caa a22 4500 445829400 CHVBK 20180317145309.0 cr unu---uuuuu 170323e20111201xx s 000 0 eng 10.1007/s10639-010-9133-9 doi (NATIONALLICENCE)springer-10.1007/s10639-010-9133-9 Understanding the experience of non contributory online participants (readers) in National College for School Leadership online communities [Elektronische Daten] [Kathy Seddon, Keith Postlethwaite, Geoff Lee] This study explored the range of participation taking place in the National College for School Leadership (NCSL) online communities and focussed on participants who defined themselves as not actively contributing to the online discussion. We called these non-contributory participants "readers” Whilst we recognised that an individual community member's degree of participation might simply reflect their choice, we wanted to ensure that where fuller active participation was sought, there were no system or personal barriers to prevent it. A literature review with a dual focus was therefore made, the first element being factors in the online environment that might affect participation, and the second being personal motivation where we drew especially on dynamic motivation theory. A questionnaire was constructed based on this dual review. This had questions that generated both numerical and text based responses. After a pilot study, alterations in the questionnaire were made and the revised version was sent to 2,600 recently active community members. Over 750 replies were received yielding qualitative and quantitative data. Of these, 587 identified themselves as "readers” and only their responses were analysed for this paper. Analysis produced a very rich picture of motivational factors affecting participation in online communities. Benefits of various types of online interaction were put forward and suggestions about barriers to online interaction were made. This paper suggests that online participation may be seen as a continuum and that non contributory online participants (readers) are a far from homogeneous group ranging from those who experience technical and personal barriers to those who value and gain much from readership. Suggestions are made to assist readers who would like to take further scaffolded steps towards the role of contributor Springer Science+Business Media, LLC, 2010 Readers nationallicence Lurkers nationallicence Legitimate peripheral participants nationallicence Barriers to active participation nationallicence Encouraging active participation nationallicence Seddon Kathy National College for School Leadership, Nottingham, England, UK aut Postlethwaite Keith Graduate School of Education, University of Exeter, St Luke's Campus, Heavitree Road, EX1 2LU, Exeter, Devon, UK aut Lee Geoff National College for School Leadership, Nottingham, England, UK aut Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 343-363 1360-2357 16:4<343 2011 16 10639 https://doi.org/10.1007/s10639-010-9133-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10639-010-9133-9 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Seddon Kathy National College for School Leadership, Nottingham, England, UK aut NATIONALLICENCE 700 1- Postlethwaite Keith Graduate School of Education, University of Exeter, St Luke's Campus, Heavitree Road, EX1 2LU, Exeter, Devon, UK aut NATIONALLICENCE 700 1- Lee Geoff National College for School Leadership, Nottingham, England, UK aut NATIONALLICENCE 773 0- Education and Information Technologies Springer US; http://www.springer-ny.com 16/4(2011-12-01), 343-363 1360-2357 16:4<343 2011 16 10639 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer