Online Participation - Participation in The Social Web

Participation in The Social Web

Online participation is relevant in different systems of the social web such as:

  • Blogging (Nardi et al. 2004)
  • Micro-blogging (Java et al. 2007)
  • Online dating services (Siibak 2007)
  • Social bookmarking (Benbunan-Fich & Koufaris 2008) (Ames & Naaman 2007)
  • Social network services (Krasnova et al. Nowobilska) (Schaefer 2008) (Joinson 2008) (Jacobs 2009) (Penenberg 2009)
  • Virtual worlds (Yee 2006)
  • Wiki (Rafaeli & Ariel 2008) (Oded 2007) (Wilkinson & Huberman 2007)

Nielsen’s 90-9-1% rule: “In most online communities, 90% of users are lurkers who never contribute, 9% of users contribute a little, and 1% of users account for almost all the action”. It is interesting to point out that the majority of the user population is in fact not contributing to the informational gain of online communities, which leads to the phenomenon of contribution inequality. Often, feedbacks, opinions and editorials are posted from those users who have stronger feelings towards the matter than most others; thus it is often the case that some posts online are not in fact representative of the entire population leading to what is call the Survivorship bias. Therefore, it is important to ease the process of contribution as well as to promote quality contribution to address this concern.

Read more about this topic:  Online Participation

Famous quotes containing the words participation in the, participation in, social and/or web:

    Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.
    Sara Lawrence Lightfoot (20th century)

    Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.
    Sara Lawrence Lightfoot (20th century)

    You may cut off the heads of every rich man now living—of every statesman—every literary, and every scientific authority, without in the least changing the social situation. Artists, of course, disappeared long ago as social forces. So did the church. Corporations are not elevators, but levellers, as I see them.
    Henry Brooks Adams (1838–1918)

    Ye whose clay-cold heads and luke-warm hearts can argue down or mask your passions—tell me, what trespass is it that man should have them?... If nature has so wove her web of kindness, that some threads of love and desire are entangled with the piece—must the whole web be rent in drawing them out?
    Laurence Sterne (1713–1768)