Individual trust and the internet

The emergence of Web 2.0 technologies and associated services heralded a second generation of the Internet emphasising collaboration and sharing amongst users. This resulted in a seismic shift in the relationship between individual consumers and firms but also between individual consumers and the Internet as a system. Consumers, not firms, became an emerging locus of value production and through the ability to publish and connect with known and unknown others, an emerging locus of power (Berthon, Pitt, Plangger, & Shapiro, 2012). Powered by broadband telecommunications and device connectivity, the intensity of these changes was further deepened by being freed from the desktop to the mobile web. We are more connected now than ever before. The high levels of societal interconnectedness encouraged by the internet have made trust an even more vital ingredient in today’s society (Hardin, 2006). The more recent development of Web 3.0 technology emphasises ubiquitous connectivity and a machine-facilitated understanding of information that may once more change the locus of activity, value production and control. In order to keep pace with the issues of contemporary society, trust researchers must consider the how trust relationships and perceptions operate and are influenced by the online environment. This chapter will discuss how traditional trust concepts translate to the online context and will examine empirical literature on online trust at three different levels. Interpersonal trust between individuals using the internet as a medium for communication is particularly relevant in a world where personal and professional relationships are increasingly mediated by technology. We will also discuss the role of the internet in relationships between individuals and organisations with particular attention to the provision of e-services. Finally, we discuss trust in the system of the internet itself as a distributed connected infrastructure made up of indirect system service providers which are often nameless or in the background. Our focus in the chapter is on individual trust in other individuals, organisations and the system of the internet itself. Trust from the perspective of the organisation may also be of interest to trust scholars. This includes issues relating to organisational trust in individuals, inter-organisational trust, and organisational trust in the system of the Internet itself however these topics are outside of the scope of this chapter (see Perks & Halliday, 2003; Ratnasingam, 2005)

Forming Impressions on Computer-Mediated Healthcare Peer-Support Systems for Informal Caregivers

The rapid evolution of Information technology (IT) has seen its adoption during many aspects of our lives, including healthcare. Healthcare IT provides the public with access to governmental records, electronic health records, healthcare websites, internet-based medical consultation, and more recently, online peer-support portals. These peer-support portals, which are directed not only towards patients but also caregivers, have been found to be a source of informational and emotional support. In addition, for caregivers who cannot leave their loved ones to access in-person support groups, these online support portals are an important substitute. In these online peer-support portals, informal caregivers interact with one another, providing emotional and personal support, leading to a sense of camaraderie and thereby a social relationship. The contributions on these portals are voluntary, with some members contributing more often than others. The first study in this dissertation focuses on understanding the patterns of interaction between these top contributors, referred to here as peer patrons, and other informal caregivers in terms of the information they provide, and the unique characteristics of the top contributors based on these interactions. Several unique interaction patterns related to peer patrons were found along with information about how peer patrons contribute towards the coping mechanism of informal caregivers. Interface design implications based on these outcomes were discussed. With informal caregivers exchanging not only information and emotional content on online peer-support portals but also forming social relations, it is important to understand how these users form impressions of others based on the information they access. The possible consequences of following healthcare and medical advice posted on these portals further emphasize the need to understand how users form impressions of one another on these portals. The second study in this dissertation focuses on impression formation using profiles based on those of the peer patrons who were the focus of the previous study. This exploratory study brought to light the prominence of the comment content and the profile picture in forming impressions on these portals, thereby supporting literature regarding context effects on impression formation. The final chapter is an intervention-based study investigating factors leading to positive impression formation on online healthcare peer-support portals. It supported the findings from the previous study regarding the importance of comment and profile picture and suggested the use of other peer ratings to solidify impressions formed using the former two cues. Additionally, the contribution of this dissertation to the literature and the improvement of online healthcare peer-support portals is discussed

(Re)Introducing communication competence to the health professions

Despite the central role that communication skills play in contemporary accounts of effective health care delivery in general, and the communication of medical error specifically, there is no common or consensual core in the health professions regarding the nature of such skills. This lack of consensus reflects, in part, the tendency for disciplines to reinvent concepts and measures without first situating such development in disciplines with more cognate specialization in such concepts. In this essay, an integrative model of communication competence is introduced, along with its theoretical background and rationale. Communication competence is defined as an impression of appropriateness and effectiveness, which is functionally related to individual motivation, knowledge, skills, and contextual facilitators and constraints. Within this conceptualization, error disclosure contexts are utilized to illustrate the heuristic value of the theory, and implications for assessment are suggested

