ABSTRACT
Utilizing an integration of social learning and situated learning approaches, this study identifying 89 of 487 members as lurkers in an inquiry-based online learning community consisting of 81 groups is designed to explore the characteristics and positions of lurkers from a community perspective by addressing three questions: why do they observe, what do they post, and are they non-participation learners? Using login frequency counts and postings as the basis of analysis, together with interviews revealing the views of community members on lurkers, this study aims to clarify the perception of the lurkers and their lurking trajectories. The findings of this study reveal a tendency toward intentional learning on the part of the lurkers. Given the opportunities to observe other groups engaged in similar tasks and going through similar procedures of inquiry activity in the online community, these lurkers were attracted to the discussion and, through unintentional learning, benefited their respective groups. From a participation framework perspective, the high online frequencies do contribute to group cohesiveness. Lurking contexts in relation to the dimensions of observational learning are discussed.
