The development and testing of an instrument for obtaining user feedback on the overall quality of B2C electronic commerce Web sites, SITEQUAL, is discussed. Using previous research in information quality and service quality as a springboard, a conceptual model and an instrument to measure Web site quality were developed. A factor analysis was conducted which suggested that four minimum Web site quality factors and seven desired Web site quality factors are important to consumers in the retail music industry. The use of Web site quality factors for measurement of consumer expectations and perceptions, determining Web site requirements, and guiding the testing process is suggested.
The impact of hybrid classroom/distance education approaches is examined in the context of the case method. Four distinct semester-long treatments, which varied mixes of classroom and online discussion, were used to teach a graduate MIS survey course. Specific findings suggest that by using Web technology, college instructors may offer students the option of participating in high-quality courses using the case method pedagogy in an online environment. Students not only appear to do as well as in the traditional classroom, but the data suggest that students in the online environment may perform better at multiple levels of learning outcomes, especially when using a blend of classroom and online technologies. Furthermore, the precepts of the case method pedagogy may be enhanced by the use of online discussions. Instructors employing the technique may find their own importance devalued, while the time demands of the approach can be much greater than for traditional classes. The findings infer that it is the model of learning and its fit with supporting technologies, rather than the presence of technology per se, which enhances learning outcomes.
Conflict between software testers and developers is inevitable, but mindful managers minimize its effect on development projects through communication, mutual respect, even social interaction.
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