Foundations of communities of practice: enablers and barriers to participation.
This research draws upon community of practice theory to explore the factors that enabled or hindered participation in an online 'Foundations of Communities of Practice' workshop - a course that is designed to align with Wenger's communities of practice perspective. The research used a mixed methods...
| Publicado en: | Journal of Computer Assisted Learning Vol. 25; no. 6; pp. 528 - 539 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105274837&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105274837 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2009 vid: 25 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105274837 105274837 2010464757 10.1111/j.1365-2729.2009.00327.x 105274837 ppf: 528 ppct: 11 formats: tig: atl: Foundations of communities of practice: enablers and barriers to participation. aug: au: Guldberg K Mackness J affil: tIndependent Online Education Consultant, Ryecroft, Burton, Carnforth, Lancs, UK sug: subj: Blogs Utilization Refusal to Participate Seminars and Workshops Student Satisfaction Computer-Assisted Instruction Descriptive Research Emotions Exploratory Research Human Qualitative Studies Questionnaires Semi-Structured Interview Teleconferencing Thematic Analysis ab: This research draws upon community of practice theory to explore the factors that enabled or hindered participation in an online 'Foundations of Communities of Practice' workshop - a course that is designed to align with Wenger's communities of practice perspective. The research used a mixed methods approach, drawing upon log-on and posting data, questionnaires and semi-structured interviews to explore participant experiences. The findings show that five dimensions either enabled or constrained participation. These were emotion, technology, connectivity, understanding norms and learning tensions. As enablers these dimensions led to successful participation within an online community of practice, but as constraints, they led to peripheral participation. The findings highlight implications for tutors of such courses. These include the need to (1) assess the technical expertise of participants, particularly when a number of different technological tools are used; (2) find ways to identify and evaluate emotional responses so learners can be supported in managing these; (3) ensure that participants understand the norms of a community; and (4) develop clear induction materials and processes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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