Weblogging: A study of social computing and its impact on organizations

Ip, Rachael Kwai Fun; Wagner, Christian

doi:10.1016/j.dss.2007.02.004

Cited by 137 publications

(67 citation statements)

References 18 publications

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“…Thus, the option for pseudonymity can have a significant positive impact on the way that users impart information to others in the SNS and what information they are willing to share. However, because not all social computing is positive in tone [Kwai Fun Ip and Wagner 2008], there is a further argument for moderated interventions, even where the opportunity for anonymity exists.…”

Section: Online Social Networking and Identitymentioning

confidence: 94%

Moderated online social therapy

Lederman

Wadley

Gleeson

et al. 2014

ACM Trans. Comput.-Hum. Interact.

137

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Although the use and prevalence of Web-based mental health applications have grown over the past decade, many of these services suffer high rates of attrition. This is problematic, as face-to-face support for mental health is limited. To determine appropriate design guidelines for increasing engagement, we conducted a study of First-Episode Psychosis (FEP) patients and reviewed theories on the use of existing online services. We produced a set of design goals, developed an online application that combined social networking and online therapy within a clinician-moderated site, and conducted a 6-week trial with a group of young FEP patients. The design goals, based on existing theory including Supportive Accountability and Positive Psychology, are operationlised through a model we call Moderated Online Social Therapy (MOST). The trial results indicate that our implementation achieved the design goals and that the MOST model can inform the development of more effective and engaging online therapies.

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Section: Online Social Networking and Identitymentioning

confidence: 94%

Moderated online social therapy

Lederman

Wadley

Gleeson

et al. 2014

ACM Trans. Comput.-Hum. Interact.

137

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“…Social computing refers to the use of social software within networks for creating and maintaining mutual social connections among individuals 26. Such contemporary networks are learning communities in the sense that they evolve through collective building and transfer of knowledge.…”

Section: Knowledge Management Conceptsmentioning

confidence: 99%

KASL‐II: a dynamic four‐loop model for knowledge sharing and learning

Georgiadou

Siakas

2010

J Software Evolu Process

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SUMMARY Knowledge sharing is by far the most important component of a knowledge management programme. Organizations strive to gain competitive advantage through efficiencies. When organizations realize that organizational knowledge is by far the most valuable resource, they need to find ways for efficient and effective knowledge sharing. We explore the barriers to knowledge sharing especially in virtual and multicultural teams. In particular, we unfold the human and cultural challenges that can create added competitive value for virtual and networked organizations. We conclude that the ideal environment and working practices will be to change the mindset and behaviour of team members so that instead of perceiving knowledge sharing as an extra task for the team members, isolated from the knowledge of other team members, it (knowledge sharing) becomes the natural way to work for everyone. Finally, we propose the dynamic knowledge acquisition and sharing lifecycle (KASL‐II) model for aiding the knowledge sharing process by showing the stages of translating an organization's mission and goals into objectives, and how decisions and actions operate for materialising these objectives. Copyright © 2010 John Wiley & Sons, Ltd.

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“…A body of research shows that users, in adopting an emerging IT, are often limited by the balance between IT (technical characteristics) and self-ability which leads to the goal (task) of the rationality and the behavior of adoption. Based on the theory of task-technology fit, Kwai Fun Ip and Wagner [13] proposed that the use of information technology should be discussed from the compatibility of user needs and IT characteristics.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, by understanding whether users' internal and external motivation needs and the technology's services (technical characteristics) can meet their needs (fit), learner satisfaction and usage behavior can be enhanced. Therefore, this study, based on the theory of task-technology fit (extrinsic motivation) combining the technological characteristics, users' needs (intrinsic extrinsic motivation) and satisfaction proposed by scholars [13] [14] [15], has sought to develop a "perceived needs-technology fit model" and to explore the factors that influence users' adoption behaviors in the VR English language learning system.…”

Section: Introductionmentioning

confidence: 99%

Why People Adopt Vr English Language Learning Systems: An Extended Perspective Of Task-Technology Fit

Lin¹,

Wang²,

Huang³

2020

Proceedings of the Annual Hawaii International Conference on System Sciences

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Virtual Reality (VR) techniques involving immersion, interaction, and imagination, not only can improve conventional teaching methods, but also can enhance the transmission of education training contents through the interaction and simulation characteristics of VR. Incorporating information technology (IT) with English teaching has become an important issue in the academic field. Emerging after computer-assisted teaching, interactive network learning, distance education, and mobile learning in the early days, virtual reality techniques have been regarded as a new trend of merging technology with education.To explore the factors affecting users' adoption intention of VR English language learning systems (VRELLS), this study has sought to build a theoretical framework based on the task-technology fit theory (extrinsic motivation) combining users' needs (internal and external needs) and satisfaction to put forward an integrated research model (perceived needstechnology fit model), which explicates people's adoption behaviors of VRELLS. An online questionnaire was employed to collect empirical data. A total of 291 samples were analyzed using a structural equation modeling (SEM) approach. The results of the study showed that both perceived needstechnology fit and satisfaction play a significant role in the user' adoption intention of VRELLS services. In addition, the utilitarian and hedonic needs have a positive impact on the user's perceived needstechnology fit. Also, it was found that relative advantage, service compatibility and complexity are important factors in influencing individuals' perceived needs-technology fit. The implications of these findings are discussed along with suggestions for future research.

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Weblogging: A study of social computing and its impact on organizations

Cited by 137 publications

References 18 publications

Moderated online social therapy

Moderated online social therapy

KASL‐II: a dynamic four‐loop model for knowledge sharing and learning

Why People Adopt Vr English Language Learning Systems: An Extended Perspective Of Task-Technology Fit

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