Understanding and analysing activity and learning in virtual communities

Henri, France; Pudelko, Béatrice

doi:10.1046/j.0266-4909.2003.00051.x

Cited by 201 publications

(125 citation statements)

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“…Researchers categorize communities in different ways. For example, Henri and Pudelko (2003) identify four types of virtual communities: communities of interest, goal-oriented communities of interest, learners' community, and community of practice. Riel and Polin (2004) identify three types of learning communities: task-based, practice-based, and knowledge-based.…”

Section: Indd 244mentioning

confidence: 99%

Digital Learning Environments

Veletsianos¹

2016

The Wiley Handbook of Learning Technology

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Section: Indd 244mentioning

confidence: 99%

Digital Learning Environments

Veletsianos¹

2016

The Wiley Handbook of Learning Technology

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“…According to Henri and Pudelko (2003), Blueplanet can capture all important characteristics [6]. First, Blueplanet is an open community for people to join.…”

Section: B Case Studymentioning

confidence: 99%

Section: Review Of Related Literaturementioning

confidence: 99%

“…Knowledge usage refers to practical use, perceptual use, adaptive use, selective use, premature use, rejected use (i.e., deliberate nonuse), discontinued use, and misuse [5]. Knowledge usage is also meant to adaptive use, discontinued use, disuse, and misuse of knowledge, [6].From various definitions, they can imply that knowledge usage has three level of use. First, utilizing knowledge that mean the state of being useful, profitable, beneficial [7].…”

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confidence: 99%

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The Influence Factors of Knowledge Usage in Online Informal Community of Practice

Manthon¹

2016

IJKE

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Abstract-The key problem of informal community of practice is -there is a lot of shared knowledge, but the use of shared knowledge seems limited. If informal communities of practice can increase the amount of knowledge usage, it will become more valuable. This research aims to identify factors that encourage members of informal community of practice to use shared knowledge. A single case of Blueplanet community of practice in pantip.com is used for this research. The primary data collection is message analysis. The preliminary result, factors that encourage members of informal community of practice to use shared knowledge are personal factors (communication capabilities, and social capability), trust factors (personal trust, and group trust), and content factors (value and relevancy, and picture presentation). To enhancing the understanding of this phenomenal, this study propose new theoretical point of view that integrate factors that can encourage members of informal community of practice to use the shared knowledge.Index Terms-Knowledge usage factors, online community of practice, knowledge management. I. INTRODUCTIONThe advancement of information technology especially Internet technologies arises whereas online community increases rapidly. Examples of online community technological platforms are social network systems like Facebook and Twitter, or discussion board systems. In the past, people used online community for many individual purposes such as social interaction and communication purposes. Nowadays, individuals' purposes also cover for the need for acquiring, sharing, and using knowledge from online communities [1]. Therefore, online communities have transformed themselves into informal communities of practice where they refer to a persistent, sustained social network of individuals who share and develop an overlapping knowledge base, set of beliefs, values, history and experiences focused on a common practice [2]. The key problem of online informal community of practice is -there is a lot of shared knowledge, but the use of shared knowledge seems limited [3]. If online informal communities of practice can increase the amount of knowledge usage, it will become more valuable [4].Based on the above statement of problem, the research questions are "What are the factors that encourage members of online informal community of practice to use shared knowledge?" Answers to this question can help communities' administrators deal with how to increase the amount of shared knowledge usage. II. REVIEW OF RELATED LITERATUREA. Knowledge Usage Knowledge usage has been used interchangeably with the terms knowledge utilization and knowledge application. Although, they are different terms, their definitions tend to explain the same thing. For the sake of understanding, this study will use the term knowledge usage. According to Peterson (2009), the work seeks to measure knowledge pickup, processing, and applying. Knowledge pickup means the process of retrieving or receiving knowledge whether from a data bank, a library s...

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“…Much of the educational research in this area has focused on examining the importance of teacher-student and student-student interaction in the online learning process, and in particular the use of discussion/bulletin boards to foster the creation of an effective learning environment (Downing & Chim, 2004a). While some of this research has suggested effective ways of creating such an environment (Chou, 2001;Henri & Pudelko, 2003;Gilbert & Dabbagh, 2005), relatively few studies (De Laat & Lally, 2004;Yukselturk & Top, 2006) have undertaken detailed week-on-week analysis of tutor and student bulletin board activity throughout a semester, and used these data to make recommendations about how an effective online learning community can be established with appropriate use of the discussion/ bulletin board tools in Blackboard and Web CT.…”

Section: Introductionmentioning

confidence: 99%

Creating interaction in online learning: a case study

Downing¹,

Lam²,

Kwong³

et al. 2007

Research in Learning Technology

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This paper uses the case-study method to examine detailed data related to student and tutor usage of an asynchronous discussion board as an interactive communication forum during a first-semester associate degree course in applied psychology at the City University of Hong Kong. The paper identifies 'what works' in relation to discussion board use, demonstrating how students might gradually create an online community of their own, but only if prompted in a timely and appropriate way by the course structure. It also identifies three distinct phases in online interaction and suggests these might, to some extent, be mediated by assessment tasks.

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Understanding and analysing activity and learning in virtual communities

Cited by 201 publications

References 11 publications

Digital Learning Environments

Digital Learning Environments

The Influence Factors of Knowledge Usage in Online Informal Community of Practice

Creating interaction in online learning: a case study

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