Mgema musa
BAPRM 42615
Online community
An online community is a virtual community whose members interact with each other primarily via the Internet. For many, online communities may feel like home, consisting of a “family of invisible friends. Those who wish to be a part of an online community usually have to become a member via a specific site and necessarily need an internet connection. An online community can act as an information system where members can post, comment on discussions, give advice or collaborate. Commonly, people communicate through social networking sites , chat rooms, forums , e-mail lists and discussion boards. People may also join online communities through video games ,
blogs and virtual worlds.
Constance Elise Porter of Notre Dame in a paper entitled A Typology of Virtual Communities: A Multi-Disciplinary Foundation for Future Research offers this definition: "a virtual community is defined as an aggregation of individuals or business partners who interact around a shared interest, where the interaction is at least partially supported and/or mediated by technology and guided by some protocols or norms."
Categorization
The idea of a community is not a new concept. On the telephone, in ham radio and in the online world, social interactions no longer have to be based on proximity; instead they can literally be with anyone anywhere. [2] The study of communities has had to adapt along with the new technologies. Many researchers have used ethnography to attempt to understand what people do in online spaces, how they express themselves, what motivates them, how they govern themselves, what attracts them, and why some people prefer to observe rather than participate. [2] Online communities can congregate around a shared interest and can be spread across multiple websites. [3]
Some signs of community are:
Content: articles, information, and news about a topic of interest to a group of people.
Forums or newsgroups and email: so that community members can communicate in delayed fashion.
Chat and instant messaging: so that community members can communicate more immediately. [4]
Development
There is a set of values known as netiquette (or Internet etiquette) to consider as an online community develops. Some of these values include: opportunity, education, culture, democracy, human services, equality within the economy, information, sustainability, and communication. [5] An online community's purpose is to serve as a common ground for people who share the same interest(s). [5]
Online communities may be used as calendars to keep up with events such as upcoming gatherings or sporting events. They also form around activities and hobbies. Many online communities relating to health care help inform, advise and support patients and their families. Students can take classes online and they may communicate with their professors and peers online. Businesses have also started using online communities to communicate with their customers about their products and services as well as to share information about the business. Other online communities allow a wide variety of professionals to come together to share thoughts, ideas and theories. [5]
Fandom is an example of what online communities can evolve into. Online communities have grown in influence in "shaping the phenomena around which they organize" according to Nancy K. Baym's work. [3] She says that: "More than any other commercial sector, the popular culture industry relies on online communities to publicize and provide testimonials for their products." The strength of the online community’s power is displayed through the season 3 premiere of BBC’s Sherlock. Online activity by fans seem to have had a noticeable influence on the plot and direction of the season opening episode. Mark Lawson of The Guardian recounts how fans have, to a degree, directed the outcome of the events of the episode. He says that "Sherlock has always been one of the most web-aware shows, among the first to find a satisfying way of representing electronic chatter on-screen." [6]
Discussions where members may post their feedback are essential in the development of an online community.
[7] Online communities may encourage individuals to come together to teach and learn from one another. They may encourage learners to discuss and learn about real-world problems/situations as well as focus on such things as teamwork, collaborative thinking and personal experiences. [8][9]
Classification
Online communities are dynamic by nature and there are researchers and organizations working to classify them. For example, it is important to know the security, access, and technology requirements of a given type of community as it may evolve from an open to a private and regulated forum. [10] A number of authors have studied online communities to better understand how they are structured. It has been argued that the technical aspects of online communities, such as whether pages can be created and edited by many, as is the case with wikis including
Wikipedia , or whether only certain users can post entries and edit them, as is the case with most blogs , can place online communities into stylistic categories. [11] Another approach argues that "online community" is a metaphor and that contributors actively negotiate the meaning of the term, including values and social norms. [12]
Some research has looked at the users of online communities. Amy Jo Kim has classified the rituals and stages of online community interaction and called it the 'Membership life cycle'. [13] Clay Shirky talks about community of practice whose members collaborate and help each other in order to make something better or improve a certain skill. What makes these communities bond is "love" of something as demonstrated by members who go out of their way to help without any financial interest.
