Effective online learning outcomes are hinged on the participant interactions and contributions in the online community. In every online community, there are different cohorts of individuals based on their participation and contribution to the online learning process. These are the active participants and the low online participants. The latter group ascribe to various forms including those that are very visible but with low-value contribution; those whose visibility is impeded by poor connectivity; electric power interruptions and high internet costs; absent due to unexplained reasons but keeping in touch with the facilitator; those that are absent and non-participating due to unexplained reasons and not interacting with the facilitator and the read-only participants. The read-only participants lurk in the shadows of the online community, following the contribution from others but deliberately not contributing to the discussions. In the study on web-based distance learning Masters students at the University of Pretoria, it was found that the underlying factors in terms of the number of log ins; number of discussion posts; the ratio of replies to the original post in an online community; the quality of contribution made; the group involvement of participants and the facilitator support impacted on the performance of the students grade-wise and course completion. The approximate rate of student participation in a class can be deduced from the student LMS hits. Quantifying this participation by the number of times the students open web pages, read or respond to discussion or posts gives an approximation of the participation extent. In the study, high LMS hits and was concurrent with high grades, while those students that had low-grade scores had corresponding significantly fewer log ins and page openings. Chasms in resources and infrastructure contribute to the differences in log ins and impede participation of some students. However, some of the students with the connectivity problems show resilience and sought ways to mitigate the problems, successfully completing their course. Self-motivation and determination are therefore important in enhancing participation in online communities. Group participation requires an active contribution from all the group members. However, as has always been the case, online group assignments have always resulted in unresolved conflicts. The synchronous chat rooms are always meant to enhance members’ participation and contribution. Insufficient participation and lack of contribution from a faction of the group members create discontent among the actively participating members. Lack of teamwork emerged as the major impediment to the maximum productivity of the online group. While the active members decry the lack of involvement from some members, the read-only members in the group view the overall group work as effective and beneficial. This is because the read-only participants gained from the contributions of other members without contributing. They, therefore, did not feel the strain of “feeding” others. Voluntary participation is integral in strengthening the interactions and outcomes of any virtual community. In the study, high voluntary participation directly translated to success and high grades. This voluntary participation is equated to replying to what other students post, displaying collaborative behavior, always providing helpful feedback, contributing to discussions and posting more. Also, the personal relationships developed from the participation and interactions shape the development of the virtual community. In such an integrated community, the participants show concern for others, and the scheduling is always flexible to accommodate most members and curb absence. The effective bonds developed and positive relationships in the study influenced the course completion among students that would have otherwise dropped out. It is therefore imperative to be reflective of the core aim of a virtual community. Member’s motivation and mindfulness determines their contribution to and participation in online assignments and study groups. It is a responsibility of all the participating members to positively contribute to the whole online learning process. While absence and read-only participation may be caused by different circumstances, the members are obliged to communicate their situations and circumstances to their peers. This enhances positive relationships and camaraderie among the participants, thereby limiting discontent and complaints. Active participation among the members also requires quality of the content and contributions. The members should, therefore, evaluate their choice of words and opinions before posting or responding to posts. Effective participation and contributions among the members of a virtual community positively enhance the online learning process.
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