3 research outputs found
ONLINE COMMUNITIES: AN EXAMINATION OF ONLINE COMMUNITY-BASED CASE STUDIES
Billions of people access the Internet and the World Wide Web every day. Inside this vast network, individuals interact with one another, whether consciously or unconsciously, sharing thoughts, views, and information at an unfathomable rate. The creation of Online Communi-ties (OCs) is based on this perpetual phenomenon, which happens silently in everyone's life. Without a thorough comprehension of every component triggered by these architectures, which is highlighted across disciplines, definitions, categorizations and classifications, it would be difficult to obtain a profound understanding of OCs.
Intercepting such tendency, which is defined by the widespread use of OCs, is becoming a rising priority for businesses and marketers. This topic will be studied through an in-depth examination of selected case studies, which show a wide range of community uses in a variety of disruptive business models.
Twitchâs analysis triggers the creation of a specific category, namely community incubator, where professional streamers can monetize their content with a level of interactivity never seen before. Estetista Cinica represents one of the most resonant cases of cultivation, investment and social influence in the OC, to the point of building a business around it. OneDay Group, on the other hand, has built its success thanks to the unique management of its OC, represent-ing their targeted customers, on which communication and marketing are continuously pro-jected. Finally, Meta has been launched with the aim of developing a metaverse, meaning an immersive virtual environment, namely, surreality. This case study suggests the emergence of a fourth classification of disruptive OC-based business models, described as the all-around OCs.Billions of people access the Internet and the World Wide Web every day. Inside this vast network, individuals interact with one another, whether consciously or unconsciously, sharing thoughts, views, and information at an unfathomable rate. The creation of Online Communi-ties (OCs) is based on this perpetual phenomenon, which happens silently in everyone's life. Without a thorough comprehension of every component triggered by these architectures, which is highlighted across disciplines, definitions, categorizations and classifications, it would be difficult to obtain a profound understanding of OCs.
Intercepting such tendency, which is defined by the widespread use of OCs, is becoming a rising priority for businesses and marketers. This topic will be studied through an in-depth examination of selected case studies, which show a wide range of community uses in a variety of disruptive business models.
Twitchâs analysis triggers the creation of a specific category, namely community incubator, where professional streamers can monetize their content with a level of interactivity never seen before. Estetista Cinica represents one of the most resonant cases of cultivation, investment and social influence in the OC, to the point of building a business around it. OneDay Group, on the other hand, has built its success thanks to the unique management of its OC, represent-ing their targeted customers, on which communication and marketing are continuously pro-jected. Finally, Meta has been launched with the aim of developing a metaverse, meaning an immersive virtual environment, namely, surreality. This case study suggests the emergence of a fourth classification of disruptive OC-based business models, described as the all-around OCs
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Examining learnersâ social presence in a Massive Open Online Course through social network analysis and machine learning
Low engagement has been a longstanding problem in Massive Open Online Courses (MOOCs). However, engagement is crucial in social learning contexts to increase knowledge construction and achieve meaningful learning outcome. To further understand learnersâ engagement in MOOC discussion forums, this study focuses on the perspective of social presence, which is defined as learnersâ ability to project themselves socially and emotionally in a community of inquiry. Social presence is an important factor that has the potential to affect learnersâ learning experience and outcome. This study took place in the context of a professional development MOOC in the field of journalism. The discussion posts, system log data and survey responses were collected and analyzed. The purpose of this study is to understand the learnersâ participation patterns in the discussion forums over the six modules of the MOOC, and the relationship between learnersâ social presence, their positions in the learner network and their learning outcomes.
In terms of data analysis, this study adopted a mixed-method approach to examine the data from both qualitative and quantitative aspects: to qualitatively analyze the posts, a machine learning supported text classification model was developed and applied to automatically analyze the large-scale text data in the forums; social network analysis (SNA) was used to analyze the characteristics of the learner network and determine learnersâ centrality (degree, closeness, betweenness and Eigen centrality). Centrality is an important measure because prior studies found it to be an important predictor of learning outcome. Correlation analyses were used to discern the relationship between social presence and learnersâ centrality, while regression models were built to investigate how learnersâ social presence and posting behaviors (frequency of posting, average length of posts and day of posting) predict learnersâ network centrality. Finally, correlation analyses were conducted to understand the association between learnersâ network centrality and their certificate status, perceived learning and satisfaction. The purpose of using mixed methods is to see in what ways the qualitative nature of the posts and learnersâ posting behaviors impact learnersâ positions and influence in the learning community and their learning outcomes.
The findings revealed the evolvement of the learner network in relation to the distribution of social presence throughout the MOOC. The results also showed that social presence indicators such as Complimenting others, Expressing agreement, Expressing gratitude and Disagreement/doubts/criticism play important roles in learnersâ centrality in the learner network. Beside social presence, frequency of posting has strong effect in predicting learnersâ network centrality, while other factors such as the average length of posts and the timing of posting have marginal impact in the prediction. Finally, this study found that learnersâ network centrality is correlated with their certificate status as well as their overall satisfaction with the MOOC, but not correlated with their perceived learning in the MOOC. This study is among the first efforts in MOOC research to examine the relationship between social presence, learnersâ network centrality and learning outcomes. It provides a critical ground for studying content-related interaction and learning community in MOOC forums. The findings inform MOOC learners in terms of how to strategically present themselves in the discussion forums to increase the possibilities of peer interaction and achieve productive learning outcomes. For examples, findings suggest that learners may obtain more central position in the community by posting more compliments, expressing more gratitude, and communicating agreement and disagreement, doubts etc. While for MOOC instructors, this study will potentially inform them how to effectively mediate the discussions and improve learner engagement as a facilitator, such as paying attention to the changes of learner network, identifying central learners, monitoring learnersâ affective states.Curriculum and Instructio