350
Views
5
CrossRef citations to date
0
Altmetric
Articles

Ritual in Online Communities: A Study of Post-Voting in MOOC Discussion Forums

References

  • Bagozzi, R., & Dholakia, U. (2002). Intentional social action in virtual communities. Journal of Interactive Marketing, 16(2), 2–21.
  • Bell, C. (2009). Ritual theory, ritual practice. New York, NY: Oxford University Press.
  • Bennett, R., Chan, L. K., & Polaine, A. (2004, September). The future has already happened: Dispelling some myths of online education. Paper presented at the Australian Council of University Art and Design Schools Annual Conference, Canberra.
  • Bowker, N., & Tuffin, K. (2004). Using the online medium for discursive research about people with disabilities. Social Science Computer Review, 22(2), 228–241.
  • Boyd, J. (2002). In community we trust: Online security communication at eBay. Journal of Computer-Mediated Communication, 7(3). doi:10.1111/j.1083-6101.2002.tb00147
  • Brotsky, S. R., & Giles, D. (2007). Inside the ‘Pro-ana’ community: A covert online participant observation. Eating Disorders: The Journal of Treatment and Prevention, 15(2), 93–109.
  • Cohen, C. J. (1996). Contested membership: Black gay identities and the politics of AIDS. In S. Seidman (Ed.), Queer theory sociology (pp. 362–394). Cambridge, MA: Blackwell.
  • Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.
  • Connerton, P. (1989). How societies remember. Cambridge, UK: Cambridge University Press.
  • Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. International Journal of E-Learning & Distance Education, 17(1), 1–19.
  • Coursera. (2014a, February 23). About us. Coursera.org. Retrieved March 18, 2014, from https://www.coursera.org/about
  • Coursera. (2014b, January 2). Terms of Use. Coursera.org. Retrieved June 3, 2014, from https://www.coursera.org/about/terms
  • Dawson, S. (2006). Online forum discussion interactions as an indicator of student community. Australasian Journal of Educational Technology, 22(4), 495–510.
  • deNoyelles, A., Zydney, J., & Chen, B. (2014). Strategies for creating a community of inquiry through online asynchronous discussions. Journal of Online Learning and Teaching, 10(1), 153–165.
  • Durkheim, E. (1961). The elementary forms of the religious life (J. W. Swain, Trans.). New York, NY: Collier Books.
  • edX. (2013, September 17). Terms of service. edX.org. Retrieved June 3, 2014, from https://www.edx.org/edx-terms-service
  • edX. (2014a, March 14). About us. edX.org. Retrieved March 18, 2014, from https://www.edx.org/about-us
  • edX. (2014b, March 17). How it works. edX.org. Retrieved March 18, 2014, from https://www.edx.org/how-it-works
  • Elm, M. S. (2009). How do various notions of privacy influence decisions in qualitative internet research? In A. N. Markham & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. 69–87). Thousand Oaks, CA: SAGE.
  • Eysenbach, G., & Till, J. E. (2001). Ethical issues in qualitative research on Internet communities. British Medical Journal, 323(7321), 1103–1105.
  • Fernback, J. (2007). Beyond the diluted community concept: A symbolic interactionist perspective on online social relations. New Media & Society, 9(1), 49–69.
  • Gamson, J. (1997). Messages of exclusion: Gender, movements, and symbolic boundaries. Gender & Society, 11(2), 178–199.
  • Garton, L., Haythornthwaite, C., & Wellman, B. (1997). Studying online social networks. Journal of Computer-Mediated Communication, 3(1). doi:10.1111/j.1083-6101.1997.tb00062.x
  • Ghose, T., Swendeman, D., George, S., & Chowdhury, D. (2008). Mobilizing collective identity to reduce HIV risk among sex workers in Sonagachi, India: The boundaries, consciousness, negotiation framework. Social Science & Medicine, 67(2), 311–320.
  • Goffman, E. (1967). Interaction ritual. New York, NY: Pantheon Books.
