Can online participation on issues of asylum seeking lead to action? Understanding the intent to act

Objective Issues of refuge and asylum are often controversial in Australia, with misinformation, fear, and emotion often used to sway public opinion. The objective of this study was to understand individuals’ willingness to advocate on asylum seeker issues. Method Using an online survey, this study investigated the attitudes, opinions, and activities of those who had signed up to a Facebook page or newsletter of an asylum seeker support organisation. Results In total, 3,978 surveys were completed; 1,688 from people who were signed up to a regular newsletter, and 2,416 people who ‘liked’ the Facebook site. Most respondents were women, from Victoria, and were educated to at least the university level. Conclusions The findings of this study indicate that the engagement of those who had ‘liked’ the Facebook page were more Internet based, suggesting that when the cost of engaging action is low, people do little more than engage in token support, a number of interpretations for this finding are presented. Organisations need to consider how to engage this group in more ‘meaningful support’.

Understanding user participation in Australian Government tourism Facebook page

With Facebook being the largest social network site (SNS), can government use Facebook (FB) to increase citizen participation in delivering and promoting their services? This paper presents the case of government use of social media for tourism to provide a general understanding online government and user participation in the Tourism government FB page. This is a case study research into the government FB page of Tourism Australia. FB page wall posts and comments are analysed quantitatively using content analysis to determine what type of online participation is visible in these sites and what the agencies are trying to achieve. Further, the paper employed a spectrum of online engagement matrix to identify the type of engagement being attained by the page. Findings show that the page has successfully served as a platform for its audience to share their Australian experience and it is being used for the purpose of announcing, informing and involving type of online engagement. This is an example of a crowdsourcing endeavour where tourism experiences and stories and pictures are being sourced from public. The research contributes to gaining a better understanding of government FB phenomenon, in particular for Australian context.

Segmenting Australian online panellists based on volunteering motivations

Purpose– The purpose of this paper is to seek to assess whether online commercial panel volunteering can be segmented based on their motivations, using the volunteer functions inventor. The authors also investigate whether segments exist which differ in demographic characteristics.Design/methodology/approach– The authors survey 484 Australian online panel volunteers using a adapted version of the 30 item of the volunteer function inventory (VFI) scale developed by Clary et al. (1998). Data were analysed using confirmatory factor analysis (CFA) and cluster analysis, as well as ANOVA and χ2 test comparisons of demographics between clusters.Findings– CFA verifies that the VFI scale is suitable instrument to gauge online participants’ motivations. Cluster analysis produced a five-cluster solution, where respondents with low motivations overall comprised the largest grouping. Segments are interpreted by assessing the difference between the total sample average and the segment profile. The examination also identifies that the only demographic factor that varies across the five clusters is “respondents” employment status”.Research limitations/implications– Future research could explore if differences in segments result in differences in online participation. The high number or respondents with low motivations may explain the relatively high levels of churn that take place within online panels and as a result panel operators would need to continually attract new members. Further research could also investigate whether the levels of motivation change over time and if so what effect such variation would produce on respondents’ retention.Originality/value– Research on online panel respondents’ motivation is still limited and investigating online panellists’ motivation as volunteers is very important as it unveils, as in the study herein reported, that alternative types of respondents may be driven by different factors when joining an online panel (or completing a given survey). Recruitment strategies could, therefore, be shaped to suit the motivation of the different segments. By refining the matching between volunteers’ profiles and their motivation, managers could improve how volunteers are recruited, managed and retained.

Multiplatform innovation and participatory citizenship : the Australian Broadcasting Corporation’s digital children’s television projects

This paper examines children’s multiplatform commissioning at the Australian Broadcasting Corporation (ABC) in the context of the digitalisation of Australian television. A pursuit of audience share and reach to legitimise its recurrent funding engenders a strategy that prioritises the entertainment values of the ABC’s children’s offerings. Nevertheless, these multiplatform texts (comprising complementary ‘on-air’ and ‘online’ textualities) evidence a continuing commitment to a youth-focussed, public service remit, and reflect the ABC’s Charter obligations to foster innovation, creativity, participation, citizenship, and the values of social inclusiveness. The analysis focuses on two recent ‘marquee’ drama projects, Dance Academy (a contemporary teen series) and My Place (a historical series for a middle childhood audience). The research draws on a series of research interviews, analysis of policy documents and textual analysis of the television and multiplatform content. The authors argue that a mixed diet of programming, together with an educative or social developmental agenda, features in the design of both program and online participation for the public broadcaster.

