Sense of Virtual Community

2011 ◽  
pp. 1821-1829
Author(s):  
Hanna-Kaisa Ellonen ◽  
Miia Kosonen ◽  
Kaisa Henttonen

Virtual communities have been an issue in academic research since the 1990s (c.f., Fernback & Thompson, 1995; Hagel & Armstrong, 1997; Preece, 2000; Rheingold, 2000). In the simplest terms, a virtual community could be defined as a group of people who communicate with each other via electronic media (Romm et al., 1997, p. 261). It was recognized early on that a virtual community may foster a “sense of belonging” (Figallo, 1998), “a social contract” (Sproull & Faraj, 1997) or “an internal set of social norms” (Burnett & Bonnici, 2003). It has also been suggested that these attributes would make such a community more powerful (Figallo, 1998) and successful (Wallace, 1999), representing the glue that keeps people together. According to a recent empirical study (Leimeister et al., 2004), members of virtual communities value these issues highly; for instance, establishing codes of behavior and building trust among members were evaluated among the most important success factors of virtual communities.

Author(s):  
Hanna-Kaisa Ellonen ◽  
Miia Kosonen ◽  
Kaisa Henttonen

Virtual communities have been an issue in academic research since the 1990s (c.f., Fernback & Thompson, 1995; Hagel & Armstrong, 1997; Preece, 2000; Rheingold, 2000). In the simplest terms, a virtual community could be defined as a group of people who communicate with each other via electronic media (Romm et al., 1997, p. 261). It was recognized early on that a virtual community may foster a “sense of belonging” (Figallo, 1998), “a social contract” (Sproull & Faraj, 1997) or “an internal set of social norms” (Burnett & Bonnici, 2003). It has also been suggested that these attributes would make such a community more powerful (Figallo, 1998) and successful (Wallace, 1999), representing the glue that keeps people together. According to a recent empirical study (Leimeister et al., 2004), members of virtual communities value these issues highly; for instance, establishing codes of behavior and building trust among members were evaluated among the most important success factors of virtual communities.


2017 ◽  
Vol 4 (1) ◽  
pp. 88 ◽  
Author(s):  
Liwei Hsu

Considerable attention has been given to the relationship between internship and hospitality education and positive results have been extracted. More and more hospitality programs worldwide emphasize the necessity of internship; nevertheless, intern students always considered the lack of support from academic staff as a major challenges for teachers to overcome and virtual community can be exploited as a venue to provide such assistance. The present study surveyed 230 teachers and 660 intern students of hospitality programs in Taiwan and discovered significant differences existed between hospitality teachers and their intern students in terms of their perception about satisfaction, sense of belonging as well as effectiveness of using virtual communities to maintain the connectedness among the teacher and students. When two major social media are compared when being exploited as the platforms for interactions, again, significant differences were discovered with respect to the participants’ satisfaction, sense of belong and effectiveness of using Facebook, Line and two of them. Scheffe’s Post-hoc further reported that participants’ satisfaction with Line was greater than Facebook and their sense of belonging toward the class and effectiveness were stronger when Facebook and Line were used at the same time. Limitations and recommendations for future research are also included in the end of this manuscript.


2019 ◽  
pp. 163-180
Author(s):  
Gina DeBenedetti ◽  
Kelly Kuru ◽  
Peter Picton ◽  
Linda Monico ◽  
Tasha Shaw-Verbic

This chapter will provide an overview of InfoCentral, a virtual community platform launched for advancing digital health information in Canada. Developed and hosted by Canada Health Infoway, InfoCentral has become a hub and resource for stakeholders in digital health to discuss, consider, and evaluate common challenges among digital health system compatibility across the country (i.e., interoperability). A synopsis of the role Infoway contributes toward advancing Canadian digital health, the background and considerations for InfoCentral, along with a series of three flourishing virtual community case studies will be examined. Critical success factors and lessons learned in establishing, supporting and growing productive virtual communities conclude this chapter.


