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disinhibition</title> <meta name="description" content="Search results for: online disinhibition"> <meta name="keywords" content="online disinhibition"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="online disinhibition"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2661</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: online disinhibition</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2661</span> Factors Influencing University Students' Online Disinhibition Behavior: The Moderating Effects of Deterrence and Social Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang">Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Kuei-Ing"> Kuei-Ing</a>, <a href="https://publications.waset.org/abstracts/search?q=Jou-Fan%20Shih"> Jou-Fan Shih</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study adopts deterrence theory as well as social identities as moderators, and explores their moderating affects on online toxic disinhibition. Survey and Experimental methodologies are applied to test the research model and four hypotheses are developed in this study. The controllability of identity positively influenced the behavior of toxic disinhibition both in experimental and control groups while the fluidity of the identity did not have significant influences on online disinhibition. Punishment certainty, punishment severity as well as social identity negatively moderated the relation between the controllability of the identity and the toxic disinhibition. The result of this study shows that internet users hide their real identities when they behave inappropriately on internet, but once they acknowledge that the inappropriate behavior will be found and punished severely, the inappropriate behavior then will be weakened. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=seductive%20properties%20of%20internet" title="seductive properties of internet">seductive properties of internet</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20disinhibition" title=" online disinhibition"> online disinhibition</a>, <a href="https://publications.waset.org/abstracts/search?q=punishment%20certainty" title=" punishment certainty"> punishment certainty</a>, <a href="https://publications.waset.org/abstracts/search?q=punishment%20severity" title=" punishment severity"> punishment severity</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20identity" title=" social identity"> social identity</a> </p> <a href="https://publications.waset.org/abstracts/5066/factors-influencing-university-students-online-disinhibition-behavior-the-moderating-effects-of-deterrence-and-social-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/5066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">508</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2660</span> Fear of Isolation, Online Efficacy, and Selective Exposure in Online Political Discourse</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kyujin%20Shim">Kyujin Shim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores how individual motivations in political psychology will lead to political expression and online discourse, and how those online political discourses result in individuals’ exposure to extreme/ personally-entertaining/ disinhibiting content. This study argues that a new framework beyond the conventional paradigm (e.g., selective exposure based on partisanship/ ideology) is needed for better grasp of non-ideological/ anarchic, and/or of nonpartisan yet anonymity-/ extremity-/ disinhibition-related online behaviors regarding political conversations. Further, this study proposes a new definition of ‘selective exposure,’ with special attention to online efficacy and psychological motivations/gratifications sought in the online sphere. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=selective%20exposure" title="selective exposure">selective exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=fear%20of%20isolation" title=" fear of isolation"> fear of isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20psychology" title=" political psychology"> political psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20discourse" title=" online discourse"> online discourse</a> </p> <a href="https://publications.waset.org/abstracts/57638/fear-of-isolation-online-efficacy-and-selective-exposure-in-online-political-discourse" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57638.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">433</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2659</span> A Computational Model of the Thermal Grill Illusion: Simulating the Perceived Pain Using Neuronal Activity in Pain-Sensitive Nerve Fibers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Subhankar%20Karmakar">Subhankar Karmakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhan%20Kumar%20Vasudevan"> Madhan Kumar Vasudevan</a>, <a href="https://publications.waset.org/abstracts/search?q=Manivannan%20Muniyandi"> Manivannan Muniyandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Thermal Grill Illusion (TGI) elicits a strong and often painful sensation of burn when interlacing warm and cold stimuli that are individually non-painful, excites thermoreceptors beneath the skin. Among several theories of TGI, the “disinhibition” theory is the most widely accepted in the literature. According to this theory, TGI is the result of the disinhibition or unmasking of the pain-sensitive HPC (Heat-Pinch-Cold) nerve fibers due to the inhibition of cold-sensitive nerve fibers that are responsible for masking HPC nerve fibers. Although researchers focused on understanding TGI throughexperiments and models, none of them investigated the prediction of TGI pain intensity through a computational model. Furthermore, the comparison of psychophysically perceived TGI intensity with neurophysiological models has not yet been studied. The prediction of pain intensity through a computational model of TGI can help inoptimizing thermal displays and understanding pathological conditions related to temperature perception. The current studyfocuses on developing a computational model to predict the intensity of TGI pain and experimentally observe the perceived TGI pain. The computational model is developed based on the disinhibition theory and by utilizing the existing popular models of warm and cold receptors in the skin. The model aims to predict the neuronal activity of the HPC nerve fibers. With a temperature-controlled thermal grill setup, fifteen participants (ten males and five females) were presented with five temperature differences between warm and cold grills (each repeated three times). All the participants rated the perceived TGI pain sensation on a scale of one to ten. For the range of temperature differences, the experimentally observed perceived intensity of TGI is compared with the neuronal activity of pain-sensitive HPC nerve fibers. The simulation results show a monotonically increasing relationship between the temperature differences and the neuronal activity of the HPC nerve fibers. Moreover, a similar monotonically increasing relationship is experimentally observed between temperature differences and the perceived TGI intensity. This shows the potential comparison of TGI pain intensity observed through the experimental study with the neuronal activity predicted through the model. The proposed model intends to bridge the theoretical understanding of the TGI and the experimental results obtained through psychophysics. Further studies in pain perception are needed to develop a more accurate version of the current model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=thermal%20grill%20Illusion" title="thermal grill Illusion">thermal grill Illusion</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20modelling" title=" computational modelling"> computational modelling</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation" title=" simulation"> simulation</a>, <a href="https://publications.waset.org/abstracts/search?q=psychophysics" title=" psychophysics"> psychophysics</a>, <a href="https://publications.waset.org/abstracts/search?q=haptics" title=" haptics"> haptics</a> </p> <a href="https://publications.waset.org/abstracts/146130/a-computational-model-of-the-thermal-grill-illusion-simulating-the-perceived-pain-using-neuronal-activity-in-pain-sensitive-nerve-fibers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146130.