Relevant bibliographies by topics / Online community

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online community'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Online community"

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Longden, Lee. "Is Online Community Transformative Community?" Journal of Adult Theological Education 10, no. 2 (November 2013): 102–15. http://dx.doi.org/10.1179/1740714114z.00000000017.

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Wang, Ping An. "Assessment of Asynchronous Online Discussions for a Constructive Online Learning Community." International Journal of Information and Education Technology 5, no. 8 (2015): 598–604. http://dx.doi.org/10.7763/ijiet.2015.v5.575.

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Crawford, Corinne, and Colin Persaud. "Community Colleges Online." Journal of College Teaching & Learning (TLC) 10, no. 1 (December 24, 2012): 75. http://dx.doi.org/10.19030/tlc.v10i1.7534.

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Presently, community colleges are bursting at the seams. In 2011, community colleges turned away more than 400,000 prospective students. In the next six years, 63 percent of all U. S. jobs will require postsecondary education. Twenty two million new workers with postsecondary degrees will be needed by 2018. Community colleges are turning increasingly to online technology to increase capacity in order to meet the surging demand for higher education attainment. In this article we will look at the role of online education in the community college setting.
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Hajibayova, Lala. "Online Representation of Azerbaijani Online Community." Khazar Journal of Humanities and Social Sciences 15, no. 4 (November 21, 2012): 34–49. http://dx.doi.org/10.5782/2223-2621.2012.15.4.34.

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Fagin, Barry. "Liberty and community online." ACM SIGCAS Computers and Society 28, no. 2 (June 1998): 69–78. http://dx.doi.org/10.1145/276758.276782.

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Ku, Wen-Yuan, Oswald Ndi Nfor, Wen-Hsiu Liu, Disline Manli Tantoh, Shu-Yi Hsu, Lee Wang, Tien-Yin Chou, and Yung-Po Liaw. "Online community collaborative map." Medicine 98, no. 20 (May 2019): e15521. http://dx.doi.org/10.1097/md.0000000000015521.

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Overduin, Carla. "‘Online community building werkt’." Zorg + Welzijn 22, no. 10 (September 27, 2016): 20–21. http://dx.doi.org/10.1007/s41185-016-0159-8.

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Wang, Hua, Jae Eun Chung, Namkee Park, Margaret L. McLaughlin, and Janet Fulk. "Understanding Online Community Participation." Communication Research 39, no. 6 (May 12, 2011): 781–801. http://dx.doi.org/10.1177/0093650211408593.

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Kim, Donghee. "Cyberbullying Behaviors in Online Travel Community: Members’ Perceptions and Sustainability in Online Community." Sustainability 14, no. 9 (April 26, 2022): 5220. http://dx.doi.org/10.3390/su14095220.

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Online travel community (OTC) has been played a critical role for digital marketing in the travel industry. The successful operation of an online travel community is depending on social connection and active friendship among the OTC’s users. However, cyber-victimization has become a critical concern which has been threaten sustainable online travel community. In this regard, this study investigates how cyber-victimization recovery practices in OTAs affect online community ambient and behavioral loyalty in OTCs using second-order confirmatory factor analysis. The results indicate that the OTCs’ efforts to recover the online ambient against cyber-victimization lead OTC members to be loyal to the OTCs. Implications for the sustainable online travel community were discussed.
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Marshall, Jonathan Paul. "Categories, Gender and Online Community." E-Learning and Digital Media 3, no. 2 (June 2006): 245–62. http://dx.doi.org/10.2304/elea.2006.3.2.245.

