Last modified on March 10, 2013, at 17:40


Free-riding is included as keyword or extra keyword in 0 datasets, 0 tools and 2 publications.


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Title Author(s) Published in Language DateThis property is a special property in this wiki. Abstract R C
Wiki collaboration: Free-riding students and relational social capital Scott J.E.
Choi J.H.
19th Americas Conference on Information Systems, AMCIS 2013 - Hyperconnected World: Anything, Anywhere, Anytime English 2013 Wikis are interactive Web 2.0 tools that enable collaboration and knowledge sharing. Wiki-enabled collaboration is ideal in an educational setting, yet is prone to free-riding. This study examined the impact of the relational social capital of undergraduate students on their wiki usage and free-riding in a group project. Preliminary findings reveal that characteristics of relational social capital did not affect usage of the wiki, but did affect perceived free-riding. Specifically, identity with the group had a significant effect on perceived free-riding. Identity also had effects on group trust, reciprocity and norms. Trust encouraged reciprocity and reciprocity reinforced norms. The paper's main contribution is to increase understanding of how characteristics of relational social capital impact free-riding during wiki collaboration in an educational setting. Another contribution is the analysis of inter-relationships among characteristics of relational social capital, typically ignored by published research. 0 0
Readers are not free-riders: reading as a form of participation on Wikipedia Judd Antin
Coye Cheshire
Computer-Supported Cooperative Work English 2010 The success of Wikipedia as a large-scale collaborative effort has spurred researchers to examine the motivations and behaviors of Wikipedia's participants. However, this research has tended to focus on active involvement rather than more common forms of participation such as reading. In this paper we argue that Wikipedia's readers should not all be characterized as free-riders -- individuals who knowingly choose to take advantage of others' effort. Furthermore, we illustrate how readers provide a valuable service to Wikipedia. Finally, we use the notion of legitimate peripheral participation to argue that reading is a gateway activity through which newcomers learn about Wikipedia. We find support for our arguments in the results of a survey of Wikipedia usage and knowledge. Implications for future research and design are discussed. 0 5