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2658</span> The Role of Validity and Reliability in the Development of Online Testing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ani%20Demetrashvili">Ani Demetrashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to show how students trust online tests and determine validity and reliability in the development of online testing. The pandemic situation changed every field in the world, and it changed education as well. Educational institutions moved into the online space, which was the only decision they were able to make at that time. Online assessment through online proctoring was a totally new challenge for educational institutions, and they needed to deal with it successfully. Participants were chosen from the English language center. The validity of the questionnaire was identified according to the Likert scale and Cronbach’s alpha; later, data from the participants was analyzed as well. The article summarizes literature that is available about online assessment and is interesting for people who are interested in this kind of assessment. Based on the research findings, students favor in-person testing over online assessment due to their lack of experience and skills in the latter. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20assessment" title="online assessment">online assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20proctoring" title=" online proctoring"> online proctoring</a> </p> <a href="https://publications.waset.org/abstracts/187376/the-role-of-validity-and-reliability-in-the-development-of-online-testing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187376.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">40</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2657</span> Internet Shopping: A Study Based On Hedonic Value and Flow Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To">Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=E-Ping%20Sung"> E-Ping Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the flourishing development of online shopping, an increasing number of customers see online shopping as an entertaining experience. Because the online consumer has a double identity as a shopper and an Internet user, online shopping should offer hedonic values of shopping and Internet usage. The purpose of this study is to investigate hedonic online shopping motivations from the perspectives of traditional hedonic value and flow theory. The study adopted a focus group interview method, including two online and two offline interviews. Four focus groups of shoppers consisted of online professionals, online college students, offline professionals and offline college students. The results of the study indicate that traditional hedonic values and dimensions of flow theory exist in the online shopping environment. The study indicated that online shoppers seem to appreciate being able to learn things and grow to become competitive achievers online. Comparisons of online hedonic motivations between groups are conducted. This study serves as a basis for the future growth of Internet marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title="flow theory">flow theory</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation" title=" hedonic motivation"> hedonic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=internet%20shopping" title=" internet shopping"> internet shopping</a> </p> <a href="https://publications.waset.org/abstracts/29860/internet-shopping-a-study-based-on-hedonic-value-and-flow-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">280</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2656</span> Research on the Online Learning Activities Design and Students’ Experience Based on APT Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Yanli">Wang Yanli</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Yun"> Cheng Yun</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Jiarui"> Yang Jiarui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to the separation of teachers and students, online teaching during the COVID-19 epidemic was faced with many problems, such as low enthusiasm of students, distraction, low learning atmosphere, and insufficient interaction between teachers and students. The essay designed the elaborate online learning activities of the course 'Research Methods of Educational Science' based on the APT model from three aspects of multiple assessment methods, a variety of teaching methods, and online learning environment and technology. Student's online learning experience was examined from the perception of online course, the perception of the online learning environment, and satisfaction after the course’s implementation. The research results showed that students have a positive overall evaluation of online courses, a high degree of engagement in learning, positive acceptance of online learning, and high satisfaction with it, but students hold a relatively neutral attitude toward online learning. And some dimensions in online learning experience were found to have positive inﬂuence on students' satisfaction with online learning. We suggest making the good design of online courses, selecting proper learning platforms, and conducting blended learning to improve students’ learning experience. This study has both theoretical and practical significance for the design, implementation, effect feedback, and sustainable development of online teaching in the post-epidemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=APT%20model" title="APT model">APT model</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20activities" title=" online learning activities"> online learning activities</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20experience" title=" learning experience"> learning experience</a> </p> <a href="https://publications.waset.org/abstracts/130109/research-on-the-online-learning-activities-design-and-students-experience-based-on-apt-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130109.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2655</span> In Online and Laboratory We Trust: Comparing Trust Game Behavior in Three Environments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaisa%20M.%20Herne">Kaisa M. Herne</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanna%20E.%20Bj%C3%B6rkstedt"> Hanna E. Björkstedt</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Comparisons of online and laboratory environments are important for assessing whether the environment influences behavioral results. Trust game behavior was examined in three environments: 1) The standard laboratory setting with physically present participants (laboratory), 2) An online environment with an online meeting before playing the trust game (online plus a meeting); and 3) An online environment without a meeting (online without a meeting). In laboratory, participants were present in a classroom and played the trust game anonymously via computers. Online plus a meeting mimicked the laboratory in that participants could see each other in an online meeting before sessions started, whereas online without a meeting was a standard online experiment in which participants did not see each other at any stages of the experiment. Participants were recruited through pools of student subjects at two universities. The trust game was identical in all conditions; it was played with the same software, anonymously, and with stranger matching. There were no statistically significant differences between the treatment conditions regarding trust or trustworthiness. Results suggest that conducting trust game experiments online will yield similar results to experiments implemented in a laboratory. