An epidemiological assessment of online groups and a test of a typology: What are the (dis)similarities of the online group types?

A vast multitude of online groups exist, and authors have been rapidly investigating their dynamics. Extant studies have provided great information on the effects of online group membership, but limitations are often noted in these studies. Amongst the most concerning limitations are issues of generalizability. Authors are often unsure whether their results are able to generalize to other online groups, including those that are seemingly similar. For this reason, some researchers have created typologies of online groups, in hopes that online groups that fall within the same category will be generalizable; however, no study has analyzed the merit of an online group typology, and conclusions are based upon speculation. For this reason, the current study analyzed the dynamics of three different online groups, which fall within separate categories of an online group typology: a cancer support forum, a LGBT forum, and a Harry Potter fan forum. The results demonstrate that these groups vary in their properties, including group members’ group identity, well-being, and social support. These results provide support for an online group typology, and precisely demonstrate in what manner these groups differ. Additionally, the results offer valuable information about the individual groups, as some variables were previously unstudied in some group types. The discovery of these previously unknown dynamics leads to the potential of new studies, which is discussed. Therefore, the current study provides important implications for future studies, as well as the interpretation of future research results.     

Too much computer and Internet use is bad for your grades, especially if you are young and poor: Results from the 2001 Brazilian SAEB

This work presents the analysis of the 2001 Brazilian Basic Education Evaluation System (SAEB) achievement exam. The SAEB tested 4th, 8th, and 11th grade students, in mathematics and reading (Portuguese). We classified the students into seven socioeconomic classes, and for each class, compared the test results according to frequency of computer use, computer ownership, Internet access at home, and whether the teachers used computers and Internet as pedagogical tools. Frequency of computer use had, in general, a negative effect on the test results, and the negative effect increased for younger and poorer students. Computer ownership had, in general, a small positive effect on the test results for older students, and no effect for 4th graders. Internet access had a negative effect for younger and poorer students, and a positive effect for 11th graders. Finally, whether the teacher used computers or Internet as pedagogical tools had no effect on the student’s test results for all social economic classes and grades.     

Perpetuating online sexism offline: Anonymity,interactivity, and the effects of sexist hashtags on social media

Sexism and sexual harassment are not uncommon in online environments such as social networking sites, forums, and video games. This experiment investigated whether users’ anonymity and level of interactivity with sexist content on social media influenced sexist attitudes and offline behavior. Participants (N = 172) used a Twitter account that was anonymous or had personally identifying details. They were asked to share (i.e., retweet) or write posts incorporating a sexist hashtag. After exposure, participants completed two purportedly unrelated tasks, a survey and a job hiring simulation in which they evaluated male and female candidates’ resumés. Anonymous participants reported greater hostile sexism after tweeting than nonanonymous participants. Participants who composed sexist tweets reported greater hostile sexism and ranked female job candidates as less competent than those who retweeted, although this did not significantly affect their likelihood to hire.     

A comparative analysis of the consistency and difference among online self-, peer-, external- and instructor-assessments: The competitive effect

In the last few years, self- and peer-assessment have been increasingly employed not only as an evaluation method, but also as a learning procedure. The consistency and difference between self- and peer-assessments as compared to instructor-assessments have been previously studied, and a friendship bias was discovered. In this study, we introduce external-assessment (products are assessed by students from a different university that are enrolled in a similar course), and compare self-, peer-, external- and instructor-assessments. The experience was conducted at two different universities separated by a significant distance, during two consecutive years, including a total of 97 students. At both universities, students developed websites and online tools were employed to organise the different types of assessments. The obtained results indicate that there is a high-level of consistency across the different kinds of assessments. Moreover, a competitive effect was discovered: students tended to award higher grades to students from their same university while they were harsher with the products from a distant university. From the learning perspective, and according to the students' final grade, the assessment experience correlated with learning gains.     

