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Article
Publication date: 9 April 2018

Tri D. Le

The purpose of this paper is to examine the impact of word-of-mouth (WOM) types, WOM valence, content types and discussion topics of user posts on online engagement in two…

Abstract

Purpose

The purpose of this paper is to examine the impact of word-of-mouth (WOM) types, WOM valence, content types and discussion topics of user posts on online engagement in two channels of a consumption community. The posts are composed by users on the discussion forum and shared to the Facebook channel of the consumption community by the administrators.

Design/methodology/approach

The data for this study were obtained from a popular car consumption community in Vietnam. A total of 505 user posts on the discussion forum were manually coded and assigned to WOM types, valence and content characteristics. The online engagement metrics were measured by the number of views and replies on the discussion forum, and the number of likes, comments and shares on Facebook.

Findings

The results indicate that the WOM types and valence have a significant impact on online engagement and the popularity of posts on Facebook is associated with the number of views on a discussion forum. The content type and discussion topic partially influence some factors of the online engagement metrics.

Practical implications

The findings are helpful for consumption community administrators to understand and manage their users’ engagement. Moreover, it indirectly supports brands and companies, since the consumption communities also include sub-communities of particular brands and marketers cooperate with consumption communities for their social media marketing strategies.

Originality/value

This research contributes to the literature of online engagement in two aspects. First, this study examines the impact of WOM types and valence. Second, this is the first study investigating the effects of posts by users within an information flow from a discussion forum to Facebook.

Details

Online Information Review, vol. 42 no. 2
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 11 May 2021

John P. Myers

This study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly…

Abstract

Purpose

This study examines whether online asynchronous discussion forums support student’s meaning-making about citizenship in a globalizing world. Citizenship is an increasingly contested identity for young people, yet they have few opportunities in traditional civic education to consider their own citizenship. Although online discussions are considered effective spaces for increasing dialogue and critical thinking between diverse students, there has been little research to understand how effective they are for helping students to construct new understandings of citizenship.

Design/methodology/approach

A content analysis approach was used to analyze and code 89 discussion board posts. The Interaction Analysis Model (IAM) coding scheme was used to describe and analyze the quality of knowledge construction that occurred across the posts focusing on different aspects of global citizenship.

Findings

The findings demonstrate that the discussion boards produced substantive talks about the meaning of citizenship that in some instances reached the level of new knowledge construction. The students considered different meanings for global citizenship and negotiated positions on key issues. However, the highest levels of knowledge construction were rarely reached.

Practical implications

A major implication is the need to organize and cue discussion boards to support knowledge construction in addition to fostering dialogue.

Originality/value

This study contributes to the role that technology can play in supporting students’ knowledge construction about global citizenship that go beyond the scripted meanings conveyed in civics classes.

Details

Asian Education and Development Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 4 May 2021

Ayşe Öcal, Lu Xiao and Jaihyun Park

Complex social interactions such as argumentation and persuasion are increasingly common in online communications. To better understand these interactions and their…

Abstract

Purpose

Complex social interactions such as argumentation and persuasion are increasingly common in online communications. To better understand these interactions and their impacts on people and on the society, it is important for the authors to understand how people reason online such as when they need to justify themselves or convince others with their perspectives. Reasoning in online discussions is expectedly to be different from doing so offline, as one often communicates with others anonymously and asynchronously in such contexts (e.g. Reddit discussions). The purpose of this paper is to investigate people's reasoning behavior in online environments focusing on how they justify their perspectives.

Design/methodology/approach

In this study, the authors examined how a subreddit Change My View (CMV) users offer their opinions and justify them through the lens of argumentation and reasoning. The authors annotated, 330 Reddit discussion original posts (OPs) to identify claims, rationales and supports for reasoning, i.e. personal experiences, definitions, domain expertise and external sources. The authors investigated the correlations among the occurrences of these supporting statements and whether they are related to the topics of the posts.

