面向用户信息需求的移动O2O在线评论有用性排序模型研究——以美团为例

[目的/意义] 为了能够准确发现满足用户信息需求的有用在线评论,对在线评论按照有用性进行排序,帮助用户进行消费决策。[方法/过程] 首先通过文献调研和专家咨询,结合移动O2O用户在线评论的特点,选取影响移动O2O在线评论有用性的8项指标,采用模糊层次分析法进行指标赋权,然后利用定量方法进行指标量化,使用加权灰色关联分析方法进行有用性计算和排序,构建有用性排序模型。最后获取美团商品的在线评论数据进行应用研究,采用与美团原始评论排序结果对比分析的方法,检验方法的可行性和科学性。[结果/结论] 实验结果表明,采用移动O2O在线评论有用性排序模型进行排序,排名靠前的在线评论信息量大,包含产品或服务的维度较多,能够较好地满足用户的个性化信息需求,为用户消费决策提供更大的参考价值。     

基于xMOOC课程模式的高校图书馆信息素养教育研究

[目的/意义]对代表性的xMOOC课程模式开展调查,总结和发现有益于我国高校图书馆信息素养教育实践探索的方向。[方法/过程]调查Coursera、Udacity、edX、FutureLearn、Open2Study、Khan Academy等6个有代表性的xMOOC平台的课程模式,并分析了其在教学实践中的特色。[结果/结论]研究表明,采用协作式的朋辈培训模式、完善混合教学模式的结构化设计、开展评价与跟踪调查研究有望成为将来信息素养教育实践的热点。     

基于需求导向的旅游政务微博公共信息服务质量优化研究——以山东旅游政务微博为例

旅游政务微博已成为政府官方旅游机构发布和传播旅游信息的重要载体,其信息服务质量的优化对于完善旅游信息服务体系建设和提升旅游品牌形象尤为关键。本研究借鉴扎根理论,对游客的网络评论数据进行三级编码,归纳了网络游客信息需求的4个核心范畴,从而构建了旅游政务微博公共信息服务质量优化的理论模型,最终依据模型提出相关的优化建议。     

基于知识质量的社会化问答社区用户知识共享的演化博弈分析

[目的/意义]社会化问答社区作为网络知识交互平台,其持续发展的关键在于促进用户知识共享,提升共享知识质量。[方法/过程]通过社区知识"质"与"量"的细分,将社区用户主动或被动参与社区知识共享获得的知识收益区分为"质"的收益与"量"的收益,并构建社会化问答社区用户知识共享的演化博弈模型,探讨不同博弈假设下问答社区知识共享的均衡状态。[结果/结论]通过仿真显示,社会化问答社区共享知识质量与用户共享行为策略会受到用户共享意愿与能力、用户认可与社区激励、感知共享成本等因素的影响。     

含追加的在线评论有用性感知影响因素研究——基于眼动实验

随着网络购物的不断发展,许多在线购物网站的评论系统都增加了追加评论的功能,含追加的在线评论显著增多。然而,以往关于在线评论的研究主要集中在对一次性在线评论的研究,较少研究关注含追加的在线评论。本文聚焦于含追加的在线评论,基于归因理论、负面偏差效应等理论,运用眼动追踪技术,探索含追加的在线评论有用性感知的影响因素与消费者对其主观认知过程。研究结果表明,消费者对含负面追加评论的评论信息、初次评论与追加评论情感不一致的评论信息、初次评论与追加评论时间间隔较长的评论信息的关注程度更大,有用性感知更高。另外,眼动实验给出了更为复杂的变量之间的交互关系。     

在线付费问答平台的用户付费模式及付费意愿研究

[目的/意义]随着分享经济的发展,以在线付费问答平台为代表的知识付费产品有效地实现了知识的变现,本研究以这类平台为切入点,探索用户的付费模式及付费意愿,加深对用户知识付费行为的认识。[方法/过程]通过对分答、值乎和微博问答三大平台的比较分析,总结在线付费问答平台的用户付费模式,利用问卷调查法考察用户的付费意愿及其动机。[结果/结论]研究表明,在线付费问答平台主要有两种用户付费模式：提问付费和围观付费。用户对这两种付费模式没有特别偏好,二者呈现不完全替代关系,且影响用户对这两种付费模式的付费意愿的动机因素有所不同。本研究认为,知识付费在本质上是知识驱动型的信息消费行为,同时具有明显的粉丝经济特点。     

运用博弈论组合赋权法的图书馆藏优化研究——以河北工业大学图书馆为例

[目的/意义]借鉴博弈论中的均衡思想,对图书馆图书采购经费经不同角度确定的权重进行量化客观组合方法的研究。[方法/过程]运用博弈论组合赋权法构建对策模型,提出利用内点罚函数法对模型进行求解,实现了不同角度权重的集化,并以河北工业大学为例进行实例分析。[结果/结论]通过实例分析,验证了本文方法的可行性,避免了人为主观确定权重对结果的影响,为图书采购经费的优化配置提供了一种新思路。     

Teachers ‘liking’ their work? Exploring the realities of teacher Facebook groups

Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers.     

The effect of switching to mandatory online course assessments on response rates and course ratings

Increasingly, student assessments of courses are being conducted online as opposed to administered in class. A growing body of research compares response rates and course ratings of courses evaluated online versus on paper. The present study extends this research by comparing student course assessments before and after the University of South Florida made online evaluations mandatory for all courses. This change only directly affected courses taught on-campus, as online courses were already being assessed online. However, we examine the effect of this change on courses taught on-campus and online, because we expect this change in policy to have differential effects. We hypothesise that by making online assessments mandatory for all courses, online assessments went from a novel method of evaluation to the norm; and, therefore, increased response rates for online courses, but had the opposite effect for on-campus courses. We find mixed support for our hypothesis.     

Optimising the blended learning environment: the Arab Open University experience

This paper will offer some insights into possible ways to optimise the blended learning environment based on experience with this modality of teaching at Arab Open University/Jordan branch and also by reflecting upon the results of several meta-analytical studies, which have shown blended learning environments to be more effective than their face to face and online only counterparts. Three key elements will be presented as important ways for improving the blended learning environment: forging genuine collaborative partnerships between institutions in terms of the team-writing of Open and Distance Learning (ODL) material, adopting a more theoretically based instructional approach, such as the cognitive apprenticeship (CA) model, which emphasises making thinking visible and developing a comprehensive understanding of blended education in order to help students achieve their educational goals.