Individual characteristics influencing the sharing of knowledge on social networking services: online identity,self-efficacy,and knowledge sharing intentions

ABSTRACT

Social media have become an important place for individuals with similar interests to exchange opinions and share resources. Ubiquitous collaborative learning environments in SNS have great educational and organisational potential and offer a platform for sharing knowledge. Rising interest in personal factors in knowledge management research calls for a better understanding of how knowledge is shared in SNS-based collaborative learning. Grounded on the theories of planned behaviour and social identity, this study investigates individual characteristics that affect the sharing of knowledge in SNS learning communities. The study also examines whether intent to share knowledge mediates those personal characteristics and sharing of knowledge. Eighty individuals from five active Facebook groups participated in this study. The findings indicate that individual characteristics, such as online personal identity, web-specific self-efficacy, and knowledge-creation self-efficacy significantly predict sharing of knowledge. In addition, intent to share knowledge mediates between the sharing of knowledge and online identity, web-specific self-efficacy, or knowledge-creation self-efficacy. The results reveal a need for customised support and environmental design focusing on online personal identity, web-specific self-efficacy, knowledge-creation self-efficacy, and intent to share knowledge in a knowledge-sharing community on SNS. Implications for the SNS communities and suggestions for further research are discussed.     

Social metacognition and the creation of correct,new ideas: A statistical discourse analysis of online mathematics discussions

During asynchronous, online mathematics discussions, new ideas and justifications (knowledge content) and evaluations and invitations to participate (social metacognition) can influence the likelihood of a correct, new idea (CNI) in the current message. Using statistical discourse analysis, we modeled 894 messages by 183 participants on 60 high school mathematics topics on a mathematics problem solving website not connected to any class or school. Results showed that CNIs, justifications, and social metacognition (correct evaluations and questions) in recent messages increased the likelihood of a CNI in the current message. Meanwhile, more experienced participants (who had posted more messages on the website) had more CNIs, and participants who initiated topics had fewer CNIs. Applied to practice, these results suggest that teachers can facilitate students’ creation of CNIs by encouraging them to justify their ideas, evaluate one another’s ideas carefully, and ask questions during online mathematics discussions.     

Acceptance of the virtual item auctioning system in online games: The role of intrinsic motivation,extrinsic motivation,and trust

The virtual item auctioning system (VIAS) has economic potential as millions of online players trade their virtual items in an auction‐based environment. However, little empirical research has been conducted about understanding the factors affecting the decision to use the VIAS in online games. To address this gap, the current study uses the technology acceptance model (TAM) to explore the effects of extrinsic motivation‐perceived usefulness, intrinsic motivation‐flow, and trust on the decision to use the VIAS in online games. Three hundred and twenty‐eight surveys were gathered from the users of VIAS in online games. The research model was tested with the structural equation modeling technique, using AMOS 20. The results showed that intrinsic motivation is more important than extrinsic motivation in explaining the use of the VIAS. Furthermore, trust is a strong predictor of both intrinsic and extrinsic motivation. We conclude the study with the discussion of the findings, managerial implications, and suggestions for future research. © 2016 Wiley Periodicals, Inc.     

Face-to-face contact at the midpoint of an online collaboration: Its impact on the patterns of participation, interaction, affect, and behavior over time

This paper describes some of the consequences of introducing a face-to-face contact during an online collaborative learning session. Previous research on the development of online groups has suggested a critical transition period at the midpoint of a collaborative task in which group members redefine their behavior. The purpose of the present study was to determine whether face-to-face contact between participants during this period influences the patterns of participation, interaction, affect and behavior over time. Results show that a face-to-face contact introduced at the midpoint of a collaborative task has a positive influence on participation. However, a time sequence analysis of interactions revealed a further transition which appears between the face-to-face contact and the deadline. This transition is characterized by a decline of participation and task-focused interactions. At the same time, the analyses revealed an increase of interactions oriented towards emotional regulation and coordination, as well as a greater need of face-to-face contact, desire to drop out, and use of synchronous communications. These findings are based on an in-depth and longitudinal examination of a small sample, which limits their generalizability, but they may have a number of implications for the design of blended learning programs and the facilitation of collaborative tasks in distributed learning environments.     