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=laboratory%20vs.%20online%20experiment" title="laboratory vs. online experiment">laboratory vs. online experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20behavior" title=" trust behavior"> trust behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=trust%20game" title=" trust game"> trust game</a>, <a href="https://publications.waset.org/abstracts/search?q=trustworthiness%20behavior" title=" trustworthiness behavior"> trustworthiness behavior</a> </p> <a href="https://publications.waset.org/abstracts/179342/in-online-and-laboratory-we-trust-comparing-trust-game-behavior-in-three-environments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179342.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2654</span> Factor Driving Consumer Intention in Online Shopping </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wanida%20Suwunniponth">Wanida Suwunniponth</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objectives of this research paper was to study the influencing factors that contributed the willingness of consumers to purchase products online included quality of website, perceived ease of use, perceived usefulness, trust on online purchases, attitude towards online shopping and intentions to online purchases. The research was conducted in both quantitative and qualitative methods, by utilizing both questionnaire and in-depth interview. A questionnaire was used to collect data from 350 consumers who had online shopping experiences in Bangkok, Thailand. Statistics utilized in this research included descriptive statistics and path analysis. The findings revealed that the factors concerning with quality of website, perceived ease of use and perceived usefulness played an influence on trust in online shopping. Trust also played an influence on attitude towards online purchase, whereas trust and attitude towards online purchase manipulated the intention of online purchase. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-commerce" title="e-commerce">e-commerce</a>, <a href="https://publications.waset.org/abstracts/search?q=intention" title=" intention"> intention</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20shopping" title=" online shopping"> online shopping</a>, <a href="https://publications.waset.org/abstracts/search?q=TAM" title=" TAM"> TAM</a>, <a href="https://publications.waset.org/abstracts/search?q=technological%20acceptance%20model" title=" technological acceptance model"> technological acceptance model</a> </p> <a href="https://publications.waset.org/abstracts/8129/factor-driving-consumer-intention-in-online-shopping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8129.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">260</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2653</span> Online Metacognitive Reading Strategies Use by Postgraduate Libyan EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Najwa%20Alsayed%20Omar">Najwa Alsayed Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing popularity of the Internet, online reading has become an essential source for EFL readers. Using strategies to comprehend information on online reading texts play a crucial role in students’ academic success. Metacognitive reading strategies are effective factors that enhance EFL learners reading comprehension. This study aimed at exploring the use of online metacognitive reading strategies by postgraduate Libyan EFL students. Quantitative data was collected using the Survey of Online Reading Strategies (OSORS). The findings revealed that the participants were moderate users of metacognitive online reading strategies. Problem solving strategies were the most frequently reported used strategies, while support reading strategies were the least. The five most and least frequently reported strategies were identified. Based on the findings, some future research recommendations were presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title="metacognitive strategies">metacognitive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading" title=" online reading"> online reading</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reading%20strategies" title=" online reading strategies"> online reading strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=postgraduate%20students" title=" postgraduate students"> postgraduate students</a> </p> <a href="https://publications.waset.org/abstracts/11899/online-metacognitive-reading-strategies-use-by-postgraduate-libyan-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11899.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2652</span> Online Teaching Methods and Student Satisfaction during a Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anita%20K%C3%A9ri">Anita Kéri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the outbreak of the global pandemic of COVID-19, online education characterizes today’s higher education. For some higher education institutions (HEIs), the shift from classroom education to online solutions was swift and smooth, and students are continuously asked about their experience regarding online education. Therefore, there is a growing emphasis on student satisfaction with online education, a field that had emerged previously, but has become the center of higher education and research interest today. The aim of the current paper is to give a brief overview of the tools used in the online education of marketing-related classes at the examined university and to investigate student satisfaction with the applied teaching methodologies with the tool of a questionnaire. Results show that students are most satisfied with their teachers’ competences and preparedness, while they are least satisfied with online class quality, where it seems that further steps are needed to be taken. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=netnography" title="netnography">netnography</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title=" online teaching"> online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a> </p> <a href="https://publications.waset.org/abstracts/132404/online-teaching-methods-and-student-satisfaction-during-a-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132404.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2651</span> Enhancing Pedagogical Practices in Online Arabic Language Instruction: Challenges, Opportunities, and Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Salah%20Algabli">Salah Algabli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As online learning takes center stage; Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20language%20learning" title="online Arabic language learning">online Arabic language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20opportunities%20and%20challenges" title=" pedagogical opportunities and challenges"> pedagogical opportunities and challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20Arabic%20teachers" title=" online Arabic teachers"> online Arabic teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20language%20instruction" title=" online language instruction"> online language instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20pedagogy" title=" digital pedagogy"> digital pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/179773/enhancing-pedagogical-practices-in-online-arabic-language-instruction-challenges-opportunities-and-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179773.