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External facilitation has been shown to increase the implementation and aid sustainment of new clinical practices. The purpose of this paper is to describe the addition of facilitation to web-based training on dialectical behavior therapy (DBT) skills to promote adoption of this intervention among diverse mental health providers at US Veterans Health Administration facilities.

In total, 41 participants completed six web-based modules and met in two groups monthly over nine months by telephone with a facilitator who was also an experienced DBT skills group therapist. All participants agreed to conduct a DBT skills group as part of training. The facilitators employed a variety of engagement strategies to meet the evolving needs of participants during the training period. Participants completed an online evaluation of the modules and their facilitation experience at six weeks post-training and responded to an e-mail query at five months post-training about conducting a DBT group.

Overall, participants found the training and monthly interprofessional calls with the facilitator useful. Five months post-training, 33 of 41 participants reported conducting a DBT skills group, thus improving access to this intervention. Participants said the biggest barrier to training was finding time during clinic hours to complete the modules, despite assurances of support from local leaders.

This project provides evidence that virtual facilitation enhances training and promotes the adoption of new clinical practices.

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Increasing the ethicality of a project and the usefulness of the data enhances the probability that social good will result from the research; a combination of ethical and methodological soundness is therefore crucial. From 1999‐2002 I conducted a qualitative study of women’s, men’s, and mixed Internet chat room conversations. In this article, I discuss the particular ethical issues that arose, outlining my ethical decision‐making process within the context of current debates. I also describe the methodological concerns, demonstrating why a synthesized method responsive to the advantages and disadvantages of cyberspace was necessary, and how the data were enhanced by this choice of method and by certain characteristics of cyberspace. In discussing the details of my study, my overall goal is to provide an assessment of the social good of the project with a view to increasing the probability of more ethical and useful Internet‐based research outcomes more generally.

The purpose of this paper is to provide a comprehensive model to illustrate the mediating role of sense of virtual community (SOVC) in virtual communities of practices (VCoPs). The interrelations between social capital and collective action in terms of knowledge contribution in the VCoP context are also examined.

A total of 253 members from the Zclub and Jorsindo, responded to the survey. PLS-SEM path modeling was used to analyze survey data.

Members’ structural capital and cognitive capital both positively and significantly influence members’ SOVC, and, in turn, their SOVC influences relational capital.

The study linked two theories, namely, social capital and theory of collective action, to discuss knowledge contribution in VCoPs. Social capital and SOVC have significant and positive effects on knowledge contribution in VCoPs.

Knowledge contributions in VCoPs are created through interactions among members, as well as the facilitation resulting from shared visions. Administrators can promote the formation of social-interaction ties in VCoPs to reinforce the formation of social capital and a SOVC.

Administrators of knowledge-oriented groups must strive to sustain proper levels of SOVC among members to ensure their continued participation in VCoPs.

The main objectives of this study were to examine the effects of social capital (structural, cognitive, and relational capitals) on the quality and quantity of knowledge contribution. SOVC was proposed as a mediator in the relationship between structural and/or cognitive capital toward relational capital.