• International Journal of Costume and Fashion
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• v.13 no.2
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• pp.15-29
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• 2013

Today's technology enables consumers to trade millions of dollars, conduct online banking, access entertainment, and do countless other activities at the click of a button. Online social networks (OSN) have become a cultural phenomenon that allows for individualistic consumerism. Consumers are increasingly utilizing OSN to share ideas, build communities, and contact fellow consumers who are similar to themselves. The relevance of online communities to the music is immense especially because musicians are now using social media to build global audiences. Not only is information about music and performance disseminated online, but musical commodities are sold and traded online. Online music communities allow consumers to elect and create new identities online through the purchase of subcultural commodities. Given the growing economic importance of online music communities it is important to get a holistic view of subcultural communities online. This study utilized content analysis of online music community websites using the Netnography methodology as developed by Kozinet for data collection to analyze consumers' purchasing and consumption behavior of subcultural commodities online as related to the formation of subcultural identities. Findings showed that subcultural items are predominantly purchased online, especially digital music, and there is a need for more custom craft items. The authors presented a new conceptual taxonomy of online subcultural consumer classifications based on online behavior patterns.

• Psychiatry investigation
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• v.15 no.12
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• pp.1181-1187
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• 2018

Objective In Korea, online board games, such as "flower cards," are played using virtual money. In contrast, Internet-based gambling (ibGambling) concerns the use of real money to gamble online. We hypothesized that online board gamers using virtual money show less risky behaviors than do gamblers who use real money, and that, in regard to psychological aspects, online board gamers are less depressed and more introverted than online gamblers are. Methods For this study, 100 online board gamers, 100 ibGamblers, 100 offline gamblers (offGamblers), and 100 age- and sex-matched healthy controls were recruited by an online research company. Gambling behavior and self-efficacy were assessed using the Korean Gambling Behavior Scale-high/low factors (KGBS-H/L) and the Gambling Abstinence Self-efficacy Scale (GASS). Additionally, introversion, depression, and mania tendency were assessed. Results Online board gamers had good intentions gaming, as evidenced by their higher KGBS-L scores than ibGamblers and offGamblers, and they showed less risky behaviors, as evidenced by their lower KGBS-H scores than offGamblers. Additionally, online board gamers were less introverted than ibGamblers and less depressed than offGamblers. Conclusion Online board gaming could be a gateway to the world of gambling (ibGambling or OffGambling). However, the higher tendency of online board gamers to engage in good intentioned gaming could help prevent online board gaming from progressing to online or offline gambling.

• Journal of East Asia Management
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• v.4 no.2
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• pp.39-62
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• 2023

Online and offline mixed teaching mode has become an important way to promote the connotative development of higher education. Under the background that offline teaching has become mature, in order to further promote the development of online education, and promote the implementation of the mixed teaching mode, to mix and to provide basis for the construction of the mixed teaching mode, this study takes the online learning effect as the evaluation basis, adopts the online questionnaire survey to conduct statistical analysis of the online learning behavior of 2213 college students, and discusses the differentiation phenomenon of online learning groups from the micro, meso and macro perspectives. It is found that there are significant differences in the online learning effect of college students in terms of the type of learning platform, whether the school implements the online offline mixed teaching mode, education background, grade (bachelor's degree), and region. Colleges and universities should strengthen the promotion of online and offline mixed teaching mode; The online learning platform should improve the platform function and strengthen the functional differentiation design of learning resources for students. Education departments pay attention to the learning effect of online learners in different regions, and bridge the gap in regional education.

• Educational Technology International
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• v.25 no.1
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• pp.129-159
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• 2024

The purpose of this study was to examine changes in students' awareness of online classes in university education over the three years from 2020 to 2022 during the COVID-19 pandemic. To achieve this, various aspects of online classes, including self-directed learning, interaction (between instructors and learners, and among learners), evaluation of the learning process and outcomes, and the learning environment and control of learning, were analyzed for changes from 2020 to 2022. The study included 534 university students enrolled in University A who participated in online classes in both 2020 and 2021. The results indicated that there was no significant difference in the awareness of self-directed learning, but significant differences were found in the awareness of interaction, evaluation of the learning process and outcomes, and the challenge related to learning environment and control of learning in online classes, which were higher in 2021 and 2022 than in 2020. Additionally, detailed changes in awareness of online classes showed significant differences in specific aspects of awareness in university online classes. In summary, students' awareness of online classes improved in 2021 and 2022 compared to 2020, as learners adapted to online classes due to the COVID-19 pandemic. Moreover, it was observed that difficulties in the challenge related to learning environment and control of learning were overcome in 2021. Based on these research findings, several implications for improving the design and operating strategies of effective online classes in future university education were proposed.

