Artigos de revistas: "Online community of practice"

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Jarke, Juliane. "Community-based evaluation in online communities". Information Technology & People 30, n.º 2 (5 de junho de 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, n.º 1 (30 de março de 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 e Jeffrey P. Burns. "Building a Global, Online Community of Practice". Academic Medicine 92, n.º 5 (maio de 2017): 676–79. http://dx.doi.org/10.1097/acm.0000000000001467.

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Lively, Cece Lynn, Brooke Blevins, Sandra Talbert e Sandi Cooper. "Building Community in Online Professional Practice Doctoral Programs". Impacting Education: Journal on Transforming Professional Practice 6, n.º 3 (30 de julho de 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., e Noriko Hara. "Community of Practice: A Metaphor for Online Design?" Information Society 19, n.º 3 (julho de 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, n.º 1 (1 de julho de 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 e Peggy Albers. "Socialization Through (Online) Design: Moving into Online Critical Spaces of Learning". in education 23, n.º 1 (7 de junho de 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, n.º 1 (março de 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, n.º 3 (março de 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, n.º 1 (2005): 27. http://dx.doi.org/10.2304/elea.2005.2.1.3.

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Halfond, Jay A. "Research to Practice: Seeking Community in the Online Classroom". Journal of Continuing Higher Education 56, n.º 1 (janeiro de 2008): 52–54. http://dx.doi.org/10.1080/07377366.2008.10400142.

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Jones, Jr., Plummer Alston. "From the Editor: A Community of Practice". North Carolina Libraries 60, n.º 4 (21 de janeiro de 2009): 84. http://dx.doi.org/10.3776/ncl.v60i4.212.

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

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Abdi, Nimo M., Elizabeth Gil, Stefanie LuVenia Marshall e Muhammad Khalifa. "Humanizing practices in online learning communities during pandemics in the USA". Journal of Professional Capital and Community 5, n.º 3/4 (13 de julho de 2020): 205–12. http://dx.doi.org/10.1108/jpcc-07-2020-0066.

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PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers of color, as well as our experiences as educators of teachers and school leaders, as the authors think about new possibilities and challenges for anti-racist practice and living during the pandemic.FindingsThis essay describes community-oriented practice of women of color educators to be important in orienting teaching and learning toward more humanizing practice. The reflections highlight both possibilities and challenges that can be helpful reimagining the practice in teacher and leadership education, as the authors prepare educators for an uncertain future.Originality/valueThis essay offers valuable lessons from women of color educator practice that can offer humanizing approaches to teaching and learning as well as school leadership education.

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Annarelli, Alessandro, Cinzia Battistella e Fabio Nonino. "Web-application development projects by online communities". Industrial Management & Data Systems 117, n.º 1 (6 de fevereiro de 2017): 166–97. http://dx.doi.org/10.1108/imds-10-2015-0440.

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Purpose The purpose of this paper is to propose an in-depth analysis of online communities of practice that support the innovative development of web applications. The analysis is aimed at understanding the preeminent characteristics of communities of practice that can favour the process of innovation (conceptualisation and realization of a web application) and if these characteristics differ in the diverse phases of a software development project (requirement specification, design, implementation and verification). Design/methodology/approach The authors adopted a multiple case study research design, selected 29 communities of practice related to the development of web applications and classified them recognizing the different practices that refer to the different phases of the innovation process of web-applications software development. Finally, the authors focussed on seven communities comparing five important dimensions for each one. Findings The results of the empirical analysis show that the best practices are different, considering the different phases of the project, and that these practices can be strategies directed at members to attract them and also, strategies directed at the community to permit collaboration. Originality/value The paper proposes an important and new insight into the management of virtual communities of practice (VCoP). The authors supposed that the ways to manage a VCoP could depend on project phases. In particular, the management practices of community should differ according to the different project phases, i.e. requirements specification, design, implementation and verification of the software. Literature in this sense presented only research focussed on the different effects of virtualness on teams depending on the length of team duration and on communication efforts.

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Baeda, Abd Gani, Muhdar Muhdar, Grace Tedy Tulak, Rosani Naim, Rosmiati Rosmiati e Heriviyatno Julika Siagian. "Community Responses toward COVID-19 Pandemic: An Online Survey Study". Media Kesehatan Masyarakat Indonesia 16, n.º 4 (31 de dezembro de 2020): 468–76. http://dx.doi.org/10.30597/mkmi.v16i4.10431.

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

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

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

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Chui, Michelle. "Evaluation of Online Prospective DUR Programs in Community Pharmacy Practice". Journal of Managed Care Pharmacy 6, n.º 1 (janeiro de 2000): 27–32. http://dx.doi.org/10.18553/jmcp.2000.6.1.27.

