Relevant bibliographies by topics / Online Community of Practice (OCoP)

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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 (OCoP)'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Online Community of Practice (OCoP)"

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Beaglaoich, Pádraig Ó., and 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, no. 1 (December 1, 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., and 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, no. 1 (December 1, 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, and Feicheng Ma. "What is discussed about eldercare?" Electronic Library 38, no. 2 (April 10, 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, 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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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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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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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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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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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 (OCoP)"

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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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Yilmaz, Beyza Nur. "Beliefs Of Members Of An Online Community Of Practice Onthe Effects Of Membership On Teaching And Professionaldevelopment." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614255/index.pdf.

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This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members&rsquo
ideas about the group as an online CoP and benefits of belonging to an online CoP. The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding. The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings also revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members&rsquo
Web 2.0 use. The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.
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Yilmaz, Beyza Nur. "Beliefs Of Members Of An Online Community Of Practice On The Effects Of Membership On Teaching And Professional Development." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614288/index.pdf.

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This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members&rsquo
ideas about the group as an online CoP and benefits of belonging to an online CoP. The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding. The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings further revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members&rsquo
Web 2.0 use. The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.
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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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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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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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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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Books on the topic "Online Community of Practice (OCoP)"

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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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Frances A. Maurer MS RN-BC and Claudia M. Smith PhD MPH RN-BC. Community/Public Health Nursing Online for Community/Public Health Nursing Practice. Saunders, 2012.

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Frances A. Maurer MS RN-BC and Claudia M. Smith PhD MPH RN-BC. Community/Public Health Nursing Online for Community/Public Health Nursing Practice. Saunders, 2012.

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(Editor), Caroline Haythornthwaite, and Michelle M. Kazmer (Editor), eds. Learning, Culture and Community in Online Education: Research And Practice (Digital Formations, V. 21.). Peter Lang Publishing, 2004.

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RN, Penny Leake PhD. Community/Public Health Nursing Online for Maurer and Smith, Community/Public Health Nursing Practice (User Guide and Access Code). Saunders, 2008.

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Glavinic, Mila Liliana. Developing an online community of practice: A case study of professional development needs for ESL practitioners working with the Canadian Language Benchmarks. 2005.

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Glavinic, Mila Liliana. Developing an online community of practice: A case study of professional development needs for ESL practitioners working with the Canadian Language Benchmarks. 2005.

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Waldron, Janice L. Online Music Communities and Social Media. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.34.

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Academic debate has long surrounded the term 'community,' first defined as a sociological construct in the late nineteenth century. In the 1990s, widespread Internet use disrupted earlier ideas of what defines and bounds community, but there is now general scholarly consensus that online affinity groups can also function as communities, including those focused on any number of different music genres. In this chapter, I posit that online music communities can function as significant spaces of community music activity. This discussion includes contextualizing the online community by drawing on New Media literature on the evolution of online groups, theories, research, and frameworks of online community; illustrations of practice from current online and convergent music communities; the role of social media in online music communities; online music community as community music outreach; and implications for current and future implications for practice.
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Greaves, Ian, and Sir Keith Porter. Oxford Handbook of Pre-hospital Care. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198734949.001.0001.

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This handbook is the invaluable guide to providing high-quality care in a pre-hospital environment. Evidence-based and reflecting new developments in regulation and practice, this second edition is designed to provide key information for all immediate care practitioners, including doctors, paramedics, emergency medical technicians, and community responders. The text has been cross-referenced with the Joint Royal Colleges Ambulance Liaison Committee (JRCALC) handbook and appropriate national clinical guidelines to ensure full clinical relevance. Reflecting the major advances in delivery of pre-hospital care, including the greater survival benefits for heart attacks and major trauma when delivering patients directly to higher levels of care, the evolution of the paramedic role into critical care paramedics, roadside rapid sequence induction of anaesthesia, and the introduction of mechanical chest compression devices, this new edition is the ideal companion for those involved in delivering pre-hospital care. It also links to relevant online databases and mobile apps that can assist with calculations, and contains key algorithms and formulae to ensure good care.
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Book chapters on the topic "Online Community of Practice (OCoP)"

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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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Vaughan, Sian, and Geof Hill. "Blending online and offline in a community of practice model for research degree supervisor development." In Online Communities for Doctoral Researchers and their Supervisors, 95–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429274749-7.

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Whatman, Sue. "Establishing Online Communities of Practice: The Case of a Virtual Sports Coaching Community." In Student Engagement and Educational Rapport in Higher Education, 45–65. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46034-5_3.

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Conference papers on the topic "Online Community of Practice (OCoP)"

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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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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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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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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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Charlesworth, Zarina Mariam. "MAKING IT HAPPEN: THE ONLINE COLLABORATIVE LEARNING COMMUNITY, FROM THEORY TO PRACTICE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1898.

