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Thematische Bibliographien / Online Community of Practice (OCoP) / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Online Community of Practice (OCoP)“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 10. Februar 2022

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1

Beaglaoich, Pádraig Ó., und Yvonne Crotty. „‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector“. International Journal for Transformative Research 7, Nr. 1 (01.12.2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.

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AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

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Beaglaoich, Pádraig Ó., und Yvonne Crotty. „‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector“. International Journal for Transformative Research 7, Nr. 1 (01.12.2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.

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Abstract This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

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Zhao, Dongxiang, Qiping Zhang und Feicheng Ma. „What is discussed about eldercare?“ Electronic Library 38, Nr. 2 (10.04.2020): 239–55. http://dx.doi.org/10.1108/el-10-2019-0225.

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Purpose The purpose of this paper is to investigate eldercare issues in China through exploring what was discussed about eldercare in a Chinese online community for older adults (OCOA). Design/methodology/approach Netnography was used to explore eldercare-related online discussion in a Chinese OCOA – LaoYouBang. After a two-month-long online observation, 275 microblogs and 594 comments were collected and analysed qualitatively and quantitatively. Findings The main findings include as follows: the users involved in an online discussion about eldercare were consist of four categories, namely, elderly user, non-elderly user, advertiser and community administrator. Non-elderly user include the elderly’s caregivers and families, young and middle-aged people concerning about eldercare. From 2012 to 2017, eldercare issues gradually became refined and differentiated in China and elderly users’ contribution proportion and activeness increased yearly. According to the results of thematic analysis, users’ information needs for eldercare included opinion, news, practice, emotion, knowledge and others. In China, some changes have taken place in the public’s conceptions of eldercare, embodied in the changes in the public’s attention, attitudes and cognition. Changes in user structure and communication patterns in OCOA have also been noted. OCOA plays an important role in eldercare information dissemination and social support exchange and helps to meet the eldercare challenges. Originality/value This study explored an online community for older adults. This is the first netnography study in the information field on Chinese OCOA. This paper provides new perspectives to explore eldercare issues and OCOA in other regions and cultures and it also provides some suggestions to improve OCOA.

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Unwin, Adam. „Community of Practice or Practice Communities: Online Teacher Development“. International Journal for e-Learning Security 7, Nr. 1 (30.03.2017): 533–39. http://dx.doi.org/10.20533/ijels.2046.4568.2017.0067.

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Wolbrink, Traci A., Niranjan Kissoon, Nabila Mirza und Jeffrey P. Burns. „Building a Global, Online Community of Practice“. Academic Medicine 92, Nr. 5 (Mai 2017): 676–79. http://dx.doi.org/10.1097/acm.0000000000001467.

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Jarke, Juliane. „Community-based evaluation in online communities“. Information Technology & People 30, Nr. 2 (05.06.2017): 371–95. http://dx.doi.org/10.1108/itp-03-2015-0046.

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Purpose The idea of “best practice” is very much built into information systems and the ways in which they organise and structure work. The purpose of this paper is to examine how “best practice” may be identified (produced) through a community-based evaluation process as opposed to traditional expert-based evaluation frameworks. The paper poses the following research questions: how does “best practice” (e)valuation in online communities differ depending on whether they are produced by community members or experts? And what role play these two practices of valuation for online community performance? Design/methodology/approach The paper is based on a three-year ethnographic study of a large-scale online community initiative run by the European Commission. Participant observation of online and offline activities (23 events) was complemented with 73 semi-structured interviews with 58 interviewees. The paper draws on Science and Technology Studies, and in particular actor-network theory. Findings Promoting the idea of “best practice” is not just an exercise about determining what “best” is but rather supposes that best is something that can travel across sites and be replicated. The paper argues that it is crucial to understand the work performed to coordinate multiple practices of producing “best practice” as apparatuses of valuation. Hence if practices are shared or circulate within an online community, this is possible because of material-discursive practices of dissociation and association, through agential cuts. These cuts demarcate what is important – and foregrounded – and what is backgrounded. In so doing new “practice objects” are produced. Research limitations/implications The research was conducted in the European public sector where participants are not associated through shared organisational membership (e.g. as employees of the same organisation). An environment for determining “best practice” that is limited to an organisation’s employees and more homogeneous may reveal further dynamics for “best practice” production. Practical implications This paper sheds light on why it is so difficult to reach commensuration in crowd-sourced environments. Originality/value The paper provides an analysis of how online community members collaborate in order to identify relevant and meaningful user-generated content. It argues that “best practice” is produced through a process of commensuration.

