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nutraware79

Ethical Environment in the Online Communities by Information Credibility: A Social Medi... - 1 views

shared by nutraware79 on 10 Jun 21 - No Cached
Ömer Arslan liked it
  • Enabled by social media, individuals share their information; this then shapes social word of mouth in the form of informational or emotional support for the online communities. Users’ perceived usefulness in terms of caring and offering support through useful information make it essential for others to seek and share commercial information within the online communities (Crocker and Canevello 2008). Hence, sharing commercial information and empathising with the issues of other members of the community is likely to produce credibility and trust in the network and the adoption of social word of mouth; this may lead to the purchase intention.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      credibility
  • . In addition, consumers use social media by participating in reviewing or recommending a product to other users; these activities further increase the usefulness of a platform (Kumar and Benbasat 2006). These opportunities attract individuals to online communities and it facilitates their involvement with peers in other communities.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      usefulness increase through these communities
  • herefore, credibility of the information and trust in the online communities has a significant value for the success of an online community. Recent studies in this area argue that trust within the network has significant influence on online WOM activities
    • nutraware79
      nutraware79 on 10 Jun 21
       
      trust and credibility
candee051

Motivation and sustained participation in the online crowdsourcing community: the moder... - 2 views

www.proquest.com/...2533920993

learning_motivation crowdsourcing online_community_development

shared by candee051 on 09 Jun 24 - No Cached
  • Specifically, reputation-based reward satisfies crowdworkers' need for status improvement (Ye and Kankanhalli, 2017); recognition-based reward meets their need for positive recognition and attention (Leimeister et al., 2009) and feedback-based reward enables them to acquire concrete information about the quality and value of their submission (Feng et al., 2018).
  • Specifically, hedonic reward highlights the importance of providing enjoyable participation experiences (Rockmann and Ballinger, 2017; Ye and Kankanhalli, 2017); and eudaimonic reward emphasizes the necessity to promote crowdworkers' tendency to employ crowdsourcing community for psychologically worthwhile experiences (Mekler and Hornbæk, 2016).
  • There are four types of contextual extrinsic motivations in the online crowdsourcing community: monetary reward, reputation-based reward, recognition-based reward and feedback-based reward.
  • ...2 more annotations...
  • There are two types of contextual intrinsic motivations in the online crowdsourcing community: hedonic reward and eudaimonic reward. Hedonic reward refers to the pleasures and enjoyment of engaging in the online crowdsourcing community (Deng and Joshi, 2016).
  • Eudaimonic reward refers to the crowdworkers' need for achieving self-determination value and fulfilling their life pursuit in the online crowdsourcing community (Ryan et al., 2008).
  • candee051 on 09 Jun 24
     
    In their study, Wei and Xiang (2021) examine how motivation sustains participation in an online sourcing community. After reading Zhao and Zhu's (2014) work, I explored this topic further as they recommended it for future research. Overall, their work revealed that both intrinsic and extrinsic motivation were critical. External motivators included improved reputation, recognition, and feedback, whereas internal motivators related to emotional feelings of happiness and pleasure.
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
Alyn Minnerly

Web 2.0: User-generated Content in Online Communities - 1 views

books.google.com/books

Internet 2.0 web social

shared by Alyn Minnerly on 19 Jul 12 - No Cached
  • Alyn Minnerly on 19 Jul 12
     
    I stumbled on this and wanted to share this if anyone wants to take the time to read about Web 2.0 and online communities. There is a lot of stuff we already know, but a lot that we don't know. Seems like this fits right in with Produsage.
Alyn Minnerly

Second Life idea great for Produsage? Game-Based Learning? - 1 views

secondlife.com

2.0 Internet teaching learning Web social collaboration game-based produsage

shared by Alyn Minnerly on 15 Jul 12 - Cached
  • Alyn Minnerly on 15 Jul 12
     
    I don't know much about Second Life, and while it might have some elements that I could do without, I was thinking that this could tie nicely into a formal or informal Web 2.0 learning platform, game based learning, and Produsage. What do you think?
  • ...2 more comments...
  • Fran Marsh on 15 Jul 12
     
    I took a multimedia class last semester with Dr. Ke and got to explore Second Life and Opensim. It's a great example of Produsage as the members are constantly producing (sharing)and using (making use of what's shared) in their communities. You'd be surprised at the research currently being done with Second Life/Opensim and learning disabilities here at FSU's Instructional Systems. My daughter is part of that research and loves the interaction that's involved in second life. You'll find that it's difficult to take a back seat in this virtual community as things are constantly and dynamically changing. BUT I got" creeped" out as the environment resembled too close to real life. I can see how people can really be sucked in to this environment and "live" a second life.
  • Dana Bauries on 16 Jul 12
     
