What is fair enough? Reconciling complementors’ needs for fairness management on digital platforms

Digital platforms (DPs) provide individuals with alternative opportunities for earning incomes, attracting skyrocketing individuals to work as DP complementors. This gives rise to the superior power of DP owners by which complementors can be treated unfairly while they are vulnerable to seeking redress as they are legally autonomous from the underlying DPs. Unfair DP treatment can threaten complementors’ survival and be detrimental to the DP’s long-term development. Yet, there is a lack of a holistic understanding of the fairness perceived by DP complementors and their fairness needs can be addressed by DP owners. To address these gaps, we conducted a case study of complementors on content platforms (i.e., content creators) by accounting for their perceptions of DP fairness. Our study contributes to the DP fairness literature by 1) generating a holistic understanding of the DP fairness perceived by complementors, and 2) developing fairness-addressing actions that can be adopted by DPs

Digital Natives and Institutional Pluralism: Managing a Multi-Generational Workforce

The workforce of the future will be mainly composed of Digital Natives (DNs), but little is presently known about how DN employees should be managed. More specifically, in the existing literature, there is a dearth of knowledge on the tensions that can a

Turning Lemons into Lemonade: Designing Remote Teaching to Foster a Sense of Online Learning Community through Action Design

Although the importance of learning community to student learning is well recognized, how to integrate information and communication technology (ICT) to facilitate online learning community development is one of the most significant challenges. Building on the community of inquiry framework and sense of community perspective, this research proposes a set of design principles for the development of a virtual learning community through ICTs\u27 use in online learning environments. By adopting an action design research method, we analyzed the case of our own online teaching course in such an unprecedented time of COVID-19 outbreak with the focus on addressing practical challenges facing fellow educators and us. This research is arguably the first to explore the design principles of technology-enabled online learning community development. This research, when completed, will shed light on challenges in enhancing the learning outcomes and students’ satisfaction with online classrooms in higher education and, more generally, adult learning