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White, Bruce; Cornu, Rosie Le

doi:10.1023/a:1020917706222

Cited by 15 publications

(3 citation statements)

References 6 publications

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“…Tufekci (p. 578) defines the expressive Internet as that which allows users ‘to perform and realize social interactions, self‐presentation, public performance, social capital management, social monitoring, and the production, maintenance and furthering of social ties’ and differs from the ‘instrumental Internet’ in that the latter refers to ‘information seeking, knowledge gathering and commercial transactions on the Internet, and non‐social communication involved in such trans ‐ actions’. White et al . (2009) observe distinctive uses of the Internet, but focus on viewing Internet users on a continuum ranging from digital visitors to digital residents.…”

Section: Literature Reviewmentioning

confidence: 99%

Higher education scholars' participation and practices on Twitter

Veletsianos

2011

Computer Assisted Learning

264

197

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Scholars participate in online social networks for professional purposes. In such networks, learning takes the form of participation and identity formation through engagement in and contribution to networked practices. While current literature describes the possible benefits of online participation, empirical research on scholars' use of online social networks in the educational technology literature is negligible. The purpose of this paper is to understand scholars' naturalistic practices in social networks in general, and on Twitter in particular. Tweets from 45 scholars were analysed qualitatively to arrive at dominant themes describing online social network practice. Findings indicate that scholars participating on Twitter (1) shared information, resources, and media relating to their professional practice; (2) shared information about their classroom and their students; (3) requested assistance from and offered suggestions to others; (4) engaged in social commentary; (5) engaged in digital identity and impression management; (6) sought to network and make connections with others; and (7) highlighted their participation in online networks other than Twitter. These findings assist the field in understanding the emerging practice of scholarly participation in online networks.

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Section: Literature Reviewmentioning

confidence: 99%

Higher education scholars' participation and practices on Twitter

Veletsianos

2011

Computer Assisted Learning

264

197

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“…Parmi ceux-ci, il permettrait de favoriser la communication (Hassini, 2006), d'augmenter les interactions et de réduire le stress en n' étant pas dans une situation de face-à-face (White et Le Cornu, 2002), d' envoyer plus d'un message par jour sans craindre de déranger la personne -contrairement au téléphone -, d' envoyer des pièces jointes et d' obtenir une réponse rapide (Sasseville et Morel, 2008). En outre, le courriel serait perçu par les apprenants comme plus accessible que les sources d'aide en face à face (Makara et Karabenick, 2013) et, étant donné son caractère privé, apparaitrait moins menaçant pour les étudiants que de formuler une demande d'aide dans une salle de classe (Karabenick et Knapp, 1988b;Kitsantas et Chow, 2007) ou dans un forum (Makara et Karabenick, 2013).…”

Section: Nombre De Courrielsunclassified

État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

Fatoux

Mottet

Rouissi

2018

Formation-profession

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“…The service was perceived as a distinct environment, or as a series of developed architectures and boundaries with multiple entry and exit points. Access to other listeners in the place, online or by sharing accounts with someone, also allowed for music-streaming services to be interpreted socially as sociocultural milieus [28], where value was assessed in terms of senses of social presence, relationships, identity as well as knowledge [29].…”

Section: Music Streaming As Entering Placesmentioning

confidence: 99%

The metaphors we stream by: Making sense of music streaming

Hagen

2016

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In Norway music-streaming services have become mainstream in everyday music listening. This paper examines how 12 heavy streaming users make sense of their experiences with Spotify and WiMP Music (now Tidal). The analysis relies on a mixed-method qualitative study, combining music-diary self-reports, online observation of streaming accounts, Facebook and last.fm scrobble-logs, and in-depth interviews. By drawing on existing metaphors of Internet experiences we demonstrate that music-streaming services can make sense as tools, places, and ways of being. Music streaming as lifeworld mediation is discussed as a fourth framework for understanding online music experiences, particularly those arising from mobile and ubiquitous characteristics of contemporary Internet technology.

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Untitled

Cited by 15 publications

References 6 publications

Higher education scholars' participation and practices on Twitter

Higher education scholars' participation and practices on Twitter

État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

The metaphors we stream by: Making sense of music streaming

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