{"id":2652,"date":"2015-07-07T10:00:57","date_gmt":"2015-07-07T09:00:57","guid":{"rendered":"http:\/\/blogs.sussex.ac.uk\/tel\/?p=2652"},"modified":"2016-06-10T16:54:01","modified_gmt":"2016-06-10T15:54:01","slug":"the-value-of-lurking-for-learning-in-he","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/","title":{"rendered":"The benefits of lurking in higher education"},"content":{"rendered":"<div id=\"attachment_2653\" style=\"width: 270px\" class=\"wp-caption alignleft\"><a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2.jpg\"><img aria-describedby=\"caption-attachment-2653\" loading=\"lazy\" class=\"wp-image-2653\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-200x300.jpg\" alt=\"Student -2\" width=\"260\" height=\"390\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-200x300.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-100x150.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-150x225.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2-300x450.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/Student-2.jpg 427w\" sizes=\"(max-width: 260px) 100vw, 260px\" \/><\/a><p id=\"caption-attachment-2653\" class=\"wp-caption-text\">flickr photo <a href=\"http:\/\/flickr.com\/photos\/83633410@N07\/7658122742\" target=\"_blank\">by CollegeDegrees360 <\/a>shared under a Creative Commons (BY-SA) license<\/p><\/div>\n<p>Inspired by the journal article <a href=\"http:\/\/infonomics-society.org\/IJCDSE\/Online%20Discussion%20Forums%20in%20Higher%20Education_Is%20%E2%80%98Lurking%E2%80%99%20Working.pdf\">Online Discussion Forums in Higher Education: Is &#8216;Lurking&#8217; Working<\/a>?, <i>International Journal for Cross-Disciplinary Subjects in Education Mazuro and Rao (2011)<\/i>, we take a look at the benefits of lurking in online learning spaces in HE.<\/p>\n<p>Lurking to some may have negative overtones, but why is this? A lurker is defined by the <a href=\"http:\/\/dictionary.cambridge.org\/dictionary\/british\/lurker\">Cambridge Dictionary<\/a> simply as \u2018someone who reads the messages in a chat room without taking part.\u2019<\/p>\n<p>Whilst this definition indicates a level of passivity in terms of overt engagement, it does not mean that learning cannot, or is not, occurring.<!--more--><\/p>\n<h3>Elegant lurking<\/h3>\n<p>Many students benefit from lurking or &#8216;<a href=\"http:\/\/daveowhite.com\/elegant-lurking\/\">elegant lurking<\/a>&#8216;, a more positive term to describe the lurking learner coined by <a href=\"http:\/\/daveowhite.com\/elegant-lurking\/\">David White<\/a>, Head of Technology Enhanced Learning at the University of Arts in London, who believes that, &#8216;one effective way to learn is to use Social Media un-sociably.&#8217;<\/p>\n<blockquote><p><i>I\u2019d like to propose the more positive notion of Elegant Lurking. This involves learners following key people in their disciplines (fellow students, \u2018thought leaders\u2019 practitioners, academics etc.) within Social Media to tune into the discourses within the subject. <\/i>David White<\/p><\/blockquote>\n<h3>Are you a lurker?<\/h3>\n<p>A large proportion of users in online communities are lurkers &#8211; 90%, according to <a href=\"http:\/\/www.nngroup.com\/articles\/participation-inequality\/\">figures by the Neilson Norman Group.<\/a>\u00a0You could be classed as a lurker too, if you do any of the following:<\/p>\n<ul>\n<li>read a forum without posting a comment<\/li>\n<li>catch up with friends\u2019 feeds on Facebook without \u2018liking\u2019, commenting, or adding your own updates<\/li>\n<li>find an answer to a question without leaving a thank you to the forum user who originally left an answer<\/li>\n<\/ul>\n<h3>Forum lurking<\/h3>\n<p>Students may not all be active in asking questions on forums. However, that\u2019s not to say that for every question posted, 30 students haven\u2019t benefited from reading the answer. You can use a forum in a virtual learning environment (e.g. Study Direct at Sussex) to reduce your inbox for questions that are asked frequently and don\u2019t require a unique response.