Needs and expectations of customers in pre-and after-sales stages in the e-commerce purchase process in the luxury products sector are not well known and defined. We were interested in discovering the opinions of customers concerning the role of internet in the pre-and after-sales stages of the purchasing process in this industry. As we are just at the beginning of the e-commerce area in the luxury sector, we decided to focus on blogs' content. After-sales service in the luxury sector is considered with circumspection. Practitioners feel that consumers are still very much attached to the 'physical' experience. On the contrary, we assumed that Netsurfers belonging to net communities are also luxury goods and services consumers. According to the netnography methodology (Kozinets, 1998), we analyzed the Netsufers comments about pre-and after-sales services. We identified and selected blogs that are specific to the Web 2.0 generation; these blogs are discussing about luxury watches, cars, travels and art objects. The results permitted us to identify three categories of services needs: 1) the need for the service in broad terms, especially the service that should be linked to a product 2) the need for a specific information or a very specific service, and 3) specific complaint about service experiences. These insights were discussed to be fully integrated in the e-commerce strategy in general.

-This paper deals with the ways in whichMassive Open Online Courses (MOOC) participants use course related forums and the contribution of those forums to the learning experience of their virtual students. We focused on the comparison between, on one hand, video content provided by the course organizers and on the other hand, the content provided by user discussions in the forums. Our methodology frame is based on natural sociological inquiry. Video Lectures, as well as the most active forum threads and their posts were collected during a 6 weeks long xMOOC that took place in fall 2013 on a well-known MOOC platform. Content analysis was performed and the study concludes that the forum included a very high level of interactions involving mostly course related exchange of information amongst students, placing this course at the intersection between a constructivist MOOC (cMOOC) and a classical information transmission based MOOC (xMOOC).

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-This paper builds upon the authors' previous research in which the competency building process of individuals was analyzed in a purely synchronous computer game-based teaching technology. The issue of heterogeneity of speed of adaptation to the learning tool, identified in the synchronous context, is here addressed by introducing the flexibility of an asynchronous format, in which students are given the opportunity to complete the game at their own pace. Experts count game-based teaching amongst the technologies likely to have the largest impact on education over the next five years. Massively Multiplayer Online Games (MMOG) are based on multiple interactions between different humans in virtual worlds. A MMOG teaching game was created in a virtual world. Participant discourses based on written chats were collected and exploited by netnography. Visual data was filmed and analyzed by the semiotics method then compared to the discourse analysis. First results show interesting differences between synchronous and asynchronous modes, in the interaction and collaboration within and across teams.Index Terms -human-computer interactionnetnography -teaching technology -virtual world

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