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Journal articles on the topic 'Virtual communities'

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Author: Grafiati

Published: 4 June 2021

Last updated: 25 May 2024

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1

Ward, Andrew. "Virtual Communities." Techné: Research in Philosophy and Technology 14, no. 3 (2010): 237–51. http://dx.doi.org/10.5840/techne201014324.

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The Internet, as it exists today, is an outgrowth of the late 1960’s Advanced Research Projects Agency Network. During the 1980’s, the National Science Foundation established a high-speed, high-capacity network called NSFnet connecting many universities and government agencies. Finally, with the creation of the World Wide Web and the development and diffusion of inexpensive, reliable and easy to use public Internet access, electronic information technologies connect an increasingly large portion of the population. As a result, the communities with which we are all familiar, communities based on geographic proximity, have changed. These sorts of changes raise many interesting but difficult questions. This paper focuses on two of those questions. First, what does the increasing use of and reliance on electronically mediated communications portend for our understanding of human communities, and second, what sorts of socio-political concepts and relationships best characterize the new “virtual community”?

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2

Wilcox, Allen J. "Virtual Communities." Epidemiology 18, no. 2 (March 2007): 185. http://dx.doi.org/10.1097/01.ede.0000254653.69858.88.

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3

Schoberth, Thomas, and Gregor Schrott. "Virtual Communities." Wirtschaftsinformatik 43, no. 5 (October 2001): 517–19. http://dx.doi.org/10.1007/bf03250816.

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4

Gammelgaard, Jens, and Thomas Ritter. "Virtual Communities Practice." International Journal of Knowledge Management 4, no. 2 (April 2008): 46–61. http://dx.doi.org/10.4018/jkm.2008040104.

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5

Çakir, Ahmet E. "Virtual communities - a virtual session on virtual conferences." Behaviour & Information Technology 21, no. 5 (January 2002): 365–71. http://dx.doi.org/10.1080/0144929021000048439.

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6

Maret, Pierre, Rajendra Akerkar, and Laurent Vercouter. "Virtual communities, a typology." Web Intelligence 15, no. 3 (August 11, 2017): 185–87. http://dx.doi.org/10.3233/web-170359.

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7

Gairín Sallán, Joaquín. "Virtual communities of learning." Educar 37 (February 1, 2006): 41. http://dx.doi.org/10.5565/rev/educar.188.

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8

Etzioni, A. "Communities: Virtual vs. Real." Science 277, no. 5324 (July 18, 1997): 295. http://dx.doi.org/10.1126/science.277.5324.295.

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9

Kivimäki, Anri, Kaisa Kauppinen, and Mike Robinson. "Identity in virtual communities." ACM SIGGROUP Bulletin 19, no. 3 (December 1998): 29–33. http://dx.doi.org/10.1145/307736.307764.

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10

Varlamis, Iraklis, and Ioannis Apostolakis. "Self-supportive virtual communities." International Journal of Web Based Communities 6, no. 1 (2010): 43. http://dx.doi.org/10.1504/ijwbc.2010.030016.

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11

Parke, Adrian, and Mark D. Griffiths. "Poker Gambling Virtual Communities." International Journal of Cyber Behavior, Psychology and Learning 1, no. 2 (April 2011): 31–44. http://dx.doi.org/10.4018/ijcbpl.2011040103.

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Internationally, the prevalence of online poker gambling is estimated to be between one percent and eight percent of the general adult population. In relation to these estimated prevalence rates, the potential for addictive behaviour and the paucity of theory, online poker is an important concern for public health. Individuals may seek knowledge that will assist in developing poker gambling skill via virtual community interactions. In this paper, the authors use a virtual ethnography design to observe knowledge creation, transfer, and retrieval processes within a poker-focused virtual community. The paper develops current knowledge and understanding of how computer-mediated communication (CMC) is used by poker gamblers to develop their executive cognitive skills and enhance their proficiency. Two independent poker gambling virtual communities were observed for a six-month period. Data were collected through participant observation, and content analysis was used to identify emergent themes. Two central behavioural themes emerged from the participant observation (i.e., ‘Experiential Reporting’ and ‘Development of Poker Skill’). The implications of poker gambling knowledge creation, transfer, and retrieval via CMC on responsible gambling are also discussed.