[14][15] Others have suggested
character theories to break particular patterns of behavior of particular users into certain categories. [16][17][18]
A 2001 McKinsey & Company study showed that only 2% of transaction site customers returned after their first purchase, while 60% of new online communities users began using and visiting the sites regularly after their first experiences. [ citation needed ] Online communities have changed the game for retail firms, forcing them to change their business strategies. Companies have to network more, adjust computations, and alter their organizational structures. This leads to changes in a company’s communications with their manufacturers including the information shared and made accessible for further productivity and profits. Because consumers and customers in all fields are becoming accustomed to more interaction and engagement online, adjustments must be considered made in order to keep audiences intrigued. [10]
It may be beneficial to introduce a term described by Ray Oldenberg called a third place to help classify online communities. A "third place is a generic designation for a great variety of public places that host the regular, voluntary, informal, and happily anticipated gatherings of individuals beyond the realm of home and work” (Oldenburg, p. 16). An online community can take on the role of a third place. Third places have characteristics that many online communities exhibit, for example: they provide neutral ground for all parties; they are levelers, easily accessible and highly accommodating; conversation is the main activity; they allow people to keep a low profile, and a few others. While these may be characteristics to help classify online communities, they may not all apply to a specific online community nor does an online community need to embody each of these characteristics.
The four requirements of “virtual settlement” include: interactivity, a variety of communicators, a common public place where members can meet and interact, and sustained membership over time. Based on these considerations, it can be said that microblogs such as Twitter can be classified as online communities. [19]
Building communities
According to Dorine C. Andrews, author of Audience-Specific Online Community Design there are three parts to building an online community: starting the online community, encouraging early online interaction, and moving to a self-sustaining interactive environment. [20] When starting an online community, it may be effective to create webpages that appeal to specific interests. Online communities with clear topics and easy access tend to be most effective. In order to gain early interaction by members, privacy guarantees and content discussions are very important. [20] Successful online communities tend to be able to function self-sufficiently. [20]
Participation
There are two major types of participation in online communities: public participation and non-public participation, also called lurking.
Lurkers are participants who join a virtual community but do not contribute. In contrast, public participants, or posters, are those who join virtual communities and openly express their beliefs and opinions. Both lurkers and posters frequently enter communities to find answers and to gather general information. For example, there are several online communities dedicated to technology. In these communities, posters are generally experts in the field who can offer technological insight and answer questions, while lurkers tend to be technological novices who use the communities to find answers and to learn. [21]
In general, virtual community participation is influenced by how participants view themselves in society as well as norms, both of society and of the online community.
[22] Participants also join online communities for friendship and support. In a sense, virtual communities may fill social voids in participants' offline lives. [23]
Sociologist Barry Wellman presents the idea of "glocalization" - the Internet's ability to extend participants’ social connections to people around the world while also aiding them in further engagement with their local communities. [24]
Online learning
Online learning is a form of online community. The sites are designed to educate. Colleges and universities may offer many of their classes online to their students; this allows each student to take the class at his or her own pace.
According to an article published in Volume 21, Issue 5, of the European Management Journal titled Learning in Online Forums, [citation needed] researchers conducted a series of studies about online learning. They found that while good online learning is difficult to plan, it is quite conducive to educational learning. Online learning can bring together a diverse group of people, and although it is asynchronous learning, if the forum is set up using all the best tools and strategies, it can be very effective.
Another study was published in an article[ citation needed ] in Volume 55, Issue 1, of the Computers and Education Journal called Computer-supported team-based learning and found results supporting the findings of the article mentioned above. The researchers found that motivation, enjoyment, and team contributions on learning outcomes enhanced students learning and that the students felt they learned well with it. A study published in the same journal in Volume 55, Issue 4, called Can learning be virtually boosted? [ citation needed ] An investigation of online social networking impacts, looks at how social networking can foster individual well-being and develop skills which can improve the learning experience.