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Dissertations / Theses on the topic "Online community"

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Zemlyakova, Yevgeniya (Yevgeniya Vladimirovna) 1976. "Online community : knowledge management." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/8815.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.
Includes bibliographical references (p. 85-86).
Introduction. Motivation: The Information Age has replaced the Industrial Age. Today, companies measure their wealth by a new type of asset -- knowledge. It is more valuable to have the best information and the best knowledge in the industry rather than physical or even natural resources. More and more companies use knowledge for strategic advantage. Therefore, knowledge assets must be nurtured, preserved and used to the largest extent possible by both individuals and organizations. Knowledge that is not accumulated, maintained and presented in a way that can be easily accessed and understood cannot be used effectively. When the challenge of efficiently managing knowledge is resolved, an organization will experience short term benefits in the form of increasing the quality of its products and services and long-term benefits acquiring the ability to use knowledge tools in forecasting, decision making and attracting more clients. The problem of Knowledge Management is an area of active ongoing research. Technologies that are used to address the problem include but are not limited to databases, data warehousing, data mining and intranets. This project focuses on using the available technologies to address the issue of effectively creating, managing, sharing and using the intellectual assets of organizations.
by Yevgeniya Zemlyakova.
M.Eng.
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Carlén, Urban. "A professional community goes online : a study of an online learning community in general medicine /." Göteborg : Department of Applied Information Technology, University of Gothenburg, 2010. http://hdl.handle.net/2077/22326.

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Hutchinson, Ronelle. "The symbolic construction of online community." Monash University, School of Political and Social Inquiry, 2002. http://arrow.monash.edu.au/hdl/1959.1/9377.

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Ferreday, Debra. "Online belongings : fantasy, virtuality and community." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410750.

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Silverman, Ben(Benjamin Luke Matanos). "Fursonas : furries, community, and identity online." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127662.

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Thesis: S.M. in Comparative Media Studies, Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 72-75).
The furry fandom is a loose-knit online subculture of fans devoted to anthropomorphic animal characters. Furries are not necessarily fans of specific media properties, but instead often create their own media, including the "fursona," an anthropomorphic animal character to represent oneself in the community. Conducting empirical research through interviews, participant observation, auto ethnography, and virtual ethnography, I have sought to understand this aspect of furry identity and sociality through a number of disciplinary lenses. In this thesis, I argue that furry queers fandom through several interrelated processes: severing fandom from textual objects; developing queer sex publics; paving new pathways to queer becoming; and displacing online identity through stylized, affective modes of embodiment. These fan practices, as articulated through the fursona, cohere into a queer worlding of virtual spaces.
by Ben Silverman.
S.M. in Comparative Media Studies
S.M.inComparativeMediaStudies Massachusetts Institute of Technology, Department of Comparative Media Studies/Writing
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Herling, Jessica Lauren. "Online Community Response to YouTube Abuse." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/78126.

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This study draws on social problems literature about rhetoric in claims-making and social movement literature about credibility in framing to understand the construction of YouTube abuse and relationships between member role in the community and their frames/the reception of those frames. I also draw on feminist, non-feminist, and postfeminist literature to understand how YouTubers incorporate feminism into their claims about why YouTube abuse is wrong. Here feminism refers to understandings of sexual harassment as stemming from gender inequality, and non-feminist understandings of sexual harassment refer to individualized and degendered violations of rights and power imbalances. Postfeminist literature informs this study in understanding how a feminist issue has been disassociated with gender inequality and individualized. Drawing on this literature, I conducted a content analysis of YouTube videos and the comment sections on these YouTube video webpages to address how the community members responded to the sexual harassment problem. First, how do the YouTubers describe the problem? Second, what explanations for why the behavior is wrong, do the YouTubers use? Options include portraying the issue using a more feminist frame of "gender equality," a post-feminist frame of gender-neutral "consent," or a gender-neutral frame of "power imbalance." Lastly, are there relationships between the YouTubers' position in the community and/or gender, their responses, and positive and negative comments left on the videos? Analysis supports that YouTubers did not connect the issue to feminism and that YouTubers' positions in the community relate to how they politicized the abuse and how much commentator support they received.
Master of Science
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Brook, Christopher. "Exploring community development in online settings." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/835.

