Distance learning: is it the end of education as most of us know it?
CHI 98 Cconference Summary on Human Factors in Computing Systems
Lurker demographics: counting the silent
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Online Communities: Designing Usability and Supporting Socialbilty
Online Communities: Designing Usability and Supporting Socialbilty
Beyond Interaction Design: Beyond Human-Computer Interaction
Beyond Interaction Design: Beyond Human-Computer Interaction
Wikipedians are born, not made: a study of power editors on Wikipedia
Proceedings of the ACM 2009 international conference on Supporting group work
Generating a sense of community in a graduate educational setting through persuasive technology
Proceedings of the 4th International Conference on Persuasive Technology
Do lurking learners contribute less?: a knowledge co-construction perspective
Proceedings of the 5th International Conference on Communities and Technologies
Contributing to Wikipedia: Through Content or Social Interaction?
International Journal of Distributed Systems and Technologies
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In this article, Ebner and Holzinger offer their perspective about online learning. In general, we know that online learning develops through interaction and that it's a collaborative process where students actively engage in writing and reading messages among themselves and with the instructor. However, it's also well known that in any online community, not all users are equally active, and there are indeed people who never take an active part-the so-called lurkers.This article focuses on the lurkers; the authors ran extensive experiments to demonstrate whether there's a relationship between the writing and reading behavior of online students and whether active participation influences learning efficiency. An interesting related result that emerged from the study is that the effort of the instructor in terms of reading and writing posts is higher than that of the learners themselves!