These articles look at a variety of different types of online learning. They suggest that online learning can be quite productive and educational if created and maintained properly.
One feature of online communities is that they are not constrained by time thereby giving members the ability to move through periods of high to low activity over a period of time. This dynamic nature maintains a freshness and variety that traditional methods of learning might not have been able to provide. [ citation needed ]
It appears that online communities such as Wikipedia have become a source of professional learning. [citation needed] They are an active learning environment in which learners converse and inquire.
In a study exclusive to teachers in online communities, results showed that membership in online communities provided teachers with a rich source of professional learning that satisfied each member of the community. [25]
Saurabh Tyagi [clarification needed] describes benefits of online community learning which include:
No physical boundaries: Online communities do not limit their membership nor exclude based on where one lives.
Supports in-class learning: Due to time constraints, discussion boards are more efficient for question & answer sessions than allowing time after lectures to ask questions.
Build a social and collaborative learning experience: People are best able to learn when they engage, communicate, and collaborate with each other. Online communities create an environment where users can collaborate through social interaction and shared experiences.
Self-governance: Anyone who can access the internet is self-empowered. The immediate access to information allows users to educate themselves.
These terms are taken from Edudemic, a site about teaching and learning. The article [clarification needed ] provides background information about online communities as well as how to incorporate learning within an online community.[26]
Aspects of successful online communities
An article entitled "The real value of on-line communities," written by A Armstrong and J Hagel of the Harvard Business Review, [citation needed] addresses a handful of elements that are key to the growth of an online community and its success in drawing in members. In this example, the article which was available on mendeley.com focuses specifically on online communities related to business, but its points can be transferred and can apply to any online community. The article addresses four main categories of business-based online communities, but states that a truly successful one will combine qualities of each of them: communities of transaction, communities of interest, communities of fantasy, and communities of relationship. Anubhav Choudhury, from incrediblogger.net, provides basic descriptions of each of these four types of online communities. [citation needed]
1. Communities of transaction emphasize the importance of buying and selling products in a social online manner where people must interact in order to complete the transaction.
2. Communities of interest involve the online interaction of people with specific knowledge on a certain topic.
3. Communities of fantasy encourage people to participate in online alternative forms of reality, such as games where they are represented by avatars.
4. Communities of relationship often reveal or at least partially protect someone's identity while allowing them to communicate with others, such as in online dating services.
Membership lifecycle
Amy Jo Kim's membership lifecycle states that members of online communities begin their life in a community as visitors, or lurkers. After breaking through a barrier, people become novices and participate in community life. After contributing for a sustained period of time they become regulars. If they break through another barrier they become leaders, and once they have contributed to the community for some time they become elders. This life cycle can be applied to many virtual communities, most obviously to bulletin board systems , but also to blogs , mailing lists (listserve) and wiki -based communities like Wikipedia.
A similar model can be found in the works of Lave and Wenger, who illustrate a cycle of how users become incorporated into virtual communities using the principles of legitimate peripheral participation. They suggest five types of trajectories amongst a learning community:[27]
1. Peripheral (i.e. Lurker) – An outside, unstructured participation
2. Inbound (i.e. Novice) – Newcomer is invested in the community and heading towards full participation
3. Insider (i.e. Regular) – Full committed community participant
4. Boundary (i.e. Leader) – A leader, sustains membership participation and brokers interactions
5. Outbound (i.e. Elder) – Process of leaving the community due to new relationships, new positions, new outlooks
The following shows the correlation between the learning trajectories and Web 2.0 community participation.