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Schwen, Thomas M., und Noriko Hara. „Community of Practice: A Metaphor for Online Design?“ Information Society 19, Nr. 3 (Juli 2003): 257–70. http://dx.doi.org/10.1080/01972240309462.

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Lively, Cece Lynn, Brooke Blevins, Sandra Talbert und Sandi Cooper. „Building Community in Online Professional Practice Doctoral Programs“. Impacting Education: Journal on Transforming Professional Practice 6, Nr. 3 (30.07.2021): 21–29. http://dx.doi.org/10.5195/ie.2021.187.

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Despite high attrition rates and abundant criticisms, online graduate programs continue to grow. This paper describes the efforts of one online doctoral program that focused on developing programmatic support structures to increase community. Utilizing a qualitative, case study research design, including surveys and semi-structured interviews, this study examined two research questions: 1) In what ways did students experience a sense of community? 2) What elements of an online professional doctoral program did students find most influential in developing a learning community? Findings indicate that students experience community through peer collaboration, program support, and shared learning and networking. A sense of community was developed through the cohort model, strong student support services, synchronous live sessions, and relationships formed with faculty. As a result, a community of practice was formed among program participants. Findings from this study have the potential to aid other online graduate programs as they design and implement structures to foster student success and retention.

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Thomas, Angela. „Children Online: Learning in a Virtual Community of Practice“. E-Learning and Digital Media 2, Nr. 1 (März 2005): 27–38. http://dx.doi.org/10.2304/elea.2005.2.1.27.

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This article argues that children in a particular virtual community are learning through their participation in the discursive and social practices of the community. Using Wenger's model of ‘communities of practice’ the article illuminates examples of children's learning that were a direct result of collaboration towards a common goal. Children regularly puzzled out problems together to find the answers, motivated by the desire to be successful and to gain status in the community. This type of learning is rarely attributed to children, as the field of education often relies upon a Vygotskian theorisation of learning through interaction with expert others. In this study, children often learned without an expert, using strategies such as trial and error, and discussion, and through the construction and transformation of their identities, both in and out of the fictional role-playing context.

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THOMAS, ANGELA. „Children Online: learning in a virtual community of practice“. E-Learning 2, Nr. 1 (2005): 27. http://dx.doi.org/10.2304/elea.2005.2.1.3.

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Halfond, Jay A. „Research to Practice: Seeking Community in the Online Classroom“. Journal of Continuing Higher Education 56, Nr. 1 (Januar 2008): 52–54. http://dx.doi.org/10.1080/07377366.2008.10400142.

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Jones, Jr., Plummer Alston. „From the Editor: A Community of Practice“. North Carolina Libraries 60, Nr. 4 (21.01.2009): 84. http://dx.doi.org/10.3776/ncl.v60i4.212.

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Why should I join the North Carolina Library Association?What’s in it for me? These are frequently asked and perennially valid questions. As Past President of NCLA, I have spent countless hours thinking about them. In late October 2002, I was fortunate to be able to attend and participate in a panel discussion on “Portraying Yourself Online: A Discussion of Teaching Styles in Online Courses,” withmy East Carolina University colleagues from the School of Education, Diane Kester, Susan Colaric, and Sue Steinweg. Our panel was one of many learning experiences featured at the E-Learn 2002 World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education held in Montreal, October 15–19, 2000, by the Association for the Advancement of Computing in Education.

