Relevant bibliographies by topics / Online community of practice

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online community of practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Online community of practice"

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Jarke, Juliane. "Community-based evaluation in online communities." Information Technology & People 30, no. 2 (June 5, 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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Unwin, Adam. "Community of Practice or Practice Communities: Online Teacher Development." International Journal for e-Learning Security 7, no. 1 (March 30, 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, and Jeffrey P. Burns. "Building a Global, Online Community of Practice." Academic Medicine 92, no. 5 (May 2017): 676–79. http://dx.doi.org/10.1097/acm.0000000000001467.

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Lively, Cece Lynn, Brooke Blevins, Sandra Talbert, and Sandi Cooper. "Building Community in Online Professional Practice Doctoral Programs." Impacting Education: Journal on Transforming Professional Practice 6, no. 3 (July 30, 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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Schwen, Thomas M., and Noriko Hara. "Community of Practice: A Metaphor for Online Design?" Information Society 19, no. 3 (July 2003): 257–70. http://dx.doi.org/10.1080/01972240309462.

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Buffington, Melanie L. "Museum-Ed Listserv: An Online Community of Practice." Visual Arts Research 34, no. 1 (July 1, 2008): 43–52. http://dx.doi.org/10.2307/20715460.

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Abstract Online communities live and thrive through the Internet. This article explores an online community devoted to museum education, Museum-Ed. After reviewing the history of online communities and the theory of communities of practice, the article presents a qualitative content analysis of one month of posts to this museum education community. Four themes emerged during the content analysis that relate to how this community functions. These themes include List Functionality, Professional Information, Human Relations, and Educational Resources. Because of the interactions that take place through this community, it is argued that Museum-Ed is an online community of practice. Through studying online communities, we may learn more ways to develop effective opportunities for developing communities of practice among educators.
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Murphy Odo, Dennis, Christi Pace, and Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning." in education 23, no. 1 (June 7, 2017): 41–65. http://dx.doi.org/10.37119/ojs2017.v23i1.279.

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This research investigates the social and socialization practices within an online professional development web seminar. The aim of this study was to identify the kinds of social and community building practices that occur in online professional development webinars by exploring how communication tools such as chat are used for community building and socializing purposes. Data was comprised of all electronically generated web seminar (webinar), written chat comment transcripts that were automatically generated during this series of webinars. Data were analyzed inductively and recursively using the constant comparative method. Findings revealed that the Online Web Seminars in Literacy project (oWSL) built community through moderators and participants greeting, assisting, and offering one another support. Moreover, social practices found within and across seminars included social talk, thoughtful debate, and the formation of nested affinity groups. This research revealed that this online professional development webinar provided a space where social practices like creating a sense of community through mutual support and engaging in productive disagreement among participants can stimulate informative critical dialogue that webinar organizers can draw upon to form dynamic and productive online professional development communities.Keywords: Online communities of practice; socialization; web seminars (webinars); professional development; critical literacy
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Thomas, Angela. "Children Online: Learning in a Virtual Community of Practice." E-Learning and Digital Media 2, no. 1 (March 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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Fisher, Mercedes. "Online Collaborative Learning: Relating Theory to Practice." Journal of Educational Technology Systems 31, no. 3 (March 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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THOMAS, ANGELA. "Children Online: learning in a virtual community of practice." E-Learning 2, no. 1 (2005): 27. http://dx.doi.org/10.2304/elea.2005.2.1.3.

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Dissertations / Theses on the topic "Online community of practice"

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Powell, Aaron Wiatt. "Online Support for Intentional, Teacher Community of Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30253.

