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Susan Herring Kirk Job-Sluder Rebecca Scheckler Sasha Barab 《The Information Society》2002,18(5):371-384
A common phenomenon in online discussion groups is the individual who baits and provokes other group members, often with the result of drawing them into fruitless argument and diverting attention from the stated purposes of the group. This study documents a case in which the members of an online community--a feminist web-based discussion forum--are targeted by a "troll" attempting to disrupt their discussion space. We analyze the strategies that make the troller successful and the targeted group largely ineffectual in responding to his attack, as a means to understand how such behavior might be minimized and managed in general. The analysis further suggests that feminist and other nonmainstream online forums are especially vulnerable, in that they must balance inclusive ideals against the need for protection and safety, a tension that can be exploited by disruptive elements to generate intragroup conflict. 相似文献
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Sasha A. Barab Troy D. Sadler Conan Heiselt Daniel Hickey Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82
In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich
inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment
gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and
the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in
rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative,
students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user
virtual worlds can be effectively leveraged to support academic content learning. 相似文献
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Virtual Solar System Project: Learning Through a Technology-Rich,Inquiry-Based,Participatory Learning Environment 总被引：3，自引：2，他引：1
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Designing System Dualities: Characterizing a Web-Supported Professional Development Community 总被引：2，自引：0，他引：2
In this article we focus on the challenges we have encountered in attempting to support the development of an online community of practice for grade 5-12 mathematics and science teachers. Specifically, this project involves the design and evaluation of an electronic knowledge network, the Inquiry Learning Forum (ILF), a web-based professional development system designed to support a community of practice (CoP) of in-service and preservice mathematics and science teachers who are creating, reflecting upon, sharing, and improving inquiry-based pedagogical practices. This research examines the interplay among a variety of variables that characterize the dynamics of building a social network through which participating teachers will seek to share and improve their pedagogical practices. Our research suggests that designing for virtual communities involves balancing and leveraging complex dualities from the "inside" rather than applying some set of design principles from the "outside." This research provides an illuminative case study from which others can more readily identify patterns occurring in their own interventions and navigate the challenges they face more intelligently. 相似文献
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Sasha A. Barab Bruce E. Bowdish Kimberly A. Lawless 《Educational technology research and development : ETR & D》1997,45(3):23-41
In this study we explored the use of log files as a window into the process of hypermedia navigation. Although there is a
growing body of research addressing theoretical and design issues related to open-ended, non-directive technologies such as
hypermedia, relatively few studies have attempted to explain navigational performance. Sixty-six undergraduate students used
a multidimensional, computer-based kiosk that could be explored in a nonlinear fashion to find information in response to
one of two information-retrieval tasks (simple or complex). Cluster analysis was used to generate performance profiles derived
from navigational data captured in log files. Analyses of within-cluster performance profiles, combined with external validation
criteria, led to the classification of four different types of navigational performance (models users, disenchanted volunteers,
feature explorers, and cyber cartographers). These characterizations were consistent with information-retrieval scores and
the external criteria (self-efficacy, perceived utility, and interest). For example, individuals who appeared to take the
time to learn the layout of the kiosk also had the highest self-efficacy, while those who used the help screen and watched
the most movies had the lowest self-efficacy. Results also demonstrated an interaction between various individual navigational
profiles and type of information-retrieval task. 相似文献
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