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List, Sarah S., Jane Warland e Colleen Smith. "The challenges of creating an online undergraduate community of practice". Journal of Applied Research in Higher Education 7, n.º 1 (13 de abril de 2015): 99–112. http://dx.doi.org/10.1108/jarhe-03-2014-0043.

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

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

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Hamel, Candyce, Morad Benyoucef e Craig Kuziemsky. "Determinants of participation in an Inuit online community of practice". Knowledge Management Research & Practice 10, n.º 1 (março de 2012): 41–54. http://dx.doi.org/10.1057/kmrp.2011.15.

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Kou, Yubo, Colin M. Gray, Austin L. Toombs e Robin S. Adams. "Understanding Social Roles in an Online Community of Volatile Practice". ACM Transactions on Social Computing 1, n.º 4 (21 de dezembro de 2018): 1–22. http://dx.doi.org/10.1145/3283827.

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Hartmann, Benjamin J., Caroline Wiertz e Eric J. Arnould. "Exploring Consumptive Moments of Value-Creating Practice in Online Community". Psychology & Marketing 32, n.º 3 (27 de janeiro de 2015): 319–40. http://dx.doi.org/10.1002/mar.20782.

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Jacobsen, Michele, Hawazen Alharbi, Lisa Taylor, Les Bairstow e Verena Roberts. "The Design and Evaluation of Online Faculty Development for Effective Graduate Supervision". Open/Technology in Education, Society, and Scholarship Association Journal 1, n.º 1 (30 de novembro de 2021): 1–23. http://dx.doi.org/10.18357/otessaj.2021.1.1.3.

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This design-based research aims to improve the quality of graduate supervision using a Massive Open Online Course (MOOC). The Quality Graduate Supervision MOOC brings interdisciplinary faculty, postdoctoral scholars, and expert supervisors together in an online learning community to discuss and consider effective supervision practice, strategies for relationship building, supports for academic writing, mentoring for diverse careers, and how to combine excellence and wellness. The survey, interview, and system data were analyzed to inform and assess the design and development of the QGS MOOC, to gain insights into learner experience and engagement, and to assess the impact of the online learning community on graduate supervision practices. Through ongoing design and evaluation of this online learning course for graduate supervisors, the research team found the learning community influenced faculty members’ awareness, collective knowledge building, goal setting, and actions for graduate supervision practice. We present results from our evaluation of the design components in the QGS MOOC, the learning benefits for supervisors, impacts on graduate supervision practice, and make several recommendations for research and practice.

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García-Rapp, Florencia. "Trivial and Normative? Online Fieldwork within YouTube’s Beauty Community". Journal of Contemporary Ethnography 48, n.º 5 (24 de outubro de 2018): 619–44. http://dx.doi.org/10.1177/0891241618806974.

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In this article, I discuss methodological understandings around qualitative research and online ethnographic practice to bring forward a reflexive account on the particularities of doing fieldwork on YouTube. I draw from a multiyear ethnographic examination of YouTube’s beauty community that sought to understand online popularity framed by local norms and practices and shed light into the local significance of knowledge, expertise, and self-development. I argue for an epistemological perspective that acknowledges the diversity of viable, conceivable fieldwork experiences while distancing from prescriptive modes of argumentation. I propose seeing fieldwork in and through its richness and predicaments, persistently naturalistic while interpretive. I approach online popularity, fandom, and even YouTube itself from a perspective that tolerates ambivalence, contradictions, and embraces the complexity of social worlds and human interaction.

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Hedditch, Sonali, e Dhaval Vyas. "Design Justice in Practice". Proceedings of the ACM on Human-Computer Interaction 7, GROUP (29 de dezembro de 2022): 1–39. http://dx.doi.org/10.1145/3567554.

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While varying degrees of participatory methods are often explored by the HCI community to enable design with different user groups, this paper seeks to add weight to the burgeoning demand for community-led design when engaging with diverse groups at the intersections of marginalisation. This paper presents a 24-month-long qualitative study, where the authors observed a community-based organisation that empowers refugee and migrant women in Australia through making. We report how the organisation led its own process to pivot from face-to-face to online delivery during the COVID-19 pandemic, analyzing the design and delivery of an app and the intersectional challenges faced by the women as they learnt to navigate online making. This paper expands feminist intersectional praxis in HCI to new contexts and critiques the positionality of researchers in this work. It contributes to the literature on design justice, providing an exemplar of how community-led design more effectively dismantles the compounding constraints experienced by intersectional communities. This paper also argues that the ethos of care and safe spaces, which are central to black feminist thought, are vital to community-led design and underpin the 10 design justice principles when executed in practice.