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The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoPâ s future. The purpose of this case study was to attend to these issues with an online initiative to nurture CoP among practicing teachers in a reading-specialist, graduate program. For the course under study, learners engaged only in cooperative projects with the support of a community worksite (Sakai). Throughout the term, the worksite was promoted as a community place independent of the course and program, a place where they could continue to share indefinitely; and they were encouraged to think of what formal and informal activities the system could support, and how. The study explored how participants responded verbally and behaviorally to the community worksite and the other technologies employed to better support their group work and sharing of knowledge in general. The groupâ s technical skills, competing cultures and practices, and the level of authenticity were all significant challenges. The studyâ s findings challenge the application of this learning theory at the course level of academics, and they inform future design of online support for intentional CoP.
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Carter, John D. N. "GOING GAGA: POP FANDOM AS ONLINE COMMUNITY OF PRACTICE." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/27.

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Among various fan sites dedicated to pop stars, GagaDaily is one prominent online collective that centers around Lady Gaga. This study is a piece of ethnographic research focused on two claims – GagaDaily constitutes a Community of Practice (Eckert, 2006) in an online setting, and the regular use of humor by users fulfills social and pragmatic roles in the discourse. Communicative phenomena (both textual and graphic) that characterize the linguistic repertoire of GagaDaily members were catalogued from the first 100 pages of one thread within the forums. These data were grouped into categories corresponding to different dimensions of language use as well as media/literary devices. Alongside a quantitative analysis of various tokens and types of data, a qualitative examination of selected excerpts from the sample confirm the veracity of the two main claims. When analyzed with regard to Wenger’s definition of a Community of Practice (Wenger, 2009), GagaDaily meets all three of his requirements. Likewise, the analysis of humor reveal that GagaDaily users regularly engage in the first dichotomy of the tactics of intersubjectivity, adequation and distinction (Bucholtz & Hall, 2004) and incorporate GIF images in their humor to express their alignment with stance objects (DuBois, 2007) and other members.
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Hamel, Candyce. "Determinants of participation in an online community of practice (OCoP)." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28383.

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In 2008, a cohort of Inuit researchers met in Ottawa for a two-week training course on Inuit health research and planning. A means for ongoing communication after the course was necessary to build on their acquired knowledge. Research shows that online communities of practice (OCoPs) are often unsuccessful due to factors such as a lack of time and a lack of member involvement in design of the OCoP. The objective of this research was to find the determinants that impact participation in an OCoP of members from a cohort of Inuit researchers. An open-ended interview questionnaire was developed and members were interviewed. Results show lack of time as the main barrier to participation. Involvement in the development of an updated OCoP is of interest to many members. In a culture that has been built and sustained by knowledge sharing, an OCoP is a legitimate tool.
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Alghatas, Fathalla M. "Understanding Knowledge Sharing Within Communities of Practice. A Study of Engagement Patterns and Intervention within Community of Practice." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4243.

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Online Communities of Practices (CoPs) is emerging as a major form for knowledge sharing in this era of information revolution. Due to the advancement of technology and ease of internet access in every part of the world, people began to get more and more involved in online CoPs to share knowledge. The defining characteristic of a Community of Practice is the interaction between members in order to jointly determine and embrace goals, eventually resulting in shared practices. Crucial to the success of a Community of Practice is the engagement between community members. Without engagement, a Community of Practice can not share knowledge and achieve its negotiated goals. To that end, there is a need to examine, why do people engage in an online discussion, what role domain experts play to keep on-line discussion alive and how to develop a ''right intervention'' to maintain and stimulate participants for engagement in on-line community. This thesis studied eight Communities of Practices that are being deliberately formed to facilitate knowledge sharing in the online community and describes an exploratory study of knowledge sharing within Communities of Practices (CoPs) by investigating eight CoPs - Start up Nation, All nurses, Young Enterpener, Teneric, SCM Focus, Systems Dynamics, Mahjoob and Alnj3 CoPs. The CoPs under investigation shared the following characteristics: permanent life span, created by interested members (i.e. bottom-up rather than top-down management creation), have a high level of boundary crossing, have more than 700 members who come from disparate locations and organizations, have voluntary membership enrollment, high membership diversity, high topic's relevance to members, high degree of reliance on technology, and are moderated. Data were gathered on the eight CoPs through online observations and online questionnaire survey. Results show that in each of the case study the most common type of activity performed by members of each CoP was sharing knowledge, followed by socialsing. Regarding the types of knowledge shared, the most common one across all CoPs was practical and general knowledge. The types of practical knowledge, however, varied in each CoP. The study also discovered that storytelling extensively enhances knowledge transfer and participants' interpersonal communications in eight communities under investigation. What were also notable in this study were the stories discussed in a CoP remains in the archive, what are more likely to generate interest and curiosity on the topic among inactive members who ultimately facilitates knowledge transfer. In this study it is also evident that successful topics with successful conclusion (in terms that the original query was answered) will not necessary get high responses and vice versa. An analysis of selected topics in the eight case studies has shown that some successful topics have few replies and vice versa, where many topics ended with open conclusion or they were unsuccessful in terms that the original query was not answered satisfactory. Therefore, it is not necessary that successful topic will get high number of responses as there are some successful topics which have limited number of replies. Overall, it is found that, topic may play a major role in the success of online discussion. It is observed in the study that members normally use short messages rather long messages and usually discusses more than one topic within one thread. Practical implications for knowledge sharing in online communities of practice were discussed, along with some recommendations for future research.
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Thomas, Danielle. "Knowledge, support & serveblog.org building an online AmeriCorps community of practice /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/457179257/viewonline.