<\/p>\n<p>Lurker learning may be invisible to you, but students frequently visit a forum with a question in mind and have it answered without leaving any indication. And thank goodness! Imagine an endless stream of \u2018thank yous\u2019 and \u2018OKs\u2019 every time somebody read something they found useful.<\/p>\n<p>In Mazuro and Rao\u2019s (2011) study of students discussion forum use, 18% of the 1188 students were found to be \u2018lurkers\u2019 as opposed to \u2018posters\u2019 (actively contributing to forums). The 214 students who lurked in a forum rather than participated reported doing so due to \u2018a lack of academic confidence\u2019 and those who did lurk learned from the activity.<\/p>\n<p>The main reasons given by students for lurking rather than posting were:<\/p>\n<ul>\n<li>\u00a0they got enough by reading the discussion forum<\/li>\n<li>\u00a0they were still learning about the group<\/li>\n<li>\u00a0some felt shy about posting a comment<\/li>\n<\/ul>\n<p>Lurkers were seen to evolve into contributors too. After a short period of assessing a forum, students gained in confidence and start posting their own comments:<\/p>\n<blockquote><p><i>They may indeed \u2018lurk\u2019 for a time, and then eventually decide to participate if the forum appears \u2018safe\u2019 and they are less likely to \u2018get things wrong\u2019. Mazuro and Rao (2011) pp 366<\/i><\/p><\/blockquote>\n<p>Michael F. Beaudoin in\u00a0&#8216;<a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.505.5696&amp;rep=rep1&amp;type=pdf\" target=\"_blank\">Learning Or Lurking? Tracking The \u2018\u2018Invisible\u2019\u2019 Online Student<\/a>&#8216; (2002) also found evidence of student learning in the surveying of online forum students. He uses an iceberg as an analagy to describe the learning:<\/p>\n<blockquote><p>It could be suggested that the image of an iceberg serves as a useful analogy here, in that most of its mass is hidden beneath the surface, just as is the case with invisible students\u2019 learning.<\/p><\/blockquote>\n<p>So, if your Study Direct forum is looking a little sparse at times, don\u2019t feel disheartened. It may well be that everything a student needs is there.<\/p>\n<div id=\"attachment_2699\" style=\"width: 240px\" class=\"wp-caption alignright\"><a href=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker.jpg\"><img aria-describedby=\"caption-attachment-2699\" loading=\"lazy\" class=\"wp-image-2699\" src=\"http:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-300x300.jpg\" alt=\"chief lurker\" width=\"230\" height=\"230\" srcset=\"https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-300x300.jpg 300w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-150x150.jpg 150w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-100x100.jpg 100w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-200x200.jpg 200w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-450x450.jpg 450w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker-600x600.jpg 600w, https:\/\/blogs.sussex.ac.uk\/tel\/files\/2015\/07\/chief-lurker.jpg 640w\" sizes=\"(max-width: 230px) 100vw, 230px\" \/><\/a><p id=\"caption-attachment-2699\" class=\"wp-caption-text\">Guardian live chat Friday. <a href=\"http:\/\/www.theguardian.com\/higher-education-network\/2015\/jul\/06\/should-universities-collect-personal-data-to-monitor-their-students-live-chat\" target=\"_blank\">Student learning: to monitor or not to monitor?<\/a> flickr photo <a href=\"http:\/\/flickr.com\/photos\/paurian\/3550755709\" target=\"_blank\">by paurian<\/a> shared under a Creative Commons (BY) license<\/p><\/div>\n<p>If you would like to check, you can use the usage statistics in the Study Direct (<em>dashboard&gt;tools&gt;user reports<\/em>) to see how regularly your forum is accessed. And there\u2019s the rub, if you do, you&#8217;ll be chief lurker &#8211; lurking on the lurkers, perhaps.