Online Discussion Groups

2011 ◽  
pp. 664-669 ◽  
Author(s):  
Steven D’Agustino
Keyword(s):  
World Wide Web ◽  
Online Communities ◽  
Online Community ◽  
World Wide ◽  
Online Discussion ◽  
Discussion Groups ◽  
Online Discussions ◽  
Discussion Forums ◽  
The World ◽  
Use Of The Internet

An online discussion forum is an environment on the World Wide Web for holding discussions, or the Web application software used to enable these discussions. Web-based forums, which date from the mid 1990’s, are also commonly referred to as Web forums, message boards, discussion boards, discussion forums, discussion groups, and bulletin boards. Similar to other elements of the early World Wide Web, online discussion groups were built around common interests, with participants self-selecting membership in a particular online community. These early discussion groups focused on technical aspects of online environments, early self-referential and technical discussions related to the nature, construction, and maintenance of the World Wide Web itself. The content of these early discussions was determined by the nature of these early adopters. As use of the Internet gradually permeated society, the use and content of online discussions evolved as well. A principal area of interest in the current use of online discussion groups is in education. While corporations and other business forms make use of online forums, the evolving and increasing integration of online discussions into educative efforts, enhanced by the proliferation of online education, makes education the area most impacted by this relatively recent development in communication. As Nonnecke and Preece (1999) have described, research in electronic discussion groups has focused on a number of areas, including the nature of online communities (Wellman, 1997), the development of friendship (Park & Floyd, 1996), the role of empathy in group discussions (Preece, 1998), and the differences between men and women (Roberts, 1998). Additional work has been done on specific kinds on online communities, for example, therapy (King, 1994), education (Hiltz, 1993), business (Sproull & Keisler, 1986), and health support (Preece & Ghozati, 1998).

Building a Professional Ethos on LinkedIn

2012 ◽  
pp. 252-268 ◽  
Author(s):  
Christy Oslund
Keyword(s):  
World Wide Web ◽  
Online Community ◽  
World Wide ◽  
Digital Content ◽  
Professional Lives ◽  
The World ◽  
Teachers And Students ◽  
The Face ◽  
Working Status ◽  
Professional Ethos

In the face of increasing use of digitally mediated contexts, teachers and students on all levels are expected to be familiar with creating content appropriate for the World Wide Web, and their professional lives are affected by the digital content they create. The professional online networking site LinkedIn, for example, is a group of communities where professionals can create an ethos that will benefit them in both searching for work and maintaining their current working status. In such venues, both students and teachers still need guidance on how to create a profile and presence that will establish a positive, approachable ethos. Specific examples show how the author accomplished this in the $50 billion per year pet industry. These examples clarify both what to do and what to avoid in creating a profile and presence in a professional online community.

Information Technology: Its Potential to Educate for Peace

2004 ◽  
Author(s):  
David A. Hamburg ◽  
Beatrix A. Hamburg
Keyword(s):  
Information Technology ◽  
World Wide Web ◽  
Information Technologies ◽  
World Wide ◽  
The Internet ◽  
The Past ◽  
The World ◽  
Other Information ◽  
Use Of The Internet ◽  
The Way

In this chapter, we are mainly interested in ways that use of the Internet can promote helpful, legitimate, and practical support to teachers, students, and others interested in education for peace, conflict resolution, and violence prevention. The World Wide Web, a powerful global network, has immense capacity to influence people (especially children) that can be compared to the influence of television. Research that has been done on television viewing shows that it can have positive and negative effects on behavior beginning in early childhood. It does not affect everyone in the same way—variables such as age, socioeconomic status, and identification with television characters all play significant roles in how content affects a child. The Internet and other interactive media are similar to television by way of underlying factors (such as observational learning, attitudes, and arousal) that influence behavior. Over the past several decades, some of the most profound changes in the way we live have come from the revolution in information technology (IT). A wide range of technologies has not only made it easier to communicate but also to send and utilize information. These devices have not stayed in the province of institutions or specialists but have found their way into common use. From cell phones and personal digital assistants to computers (just to touch on some of the most common of these technologies), they have changed the way ordinary people interact and behave. Their effects have been profound, as reflected in the speed with which these technologies have evolved and insinuated themselves into everyday life. Perhaps the most important of these technologies is the personal computer (PC). In itself, the rise of the PC was a dramatic event, allowing more people to apply the capabilities of the computer to small business, personal activity, and schoolwork. But in the past decade, other information technologies that utilize the PC, the most important of which are the World Wide Web and electronic mail (e-mail), have appeared and promise further large-scale uses.

PLATO: The Emergence of Online Community

2016 ◽  
Author(s):  
David R. Woolley
Keyword(s):  
Online Community ◽  
World Wide ◽  
Instant Messaging ◽  
Discussion Forums ◽  
Chat Rooms ◽  
Message Boards ◽  
Online Discussion Forums ◽  
The World ◽  
Computer Based ◽  
Screen Sharing

In the early 1970s, two decades before the World Wide Web came on the scene, the PLATO system pioneered online discussion forums and message boards, email, chat rooms, instant messaging, remote screen sharing, and multiplayer games, leading to the spontaneous emergence of the world's first online community. David R. Woolley, one of the creators of PLATO's social media features, describes this vibrant but unplanned community, and chronicles the development of the software that unexpectedly gave rise to it on a system that was intended primarily for computer-based education.