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Weatherby, K. E. "Teacher participation in online communities of practice : a mixed-methods study of community, context and practice." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1566655/.

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The primary objective of this doctoral research is to understand the relationship between teachers’ participation in online communities of practice and the development of their teaching practice. The online community at the centre of this research is the Computing at School (CAS) community, created to support the computing curriculum in the United Kingdom. A mixed-methods methodology was employed that included a survey of CAS member teachers as well as semi-structured interviews with a subset of surveyed teachers. A content analysis of interactions between members on the CAS online community aided in development of maps of teacher context and in understanding whether CAS exhibits characteristics of a COP. Findings indicate that some teachers report significant changes to their teaching, classroom management, lesson planning or personal understanding of computing concepts as a result of their participation in the CAS community. CAS exhibits characteristics of a COP, according to Wenger’s (1998) framework, but not all CAS teachers use CAS in this manner. Other CAS members use CAS simply as a resource bank, from which to download activities for classroom use. Findings also reveal that a computing teacher’s background characteristics, notably his or her professional experience prior to teaching computing, play an important role in their attitudes toward and preparedness for teaching computing as well as influencing the professional development resources to which they have access.
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Tull, Susan Pamela Benjie Cornah. "Enabling e-learning professional development through a blended community of online practice." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10157.

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Communities of practice that occur naturally within an organisation enable the members to learn through participation in practice together (Lave & Wenger, 1991). However, when a community lacks expertise in 21st century practices, learning these skills through shared practice becomes difficult. E-learning is often marketed as if the tools were easy to adopt and adapt, but effective professional development is required to support educators in learning to employ e-learning tools in their practice. Research shows that effective professional development is timely, relevant, flexible, and often collaborative in nature with examples of good practice. The research presented in this thesis describes the design and implementation of professional development which supports a community of practitioners in building the expertise to incorporate e-learning within its professional practice. The research was informed by a comprehensive review of literature on professional development, with a focus on the area of e-learning, the theory behind the communities of practice concept, and the application of that theory. A design-based methodology was employed to gather data from a range of sources of evidence, over two years, in four iterative cycles of collaborative design, implementation, evaluation and redesign. The context in which the research took place was a small educational organisation with an average of twenty staff members over the duration of the study. This staged implementation of an online environment, designed in collaboration with the community, supported the development of a blended community of online practice and provided timely, relevant professional development in e-learning. Analysis of the research findings produced two instruments: (1) a matrix of strategies for enabling and supporting the development of a blended community of online practice, and (2) a heuristic model to guide the investigation of the learning taking place within the online aspect of a blended community of online practice. These instruments are recommended to designers, developers or researchers supporting the development of a blended community of online practice and the professional development taking place in its online environment.
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Hanif, Hafiz. "Helping as participation in an open online community : an exploratory study." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81938/.