Findings

The findings suggest that if people mention their domain expertise, they tend to provide related personal experiences as well. Additionally, if the participants talk about the topic of domestic politics, they tend to utilize their personal experiences.

Research limitations/implications

Further research may be conducted to help system designers. System designers (e.g. online debate systems, collective decision-making systems, etc.) may benefit from the findings to design systems by considering commonly used supporting statements, which may enhance people's reasoning and argumentation processes. The sample size is a small sample. The authors acknowledge that the small sample size of the study may limit the generalizability of the findings; however, it is still acceptable compared to the existing literature. One future study could be annotating a larger dataset to further probe the use of supporting statements in online reasoning.

Practical implications

The authors' findings might be useful to understand how Reddit users are justifying their opinions as the reflection of their reasoning processes. In order to contribute further research in argumentation and reasoning in online platforms, the authors make the annotated dataset publicly available.

Originality/value

To best of the authors' knowledge, this study was one of a few studies whose purpose is to understand Reddit CMV users' reasoning processes. To understand how online users offer their reasons while providing their ideas is important to have effective communication processes and to improve online discussion experiences which are very common in today's digital era.

Peer review

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-08-2020-0330

Details

Online Information Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 29 March 2011

Kenneth David Strang

A quasi‐experiment compared two instructional approaches for an existing MBA online business strategy course at an accredited university to answer the question: how can…

Abstract

Purpose

A quasi‐experiment compared two instructional approaches for an existing MBA online business strategy course at an accredited university to answer the question: how can discussion questions become more effective in online MBA courses? The treatment was an instructional approach that integrated Socratic questioning and conversation theory in a discussion forum. This paper aims to document the research.

Design/methodology/approach

Correlation and ANOVA were utilized to test the hypothesis that more online experiential knowledge interactions would increase grade. Quasi‐experimental controls included prior ability and demographic factors (gender, age, ethnic race). The test group used Socratic questions and conversation theory while the control group used the traditional peer interaction. A statistically significant ANOVA model was created, using teaching method as a factor, to measure effect on grade.

Findings

The online interactions of the test group were higher and so was the mean grade. The MANCOVA model was able to pinpoint why. Prior ability was ruled out as a moderating factor.

Research limitations/implications

The implications were cited as an increasing need to use high quality instructional methods for online courses, which requires student interaction. Experienced faculty are difficult (and expensive) to hire, and thus this represents an important requirement to identify for faculty development and selection during recruiting. The teaching method could work with other online e‐learning courses disciplines.

Originality/value

A solid scientific methodology was applied using advanced statistical techniques yet the explanations are very basic and clear. Socratic questioning and conversation theory were integrated as an instructional strategy to improve online MBA course interactions and grades.

Details

Campus-Wide Information Systems, vol. 28 no. 2
Type: Research Article
ISSN: 1065-0741

Keywords

Content available
Article
Publication date: 14 July 2020

Xiaofeng Li and Yawen Yu

This paper aims to investigate the following questions: What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of…

Abstract

Purpose

This paper aims to investigate the following questions: What are the types of discussion prompts in a fully online graduate course? What are the key characteristics of students’ discussion initial posts and replies in a fully online graduate course? In what ways, if any, do discussion prompts influence the types of initial posts and replies in discussion threads?

Design/methodology/approach

This study adopted a qualitative approach to explore the dynamics of students’ knowledge construction through using asynchronous discussion boards. A total of 20 discussion prompts and 115 discussion threads from nine archival discussion boards in a fully online library science course were collected and analyzed.

Findings

The findings identified open-ended, explanatory and reflective prompts in discussion boards. Students engaged in simply stating, paraphrasing, elaborating, extending, reflecting, socializing and sharing emotions in discussion posts. These findings highlighted the interconnectedness of reflection and socio-emotional interactions in a community of inquiry and pointed out their important roles to support richer and deeper online discussions. The study further observed linkages between the types of discussion prompts and the types of discussion posts.