• Educational Technology International
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• v.24 no.2
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• pp.203-236
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• 2023

The purpose of this study is to explore the structural relationship between COVID-19-induced sub-dimensions of Online Self-Regulated Learning (OSRL) and satisfaction in online courses conducted in the 'post-COVID-19 era,' as well as to investigate the moderating effects of situational variables such as 'course planning,' 'device type,' and 'course repetition.' To achieve this, the study constructs a measurement model with sub-dimensions of Environment Structuring, Learning Strategy, Help Seeking, and Self-Evaluation as components of OSRL. Participants in this study were selected from university students who enrolled in online courses offered by the Department of Education at University A in the metropolitan area. The research findings reveal several key insights. First, among the sub-dimensions of Online Self-Regulated Learning, Environment Structuring, Learning Strategy, and Self-Evaluation significantly influence satisfaction with online courses. Second, students' satisfaction with online courses significantly influences their intention to continue participating in such courses. Third, 'course planning' during online course hours and 'course repetition' play a moderating role in the relationship between sub-dimensions of Online Self-Regulated Learning and satisfaction. Based on the discussion of these research results, this study concludes by suggesting some future implications and challenges of online courses.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.16 no.8
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• pp.2751-2771
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• 2022

In the post covid-19 era, organizations will experience a new environment. Advances in technologies such as AI and big data, and new experiences such as online meetings and lectures, will increase the use of online communication. Businesses will increasingly engage in online-based information sharing, virtual team operations, and online meetings. This study focuses on meeting climate and satisfaction, to improve the performance of online meetings. Existing studies on meeting climate presuppose off-line situations. Offline and online communication methods and meeting formats are different. This paper proposes new climate types to develop an appropriate climate for online-based meetings. To apply these climates in online meetings, a measurement scale was developed and the impact on online meeting satisfaction was verified. As a result of the study, it was found that the creativity-oriented meeting climate was the most important, and relation-oriented and participation-oriented meeting climates also had a significant effect, while the direction-oriented and task-oriented climates were relatively less important. This study develops new variables and measurements for online meeting climates, and explains their importance. Companies will be able to leverage the appropriate climates for online meetings to improve performance.

• KSII Transactions on Internet and Information Systems (TIIS)
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• v.15 no.8
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• pp.2944-2958
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• 2021

Today, online education is becoming more important. The effectiveness of online education has been measured by student satisfaction and the possibility of substituting offline education. This study proposes a plan to increase the effectiveness of education in a new form by using online information. Education is the process of socializing and growing learners. Representative negative emotions experienced by learners are stress, anxiety, and depression (SAD). A reduction in SAD will promote student growth and improve educational outcomes. This paper considers online information by dividing it into online educational information support (OEDIS) and online emotional information support (OEMIS). We demonstrate that OEDIS reduces SAD, and OEMIS reduces stress and anxiety. By providing online information, negative emotions can be reduced, and educational outcomes can be improved. This study suggests a new role for online information support, such as emotional change in individuals and solving psychological problems. Online information support goes beyond knowledge transfer and can be used in various fields, such as online education that promotes human growth and positive change, and even healthcare.

• Educational Technology International
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• v.22 no.2
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• pp.255-283
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• 2021

In the early 2020, COVID-19 changed the traditional way of teaching and learning. This paper aimed to explore the impact of college students' perception of course quality on their online learning satisfaction. A total of 4,812 valid samples were extracted, and the difference analysis and hierarchical regression analysis were used to make an empirical analysis of college students' online learning satisfaction. The research results were as follows. Firstly, there was no difference in online learning satisfaction among students by gender and grade. Secondly, learning assessment, course materials, course activities and learner interaction, and course production had a significant positive impact on online learning satisfaction. Course overview and course objectives had an insignificant correlation with online learning satisfaction. Thirdly, the total effect of online learning satisfaction was as follows. Course production had the greatest effect, followed by course activities and student-student interactions, followed by course materials. It was the learning evaluation that showed the least effect. This study can provide empirical reference for college teachers on how to continuously improve online teaching and increase students' satisfaction with online learning.

• International Journal of Computer Science & Network Security
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• v.21 no.12spc
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• pp.726-731
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• 2021

Due to the COVID-19 pandemics, Romanian schools functioned online since March 2020, with more or less all school activities being implemented online, using the digital resources and technology. Although none of the key factors involved in education (teachers, pupils, parents) were prepared (emotionally, technically, economically etc.), online education was imposed ad a necessity to continue the teaching-learning-evaluation process, and teachers at all school levels were forced to rapidly adapt to online schooling. In this paper, we aim to investigate the perception of all three educational actors (pupils, parents and teachers) regarding the efficacy of online teaching and learning, based on a survey with 7701 respondents. Research data is relevant for online schooling in Romania between March 2020 and March 2021.

• International Journal of Computer Science & Network Security
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• v.22 no.1
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• pp.27-32
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• 2022

Due to the COVID-19 pandemics, Romanian schools functioned online since March 2020, with more or less all school activities being implemented online, using the digital resources and technology. Although none of the key factors involved in education (teachers, pupils, parents) were prepared (emotionally, technically, economically etc.), online education was imposed ad a necessity to continue the teaching-learning-evaluation process, and teachers at all school levels were forced to rapidly adapt to online schooling. In this paper, we aim to investigate the perception of all three educational actors (pupils, parents and teachers) regarding the efficacy of online teaching and learning, based on a survey with 7701 respondents. Research data is relevant for online schooling in Romania between March 2020 and March 2021.