Author(s):  
Gina DeBenedetti ◽  
Kelly Kuru ◽  
Peter Picton ◽  
Linda Monico ◽  
Tasha Shaw-Verbic

This chapter will provide an overview of InfoCentral, a virtual community platform launched for advancing digital health information in Canada. Developed and hosted by Canada Health Infoway, InfoCentral has become a hub and resource for stakeholders in digital health to discuss, consider, and evaluate common challenges among digital health system compatibility across the country (i.e., interoperability). A synopsis of the role Infoway contributes toward advancing Canadian digital health, the background and considerations for InfoCentral, along with a series of three flourishing virtual community case studies will be examined. Critical success factors and lessons learned in establishing, supporting and growing productive virtual communities conclude this chapter.


2018 ◽  
Vol 11 (1) ◽  
pp. 67 ◽  
Author(s):  
Pablo Rivera-Vargas ◽  
Raquel Miño-Puigcercós

This paper is based on a research project developed in Spain, where we explored how and what young people learn in virtual communities. Although the term virtual community has been broadly used to approach online social interactions, it has generated several academic debates. Nevertheless, it is a useful term to define a social network made up mostly of young people who share an interest and choose to interact online with others to discuss, exchange, show their creations to the world, and promote certain values. As researchers on Sociology and Education, we find this phenomenon especially intriguing. We wonder why young people engage in virtual communities, why they should spend so much time interacting with others online and what benefits they consider they have. Our hypothesis is that it has to do with a shared sense of belonging to a community and the possibilities young people find to create opportunities to learn with and from each other. The results of this article are based on the analysis of seven case studies conducted in virtual communities, and they address two main questions: what leads young people to participate in virtual communities and how is learning and social participation promoted through virtual communities.


Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuguang Li ◽  
Andrew Cox

Abstract Among online communities of customers there are a number of different types of group that need to be distinguished. One interesting type are virtual product user communities, i.e. company sponsored online forums where product users share usage experience and collaboratively construct new knowledge to solve technical problems. The purpose of this paper is to show that these “virtual product user communities” are a distinct type of customer group with knowledge innovation capability. The research adopts a method combining observation and content analysis of discussion threads where technical problems are solved, complemented by thematic analysis of interviews with forum members to explore its character, especially its knowledge related attributes. The paper confirms empirically that the virtual product user community is a distinct type of virtual community and can be differentiated from other virtual communities of consumers. In addition, an enhanced classification framework, extending Porter’s (2004) classic 5Ps model, is proposed to highlight knowledge-related activities in virtual communities. Of particular interest is that the findings suggest that knowledge-related activities should be considered as an important attribute in defining and classifying virtual communities. In terms of practical implications, it is recommended that the virtual product user community should be given appropriate support from top management in order to fully exploit its knowledge innovation value. Moreover, tailored facilitation strategies to promote knowledge construction activities and community development can be developed in accordance with its unique attributes. The paper precisely distinguishes one specific type of innovative virtual community consisting of product users from other online customer communities. Moreover, it outlines a revised virtual community classification framework, which can be widely applied in analysing features of online groups. Its key attribute of knowledge-related activity redirects attention to virtual communities’ knowledge innovation capabilities.


2011 ◽  
Vol 267 ◽  
pp. 247-252
Author(s):  
Rui Xin Ma ◽  
Gui Shi Deng ◽  
Xiao Wang

SNS provides us with a brand new platform to communicate, interact and share. To better suit the need of scholars to get more authoritative and more satisfactory information about academic research, we construct a SNS scientific paper management platform. In this platform, scholars are divided into different virtual communities accord to their research field and their collaborative relationship with others. Ideas in CF are applied in the procedure of community division which helps us to find the accurate relation structures. At the end of this paper, we use compare the running results of normal platform and SNS to illustrate how useful it is.


Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.


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