We’ve got the content, we can create visibility, let’s go make this blog big!
If you are reading this blog post, great chances are that you are a student at the Erasmus University. If you are not, welcome to the CCDC website, where content is created by students and mostly written by students as well. The idea behind this website is to make long and extensive articles accessible and to highlight the USP’s of consumer driven companies and online networks, like Created on Friday and Skillshare. It is meant to be a learning tool, but if you scroll down the homepage, the generated content could also be compared to that of an online marketing platform, like the Dutch website Marketingfacts.
If you compare the CCDC website to Marketingfacts, two big differences appear. First, the content is created differently. In the case of Marketingfacts, the content generated by a team of professional bloggers (Marketingfacts, 2015), and in the case of the CCDC website, this content is generated by students. Second, the incentive of the content creators differ. Were the professional blogger may want to share his or her knowledge online, the student blogger will be obliged to create content, since they will be graded for the blog posts. That said, traditionally articles created by students will not have a purpose after the articles were graded. Now, their created content will live on as blog posts, what can cause for online visibility, next to serving the student’s graduation.
So why is this proposition, the student driven online marketing and C2C platform, currently so interesting? Why am I dedicating my blog post to a online platform which nowadays only can attract 1000 up to 2000 views a month? Because there are two things which make this platform unique compared to a more traditional online (blog) platform: secured content delivery and worldwide university connections. Since students currently are obliged to create articles, the amount and subject area of content can be determined by the professor, an advantage which is hard for a normal platform to copy. Besides, in-between universities and professor’s alliances are easily made. Professors from multiple disciplines and universities could join, and hereby add students to the creation group, which makes increasing the amount and diversity of the content easily done. These unique advantages make a quite interesting case for becoming a large online platform.
So, if the professor of this CCDC course decides to make this blog to go big, what should he do to control content quality and to create online visibility? Again, let your students do the work. Visibility can be created by individual sharing of the content on social media. Of course a platform account can start sharing the posts, but a large group of students together can cause for even a greater amount of views (LinkedIn, 2015). High quality can be maintained by letting the students rate the newest articles (Hu et al., 2009; Tsekouras, 2015). The ones with high rates stay on the home page for a certain time, making sure they are written, and the silly ones die in silence, so that they will not harm the platforms reputation. All-in-all, the ingredients are there, now we have to execute it right. Marketingfacts, watch out, the students are coming..
- Hu, N., J. Zhang and P. A. Pavlou (2009). “Overcoming the J-shaped distribution of product reviews.” Communications of the ACM 52(10), 144-147.
- Tsekouras, D. (2015). VARIATIONS ON A RATING SCALE: THE EFFECT ON EX-TREME RESPONSE TENDENCY IN PRODUCT RATINGS.
- Marketingfacts, (2015). Colofon | Marketingfacts. [online] Available at: http://www.marketingfacts.nl/colofon [Accessed 26 Apr. 2015].
- Business.linkedin.com, (2015). Employee Activation | LinkedIn Elevate. [online] Available at: https://business.linkedin.com/elevate [Accessed 26 Apr. 2015].