    I remember writing a couple of paper's on Second Life in some of my ISD courses. Along with informal instruction, professor's are developing courses within Second Life's virtual platform. They are holding class meetings Second Life's synchronous communication tools. Second Life's features are interesting because they can easily blend formal and informal learning.
  • Denise Basler on 16 Jul 12
     
    Second Life creeps me out too. I've tried exploring what it is, but I think it just boils down to me thinking that I would have to be dissatisfied with my first life to indulge in a second one. There was a season of The Office devoted to this, I think. It also doesn't help that the only Second Life example I have ever seen was the one that shares the thoughts and visuals of a schizophrenic and that the graphics look like the Grand Theft Auto video game (one that my little brother played WAY too much). I know all of what I just typed is silly (although true for me) because some really great things are coming out of Second Life. I have a friend who is working on her doctorate in ISD at the University of Southern Alabama, and she put a lot of work into a research on using Second Life to rehabilitate long-term prison inmates, prior to their release. She ultimately chose another topic for her thesis, but her work showed astounding results. Before learning about her work, I assumed Second Life was nothing more than a glorified Sims game.
  • Alyn Minnerly on 16 Jul 12
     
    To some degree, I agree Denise that its a little creepy. Especially since there are a lot of undesireable elements (at least to me) that seem to permeate the S.L. landscape. However, I am fascinated with using a virtual world setting to encourage learning because people tend to "get in to it" better when its in an environment that they can relate too.
Ömer Arslan

Examining a one‐hour synchronous chat in a microblogging‐based professional d... - 1 views

onlinelibrary-wiley-com.proxy.lib.fsu.edu/...bjet.12384

Twitter chat online community network

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines one-hour Twitter chat to contribute the research on designing online learning communities to support effective learning. The authors illustrate the network structure, as well.
Ömer Arslan

Theorizing social media and activism: Where is community development?.pdf - 2 views

watermark-silverchair-com.proxy.lib.fsu.edu/bsz024.pdf

social media activism community

shared by Ömer Arslan on 05 Jun 20 - No Cached
  • Ömer Arslan on 05 Jun 20
     
    BDEVIES shared this article on her blog post and I wanted to include it in our eme6414 Diigo group. This maybe a timely read for learning about the roles social media (can) play in community development.
  • Ömer Arslan on 05 Jun 20
     
    Here is a link to the journal site (https://fla.st/3cDgG9Y)! The one that I've shared seems like it's not functioning.
echo126

Learning Volleyball Forums - 0 views

volleyball.yuku.com/#.U8xSPHKRxCg.diigo

volleyball learning

shared by echo126 on 20 Jul 14 - No Cached
  • echo126 on 20 Jul 14
     
    Safe online community to talk about volleyball :) Everyone is welcome, from beginners to experts. This can be a great way to learn about volleyball or teach others about the sport! Check it out!
Dana Bauries

Catch up in a hangout - Google+ - 1 views

www.google.com/...hangouts

shared by Dana Bauries on 18 Jul 12 - No Cached
  • Dana Bauries on 18 Jul 12
     
    Hangouts let you video chat with up to 9 people, face-to-face-to-face. You can watch YouTube videos, wear pirate hats, or even doodle together.
  • Dana Bauries on 18 Jul 12
     
    I did not write the original comment. Google hangouts is a new communication tool that is free. It is like Facetime except that you can have up to 9 people on your call. It is suppose to be better then Skype because there is a screen sharing tool that you can use during the call. I just discovered this last night! I plan on trying it out when my hubby leaves for South Africa in a couple of weeks.
  • Fabrizio Fornara on 26 Jul 12
     
    It is better than Skype, great quality and an interactive screen. I love it, and use it a lot to communicate with my family (I wrote a post about that!).
Vanessa

CIOS - Electronic Journal of Communication - 1 views

www.cios.org/ejcmain.htm

communication journal Internet research

shared by Vanessa on 06 Aug 12 - Cached
  • Vanessa on 06 Aug 12
     
    Just came across this journal - some important folks involved. I want to check it out more closely, and perhaps you will, too.
hopeandpeace

20 Tips for Creating a Professional Learning Network - Getting Smart by Miriam Clifford... - 1 views

gettingsmart.com/...-professional-learning-network

PLN Creating a Professional collaboration learning technology tech tools network

shared by hopeandpeace on 10 Jul 15 - No Cached
  • hopeandpeace on 10 Jul 15
     
    Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.
vnavarrete

Telecollaboration in Online Communities for L2 Learning - 2 views

https://diigo.com/0cnus8 This paper is part of a doctoral thesis focusing on the study of language learners and the effectiveness of their strategies in two online tools, Livemocha and Busuu. In bo...