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The study explores the issues of participation, and to an extent, learning in an open online community of independent game developers, GameSalad.com. GameSalad is a firm-hosted online support forum for a desktop application of the same name. It is geared to provide members and users with a platform for sharing of information pertaining to their game development, and a place to seek and provide help. It is a large community with over 114,000 registered members (as of March 2015), with an average of 106,000 monthly active unique users, and a high degree of activity such as the posting of tutorials and tips, sharing game development progress, and announcing the launch of a new game. However, the majority of the interactions on the forum are concerned with seeking and providing help. This study focuses on issues around community, participation, and learning within online networks and is underpinned by a concern for participatory and social experiential perspectives on learning. In order to explore participation, an exploratory mixed-method approach was used. This involved a three-phase data collection procedure. First, observation of interaction in the community was carried out (noting the pattern of threads opened, weekly leader boards, resources, and general practices) coupled with document analysis to identify threads that reflected high participation or were deemed beneficial by interviewees. Second, online survey of 35 items including five demographic items, twenty forced 2-point semantic differential scale items, and ten 5-point Likert scale items was carried out, to measure members’ perceptions of the community and identity (n = 110 responses). Third, semi-structured sequential interviews were carried out with 21 volunteer interviewees online, using the forum’s own private messaging system over a period from August 2014 to March 2015. Although originally conceived as an overarching study of online participation, the study became focused on the more active members of the community, and on the question as to why and how some members of online communities appear to take on helping roles. The findings from both survey and interviews showed a strong sense of community among active members, and that active members saw their identity in the online community as an extension of their off-line self. Although open to all members, participants who volunteered to be interviewed tended to be among the more active members and many had adopted ‘caretaker’ or helper role in the community. The interviews showed that giving help was motivated by a mix of extrinsic and intrinsic elements, in particular, helpers were aware of the need to sustain the community and in many cases felt an obligation to offer help as a return or ‘pay it forward’ for the help they had received in the past. They were motivated by community mindedness, empathy, self-confidence and sense of identity. The giving of help depends on ‘mood’, this mood is generated not only when helpers feel they have the available time and relevant expertise in order to help, but also when those asking for help have asked in an appropriate manner and provided sufficient contextualisation. In part, learning in the community is seen as a social exchange, and members put a value on the discussions they saw useful. However, this study reveals some of the problems experienced by the company behind the community, tensions among some members of the community, as well as issues pertaining to shared knowledge and artefacts. This study improves our understanding of community of practice, the provision of help, the motivation for helping, as well as the dynamics of participation in an open online community. It gives insight into the sustainability of online community by showing the motivation, strategies for, and consequences of helping. It also gives insight into how informal learning is embedded in social interactions and perceived value. The study is not a unique case but it is one of an underreported area, a highly participative community. Methodologically, this study offers mixed method approach with a strong focus on qualitative data and analysis methods, with an innovative way of triangulating data.
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Bone, Tonda Jenean. "Bridging the Theory-to-practice Gap: a Multivariate Correlational Study Exploring the Effects of a Graduate Online Learning Environment As a Community of Practice Framework." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407763/.

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In this multivariate correlational study, the researcher examined the course culture of an online graduate course whose environment exhibited characteristics of a Community of practice (CoP). An online survey captured data used to explore the relationships among variables shown to describe a CoP in field environments and among student perceptions of their experience in the course culture. A canonical correlation analysis (CCA) and commonality analysis (CA) were conducted using five predictor variables and three criterion variables to evaluate the degree and direction of the relationships. The CCA revealed that the full model was significant, explaining approximately 74% of the variance among the two synthetic variates. Impact, faculty leadership, and connection were the largest contributors to the predictor variate. The criterion variate was primarily explained by value and perceived CoP, with exposure to the profession providing a smaller contribution. The CA confirmed these findings. Results from this study indicate that a CoP could be fostered in an online graduate course. The overall significance of the model indicates teachers can nurture an environment wherein graduate students will take the initiative to work with others to create and acquire knowledge that creates a sense of professional connection with each other and with the profession overall. The results of this study suggest further empirical research in implementing and assessing CoPs in online graduate courses is warranted.
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Stuckey, Bronwyn. "Growing online community core conditions to support successful development of community in internet-mediated communities of practice /." Access electronically, 2007. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20080911.092048/index.html.

