We conducted an investigational study of the formulation of the heterarchical online knowledge-based community among university students, which also involved users outside a course. As an exercise in a course, students were assigned to post their opinions regarding global issues on Twitter to connect with social actors. The emerging all connections were collected by Twitter’s application programming interface. Dataset was categorised into types of behaviourgraphics, which were styles of online users’ individual behaviour, as proposed by Solis. There were 954 tweets by 197 users, and 13 within 20 types of behaviourgraphics were exhibited in the Twitter community. However, students’ isolated tweets without any connection occupied 74% of all tweets. The tweets of social actors counted for merely 14% of students’ tweets, and connections in the community proved to be sparse. Compared with the types of behaviourgraphics in the results of our previous study, we could identify the following problems in students’ messages: content without relational cues, inhibition points in the content, lack of communicative behaviour, insufficient consideration of timeline, and lack of likeability. The results indicate the need to cultivate students’ sociability skills and their pre-investigation of other communities in order to expand their knowledge-based community. In terms of future studies, we discuss the importance of promoting a bridge to enhance connections with another community.

我们进行了一项关于在大学生中建立分层在线基于知识的社区的研究，该学习也使课程外的用户参与其中。作为课程中的一项练习，学生被分配在Twitter上发布他们对全球问题的观点，以与社会参与者联系。新兴的所有连接都是通过Twitter的应用程序编程接口收集的。根据Solis的建议，数据集被分类为行为图形的类型，这是在线用户个人行为的样式。197位用户发布了954条推文，而Twitter社区中展出了20种行为方式中的13条。但是，没有任何联系的学生孤立的推文占所有推文的74％。社会活动者的推文仅占学生推文的14％，事实证明，社区中的联系很少。与以前的研究结果相比，我们可以发现学生的信息中存在以下问题：没有相关线索的内容，内容的抑制点，缺乏交流行为，对时间轴的考虑不足以及缺乏可喜性。结果表明，有必要培养学生的社交能力和对其他社区的预调查，以扩大他们的知识型社区。在以后的研究中，我们讨论了建立桥梁以增强与另一个社区的联系的重要性。没有相关线索的内容，内容的抑制点，缺乏交流行为，对时间轴的考虑不足以及缺乏可喜度。结果表明，有必要培养学生的社交能力和对其他社区的预调查，以扩大他们的知识型社区。在以后的研究中，我们讨论了建立桥梁以增强与另一个社区的联系的重要性。没有相关线索的内容，内容的抑制点，缺乏交流行为，对时间轴的考虑不足以及缺乏可喜度。结果表明，有必要培养学生的社交能力和对其他社区的预调查，以扩大他们的知识型社区。在以后的研究中，我们讨论了建立桥梁以增强与另一个社区的联系的重要性。