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12

Geyer, Felix. "Virtual communities in cyberspace." Kybernetes 25, no. 4 (June 1996): 60–66. http://dx.doi.org/10.1108/03684929610118345.

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13

Britez, Rodrigo. "Comunication and Virtual Communities: The Ethics and Constraints of Communication in Virtual Communities." International Journal of Learning: Annual Review 14, no. 2 (2007): 97–104. http://dx.doi.org/10.18848/1447-9494/cgp/v14i02/45205.

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14

Tirado-Morueta, Ramón, Juan Manuel Méndez-Garrido, and Ignacio Aguaded. "Drog@ project: virtual learning communities." Comunicar 15, no. 30 (March 1, 2008): 165–69. http://dx.doi.org/10.3916/c30-2008-02-010.

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This paper describes the contributions developed by a Spanish-Portuguese Research Project called “Drog@” which tries to promote drugs prevention at University. The project uses virtual teaching-learning tools including Internet to make information and communication easier to students.En este trabajo se describen las intervenciones desarrolladas por un proyecto de investigación hispano-luso denominado Drog@ y que ha consistido en promover en el ámbito de la educación universitaria algo tan necesario como la prevención en drogodependencias, mediante el uso de acciones formativas a través de entornos virtuales de enseñanza-aprendizaje y de la utilización de la Red para facilitar la información y la comunicación a los estudiantes.

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15

Van Ostrand, Ashley, Spencer Wolfe, Antonio Arredondo, Andrea M. Skinner, Ramon Visaiz, Megan Jones, and J. Jacob Jenkins. "Creating Virtual Communities That Work." International Journal of e-Collaboration 12, no. 4 (October 2016): 41–60. http://dx.doi.org/10.4018/ijec.2016100104.

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The use and import of virtual collaboration (VC) has increased at an exponential rate. Despite its potential advantages, however, VC continues to be hindered by feelings of distrust, detachment, and even isolation among virtual team members. For each of these reasons, the present study analyzed more than 1,500 survey responses to develop best practices for current users and developers of e-collaboration software. More specifically, this study used an expanded variation of Vorvoreanu's (2008) Website Experience Analysis (WEA) to explore participants' views of the seven most popular VC programs in use today: Basecamp, Dropbox, Google Drive, iDoneThis, Join.me, Skitch, and Skype. Qualitative results of this study revealed the significance of (1) name recognition, (2) interpersonal facilitation, (3) clarity/simplicity, (4) cost consideration, and (5) mobile accessibility. The study's results were then used to develop five corresponding implications for both users and developers: (1) increased integration, (2) expanded physicality, (3) supplemental training, (4) financial entrée, and (5) utilized flexibility.

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16

Rao, Venugopal. "Bridging Socially Enhanced Virtual Communities." IOSR Journal of Computer Engineering 9, no. 4 (2013): 1–4. http://dx.doi.org/10.9790/0661-0940104.

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17

Abuhamdieh, Ayman. "Knowledge Transfer In Virtual Communities." Review of Business Information Systems (RBIS) 10, no. 4 (October 1, 2006): 23–36. http://dx.doi.org/10.19030/rbis.v10i4.4434.

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Many organizations are providing customer support and service through building virtual communities of users and practitioners. Within these communities, knowledge is exchanged and transferred on a continual basis. But what type of organizations are actually relaying on such communities? And what are the mechanics of knowledge transfer in these communities? This study sets out to identify the organizations most likely to use virtual communities in their customer support operations through a survey of the Fortune 500 organizations. It also analyzes the process of knowledge transfer mechanics within these virtual communities by focusing on four technology-intensive organizations: Microsoft, Dell, Amazon.com, and eBay.com. Study conclusions and recommendations for future research are presented.

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18

Weeks, Michael R., and Natasha F. Veltri. "Virtual Communities as Narrative Networks." International Journal of Knowledge Management 9, no. 1 (January 2013): 21–41. http://dx.doi.org/10.4018/jkm.2013010102.

