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The purpose of the current study is to examine factors affecting corporate image driven by social networking fan pages on Facebook. Under the modified elaboration likelihood model (ELM), we answer how fan page contributor post quality (FPQ) and source credibility (FPC) influence fan page post informativeness (FPI) and in turn, impact corporate image. We tested the hypotheses by analyzing survey responses using a covariance-based SEM method from 178 respondents who follow at least one company fan page on Facebook. The findings reveal that FPQ and FPC play a salient role in explaining FPI, which, in turn, impacts the corporate image. Our results show that uncertainty about products or services posted on a fan page significantly moderates the relationships among FPQ, FPC, and FPI. Implications and limitations are discussed.

Since the popularity of blockchain-based cryptocurrency investments has increased among the public, people have directly purchased cryptocurrency through the cryptocurrency market or joined initial coin offering (ICO) projects. This research explores what informational cues are captured before, during, and after ICO projects that can be considered as signals and a fulfillment of information asymmetry. We adopted two theoretical underpinnings to achieve our research goal-agency and signaling theory. Using information from Twitter, we selected the best-performing ICO project based on the highest return on investment (ROI). Then, we extracted 5,085 tweets related to the selected ICO project. Tweets are categorized by pre-ICO, during and post-ICO, by topic, and dispersion. Analyzing the tweets, we found multiple categories of informational cues for each ICO project. Implications and limitations are discussed.

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Development and sale of computer-assisted instructional supplements and course management system products are increasing. Textbook sales representatives use this technology to market textbooks, and many colleges and universities encourage the use of such technology. The use of course management systems in education has been equated to the use of enterprise resource planning software by large businesses. Research findings about the pedagogical benefits of computer-assisted instruction and computer management systems are inconclusive. This study describes an experiment conducted to determine the benefit to students of using course management systems. The effects of cognition, learning styles, and computer attitude were considered and eliminated to better isolate any differences in performance. Student performance did not improve with the use of the technology.