Learning trajectory in participation
Example – YouTube
Peripheral (Lurker) – Observing the community and viewing content. Does not add to the community content or discussion. The user occasionally goes onto YouTube.com to check out a video that someone has directed them to.
Inbound (Novice) – Just beginning to engage the community. Starts to provide content. Tentatively interacts in a few discussions. The user comments on other user’s videos. Potentially posts a video of his or her own.
Insider (Regular) – Consistently adds to the community discussion and content. Interacts with other users. Regularly posts videos. Either videos they have found or made themselves. Makes a concerted effort to comment and rate other users' videos.
Boundary (Leader) – Recognized as a veteran participant. Connects with regulars to make higher concepts ideas. Community grants their opinion greater consideration. The user has become recognized as a contributor to watch. Possibly their videos are podcasts commenting on the state of YouTube and its community. The user would not consider watching another user’s videos without commenting on them. Will often correct a user in behavior the community considers inappropriate. Will reference other user’s videos in their comments as a way to cross link content.
Outbound (Elders) – Leave the community. Their interests may have changed, the community may have moved in a direction that they don’t agree with or they may no longer have time to maintain a constant presence in the community.
Roles in an online community
Although online societies differ in content from real society, the roles people assume in their online communities are quite similar. Elliot Volkman [28] points out several categories of people that play a role in the cycle of social networking, these include:
Community architect – Creates the online community, sets goals and decides the purpose of the site.
Community manager - Oversees the progress of the society. Enforces rules, encourages social norms, assists new members, and spreads awareness about the community.
Professional member - This is a member who is paid to contribute to the site. The purpose of this role is to keep the community active.
Free members - These members visit sites most often and represent the majority of the contributors. Their contributions are crucial to the sites' progress.
Passive lurker - These people do not contribute to the site but rather absorb the content, discussion, and advice.
Active lurker - Consumes the content and shares that content with personal networks and other communities.
Power users - These people push for new discussion, provide positive feedback to community managers, and sometimes even act as community managers themselves. They have a major influence on the site and make up only a small percentage of the users.
These terms are taken from Social Media Today [clarification needed] . The article describes different aspects of online communities and specifically describes the different roles within a community.
Motivations and barriers to participation
Main article: Motivations for online participation
Successful online communities motivate online participation . Methods of motivating participation in these communities have been investigated in several studies.
There are many persuasive factors that draw users into online communities. Peer-to-peer systems and social networking sites rely heavily on member contribution. Users’ underlying motivations to involve themselves in these communities have been linked to some persuasion theories of sociology.
According to the reciprocation theory, a successful online community must provide its users with benefits that compensate for the costs of time, effort and materials members provide. People often join these communities expecting some sort of reward.
The consistency theory says that once people make a public commitment to a virtual society, they will often feel obligated to stay consistent with their commitment by continuing contributions.
The social validation theory explains how people are more likely to join and participate in an online community if it is socially acceptable and popular.
One of the greatest attractions towards online communities is the sense of connection users build among members. Participation and contribution are influenced when members of an online community are aware of their global audience. [29]
The majority of people learn by example and often follow others, especially when it comes to participation. [30] Individuals are reserved about contributing to an online community for many reasons including but not limited to a fear of criticism or inaccuracy. Users may withhold information that they don’t believe is particularly interesting, relevant, or truthful. In order to challenge these contribution barriers, producers of these sites are responsible for developing knowledge-based and foundation-based trust among the community. [31]
There are two types of virtual online communities (VOC): dependent and self-sustained VOCs. The dependent VOCs are those who use the virtual community as extensions of themselves, [clarification needed] they interact with people they know. Self-sustained VOCs are communities where relationships between participating members is formed and maintained through encounters in the online community.[32] For all VOCs, there is the issue of creating identity and reputation in the community. People can create whatever identity they would like to through their interactions with other members. The username is what members identify each other by but it says very little about the person behind it. The main features in online communities that attract people are a shared communication environment, relationships formed and nurtured, a sense of belonging to a group, the internal structure of the group, common space shared by people with similar ideas and interests. The three most critical issues are belonging, identity, and interest. For an online community to flourish there needs to be consistent participation, interest, and motivation. [33]
Research conducted by Helen Wang applied the Technology Acceptance Model to online community participation. [34] Internet self-efficacy positively predicted perceived ease of use. Research found that participants’ beliefs in their abilities to use the internet and web based tools determined how much effort was expected. Community environment positively predicted perceived ease of use and usefulness. Intrinsic motivation positively predicted perceived ease of use, usefulness, and actual use. The technology acceptance model positively predicts how likely it is that an individual will participate in an online community.