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This paper extends our understanding of knowledge creation in virtual communities of practice by examining crowdsourcing activities that enable knowledge creation in these social structures. An interpretive methodology, narrative networks analysis, is used to systematically study the narratives of discussion forums in a virtual community. The virtual community studied is voluntary for the participants, and open to anyone. Through the analysis of the narrative, a model of knowledge creation is developed that identifies types of evidentiary knowledge contributions, as well as conversation mitigators that help or hinder knowledge creation within the community. Knowledge is a primary attraction of a virtual community for many of its members, and this study aims to understand how knowledge is shared and created in such voluntary communities of practice. The model highlights elements that enhance and impair knowledge creation in this type of crowdsourced environment.

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19

Zhang, Yanru, and Michael Weiss. "Virtual communities and team formation." XRDS: Crossroads, The ACM Magazine for Students 10, no. 1 (September 2003): 5. http://dx.doi.org/10.1145/973381.973386.

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20

Toomey, Lori, Gloria Mark, John C. Tang, and Lia Adams. "Designing virtual communities for work." ACM SIGGROUP Bulletin 19, no. 3 (December 1998): 6–7. http://dx.doi.org/10.1145/307736.307751.

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21

Powers, Thomas M. "Real wrongs in virtual communities." Ethics and Information Technology 5, no. 4 (2003): 191–98. http://dx.doi.org/10.1023/b:etin.0000017737.56971.20.

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22

Kippenberger, T. "The phenomenon of virtual communities." Antidote 5, no. 1 (February 2000): 22–25. http://dx.doi.org/10.1108/eum0000000006738.

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23

Koh, Joon, Young-Gul Kim, Brian Butler, and Gee-Woo Bock. "Encouraging participation in virtual communities." Communications of the ACM 50, no. 2 (February 2007): 68–73. http://dx.doi.org/10.1145/1216016.1216023.

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24

Krcmar, H., Y. Arnold, M. Daum, and J. M. Leimeister. "Virtual communities in health care." ACM SIGGROUP Bulletin 23, no. 3 (December 2002): 18–23. http://dx.doi.org/10.1145/990017.990021.

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25

Dolce, Maria C. "Cancer Survivorship: Embracing Virtual Communities." Nursing Outlook 58, no. 2 (March 2010): e9-e10. http://dx.doi.org/10.1016/j.outlook.2010.02.095.

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26

de Valck, Kristine, Gerrit H. van Bruggen, and Berend Wierenga. "Virtual communities: A marketing perspective." Decision Support Systems 47, no. 3 (June 2009): 185–203. http://dx.doi.org/10.1016/j.dss.2009.02.008.

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27

Boaduo, Nana Adu-Pipim. "Action Research in Virtual Communities." International Journal of Virtual Communities and Social Networking 3, no. 4 (October 2011): 1–14. http://dx.doi.org/10.4018/jvcsn.2011100101.

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Contextually, all tertiary institutions have four major responsibilities – teaching, research, publication, and community service. The adage “publish or perish” has become a thorn in the flesh of many university academic staff who rest on their laurels and do nothing about research, publication, and community engagement. Practising university academic staff are required by the nature of their profession to engage in regular research be it in their daily lecturing and supervision of students’ research thesis or writing for publication. Currently, research has become the buzz-word in all tertiary institutions but not all of them take the pains to school academic staff in the practice of research in terms of the virtual communities where the institution is located. In the context of this paper, the author looks at action research through the eyes of teachers of all categories in virtual communities and how their involvement can complement successful social networking. The approaches used in this discussion are purely from empirical and exploratory perspectives and provide detailed discussion with emphasis on the application of action research for effective and efficient social networking considering the social, cultural, organizational and human cognitive perspectives.

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28

Stolterman, Erik. "Technology matters in virtual communities." ACM SIGGROUP Bulletin 20, no. 2 (August 1999): 7–9. http://dx.doi.org/10.1145/331982.331985.

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29

Watson, Jean. "Metaphysics of Virtual Caring Communities." International Journal of Human Caring 6, no. 1 (February 2002): 41–45. http://dx.doi.org/10.20467/1091-5710.6.1.41.