Time,engagement and video games: How game design elements shape the temporalities of play in massively multiplayer online role-playing games

Researchers and developers constantly seek novel ways to create engaging applications that are able to retain their users over the long term, make them desire to spend time using the application or go back to using it after a break. With this aim, video games can be an insightful source of inspiration, as they are specifically designed to maximise playing time, increase players' intentions of playing during the day or enhance their willingness to replay. In a gaming context, ‘time’ is an important factor for engagement because game designers can design the game time to retain players in the game environment. Drawing on social practice theory, which is increasingly used in Information Systems (IS) research, I conducted an ethnographic study in World of Warcraft (WoW) to understand how various temporalities are produced within a video game and the effects that they have on players' engagement. The findings show that game temporalities stem from the complex interaction between the design features of the game and the norms, routines and expectations that are part of the game practices. Moreover, these temporalities can engender temporal experiences that may stimulate engagement in various ways. The study contributes to IS literature by proposing a novel understanding of how time can be intentionally designed to sustain user engagement. Finally, it suggests that ‘time design’ in video games could inspire designs in broader IS contexts, such as in the gamification of online communities, crowdsourcing platforms and crowd working systems.     

Who puts the best “face” forward on Facebook?: Positive self-presentation in online social networking and the role of self-consciousness,actual-to-total Friends ratio,and culture

The present research investigated how individual, interpersonal, and cultural variables influence positive self-presentation in online social networking. In particular, we examined the role of self-consciousness, actual-to-total Friends ratio, and culture in positive self-presentation on Facebook. A cross-sectional survey was conducted with college-age participants in the United States (n = 183) and South Korea (n = 137). Results showed that self-consciousness (public vs. private) and actual-to-total Friends ratio were not significantly associated with positive self-presentation on Facebook; however, culture showed a statistically significant association with positive self-presentation on Facebook, with the U.S. participants engaging in positive self-presentation on Facebook to a greater extent than the South Korean participants. More interestingly, culture significantly moderated the relationship between public self-consciousness and positive self-presentation as well as the relationship between actual-to-total Friends ratio and positive self-presentation. Specifically, positive self-presentation showed a significant positive association with public self-consciousness and a significant negative association with actual-to-total Friends ratio only among the South Korean participants and not among the U.S. participants. Theoretical and practical implications for understanding cross-cultural differences in self-presentation behaviors on social network sites were discussed.     

The influence of computer self-efficacy,metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life

While the widespread acceptance of social virtual words is being increased in the last years, little are known about how students’ personal factors can affect their engagement in online learning courses. The current study proposed and empirically examined a conceptual model that aimed to fill this gap. The main purpose is to present an extensive empirical data of 305 novice or expert students (153 graduates and 152 postgraduates) who enrolled in online courses at university level which were held in Second Life. On this occasion it was tried to be investigated, measured and finally verified the effects of computer self-efficacy, metacognitive self-regulation and self-esteem that can predict the students’ engagement as an overall multidimensional construct of factors (cognitive, emotional and behavioral). The results from the three-step hierarchical regression analysis revealed that computer self-efficacy, metacognitive self-regulation, and self-esteem in online courses were not only positively correlated with student’s cognitive and emotional engagement factors, but were also negatively correlated with behavioral factors. Educational implications from these results can provide a more expedient and meritorious instructional quality format aimed at reinforcing users’ engagement in Second Life for sequencing and pacing future-driven online courses.     

Passing the test: Lessons from a school district’s discourse of renewal before,during and after Hurricane Harvey

This case study tests the frameworks of the discourse of renewal theory and social legitimacy theory through an examination of the Fort Bend Independent School District's (Texas) communication strategies and tactics before, during and after Hurricane Harvey struck the Houston area in 2017. A focus of this case study is one characteristic of the discourse of renewal theory: the showcasing of leaders as “instrumental forces for renewal and overcoming crises” (Ulmer, Seeger & Sellnow, 2007, pp. 131–132), especially related to messages by the district's superintendent. Both the superintendent's and Fort Bend ISD’s communication efforts aligned with the tenets of renewal discourse and social legitimacy theory, with empathy an ingredient in many messages. Another important finding of this study is that the district used a discourse of renewal before, during, and after the storm, and not simply as a post‐crisis strategy. Overall, this strategy may have played a role in the district's organizational resilience—as shown through its sustained enrolment and continuing leadership team—after the second‐costliest hurricane in U.S. history.