Addressing Knowledge Management and Virtual Learning Communities in MOOC Using Open Resources and Gamification

2018 ◽  
pp. 74-92
Author(s):  
Luis Martin-Fernandez ◽  
Margarita Martinez-Nuñez ◽  
Oriol Borras-Gene ◽  
Angel Fidalgo-Blanco
Keyword(s):  
Knowledge Management ◽  
Social Networking ◽  
Learning Communities ◽  
Virtual Learning ◽  
Open Educational Resources ◽  
Knowledge Generation ◽  
Knowledge Communities ◽  
Different Types ◽  
Open Content ◽  
Over Time

The confluence of thousands of students in a MOOC is an opportunity to manage all the knowledge generated through the creation of open educational resources (OER), especially when a connectivist approach is applied and the MOOC makes use of virtual learning communities. The challenge is transferring the flow of knowledge, activity, and interactions of the course to the community and making that transference sustainable and ongoing over time. For this purpose, the use of elements of gamification to train and retain the knowledge creators of the community along with the use of social networking platforms is proposed. This chapter analyses several editions of a MOOC and the opportunity offered by the use of different types of learning (formal, non-formal, and informal) that occur in them, thus characterizing patterns to train the open content and knowledge generation through gamification. From the results, indicators for managing successful and sustainable knowledge communities are proposed along with indicators for persistence and interaction between participants.

Impact of Organizational Culture on Knowledge Management in Higher Education

2010 ◽  
pp. 1264-1292 ◽  
Author(s):  
Roberto Biloslavo ◽  
Mojca Prevodnik
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Social Process ◽  
Competing Values Framework ◽  
Knowledge Generation ◽  
Competing Values ◽  
Iterative Processes ◽  
Different Types

Knowledge management is a set of purposeful activities led by management in order to enable and support generation, storage, transfer and application of knowledge within an organization so as to create value and improve the organization’s effectiveness. The effectiveness of these activities is in a large part dependent on organizational culture, which can support or impede the two-way social process of learning and knowledge sharing between individuals, groups, organizations, and artifacts. This chapter discusses the fundamentals of organizational culture and knowledge management, their definitions, components, and processes. Specifically, the study presented is focused on how different types of organizational culture, as defined by the competing values framework, might be related to the iterative processes of knowledge generation, storage, transfer, and application in higher education.

scholarly journals Knowledge Management and Reuse in Virtual Learning Communities

2019 ◽  
Vol 14 (16) ◽  
pp. 23 ◽  
Author(s):  
Houda Sekkal ◽  
Naila Amrous ◽  
Samir Bennani
Keyword(s):  
Knowledge Management ◽  
Learning Communities ◽  
Virtual Communities ◽  
Virtual Learning ◽  
Shared Knowledge ◽  
Online Learning Communities ◽  
Sources Of Knowledge ◽  
Management Processes ◽  
The Social ◽  
Source Of Information

One of the main sources of knowledge in the web is the social networks and especially online communitie because they contain human experiences which are considered as a rich source of information. This knowledge is in the most cases unstructured and is in the form of discussions organized generally by topics. The aim of this paper is to propose a process of knowledge extraction and Management in Online or Virtual Communities. With the widespread of communities in social media due to the services provided by those technologies, many of those communities are in the form of Learning communities created by expert to share knowledge about a topic of their interest. The knowledge shared by members in the online communities is unfortunately not structured and not capitalized. Many members try to access and learn from the shared knowledge in the community but cannot benefit from it due to its unstructured form. If that knowledge could be represented and stored in order to be reused, it would facilitate the knowledge acquisition by members. For this purpose, the present paper try to analyze the studies that treat the question of extracting and managing knowledge in Online Learning Communities based on several criteria exposed all along this paper. Then we propose a framework for managing knowledge in Virtual Learning communities inspired from the different previous frameworks presented in the analyzed studies, and try to propose and approach to overpass the different challenges present in the actual knowledge Management processes of Virtual Communities.

Smartphones and Social Support: Longitudinal Associations Between Smartphone Use and Types of Support

2021 ◽  
pp. 089443932098876
Author(s):  
Matthew A. Lapierre ◽  
Pengfei Zhao
Keyword(s):  
Social Support ◽  
Social Networking ◽  
Social Bonds ◽  
Problematic Smartphone Use ◽  
Personal Lives ◽  
The World ◽  
Different Types ◽  
Smartphone Use ◽  
Tangible Support ◽  
Over Time

Smartphones provide users with a vast array of tools to reach out to the world. Smartphones can be used to reach out interpersonally with family, friends, and acquaintances, they can be used to scroll through social networking platforms where one can post comments on a friend’s status update or read about the personal lives of their favorite celebrity, and they can be used to surf the web or read the news. Yet, research has also shown that problematic smartphone use (PSU) can be harmful. Of interest in the current study is whether smartphones can help or harm social bonds longitudinally via social support. Working with a sample of 221 college students who were surveyed twice over a 3-month span, this study explored whether various types of smartphone use (e.g., person-to-person, social networking, and mass-mediated) along with PSU predicted different types of social support over time. The results showed that person-to-person smartphone use was associated with greater belonging support (i.e., feeling accepted by people around you) and tangible support (i.e., feeling that you can find people to help with practical needs) over time. In addition, increased PSU was associated with less tangible support longitudinally. Lastly, there were no effects for social networking or mass-mediated smartphone use on any type of social support. These results offer important insights into how smartphones potentially affect our ability to connect with others along with greater detail about specific kinds of use are implicated.