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Caring science and virtual reality both constitute a new form of human knowledge and human experience. Both have the potential to define the culture that results from their use. This paper explores the latest developments in caring science against some of the metaphysical aspects of virtual caring communities. Transpersonal theory and virtual concepts that transcend time, space, and physicality will be identified. The ontology of cyberspace will be uncovered against a backdrop of caring-science knowledge and practices. New territory for creating and entering virtual global caring communities will be considered as one path toward nursing and the public’s future in health care.

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30

Blanchard, Anita, and Tom Horan. "Virtual Communities and Social Capital." Social Science Computer Review 16, no. 3 (October 1998): 293–307. http://dx.doi.org/10.1177/089443939801600306.

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31

Vanacker, Bastiaan, and Don Heider. "Ethical harm in virtual communities." Convergence: The International Journal of Research into New Media Technologies 18, no. 1 (January 31, 2012): 71–84. http://dx.doi.org/10.1177/1354856511419916.

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This article analyzes under which conditions ethical relevant avatar harm occurs in virtual worlds. The authors argue that this is most likely to occur when there are some norms of acceptable behavior in a virtual world and when players see avatars as constitutive to their identity. Other than online environments characterized by a ‘caveat emptor’ approach, Second Life is governed by certain norms of acceptable behavior. While Second Life inhabitants do not see a need for an additional code of ethics for their community, they do have notions of wrong and right behavior. However what exactly constitutes norm violating behavior and ethically relevant avatar harm is often times contested, as the example of online reactions to an avatar upskirt gallery in Second Life illustrate. Players who see their avatars as extensions of themselves are more at risk of ethical harm when a norm violation occurs than players for whom their avatar constitutes an entity distinct from the self.

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32

Rodríguez Ribón, Julio César, Luis Javier García Villalba, and Tai-hoon Kim. "Virtual learning communities: unsolved troubles." Multimedia Tools and Applications 74, no. 19 (June 19, 2013): 8505–19. http://dx.doi.org/10.1007/s11042-013-1543-4.

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33

Memmi, Daniel. "The nature of virtual communities." AI & SOCIETY 20, no. 3 (February 1, 2006): 288–300. http://dx.doi.org/10.1007/s00146-005-0020-7.

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34

Nagy, Paul, C. E. Kahn, W. Boonn, K. Siddiqui, C. Meenan, N. Knight, and N. Safdar. "Building Virtual Communities of Practice." Journal of the American College of Radiology 3, no. 9 (September 2006): 716–20. http://dx.doi.org/10.1016/j.jacr.2006.06.005.

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35

Martyanov, Denis S., and Galina V. Lukyanova. "Time Strategies of Virtual Communities." Galactica Media: Journal of Media Studies 5, no. 2 (June 19, 2023): 135–56. http://dx.doi.org/10.46539/gmd.v5i2.360.

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The Internet has a significant impact on the perception of time and its organization. There is a growing body of literature that recognizes the importance of measuring social time in relation to the virtual communities of social media. The dynamics of communication in virtual communities largely depend on the time strategies that shape the content plan of a particular medium. Based on contemporary theories such as the concept of ‘timeless time’, we analyze the features of the temporal characteristics of the Internet, considering the multiple dimensions of time in virtual communities. This study aims to identify time strategies depending on their types (e.g., belonging to the certain platform, or target audience). The research is based on posts from 99 politicized virtual communities on the Vk.com and Telegram platforms in 2022. We employ heatmaps and combine them with cluster analysis. As a result, certain patterns of temporal strategies within communities became apparent, depending on the hour, day of the week, and month. We also establish a connection between time strategies and the event context of 2022. This article may be of interest to sociologists, political scientists, and researchers in cultural and communication studies who are interested in applied aspects of social time research.

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36

Lee, Min Young, Kelly Green Atkins, and Youn Kyung Kim. "Virtual communities: the impact of a commercial orientation on the attitudes towards virtual communities." International Journal of Electronic Marketing and Retailing 2, no. 3 (2009): 220. http://dx.doi.org/10.1504/ijemr.2009.021807.