  • Guenther, K. M., Mulligan, K., & Papp, C. (2013). From the outside in: Crossing boundaries to build collective identity in the new atheist movement. Social Problems, 60(4), 457–475.
  • Guibernau, M. (2013). Belonging: solidarity and division in modern societies. Cambridge, UK: Polity Press.
  • Guilar, J. D., & Loring, A. (2008). Dialogue and community in online learning: Lessons from Royal Roads University. Journal of Distance Education, 22(3), 19–40.
  • Hillery, G. A. (1968). Communal organizations: A study of local societies. Chicago, IL & London, UK: University of Chicago Press.
  • Hine, C. (2009). How can qualitative internet researchers define the boundaries of their projects? In A. N. Markham & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. 1–20). Thousand Oaks, CA: SAGE.
  • Hobsbawm, E. J. (1959). Primitive rebels. Manchester, UK: Manchester University Press.
  • Horchler, J. (2001). Building learning communities in cyberspace. American Secondary Education, 29(4). Retrieved from http://search.proquest.com/docview/195184926?accountid=8330
  • Hudson, J. M., & Bruckman, A. (2004). ‘Go Away’: Participant objections to being studied and the ethics of chatroom research. The Information Society: An International Journal, 20(2), 127–139.
  • Huff, C. W., & Rosenberg, J. (1989). The online voyeur: Promises and pitfalls of observing electronic interaction. Behavior Research Methods, Instruments, & Computers, 21(2), 166–172.
  • Jackson, P. (1983). Principles and problems of participant observation. Geografiska Annaler. Series B, Human Geography, 65(1), 39–46.
  • Joanne, M. M., & Tim, S. R. (2004). Online learning: Social interaction and the creation of a sense of community. Journal of Educational Technology & Society, 7(3), 73–81.
  • Kawulich, B. B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research, 6(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/466/996
  • Kellar, M., Hawkey, K., Inkpen, K. M., & Watters, C. (2008). Challenges of capturing natural web-based user behaviors. International Journal of Human–Computer Interaction, 24(4), 385–409.
  • Knottnerus, J. D. (2010). Collective events, rituals, and emotions. Advances in Group Processes, 27, 39–61.
  • Kozinets, R. V. (2002). The field behind the screen: Using netnography for marketing research in online communities. Journal of Marketing Research, 39(1), 61–72.
  • Lareau, A. (2011). Unequal childhoods: Class, race, and family life (2nd ed.). Berkeley, CA: University of California Press.
  • Lee, J., & Lee, H. (2010). The computer-mediated communication network: Exploring the linkage between the online community and social capital. New Media & Society, 12(5), 1–17.
  • Lin, C.-P. (2010). Learning virtual community loyalty behavior from a perspective of social cognitive theory. International Journal of Human–Computer Interaction, 26(4), 345–360.
  • Macfadyen, L. P. (2009). Being and learning in the online classroom: Linguistic practices and ritual text acts. In R. Goodfellow & M.-N. Lamy (Eds.), Learning cultures in online education (pp. 93–112). London, UK: Continum.
  • Magolda, P. M. (2000). The campus tour: Ritual and community in higher education. Anthropology & Education Quarterly, 31(1), 24–46.
  • Maloney, P. (2013). Online networks and emotional energy. Information, Communication & Society, 16(1), 105–124.
  • Melucci, A. (1996). Challenging codes: Collective action in the information age. Cambridge, UK: Cambridge University Press.
  • Milan, S. (2015). From social movements to cloud protesting: The evolution of collective identity. Information, Communication & Society, 18(8), 887–900.
  • Orgad, S. (2009). How can researchers make sense of the issues involved in collecting and interpreting online and offline data? In A. N. Markham & N. K. Baym (Eds.), Internet inquiry: Conversations about method (pp. 33–53). Thousand Oaks, CA: SAGE.
  • Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco, CA: Jossey-Bass.
  • Pankoke-Babatz, U., & Jeffrey, P. (2002). Documented norms and conventions on the Internet. International Journal of Human–Computer Interaction, 14(2), 219–235.
