Although several studies have looked at the effects of online product presentations on consumer decision making, no study thus far has considered a potential key factor in online product evaluations: tangibility. The present study aims at filling this gap by developing and testing a model that relates different online product presentation formats to the three-dimensional concept of product tangibility. We test how the three tangibility dimensions influence perceived diagnosticity and, eventually, online purchase intentions.
This paper proposes and tests a model to explain how consumers’ perceptions of product presentation technologies may affect online impulse buying. Data from a laboratory experiment (N = 212), which were analyzed using a structural equation modeling approach, showed that vividness and interactivity of online product presentations increased the participants’ perceptions of local presence, which refers to the sense of a product being present with a consumer in his or her own environment. Local presence, in turn, influenced the urge to buy impulsively by generating both cognitive (perceived risk) and affective (product affect) product responses. The implications of these results are discussed.
Over the past few decades, education systems, especially in higher education, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of related concepts. This reconsideration aligns with the core of higher education reforms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonistic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and exploratory nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching.