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Fisher, Mercedes. „Online Collaborative Learning: Relating Theory to Practice“. Journal of Educational Technology Systems 31, Nr. 3 (März 2003): 227–49. http://dx.doi.org/10.2190/jk54-ylpr-00r4-lpna.

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Educational institutions have rushed to provide online courses; however, too often schools have discovered the difficulty in transferring effective teaching strategies in the classroom to an online environment. A unique aspect of quality online courses is how they rely heavily on effective collaboration to create a meaningful learning environment. Unfortunately, online instruction is not as simple as replicating the community atmosphere that is found in the traditional brick and mortar classroom. New strategies are demanded for the successful transfer of knowledge utilizing the Web. Investigating the pedagogical strategies of a program that promotes dialogue and collective intellect in a community model could benefit faculty designing courses. We will present a detailed case study using a mixture of quantitative and qualitative methods (including observation, focus groups, transcripts from synchronous and asynchronous discussions, surveys, and interviews) collected over a two-year span to identify perceptions of effective online collaboration and performance. Community formation, support, and sustainability are also explored. Examples are included that not only describe what participants perceive as enabling aspects of the support system but also ways in which educators can enhance program development by learning from other pioneers in this area.

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Murugaiah, Puvaneswary, Thang Siew Ming, Hazita Azman und Radha Nambiar. „Is Presence of Community of Practice Dimensions Sufficient for Community-Based Teacher Professional Development?“ International Journal of Web-Based Learning and Teaching Technologies 8, Nr. 1 (Januar 2013): 32–45. http://dx.doi.org/10.4018/jwltt.2013010103.

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Professional development programmes that include teacher collaboration can help teachers meet their professional needs and control their professional lives. They can voice their needs and expectations to peers who share similar experiences. Moreover, teachers can discover new teaching roles and opportunities, develop new skills and find motivation in being a member of a group (Burbank & Kauchak, 2003; Hawkes, 2000). With the affordances provided by Web technologies, the potentiality of online communities of practice (CoPs) as a means of improving teacher professional development has become a reality and is gaining popularity. The Online Continuing Professional Development for Teachers (e-CPDelT) project aimed to develop three online CoPs; that is, English, Mathematics and Science communities among twenty Malaysian Smart school teachers. This paper examined the key CoP dimensions, as expounded in Wenger’s (1998) framework, and investigated whether their presence is sufficient for successful CoP among teachers in the English cohort. The findings revealed that although the key CoP dimensions were present, there were several factors inhibiting their participation in the community-based cohort. It can be implied that it is crucial to consider these factors in developing teacher online CoPs in Malaysia.

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Chui, Michelle. „Evaluation of Online Prospective DUR Programs in Community Pharmacy Practice“. Journal of Managed Care Pharmacy 6, Nr. 1 (Januar 2000): 27–32. http://dx.doi.org/10.18553/jmcp.2000.6.1.27.

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Hartmann, Benjamin J., Caroline Wiertz und Eric J. Arnould. „Exploring Consumptive Moments of Value-Creating Practice in Online Community“. Psychology & Marketing 32, Nr. 3 (27.01.2015): 319–40. http://dx.doi.org/10.1002/mar.20782.

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Hamel, Candyce, Morad Benyoucef und Craig Kuziemsky. „Determinants of participation in an Inuit online community of practice“. Knowledge Management Research & Practice 10, Nr. 1 (März 2012): 41–54. http://dx.doi.org/10.1057/kmrp.2011.15.

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Kou, Yubo, Colin M. Gray, Austin L. Toombs und Robin S. Adams. „Understanding Social Roles in an Online Community of Volatile Practice“. ACM Transactions on Social Computing 1, Nr. 4 (21.12.2018): 1–22. http://dx.doi.org/10.1145/3283827.

