자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

https://cyberleninka.org/article/n/854933.pdf

Social media analytics – Challenges in topic discovery, data collection, and data preparation

article i nfo Article history: Accepted 27 February 2015 Available online 7 March 2015 Therecentpopularityofsocialtechnologieshasmotivatedsomeuniversitylecturerstouse themforOnlineSocial Networking (OSN) educational activities. These technologies have enormous potential to enhance the teaching and learning experience. However, there have been limited studies assessing how to effectively use social tech- nologies and what the impacts are on students' learning experience, particularly with regard to their value in en- hancing interactions. This paper focuses on students' experiences with using OSN for student-student and student-lecturer interactions. A total of nine focus group discussions with 46 students were held in Malaysian and Australian universities. A thematic analysis revealed that students identified a number of positive outcomes from using OSN to interact with each other and with their lecturers. The findings contribute to current under- standing about how students leverage social technologies to enhance interaction among themselves, with their lecturers, and with the content of the course.

Understanding students' perceptions of the benefits of online social networking use for teaching and learning

As academic and practitioner studies on crowdsourcing have been building up since 2006, the subject itself has progressively gained in importance within the broad field of management. No systematic review on the topic has so far appeared in management journals, however; moreover, the field suffers from ambiguity in the topic's definition, which in turn has led to its largely unstructured evolution. The authors therefore investigate the existing body of knowledge on crowdsourcing systematically through a penetrating review in which the strengths and weakness of this literature stream are presented clearly and then future avenues of research are set out. The review is based on 121 scientific articles published between January 2006 and January 2015. The review recognizes that crowdsourcing is ingrained in two mainstream disciplines within the broader subject matter of innovation and management: (1) open innovation; and (2) co-creation. The review, in addition, also touches on several issues covered in other theoretical streams: (3) information systems management; (4) organizational theory and design; (5) marketing; and (6) strategy. The authors adopt a process perspective, applying the ‘Input–Process–Output’ framework to interpret research on crowdsourcing within the broad lines of: (1) Input (Problem/Task); (2) Process (session management; problem management; knowledge management; technology); and (3) Outcome (solution/completed task; seekers’ benefits; solvers’ benefits). This framework provides a detailed description of how the topic has evolved over time, and suggestions concerning the future direction of research are proposed in the form of research questions that are valuable for both academics and managers.

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Crowdsourcing: A Review and Suggestions for Future Research

Crowdsourcing CS by cultural and heritage institutions engage volunteers in online projects without monetary compensation. Uncertainty concerning online volunteer motivation has led to a growing body of academic research. This study contributes to that debate, by extending focus to CS volunteer work in nonprofit cultural institutions where no monetary benefit is offered to volunteers. This study examines motivations of high performing volunteers in a newspaper digitisation CS project, initiated by the National Library of Australia. Volunteers are motivated by personal, collective, and external factors, and these motivations change over time. Volunteers initially show intrinsic motivations, though both intrinsic and extrinsic motivations play a critical role in their continued participation. Volunteer contributions range from data shaping e.g., correcting digitised optical character recognition data to knowledge shaping e.g., shaping historical data through tagging and commenting, but also through development of norms and social roles. The locus of motivation intrinsic or extrinsic also changes with different kinds of contributions. The distinction between data and knowledge shaping contributions, and the locus and focus of motivation behind these activities, has implications for the design of CS systems. Design for improved usability through cognitive and physical system affordances and development of social mechanisms for ongoing participation is discussed.

Temporal Motivations of Volunteers to Participate in Cultural Crowdsourcing Work

Crowdsourcing in recent times has become popular among not-for-profits as a means of eliciting members of the public to contribute to activities that would normally have been carried out by staff or by contracting external expertise. The GLAM (galleries, libraries, archives, museums) sector does have a history of involving online volunteers (e.g. reviewing books). Extending that tradition, some GLAM institutions are engaging in crowdsourcing projects to enhance and enrich their collections. But what motivates the public to participate in these crowdsourcing activities? Understanding the unique motivations of participants is needed to establish a motivational framework for GLAM organisations in their not-for-profit context. We present findings from a study of the motivational factors affecting participation in the Australian Newspapers Digitisation Program (ANDP) by the National Library of Australia (NLA). Based on motivational theories and frameworks the study shows that the participants are motivated by a complex framework of personal, collective and external factors. Participants were highly intrinsically motivated, but valued altruistic and community motivations as well. Community and external factors played a vital role in their continued involvement. The paper concludes with a conceptual framework of the motivational factors for crowdsourcing participants in a GLAM context based on the motivational dynamics observed in the ANDP case.

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Crowdsourcing Motivations in a not-for-profit GLAM context: The Australian Newspapers Digitisation Program

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Crowdsourcing motivations in a not-for-profit GLAM context : the Australian newspapers digitisation program

1. INTRODUCTION The rising popularity of social media tools, such as Weblogs, wikis, Twitter, is the result of the qualities that characterise Web 2.0 software. Such digital tools are user-friendly, personalisable and allow for content creation and modification. In addition, they can be 'meeting places' for socialisation, sharing and collaboration. It is predictable then that using Web 2.0 tools to facilitate the learning process is encouraged in the educational literature (McLoughlin & Lee, 2007). In this networked age, the transmissive model of teaching is being replaced with constructivist, e-learning approaches, while the need to make the curriculum more relevant and engaging is imperative (Tapscott, 2009). This changing landscape has been referred to as 'Pedagogy 2.0' and 'learning 2.0' (Lee & McLoughlin, 2010; Downes, 2005) and signals greater use of the affordances of social media to enable connectivity, communication, participation, and networked communities of learning. For many decades, mechanical knowledge transmission models of teaching and learning have been at odds with participatory and interactive education. Currently, the affordances of Web 2.0--sharing, collaboration, and communication, have given rise to a number of alternative paradigms of learning e.g. personal learning environments (Atwell, 2007) and heutagogy, both of which focus on students as self-motivated, independent learners (Conole & Oliver, 2007; Phelps, Hase, & Ellis, 2005). Theories such as connectivism (Siemens, 2005) help us understand learning as making connections with ideas, facts, people and global communities. In many fields, the life of knowledge is now measured in months and years (Siemens, 2005, para. 2). Thus, pedagogical methods used for years and considered instructionally sound are becoming outdated as students and teachers adopt technological devices to teach and to learn. Although more formal forms of instruction and e-learning persist, many universities now integrate informal teaching strategies and flexible social media tools to accommodate students' desires for flexible study opportunities. In the context of this study, the rationale was to explore how best to support learners to social media into the learning process so that they could integrate Web 2.0 tools such as blogs, wikis and Facebook in specific tasks relating to egovernment, digital citizenship, location of specialized information, data management and conducting research online. The research problem was to how determine the success of teacher pedagogy in developing students' skills in application of social media to understand key concepts in social informatics. The teaching and learning process had to extend beyond use of the technological tools by students to include pedagogical design for effective learning. In this context, the research focusses on evaluating the success of a scaffolded pedagogy to teach informatics concepts using social media such as micro-blogging, multimedia sharing, social bookmarking and collaborative content creation. This issue is of special importance as it is under researched, and further studies are needed to explore how Pedagogy 2.0 can be successfully implemented (Ravenscroft, 2009) 2. SOCIAL INFORMATICS AND GOALS OF EDUCATION Social Informatics (SI) is an innovative, growing discipline, although few universities offer the subject as a stand-alone course. Social informatics started in the early 1970s, when there was a burgeoning of information technologies in all areas, along with studies on computerization and its consequences for society. While definitions of the term 'social informatics' may vary in different countries and across different contexts, the term is used in this article to denote that social informatics is an interdisciplinary field of study, bringing together insights from various disciplines: sociology, library and information science, education, computer science, economics, information systems and communications (Kling, Rosenbaum, & Sawyer, 2005). …

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A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics.

This paper presents the case of Australian government use of Facebook (FB) pages. This research-in-progress paper investigates six Australian Government FB pages to assess visible government and audience online participation. It seeks to provide a general understanding of the types and forms of FB uses by government and audience participation visible in government FB pages. FB page wall posts and comments are analysed quantitatively using genre analysis to determine what type of online participation is visible in these sites and what the agencies are trying to achieve. Findings show that the Facebook page participation varies across the agencies and the pages are being used for the purpose of announcing, informing and involving type of online engagement. The pages are being used for communication, compliance, recruitment, promotion and crowdsourcing. Some pages show strong audience engagement and have successfully served as a platform for its audience to share and communicate and respond to queries. However the engagement of the agencies has been limited. The paper concludes with further insights into agency FB strategies and highlights some concerns that may rise within the usage of these sites as evidenced from wall posts and comments analysis. The paper aims to contribute to better understanding of the government FB phenomenon on the public Social Network Site (SNS) that can lead to useful conclusions for government agency deployment, adoption and usage of SNSs.

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Sultana Lubna Alam

Papers

Temporal Motivations of Volunteers to Participate in Cultural Crowdsourcing Work

Crowdsourcing Motivations in a not-for-profit GLAM context: The Australian Newspapers Digitisation Program

Crowdsourcing motivations in a not-for-profit GLAM context : the Australian newspapers digitisation program

A Case Study of Instructor Scaffolding Using Web 2.0 Tools to Teach Social Informatics.

The public facebook: a case of Australian government facebook pages and participation