The role of Australia's public broadcasters in development and democracy

In this article I investigate the ways in which the ABC and SBS use the internet. I predominantly focus on how the public broadcasters’ promote an informed citizenry though participation online. Such online participation further develops a second vital role of public broadcasting which is to develop a sense of nationhood—through Australian content (which can include information and communication in languages other than English) and which provides for local and international communities in rural and metropolitan areas to engage with each other. In order to understand the capacity for the public broadcasters to enhance online public communication and democratic participation, I firstly examine general internet theory and evaluate how liberating the internet has been for those living in countries where the state and political alliances control traditional broadcast and print media. For this analysis, the key aspects of virtual communication and cyber-democracy are explored as they are relevant to the services the public broadcasters could provide. Furthermore, case examples of current practical work undertaken in these areas are examined. The framework of the ‘virtual agora’ is considered because it represents the ideals of a public sphere in cyberspace where people are currently able to discuss and debate key issues. The theory is then related to activities undertaken through the ‘vortals’ of the ABC and SBS. Finally, the extent of political intervention and commercial influence is evaluated.

Contested Publics: Racist rants, bystander action and social media acts of citizenship

While social media tools enable new kinds of creativity, cultural expression and forms of public, civic and political participation, we often hear more about the harms that arise from instances of trolling and 'aberrant' online participation, including racist provocation. In media and communications research, these issues have been framed in a number of ways, usually focusing on new tools for civic engagement, political participation and digital inclusion. Government policy has been shifting steadily towards potential regulation of social media 'misuse' in relation to appropriate forms of 'digital citizenship'. It is in this evolving context that we consider several instances of cultural or nationalistic provocation and conflict in which social media platforms (YouTube and Facebook in particular) have been central to the social dynamic that has unfolded. We examine the recording and uploading of racist rants and associated bystander actions on public transport in Australia and elsewhere around the world. In this article, we contend that while racism remains an issue in uses of social media platforms such as YouTube, this focus often overshadows these platforms' productive potential, including their capacity to support agonistic publics from which productive expressions of cultural citizenship and solidarity might emerge.

Rethinking grassroots campaigners in the digital media: The ‘grassroots orchestra’ in Italy

The diffusion of digital media allows the emergence of new types of relations between grassroots campaigners and organisers. This article presents the results of a comparative qualitative study of two Italian cases of grassroots online participation: a local electoral campaign and a single-issue social movement. The first case is ‘Tell your Milano’, a project that took place during the electoral campaign for Mayor of Milan in the spring of 2011. The second case is the ‘Purple People’ (Popolo Viola), an Italian social movement started in 2009 to demand the resignation of the Prime Minister, Silvio Berlusconi. The article introduces the concept of a ‘grassroots orchestra’: a grassroots campaign aimed at a short-term objective, coordinated by a non-grassroots political actor and performed by a community sharing a uniform and coherent context.

Girls challenging patriarchy through multimodal design and participation in online communities of practice.

This paper examines adolescent girls' multimodal design that challenges/resists patriarchy. Acts of uploading and multimodal design are discussed in terms of Bulter's theorisation of discursive performativity. The author suggests the girls employ a form of 'linguistic agency' or 'discursive agency' that allows them to make use of a wide range of multimodal design practices often unavailable in print dominated middle years classrooms. The girls in the study were involved in a set of relationships over time, both inside and outside of school in virtual and real time communities of practice. As a result, they engaged with particular areas of curricular knowledge differently than boys. The findings suggest that within online communities of practice, new contexts emerge where adolescent girls can contest the discourses of patriarchal power.

