Network Community Design: A Social-Technical Design Circle

O‘Day, Vicki L.; Bobrow, Daniel G.; Shirley, M.

doi:10.1023/a:1008691222992

Cited by 11 publications

(5 citation statements)

References 12 publications

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“…Although IRC-or MUD-style chat systems have proven to be powerful forms of communication in their own right (see O'Day et al, 1998;Grinter and Palen, 2002), we argue that near-real-time chat systems, such as that in There, are better suited as a substitute for talk in the avatar interaction systems of 3D virtual worlds. This is based on two reasons.…”

Section: Doing Virtually Nothingmentioning

confidence: 84%

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

Moore

Ducheneaut

Nickell

2006

Comput Supported Coop Work

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To date the most popular and sophisticated types of virtual worlds can be found in the area of video gaming, especially in the genre of Massively Multiplayer Online Role Playing Games (MMORPG). Game developers have made great strides in achieving game worlds that look and feel increasingly realistic. However, despite these achievements in the visual realism of virtual game worlds, they are much less sophisticated when it comes to modeling face-toface interaction. In face-to-face, ordinary social activities are ''accountable,'' that is, people use a variety of kinds of observational information about what others are doing in order to make sense of others' actions and to tightly coordinate their own actions with others. Such information includes: (1) the real-time unfolding of turns-at-talk; (2) the observability of embodied activities; and (3) the direction of eye gaze for the purpose of gesturing. But despite the fact that today's games provide virtual bodies, or ''avatars,'' for players to control, these avatars display much less information about players' current state than real bodies do. In this paper, we discuss the impact of the lack of each type of information on players' ability to tightly coordinate their activities and offer guidelines for improving coordination and, ultimately, the players' social experience.

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Section: Doing Virtually Nothingmentioning

confidence: 84%

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

Moore

Ducheneaut

Nickell

2006

Comput Supported Coop Work

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“…A consistent theme emerging from the literature on educational uses of MOOs and MUDs is the characterization of them as "social spaces" and that characterization as central to their effectiveness as learning environments (O'Day, Bobrow & Shirley, 1998;Jacobson, 2001;Looi & Ang, 2000). This characterization is well represented by O'Day and her colleagues when they say that such environments "offer places for people to be together.…”

Section: Relationships Between the Constructs And Literature Gapsmentioning

confidence: 95%

“…Researchers have concluded based on their examinations of both traditional and online courses that social interactions and relationship building are essential elements of classroom learning which distinguish educational experiences from merely informational ones (Thompson & McGrath, 1999;Wegerif, 1998). Also, several researchers have concluded, based on their observations of online classes, that despite the limitations commonly associated with Internet-based communication media, the online educational setting is capable of promoting social interactions among class participants (Oren, Mioduser, & Nachmias, 2002;O'Day, Bobrow & Shirley, 1998;Jacobson, 2001;Looi & Ang, 2000). So accepted has the notion of the value of interaction in online learning become that numerous well-regarded rubrics designed to assure quality in online classes now include an interaction component (Roblyer & Wiencke, 2003;California State University, Chico, 2003;Monterey Institute for Technology and Education, 2003;Keinath & Blicker, 2003).…”

Section: The Role Of Interactionmentioning

confidence: 99%

“…The social presence studies cited above, for instance, limit their analysis to innovations that can be applied within asynchronous learning networks, such as email and discussion boards, rather than considering other media such as synchronous chat or virtual environments. And while the literature on online learning is replete with papers in which online educators describe how their use of a particular online medium, such as a virtual environment, produced a thriving online learning community, most of these articles are anecdotal in nature and do not apply formalized conceptual frameworks or protocols for data collection or analysis (O'Day et al, 1998;Looi & Ang, 2000;Jacobson, 2001). …”

Section: Presence and Social Presencementioning

confidence: 99%

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AMP: A tool for characterizing the pedagogical approaches of MOOCs

Swan¹,

Day²,

Bogle³

et al. 2014

e-mentor

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Online instruction has become part of the core of higher education and a voluminous literature has developed establishing that online instruction is just as effective as face-to-face learning. Simultaneously, however, pervasive reports of isolation and attrition among online learners, attributed to the presumed inability of online classes to support the substantive social interaction and sense of community among learners, have led some to conclude that online learning is not suitable for students who highly value interaction and who cannot function well independently. This study, however, explores how innovations in online instructional media and design may heighten interaction and community building among online learners.This study examines how the use of an online virtual environment impacts on student learning experiences in terms of four constructs: Presence, social presence, social interaction, and sense of community. During this ethnography, the online class proceedings of four hybrid classes were observed over the course of three academic terms. The transcripts of the proceedings, some conducted in the virtual environment and some in an asynchronous discussion forum, were subjected to content analysis to examine how the constructs manifested themselves in the virtual environment, how the environment impacted on their manifestation, how they mutually influenced one another, and how they mutually impacted upon student learning experiences. In addition, the researcher conducted interview and focus group sessions with key informants.The results indicated that the MOO demonstrated stronger manifestations of the constructs than did Blackboard, primarily due to the fast-paced, synchronous exchanges and the ability to display slides which the MOO supported but Blackboard could not.The results suggested that the presence and social presence supported by the MOO promoted the growth of social interaction in both forums which, in turn, promoted the development of sense of community among learners which minimized students' sense of isolation and combated attrition. However, the results also established that the use of the virtual environment was not a panacea, and that the manifestation of the constructs was also dependent upon the pedagogy and degree of involvement and investment in the online forum of both the instructor and the students.

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“…Yin pang presented an energy model for network community detection to prevent losing information among communities [1], Vicki L. O'Day set a school-centered network community for an example to illustrate different ways of exploring the design space. It shows that network communities makes the co-evolution of techonology and social practice closely [2], Linghe Huang pointed out the misunderstandings on social role, and built the framework of analyzing the relationship of different social roles [3]. On the other hand, yuan jing summarized current research from the macroscopic of view, the paper concluded the achievements about user's information behavior in network community, and analyzed the deficiency of research, such as how to build a new relationship between community members [4].…”

Section: Introductionmentioning

confidence: 99%

The Analysis of Research Frontier and Hot Topics about User Behavior in Network Community Based on Mapping Knowledge Domain

Jiang

Xiao

2014

AMM

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By using mapping knowledge domain, this paper analyzes the literature from 2005 to 2013 of user behavior in network community, the results show that with the development of the Internet and the maturity of the social media, the research in this field is increasing. Now, the papers mainly focus on the study of the user behavior, virtual community and online community, and the chief methods are structural equation model and social network analysis, also, they have a deep analyze on trust as an influence factor. First, to have an overall understanding of the research situation, this paper analyzes three aspects as follow: the information of the papers, the author of the papers and the research institutions, second, it focuses on the research frontier and the cited references.

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Network Community Design: A Social-Technical Design Circle

Cited by 11 publications

References 12 publications

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

Doing Virtually Nothing: Awareness and Accountability in Massively Multiplayer Online Worlds

AMP: A tool for characterizing the pedagogical approaches of MOOCs

The Analysis of Research Frontier and Hot Topics about User Behavior in Network Community Based on Mapping Knowledge Domain

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