scholarly journals Role of Virtual Communities in Language Conflict in Tatarstan

Manuscript ◽  
2021 ◽  
pp. 2592-2596
Author(s):  
Zufar Alexandrovich Makhmutov ◽  
Keyword(s):  
Virtual Communities ◽  
Language Conflict

scholarly journals Connectivism in the Network Society. The Coming of Social Capital Knowledge

2018 ◽  
pp. 21 ◽  
Author(s):  
José Antonio Díaz Martínez ◽  
Teodoro Hernández de Frutos
Keyword(s):  
Work Experience ◽  
Cultural Context ◽  
Virtual Communities ◽  
Online Social Network ◽  
Cognitive Capacity ◽  
Collaborative Group ◽  
Current Status ◽  
Network Approaches ◽  
The Relationship

Connectivism is a hypothesis of learning which emphasizes the role of the social and cultural context. The relationship among work experience, learning and knowledge, as expressed in the concept of connectivity, is central to connectivism, motivating the name of the theory. According to the current status of online social network approaches, the interconnected computers increase the human intellect, because the network increases the cognitive capacity of individuals. The change in the role of knowledge that is taking place in society has to do with the relationship between technology and society. A collaborative group of knowledge building in the network is emerging as a result of the technological trends and culture. This article discusses the arrival of Virtual Communities of Building Knowledge (VCBK) as a phenomenon that appears spontaneously online. Traditional theories of learning and construction of knowledge have not taken into account the revolution that has occurred in recent decades due to the emergence of ICT. The connectivism refers to the knowledge in the network that arises from the interaction within a group of knowledge construction. In this paper, we consider some cases of VCBK: GNU/Linux, Wikipedia and MOOC. In VCBK, knowledge is created by the group. The sense or meaning created is the result of the group’s dialogue.

Increasing Research Students' Engagement through Virtual Communities

2015 ◽  
pp. 50-75
Author(s):  
Maria Limniou ◽  
Clare Holdcroft ◽  
Paul S. Holmes
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning Environment ◽  
Discussion Forums ◽  
Technical Issues ◽  
Research Students ◽  
Geographical Space

This chapter describes important issues regarding research students' participation in a virtual community. Within a virtual community, university staff can communicate with research students without geographical/space constraints, and research students can exchange views, materials, and experience with their peers and/or academics in a flexible learning environment. Students' participation in virtual communities is mainly based on socio-emotional and informational motivations. Initially, this chapter describes the conditions of research in a traditional environment and the role of students and academics in it, along with the role of pedagogical and psychological aspects in virtual communities. Examples from a university virtual community developed in a Virtual Learning Environment and a Facebook™ closed group are presented. Apart from discussion forums, blended learning activities also increase students' engagement in virtual communities. Technical issues and difficulties based on different learning environments and university members' experience and familiarity with technology are highlighted and discussed.

Organizational Learning and Technology

2012 ◽  
pp. 217-233 ◽  
Author(s):  
Jia Wang
Keyword(s):  
Knowledge Management ◽  
Organizational Learning ◽  
Virtual Communities ◽  
Learning Processes ◽  
Appropriate Technology ◽  
Learning Capacity ◽  
Technology Applications ◽  
Learning Platforms ◽  
Virtual Communities Of Practice

The purpose of this chapter is to explore the role of technology in organizational learning. Recognizing that the presence of technology may not always bring about desirable change, this chapter focuses on identifying promising aspects of technologies and their potential to enhance the organization’s learning capacity. Three interrelated constructs—technology, organizational learning, and knowledge management—are examined. This review pointed to several challenges related to technology integration in the organizational learning processes. A variety of technology-based learning platforms are suggested. Virtual learning, virtual dialoguing, virtual communities of practice, and technology-enabled knowledge management systems are recommended as appropriate technology applications for facilitating learning within organizations. Gaining an understanding about how technology can be leveraged to promote learning is key to improving organizational practices.

