The process of disengaging from online learning community revealed through examination of threaded discussions

Kazmer, Michelle M.

doi:10.1504/ijwbc.2012.049564

Cited by 5 publications

(5 citation statements)

References 48 publications

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“…In an online learning context, students have been found to follow stages of coming together, maintaining presence online, and disengaging from the online world (Haythornthwaite, 2007;Haythornthwaite, Kazmer, Robins and Shoemaker, 2000;Bregman & Haythornthwaite, 2003;Kazmer, 2007;. Modeling has been found to be of particular importance to new learners as they gain knowledge and comfort about how to 'be' online in a learning context, and also to retain their online presence as they near the end of course or degree completion and look to commitment in other social worlds (Haythornthwaite, Kazmer, Robins and Shoemaker, 2000;Kazmer, 2007Kazmer, , 2012.…”

mentioning

confidence: 99%

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

Paulin

Haythornthwaite

2016

The Information Society

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Inclusion of open resources that employ a peer-generated approach is changing who learns what, from whom, and via what means. With these changes, there is a shift in responsibilities from the 2 course designer to motivated and self-directed learner-participants. While much research on elearning has addressed challenges of creating and sustaining participatory environments, the development of Massive Open Online Courses (MOOCs) calls for new approaches beyond the existing research on participatory environments that is centered on institutionally defined classes. We de-center institutionally defined classes and broaden the discussion to the literature on the creation of open virtual communities and the operation of open online crowds. We draw on literatures on online organizing, learning science and emerging educational practice to discuss how collaboration and peer production shape learning and enable "crowdsourcing the curriculum." 3

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confidence: 99%

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

Paulin

Haythornthwaite

2016

The Information Society

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“…Likewise, when digg.com made technical and feature changes to their OC platform, community members expressed displeasure and resistance, organizing online protests against the firm and reducing their level of engagement with the firm (Germonprez & Hovorka, 2013). In addition to these studies of disruption, prior research on disengagement from an OC at the end of its usefulness shows that individuals feel a sense of loss when moving on, such as when students disconnect from a university OC (Kazmer, 2005(Kazmer, , 2006(Kazmer, , 2012.…”

Section: Ocs and Disruptionmentioning

confidence: 99%

“…They do however provide insights into the responses of an OC to disruption and change. For instance, how members emotionally respond (Albrechtslund, 2017; Introne et al, 2020; Kazmer, 2012) or how they may rebel against the change in an attempt to preserve the shared space, or even switch to other platforms (Germonprez & Hovorka, 2013).…”

Section: Relevant Workmentioning

confidence: 99%

“…From an information behavior/practice perspective, the closure of an “information space” is in line with other everyday life information seeking (ELIS) contexts such as those that involves coping with daily hassles and negative experiences (Barahmand et al, 2019), and the continuous mastery of life, whereby individuals attempt to keep things in meaningful order (Savolainen, 1995). Despite some earlier work on student departures from university learning OCs (Kazmer, 2005; Kazmer, 2012), there exist few studies on OC end‐stages viewed from the socio‐emotional perspective.…”

Section: Introductionmentioning

confidence: 99%

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From participation roles to socio‐emotional information roles: Insights from the closure of an online community

Karanasios

Zorina

2022

Asso for Info Science & Tech

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This study examines what happens when an online community (OC) platform is shut down. In particular, it builds on recent interest from information science on everyday life information seeking, providing insights into the socioemotional roles enacted by users following community closure. A qualitative study is undertaken on 12 months of social media comments relating to the closure of an OC platform. We identify and discuss the socio-emotional information roles that manifest, and present a model of their relationship to different aspects of the closure. We make theoretical connections between the notion of socio-emotional information roles and both the information behavior and practice literature, as well as research on community and participant roles.Theoretical and practical implications are discussed.

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“…As participants become more engaged, they move through stages of joining, maintaining presence, and eventually disengaging from the online community [14]. Disengaging can mean leaving a role, e.g., as a moderator may step down from that role (particularly in an intense environment such as Reddit; [12]), or an individual may leave the community altogether due to a change in interest, career or life stage [17,38].…”

Section: Community Goalsmentioning

confidence: 99%

Learning with Comments: An Analysis of Comments and Community on Stack Overflow

Sengupta¹,

Haythornthwaite²

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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Stack Overflow (SO) has become a primary source for learning, how to code, with community features supporting asking and answering questions, upvoting to signify approval of content, and comments to extend questions and answers. While past research has considered the value of posts, often based on upvoting, little has examined the role of comments. Beyond value in explaining code, comments may offer new ways of looking at problems, clarifications of questions or answers, and socially supportive community interactions. To understand the role of comments, a content analysis was conducted to evaluate the key purposes of comments. A coding schema of nine comment categories was developed from open coding on a set of 40 posts and used to classify comments in a larger dataset of 2323 comments from 50 threads over a 6-month period. Results provide insight into the way the comments support learning, knowledge development, and the SO community, and the use and usefulness of the comment feature.

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The process of disengaging from online learning community revealed through examination of threaded discussions

Cited by 5 publications

References 48 publications

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

Crowdsourcing the curriculum: Redefining e-learning practices through peer-generated approaches

From participation roles to socio‐emotional information roles: Insights from the closure of an online community

Learning with Comments: An Analysis of Comments and Community on Stack Overflow

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