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List, Sarah S., Jane Warland und Colleen Smith. „The challenges of creating an online undergraduate community of practice“. Journal of Applied Research in Higher Education 7, Nr. 1 (13.04.2015): 99–112. http://dx.doi.org/10.1108/jarhe-03-2014-0043.

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Purpose – With less time spent on campus, students are increasingly forming peer friendship and study groups either face to face or online. Communities of practice (CoP) with academic support in the wings could benefit students, but little is known in the about their use in the undergraduate space, or how best they may be structured and facilitated (Andrew et al., 2008). The purpose of this paper is to discuss these issues. Design/methodology/approach – An online CoP was created in partnership with undergraduate bachelor of midwifery students at the University of South Australia using an action research model. This provided an ongoing ability to continuously plan, act, observe and evaluate all aspects of the community created, so that adjustments could be made during the two cycles of the study. Findings – The time paucity of the cohort impacted on their ability to participate fully as partners in the project, and in the community itself. The Facebook community received more visitation than the Weebly community. The student panel reported that despite the online CoP fitting better with their schedules, they would prefer more opportunities to interact face to face with their peers. Research limitations/implications – Students who spend limited time on campus may prefer more real life social contact and support, despite the convenience of an online community. A larger cohort, drawing from a non-professional degree would have allowed greater membership and community participation for a prospective study such as this. Practical implications – Remote study is a growing phenomenon, and students need to feel socially connected and supported to remain enroled and engaged. Social implications – There has been much discussion around the amount of time individuals spend online, and whether support groups formed by students on social media support student learning, or encourage unprofessional behaviours without academic support present. Originality/value – This study reports that online communities are not always a logical solution to time poor students, and they may prefer face to face interactions to build their social and professional relationship.

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Yang, Shih-Hsien. „Conceptualizing effective feedback practice through an online community of inquiry“. Computers & Education 94 (März 2016): 162–77. http://dx.doi.org/10.1016/j.compedu.2015.10.023.

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Goodsell, Todd L., und Owen Williamson. „The Case of the Brick Huggers: The Practice of an Online Community“. City & Community 7, Nr. 3 (September 2008): 251–71. http://dx.doi.org/10.1111/j.1540-6040.2008.00260.x.

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A hybrid community is one that exists simultaneously in the online and the offline environments. in such a community, the online world and the offline world can spill onto each other in ways that strengthen each other. We selected one such hybrid community (one based on rehabbing houses in a decaying inner city) and applied Denzin's method of instances, supplemented by prior participant observation in the locality, to conduct a virtual ethnography of community building across the online–offline environments. Applying the analytic technique to 1,559 emails, we identified the ways in which communication and support within the hybrid community unfolded over a period of time. We concluded that an online community anchored in a common, material, offline reality blends the two worlds together in ways that are meaningful and useful to community members.

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Trust, Torrey. „Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community“. Journal of Digital Learning in Teacher Education 31, Nr. 2 (24.03.2015): 73–81. http://dx.doi.org/10.1080/21532974.2015.1011293.

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Evans, Cathy, Euson Yeung, Roula Markoulakis und Sara Guilcher. „An Online Community of Practice to Support Evidence-Based Physiotherapy Practice in Manual Therapy“. Journal of Continuing Education in the Health Professions 34, Nr. 4 (2014): 215–23. http://dx.doi.org/10.1002/chp.21253.

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del Rosal, Karla, Paige Ware und Nancy Montgomery. „Mentoring Teachers of English Learners in an Online Community of Practice“. International Journal of Computer-Assisted Language Learning and Teaching 6, Nr. 3 (Juli 2016): 1–17. http://dx.doi.org/10.4018/ijcallt.2016070101.

