Pragmatic Learning Theory: An Inquiry-Action Framework for Distributed Consumer Learning in Online Communities
AbstractWe examine consumer social learning from distributed inquiry capabilities in online communities. Using an inquiry-action framework rooted in pragmatic learning theory, we longitudinally trace community inquiry processes and their link to individual action in six health-related online communities. Our interpretive analyses reveal leaps and lapses in social learning. Generative learning is evident when collective productive inquiry is linked to expanding individual action repertoires. Individual disengagement diverts inquiry and disrupts inquiry-action linkages, creating lapses that degenerate learning. Within these extremes, instances of individual faltering are evident when inquiry is productive but individuals fail to leverage inquiry for empowered action. (c) 2009 by JOURNAL OF CONSUMER RESEARCH, Inc..
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Bibliographic InfoArticle provided by University of Chicago Press in its journal Journal of Consumer Research.
Volume (Year): 36 (2010)
Issue (Month): 6 (04)
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Web page: http://www.journals.uchicago.edu/JCR/
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- Christine Gonzalez & Élodie Huré & Karine Picot-Coupey, 2013. "Mobile application value for consumers," Economics Working Paper Archive (University of Rennes 1 & University of Caen) 201340, Center for Research in Economics and Management (CREM), University of Rennes 1, University of Caen and CNRS.
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