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">62</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2650</span> Investigating Factors Influencing Online Formal and Informal Learning Satisfaction of College Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lei%20Zhang">Lei Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Li%20Ji"> Li Ji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formal learning and informal learning represent two distinct learning styles: one is systematic and organized, another is causal and unstructured. Although there are many factors influencing online learning satisfaction, including self-regulation, self-efficacy, and interaction, factors influencing online formal learning and informal learning satisfaction may differ from each other. This paper investigated and compared influential factors of online formal and informal learning. Two questionnaires were created based on previous studies to explore factors influencing online formal learning and online informal learning satisfaction, respectively. A sample of 105 college students from different departments in a university located in the eastern part of China was selected to participate in this study. They all had an online learning experience and agreed to fill out questionnaires. Correlation analysis, variance analysis, and regression analysis were employed in this study. In addition, five participants were chosen for interviews. The study found that student-content, interaction, self-regulation, and self-efficacy related positively to both online formal learning and informal learning satisfaction. In addition, compared to online formal learning, student-content interaction in informal learning was the most influential factor for online learning satisfaction, perhaps that online informal learning was more goal-oriented and learners paid attention to the quality of content. In addition, results also revealed that interactions among students or teachers had little impact on online informal learning satisfaction. This study compared influential factors in online formal and informal learning satisfaction helped to add discussions to online learning satisfaction and contributed to further practices of online learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20satisfaction" title="learning satisfaction">learning satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20learning" title=" formal learning"> formal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a> </p> <a href="https://publications.waset.org/abstracts/119904/investigating-factors-influencing-online-formal-and-informal-learning-satisfaction-of-college-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119904.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2649</span> Factors Determining the Purchasing Intentions towards Online Shopping: An Evidence from Twin Cities of Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Waiz">Muhammad Waiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Rana%20Maruf%20Tahir"> Rana Maruf Tahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Javaid"> Fatima Javaid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Technology in the recent times is available for everyone in the world that no one is left behind. After getting technology into our daily routine, there is a need to study the different factors regarding online shopping. This study examines the impact of online reviews, mobile shopping and computer literacy on online purchasing intention. The sample size was 200 from which 167 complete questionnaires were collected from students and employees of twin cities. SPSS programming software was used to analyze the impact of different factors on purchasing intention. The results of this study showed that those websites which have good ratings and have online shopping application will attract more customers towards them whereas the results showed that the computer literacy has no impact on online purchasing intention. Findings may help for those who want to increase their sales or to start a new online business. Future research, limitations, and implications are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20literacy" title="computer literacy">computer literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20shopping" title=" mobile shopping"> mobile shopping</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20purchase%20intention" title=" online purchase intention"> online purchase intention</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20reviews" title=" online reviews"> online reviews</a>, <a href="https://publications.waset.org/abstracts/search?q=theory%20of%20planned%20behavior" title=" theory of planned behavior"> theory of planned behavior</a> </p> <a href="https://publications.waset.org/abstracts/88469/factors-determining-the-purchasing-intentions-towards-online-shopping-an-evidence-from-twin-cities-of-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">226</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2648</span> The Role of Online Deliberation on Citizens’ Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amalia%20Triantafillidoy">Amalia Triantafillidoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgios%20Lappas"> Georgios Lappas</a>, <a href="https://publications.waset.org/abstracts/search?q=Prodromos%20Yannas"> Prodromos Yannas</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandros%20Kleftodimos"> Alexandros Kleftodimos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper an experiment was conducted to assess the impact of online deliberation on citizens’ attitudes. Specifically, this research compared pre and post deliberation opinions of participants who deliberated online via an asynchronous platform regarding the issue of political opinion polls. Results indicate that online deliberation had a positive effect on citizens’ attitudes since it was found that following deliberation participants changed their views regarding public opinion polls. Specifically, online deliberation improved discussants perceptions regarding the reliability of polls, while suppressing their negative views about the misuse of polls by media, polling organizations and politicians. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20change" title="attitudes change">attitudes change</a>, <a href="https://publications.waset.org/abstracts/search?q=e-democracy" title=" e-democracy"> e-democracy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20deliberation" title=" online deliberation"> online deliberation</a>, <a href="https://publications.waset.org/abstracts/search?q=opinion%20polls" title=" opinion polls"> opinion polls</a> </p> <a href="https://publications.waset.org/abstracts/32706/the-role-of-online-deliberation-on-citizens-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32706.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">320</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2647</span> The Effect of Online Learning During the COVID-19 Pandemic on Student Mental</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adelia%20Desi%20Agnesita">Adelia Desi Agnesita</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The advent of a new disease called covid-19 made many major changes in the world, one of which is the process of learning and teaching. Learning formerly offline but now is done online, which makes students need adaptation to the learning process. The covid-19 pandemic that occurs almost worldwide causes activities that involve many people to be avoided, one of which is learning to teach. In Indonesia, since March 2020, the process of college learning is turning into online/ long-distance learning. It's to prevent the spread of the covid-19. Student online learning presents some of the obstacles to poor signals, many of the tasks, lack of focus, difficulty sleeping, and resulting stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=online" title=" online"> online</a>, <a href="https://publications.waset.org/abstracts/search?q=covid-19" title=" covid-19"> covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/145390/the-effect-of-online-learning-during-the-covid-19-pandemic-on-student-mental" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145390.