A Case Study of High School Chinese as a Foreign Language Blended Program

This qualitative case study investigated a Chinese as a foreign language program composed of three different instructional modes: synchronous instruction with videoconferencing technology, asynchronous instruction with online tutorials, and physically co-located face-to-face instruction. The study adopted Larry Cuban's multi-layered curriculum framework and investigated the four curriculum layers within the blended program: intended curriculum, taught curriculum, learned curriculum, and tested curriculum. This research utilized interviews, observation, and document analysis as the instruments in data collection. The participants consisted of one administrator, eight language teachers, four facilitators and twelve high school students. In addition to teaching site observation, the researcher also traveled to four remote school sites to observe how the curriculum was learned from the students' perspective. The results of the study indicated that although the intended curriculum reveals the administrator's ideal picture of blended learning design and defines what teachers should teach and what students should learn in each instructional delivery mode, the actual implementation process of blended learning is much more complex. The findings of the study showed that language teachers' specific operation of the daily lessons in a blended context and students' actual learning experiences at the remote sites can be influenced by many other variables; these variables lead the intended curriculum into different versions between the classes of the taught curriculum, learned curriculum and tested curriculum. Therefore, technology integration should not only be focused on the design of the external layer of the curriculum (the intended curriculum), but should also be focused on the implementation through the rest of the curriculum layers

A Case Study of High School Chinese as a Foreign Language Blended Program

This qualitative case study investigated a Chinese as a foreign language program composed of three different instructional modes: synchronous instruction with videoconferencing technology, asynchronous instruction with online tutorials, and physically co-located face-to-face instruction. The study adopted Larry Cuban's multi-layered curriculum framework and investigated the four curriculum layers within the blended program: intended curriculum, taught curriculum, learned curriculum, and tested curriculum. This research utilized interviews, observation, and document analysis as the instruments in data collection. The participants consisted of one administrator, eight language teachers, four facilitators and twelve high school students. In addition to teaching site observation, the researcher also traveled to four remote school sites to observe how the curriculum was learned from the students' perspective. The results of the study indicated that although the intended curriculum reveals the administrator's ideal picture of blended learning design and defines what teachers should teach and what students should learn in each instructional delivery mode, the actual implementation process of blended learning is much more complex. The findings of the study showed that language teachers' specific operation of the daily lessons in a blended context and students' actual learning experiences at the remote sites can be influenced by many other variables; these variables lead the intended curriculum into different versions between the classes of the taught curriculum, learned curriculum and tested curriculum. Therefore, technology integration should not only be focused on the design of the external layer of the curriculum (the intended curriculum), but should also be focused on the implementation through the rest of the curriculum layers

An Exploration of Professional Preparedness of Instructional Designers to Evaluate

Formative, summative, and confirmative evaluation of instructional products determine whether learner objectives have been attained and substantiate the value of the instruction. The ability to implement an evaluation plan is classified as an essential skill for instructional designers by the International Board of Standards for Training and Performance Improvement (IBSTPI). Previous research has ascertained that entry-level instructional designers have failed to master the skills required to create evaluation plans. The purpose of this qualitative study was to examine the professional preparation received by instructional designers, for instruction evaluation, through graduate level programs. The data collected for this study was the result of curriculum mapping 16 Masters and Ph.D. instructional design programs and conducting 29 semi-structured interviews of faculty and postgraduates of these programs. The study was designed to compare the curriculum map data with faculty and graduate responses of each respondent university. Gaps were identified in the instruction of evaluation within current instructional design programs. These gaps potentially impact the significance given to conducting an evaluation, and the opportunity for data collection, to support research in this area. The data could assist the participant institutions in curriculum planning to support improvements in ID student preparation. The findings also reveal the primary focus of the participant programs was preparing students to execute an effective design. Evaluation was not prioritized for most programs, due to lack of time, client resources, employer lack of interest, and limited faculty experience in evaluation

Gaining Managerial Commitment to Sustainable Supply Chain Management Projects

Most companies are under pressure to improve the environmental sustainability of their supply chains. However, there is considerable variance in companies’ ability to successfully deploy environmental management projects. One important factor, according to articles in the academic and business press, is the ability of champions of sustainable supply chain management projects within organizations to gain the commitment of colleagues (e.g., other managers from a variety of functions) to help these projects succeed. Therefore, this paper examines variables that affect a project champion’s ability to gain this commitment from colleagues. In particular, building on existing research from supply chain management and beyond, this research employs a video-based experimental design to examine the effect of the influence approach that the project champion employs, the values of the person the champion is trying to influence, and the organizational climate. The results suggest that organizational climate and certain individual values directly affect commitment. There are also interactions between values and influence tactics. The research adds to the field’s growing knowledge on the antecedents of sustainable supply chain management within companies while providing valuable guidance for environmental champions and for top managers

Proceedings of the ECCS 2005 satellite workshop: embracing complexity in design - Paris 17 November 2005

Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr). Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr)