HICSS '04 Proceedings of the Proceedings of the 37th Annual Hawaii International Conference on System Sciences (HICSS'04) - Track 7 - Volume 7
Lurking as participation: a community perspective on lurkers' identity and negotiability
ICLS '06 Proceedings of the 7th international conference on Learning sciences
How to keep members using the information in a computer-supported social network
Computers in Human Behavior
Review of Learning in Online Networks and Communities
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Towards a framework for educational affordances of blogs
Computers & Education
Do lurking learners contribute less?: a knowledge co-construction perspective
Proceedings of the 5th International Conference on Communities and Technologies
Journal of Computer Assisted Learning
"What's coming next?" Epistemic curiosity and lurking behavior in online communities
Computers in Human Behavior
Virtual learning communities: success factors and challenges
International Journal of Technology Enhanced Learning
Superposter behavior in MOOC forums
Proceedings of the first ACM conference on Learning @ scale conference
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This paper presents the results of a study of student non-posting participation behavior in two online classes. Most often active message is assessed and thus implicitly valued in online class discussion, but the act of writing messages is not the only factor that contributes to student learning. However, it is the most visible and easiest to measure. Students may engage in processes of reading and reflection on the discussion board, not leaving their mark; it is these acts that may be referred to as pedagogical lurking. In this study, students were asked to self-report their non-visible course activities, the reasons behind these activities and their perceived usefulness related to learning. Findings show that about half of the students felt that they learned through the online discussion experience, and that they believe both posting and reading messages contributed to their ability to learn. These students were likely to enter the discussion before posting to obtain a model for participation, and to return at a later time to check for replies and reflect. Students who participated solely to meet course requirements and who focused on posting messages more than reading messages had less positive impressions of the discussion activity's impact on learning.