Sofie Bitter

Trust in online social networks: A multifaceted perspective

In recent years, online social networks (OSNs) have gained great popularity and are now among the most frequently visited sites on the Web. Although security standards and practices are an increasing focus of attention, participants still reveal great amounts of sensitive information in the Web 2.0 environment. Obviously, online social networking takes place in a context of trust. However, trust is a concept with many facets and dimensions. To facilitate trust research in OSNs this article aims at clarifying the role of trust and the relevance of facets of trust, social capital and embeddedness in OSNs. First, the focus is on the individuals decision to trust and on processes through which trust actually emerges. Subsequently, trust is viewed as a structurally embedded asset or a property of relationships and networks that helps to shape interaction patterns within OSNs. A conceptual framework is developed that integrates theoretical concepts from the trust literature, social network and social capital theory, and helps to map different trust-related issues in OSNs.

Consequences of customer engagement behavior: when negative Facebook posts have positive effects

Sharing product information has become an integral part of today’s online social networking world. This research study addresses the effects of customer engagement behavior in online social networks on other consumers in order to understand how online social connections impact decision making. We investigate how different variations of a brand-related Facebook post trigger different response reactions. In particular, we analyze under which conditions negative posts can have positive consequences. The results of two online experiments set in a restaurant context suggest a difference when the user knows the restaurant brand. For users who are familiar with the restaurant brand, a positive effect of negative information posted by distant acquaintances is found with regard to the visiting intention of the user. The results of both experiments demonstrate that information posted by a close friend is perceived to be more diagnostic. For users not familiar with the restaurant brand, negative posts from strong ties induce the highest diagnosticity levels.

Collaboration Is Smart: Smart Learning Communities

Technological advances in the last decades have significantly influenced education. Smart Learning Environments (SLEs) could be one solution to meet the needs of the 21st century. In particular, we argue that smart collaboration is one fundamental need. This paper deals with the question what ‘smart’ is and why a SLE’s design has to consider collaboration. Drawing on various theories, we argue that the community aspect plays a vital role in successful learning and problem solving. This paper outlines the benefits for the community and all parties involved (defined as a win-for-all or winn-solution), as well as drivers that might influence collaboration. Design principles for SLEs, Smart Learning Communities (SLCs) and finally the conclusion close the paper.

Customer Engagement Behavior: Interacting with Companies and Brands on Facebook

Involvement and integration of online social networks (OSNs) in daily life have gained tremendous significance in recent years. Especially the commercial relevance of OSNs attracts companies in increasing numbers. Today’s consumers are exchanging substantial company- and/or brand-specific information online and it is incontestable that interactive social media influence consumer choices (Sands, Harper, and Ferraro, 2011). Nowadays, it is not only the task of companies to find (potential) customers online, but to profit from user-generated content. Companies “need to understand that they share control of the brand with consumers who want and expect to engage with them in a rich online dialogue” (Brown, Broderick, and Lee, 2007, p. 16).

Win-for-all in software engineering education: Balancing social dilemmas to foster collaboration

Software engineering is a highly collaborative process. However, we still lack knowledge on how to collaborate successfully. A main barrier to successful collaboration emerges due to social dilemmas that can be traced back to a profound tension between what is desirable for a collective as a whole, e. g. a software development team, and what is desirable for an individual, e. g. a single coder. This position paper introduces the concept of win-for-all (winn) and applies it to software engineering education. winn is an all-purpose pattern of thought for group processes with the aim to optimally balance individual and group needs. Thus, winn is a prerequisite for sustainable and high-quality performance of the whole group, the latter being a central issue for software engineering. High-level performance can only be achieved through a systemic perspective: both, the group and the individual (as a fundamental element of the group) have to be considered. Consequently, there is also still a lot of potential for teaching and improving collaboration in software engineering education.

Blended learning at the Alpen-Adria-Universität Klagenfurt

The Alpen-Adria-Universität Klagenfurt (AAUK) seeks high quality of teaching combined with excellent support of students. Thus, e-learning and blended learning are integral parts of the universitys strategy, e.g. the process of re-academization. This paper presents an extract of a study conducted among AAUK students and lecturers during three different semester terms analyzing the status quo (N = 1154). Results reveal that quality issues are strongly attributable to flexibility, more efficient use of resources, collaboration and cooperation as well as receiving more feedback. Additionally, blended learning can contribute essentially to the re-academization initiative inter alia through self-responsibility and efficient online (self-) testing applications.

Learning and working together as prerequisites for the development of high-quality software

A major challenge for software engineering is to coordinate many individuals, whose work is heavily depending on each other. This enormous complexity often results in error-prone products. Minor mistakes can already have major side-effects impacting the entire software product. For individuals, the challenge is to focus on their own tasks, however, obeying certain design principles and without losing sight of the overall target. Therefore, we argue that software engineering is a highly collaborative process. However, we lack knowledge in general how to collaborate successfully. Consequently, there is still a lot of potential for teaching and improving collaboration in software engineering education.