online customer. This paper attempts to identify the determinants of online purchase intention among youth in the Indian context.Design/methodology/approach – Based on a detailed literature review, customer online purchase intention shopping orientation factors such as impulse purchase orientation, brand orientation and quality orientation were considered along with online trust and prior online purchase experience. The results are based on 95 valid responses received from the online survey.Findings – The res...

System, scholar, or students? Which most influences online MBA course effectiveness?

Considering the increasingly challenging resource environments that exist in many U. S. business schools, this study sought to examine whether course technologies, learner behaviors, or instructor behaviors best predicted online course outcomes so that administrators and support personnel may best prioritize their efforts and investments. Based on reviewing the prior online and blended management education literature, we hypothesized that instructor behaviors would be most predictive of online course outcomes. However, in our study of 46 online MBA courses, although instructor behaviors (operationalized as teaching presence) was the strongest predictor of any of our three outcome variables (perceived learning), only student behaviors (operationalized as social presence) significantly predicted all three (course grades, perceived learning and delivery medium satisfaction). Technological characteristics, operationalized using variables from the TAM and media variety, predicted perceived learning (perceived ...

Influence of Prior Online Course Experience on the Perceived Benefit of an Online Professional Development Course

In 2011, the American Physiological Society (APS) offered an online professional development course entitled “Writing and Reviewing for Scientific Journals.” This 6‐week course was conducted exclusively online via the Blackboard Learn platform. Fifty percent of the students taking this course had previous online course experience and fifty percent did not. Therefore, this study sought to determine if students with previous online course experience found the online course easier, more useful, and more beneficial than students who did not have previous online course experience. To evaluate these questions, students were required to complete an anonymous post‐course survey consisting of Likert Scale questions and additional comment sections. Surprisingly, students without online course experience tended to find the online course more easy to use than students with online course experience. Additionally, although perceived usefulness of the course components tended to be the same between students from both groups, students with online course experience tended to rate their overall perceived skill strength after the course as higher than the students without online course experience. These finding suggests that prior online course experience may increase students’ perceived benefit of an online professional development course.

Is the Second Time the Charm? Investigating Trends in Online Re-enrollment, Retention and Success

Online education is becoming an increasingly important component of higher education. The Sloan Foundation 2010 Survey of Online Learning reports that more than 30% of all students take at least one online course during their college career. Because of this, attention is now turning to the quality of student outcomes that this instructional method provides. However, there is a huge gap in empirical investigations devoted to the link between technology and performance indicators such as grade performance, re-enrollment and course completion (Nora & Plazas Snyder, 2008). This study found that prior online course experience is strongly correlated with future online course success. In fact, knowing a student’s prior online course success explains 13.2% of the variation in retention and 24.8% of the variation in online success in our sample, a large effect size. Students who have not successfully completed any previous online courses have very low success and retention rates, and students who have successfully completed all prior online courses have fairly high success and retention rates. Therefore, this study suggests that additional support services need to be provided to previously unsuccessful online learners, while students who succeed online should be encouraged to enroll in additional online courses in order to increase retention and success rates in online learning.