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Books on the topic "Online community of practice"

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East, Harry. The liberated enduser: Developments in practice and policy for database provision to the academic community. [London]: University of Westminster Press, 1993.

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Kompetenzentwicklung im Internet: Fallstudie über eine Community of Practice. Baden-Baden: Nomos-Edition Reinhard Fischer, 2009.

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Increasing engagement for online and face-to-face learners through online discussion practices. Phoenix, AZ: League for Innovation in the Community College, 2005.

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1966-, Akoumianakis Demosthenes, ed. Virtual community practices and social interactive media: Technology lifecycle and workflow analysis. Harshey, PA: Information Science Reference, 2009.

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Carlén, Urban. A professional community goes online: A study of an online learning community in general medicine. Gothenburg, Sweden: Department of Applied Information Technology, University of Gothenburg, 2010.

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1947-, Pratt Keith, ed. Collaborating online: Learning together in community. San Francisco: Jossey-Bass, 2005.

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Jenny, Edwins, ed. Community midwifery practice. Oxford, UK: Blackwell Pub., 2008.

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Edwins, Jenny. Community midwifery practice. Oxford, UK: Blackwell Pub., 2008.

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J, Hartley Richard, ed. Online searching: Principles and practice. London: Bowker-Saur, 1990.

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Billett, Paulina, and Anne-Maree Sawyer. Infertility and Intimacy in an Online Community. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-44981-8.

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Book chapters on the topic "Online community of practice"

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Nolte-Laird, Rachel. "Community-Based Dialogue and Online Peacebuilding Practice." In Peacebuilding Online, 37–67. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6013-9_3.

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Yu, Chuan. "Narrative community in a community of practice." In Online Collaborative Translation in China and Beyond, 61–84. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003024200-4.

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Kunz, Regula, and Marco Bettoni. "Virtuelle Community of Practice – gemeinsam an Schlüsselsituationen lernen." In Profilierung Sozialer Arbeit online, 79–96. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-17088-2_5.

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Rose, Geoff, Stephen McKenzie, Christopher J. Holt, Filia Garivaldis, and Matthew Mundy. "Advancing Online Education Through a Community of Practice." In Tertiary Online Teaching and Learning, 325–35. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_33.

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Kelleher, Carol, Aonghus Ó. Céilleachair, Anu Helkkula, and Joe Peppard. "Value Proposal Co-Creation in Online Community-Based Idea Contests." In Innovating in Practice, 291–316. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43380-6_13.

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Driscoll, Dana Lynn, and Marshall Kitchens. "Engaging in Communities of Practice: Supplementing Community-Based Service-Learning with Online Reflection in a Peer Tutoring Course." In Community Engagement 2.0?, 41–55. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137441065_4.

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Marziali, Elsa, and Tira Cohene. "An E-Health Community of Practice: Online Communication in an E-Health Service Delivery Environment." In Online Communities and Social Computing, 395–405. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73257-0_44.

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Phelan, Liam. "Bringing Focus Through Community: Social Learning in Online Teaching, Learning and Research." In Implementing Communities of Practice in Higher Education, 531–47. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2866-3_23.

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Zheng, Yanlin, Luyi Li, and Fanglin Zheng. "A Conceptual Model of Online Community of Teaching Practice for Preservice Teachers." In Computing and Intelligent Systems, 394–400. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24010-2_53.

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Jesionkowska, Joanna. "Designing Online Environment for Collaborative Learning in a Scientific Community of Practice." In The Challenges of the Digital Transformation in Education, 176–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_18.