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Goodsell, Todd L., e Owen Williamson. "The Case of the Brick Huggers: The Practice of an Online Community". City & Community 7, n.º 3 (setembro de 2008): 251–71. http://dx.doi.org/10.1111/j.1540-6040.2008.00260.x.

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

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

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

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Anselmo, Lorelei, Alysia Wright e Anastasiia Stepanchuk. "Advancing the Scholarship of Teaching and Learning in Large Enrolment Courses: Lessons Learned from an Online Community of Practice". Imagining SoTL 2, n.º 2 (20 de dezembro de 2022): 52–62. http://dx.doi.org/10.29173/isotl613.

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In these conference proceedings, we describe how the COVID-19 pandemic presented the higher education community with an opportunity to explore and expand best practices in blended and online teaching through a Large Enrolment Community of Practice. We expand on Wenger-Traynor and Wenger-Traynor's (2015) description of a community of practice (CoP) as a “living curriculum” (p.4) to include an online perspective based on Hoadley (2012) and Xue and colleagues’ (2021) considerations of content, process, and context. The benefits of the online CoP to faculty development and the scholarship of teaching and learning, specifically through collaboration, interdisciplinarity, innovation, and validation are then explained. The conclusion contains a current birds’ eye view of the OCoP and summary of learning from the first year of implementation.

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Trust, Torrey. "Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community". Journal of Digital Learning in Teacher Education 31, n.º 2 (24 de março de 2015): 73–81. http://dx.doi.org/10.1080/21532974.2015.1011293.

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Ha, Yongsoo. "The impact of online brand community members, brand identification and community identification on participation: The moderating effects of frequency". International Journal of Innovative Research and Scientific Studies 6, n.º 1 (29 de dezembro de 2022): 137–49. http://dx.doi.org/10.53894/ijirss.v6i1.1123.

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The effect of online brand communities’ value creation practices on brand identification and community identification was examined using social identity theory as a theoretical background of this study. In examining their relationship, this study defined the practices that relate to the focal brand as both brand use and impression management whereas the practices that relate to the community were defined as both social networking and community engagement. The effects of the two identification constructs (brand and community identification) on participation and their impact on brand awareness were also tested. The effects of frequency as a moderating variable on the relationship between brand identification community identification and participation were also revealed. Structural equations modeling was used to analyze the data collected after an online survey was done. Among the value creation practices, this study revealed that the impression management practice had a significant effect on brand identification and the community engagement practice had a significant effect on community identification. Test results have also shown that community identification has a significant effect on participation. Frequency moderated the relationship between brand identification and participation. In the high frequency group, brand identification had a significant effect on participation whereas in the low frequency group, the effect was not significant.

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

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Hopkinson, Christopher. "BUILDING AN ONLINE COMMUNITY: INGROUP FACE AND RELATIONAL WORK IN ONLINE DISCUSSIONS". Discourse and Interaction 7, n.º 1 (30 de junho de 2014): 49. http://dx.doi.org/10.5817/di2014-1-49.

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

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Hay, Alastair D., Emma Anderson, Sue Ingle, Charles Beck e William Hollingworth. "Respiratory Tract Infections in Children in the Community: Prospective Online Inception Cohort Study". Annals of Family Medicine 17, n.º 1 (janeiro de 2019): 14–22. http://dx.doi.org/10.1370/afm.2327.

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Hakala, Henri, Laura Niemi e Marko Kohtamäki. "Online brand community practices and the construction of brand legitimacy". Marketing Theory 17, n.º 4 (26 de abril de 2017): 537–58. http://dx.doi.org/10.1177/1470593117705695.

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

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Akoumianakis, Demosthenes. "Designing Practice-Oriented Toolkits". International Journal of Virtual Communities and Social Networking 1, n.º 4 (outubro de 2009): 50–72. http://dx.doi.org/10.4018/jvcsn.2009092204.

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This article aims to develop a conceptual frame of reference for analyzing and gaining insight to virtual community practices. The author’s normative perspective is that the vast majority of studies on virtual communities concentrate on managing (i.e., identifying, forming and sustaining) virtual communities, dismissing the practice the community is about. On the other hand, there is evidence to suggest that practice-oriented insights may offer new grounds for innovative engagement in virtual settings. Following a thorough analysis of seemingly heterogeneous concepts from new media, community-oriented thinking and practice-based approaches the article discusses what is it that differentiates offline from online practice, how these two are intertwined and why the literature lacks detailed insights on the actual practice virtual communities become engaged in. In light of this discussion, the Community-media-Practice grid is proposed as a guide for designing practiceoriented toolkits fostering a shared language for co-engagement in linguistic domains.

