2,539 research outputs found
Collective emotions online and their influence on community life
E-communities, social groups interacting online, have recently become an
object of interdisciplinary research. As with face-to-face meetings, Internet
exchanges may not only include factual information but also emotional
information - how participants feel about the subject discussed or other group
members. Emotions are known to be important in affecting interaction partners
in offline communication in many ways. Could emotions in Internet exchanges
affect others and systematically influence quantitative and qualitative aspects
of the trajectory of e-communities? The development of automatic sentiment
analysis has made large scale emotion detection and analysis possible using
text messages collected from the web. It is not clear if emotions in
e-communities primarily derive from individual group members' personalities or
if they result from intra-group interactions, and whether they influence group
activities. We show the collective character of affective phenomena on a large
scale as observed in 4 million posts downloaded from Blogs, Digg and BBC
forums. To test whether the emotions of a community member may influence the
emotions of others, posts were grouped into clusters of messages with similar
emotional valences. The frequency of long clusters was much higher than it
would be if emotions occurred at random. Distributions for cluster lengths can
be explained by preferential processes because conditional probabilities for
consecutive messages grow as a power law with cluster length. For BBC forum
threads, average discussion lengths were higher for larger values of absolute
average emotional valence in the first ten comments and the average amount of
emotion in messages fell during discussions. Our results prove that collective
emotional states can be created and modulated via Internet communication and
that emotional expressiveness is the fuel that sustains some e-communities.Comment: 23 pages including Supporting Information, accepted to PLoS ON
Talking to the crowd: What do people react to in online discussions?
This paper addresses the question of how language use affects community
reaction to comments in online discussion forums, and the relative importance
of the message vs. the messenger. A new comment ranking task is proposed based
on community annotated karma in Reddit discussions, which controls for topic
and timing of comments. Experimental work with discussion threads from six
subreddits shows that the importance of different types of language features
varies with the community of interest
Why forums? An empirical analysis into the facilitating factors of carding forums
Over the last decade, the nature of cybercrime has transformed from naive vandalism to profit-driven, leading to the emergence of a global underground economy. A noticeable trend which has surfaced in this economy is the repeated use of forums to operate online stolen data markets. Using interaction data from three prominent carding forums: Shadowcrew, Cardersmarket and Darkmarket, this study sets out to understand why forums are repeatedly chosen to operate online stolen data markets despite numerous successful infiltrations by law enforcement in the past. Drawing on theories from criminology, social psychology, economics and network science, this study has identified four fundamental socio-economic mechanisms offered by carding forums: (1) formal control and coordination; (2) social networking; (3) identity uncertainty mitigation; (4) quality uncertainty mitigation. Together, they give rise to a sophisticated underground market regulatory system that facilitates underground trading over the Internet and thus drives the expansion of the underground economy
Together we stand, Together we fall, Together we win: Dynamic Team Formation in Massive Open Online Courses
Massive Open Online Courses (MOOCs) offer a new scalable paradigm for
e-learning by providing students with global exposure and opportunities for
connecting and interacting with millions of people all around the world. Very
often, students work as teams to effectively accomplish course related tasks.
However, due to lack of face to face interaction, it becomes difficult for MOOC
students to collaborate. Additionally, the instructor also faces challenges in
manually organizing students into teams because students flock to these MOOCs
in huge numbers. Thus, the proposed research is aimed at developing a robust
methodology for dynamic team formation in MOOCs, the theoretical framework for
which is grounded at the confluence of organizational team theory, social
network analysis and machine learning. A prerequisite for such an undertaking
is that we understand the fact that, each and every informal tie established
among students offers the opportunities to influence and be influenced.
Therefore, we aim to extract value from the inherent connectedness of students
in the MOOC. These connections carry with them radical implications for the way
students understand each other in the networked learning community. Our
approach will enable course instructors to automatically group students in
teams that have fairly balanced social connections with their peers, well
defined in terms of appropriately selected qualitative and quantitative network
metrics.Comment: In Proceedings of 5th IEEE International Conference on Application of
Digital Information & Web Technologies (ICADIWT), India, February 2014 (6
pages, 3 figures
Teaching practical science online using GIS: a cautionary tale of coping strategies
Strong demand for GIS and burgeoning cohorts have encouraged the delivery of GIS teaching via online distance education models. This contribution reviews a brief foray (2012–2014) into this field by the Open University, deploying open source GIS software to enable students to perform practical science investigations online. The “Remote observation” topic spanned four science disciplines in 6 weeks – an ambitious remit within an innovative overarching module. Documenting the challenges and strategies involved, this paper uses forum usage and student feedback data to derive insights into the student experience and the pitfalls and pleasures of teaching GIS at a distance
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