Consumer-vendor interaction
Establishing a relationship between the consumer and a seller has become a new science with the emergence of online communities. It is a new market to be tapped by companies and to do so, requires an understanding of the relationships built on online communities. Online communities gather people around common interests and these common interests can include brands, products, and services. [35] Companies not only have a chance to reach a new group of consumers in online communities, but to also tap into information about the consumers. Companies have a chance to learn about the consumers in an environment that they feel a certain amount of anonymity and are thus, more open to allowing a company to see what they really want or are looking for.
In order to establish a relationship with the consumer a company must seek a way to identify with how individuals interact with the community. This is done by understanding the relationships an individual has with an online community. There are six identifiable relationship statuses: considered status, committed status, inactive status, faded status, recognized status, and unrecognized status. [36] Unrecognized status means the consumer is unaware of the online community or has not decided the community to be useful. The recognized status is where a person is aware of the community, but is not entirely involved. A considered status is when a person begins their involvement with the site. The usage at this stage is still very sporadic. The committed status is when a relationship between a person and an online community is established and the person gets fully involved with the community. The inactive status is when an online community has not relevance to a person. The faded status is when a person has begun to fade away from a site. [37] It is important to be able to recognize which group or status the consumer holds, because it might help determine which approach to use.
Companies not only need to understand how a consumer functions within an online community, but also a company “should understand the communality of an online community” [38] This means a company must understand the dynamic and structure of the online community to be able to establish a relationship with the consumer. Online communities have cultures of their own, and to be able to establish a commercial relationship or even engage at all, one must understand the community values and proprieties. It has even been proved beneficial to treat online commercial relationships more as friendships rather than business transactions.
Through online engagement, because of the smoke screen of anonymity, it allows a person to be able to socially interact with strangers in a much more personal way [39] This personal connection the consumer feels translates to how they want to establish relationships online. They separate what is commercial or spam and what is relational. Relational becomes what they associate with human interaction while commercial is what they associate with digital or non-human interaction. Thus the online community should not be viewed as “merely a sales channel”.
[40] Instead it should be viewed as a network for establishing interpersonal communications with the consumer.
Growth cycle
See also: Metcalfe's law and Bass diffusion model
Most online communities grow slowly at first, due in part to the fact that the strength of motivation for contributing is usually proportional to the size of the community. As the size of the potential audience increases, so does the attraction of writing and contributing. This, coupled with the fact that organizational culture does not change overnight, means creators can expect slow progress at first with a new virtual community. As more people begin to participate, however, the aforementioned motivations will increase, creating a virtuous cycle in which more participation begets more participation.
Community adoption can be forecast with the Bass diffusion model , originally conceived by Frank Bass to describe the process by which new products get adopted as an interaction between innovative early adopters and those who follow them.
Problems
Online communities are relatively new and unexplored areas. They promote a whole new community that prior to the Internet was not available. Although they can promote a vast array of positive qualities, such as relationships without regard to race, religion, gender, or geography, [41] they can also lead to multiple problems.
The theory of risk perception, an uncertainty in participating in an online community, is quite common, particularly when in the following online circumstances:
1. performances,
2. financial,
3. opportunity/time,
4. safety,
5. social,
6. psychological loss. [42]