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Peeters, Ward, e Marilize Pretorius. "Facebook or fail-book: Exploring “community” in a virtual community of practice". ReCALL 32, n.º 3 (7 de abril de 2020): 291–306. http://dx.doi.org/10.1017/s0958344020000099.

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

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Cheng, Ruijia, e Benjamin Mako Hill. "Many Destinations, Many Pathways: A Quantitative Analysis of Legitimate Peripheral Participation in Scratch". Proceedings of the ACM on Human-Computer Interaction 6, CSCW2 (7 de novembro de 2022): 1–26. http://dx.doi.org/10.1145/3555106.

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Although informal online learning communities have proliferated over the last two decades, a fundamental question remains: What are the users of these communities expected to learn? Guided by the work of Etienne Wenger on communities of practice, we identify three distinct types of learning goals common to online informal learning communities: the development of domain skills, the development of identity as a community member, and the development of community-specific values and practices. Given these goals, what is the best way to support learning? Drawing from previous research in social computing, we ask how different types of legitimate peripheral participation by newcomers-contribution to core tasks, engagement with practice proxies, social bonding, and feedback exchange-may be associated with these three learning goals. Using data from the Scratch online community, we conduct a quantitative analysis to explore these questions. Our study contributes both theoretical insights and empirical evidence on how different types of learning occur in informal online environments.

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Anderson, Joel G., Elizabeth Hundt, Morgan Dean, Jessica Keim-Malpass e Ruth Palan Lopez. "“The Church of Online Support”". Journal of Family Nursing 23, n.º 1 (6 de dezembro de 2016): 34–54. http://dx.doi.org/10.1177/1074840716681289.

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Daroszewski, Ellen Beth, Anita G. Kinser e Susan L. Lloyd. "Online, Directed Journaling in Community Health Advanced Practice Nursing Clinical Education". Journal of Nursing Education 43, n.º 4 (1 de abril de 2004): 175–80. http://dx.doi.org/10.3928/01484834-20040401-05.

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Dedema, Meredith, e Pnina Fichman. "Boundary Crossing in Online Community of Practice: “Between Art and Quarantine”". Proceedings of the Association for Information Science and Technology 58, n.º 1 (outubro de 2021): 697–99. http://dx.doi.org/10.1002/pra2.533.

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

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Covelli, Bonnie J. "Online Discussion Boards: The Practice of Building Community for Adult Learners". Journal of Continuing Higher Education 65, n.º 2 (4 de maio de 2017): 139–45. http://dx.doi.org/10.1080/07377363.2017.1274616.

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Widita, Anindya. "The Evolving Consumer Behavior: Fan Culture in Online Community". Jurnal Manajemen dan Kearifan Lokal Indonesia 2, n.º 1 (9 de outubro de 2018): 34. http://dx.doi.org/10.26805/jmkli.v2i1.17.

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It is obvious how technology has reformed the way consumers behave. More than influencing factors to buying decision, the study of media consumers has attracted scholars to investigate various subjects related to it. Fan culture has never been this fun back in the days before new media. With the benefit of Internet, fans can be more active in terms of producing and sharing contents and enrich their fan experience. This paper aims to investigate fan practices and experience in an online community as not just media consumers but also producers. The data for this research were collected through one-month online observation in exochocolate LiveJournal community, which is a forum-based community that has been chosen to represent fans in online community. Common practices and characteristics are among the focus chosen to understand the behavior. This research concludes that various content producing and sharing; including the engagement between the fans forms the fan culture in the community. Furthermore, a sense of organization is also seen through how they manage the platform. The shared and common practice such as the style of commenting and the style of organizing the entries or posts are the most apparent examples of the self-organizing community. Fans join the community not only to find information and updates but also to share their opinion and feeling and these contribute to their fan experience because they have other fans to interact with.

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Gardner, K., S. Bridges e D. Walmsley. "International peer review in undergraduate dentistry: enhancing reflective practice in an online community of practice". European Journal of Dental Education 16, n.º 4 (9 de março de 2012): 208–12. http://dx.doi.org/10.1111/j.1600-0579.2012.00743.x.

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Claassens, Elmien. "Utilising a Virtual Community to practice Community Work theory during COVID-19 lockdown in South Africa". Journal of Practice Teaching and Learning 17, n.º 3 (24 de janeiro de 2021): 138–42. http://dx.doi.org/10.1921/jpts.v17i3.1456.