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As educators and training providers embrace online technologies, some researchers posit that the development of a learning community is perhaps the most fundamental goal of online instructors (Hiltz, 1997). The process for developing and maintaining learning communities, however, remains unclear (Bonk & Wisher, 2000; PaJloff & Pratt, 1999). This study sought to provide insight into factors that influence community development through an exploration of the community experience in online settings. To do this, it was necessary to establish an understanding of the community construct through an extensive review of contemporary literature. A review of the online learning community literature was conducted to provide a broader perspective on the process for developing a learning community and to ensure that current knowledge informed the study. As a consequence of the expansive literature review a framework to guide the exploration of the community experience in online settings was designed. This framework identified pre-existing factors as well as instructor actions that influence community development in a chain if events that concludes with the community experience. The research took the form of a multi case study methodology based on the qualitative research paradigm conducted over a one:-semester period. Data gathering processes were based on Grounded Theory (Strauss, 1987) utilising course related discourse, instructor interviews, observations and the , Sense of Community Index (Chavis, Hogge, McMillan, & Wandersman, 1986). Data analysis utilised a constant comparative approach in the data coding and management processes. Data was categorised according to factors that demonstrate community development, the elements of SOC and emergent themes. Findings were presented as an aggregation of all courses to provide an expansive view of factors that influence community development. Findings suggest that the Model developed to guide the study provides a robust framework that is useful in investigating the sense of community experienced in online settings. Numerous pre-existing factors that limit community development were identified. However, instructor actions that promote community development, and in some instances overcome limitations presented by pre-existing factors, were also identified. The interrelationship between these factors was seen to influence in various ways the sense of community experienced by students in the each of the settings. The major implications of the study are that instructors will inevitably encounter pre-existing conditions that will limit community development. Given the context specific nature of the community experience it is difficult for researchers to provide a discrete set of design principles that will account for all considerations in the process of community development. It is the instructor who is in the position to ascertain the most effective strategies to overcome factors that limit community development. The Model developed in this study, provides a robust framework for identifying pre-existing factors that are likely to influence community development. The Model also provides a strong framework for guiding instructors in the selection of instructional strategies that promote community development. At the conclusion of the thesis factors that serve to limit the generalisability of findings are described and suggestions 'for future research are provided.
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Ruzicka, Matthew Robert. "Facilitating an online community among community college peer tutor trainees." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2895.

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The project presents a web-based component for a tutor training program at College of the Desert, Palm Desert, California. The application is designed to be responsive and adaptable to the tutor's needs. It also addresses the logistic and pedagogical problems that plague many community college tutor trainers and helps to mitigate this through an online instructional system that facilitates communication among the tutors so that learning can occur in a situated context.
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BAUDO, VALERIA. "Il monitoraggio di community online: il Community Performance Index (CPI)." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/95783.

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This work provides a useful tool for community managers in their day-to-day job. The proposed tool must be easy to use and helpful to monitor an online community. The proposed model is specifically devoted to community manager working in no profit sector, in small organizations, scalable and not related to a specific technology or to a specific social network site. Following a literature review on the meaning of engagement in the social media environment, the work examines the opinion of eight Italian key informants in order to get new insights and ideas on the subject matter. They confirmed the existing literature and stressed in addition new perspectives on the role of lurkers in online communities: a reassessment of their role is undoubtedly necessary. The Community Performance Index is a monitoring tool composed by three main axes. The first one is called VPI (Vanity Performance Indicators) and is devoted to metrics (measurements) collection from social networks; the second one called KPI (Key Performance Indicators) is the performance measurement related to the purpose of the project; the last one called PMPI (Peripheral Members Performance Indicators) stresses the role of the lurkers in the community. The overall vision of this three axes answers the question: how the community is performing? The main novelty of the CPI is that it provides an overall community monitoring vision. The model was tested on TwLetteratura, an Italian social reading community. We analized the tweets produced by the community in order to fulfill the VPI axis and administered an online survey to investigate the KPI and PMPI. 
The results are presented here. Further researches are needed in order to validate the proposed model.
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Drysdale, Jeffery S. "Online Facilitators and Sense of Community in K-12 Online Learning." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3838.