Originality/value

This study addressed an urgent need to understand the use of online discussion boards in an emergency remote teaching condition in a pandemic. The findings of this study offered educators insights into evidence-based design recommendations for prompts to support students’ knowledge construction and deep learning through using discussion boards.

Details

Information and Learning Sciences, vol. 121 no. 7/8
Type: Research Article
ISSN: 2398-5348

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Article
Publication date: 11 July 2016

Hyunjung Park and Sung Joo Park

This paper aims to elucidate the collaborative mechanism of knowledge collaboration in online communities. The effects of participant communication behaviors enabling…

Abstract

Purpose

This paper aims to elucidate the collaborative mechanism of knowledge collaboration in online communities. The effects of participant communication behaviors enabling knowledge collaboration, such as public discussion, private messaging and registration, are comprehensively investigated in relation to individual and group performances.

Design/methodology/approach

Eight communication categories of participants are defined according to their communication behaviors, and the average number of knowledge contributions at the individual level and the helpfulness toward collaboration efficiency at the group level are compared across the participant categories.

Findings

The results show that simultaneous participation in both task-oriented public discussion and relationship-oriented private messaging has a synergistic effect in promoting individual knowledge sharing, and that additional registration – disclosing one’s identity – significantly enhances efficiency in group collaboration. The role of public discussion appears to be as significant as that of private messaging with regard to online knowledge collaboration.

Practical implications

First, encouraging members to participate in both task-oriented discussion and casual personal communication is important for eliciting more knowledge contributions. Second, although social capital based on one-to-one private messaging has attracted much attention with respect to knowledge sharing, many-to-many public discussions that more deeply and broadly influence knowledge conversion should be more highly emphasized. Third, the perceptions of shared value and reputation based on registration also need to be cultivated to increase collaboration efficiency.

Originality/value

In contrast to most previous research that focused on only one type of communication, this study offers a big-picture view of the relationship between communication and online knowledge collaboration by adopting a comprehensive approach to participant communication behavior. A systematic classification of communication behaviors enables this work to illuminate the diverse effects of different communication types or styles on both individual- and group-level performances, thereby improving the understanding of the overall collaborative mechanism. This study thus provides fresh insights on effective management of online communities.

Details

Journal of Knowledge Management, vol. 20 no. 4
Type: Research Article
ISSN: 1367-3270

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Article
Publication date: 9 March 2015

Piia Haavisto and Birgitta Sandberg

– The purpose of this paper is to analyse how consumer emotions towards innovation change over online discussions.

Abstract

Purpose

The purpose of this paper is to analyse how consumer emotions towards innovation change over online discussions.

Design/methodology/approach

This is an empirical study based on substantial data collected from 22 discussion forums, of which the ten longest discussions on heart-rate monitors were chosen for further qualitative analysis.

Findings

The results show that a variety of consumer emotions can be detected in online discussions. Negative emotions clearly seem to dominate and be generally stronger than those that are positive. The results also show how product, company and behaviour enabled by the product (in this case, training) evoke different emotions in customers.

Research limitations/implications

The study focuses only on emotional expressions presented by consumers online. However, the analysis of consumers’ basic emotions, their evolution and grounds can be transferred to other settings in which interaction among customers is studied; for example, in focus group interviews.

Practical implications

Results show how negative emotions felt towards a product rapidly tend to extend to anger and frustration targeted at the respective firm. This highlights the importance of company intervention.

Originality/value

By analysing the change of emotions longitudinally, the authors are able to show the increase of anger over online discussions. The authors show how the target of emotion changes and how emotions spread from customer to customer.

Details

Journal of Research in Interactive Marketing, vol. 9 no. 1
Type: Research Article
ISSN: 2040-7122

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Article
Publication date: 4 December 2020

Micheal Moos van Wyk

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Abstract

Purpose

This paper aims to explore student teachers’ views related to the online academic support e-tools used under the COVID-19 lockdown.

