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Purpose This paper examines the role that attitudes toward online product reviews (OPRs), perceived credibility of OPRs and perceived benefit of OPRs play as antecedents of consumers’ reliance on OPRs in purchase decisions. A conceptual model of relationships investigated posits that attitudes drive reliance and are in turn driven by perceived benefit and credibility of OPRs. The study also examines gender differences in the constructs and their inter-relationships. Design/methodology/approach Data from a structured self-administered survey of US consumers are used to estimate parameters of a structural equation model (SEM) of the relationships. Gender differences in the structural relationships are tested using multi-group SEM, while gender differences in reliance, attitudes, benefit and credibility are tested using independent-samples t-tests. Findings Results show a strong positive effect of attitudes toward OPRs on reliance on OPRs. In turn, perceived benefit and credibility of OPRs are strong positive drivers of attitudes toward OPRs, with benefit having a greater impact. Structural relationships among the constructs are invariant across the two gender groups. However, there is a statistically significant difference between males and females in reliance on OPRs, with males exhibiting a tendency to rely more on OPRs than females. Originality/value The study introduces two new constructs to the literature – reliance on OPRs and global attitudes toward OPRs – and provides initial conceptualizations and operationalizations. The specific results underscore the relevance and importance of further research on these constructs and their relationships with other OPR-relevant constructs. They also provide initial indications of gender differences in consumers’ perceptions of OPRs and relationships among these and reliance on OPRs that are worthy of additional research attention.

Purpose The purpose of this study is to examine factors affecting the extent of consumers’ use of electronic word-of-mouth (eWOM), specifically online product reviews (OPRs), during their decision-making process. It also examines their motives for using OPRs. Design/methodology/approach The study uses an exploratory qualitative research methodology involving observation and free-flowing face-to-face interviews with consumers who have previously made a purchase online and who read OPRs during the decision-making process. An adaptation of the grounded theory method is used for collection, coding and data analysis. Findings Findings confirm previously uncovered motives for consumers’ use of OPRs. In addition, the findings suggest that two previously unidentified factors influence the extent of consumers’ use of OPRs: “decision-making drive” and “decision-making drag”. Decision-making drive is a mental momentum created when one or more factors that enhance decision-making readiness are present. This momentum tends to accelerate the decision-making process and shorten the information search process, leading to a reduction in the extent of OPR use. In contrast, decision-making drag is a mental resistance created when one or more factors that impede decision-making readiness are present. This resistance tends to decelerate the decision-making process and lengthen the information search process, leading to an increase in the extent of OPR use. Originality/value Focused on the pre-consumption phase of eWOM, between the stages of product need recognition and information search, this study is the first to identify decision-making drive and decision-making drag as additional psychological mechanisms affecting the extent of OPR use by consumers. For marketers, understanding these mechanisms has strategic marketing implications that can provide guidance to brands, websites and online review systems.

Midterm student evaluations have been shown to be beneficial for providing formative feedback for course improvement. With the purpose of improving instruction in marketing courses, this research introduces and evaluates a novel form of midterm student evaluation of teaching: the online collaborative evaluation. Working in small teams, students comment on their course using an online collaborative document creation tool. Compared with a standard individual evaluation, the online collaborative evaluation was rated significantly higher by students in enjoyment, ease, and ability to provide useful feedback. In addition, comments yielded from the collaborative evaluation provided formative information that could be used to improve student learning. In a marketing class that emphasizes teamwork, the collaborative evaluation of teaching can reinforce the benefits of functioning well as a team, while providing useful information to the instructor to improve the course.