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37

Nikiforos, Stefanos, Spyros Tzanavaris, and Katia-Lida Kermanidis. "Virtual learning communities (VLCs) rethinking: Collaboration between learning communities." Education and Information Technologies 25, no. 5 (February 15, 2020): 3659–75. http://dx.doi.org/10.1007/s10639-020-10132-4.

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38

Sekkal, Houda, Naila Amrous, and Samir Bennani. "Knowledge Management and Reuse in Virtual Learning Communities." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 23. http://dx.doi.org/10.3991/ijet.v14i16.10588.

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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.

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39

PAZDERSKA, Ruslana. "THE PLACE OF VIRTUAL COMMUNITIES IN SCIENTIFIC RESEARCH PUBLIC COMMUNICATIONS." Herald of Khmelnytskyi National University. Technical sciences 307, no. 2 (May 2, 2022): 58–65. http://dx.doi.org/10.31891/2307-5732-2022-307-2-58-65.

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The article focuses on the study of public communications as an integral part of the analysis of virtual communities. Accordingly, the definition of a “virtual community” has been formulated as a community in which information is regularly published about a specific industry where users from different backgrounds can communicate. The main task of the work is substantiated, which is to study the directions of development of public communications, combining different types of specializations of human activity. Given the study of which information technologies of virtual communities can be used. The relationship between the directions is schematically presented. The first area to be studied is organizational and legal research. It is characterized by the introduction of structure management tools in accordance with legal norms in the organization of all processes. The specifics of its areas are reviewed: personnel management, leadership in the way of communication, corporate equality policy. Second, sociological research, the purpose of such research is to find effective ways to solve society’s problems by obtaining the necessary knowledge. This includes the following areas: public relations, family interactions, types of thinking and human behavior, behavioral and situational strategies. The latter reviewed the direction of information and communication research. Since the rapid development of various areas of human activity in relation to information technology allows us to witness the automation of many processes. It includes such sub-processes as ontological data analysis (an example of ontology is presented) and the relevance of development. As a result, the conclusions about the work done are substantiated. Namely, by combining the principles laid down in the specifics of communities of practice and thematic virtual communities, it is possible not only to change the opinion about the negative impact of virtual communities, but also to improve the organization of their use by users.

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40

Peračković, Krešimir, and Hrvoje Petrinjak. "Virtual Sociability." Disputatio philosophica 23, no. 1 (February 8, 2022): 43–63. http://dx.doi.org/10.32701/dp.23.1.3.

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Since the 2020 COVID-19 pandemic, the term virtual has become one of the most used in media and everyday speech. There is an increasing amount of research done on this new reality, and the results are still to be published. However, it is insufficiently known in scientific periodicals that the concept of virtual reality, enabled by information technology, has existed in the sociological literature since the 1990s when Castells introduced it to the theory of network society. Therefore, the paper's primary goal is to consider basic concepts such as virtual reality, real virtuality, virtual communities, virtual sociability, and networked individualism. We will also briefly look at the forgotten classical notion of community as a fundamental form of sociability defined by the sociologist F. Tönnies, which re-enters the focus of scientific interest, without a clear and sociologically known classical definition. Starting from this framework, the paper examines the key question of whether these new virtual communities are indeed communities in the classical sense of the term or whether it is a form of networked individualism.

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41

Christou, Ioannis T., Thanassis Tiropanis, Sofia Tsekeridou, and Konstantinos Roussos. "Grid-based interactive virtual scientific experiments for distributed virtual communities." International Journal of Continuing Engineering Education and Life-Long Learning 20, no. 6 (2010): 443. http://dx.doi.org/10.1504/ijceell.2010.037786.

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42

Jones, Quentin. "Virtual-Communities, Virtual Settlements & Cyber-Archaeology: A Theoretical Outline." Journal of Computer-Mediated Communication 3, no. 3 (June 23, 2006): 0. http://dx.doi.org/10.1111/j.1083-6101.1997.tb00075.x.

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43

Linn, Marcia C., Sasha A. Barab, Rob Kling, and James H. Gray. "Virtual Communities: When Do They Succeed?" American Journal of Psychology 119, no. 4 (December 1, 2006): 679. http://dx.doi.org/10.2307/20445373.