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Cocciolo, Anthony, Hui Soo Chae, and Gary Natriello. "Using social network analysis to highlight an emerging online community of practice." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599628.

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Hara, N., and K. F. Hew. "A Case Study of a Longstanding Online Community of Practice Involving Critical Care and Advanced Practice Nurses." In Proceedings of the 39th Annual Hawaii International Conference on System Sciences (HICSS'06). IEEE, 2006. http://dx.doi.org/10.1109/hicss.2006.5.

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Bo, Li Sheng, and Li Shuang. "Function design of online community of practice for facilitating peer coaching among teachers." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887097.

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Wang, Lu. "Research on Different Teacher Groups' Levels of Reflection in Teachers' Online Community of Practice." In 2014 International Conference of Educational Innovation through Technology (EITT). IEEE, 2014. http://dx.doi.org/10.1109/eitt.2014.34.

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Reports on the topic "Online Community of Practice (OCoP)"

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Southwell, Brian, Angelique (Angel) Hedberg, Christopher Krebs, and Stephanie Zevitas, eds. Building and Maintaining Trust in Science: Paths Forward for Innovations by Nonprofits and Funding Organizations. RTI Press, September 2019. http://dx.doi.org/10.3768/rtipress.2019.cp.0010.1909.

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In July 2019, participants gathered in Research Triangle Park, North Carolina, for an event organized by RTI International called Trust in Science. Our goal with the Trust in Science event was to foster collaborations and strengthen connections between nonprofit and funding organizations to address trust-related challenges that are affecting science and scientists. Collaboration between professionals and organizations is easy to cite as an abstract goal but can be challenging to pursue in practice for various reasons. Participants generated and considered both broad challenges and specific contexts in which trust has been strained. We discussed, for example, the use of wearable technologies for data collection, vaccine acceptance, biofuel research, survey research on topics such as sexual harassment monitoring, tools to help people navigate online information, and the development of physical spaces for local community discussion about science and technology. We offer an overview of key themes and ideas that emerged from our interactions. We hope that readers will consider this an open-source set of suggestions for future initiatives and innovations.
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African Open Science Platform Part 1: Landscape Study. Academy of Science of South Africa (ASSAf), 2019. http://dx.doi.org/10.17159/assaf.2019/0047.