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2646</span> Effectiveness of Online Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shazi%20Shah%20Jabeen">Shazi Shah Jabeen</a>, <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Jesse%20Thomas"> Ajay Jesse Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is aimed at understanding the learning trends of students who opt for online language courses and to assess the effectiveness of the same. Multiple factors including use of the latest available technology and the skills that are trained by these online methods have been assessed. An attempt has been made to answer how each of the various language skills is trained online and how effective the online methods are compared to the classroom methods when students interact with peers and instructor. A mixed method research design was followed for collecting information for the study where a survey by means of a questionnaire and in-depth interviews with a number of respondents were undertaken across the various institutes and study centers located in the United Arab Emirates. The questionnaire contained 19 questions which included 7 sub-questions. The study revealed that the students find learning with an instructor to be a lot more effective than learning alone in an online environment. They prefer classroom environment more than the online setting for language learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title="effectiveness">effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills "> skills </a> </p> <a href="https://publications.waset.org/abstracts/29593/effectiveness-of-online-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29593.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">589</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2645</span> Hedonic Motivations for Online Shopping</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-Lai%20To">Pui-Lai To</a>, <a href="https://publications.waset.org/abstracts/search?q=E-Ping%20Sung"> E-Ping Sung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate hedonic online shopping motivations. A qualitative analysis was conducted to explore the factors influencing online hedonic shopping motivations. The results of the study indicate that traditional hedonic values, consisting of social, role, self-gratification, learning trends, pleasure of bargaining, stimulation, diversion, status, and adventure, and dimensions of flow theory, consisting of control, curiosity, enjoyment, and telepresence, exist in the online shopping environment. Two hedonic motivations unique to Internet shopping, privacy and online shopping achievement, were found. It appears that the most important hedonic value to online shoppers is having the choice to interact or not interact with others while shopping on the Internet. This study serves as a basis for the future growth of Internet marketing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20shopping" title="internet shopping">internet shopping</a>, <a href="https://publications.waset.org/abstracts/search?q=shopping%20motivation" title=" shopping motivation"> shopping motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=hedonic%20motivation" title=" hedonic motivation"> hedonic motivation</a> </p> <a href="https://publications.waset.org/abstracts/10050/hedonic-motivations-for-online-shopping" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">475</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2644</span> Children Protection in the Digital Space</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beverly%20Komen">Beverly Komen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online crimes have been on the rise in the recent days, especially with the hit of the covid-19 pandemic. The coronavirus pandemic has led to an unprecedented rise in screen time, this means more families are relying on technology and digital solutions to keep children learning, spending more time on the virtual platforms can leave children vulnerable to online abuse and exploitation. With ease access of affordable phones, internet, and increased online activities, all children are at risk of being abused online hence making the digital space unsafe for children. With these increased use of technology and its accessibility, children are at risk of facing challenges such as access to inappropriate content, online grooming, identity theft, cyber bullying, among other risks. The big question is; as we enjoy the benefits brought in by technology, how do we ensure that our children are save in this digital space? With the analysis of the current trends, there is a gap in knowledge on people’s understanding on child online protection and safety measures when using the digital space. A survey conducted among 50 parents in Nairobi in Kenya indicated that there is a gap in knowledge on online protection of children and over 50 % of the participants shared that for sure they have no idea on how to protect children online. This paper seeks to address the concept of child protection in the digital space and come up with viable solutions in protecting children from online vices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20protection" title="child protection">child protection</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20space" title=" digital space"> digital space</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20risks" title=" online risks"> online risks</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20grooming" title=" online grooming"> online grooming</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20bulying" title=" cyber bulying"> cyber bulying</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20child%20sexual%20exploitation" title=" online child sexual exploitation"> online child sexual exploitation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20abuse" title=" and abuse"> and abuse</a> </p> <a href="https://publications.waset.org/abstracts/143939/children-protection-in-the-digital-space" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143939.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2643</span> An Analysis of How Students Perceive Their Self-Efficacy in Online Speaking Classes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heny%20Hartono">Heny Hartono</a>, <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Titiek%20Murniati"> Cecilia Titiek Murniati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic has given teachers and students no other choice but having full online learning. In such an emergency situation as the time of the covid-19 pandemic, the application of LMS (Learner Management System) in higher education is the most reasonable solution for students and teachers. In fact, the online learning requires all elements of a higher education systems, including the human resources, infrastructure, and supporting systems such as the application, server, and stable internet connection. The readiness of the higher education institution in preparing the online system may secure those who are involved in the online learning process. It may also result in students’ self-efficacy in online learning. This research aimed to investigate how students perceive their self-efficacy in online English learning, especially in speaking classes which is considered as a productive language skill. This research collects qualitative data with narrative inquiry involving 25 students of speaking classes as the respondents. The results of this study show that students perceive their self-efficacy in speaking online classes as not very high. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title="self-efficacy">self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=college%20students" title=" college students"> college students</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/152039/an-analysis-of-how-students-perceive-their-self-efficacy-in-online-speaking-classes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2642</span> The Impact of Online Advertising on Consumer Purchase Behaviour Based on Malaysian Organizations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naser%20Zourikalatehsamad">Naser Zourikalatehsamad</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyed%20Abdorreza%20Payambarpour"> Seyed Abdorreza Payambarpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Alwashali"> Ibrahim Alwashali</a>, <a href="https://publications.waset.org/abstracts/search?q=Zahra%20Abdolkarimi"> Zahra Abdolkarimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to evaluate the effect of online advertising on consumer purchase behavior in Malaysian organizations. The paper has potential to extend and refine theory. A survey was distributed among Students of UTM university during the winter 2014 and 160 responses were collected. Regression analysis was used to test the hypothesized relationships of the model. Result shows that the predictors (cost saving factor, convenience factor and customized product or services) have positive impact on intention to continue seeking online advertising. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consumer%20purchase" title="consumer purchase">consumer purchase</a>, <a href="https://publications.waset.org/abstracts/search?q=convenience" title=" convenience"> convenience</a>, <a href="https://publications.waset.org/abstracts/search?q=customized%20product" title=" customized product"> customized product</a>, <a href="https://publications.waset.org/abstracts/search?q=cost%20saving" title=" cost saving"> cost saving</a>, <a href="https://publications.waset.org/abstracts/search?q=customization" title=" customization"> customization</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20theory" title=" flow theory"> flow theory</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20communication" title=" mass communication"> mass communication</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20ads" title=" online advertising ads"> online advertising ads</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20measurement" title=" online advertising measurement"> online advertising measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20advertising%20mechanism" title=" online advertising mechanism"> online advertising mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20intelligence%20system" title=" online intelligence system"> online intelligence system</a>, <a href="https://publications.waset.org/abstracts/search?q=self-confidence" title=" self-confidence"> self-confidence</a>, <a href="https://publications.waset.org/abstracts/search?q=willingness%20to%20purchase" title=" willingness to purchase "> willingness to purchase </a> </p> <a href="https://publications.waset.org/abstracts/37191/the-impact-of-online-advertising-on-consumer-purchase-behaviour-based-on-malaysian-organizations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37191.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2641</span> Leading People in a Digital Era: A Theoretical Study of Challenges and Opportunities of Online Networking Platforms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pawel%20Korzynski">Pawel Korzynski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Times where leaders communicate mainly while walking along the hallways have passed away. Currently, millennials, people that were born between the early 1980s and the early 2000s, extensively use applications based on Web 2.0 model that assumes content creation and edition by all Internet users in a collaborative fashion. Leaders who are willing to engage their subordinates in a digital era, increasingly often use above-mentioned applications. This paper discusses challenges and opportunities that are related to leaders’ online networking. First, online networking-related terms that appeared in literature are analyzed. Then, types of online networking platforms for leaders and ways how these platforms can be used are discussed. Finally, several trends in online networking studies and extrapolation of some findings to leadership are explained. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media" title="social media">social media</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20era" title=" digital era"> digital era</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20networking" title=" online networking"> online networking</a> </p> <a href="https://publications.waset.org/abstracts/52541/leading-people-in-a-digital-era-a-theoretical-study-of-challenges-and-opportunities-of-online-networking-platforms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52541.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2640</span> The Anatomy and Characteristics of Online Romance Scams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danuvasin%20Charoen">Danuvasin Charoen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online romance scams are conducted by criminals using social networks and dating sites. These criminals use love to deceive the victims to send them money. The victims not only lose money to the criminals, but they are also heartbroken. This study investigates how online romance scams work and why people become victims to them. The researcher also identifies the characteristics of the perpetrators and victims. The data were collected from in-depth interviews with former victims and police officers responsible for the cases. By studying the methods and characteristics of the online romance scam, we can develop effective methods and policies to reduce the rates of such crimes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=romance%20scam" title="romance scam">romance scam</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20scam" title=" online scam"> online scam</a>, <a href="https://publications.waset.org/abstracts/search?q=phishing" title=" phishing"> phishing</a>, <a href="https://publications.waset.org/abstracts/search?q=cybercrime" title=" cybercrime"> cybercrime</a> </p> <a href="https://publications.waset.org/abstracts/134736/the-anatomy-and-characteristics-of-online-romance-scams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134736.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2639</span> Unfolding the Social Clash between Online and Non-Online Transportation Providers in Bandung</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Latifah%20Putti%20Tiananda">Latifah Putti Tiananda</a>, <a href="https://publications.waset.org/abstracts/search?q=Sasti%20Khoirunnisa"> Sasti Khoirunnisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Taniadiana%20Yapwito"> Taniadiana Yapwito</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Noviena"> Jessica Noviena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Innovations are often met with two responses, acceptance or rejection. In the past few years, Indonesia is experiencing a revolution of transportation service, which utilizes online platform for its operation. Such improvement is welcomed by consumers and challenged by conventional or ‘non-online’ transportation providers simultaneously. Conflicts arise as the existence of this online transportation mode results in declining income of non-online transportation workers. Physical confrontations and demonstrations demand policing from central authority. However, the obscurity of legal measures from the government persists the social instability. Bandung, a city in West Java with the highest rate of online transportation usage, has recently issued a recommendation withholding the operation of online transportation services to maintain peace and order. Thus, this paper seeks to elaborate the social unrest between the two contesting transportation actors in Bandung and explore community-based approaches to solve this problem. Using qualitative research method, this paper will also feature in-depth interviews with directly involved sources from Bandung. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bandung" title="Bandung">Bandung</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20competition" title=" market competition"> market competition</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20transportation%20services" title=" online transportation services"> online transportation services</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20unrest" title=" social unrest"> social unrest</a> </p> <a href="https://publications.waset.org/abstracts/83161/unfolding-the-social-clash-between-online-and-non-online-transportation-providers-in-bandung" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2638</span> The Differences in Skill Performance Between Online and Conventional Learning Among Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Nadrah">Nurul Nadrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of the COVID-19 pandemic, a movement control order was implemented, leading to the adoption of online learning as a substitute for conventional classroom instruction. Thus, this study aims to determine the differences in skill performance between online learning and conventional methods among nursing students. We employed a quasi-experimental design with purposive sampling, involving a total of 59 nursing students, and used online learning as the intervention. As a result, the study found there was a significant difference in student skill performance between online learning and conventional methods. As a conclusion, in times of hardship, it is necessary to implement alternative pedagogical approaches, especially in critical fields like nursing, to ensure the uninterrupted progression of educational programs. This study suggests that online learning can be effectively employed as a means of imparting knowledge to nursing students during their training. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title="nursing education">nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20performance" title=" skill performance"> skill performance</a>, <a href="https://publications.waset.org/abstracts/search?q=conventional%20learning%20method" title=" conventional learning method"> conventional learning method</a> </p> <a href="https://publications.waset.org/abstracts/187830/the-differences-in-skill-performance-between-online-and-conventional-learning-among-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187830.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2637</span> Online Community Suitable for e-Masjid ?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norlizam%20Md%20Sukiban">Norlizam Md Sukiban</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Faisal%20Ashaari"> Muhammad Faisal Ashaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Hidayah%20bt%20Rahmalan"> Hidayah bt Rahmalan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role that a mosque or masjid have applied during the life of the Prophet Muhammad (S.A.W) was magnificent. Masjid managed to gather the community in lots of ways. It was the center of the first Islamic community and nation, with greatest triumphs and tragedies. It was a place to accommodate for the community center, homeless refuge, university and mosque all rolled into one. However, the role of masjid applied today was less than the time of the Prophet Muhammad (S.A.W) was alive. The advanced technology such as the internet has a major impact to the community nowadays. For example, community online has been chosen for lots of people to maintain their relationship and suggest various events among the communities members. This study is to investigate the possibility of the role of e-Masjid in adapting the concept of community online in order to remain the role played as such as role of masjid during the lifetime of the Prophet Muhammad (S.A.W). Definition and the characteristic of the online community were listed, along with the benefits of the online community. Later, discussion on the possibility of the online community to be adapted in e-Masjid. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-masjid" title="e-masjid">e-masjid</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20community" title=" online community"> online community</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20community" title=" virtual community"> virtual community</a>, <a href="https://publications.waset.org/abstracts/search?q=e-community" title=" e-community"> e-community</a> </p> <a href="https://publications.waset.org/abstracts/30797/online-community-suitable-for-e-masjid" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">495</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2636</span> Review for Identifying Online Opinion Leaders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yu%20Wang">Yu Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, Internet enables its users to share the information online and to interact with others. Facing with numerous information, these Internet users are confused and begin to rely on the opinion leaders’ recommendations. The online opinion leaders are the individuals who have professional knowledge, who utilize the online channels to spread word-of-mouth information and who can affect the attitudes or even the behavior of their followers to some degree. Because utilizing the online opinion leaders is seen as an important approach to affect the potential consumers, how to identify them has become one of the hottest topics in the related field. Hence, in this article, the concepts and characteristics are introduced, and the researches related to identifying opinion leaders are collected and divided into three categories. Finally, the implications for future studies are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20opinion%20leaders" title="online opinion leaders">online opinion leaders</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20attributes%20analysis" title=" user attributes analysis"> user attributes analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20mining%20analysis" title=" text mining analysis"> text mining analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20structure%20analysis" title=" network structure analysis"> network structure analysis</a> </p> <a href="https://publications.waset.org/abstracts/75740/review-for-identifying-online-opinion-leaders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75740.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">223</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2635</span> Establishing a Strategic Agenda for Online MBA Program: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Turkyh%20Alotibi">Turkyh Alotibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghadah%20Obeid%20Alrasheed"> Ghadah Obeid Alrasheed</a>, <a href="https://publications.waset.org/abstracts/search?q=Afaf%20Saad%20Alshaibani"> Afaf Saad Alshaibani</a>, <a href="https://publications.waset.org/abstracts/search?q=Moneerah%20Obeid%20Alrasheed"> Moneerah Obeid Alrasheed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores factors that influence MBA enrolment and investigates strategic prerequisites for developing a viable online MBA program at Alfaisal University in the Kingdom of Saudi Arabia. It compares students’ perspectives about online MBA against the face-to-face on-site MBA program. With the self-administered online survey tool, we collected data from 52 first- and second-year MBA students enrolled at Alfaisal University for the 2021 Fall Semester. The data from the survey questionnaire, distributed at the university’s College of Business, reports that approximately 60% of MBA students prefer face-to-face, in-person courses. Their preference for considering an online MBA, primarily rests on two factors, the university’s ranking (68% would enroll for an online MBA program offered by Harvard Business School) and 34.07% for the program timing (timetable). Alfaisal