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This study contributes to a growing research base investigating how teachers interact and learn from each other in online communities of practice. It specifically investigates the online mentoring conversations between five cohorts of in-service mentor teachers that participated in graduate-level courses about language pedagogy and their mentee pre-service teachers, while they discussed effective practices for English learner (EL) students. The authors used qualitative methods to ask what types of knowledge and skills related to ELs' instruction the participating mentor teachers displayed when they were situated in the role of online mentors of mentee pre-service teachers. Findings showed that mentor teachers demonstrated knowledge and skills in adjusting general learning strategies to support ELs, in applying language development strategies to teach academic language in English, and in using emotional strategies to offer ELs a welcoming environment. Findings also showed that mentor teachers found a favorable space in the online mentoring environment to position themselves as teacher leaders and ELs' advocates.

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Peeters, Ward, und Marilize Pretorius. „Facebook or fail-book: Exploring “community” in a virtual community of practice“. ReCALL 32, Nr. 3 (07.04.2020): 291–306. http://dx.doi.org/10.1017/s0958344020000099.

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AbstractCreating collaborative working and learning experiences has long been at the forefront of computer-assisted language learning research. It is in this context that, in recent years, the integration of social networking sites and Web 2.0 in learning settings has surged, generating new opportunities to establish and explore virtual communities of practice (VCoPs). However, despite the number of studies on the concept, research remains inconclusive on how learners develop a sense of community in a VCoP, and what effect this may have on interaction and learning. This research project proposes to use social network analysis, part of graph theory, to explore the configuration of a set of VCoPs, and presents an empirical approach to determine how interaction in such communities takes shape. The present paper studies the concept of “community” in two VCoPs on Facebook. Participants (Group 1: N = 123, Group 2: N = 34) in both VCoPs are enrolled in English as a foreign language courses at two Belgian institutions of higher education. Social network analysis is used to show how both learner groups establish and develop a network of peers, and how different participants in those groups adopt different roles. Participation matrices reveal that interaction mainly revolves around a number of active key figures and that certain factors such as the incorporation of online and offline assignments and the inclusion of a teacher online result in varying levels of success when establishing collaborative dialogue within the VCoPs. Recommendations are formulated to inform and improve future practice.

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Hopkinson, Christopher. „BUILDING AN ONLINE COMMUNITY: INGROUP FACE AND RELATIONAL WORK IN ONLINE DISCUSSIONS“. Discourse and Interaction 7, Nr. 1 (30.06.2014): 49. http://dx.doi.org/10.5817/di2014-1-49.

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Based on a corpus of internet discussions on medical topics, this study examines the social dimension of the genre, focusing particularly on the strategies through which a distinct ingroup community is created and maintained. Drawing on concepts of face and relational work, the analysis shows how participants typically position themselves as holders of shared ingroup values, altercast their opponents as members of an outgroup, and enact recurring patterns of interaction indicating the existence of a distinct and coherent community of practice. The study then examines the main relational work strategies through which ingroup members establish, maintain and strengthen social bonds within the online community.

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Daroszewski, Ellen Beth, Anita G. Kinser und Susan L. Lloyd. „Online, Directed Journaling in Community Health Advanced Practice Nursing Clinical Education“. Journal of Nursing Education 43, Nr. 4 (01.04.2004): 175–80. http://dx.doi.org/10.3928/01484834-20040401-05.

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Covelli, Bonnie J. „Online Discussion Boards: The Practice of Building Community for Adult Learners“. Journal of Continuing Higher Education 65, Nr. 2 (04.05.2017): 139–45. http://dx.doi.org/10.1080/07377363.2017.1274616.

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Kreitzer, Mary Jo, Susan Telke, Linda Hanson, Brent Leininger und Roni Evans. „Outcomes of a Gratitude Practice in an Online Community of Caring“. Journal of Alternative and Complementary Medicine 25, Nr. 4 (April 2019): 385–91. http://dx.doi.org/10.1089/acm.2018.0460.

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Hakala, Henri, Laura Niemi und Marko Kohtamäki. „Online brand community practices and the construction of brand legitimacy“. Marketing Theory 17, Nr. 4 (26.04.2017): 537–58. http://dx.doi.org/10.1177/1470593117705695.