Online students : relationships between participation, demographics and academic performance

Using information technology to support teaching and learning is becoming ubiquitous in tertiary education. However, how students participate and perform when a major component of the learning experience is conducted via an online learning environment is still an open question. The objective of this study was to investigate whether any relationships existed between the participation, demographics and academic performance of students in an information technology course that was taught wholly online. Tracking data generated by the online learning environment was collected throughout the semester. Through a detailed analysis of this tracking data it was found that a relationship existed between students' participation in the online learning environment and their performance, as measured by final results in the course. Relationships also existed between gender, nationality, participation and performance. However, there was no relationship between age and performance and participation. These findings suggest that when designing online learning for a diverse population, student demographics should be taken into account to maximise the benefits of the learning experience. The results also suggest that the tracking data can be used as an early indicator of students who are likely to fail the course since lack of participation early in the semester is indicative of lower outcomes in the course. Being able to identify such students allows staff to take remedial action proactively rather than reactively in the latter part of the semester.

Adult learners in the workplace: online learning and communities of practice

Seven in-employment postgraduate Master's level students in an e-learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students' perceptions of the impact of participation in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner's workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues.

Collaborative online projects in a global community

What is evident in recent literature reviews of the use of Information and Communication Technologies (ICT) in Education is the lack of accessible documentation on the development of, and participation in, collaborative online projects by educationalists. (Blackmore et. al. 2002, Downes et. al. 2001). The major source of information comes in the form of anecdotal evidence from teachers, project facilitators and organisations (Gragert 2000, Carr 2001, Tate 1998, Robertson 1999). Other literature reviews and research that focus on the use of ICT in education have significant gaps in this area and yet it is increasingly promoted in educational policy and supported and promoted by education systems.

This paper identifies and explores the extent and impact of educational technology in the context of collaborative online projects in a global educational community. A general identification of a wide range of local and international collaborative online projects and the groups/communities in which they operate, is followed by a closer look at a selection of case study projects. The case study projects have been selected for their potential to provide new perspectives on the role of technology in education and its potential impact on teaching and learning in a global context.

This paper provides definitions and examples of collaborative online projects, their history and their diversity. It explores the level of participation afforded by the projects and presents a detailed section that focuses on a sample of projects. The collaborative online projects in the case study section are The Environmental Mystery Competition, The First People's Project, Lewin - an Anthology of Children's' Writing and The Teddy Bear Project. The case study projects will be looked at from the perspective of the project facilitators and project participants. In many of the projects items such as books and calendars are products of the projects. Examples of these items will be shown in the presentation.

Online teaching - the experience of a 'new' academic

A 'new' academic will share her fIrst experience of online teaching in a university environment. As an experienced user of computer technology this academic who is new to teaching in a university environment shared the experience of being 'new' to online teaching and learning with Masters level students. This paper explores the issues associated with online learning from the perspective of the 'teacher' as weIl as that of the 'learners'. The learners in this study participated in project-based learning experiences in an online unit taught by staff in the Faculty of Education. It will consider the issues that arose during the semester including the use of a new technology (new to the university) as well as the experience of participation in project-based learning in an online learning environment. The manner in which students dealt with the issues associated with this learning experience in an online environment will be presented.

Security in the online e-learning environment

This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable Web sites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification.

To post or not to post : undergraduate student perceptions about participating in online discussions

Computer mediated conferencing (CMC) is now a common feature of blended learning environments where students learn in both face to face and online settings. While many teachers recognize the value of online discussions for learning, students appear to have different perspectives. Consequently, their participation in online discussions is often sporadic and not genuinely interactive. This paper examines these issues and provides student perspectives about participation in online discussions which arose from a case study in a conceptually difficult subject. Systems data indicated low numbers of posted messages. Student interviews provide some insights into this lack of participation, and identify the influence of the curriculum design, especially the nature of the learning activity, and its connection to other aspects of the course, for example, assessment and the regular class sessions. Other influential factors include the student’s ideas about learning, managing demands on their time and their acceptance of CMC. The paper also provides recommendations for improving participation in online discussions.