Continuous content contribution in virtual community: The role of status-standing on motivational mechanisms

Lazar

et al. 2020

IJERPH

173

131

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

Section: Discussionmentioning

confidence: 99%

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

Lazar

et al. 2020

IJERPH

173

131

“…Knowledge can also be shared in the form of books and e-books [47] which can be searched online and downloaded easily and quickly and can even be obtained in various language versions [48]. Participants learn and share knowledge from the results of improvements, edits, and publications that have been disseminated in various kinds of books or e-books so that updated information is obtained [49]. Internalization from explicit to tacit, knowledge changes occur due to individuals learning by researching existing objects.…”

Section: Publishing Outletsmentioning

confidence: 99%

Smart Learning Community at Culinary Community with SECI Model Adoption: Systematic Literature Review

Winanti¹

2022

IJEME

The problem in the learning community in the culinary field is that there is still a lot of cooking knowledge that is lost because the person concerned dies before being inherited, the many types of dishes that are still separated in small groups, the emergence of various types of fast food that do not pay attention to the correct way of cooking with recipes, methods, and processes according to Health standards. Culinary is an alternative business that is very promising and supports the community's economy and a culinary tourism trend that is currently in great demand by all groups. From these problems, we need a learning community in the field of culture that can be a solution. The learning community components are seen from four perspectives, namely, explore where the author uses the SECI model, and explain where knowledge is disseminated through mobile learning with features tailored to user needs. The practice begins with selecting the recipe, the ingredients used, the cooking process, validation, and feedback from the participants. And the engage perspective obtained good interaction from participants and to produce new recipes requires learning that is done repeatedly by combining various recipes, ingredients, and methods so that new recipes are produced that have unique and interesting characteristics and have taste, aroma and deliciousness and good nutritional value. The number of references used were 72 papers sourced from journals as many as 54 papers (75%) and the remaining 18 papers (25%) sourced from conferences, websites & white papers, and research reports. There were 15 papers published in 1991 -2010 and 2011 -2021 as many as 57 papers. This research is still limited to the learning community component in the culinary field, seen from four perspectives, and has not discussed the model that has been validated by experts. Participant motivation and learning outcomes will be discussed in the next research

“…Thus, previous research has also investigated the influencing factors of continuous contribution in online communities, and indicates that the factors associated with community members’ continuous contribution intention or behavior can be generally identified from three perspectives: psychological, social and functional ( Fang and Zhang, 2019 ). The psychological dimension mainly refers to individual motivation, which can be further divided into intrinsic (e.g., self-efficacy and learning) and extrinsic (e.g., extrinsic reward) motives ( Dong et al, 2020 ). The social dimension includes reciprocity ( Guan et al, 2018 ), social identity ( Dong et al, 2020 ), and community response or interaction ( Chen et al, 2012 ; Yan and Jian, 2017 ).…”

Section: Literature Review and Theoretical Foundationmentioning

confidence: 99%

“…The psychological dimension mainly refers to individual motivation, which can be further divided into intrinsic (e.g., self-efficacy and learning) and extrinsic (e.g., extrinsic reward) motives ( Dong et al, 2020 ). The social dimension includes reciprocity ( Guan et al, 2018 ), social identity ( Dong et al, 2020 ), and community response or interaction ( Chen et al, 2012 ; Yan and Jian, 2017 ). In addition, functional dimensions, such as perceived gratifications toward platform attributes ( Liu et al, 2020 ) and guaranteed mechanisms ( Jian et al, 2019 ) can also exert influence on the continuous contribution of participants.…”

Section: Literature Review and Theoretical Foundationmentioning

confidence: 99%

Continuous idea contribution in open innovation communities: The role of verbal persuasion from peers

Zhang

Qi²,

Sun³

et al. 2022

Front. Psychol.

Motivating continuous idea contributions from members is especially challenging for open innovation communities (OIC). Scholars have thus explored a range of incentives, among which peer feedback has received much attention. However, existing research on peer feedback tends to focus on the structural features, ignoring the richness of the text. To fill this research gap, this study investigates the influence of feedback language use from peers, including emotional support and constructive feedback, on individuals’ continuous idea contributions, based on the creative self-efficacy theory. The results show that emotional support, especially emotional approval, positively affects members’ continuous contributions, and that the effect is stronger when the provider is of a higher status. However, individualized consideration does not seem to work. In addition, in terms of the effect of constructive feedback, we also find support from cognitive stimulation, while intellectual stimulation exerts an effect only when the provider’s status is high. Overall, these findings extend the current research on peer feedback and offer practical guidelines to the open innovation community.