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In this practice note, I highlight the challenges social work practice lecturers overcame during a national lockdown midst the COVID-19 pandemic in South Africa whilst converting face to face teaching on community work to the online environment. I discuss how a fictitious virtual community was created, enabling students to apply the theoretical knowledge on community work from the practice module. I share the practical application on how students were able to ‘do’ community work in a virtual community and what we as a team of social work practice educators learned as a result.

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Cullen, Amanda L. L., e Sanjay R. Kairam. "Practicing Moderation: Community Moderation as Reflective Practice". Proceedings of the ACM on Human-Computer Interaction 6, CSCW1 (30 de março de 2022): 1–32. http://dx.doi.org/10.1145/3512958.

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Many types of online communities rely on volunteer moderators to manage the community and maintain behavioral standards. While prior work has shown that community moderators often develop a deep understanding of the goals of their moderation context and sophisticated processes for managing disruptions,less is known about the processes through which moderators develop this knowledge. In this paper, we leverage Donald Schön's concept of reflective practice as a lens for exploring how community moderators develop the 'knowledge-in-action' that they use to perform their work. Drawing on interviews with 18 Twitch moderators, we conceptualize moderators as reflective practitioners, iteratively encountering novel situations and adjusting their practices and mental models. Our findings provide detailed insight into how community moderators reflect-in-action, re-evaluating in real-time their mental models of viewer intent and community goals, and reflect-on-action, conducting post hoc assessments of individual incidents and long-term changes to adjust their practice over time. Moderators working in teams reveal specific aspects of reflection facilitated by cooperative discussion, which we call 'groupwise reflective practice'. By identifying community moderation as a form of reflective practice, we can leverage insights gained from studying practitioners in other fields,providing theoretical and practical implications for the study and support of community moderation.

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Bell-Robertson, Catherine G. "“Staying On Our Feet”". Journal of Research in Music Education 61, n.º 4 (25 de novembro de 2013): 431–51. http://dx.doi.org/10.1177/0022429413508410.

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

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Rodríguez, Charo, Vasiliki Rahimzadeh, Gillian Bartlett-Esquilant e Tamara Carver. "Insights for Teaching During a Pandemic: Lessons From a Pre-COVID-19 International Synchronous Hybrid Learning Experience". Family Medicine 54, n.º 6 (1 de junho de 2022): 471–76. http://dx.doi.org/10.22454/fammed.2022.319716.

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Background and Objectives: Medical educators and researchers have increasingly sought to embed online educational modalities into graduate medical education, albeit with limited empirical evidence of how trainees perceive the value and experience of online learning in this context. The purpose of this study was to explore the experiences of hybrid learning in a graduate research methods course in a family medicine and primary care research graduate program. Methods: This qualitative description study recruited 28 graduate students during the fall 2016 academic term. Data sources included qualitative group discussions and a 76-item online survey collected between March and September 2017. We used thematic analysis and descriptive statistics to analyze each data set. Results: Nine students took part in three group discussions, and completed an online survey. While students reported positive learning experiences overall, those attending virtually struggled with the synchronous elements of the hybrid model. Virtual students reported developing research skills not offered through courses at their home institution, and students attending the course in person benefited from the diverse perspectives of distance learners. All stressed the need to foster a sense of community. Conclusions: Quality delivery of online graduate education in family medicine research requires optimizing social exchanges among virtual and in-person learners, ensuring equitable engagement among all students, and leveraging the unique tools afforded by online platforms to create a shared sense of a learning community.

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Fiock, Holly. "Designing a Community of Inquiry in Online Courses". International Review of Research in Open and Distributed Learning 21, n.º 1 (1 de janeiro de 2020): 134–52. http://dx.doi.org/10.19173/irrodl.v20i5.3985.

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

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Kim, Donghee. "Cyberbullying Behaviors in Online Travel Community: Members’ Perceptions and Sustainability in Online Community". Sustainability 14, n.º 9 (26 de abril de 2022): 5220. http://dx.doi.org/10.3390/su14095220.

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Online travel community (OTC) has been played a critical role for digital marketing in the travel industry. The successful operation of an online travel community is depending on social connection and active friendship among the OTC’s users. However, cyber-victimization has become a critical concern which has been threaten sustainable online travel community. In this regard, this study investigates how cyber-victimization recovery practices in OTAs affect online community ambient and behavioral loyalty in OTCs using second-order confirmatory factor analysis. The results indicate that the OTCs’ efforts to recover the online ambient against cyber-victimization lead OTC members to be loyal to the OTCs. Implications for the sustainable online travel community were discussed.

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