Anna L. Cox

Research suggests that the temporal flexibility advertised to crowdworkers by crowdsourcing platforms is limited by both client-imposed constraints (e.g., strict completion times) and crowdworkers’ tooling practices (e.g., multitasking). In this article, we explore an additional contributor to workers’ limited temporal flexibility: the design of crowdsourcing platforms, namely requiring crowdworkers to be ‘on call’ for work. We conducted two studies to investigate the impact of having to be ‘on call’ on workers’ schedule control and job control. We find that being ‘on call’ impacted (1) participants’ ability to schedule their time and stick to planned work hours, and (2) the pace at which participants worked and took breaks. The results of the two studies suggest that the ‘on-demand’ nature of crowdsourcing platforms can limit workers’ temporal flexibility by reducing schedule control and job control. We conclude the article by discussing the implications of the results for (a) crowdworkers, (b) crowdsourcing platforms, and (c) the wider platform economy.

Attending university is an important time for many young people's social lives. But changes are afoot with new innovative digital higher-education experiences being built, shifting students' social lives further online. However, it is unclear how a longer-term shift to a digital university ecosystem will impact students and their social relations and how current technologies could amplify their social experience. We report a focus group study investigating the impact of a primarily digital university experience on the social relationships of incoming undergraduates. In line with existing research, we demonstrate how technology-mediated communications can benefit some aspects of students' social relations and less so for others. Our novel contribution is evidence of students' remarkable adaptiveness when facing an online-only university experience. Crucially, our participants identified and utilised the nuances of different online platforms to start and maintain new relationships. This way, they preserved their ability to nurture social relationships, even when dealing with an unexpected learning environment. We provide design recommendations for future metaversities and discuss students' resilience in sustaining personal relationships that can inform online-centric university models.