ESL eme6414 languagelearning

started by vnavarrete on 20 Jul 18 no follow-up yet
croig2

Billion Dollar Bully highlights why Yelp feels unfair. - 2 views

slate.com/...ar-bully-documentary-yelp.html

Internet web wiki yelp crowdsourcing

shared by croig2 on 06 Jun 19 - No Cached
  • croig2 on 06 Jun 19
     
    The article extends beyond just discussing Yelp, to other community based internet knowledge platform sites like Wikipedia. Wikipedia is given a pass because it is nonprofit and has an active community dedicated to accuracy- review sites like Yelp and Google have financial considerations that possibly impact their ability to be totally impartial. Do you rely on online review sites? How much weight do you give them when making decisions?
  • brandyofthelake on 07 Jun 19
     
    I am a heavy user of Tripadvisor when I plan vacations and read hundreds of reviews on lodging, restaurants, and attractions. While I'm quite sure some of the reviews are fake, some of them are obviously fake or are done by persons who seem to be very disgruntled with life in general. When I look at reviews I prefer those that include photos and plenty of details. I tend to ignore the ones that just say things like "I hated it" or "I loved it" as they offer no real value.
  • Ömer Arslan on 07 Jun 19
     
    This is such an interesting topic! I am not a heavy user of review sites but seeing this (https://www.ratemyprofessors.com/) makes me feel strange.
Ömer Arslan

Investigating the Community of Practice of World Language Educators on Twitter - 1 views

journals-sagepub-com.proxy.lib.fsu.edu/...0022487113489032

Twitter CoP Teachers

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines world language teachers' activities on Twitter. The author uses communities of practice (CoP) as a theoretical framework. I try to focus on membership, trajectories, norms, moderation, knowledge sharing, privacy, and ethics as part of my assignment.
yidke6463

Social capital for students - 10 views

Social Capital in Virtual Learning Communities and Distributed Communities of Practice http://scholar.google.com/scholar_url?url=https://www.learntechlib.org/p/43189/article_43189.pdf&hl=en&amp...

social_capital CoP teachers college_students

started by yidke6463 on 27 Jun 19 1 follow-up, last by yidke6463 on 27 Jun 19
Ömer Arslan

Twiiter: A tool for communities of practice.pdf - 1 views

files.eric.ed.gov/...EJ1203420.pdf

Twitter CoP social media teachers

shared by Ömer Arslan on 13 Jun 19 - No Cached
  • Ömer Arslan on 13 Jun 19
     
    This study examines Twitter chat using communities of practice. The authors focus on mutual engagement, joint enterprise, and shared repertoire to analyze the chat. This is one of the studies explicitly demonstrating the relationship between CoP and Twitter chat.
msoichot

Multiple social media in the workplace: Contradictions and congruencies.pdf - 2 views

social media workplace work communication productivity limitations benefits congruencies contradictions

shared by msoichot on 23 Jun 23 - No Cached
  • The variety of technologies available for everyday work creates complex environments
  • They may also lead to potential conflicts
  • social media have been found to be beneficial for knowledge workers.
  • ...10 more annotations...
  • proved a higher level of ambient awareness;
  • can be used to effectively highlight valuable knowledge created on the platform
  • negative impact on routine work
  • they can also provoke issues within organisations
  • redundancies between social media
  • as well as legacy systems such as long‐standing databases.
  • They highlighted that a single tool cannot satisfy all employee needs, and how differences emerged between groups;
  • Muller et al (2012) noted how social media were appropriated differently across groups when creating and using shared resources and forming relationships. The variation of usage could result in isolation of both resources and groups and create barriers for information sharing as well as reduce networking (Yuan et al., 2013).
  • leading to potentially conflicting modes of communication.
  • As researchers continue to study social media, contradictory findings show that their self‐organising and open‐ended nature makes it difficult to predict the actual adoption and use within the workplace, and how they contribute to maintaining coherence in work activities.
Gale Allbritton

Flipboard - 1 views

www.flipboard.com

socialmedia Web 2.0 aggregate Internet communication

shared by Gale Allbritton on 07 Jul 13 - Cached
  • Gale Allbritton on 07 Jul 13
     
    Found a great tool to aggregate social media tools. Flipboard becomes your Social Magazine. Available for iPad, iPhone & Android.
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