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Conference papers on the topic "Online community of practice"

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Wang, Xinzhu, Xiaoyan Gong, Xiwei Liu, Yan Yan, Nan Zhang, and Jie Luo. "Review on Teacher's Online Practice in Community." In 2019 IEEE International Conference on Service Operations and Logistics, and Informatics (SOLI). IEEE, 2019. http://dx.doi.org/10.1109/soli48380.2019.8955106.

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van der Hoeven Kraft, Katrien J., Eric M. D. Baer, and Jennifer Whetham. "AN EMERGENT COMMUNITY OF PRACTICE IN THE MIDST OF A PANDEMIC." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-358850.

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Lively, Cece. "Building Community in Adult Online Professional Practice Doctoral Programs." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687088.

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Garay-Ruiz, Urtza, Eneko Tejada-Garitano, Carlos Castano-Garrido, Inmaculada Maiz-Olazabalaga, and Eladio Jimenez Made. "Students' motivation and satisfaction in an online practice community." In 2016 International Symposium on Computers in Education (SIIE). IEEE, 2016. http://dx.doi.org/10.1109/siie.2016.7751824.

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Neacsu, Mihaela gabriela, Adrian Adascalitei, and Georgiana Dumitru. "ONLINE PEER COACHING FOR OPTIMIZING THE MANAGEMENT OF TEACHING PRACTICE ACTIVITIES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-041.

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The article presents the construction and functionality of a virtual peer coaching system, made on a moodle platform (www.moodle.ro), which system is focused on the management of teaching practice activities, experimented for 16 weeks by 6 teaching practice tutors (coordinators from important Romanian university centers) for the purpose of creating an online professional community of experiential learning based on the professional expertise and current practices. The tutors participating in the online peer coaching system are university teaching staff with an experience of over 5 years in the coordination of teaching practice and have the status of experts in education sciences. At the level of the experiential learning community among peers, the tutors offer support to one another as to optimizing students’ teaching practice activities. The finalities targeted through the online peer coaching system regard the dissemination, from the same to the same, within the online discussions and personal reflection themes, of concrete practices and situations in the students’ teaching practice probationary stages amplifying and refining the tutors’ competences related to the management of teaching practice. In an online peer coaching system, each tutor has the possibility of setting its personal agenda of collaborative learning depending on its immediate interests and the curricular projection specific to teaching practice probationary stages. Also, the tutors present online their common experiences with teaching practice students and turn to good account the video registrations from pedagogical practice, as a support of the analyses initiated at the level of the online experiential learning community. The dynamics of tutors’ interventions within the experiential learning community in an online peer coaching system is visible on the Moodle Romania platform. The tutors share resources and useful psycho-pedagogical instruments for analyzing students’ teaching exercises, for monitoring the practical activities, for evaluating the performances of students in the teaching practice probationary stage while disseminating, in the discussion forum, good practices, opinions, suggestions, recommendations for ensuring a quality management of teaching practice activities. The participants in the online peer coaching activities critically and self-critically analyze their own experiences related to the coordination of teaching practice and bring to the forefront relevant case studies from students’ practice for the didactical career. Tutors exchange among them psycho-pedagogical instruments which proved to be efficient in teaching practice and receive observations from their colleagues for the review of certain instruments, techniques and procedures applied in the management and monitoring of teaching practice activities. This study engages a qualitative methodology. The article presents the preliminary results of experimenting the online peer coaching model: the architecture of a virtual environment of experiential learning among peers (teaching practice tutors) focused on the improvement of the teaching practice management, the construction, in the form of group cognition, of common approaches, of managerial strategies to make teaching practice more efficient, the creating of an electronic database for teaching practice, the drafting and application of a grid for self-evaluating the professional conduct in an online peer coaching system, the premises of a future research project regarding the optimization of teaching practice supported by the computer. Such results constitute important anchors for continuing and extending the research through the opening and flexibilization of the virtual environment of experiential learning in peer coaching system also to other tutors (in the country and abroad), interested in transferring from the professional competences to their colleagues wishing to perform in the management of teaching practice activities.
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Diakova, V. V., E. V. Kargapolova, J. A. Davidova, N. V. Dulina, and M. A. Simonenko. "Reading in the system of spiritual and moral education of the sudent community." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.462.475.