Developing Applications for the Web

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Nancy L. Russo
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Computer Network ◽  
The Internet ◽  
Web Presence ◽  
Electronic Survey ◽  
Fortune 500 Companies ◽  
The World ◽  
Use Of The Internet ◽  
The Web

The use of the Internet, and the World Wide Web in particular, has grown at a phenomenal rate. The Internet, the world’s largest computer network, grew from approximately 25,000 connected networks with over 6.6 million computers worldwide in 1996 (Neubarth, 1996) to more than 50,000 networks and 16 million computers today (Conger & Mason, 1998). The fastest growing resource on the Internet is the World Wide Web (hereafter called the Web). Between 1994 and 1996, the Web grew from 100 sites to 100,000 sites housing more than a million Web pages (Neubarth, 1996), and as of January, 1999, an electronic survey of web hosts found over 43 million sites (Network Wizards, 1999). Over 80% of America’s Fortune 500 companies have some type of Web presence (The Economist, 1997).

scholarly journals Using the World Wide Web for Enhancing Student Learning in Future Horticultural Curricula

1998 ◽  
Vol 8 (1) ◽  
pp. 29-30
Author(s):  
Laurence A. Sistrunk
Keyword(s):  
World Wide Web ◽  
Word Processing ◽  
World Wide ◽  
The Internet ◽  
Web Page Design ◽  
The World ◽  
Use Of The Internet ◽  
Computer Teaching ◽  
Page Design ◽  
Hypertext Markup Language

The use of the Internet and specifically the World Wide Web has grown rapidly in the last 2 years. There are now >60 million web pages on the Internet, each containing information on various subjects and many having very useful information. The text is viewed with a web browser, using a hypertext markup language, enabling formatting similar to word processing. Graphics, sounds, and video are accessed from hot links in the text. While commercial users are struggling with marketing strategies, the web will continue to evolve. We as educators will continue to dominate the rapid growth due to increased needs to reach more students with fewer resources. By adding course materials on-line, instructors can enhance the learning process. Interactive computer teaching modules will give students more one-on-one experience at their own pace. Then, by adding e-mail connectivity to instructors, students can have daily or even hourly access for questions. By careful Web page design, we can hold the interest of our students and disseminate more information than ever before.

Conversations about cancer-related infertility: An exploration of online discussion forums.

2016 ◽  
Vol 34 (3_suppl) ◽  
pp. e279-e282
Author(s):  
Taylor J Sands ◽  
Stephanie Smeltzer ◽  
Laura Covarrubias ◽  
Terri Lynn Woodard
Keyword(s):  
Health Care Providers ◽  
Online Community ◽  
Online Discussion ◽  
Online Discussions ◽  
Alternative Methods ◽  
Discussion Forums ◽  
Care Providers ◽  
Online Forums ◽  
Online Discussion Forums ◽  
Fertility Counseling

e279 Background: Many patients use Internet discussion forums to seek support and advice on medical conditions, including cancer and fertility. Online discussions about medical issues have been demonstrated to influence patients’ decisions about their care. The objective of this study was to explore online discussions that patients have about cancer and infertility. Methods: An initial search identified the three most popular forums that contained discussions about cancer-related infertility. Within these forums, a search of “cancer” and “infertility” was performed. All threads posted between June 1, 2010, and June 1, 2015 were identified. Qualitative research methods were used to identify, code, and analyze themes within the data. Results: A total of 14 threads and 133 posts were identified. Participants were both male and female and the age range of those disclosing demographic information was 21 to 44 years old. The major themes that were identified were: 1) use of forums as a supportive network, 2) sharing of experiences with fertility counseling and/or treatment, 3) consideration of alternative methods of family building, and 4) challenges encountered when seeking fertility counseling and services. Conclusions: Individuals affected by cancer-related infertility may use online discussion forums to seek information and advice from others who have gone through similar experiences, or to share their personal stories with fertility preservation with the online community. Understanding the role that these online forums play can help health care providers address the unique concerns of this population.

How NASPA Members Use the Internet

NASPA Journal ◽  
2001 ◽  
Vol 38 (3) ◽  
Author(s):  
Stuart J. Brown ◽  
Gary D. Malaney
Keyword(s):  
World Wide Web ◽  
Student Affairs ◽  
World Wide ◽  
Empirical Studies ◽  
Discussion Groups ◽  
The Internet ◽  
The World ◽  
Technological Tools ◽  
Internet Discussion ◽  
E Mail

The Internet and its varied applications have redefined the student affairs landscape. The most commonly used resources include e-mail, Internet discussion groups (listservs), and the World Wide Web. While these technological tools have become widespread throughout the profession, no empirical studies have been conducted to gauge their pervasiveness.

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