Anonymity, Systems Characteristics, and Feedback Provision in Online Learning Communities

Samuel Adu Gyamfi,Joseph Budu,Felix Nti Koranteng

doi:10.4018/ijwltt.294125

Abstract

The growing ubiquity of the Internet has attracted various studies on the various issues concerning online communities for education. These studies assume that systems characteristics do not play any major role in the behaviours exhibited in such online spaces. Consequently, they focus on group impetus and personality traits of members. Further, the role of anonymity in feedback provision in online communities for education is inconclusive. The purpose of this paper, is to develop and test a model that explains learners’ feedback provision in online learning communities. The model includes anonymity and relevant system characteristics such as system quality and information quality. Survey data analysed using Partial Least Squares Structural Equation Modelling reveal two main findings. First, the higher the assurance of anonymity for learners on online learning, the better their system credibility and quality. Second, system characteristics such as aesthetics and perceived system quality predict feedback provision. The implications to research and practice are discussed.

Highlights

With the ever-growing ubiquity of the Internet, newer channels through which people interact, communicate and access information have evolved
System Quality, Credibility, and Information Quality are confirmed as antecedents of Primary Task Support
Primary Task Support and Information Quality have a significant effect on Feedback Provision

Summary

Introduction

With the ever-growing ubiquity of the Internet, newer channels through which people interact, communicate and access information have evolved. Online communities are preferred platforms for communication and information exchange in many educational societies. According to Jones & Rafaeli (2000), online communities are online spaces that augment member-generated content integration and interpersonal relationships. Online communities advance the scope of traditional communities by overcoming barriers such as distance and cost. They allow the social aggregation of large and geographically dispersed community networks of learners (Li, 2015). Google Classroom, Moodle, and Sakai afford the creation of online spaces which can grow into online communities for various purposes including education.

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Conclusion