This research explores the bright side of technostress, contrasting prior studies focusing on its adverse effects. Drawing on the transactional model of stress and coping and the holistic stress model, we investigate how personal and organizational coping resources influence techno-eustress and learning performance in information technology training. Our research model is validated with a sample of 644 graduate students who completed technology-enhanced learning courses in an information systems program. Despite the positive association between personal and organizational coping resources, we find both resources are positively linked to techno-eustress and subsequent learning performance. These findings challenge existing assumptions and offer new insights into the relationship between coping resources, techno-eustress, and learning outcomes. Our study fills a literature gap, providing a better understanding of technostress effects, and discussing the theoretical and practical implications. These findings have significant implications for researchers, practitioners, and educators seeking to optimize technology use in training contexts.

Over the years, Web 2.0 and Web 3.0 have promoted and prospered user-generated content, ease of use, interoperability, and virtual communities. Indeed, a growing number of online platforms and virtual communities contribute to our society and economy by maximally sharing knowledge among numerous participants. Hence, it is necessary to understand the participation-motivation of knowledge sharing in various virtual communities. Using a sample of American virtual communities of interest, this study examines a model of knowledge sharing based on social capital theory and social cognitive theory. This research echoes prior studies with similar and even stronger evidence. Also, the results suggest a significant moderating effect of gender difference on knowledge sharing in virtual communities when participants share a common language and vision.

This research examines how dynamic course goal-setting can affect students’ enterprise systems learning and career choice, through a university alliance program. It also explores the learners’ cognitive and affective responses in this industry-academia collaboration. Applying the grounded theory method, we interpret the action-interaction among instructors, learners, and the enterprise software vendor while proposing a model of participative and practical goal-setting. Lastly, we discuss contributions to goal-setting theory and enterprise systems education and practical implications for similar course design and development.