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Spiritual and moral education of the student community is one of the topical subjects discussed by both the scientific community, public authorities and social organizations. Reading plays a particular role in this process. Firstly, it serves as a tool for formation of moralities, secondly, it is a practice that facilitates socialization, and thirdly, reading is one of the basic values to transfer from generation to generation. Scientific literature has accumulated expertise in interdisciplinary analysis of reading practices. This paper presents the findings of the sociological survey conducted among Russian university students. The authors made conclusions about activity-related and axiological components of reading practices as far as university students are concerned. Students from three cities — Moscow, Volgograd and Astrakhan — shared their views on reading and then the opinion findings were submitted to comparative analysis. The research revealed common trends as well as peculiar reading practices of students from different cities. The research outlined the prospects for further investigation into reading practices as part of spiritual and moral education.
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Kilner, Peter G., and Christopher M. Hoadley. "Anonymity options and professional participation in an online community of practice." In th 2005 conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149328.

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de Souza, Ana Cecilia Jorge, and Antonio Jose Meneses Osorio. "Professional development of university teachers in a community of practice online." In 2014 9th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2014. http://dx.doi.org/10.1109/cisti.2014.6876875.

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Boada Beltran, Diego. "Cultivating an Online Teacher Community of Practice: A Social Network Analysis." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1441174.

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Hudson, Briony, and Caroline Shulman. "O-5 Online community of practice development – palliative care and homelessness." In A New World – Changing the landscape in end of life care, Hospice UK National Conference, 3–5 November 2021, Liverpool. British Medical Journal Publishing Group, 2021. http://dx.doi.org/10.1136/spcare-2021-hospice.5.

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Reports on the topic "Online community of practice"

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Rejuvenate, Rejuvenate. Responding and Reflecting on Child Rights. Institute of Development Studies (IDS), November 2021. http://dx.doi.org/10.19088/rejuvenate.2021.001.

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The series of Rejuvenate dialogues are intended to foster debate across a community of practice working on child and youth rights. Our first dialogue examined the principles that can help support child and youth-centred research and community development. During the dialogue, we highlighted two key REJUVENATE principles: the importance of relationships, and the energy that young people can contribute to building new visions of the future. We met online on 14th September 2021. Presenters and participants joined from around the world, reflecting the diversity and breadth of experience in the field. We invited reflection on what the REJUVENATE principles get right, where they need to expand, and what they could improve on.
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Brown, Nicholas, Hannah Macdonell, Emilie Stewart-Jones, and Stephan Gruber. Permafrost Data Systems: RCOP 2021 Data Workshop Report. NSERC/Carleton University, November 2021. http://dx.doi.org/10.22215/pn/10121001.

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NSERC PermafrostNet hosted a data systems workshop at the 2021 Regional Conference on Permafrost, held online in October 2021. The workshop featured invited speakers Ashley Rudy from the Northwest Territories Geological Survey and Jeanette Nötzli from the Swiss Permafrost Monitoring Network (PERMOS). Attendees participated in breakout rooms and plenary discussion to identify current problems and limitations with permafrost data systems and to recommend how efforts can be better connected or coordinated. The final report summarizes the conclusions and provides a record of the interactions and discussions that occurred. The workshop follows the 2020 Permafrost Data Workshop, which highlighted the importance of a community of practice and ongoing communication to improve the interoperability of permafrost data. In addition to the concrete objectives of identifying challenges and recommendations, the 2021 workshop was a way for members of the permafrost community to share ideas, and to cross-pollinate knowledge between sectors and disciplines of permafrost science.
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Rao, Nitya, Sheetal Patil, Maitreyi Koduganti, Chandni Singh, Ashwin Mahalingam, Prathijna Poonacha, and Nishant Singh. Sowing Sustainable Cities: Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2022.

