Beyond CU L8R: disengaging from online social worlds

People who work, learn, or play in online social worlds must sometimes leave those social worlds. Such departures may happen for many reasons. Often they are anticipated departures because the social world was meant from the start to be temporary. Most people do not yet have much practice at leaving...

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Bibliographic Details
Published inNew media & society Vol. 9; no. 1; pp. 111 - 138
Main Author Kazmer, Michelle M
Format Journal Article
LanguageEnglish
Published 01.02.2007
Subjects
Case studies
Disengagement
Group dynamics
Information and communication technologies
Internet
Media
Media studies
New technology
Social environment
Social interaction
Social networks
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Summary:People who work, learn, or play in online social worlds must sometimes leave those social worlds. Such departures may happen for many reasons. Often they are anticipated departures because the social world was meant from the start to be temporary. Most people do not yet have much practice at leaving an online social world, nor do we have a good model of the process. Activities that people undertake while disengaging from transient online social worlds affect them personally, as well as their future personal and professional relationships with one another. For this research, 30 students near the time of graduating from an online learning master's degree program participated in semi-structured interviews exploring their activities and emotions related to disengaging. The result is a model of the disengaging process encompassing 12 dimensions. Reprinted by permission of Sage Publications Ltd
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ISSN:1461-4448
DOI:10.1177/1461444807072215