  • Parr, J., & Ward, L. (2006). Building on foundations: Creating an online community. Journal of Technology and Teacher Education, 14(4), 775–793.
  • Phirangee, K., Demmans Epp, C., & Hewitt, J. (2016). Exploring the relationships between facilitation methods, students’ sense of community, and their online behaviors. Online Learning Journal, 20(2), 134–154.
  • Rawls, A. (2004). Epistemology and practice: Durkheim’s “The Elementary Forms of the Religious Life”. Cambridge, UK: Cambridge University Press.
  • Rook, D. W. (1985). The ritual dimension of consumer behavior. Journal of Consumer Research, 12(3), 251–264.
  • Schwartz, M. S., & Schwartz, C. G. (1955). Problems in participant observation. American Journal of Sociology, 60(4), 343–353.
  • Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228–249.
  • Simon, B., Trötschel, R., & Dähne, D. (2008). Identity affirmation and social movement support. European Journal of Social Psychology, 38(6), 935–946.
  • Smith, C. B. (2006). Casting the net: Surveying an Internet population. Journal of Computer-Mediated Communication, 3(1). doi:10.1111/j.1083-6101.1997.tb00064.x
  • Sutcliffe, A. G., Gonzalez, V., Binder, J., & Nevarez, G. (2011). Social mediating technologies: Social affordances and functionalities. International Journal of Human–Computer Interaction, 27(11), 1037–1065.
  • Tambiah, S. J. (1979). Performative approach to ritual. Proceedings of the British Academy (65, pp. 113–169).
  • Taylor, V., & Whittier, N. (1992). Collective identity in social movement communities: Lesbian feminist moblization. In A. D. Morris & C. M. Mueller (Eds.), Frontiers in social movement theory (pp. 104–129). New Haven, CT: Yale University Press.
  • Taylor, V., & Whittier, N. (1995). Analytical approaches to social movement culture: The culture of the women’s movement. In H. Johnston & B. Klandermans (Eds.), Social movements and culture (pp. 163–187). Minneapolis, MN: University of Minnesota Press.
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
  • Toder-Alon, A., Brunel, F. F., & Schneier Siegal, W. L. (2005). Ritual behavior and community change: Exploring the social psychological roles of net rituals in the developmental processes of online consumption communities. In C. P. Haugtvedt, K. A. Machleit, & R. Yalch (Eds.), Online consumer psychology: Understanding and influencing consumer behavior in the virtual world (pp. 7–35). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Turner, R. H., & Killian, L. M. (1957). Collective behavior. Englewood Cliffs, NJ: Prentice Hall.
  • Turner, V. (1974). Dramas, fields, and metaphors: Symbolic action in human society. Ithaca, NY: Cornell University Press.
  • Udacity. (2013, November 14). Terms of service. Udacity.com. Retrieved June 3, 2014, from https://www.udacity.com/legal/tos
  • Udacity. (2014a, March 13). About us. Udacity.com. Retrieved March 18, 2014, from https://www.udacity.com/us
  • Udacity. (2014b, April 11). What we offer. Udacity.com. Retrieved April 18, 2014, from https://www.udacity.com/what-we-offer
  • Waskul, D., & Douglass, M. (1996). Considering the electronic participant: Some polemical observations on the ethics of online research. The Information Society: An International Journal, 12(2), 129–140.
  • Wilson, B. G., Ludwig-Hardman, S., Thornam, C. L., & Dunlap, J. C. (2004). Bounded community: Designing and facilitating learning communities in formal courses. International Review of Research in Open and Distance Learning, 5(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/204/286
  • Wuthnow, R. (1987). Meaning and moral order. Berkeley, CA: University of California Press.
  • Xu, B., Li, D., & Shao, B. (2012). Knowledge sharing in virtual communities: A study of citizenship behavior and its social-relational antecedents. International Journal of Human–Computer Interaction, 28(5), 347–359.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.