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Contemporary marketers build online brand communities to communicate with the organization’s social surroundings, yet there is a lack of understanding of how brand legitimization unfolds in these platforms. To understand how legitimacy is constructed and contested every day, the current study adopts a practice-theoretical lens and discourse analysis to investigate two online communities. The contribution of the study is twofold: First, the insights from the discursive praxis, online community posts, comments and reactions illustrate the connections between multiple levels of legitimization discourse. Second, this study builds a theoretical framework for legitimization practice. Individual perceptions, judgements of the texts and actions on them in the online community intertwine with the organizational and societal context shaping the legitimacy of the brand in the community and beyond. This practice supports or challenges the brand as an institution and may legitimize or delegitimize the brand.

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Gardner, K., S. Bridges und D. Walmsley. „International peer review in undergraduate dentistry: enhancing reflective practice in an online community of practice“. European Journal of Dental Education 16, Nr. 4 (09.03.2012): 208–12. http://dx.doi.org/10.1111/j.1600-0579.2012.00743.x.

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Untarini, Nindria, Teofilus Teofilus und Timotius F.C.W Sutrisno. „INTENTION TO CONTINUE PARTICIPATING: SYSTEM INTERACTIVITY, VIRTUAL SITES, COMMUNITY COMMITMENT IN ONLINE HIJABS COMMUNITY“. Jurnal Aplikasi Manajemen 19, Nr. 1 (01.03.2021): 141–55. http://dx.doi.org/10.21776/ub.jam.2021.019.01.13.

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This study aims to examine system interactivity affecting member commitment and intention to continue participating in the online hijabs community. At the same time, testing how the role of virtual sites in the form of posting in strengthening the relationship (moderate) system interactivity to continue to participate in the online hijabs community. An online hijabs community was researched because the problem observed in the research was relevant to the virtual community. Based on 358 valid responses from students in Surabaya who actively joined the online hijabs community obtained from questionnaires at each university in Surabaya, structural equations modeling (SEM) was used to test the research model. The results show that system interactivity affects commitment to the community, but does not affect the intentions of members to continue their participation in online hijabs communities. Likewise, commitment to the community does not stimulate the intentions of members to remain actively participating in online hijabs communities. Although, an interesting form of posting can strengthen the system’s interactivity relationship of members’ intentions to continue their participation in online communities. Implications for both marketing theory and practice, limitations, and future research on video storytelling in social media are discussed.

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Fiock, Holly. „Designing a Community of Inquiry in Online Courses“. International Review of Research in Open and Distributed Learning 21, Nr. 1 (01.01.2020): 134–52. http://dx.doi.org/10.19173/irrodl.v20i5.3985.

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This article describes a practical approach for implementing instructional strategies in order to build a Community of Inquiry (CoI) into an online course. Online community building has positive effects on the quality of student learning, increases student engagement, and encourages motivation of students in online courses. The CoI is a theoretical framework focusing on facilitating meaningful learning experiences through three presences: cognitive presence, social presence, and teaching presence. This article will introduce the CoI framework by way of literature review focusing on CoI instructional strategies. Using Sorensen and Baylen’s (2009) seven principles of good practice, the author will structure CoI instructional activities into presence categories for practitioner use.

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Baeda, Abd Gani, Muhdar Muhdar, Grace Tedy Tulak, Rosani Naim, Rosmiati Rosmiati und Heriviyatno Julika Siagian. „Community Responses toward COVID-19 Pandemic: An Online Survey Study“. Media Kesehatan Masyarakat Indonesia 16, Nr. 4 (31.12.2020): 468–76. http://dx.doi.org/10.30597/mkmi.v16i4.10431.