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44

منصور, نيهاد. "Non-professional Subtitling of Virtual Communities." مجلة کلية الآداب . جامعة الإسکندرية 74, no. 74 (April 1, 2014): 1–34. http://dx.doi.org/10.21608/bfalex.2014.152107.

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45

Stewart, Mary K., Danielle Hagood, and Cynthia Carter Ching. "Virtual Games and Real-World Communities." International Journal of Game-Based Learning 7, no. 1 (January 2017): 1–19. http://dx.doi.org/10.4018/ijgbl.2017010101.

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This article examines two communities of youth who play an online game that integrates physical activity into virtual game play. Participating youth from two research sites—an urban middle school and a suburban junior high school—wore FitBits that tracked their physical activity and then integrated their real-world energy into game-world resource boosts. This incorporation of daily life as a mechanic of the video game creates a tangible connection between players' physical and virtual experiences. To better understand that connection, this article presents survey, GIS, and mapping data to detail the two communities as multi-domain ecologies, and then presents interview and focus group data to illustrate the players' perceptions of the affordances and limitations of their physical environments. Ultimately, the authors argue that a multi-layered analysis of real world communities is essential for designing games for health and for effectively facilitating game-based learning within players' complex ecologies.

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46

El Morr, Christo. "Virtual Communities, Machine Learning and IoT." International Journal of Extreme Automation and Connectivity in Healthcare 1, no. 1 (January 2019): 4–11. http://dx.doi.org/10.4018/ijeach.2019010102.

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Mental health challenges such as stress, anxiety and depression are on the rise worldwide. Health virtual communities (VCs) is a rising paradigm that has proven to be efficient and effective in delivering mental health interventions that address self-management, diagnosis and treatment targeting people facing mental health challenges. However, current Health VCs have limited application; they lack the ability to provide access to coordinated services and to continuously collect and integrate data originating from different devices in a streamlined manner. The Internet of Things (IoT) and machine learning represent a unique opportunity to expand the Health Virtual Community applications in the mental health domain; however, they represent a unique situation where challenges arise. This article will discuss the opportunities and challenges that virtual communities, machine learning and IoT represent for mental health research.

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47

Shahrokh, Zohreh Dehdashti, and Pedram Behyar. "Consumer's Participation Model in Virtual Communities." International Journal of E-Business Research 13, no. 4 (October 2017): 15–36. http://dx.doi.org/10.4018/ijebr.2017100102.

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Virtual communities are very impressive in the activities associated with the business using facilities provided on the Web and broad access to consumers. More access to users also helps virtual communities to be leading in attracting more users in competition with the other virtual communities. In this regard, providing the model of consumers' participation in virtual communities can be effective in the competitive environment from the cognitive aspects of consumer behavior. The aim of this study is to design consumers' participation model in virtual communities. The mixed method is selected as the research method and in the qualitative section, semi-structured interviews were conducted among the panel of experts; after analyzing the results using the content analysis, the designed model was finally tested. The results showed that in addition to personal and social factors and the services offered by the website, the other factors such as attitudes and we-intentions have also significant impact on the consumers' participation.

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48

Gill, Deborah. "Building Community Through Virtual Learning Communities." College Teaching Methods & Styles Journal (CTMS) 1, no. 2 (July 22, 2011): 47. http://dx.doi.org/10.19030/ctms.v1i2.5229.

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The present study describes and discusses the use of a virtual community to build language and culture skills. According to the National Standards Project (2004), The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. Through the use of World of Diversity, students not only have an opportunity to practice their language skills, but also meet all other national standards (i.e., communication, cultures, comparisons, and communications) in a unique and fun way.

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49

Mainelli, Michael. "Risk/reward in virtual financial communities." Information Services & Use 23, no. 1 (January 1, 2003): 9–17. http://dx.doi.org/10.3233/isu-2003-23102.

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50

Siuda, Dagna. "Typology of virtual brand communities’ members." Procedia Computer Science 192 (2021): 2190–98. http://dx.doi.org/10.1016/j.procs.2021.08.232.

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