Avoiding crisis in communication: a computer-supported training approach for emergency management

Reuter, Christian; Pipek, Volkmar; Müller, Cláudia

doi:10.1504/ijem.2009.031571

Cited by 9 publications

(7 citation statements)

References 15 publications

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“…To ensure staff have the skill necessary to communicate during an emergency, organizations will need to ensure staff are well trained. Skill development in emergency management is critical to successfully navigating emergencies, and online simulations are useful tools to accomplish this (Reuter et al , 2009). Online simulation tools are known to allow users to practise skills without serious consequence (Reuter et al , 2009).…”

Section: Discussionmentioning

confidence: 99%

“…Skill development in emergency management is critical to successfully navigating emergencies, and online simulations are useful tools to accomplish this (Reuter et al , 2009). Online simulation tools are known to allow users to practise skills without serious consequence (Reuter et al , 2009). These simulations can be designed to teach users to sort through large amounts of information and identify messages that need to be addressed, misinformation that needs to be corrected or information that needs to be shared.…”

Section: Discussionmentioning

confidence: 99%

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Communicating on social media during a #FestivalEmergency

Winkle

Corrigan

2021

IJEFM

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PurposeThe purpose of the study was to explore multidirectional flows of information over the course of an emergency. The following research questions were designed to guide this study: How does social media communication unfold over the course of an emergency at a cultural event? How does the nature and purpose of social media communication between all SM users change once an emergency occurs that affects event operations? How does the sentiment of social media communication change once an emergency occurs that affects event operations?Design/methodology/approachThis study explored how social media was used to communicate about on-site emergencies at community cultural events. Three events were studied before, during and after an on-site emergency that disrupted the event. The Twitter and Facebook posts referencing emergencies that took place at Shambhala, Detonate and Zombicon were explored, and the nature and purpose of the posts revealed how online communication changed throughout the emergencies. The Social Mediated Crisis Communication Model guided this research and findings contribute to the model's ongoing development by incorporating additional theories and models.FindingsThe research demonstrates that social media communication shifts during an emergency and how communication moves through a network changes. Once an emergency is underway, communication increases and who is talking with whom changes. The nature and purpose of the social media conversation also evolves over the course of an emergency.Research limitations/implicationsThis study examined the social media communication during three on-site emergencies at three different cultural events. The findings contribute to the understanding of the Social Media Crisis Communication Model. Specifically, the research confirms the various actors who engage online but also shows that two-way communication is not common. As this study only examined three events experiencing three different emergencies, we have a limited understanding of how the type of emergencies affects social media communication.Practical implicationsThe findings show the need for pre-crisis work by event organizers. It is necessary for the events to build trust with their online communities to ensure that when an emergency occurs the event will be seen as a trusted source. Also, staff training is needed to ensure people are prepared to handle the complexities of communicating online during an emergency. Issues like misinformation, influencers and the rapid pace of social media communication create a challenging environment for staff who are unprepared.Originality/valueEmergencies can threaten the survival of event organizations and put the health and wellness of attendees, staff and other stakeholders at risk. The study of crisis communication in special event contexts has received little theoretical attention and yet it is an important area of event management practice. Social media is an essential part of communication strategies and should be integrated into emergency planning to best reach people when an emergency threatens the safety of those involved with the event. The Social Media Crisis Communication Model offers some insight, but understanding its relevance is necessary if it is to be integrated into event emergency management.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Communicating on social media during a #FestivalEmergency

Winkle

Corrigan

2021

IJEFM

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“…Therefore, the issue has to be identified at first in order to match the single pieces of information. This can be accomplished by a simulation of possible crises (Reuter et al, 2009), which can give clues about the character and the interdependencies of required information.…”

Section: Discussion and Transferability To Other Domainsmentioning

confidence: 99%

The aggregation of information qualities in collaborative software

Christofzik¹,

Reuter²

2013

IJEV

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Collaborative software supports teams involved in a common task in generating and sharing information over geographic distances. Such software is used in the cooperation between organisations, companies or individuals. The overall quality of the resulting information product depends on the quality of the individual contributions as well as on an underlying consolidation process. We therefore present different 'composition functions' indicating how the qualities of the contributions by single actors (q i ) influence the quality of the aggregated information (Q). Based upon a qualitative empirical study of inter-organisational crisis management in Germany we match use cases with those composition functions and derive implications for the design of collaborative software.

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“…Some studies in the literature have compared online, face-to-face and blended learning situations in terms of both attitude and effect on academic achievement and different results were obtained. For example, Tatlı and Ayas (2013) and Reuter et al (2009) concluded that online learning was more effective than face-to-face learning. In another study, Ferdig (2013) found no significant difference between online learning and face-to-face learning in terms of academic achievement, attitude and motivation.…”

Section: Increased Cost Lack Of Economy (1)mentioning

confidence: 99%

Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case

Güntaş¹,

Güneyli

Gökbulut

2021

Laplage

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The aim of this study is to determine the attitudes and opinions of pre-service Turkish teachers about blended learning in a course called Turkish as a Foreign Language. As part of the study, various activities based on blended learning were first organized and then implemented by the researchers in the course. Taking a quasi-experimental approach as a model, a 'Single Group Pre-Test-Post Test Pattern' was used. When the opinions of the pre-service teachers in the quasi-experimental application process were evaluated, it was seen that their learning skills improved, they used the time allocated to education more effectively, but in some respects, the outcomes turned out to be more negative (i.e. lack of opportunities to ask questions, cutting corners, free-riding) on students. The pre-service teachers stated that problems shortcomings in technology mostly affected blended learning negatively.

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Avoiding crisis in communication: a computer-supported training approach for emergency management

Cited by 9 publications

References 15 publications

Communicating on social media during a #FestivalEmergency

Communicating on social media during a #FestivalEmergency

The aggregation of information qualities in collaborative software

Assessment of the effectiveness of blended learning in foreign language teaching: Turkish language case

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