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Despite the continued growth of K-12 online learning, there remains a need for additional research addressing roles of online facilitators and how they can improve the sense of community at K-12 online schools. The first article of this dissertation presents a case study illustrating how online facilitators can provide the same level of support for their students that on-site facilitators provide students in blended environments. Data was gathered from teachers at Mountain Heights Academy (MHA), a fully online high school. MHA implemented a "Shepherding Program" to provide student with online facilitators. Each teacher, or shepherd, was responsible for 20 to 25 students. Teacher focus groups and one-on-one interviews were used to examine the perceived effects of a shepherding program on shepherd-student relationships. Additionally, the teacher roles in the shepherding program were compared to the roles of on-site facilitators. Teachers were largely satisfied with the perceived impact of the shepherding program on their relationships with their students. Findings also highlighted strong similarities between the support the shepherding program provided online students and the support on-site facilitators provide blended learning students. The second article was a continuation of the case study from the first article. A key addition to the case study for the second article was the inclusion of student interviews. This article examined how teachers and students perceived that the shepherding program influenced instructor-student relationships. The analysis exposing similarities and differences between teacher and student perspectives of the shepherding program was conducted based on the four dimensions of Rovai's online sense of community: spirit, trust, interaction, and learning. Findings illustrated shepherd-student relationships consisting of all four elements of community in some degree.
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Books on the topic "Online community"

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1947-, Pratt Keith, ed. Collaborating online: Learning together in community. San Francisco: Jossey-Bass, 2005.

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Carlén, Urban. A professional community goes online: A study of an online learning community in general medicine. Gothenburg, Sweden: Department of Applied Information Technology, University of Gothenburg, 2010.

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Billett, Paulina, and Anne-Maree Sawyer. Infertility and Intimacy in an Online Community. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-44981-8.

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Farnsworth, Kent Allen. A fieldbook for community college online instructors. Washington, D.C: Community College Press, 2006.

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Seto, Ario. Netizenship, Activism and Online Community Transformation in Indonesia. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5397-9.

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Hill, Chrystie. Inside, outside, and online: Building your library community. Chicago: American Library Association, 2009.

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author, Paul Joshua, and Oakes Katie author, eds. The online community blueprint: A 9-step guide to planning an online community for your customers, members, or partners. Mesa, Arizona]: Socious, 2015.

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Institut Panos Afrique de l'Ouest., ed. Les médias et internet en Afrique de l'Ouest: La presse en ligne et la connectivité des radios communautaires. [Dakar-Ponty, Sénégal]: Institut Panos Afrique de l'Ouest, 2004.

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Grumet, Zvi. The community school: The proceedings of an online descussion. Ramat Gan: Lookstein Center, 2003.

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Sappio, Erin, and Terrilyn Battle. Conducting a Community-Based Participatory Research Case Study Online. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529601145.

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Book chapters on the topic "Online community"

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Holstein, Megan. "Online Community." In iPhone App Design for Entrepreneurs, 171–80. Berkeley, CA: Apress, 2019. http://dx.doi.org/10.1007/978-1-4842-4285-8_20.

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Martínez-López, Francisco J., Rafael Anaya-Sánchez, Rocio Aguilar-Illescas, and Sebastián Molinillo. "Conceptual Approach to Community, Virtual Community and Online Brand Community." In Online Brand Communities, 107–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24826-4_7.

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Barbour, Kim. "Online Community Managers." In Women and Persona Performance, 107–25. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33152-7_6.

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Berry, Sharla E. "Defining Community." In Creating Inclusive Online Communities, 1–20. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443780-1.

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Hinck, Ashley. "Serving Online Communities: Service-Learning, Internet Studies, and Online Education." In Community Engagement 2.0?, 26–40. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137441065_3.

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Nolte-Laird, Rachel. "Community-Based Dialogue and Online Peacebuilding Practice." In Peacebuilding Online, 37–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6013-9_3.

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Andreasson, Jesper, and April Henning. "Community Trajectories Within the Online Doping Ecosystem." In Online Doping, 43–66. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30272-5_3.

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Seligman, Ross A., and Adriane S. Mozzini. "Online Learning." In Becoming a Successful Community College Professor, 228–45. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003407461-10.