Some Research Challenges for Studies of Virtual Communities Using On-Line Tells

2010 ◽  
Vol 2 (4) ◽  
pp. 23-30
Author(s):  
Chris Kimble
Keyword(s):  
Virtual Communities ◽  
Future Research ◽  
Dual Nature ◽  
Face To Face ◽  
Geographically Distributed ◽  
On Line ◽  
Exogenous Factors ◽  
Research Consortium ◽  
Agency And Structure

This article reports on a study of learning and the coordination of activities in a geographically distributed community (a research consortium) using survey / Social Network Analysis methods combined with interviews. This article comments on and expands some of the important issues that were raised. After outlining the wider context, it highlights two broad themes related to research in the area of Virtual Communities: the nature of the communities themselves and the way in which they are studied. Following this, four areas for future research are outlined: the continuing role of face-to-face communication in Virtual Communities; the significance of the dual nature of such groups; the importance (or otherwise) of the structure of such communities; and the role played by exogenous factors. The article concludes with some comments on where this field relates to the debate among social theorists about the role of agency and structure in human activities.

Novel and practical idea generation

2019 ◽  
Vol 11 (3) ◽  
pp. 325-343 ◽  
Author(s):  
Chih-Huei Ko ◽  
Sou-Chin Wu ◽  
Chien-Yu Chen
Keyword(s):  
New Product Development ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Idea Generation ◽  
Individual Characteristics ◽  
Content Type ◽  
Brand Knowledge ◽  
Interactive Behaviors ◽  
High Level

Purpose Numerous studies have examined individual attitudes and behaviors in both face-to-face (FTF) communication and computer-mediated communication (CMC). However, little research has focused on differences between FTF communication and CMC with respect to idea generation for new product development or on the role of their individual characteristics. Thus, the purpose of this study is to examine the influences of FTF, CMC and brand knowledge on idea generation. Design/methodology/approach This study conducted a 4 × 2 quasi-experimental design to examine the effects of four types of interactive groups (low and high level of FTF × low and high level of CMC) and brand knowledge (low and high) on novel and practical idea generation. Data from168 members of the Mondeo Motor Club in Taiwan were assessed. Findings Participants with more FTF interaction were more likely to generate novelty ideas than practicality ideas. In addition, participants with high brand knowledge produced more novel and practical ideas compared with participants with low brand knowledge. However, the empirical findings did not support the moderating role of brand knowledge in the relationship between interactive behaviors and idea generations. Research limitations/implications The results of this study are relevant for facilitating the “novelty” and “practicality” ideas in virtual brand communities. However, this research examined a single community, which may limit the generalizability of its results to other virtual communities. Originality/value Few studies have focused on online idea generation from a consumer-to-consumer (C2C) interaction perspective. The results of this study can assist marketers to understand how C2C interactive behaviors differentiate the “novelty” and “practicality” ideas.

Exploring Active Participation in Virtual Communities and the Role of Community Benefits: An Empirical Study of University Students in India

2019 ◽  
Vol 20 (2) ◽  
pp. 515-528
Author(s):  
Anupama Vohra ◽  
Neha Bhardwaj
Keyword(s):  
Structural Equation ◽  
Virtual Communities ◽  
Virtual Community ◽  
Active Participation ◽  
Equation Modeling ◽  
Convenience Sample ◽  
Bootstrap Analysis ◽  
Community Benefits ◽  
Hedonic Benefits

User-generated content (UGC) forms an indispensable part of virtual community (VC) based on marketing. It not only makes the community information-rich, but is also instrumental in generating more interactions on the community platform, involving more number of members, both actively and passively. With this backdrop, the present study aims to explore active participation (AP) of members in a VC, which leads to the creation of UGC for the community. Social media (SM) use being context dependent, the main objective of this article is to study the role of VC benefits in inducing AP among users in the Indian context. The mediating role of member’s satisfaction with the community in the above relationship is also explored. The proposed model is tested on a convenience sample of 170 SM users using structural equation modeling (SEM). The results indicate that of the three benefit categories, selected, social and hedonic benefits, play an important role in inducing AP among community members. A bootstrap analysis is performed to check for mediation, wherein satisfaction is found to partially mediate the relationship between social benefits and AP, and indirect mediation is established between hedonic benefits and AP. The study offers useful insights to community managers, so as to strategically design their community content creating satisfied users and inducing AP.