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This report maps the African landscape of Open Science – with a focus on Open Data as a sub-set of Open Science. Data to inform the landscape study were collected through a variety of methods, including surveys, desk research, engagement with a community of practice, networking with stakeholders, participation in conferences, case study presentations, and workshops hosted. Although the majority of African countries (35 of 54) demonstrates commitment to science through its investment in research and development (R&D), academies of science, ministries of science and technology, policies, recognition of research, and participation in the Science Granting Councils Initiative (SGCI), the following countries demonstrate the highest commitment and political willingness to invest in science: Botswana, Ethiopia, Kenya, Senegal, South Africa, Tanzania, and Uganda. In addition to existing policies in Science, Technology and Innovation (STI), the following countries have made progress towards Open Data policies: Botswana, Kenya, Madagascar, Mauritius, South Africa and Uganda. Only two African countries (Kenya and South Africa) at this stage contribute 0.8% of its GDP (Gross Domestic Product) to R&D (Research and Development), which is the closest to the AU’s (African Union’s) suggested 1%. Countries such as Lesotho and Madagascar ranked as 0%, while the R&D expenditure for 24 African countries is unknown. In addition to this, science globally has become fully dependent on stable ICT (Information and Communication Technologies) infrastructure, which includes connectivity/bandwidth, high performance computing facilities and data services. This is especially applicable since countries globally are finding themselves in the midst of the 4th Industrial Revolution (4IR), which is not only “about” data, but which “is” data. According to an article1 by Alan Marcus (2015) (Senior Director, Head of Information Technology and Telecommunications Industries, World Economic Forum), “At its core, data represents a post-industrial opportunity. Its uses have unprecedented complexity, velocity and global reach. As digital communications become ubiquitous, data will rule in a world where nearly everyone and everything is connected in real time. That will require a highly reliable, secure and available infrastructure at its core, and innovation at the edge.” Every industry is affected as part of this revolution – also science. An important component of the digital transformation is “trust” – people must be able to trust that governments and all other industries (including the science sector), adequately handle and protect their data. This requires accountability on a global level, and digital industries must embrace the change and go for a higher standard of protection. “This will reassure consumers and citizens, benefitting the whole digital economy”, says Marcus. A stable and secure information and communication technologies (ICT) infrastructure – currently provided by the National Research and Education Networks (NRENs) – is key to advance collaboration in science. The AfricaConnect2 project (AfricaConnect (2012–2014) and AfricaConnect2 (2016–2018)) through establishing connectivity between National Research and Education Networks (NRENs), is planning to roll out AfricaConnect3 by the end of 2019. The concern however is that selected African governments (with the exception of a few countries such as South Africa, Mozambique, Ethiopia and others) have low awareness of the impact the Internet has today on all societal levels, how much ICT (and the 4th Industrial Revolution) have affected research, and the added value an NREN can bring to higher education and research in addressing the respective needs, which is far more complex than simply providing connectivity. Apart from more commitment and investment in R&D, African governments – to become and remain part of the 4th Industrial Revolution – have no option other than to acknowledge and commit to the role NRENs play in advancing science towards addressing the SDG (Sustainable Development Goals). For successful collaboration and direction, it is fundamental that policies within one country are aligned with one another. Alignment on continental level is crucial for the future Pan-African African Open Science Platform to be successful. Both the HIPSSA ((Harmonization of ICT Policies in Sub-Saharan Africa)3 project and WATRA (the West Africa Telecommunications Regulators Assembly)4, have made progress towards the regulation of the telecom sector, and in particular of bottlenecks which curb the development of competition among ISPs. A study under HIPSSA identified potential bottlenecks in access at an affordable price to the international capacity of submarine cables and suggested means and tools used by regulators to remedy them. Work on the recommended measures and making them operational continues in collaboration with WATRA. In addition to sufficient bandwidth and connectivity, high-performance computing facilities and services in support of data sharing are also required. The South African National Integrated Cyberinfrastructure System5 (NICIS) has made great progress in planning and setting up a cyberinfrastructure ecosystem in support of collaborative science and data sharing. The regional Southern African Development Community6 (SADC) Cyber-infrastructure Framework provides a valuable roadmap towards high-speed Internet, developing human capacity and skills in ICT technologies, high- performance computing and more. The following countries have been identified as having high-performance computing facilities, some as a result of the Square Kilometre Array7 (SKA) partnership: Botswana, Ghana, Kenya, Madagascar, Mozambique, Mauritius, Namibia, South Africa, Tunisia, and Zambia. More and more NRENs – especially the Level 6 NRENs 8 (Algeria, Egypt, Kenya, South Africa, and recently Zambia) – are exploring offering additional services; also in support of data sharing and transfer. The following NRENs already allow for running data-intensive applications and sharing of high-end computing assets, bio-modelling and computation on high-performance/ supercomputers: KENET (Kenya), TENET (South Africa), RENU (Uganda), ZAMREN (Zambia), EUN (Egypt) and ARN (Algeria). Fifteen higher education training institutions from eight African countries (Botswana, Benin, Kenya, Nigeria, Rwanda, South Africa, Sudan, and Tanzania) have been identified as offering formal courses on data science. In addition to formal degrees, a number of international short courses have been developed and free international online courses are also available as an option to build capacity and integrate as part of curricula. The small number of higher education or research intensive institutions offering data science is however insufficient, and there is a desperate need for more training in data science. The CODATA-RDA Schools of Research Data Science aim at addressing the continental need for foundational data skills across all disciplines, along with training conducted by The Carpentries 9 programme (specifically Data Carpentry 10 ). Thus far, CODATA-RDA schools in collaboration with AOSP, integrating content from Data Carpentry, were presented in Rwanda (in 2018), and during17-29 June 2019, in Ethiopia. Awareness regarding Open Science (including Open Data) is evident through the 12 Open Science-related Open Access/Open Data/Open Science declarations and agreements endorsed or signed by African governments; 200 Open Access journals from Africa registered on the Directory of Open Access Journals (DOAJ); 174 Open Access institutional research repositories registered on openDOAR (Directory of Open Access Repositories); 33 Open Access/Open Science policies registered on ROARMAP (Registry of Open Access Repository Mandates and Policies); 24 data repositories registered with the Registry of Data Repositories (re3data.org) (although the pilot project identified 66 research data repositories); and one data repository assigned the CoreTrustSeal. Although this is a start, far more needs to be done to align African data curation and research practices with global standards. Funding to conduct research remains a challenge. African researchers mostly fund their own research, and there are little incentives for them to make their research and accompanying data sets openly accessible. Funding and peer recognition, along with an enabling research environment conducive for research, are regarded as major incentives. The landscape report concludes with a number of concerns towards sharing research data openly, as well as challenges in terms of Open Data policy, ICT infrastructure supportive of data sharing, capacity building, lack of skills, and the need for incentives. Although great progress has been made in terms of Open Science and Open Data practices, more awareness needs to be created and further advocacy efforts are required for buy-in from African governments. A federated African Open Science Platform (AOSP) will not only encourage more collaboration among researchers in addressing the SDGs, but it will also benefit the many stakeholders identified as part of the pilot phase. The time is now, for governments in Africa, to acknowledge the important role of science in general, but specifically Open Science and Open Data, through developing and aligning the relevant policies, investing in an ICT infrastructure conducive for data sharing through committing funding to making NRENs financially sustainable, incentivising open research practices by scientists, and creating opportunities for more scientists and stakeholders across all disciplines to be trained in data management.
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