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COVID-19 has become a frightening pandemic and has spread throughout theworld with an unprecedentedly high death rate. Community compliance withgovernment appeals must be accompanied by knowledge, attitudes, and practicesin dealing with this epidemic. This study aims to investigate the Knowledge,Attitude, and Practice of Kolaka residents against the COVID-19 outbreak. Thisresearch is descriptive-analytic with a Cross-Sectional approach. The sample usedin this study were 1,010 respondents aged 17 to 65 years, having gmail and y-mail accounts, mastering the internet became the criteria for respondentinclusion in this study. The questionnaire used was the adoption of previousstudies and modified according to conditions. Data were analyzed bivariate usingthe Chi-Square test with standard p-value<0.05. The results obtained showed thatthe Kolaka community had good knowledge (49.6%), a confident attitude ofcontrolling the plague (70.4%), and had a high level of vigilance (79.6%) towardsCOVID-19. There is a relationship between knowledge with practice p-value=0.000, while attitude has no relationship with practice with p-value=0.862.The massive dissemination of information through existing media has greatlyhelped the community increase their knowledge of COVID-19, which will furthersupport the formation of a confident attitude to control this disease and increasevigilance in their daily life practices during this pandemic.

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Weingartz, Ashley N., und Stacy Warner. „Big League Social Media: Cultivating Community Online“. Case Studies in Sport Management 8, Nr. 1 (01.01.2019): 44–50. http://dx.doi.org/10.1123/cssm.2018-0011.

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This case addresses a timely problem many non-profit sport organizations face: social media management. Due to a lack of resources and technical skills, many organizations fail to effectively utilize social media. This case focuses on the challenges of social media integration in Greenville Little Leagues (GLL), a chartered member of Little League International. Little League International is a global non-profit sports organization comprised of local league members such as GLL. This case focuses on a dilemma an intern with GLL must solve regarding social media and its annual tournament. The case outlines the organizational details regarding GLL’s operation and annual tournament, as well as their current social media strategy. This case provides an opportunity for students to: 1) examine effective tactics for using social media to develop community, 2) develop strategies non-profit sport organizations could use to promote community building, 3) identify cost-effective social media tactics for engaging a rapidly changing audience, and 4) articulate how to effectively utilize volunteers to share social media responsibilities. The case is intended for use in event management, organizational behavior, and/or marketing courses and provides an opportunity to highlight how research can and should inform practice.

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Bell-Robertson, Catherine G. „“Staying On Our Feet”“. Journal of Research in Music Education 61, Nr. 4 (25.11.2013): 431–51. http://dx.doi.org/10.1177/0022429413508410.

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Multiple forms of support for teachers new to the profession are important and necessary. The use of an online community by 11 novice instrumental music teachers at the middle school and high school levels was investigated in this case study. The teachers exchanged messages and information within the online community during the 2010–2011 school year; data sources included all transcripts from the online community and multiple interviews with each participant. The participants’ experiences in the utilization of the wikispace as an online community of practice was analyzed using Wenger’s three components of domain, community, and practice. The findings suggest that the online community appeared to have met novice teachers’ emotional needs as they learned to become music teachers but that their positions were often also quite different in terms of specific responsibilities and music curricula they taught. Thus, online conversations focused more on the affective issues that surround being a new music teacher rather than on curriculum and classroom-specific content.

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Drabble, Anne. „Examination of Literacy, Knowledge, and Learning in an Online Community of Practice“. International Journal of Literacies 22, Nr. 1 (2014): 1–8. http://dx.doi.org/10.18848/2327-0136/cgp/v22i01/48829.

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Manthon, Atchima. „The Influence Factors of Knowledge Usage in Online Informal Community of Practice“. International Journal of Knowledge Engineering 2, Nr. 4 (2016): 153–57. http://dx.doi.org/10.18178/ijke.2016.2.4.071.

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Myung-Jeong Ha. „Remapping Discourse Socialization: Becoming a Member in an Online Community of Practice“. Multimedia-Assisted Language Learning 13, Nr. 3 (Dezember 2010): 33–57. http://dx.doi.org/10.15702/mall.2010.13.3.33.

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Clarke, Matthew. „The discursive construction of interpersonal relations in an online community of practice“. Journal of Pragmatics 41, Nr. 11 (November 2009): 2333–44. http://dx.doi.org/10.1016/j.pragma.2009.04.001.