Virtual Learning Communities in Google Plus, Implications, and Sustainability in MOOCs

2016 ◽  
Vol 9 (3) ◽  
pp. 18-36 ◽  
Author(s):  
Margarita Martinez-Nuñez ◽  
Oriol Borras-Gene ◽  
Ángel Fidalgo-Blanco
Keyword(s):  
Social Networks ◽  
Learning Communities ◽  
Informal Learning ◽  
Learning Community ◽  
Collective Intelligence ◽  
Virtual Learning ◽  
Business Professionals ◽  
Virtual Learning Community ◽  
New Model ◽  
Over Time

Two major educational strengths that MOOCs provide are informal learning and harnessing the collective intelligence of the students and the interactions among other users like former students, future students, business professionals, other universities, etc. These features may lead to the emergence of new sustainable in time educational elements wherein knowledge and learning continue enriching once the course finished. At present, one of the main limitations of the MOOC platforms is the lack of social open tools to enhance and take advantage of the collective intelligence generated in the course. This article proposes a new model to allocate informal learning and collective intelligence in MOOCs using external virtual learning communities through social networks, based on Google +. The main aim of this article is to assess the virtual learning community performance and analyze the interactions and the kinds of learning that take place inside the community and over time. A case of study of a MOOC course with Google + community is presented.

Impact of Organizational Culture on Knowledge Management in Higher Education

2010 ◽  
pp. 152-179 ◽  
Author(s):  
Roberto Biloslavo ◽  
Mojca Prevodnik
Keyword(s):  
Higher Education ◽  
Organizational Culture ◽  
Knowledge Management ◽  
Knowledge Sharing ◽  
Social Process ◽  
Competing Values Framework ◽  
Knowledge Generation ◽  
Competing Values ◽  
Iterative Processes ◽  
Different Types

Knowledge management is a set of purposeful activities led by management in order to enable and support generation, storage, transfer and application of knowledge within an organization so as to create value and improve the organization’s effectiveness. The effectiveness of these activities is in a large part dependent on organizational culture, which can support or impede the two-way social process of learning and knowledge sharing between individuals, groups, organizations, and artifacts. This chapter discusses the fundamentals of organizational culture and knowledge management, their definitions, components, and processes. Specifically, the study presented is focused on how different types of organizational culture, as defined by the competing values framework, might be related to the iterative processes of knowledge generation, storage, transfer, and application in higher education.

Social Presence and Transactional Distance as an Antecedent to Knowledge Sharing in Virtual Learning Communities

2017 ◽  
Vol 55 (6) ◽  
pp. 844-864 ◽  
Author(s):  
Fatma Gizem Karaoglan Yilmaz
Keyword(s):  
Knowledge Management ◽  
Learning Communities ◽  
Knowledge Sharing ◽  
Social Presence ◽  
Structural Equation ◽  
Virtual Communities ◽  
Virtual Community ◽  
Virtual Learning ◽  
Transactional Distance ◽  
Equation Modeling

Today, the use of social network-based virtual learning communities is increasing rapidly in terms of knowledge management. An important dynamic of knowledge management processes is the knowledge sharing behaviors (KSB) in community. The purpose of this study is to examine the KSB of the students in a Facebook-based virtual community created within the scope of a class in terms of their social presence (SP) and transactional distance (TD) perceptions. Both SP and TD are important factors in the creation of a community feeling and in the interaction of the participants, and it is believed that these two factors will effect KSB in virtual communities. Data were gathered from 217 university students by using three scales: the KSB scale, the SP scale (subdimensions: interaction, ownership, and affective statements) and the TD scale (subdimensions: student–student [S–S] interaction, student–teacher [S–T] interaction, student–content [S–C] interaction, student–interface [S–I] interaction, and student–environment [S–E] interaction). The structural equation modeling showed that students’ KSB were related to their SP and TD perceptions in the process of utilizing virtual learning communities. The results of the study indicate that each subdimension of SP and TD scales are significant predictors on KSB. Further researches and implications are explained and discussed.

Measuring Agency Change Across the Domain of Hypnosis

2019 ◽  
Author(s):  
Vince Polito ◽  
Amanda Barnier ◽  
Erik Woody
Keyword(s):  
Rating Scale ◽  
Sense Of Agency ◽  
Pass Rates ◽  
Current Experiment ◽  
Multidimensional Construct ◽  
Time Points ◽  
Hypnotic Induction ◽  
Different Types ◽  
Over Time ◽  
Postexperimental Inquiry

Building on Hilgard’s (1965) classic work, the domain of hypnosis has been conceptualised by Barnier, Dienes, and Mitchell (2008) as comprising three levels: (1) classic hypnotic items, (2) responding between and within items, and (3) state and trait. The current experiment investigates sense of agency across each of these three levels. Forty-six high hypnotisable participants completed an ideomotor (arm levitation), a challenge (arm rigidity) and a cognitive (anosmia) item either following a hypnotic induction (hypnosis condition) or without a hypnotic induction (wake condition). In a postexperimental inquiry, participants rated their feelings of control at three time points for each item: during the suggestion, test and cancellation phases. They also completed the Sense of Agency Rating Scale (Polito, Barnier, & Woody, 2013) for each item. Pass rates, control ratings, and agency scores fluctuated across the different types of items and for the three phases of each item; also, control ratings and agency scores often differed across participants who passed versus failed each item. Interestingly, whereas a hypnotic induction influenced the likelihood of passing items, it had no direct effect on agentive experiences. These results suggest that altered sense of agency is not a unidimensional or static quality “switched on” by hypnotic induction, but a dynamic multidimensional construct that varies across items, over time and according to whether individuals pass or fail suggestions.

Sign in / Sign up

Export Citation Format

Share Document