Talking with other users, auditioning the device and searching the Internet are important ways for consumers to gather information. When consumers feel informed, they are more likely to be satisfied with the AT and retain it.

This investigation dealt with the role and impact of affect in the process of resistance. A total of 597 participants took part in the study in 4 phases spanning 6 weeks. Initial results indicated that the cognitive, affective-anger, and affective-happiness inoculation treatments all conferred resistance to persuasive attacks. Structural equation analyses were conducted on the cognitive, affective-anger, and affective-happiness experimental inoculation conditions in order to examine the process of resistance. The results across all 3 conditions revealed a direct path in which inoculation treatments directly induced resistance to persuasive attacks. However, indirect paths to resistance varied across the 3 experimental conditions. Cognitive inoculation treatments contributed to receiver threat and counterarguing output, which, in turn, enhanced resistance. Thus, the cognitive inoculation treatments triggered a process that is consistent with McGuire's theoretical explanation for resistance. By contrast, both affective-anger and affective-happiness inoculation treatments relied more heavily on elicited emotional responses. Finally, the results indicated that greater receiver involvement was positively associated with experienced anger and, therefore, indirectly contributed to resistance, whereas greater receiver self-efficacy tended to dampen resistance. T he inoculation approach to promoting resistance to attitude change has been the focus of considerable theoretical and applied interest. However, many questions about inoculation remain unresolved and "deserve renewed study in the context of contemporary theory and Michael Pfau (Ph.D., University of Arizona, 1987) is professor and director of graduate studies in the School of Journalism and Mass Communication, and Erin

No abstract

No abstract

Purpose Web-based courses are a practical way to engage in meaningful discussions with learners from a diverse set of communities. By gathering online to learn about a topic, learners can form communities that transcend geographic and political boundaries. This paper aims to investigate a partnership between the University of Wisconsin-Madison (UW-Madison) and Wisconsin Library Services, which brought open access online learning to thousands of lifelong learners around the state of Wisconsin. “Changing Weather and Climate in the Great Lakes Region”, a massive open online course the UW-Madison launched in 2015, paired a regional focus with face-to-face discussions at 21 public libraries to deepen learners’ personal connections to the subject matter. Through strategic partnership, targeted course development and marketing of events, intimate local discussion sessions and statewide events provided fora in which Wisconsin residents would explore changing weather and climate with university faculty, staff and students. Design/methodology/approach This paper uses a case study approach and firsthand interview feedback from librarians, library staff and university faculty and staff who were leading the effort. Findings This paper explores the lessons learned and practical implications from the project and offers insight into libraries and universities looking to engage specific communities in non-credit online learning projects into the future. Originality/value This effort was a first of its kind partnership for the University and the State of Wisconsin.