Building Virtual Communities Through a De-Marginalized View of Knowledge Networking

2006 ◽  
pp. 278-299
Author(s):  
Kam H. Vat
Keyword(s):  
Sustainable Development ◽  
Information Technologies ◽  
World Wide ◽  
Virtual Communities ◽  
Virtual Community ◽  
Survival And Reproduction ◽  
Technical Issues ◽  
Computer Based ◽  
Learning And Change

The chapter investigates an actionable context of knowledge networking, from the perspective of sustainable development which should accommodate the building of communities in cyberspace so much exemplified in today’s Internet and World Wide Web. The premise of this exploration is that members, or participants, in any community are engaged in learning that is critical to the survival and reproduction of that community. Through community participation, learners find and acquire models and have the opportunity themselves to become models and apprentices of others. This investigation provides a basis for thinking about the possibilities of a virtual community and the dynamics of its construction across a variety of computer-based contexts. The design and refinement of technology as the conduit for extending and enhancing the possibilities of virtual community building is an essential issue, but the role of the individuals as participants in such a community is as important. The idea of sustainable knowledge networking is to bring about continual learning and change for the community in need. The emergent challenge of such a mission is to de-marginalize many of the non-technical issues of building virtual communities for knowledge transfer and learning. The chapter concludes by reiterating the challenge of expositing what it means to create an appropriate context of knowledge networking through which purposeful actions can be supported with the elaboration of suitable information technologies.

The Role of Trust, Satisfaction, and Communication in the Development of Participation in Virtual Communities

2009 ◽  
pp. 23-37 ◽  
Author(s):  
Luis V. Casaló
Keyword(s):  
Rapid Growth ◽  
Virtual Communities ◽  
Virtual Community ◽  
Community Satisfaction ◽  
Online Surveys ◽  
Intentions To Participate

The rapid growth of virtual communities has created a new interest in researchers. Indeed, understanding these communities is especially relevant because it may allow for the obtaining of valuable information (e.g. needs of particular groups of people). In this respect, this work tries to explore which factors motivate individuals to take part of a virtual community since participation is one of the most important variables for the development and sustainability of virtual communities. More specifically, we analyze the effects of trust in a community, satisfaction with previous interactions and the communication level of the members’ intentions to participate in a given virtual community. The data (obtained through an online surveys made to members of several virtual communities) show that trust in a virtual community had a positive and significant effect on members’ participation in a virtual community. In addition, we found that satisfaction with previous interactions and the level of communication in a community significantly increased the level of trust in that virtual community.

The Emergence of Agency in Online Social Networks

2010 ◽  
pp. 102-118 ◽  
Author(s):  
Jillianne R. Code ◽  
Nicholas E. Zaparyniuk
Keyword(s):  
Social Networks ◽  
Online Social Networks ◽  
Virtual Communities ◽  
Emergent Property ◽  
Psychological Processes ◽  
Social Situations ◽  
Group Interactions ◽  
Online Interactions ◽  
Practical Implications

Social and group interactions in online and virtual communities develop and evolve from expressions of human agency. The exploration of the emergence of agency in social situations is of critical importance to understanding the psychology of agency and group interactions in social networks. This chapter explores how agency emerges from social interactions, how this emergence influences the development of social networks, and the role of social software’s potential as a powerful tool for educational purposes. Practical implications of agency as an emergent property within social networks provide a psychological framework that forms the basis for pedagogy of social interactivity. This chapter identifies and discusses the psychological processes necessary for the development of agency and to further understanding of individual’s engagement in online interactions for socialization and learning.

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