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Despite growing interest and recognition of urban and peri-urban agriculture (UPA) as a nature- based solution, there is limited empirical evidence in countries like India on its role in reconfiguring goals on environmental functions (such as biodiversity, waste management, water recycling, micro-climate regulation, etc.) and social wellbeing (such as food and nutrition security, gender relations, work burdens, land tenure and community ties). A need to address this gap led to the ideation of the project ‘Urban and peri-urban agriculture as green infrastructures’ ( UPAGrI ). When UPAGrI started in 2019, the research on UPA in India was thin but growing. However, the practical experience of urban farming across Indian cities is thriving and diverse, built on decades of bottom-up experimentation. Within the landscape of our ever-changing cities, we found vibrant communities-of-practice sharing seeds and knowledge, engaged online influencers discussing composting and water reuse, and stories of farming becoming sites of multi-generational bonding and nutritional security. This compendium is a collection of 29 such innovative UPA practices from across the different cities in the country. These diverse case studies are loosely categorized into four themes: environment and sustainability; food, nutrition and livelihood; gender and subjective well-being; and urban policy and planning. Written mostly by practitioners themselves, the case studies collectively recognise and celebrate UPA innovations and practices, serving as a repository of lessons for peer-to-peer learning, and demonstrating how UPA can be one of the many solutions towards sustainable, liveable Indian cities.
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Rao, Nitya. Sowing Sustainable Cities: Lessons for Urban Agriculture Practices in India. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/ssc12.2023.

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Despite growing interest and recognition of urban and peri-urban agriculture (UPA) as a nature- based solution, there is limited empirical evidence in countries like India on its role in reconfiguring goals on environmental functions (such as biodiversity, waste management, water recycling, micro-climate regulation, etc.) and social wellbeing (such as food and nutrition security, gender relations, work burdens, land tenure and community ties). A need to address this gap led to the ideation of the project ‘Urban and peri-urban agriculture as green infrastructures’ ( UPAGrI ). When UPAGrI started in 2019, the research on UPA in India was thin but growing. However, the practical experience of urban farming across Indian cities is thriving and diverse, built on decades of bottom-up experimentation. Within the landscape of our ever-changing cities, we found vibrant communities-of-practice sharing seeds and knowledge, engaged online influencers discussing composting and water reuse, and stories of farming becoming sites of multi-generational bonding and nutritional security. This compendium is a collection of 29 such innovative UPA practices from across the different cities in the country. These diverse case studies are loosely categorized into four themes: environment and sustainability; food, nutrition and livelihood; gender and subjective well-being; and urban policy and planning. Written mostly by practitioners themselves, the case studies collectively recognise and celebrate UPA innovations and practices, serving as a repository of lessons for peer-to-peer learning, and demonstrating how UPA can be one of the many solutions towards sustainable, liveable Indian cities.
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Lees, Matthew. Lithium Technologies Online Community Platform. Boston, MA: Patricia Seybold Group, October 2006. http://dx.doi.org/10.1571/pr10-26-06cc.

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Lees, Matthew. Online Community Platform RFP Template. Boston, MA: Patricia Seybold Group, July 2009. http://dx.doi.org/10.1571/rfp07-16-09cc.

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Lees, Matthew. Online Community Platform Evaluation Matrix. Boston, MA: Patricia Seybold Group, January 2008. http://dx.doi.org/10.1571/em01-17-08cc.

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Lees, Matthew. Selecting an Online Community Platform. Boston, MA: Patricia Seybold Group, October 2009. http://dx.doi.org/10.1571/htt10-08-09cc.

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Ryan, Bruce, and Peter Cruickshank. Scottish Community Councils online: a survey. Edinburgh Napier University, 2012. http://dx.doi.org/10.14297/enr.2016.000001.

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Lees, Matthew. Framework for Evaluating Online Community Platforms. Boston, MA: Patricia Seybold Group, October 2006. http://dx.doi.org/10.1571/fw10-12-06cc.

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