Digital Technology and eWOM in the Context of Higher Education: A Study from Portugal and Spain

Autor/inn/en	Ferreira, Bruno Morgado; Abrantes, José Luis; Seabra, Ana; Rubio, Isabel Mateos
Titel	Digital Technology and eWOM in the Context of Higher Education: A Study from Portugal and Spain
Quelle	In: Journal of Marketing for Higher Education, 32 (2022) 2, S.159-178 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferreira, Bruno Morgado) ORCID (Abrantes, José Luis) ORCID (Seabra, Ana) ORCID (Rubio, Isabel Mateos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1241
DOI	10.1080/08841241.2020.1834488
Schlagwörter	Higher Education; Marketing; Computer Mediated Communication; Student Attitudes; Information Technology; Information Sources; Cross Cultural Studies; Comparative Analysis; Academic Achievement; Teacher Student Relationship; Cultural Differences; Technology Uses in Education; Internet; Social Networks; Undergraduate Students; Management Development; Business Administration Education; Foreign Countries; Portugal; Spain + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Schülerverhalten; Informationstechnologie; Information source; Informationsquelle; Cultural comparison; Kulturvergleich; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Social network; Soziales Netzwerk; Ausland; Spanien
Abstract	Higher education is currently undergoing a revolution with the widespread use of electronic tools in classrooms. Simultaneously, personal opinions are increasingly stronger and more expressive resulting in electronic Word-of-Mouth (eWOM). This article presents two studies. The first study exposes students' opinions about higher education and digital technology by a qualitative analysis. It also confirms that students use constantly their electronic devices to keep informed and updated. The second study focus on eWOM effects and follows a quantitative approach on two samples of students from two different countries by using the Fuzzy Set Qualitative Comparative Analysis. It supports the influences of eWOM on learning performance, likeability concern, student-instructor interaction, and responsiveness. It also shows that cultural differences may explain differences between those links. This research provides actual insights on awareness about digital technology in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01