University’s outstanding ranking makes it viable to offer an online MBA either independently or in collaboration with other internationally reputed business schools. The paper contains useful insights to set “the strategic agenda for Online MBA program” in no accredited University but with a good reputation. The information from the case study could be useful for supporting the strategic intent to start an Online MBA program in Saudi Arabia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20MBA" title="online MBA">online MBA</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20education%20demand" title=" online education demand"> online education demand</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20management" title=" university management"> university management</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20evaluation" title=" course evaluation"> course evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a> </p> <a href="https://publications.waset.org/abstracts/158941/establishing-a-strategic-agenda-for-online-mba-program-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2634</span> Receptiveness of Market Segmentation Towards Online Shopping Attitude: A Quality Management Strategy for Online Passenger Car Market</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noor%20Hasmini%20Abdghani">Noor Hasmini Abdghani</a>, <a href="https://publications.waset.org/abstracts/search?q=Nik%20Kamariah%20Nikmat"> Nik Kamariah Nikmat</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hayati%20Ahmad"> Nor Hayati Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid growth of the internet technology led to changes in the consumer lifestyles. This involved customer buying behaviour-based internet that create new kind of buying strategy. Hence, it has summoned many of world firms including Malaysia to generate new quality strategy in preparation to face new customer buying lifestyles. Particularly, this study focused on identifying online customer segment of automobile passenger car customers. Secondly, the objective is to understand online customer’s receptiveness towards internet technologies. This study distributed 700 questionnaires whereby 582 were returned representing 83% response rate. The data were analysed using factor and regression analyses. The result from the factor analysis precipitates four online passenger car segmentations in Malaysia, which are: Segment (1)- Automobile Online shopping Preferences, Segment (2)- Automobile Online Brand Comparison, Segment (3)- Automobile Online Information Seeking and Segment (4)- Automobile Offline Shopping Preferences. In understanding the online customer’s receptiveness towards internet, the regression result shows that there is significant relationship between each of four segments of online passenger car customer with attitude towards automobile online shopping. This implies that, for online customers to have receptiveness toward internet technologies, he or she must have preferences toward online shopping or at least prefer to browse any related information online even if the actual purchase is made at the traditional store. With this proposed segmentation strategy, the firms especially the automobile firms will be able to understand their online customer behavior. At least, the proposed segmentation strategy will help the firms to strategize quality management approach for their online customers’ buying decision making. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Automobile" title="Automobile">Automobile</a>, <a href="https://publications.waset.org/abstracts/search?q=Market%20Segmentation" title=" Market Segmentation"> Market Segmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=Online%20Shopping%20Attitude" title=" Online Shopping Attitude"> Online Shopping Attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=Quality%20Management%20Strategy" title=" Quality Management Strategy"> Quality Management Strategy</a> </p> <a href="https://publications.waset.org/abstracts/23966/receptiveness-of-market-segmentation-towards-online-shopping-attitude-a-quality-management-strategy-for-online-passenger-car-market" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23966.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">540</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2633</span> Learning to Teach on the Cloud: Preservice EFL Teachers’ Online Project-Based Practicum Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Hui%20Liu">Mei-Hui Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports 20 preservice EFL teachers’ learning-to-teach experience when they were engaged in an online project-based practicum implemented on a Cloud Platform. This 10-month study filled in the literature gap by documenting the impact of online project-based instruction on preservice EFL teachers’ professional development. Data analysis showed that the online practicum was regarded as a flexible mechanism offering chances of teaching practices without geographical barriers. Additionally, this project-based practice helped the participants integrate the theories they had learned and further foster them how to create a self-directed online learning environment. Furthermore, these preservice teachers with experiences of technology-enabled practicum showed their motivation to apply technology and online platforms into future instructional practices. Yet, this study uncovered several concerns encountered by these participants during this online field experience. The findings of this study rendered meaning and lessons for teacher educators intending to integrate online practicum into preservice training courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20teaching%20practicum" title="online teaching practicum">online teaching practicum</a>, <a href="https://publications.waset.org/abstracts/search?q=project-based%20learning" title=" project-based learning"> project-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20education" title=" English language education"> English language education</a> </p> <a href="https://publications.waset.org/abstracts/6299/learning-to-teach-on-the-cloud-preservice-efl-teachers-online-project-based-practicum-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6299.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2632</span> Different Roles for Mentors and Mentees in an e-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nidhi%20Gadura">Nidhi Gadura</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the increase in the number of students and administrators asking for online courses the author developed two partially online courses. One was a biology majors at genetics course while the other was a non-majors at biology course. The student body at Queensborough Community College is generally underprepared and has work and family obligations. As an educator, one has to be mindful about changing the pedagogical approach, therefore, special care was taken when designing the course material. Despite the initial concerns, both of these partially online courses were received really well by students. Lessons learnt were that student engagement is the key to success in an online course. Good practices to run a successful online course for underprepared students are discussed in this paper. Also discussed are the lessons learnt for making the eLearning environment better for all the students in the class, overachievers and underachievers alike. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=partially%20online%20course" title="partially online course">partially online course</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20college" title=" community college"> community college</a> </p> <a href="https://publications.waset.org/abstracts/48193/different-roles-for-mentors-and-mentees-in-an-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48193.pdf" target="_blank" class="btn btn-primary 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