<\/p>\n<p>What do you think about monitoring students&#8217; learning? Take part in the <a href=\"http:\/\/www.theguardian.com\/higher-education-network\/2015\/jul\/06\/should-universities-collect-personal-data-to-monitor-their-students-live-chat\" target=\"_blank\">Guardian&#8217;s live chat<\/a>\u00a0on Friday, 10th July from 12pm &#8211; 2pm.<\/p>\n<h3>Forum tips<\/h3>\n<p>If you would like tips on\u00a0encouraging engagement within forums, see the <a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/blended-learning\/online-discussions-tips-instructors\" target=\"_blank\">University of Waterloo&#8217;s tips for online discussions<\/a>\u00a0&#8211; an excellent resource which highlights the benefits of students engagement in forums, as well as provides a number of ways you can build\u00a0forum activities into your course.<\/p>\n<p>If you would like help in <a href=\"https:\/\/studydirect.sussex.ac.uk\/course\/view.php?name=help&amp;searchstring=forum\">setting up a forum in Study Direct<\/a> or to discuss any other technologies that might be used support collaborative learning, please get in touch with your school <a href=\"http:\/\/www.sussex.ac.uk\/tel\/ourservice\">Learning Technologist<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<h3>Resources<\/h3>\n<p>Cath Mazuro, Namrata Rao (2011) <a href=\"http:\/\/infonomics-society.org\/IJCDSE\/Online%20Discussion%20Forums%20in%20Higher%20Education_Is%20%E2%80%98Lurking%E2%80%99%20Working.pdf\" target=\"_blank\">Online Discussion Forums in Higher Education: Is \u2018Lurking\u2019 Working?<\/a>, <em>International Journal for Cross-Disciplinary Subjects in Education (IJCDSE)<\/em>, Volume 2, Issue 2, June 2011 edn., : Infonomics Society.<\/p>\n<p><span id=\"js-reference-string-0\" class=\"selectable\">Michael F. Beaudoin (2002) <a href=\"http:\/\/citeseerx.ist.psu.edu\/viewdoc\/download?doi=10.1.1.505.5696&amp;rep=rep1&amp;type=pdf\" target=\"_blank\">Learning Or Lurking? Tracking The \u2018\u2018Invisible\u2019\u2019 Online Student.<\/a>\u00a0<i>Internet and Higher Education<\/i> 5 (2002): 147 \u2013 155. Print.<\/span><\/p>\n<p><a href=\"http:\/\/www.nngroup.com\/articles\/participation-inequality\" target=\"_blank\">The 90-9-1 Rule for Participation Inequality in Social Media and Online Communities<\/a>.<\/p>\n<p><a href=\"https:\/\/uwaterloo.ca\/centre-for-teaching-excellence\/teaching-resources\/teaching-tips\/developing-assignments\/blended-learning\/online-discussions-tips-instructors\" target=\"_blank\">University of Waterloo: online discussion tips for instructors<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Inspired by the journal article Online Discussion Forums in Higher Education: Is &#8216;Lurking&#8217; Working?, International Journal for Cross-Disciplinary Subjects in Education Mazuro and Rao (2011), we take a look at the benefits of lurking in online learning spaces in HE.<span class=\"ellipsis\">&hellip;<\/span><\/p>\n<div class=\"read-more\"><a href=\"https:\/\/blogs.sussex.ac.uk\/tel\/2015\/07\/07\/the-value-of-lurking-for-learning-in-he\/\">Read more &#8250;<\/a><\/div>\n<p><!-- end of .read-more --><\/p>\n","protected":false},"author":93,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[4884,4843],"tags":[4957,25,4956],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/93"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=2652"}],"version-history":[{"count":73,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652\/revisions"}],"predecessor-version":[{"id":2879,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/2652\/revisions\/2879"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=2652"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=2652"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=2652"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}