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Digital F: Angewandte Wirtschaftswissenschaften S: TC Grafenau

Zeitschriftenartikel

Michael Scholz

Estimating demand function parameters of mobile applications

Economics of Innovation and New Technology, vol. 26, no. 7, pp. 621-633

2017

DOI: 10.1080/10438599.2017.1263444

Abstract anzeigen

The vibrant market for mobile applications has raised awareness of several professional and also voluntary software developers. The key question especially for professional developers is how to improve the profit gained with a developed app. Recent research provided evidence on the factors that determine the demand of a mobile app. This paper presents a procedure to estimate demand function parameters that are required for developing pricing, advertising and also product update strategies. More specifically, the procedure estimates an app’s maximal willingness to pay, demand elasticity on price and network value. The procedure is based on the Fulfilled Expectations Cournot Model and requires knowledge about the apps being considered as substitutes to each other. It is applied to a data set consisting of download rank data of Apple iPhone apps.

Digital F: Angewandte Wirtschaftswissenschaften S: TC Grafenau

Zeitschriftenartikel

O. Ivanova, Michael Scholz

How can online marketplaces reduce rating manipulation? A new approach on dynamic aggregation of online ratings

Decision Support Systems, vol. 104, no. December, pp. 64-78

2017

DOI: 10.1016/j.dss.2017.10.003

Abstract anzeigen

Retailers' incentives to manipulate online ratings can undermine consumers' trust in online marketplaces. Finding ways to avoid fake ratings has become a fundamental problem. Most marketplaces update product ratings immediately, i.e., display new ratings as soon as they are submitted. Some platforms have proposed to reduce the frequency of rating updates, as hiding ratings for a certain amount of time allows identifying and eliminating bursts of suspicious ratings. Reducing the update frequency also allows aggregating ratings and displaying only a summary statistic (e.g., mean of ratings). Although such aggregation helps to reduce the amount of fake ratings, as multiple fake ratings get represented by only one value, it might also distort legitimate ratings from real customers and hence have negative impact on honest retailers. In the present study, we propose and evaluate a novel method that instead of displaying every new rating immediately, aggregates a sequence of most recent ratings to k-values, with k determined dynamically based on the distribution of the recent ratings. In a simulation, we demonstrate that our proposed method outperforms state-of-the-art aggregation methods – it effectively reduces the impact of fake ratings on sales, and at the same time only marginally affects sales of honest retailers. Our proposed method can be easily integrated in online rating systems and can be especially used for designing fraud-resistant ranking algorithms.

Digital I: Zentrum für Akademische Weiterbildung P: DEG-DLM1

Zeitschriftenartikel

Andreas Gegenfurtner, Lina Spagert, Gabriele Weng, Christine Bomke, Karina Fisch, Andreas Oswald, Martina Reitmaier-Krebs, Christine Resch, Nina Schwab, Wolfgang Stern, Alexander Zitt

LernCenter: Ein Konzept für die Digitalisierung berufsbegleitender Weiterbildungen an Hochschulen

Bavarian Journal of Applied Sciences, vol. 3, no. 1, pp. 261-276

2017

DOI: 10.25929/z26v-0x88

Abstract anzeigen

m Zuge der Digitalisierung akademischer Lehre öffnet eine wachsende Zahl an Hochschulen ihre Lehr- und Studienangebote für nicht-traditionell Studierende und konzipiert entsprechende berufsbegleitende Weiterbildungen bzw. Studiengänge mit Anteilen an E-Learning und Blended Learning. Dabei stellen sowohl die Digitalisierung wie auch die Zielgruppe der nicht-traditionell Studierenden manche Hochschulen vor didaktische Herausforderungen. Um diesen Herausforderungen digitalisierter Bildung zu begegnen, wurde im Rahmen des Forschungsprojekts DEG-DLM (Deggendorfer Distance Learning Modell) das LernCenter-Konzept entwickelt. LernCenter integrieren die Vorteile von Präsenzveranstaltungen, Webkonferenzen und digitalen Selbstlernphasen. Das Ziel dieses Artikels ist, das Konzept des LernCenters als Antwort auf die didaktischen Herausforderungen in der Weiterbildungspraxis mit nicht-traditionell Studierenden, die im Zuge einer zunehmenden Digitalisierung akademischer Lehre an die Hochschulen kommen und an den dortigen Lehr- und Studienangeboten partizipieren, vorzustellen sowie deren Bedarfe aufzuzeigen. Der Artikel vergleicht zuerst verschiedene didaktische Lehrformate. Danach werden didaktische und technische Elemente des LernCenter-Konzepts näher beschrieben. Abschließend situieren zwei Beispiele berufsbegleitender Studienangebote für nicht-traditionell Studierende das LernCenter-Konzept in der Praxis virtueller Lehre an Hochschulen. In the wake of digitizing their academic teaching, an increasing number of colleges and universities worldwide develop on-the-job training and degree programmes for non-traditional students incorporating elements of e-learning and blended learning. At the same time, the teaching practices at some higher education institutes are challenged by the digitization process as well as the characteristics of the group of non-traditional students. To respond to the specific challenges of digitized education, the concept of LernCenters was developed within the realms of the research project DEG-DLM (Deggendorf Distance Learning Model). LernCenters combine the elements of classroom teaching, webinars, and virtual self-directed learning opportunities. The aim of this paper is to present the LernCenter concept as a response to the didactic challenges higher education institutes face as non-traditional students and training participants enter technology-enhanced training and degree programs in higher education. First, this article compares different teaching formats. Second, didactic and technical elements of the LernCenter concept are described. And finally, two examples of university-based training and degree programs are used to contextualize the concept of LernCenters for on-the-job virtual teaching of non-traditional students in higher education.

Digital I: Zentrum für Akademische Weiterbildung P: DEG-DLM1

Buch (Monographie)

Andreas Gegenfurtner, Lina Spagert, Nina Schwab, Gabriele Weng, Christine Bomke

Gründe und Attributionen für eine Nicht-Teilnahme an berufsbegleitender Weiterbildung

2017

Digital I: Zentrum für Akademische Weiterbildung P: DEG-DLM1

Buch (Monographie)

Andreas Gegenfurtner, Karina Fisch, Martina Reitmaier-Krebs

Training Reactions as Predictors of Autonomous and Controlled Motivation to Transfer

2017

Digital I: Zentrum für Akademische Weiterbildung P: DEG-DLM1

Buch (Monographie)