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Mahmod, Jowan. "Towards a Weakened Imagined Community." In Kurdish Diaspora Online, 179–205. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-51347-2_8.

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Al-Worafi, Yaser. "Community Services." In A Guide to Online Pharmacy Education, 69–72. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003230458-12.

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Conference papers on the topic "Online community"

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Candiasa, I. Made, and Ni Made Sri Mertasari. "Online Teachers Community." In 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icirad-17.2017.31.

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Eftekhari, Farhad. "TECHCLASS SMART ONLINE LEARNING COMMUNITY: COMMUNITY FEATURES." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1558.

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Fagin, Barry. "Liberty and community online." In the ethics and social impact component. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/276755.276782.

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Kennedy, Kristen, Fabrice Calmels, Panya Lipovsky, and Louis-Philippe Roy. "COMMUNITY PERMAFROST MAPPING IN YUKON: UNDERSTANDING COMMUNITY NEEDS AND DATA LIMITATIONS IN A CHANGING NORTH." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358742.

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Olcott, Alison N., and Matthew Downen. "FIELDWORK EXPERIENCES OF THE LGBTQ+ GEOSCIENCE COMMUNITY." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-357673.

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Abdi, Mohammad Foad, Kasra Farrokhi, and Maryam Amir Haeri. "Memetic Based Online Community Detection." In 2019 5th International Conference on Web Research (ICWR). IEEE, 2019. http://dx.doi.org/10.1109/icwr.2019.8765290.

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Thomas, Sue. "The tools of online community." In the 5th conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1056224.1056235.

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Hogg, Tad, and Gabor Szabo. "Diversity of online community activities." In the nineteenth ACM conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1379092.1379138.

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Horodyskyj, Lev, Erlena Umanahu, Erlena Umanahu, Erlena Umanahu, Tara Lennon, Tara Lennon, and Tara Lennon. "GREEN AMBASSADORS: SCIENCE, ROLE-PLAYING, AND COMMUNITY TRANSFORMATION." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358916.

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Lipchin, Clive David. "COMMUNITY BASED RESILIENCY FOR WATER SCARCITY UNDER CLIMATE CHANGE." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-357752.

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Reports on the topic "Online community"

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Lees, Matthew. Lithium Technologies Online Community Platform. Boston, MA: Patricia Seybold Group, October 2006. http://dx.doi.org/10.1571/pr10-26-06cc.

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Lees, Matthew. Online Community Platform RFP Template. Boston, MA: Patricia Seybold Group, July 2009. http://dx.doi.org/10.1571/rfp07-16-09cc.

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Lees, Matthew. Online Community Platform Evaluation Matrix. Boston, MA: Patricia Seybold Group, January 2008. http://dx.doi.org/10.1571/em01-17-08cc.

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Lees, Matthew. Selecting an Online Community Platform. Boston, MA: Patricia Seybold Group, October 2009. http://dx.doi.org/10.1571/htt10-08-09cc.

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Ryan, Bruce, and Peter Cruickshank. Scottish Community Councils online: a survey. Edinburgh Napier University, 2012. http://dx.doi.org/10.14297/enr.2016.000001.

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Lees, Matthew. Framework for Evaluating Online Community Platforms. Boston, MA: Patricia Seybold Group, October 2006. http://dx.doi.org/10.1571/fw10-12-06cc.

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Ryan, Bruce, and Peter Cruickshank. Scottish Community Councils online: the 2014 survey. Edinburgh Napier University, 2014. http://dx.doi.org/10.14297/enr.2016.000002.

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Allen, Tom, Edward Cartwright, and Swati Virmani. Engaging students in an online economics community. Bristol, UK: The Economics Network, May 2020. http://dx.doi.org/10.53593/n3295a.

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Kidney, Colleen. Involvement in the Online Autistic Community, Identity, Community, and Well-Being. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.627.

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Lees, Matthew. Framework for Evaluating Online Community Platforms, Version 2. Boston, MA: Patricia Seybold Group, January 2008. http://dx.doi.org/10.1571/fw01-10-08cc.

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