Design/methodology/approach

Mapping a pragmatic research approach, an explanatory mixed methods design was used for the study.

Findings

Empirical evidence revealed that student teachers were satisfied and experienced the academic support tools as being positively applied to their online learning. Furthermore, it is reported that student teachers preferred the discussion forum as the most appropriate academic support e-tool in the course under coronavirus (COVID-19) lockdown.

Research limitations/implications

This exploratory pragmatic study extends the knowledge of the online academic support e-tools for an open distance e-learning (ODeL) context that was used under COVID-19 lockdown. This study provides additional evidence concerning a revised academic support frame for an ODeL online learning context. Research limitations: small sample size was used, and therefore caution must be applied, as the findings might not be transferable to a similar context. The current study has only examined a teacher education course and could not be generalised to similar conditions as those under COVID-19 lockdown. This exploratory research has raised many questions that require further investigation. More research is required to determine the efficacy of the academic support e-tools with regard to student learning in other online courses and contexts.

Practical implications

The student teachers that participated in this study were empowered to using the academic support e-tools to support them under COVID-19 lockdown. The discussion was mostly preferred academic supportive e-tool as an engaged, participatory and communicative platform for accelerated learning in the teaching methodology of economics course.

Originality/value

A noteworthy contribution was made in the design and testing of the reliability of methodological tools, which could be replicated in blended and ODeL contexts.

Details

Interactive Technology and Smart Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 6 December 2019

Samar Ghazal, Hosam Al-Samarraie and Bianca Wright

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

Abstract

Purpose

The purpose of this paper is to address the major findings of published research on the factors influencing students’ knowledge building in an online collaborative environment.

Design/methodology/approach

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was used to review and synthesize existing empirical studies on knowledge building in a collaborative learning context. In total, 24 studies were identified from major electronic bibliographic databases. The research was conducted between 2017 and 2019. Results of these studies were analyzed to determine potential factors that may influence the knowledge-building process among students.

Findings

Factors related to interaction and participation, task, student and support were found to be the major factors driving students’ knowledge building in the online collaborative learning environment. The association between these factors and certain collaborative tasks was mapped.

Originality/value

Findings from this review can help decision makers of higher education in both developing and developed countries to take the necessary steps in order to promote effective knowledge-building practices in online collaborative learning. It may also help educational policy makers to understand the particulars of collaborative knowledge-building practices, so to increase organizational overall effectiveness and performance.

Details

Online Information Review, vol. 44 no. 1
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 6 May 2021

Luis Demetrio Gómez García and Marisleidy Alba Cabañas

This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online.

Abstract

Purpose

This paper aims to detect the opportunities and problems when teaching with cases since the COVID-19 pivot to online.

Design/methodology/approach

From a qualitative phenomenological approach, both authors reflect on the pivot to online case method teaching in their master’s level courses in Colombia and the Dominican Republic.

Findings

The reflection allowed the authors to validate that the questions before and during the debate and the voting are resources equally valuable for discussing cases in the traditional classroom and online. However, the authors observe a pivot to teaching with cases online from the COVID-19 pandemic in aspects such as teamwork requiring more time in online class due to internet problems or students’ slowing down. The instructor’s viewing of teamwork is intermittent and causes feeling out of control. Working with cameras on or off generates different results in the students, in the teaching-learning process and in the results, which require the instructor’s good judgement decisions. The online discussion planning and organisation demand flexibility and empathy by the instructor, to promote a more significant student-student interaction, which, in the experience, is limited in the virtual environment. Finally, working with cases online generates and requires additional skills in the instructors to those of the traditional classroom.

Originality/value

The study’s originality consists of identifying the main divergences between face-to-face and online teaching with the case method, from the COVID-19 pivot to online. The study’s value is to warn instructors of problems that may arise in online teaching with the case method, for which recommendations are made.

Details

Accounting Research Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1030-9616

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