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Feng, Tao, und Lu Wang. „Online community of practice for teacher professional learning: a Chinese case study“. International Journal of Strategic Change Management 6, Nr. 3/4 (2015): 238. http://dx.doi.org/10.1504/ijscm.2015.075897.

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Goncharenko, Galina. „The accountability of advocacy NGOs: insights from the online community of practice“. Accounting Forum 43, Nr. 1 (02.01.2019): 135–60. http://dx.doi.org/10.1080/01559982.2019.1589901.

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Friesen, Norm. „Book Review: Learning, Culture and Community in Online Education: Research and Practice“. New Media & Society 7, Nr. 5 (Oktober 2005): 724–26. http://dx.doi.org/10.1177/1461444805056015.

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Marques, Margarida Morais, Maria João Loureiro und Luís Marques. „The dynamics of an online community of practice involving teachers and researchers“. Professional Development in Education 42, Nr. 2 (25.02.2015): 235–57. http://dx.doi.org/10.1080/19415257.2014.997396.

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Philpott, Elly, und David Pike. „Virtual-team-community-of-practice (VTCoP) theory can inform online course delivery“. Journal of Applied Research in Higher Education 5, Nr. 2 (23.09.2013): 222–38. http://dx.doi.org/10.1108/jarhe-11-2012-0033.

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Rolls, Kaye, Kathleen Ryan, Di Kowal und Anthony Burrell. „Creation of an online intensive care community of practice: The ICCMU website“. Australian Critical Care 22, Nr. 1 (Februar 2009): 58. http://dx.doi.org/10.1016/j.aucc.2008.12.042.

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Kimmel, Sue C., Elizabeth Burns und Jeffrey DiScala. „Community at a Distance: Employing a Community of Practice Framework in Online Learning for Rural Students“. Journal of Education for Library and Information Science 60, Nr. 4 (Oktober 2019): 265–84. http://dx.doi.org/10.3138/jelis.2018-0056.

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Hoffmann, Tammy, Laura Desha und Kellie Verrall. „Evaluating an online occupational therapy community of practice and its role in supporting occupational therapy practice“. Australian Occupational Therapy Journal 58, Nr. 5 (29.09.2011): 337–45. http://dx.doi.org/10.1111/j.1440-1630.2011.00954.x.

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Danta, Susan, Judith Aston und Stefano Odorico. „Polyphony in practice“. Alphaville: Journal of Film and Screen Media, Nr. 15 (09.10.2018): 94–105. http://dx.doi.org/10.33178/alpha.15.06.

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Media artist Sharon Daniel has been involved with the i-Docs community since its inception—having presented her online documentaries and works in progress at all five i-Docs symposia that have taken place since 2011. We consider her to be a central and inspirational figure within this community, for whom the concepts of polyphony and heteroglossia are key to her ongoing practice. Here we build on her own previous references to these terms, in order to explore with her in more depth how polyphony and heteroglossia play out through her work. We also ask how and why she sees this approach to “cultural democracy” as an ever-moreurgent form of activism and intervention.

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Kumar, Swapna, Kara Dawson, Erik W. Black, Catherine Cavanaugh und Christopher D. Sessums. „Applying the community of inquiry framework to an online professional practice doctoral program“. International Review of Research in Open and Distributed Learning 12, Nr. 6 (07.10.2011): 126. http://dx.doi.org/10.19173/irrodl.v12i6.978.

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The community of inquiry (CoI) framework has commonly been used to study teaching and learning in online courses (Garrison, Anderson, & Archer 2000). This paper describes the implementation of the CoI framework in a cohort-based online EdD program, where teaching presence and cognitive presence were easier to foster than social presence. Based on the results of an initial evaluation, suggestions are made to expand the components of the CoI framework when using it at a program level. Lessons learned from the implementation are also shared to assist others wishing to apply the CoI framework to online graduate programs. <br /><br />

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