Using a Community of Practice Strategy to Strengthen Teaching and Learning of Mathematics in Rural Areas

2021 ◽  
pp. 31-44
Author(s):  
Benita P. Nel
Keyword(s):  
Community Of Practice ◽  
Rural Areas ◽  
Teaching And Learning

scholarly journals A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research, 2000-2014

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Sedef Uzuner Smith ◽  
Suzanne Hayes ◽  
Peter Shea
Keyword(s):  
Communities Of Practice ◽  
Blended Learning ◽  
Community Of Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Work ◽  
Theoretical Framework ◽  
Future Research ◽  
Online Teaching And Learning ◽  
Integrative Research

After presenting a brief overview of the key elements that underpin Etienne Wenger’s communities of practice (CoP) theoretical framework, one of the most widely cited and influential conceptions of social learning, this paper reviews extant empirical work grounded in this framework to investigate online/blended learning in higher education and in professional development. The review is based on integrative research approaches, using quantitative and qualitative analysis, and includes CoP oriented research articles published between 2000 and 2014. Findings are presented under three questions: Which research studies within the online/blended learning literature made central use of the CoP framework? Among those studies identified, which ones established strong linkages between the CoP framework and their findings? Within this last group of identified studies, what do the patterns in their use of the CoP framework suggest as opportunities for future research in online teaching and learning?

scholarly journals Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University

2021 ◽  
Vol 9 (2) ◽  
pp. 87
Author(s):  
Munyaradzi Chidarikire
Keyword(s):  
Learning Outcomes ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Work Conditions ◽  
Highly Qualified ◽  
Quality Of Teaching ◽  
Education Data ◽  
University Lecturers

This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.

scholarly journals Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 329
Author(s):  
Sidra Noreen
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Management System ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning Management System ◽  
Group Discussion ◽  
Structured Interviews ◽  
Learning Management

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

scholarly journals Teaching and Learning during COVID-19 Pandemic: A Qualitative Study on Elementary School Teachers in Indonesia

2021 ◽  
Author(s):  
Kartika Yulianti ◽  
Amirul Mukminin
Keyword(s):  
Elementary School Teachers ◽  
Rural Areas ◽  
Teaching And Learning ◽  
School Closure ◽  
Policy Implications ◽  
Future Research ◽  
Demographic Profiles ◽  
Critical Issues ◽  
Barriers To Teaching ◽  
Urban And Rural Areas

In this study, we explored how teachers in elementary schools in urban and rural areas in Indonesia experienced teaching and learning during school closure or learning from home (LFH) period and examined the barriers that hindered the teaching and learning process in both contexts. We collected data through demographic profiles and semi-structured in-depth interviews with 18 teachers. We organized our analysis around their perspectives on teaching and learning during COVID-19 pandemic that they encountered emerged. Overall, an analysis of the text revealed that major themes related to the critical issues of (1) teaching and learning activities during school closure, (2) how teachers assess students’ learning progress, (3) how teachers maintained students’ motivation during learning from home period, (4) the most challenging subject to teach during the learning from home period, (5) support from school or the principals, parents’ ability to assist children learn during the pandemic, and (6) barriers to teaching and learning during the learning from home period. Future research and policy implications are also discussed.

Technology Shaping Education in Rural Communities

2018 ◽  
pp. 184-204
Author(s):  
Jillian R. Powers ◽  
Ann T. Musgrove ◽  
Jessica A. Lowe
Keyword(s):  
Rural Communities ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Rural Teachers ◽  
Post Secondary ◽  
Face To Face ◽  
Grade Levels ◽  
Teachers And Students ◽  
Impact Of Technology ◽  
The Impact

This chapter examines how technology has shaped the teaching and learning process for individuals residing in rural areas. Research on the history and unique needs of rural communities and the impact of technology in these areas is discussed. Educational experiences of students across all grade levels, from early childhood though post-secondary education, is examined. Examples of innovative and creative uses educational technologies in distance and face-to-face settings are described from the perspective of rural teachers and students.

Meeting the Realities in Technology Enhanced Learning

2010 ◽  
pp. 224-245
Author(s):  
Sibitse Mirriam Tlhapane ◽  
Sibongile Simelane
Keyword(s):  
Rural Areas ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Computer Training ◽  
Technology Enhanced Learning ◽  
Learning Material ◽  
Cd Rom ◽  
Geographically Dispersed ◽  
The University ◽  
Enhanced Learning

The case discusses the challenges of introducing technology-enhanced learning in geographically dispersed learners, most of who are situated in rural areas. These are post-diploma nursing learners with minimal computer literacy. They also have limited or even no access to computers at the university because they attend part time, have full-time jobs and stay far from the university and so cannot even visit computer labs after hours. Despite these challenges, these students end up being motivated to learn computers so that they can access learning material and also use them for lifelong learning. The case also covers computer training, e-applications used, online learning, studies done, partnerships between faculty and the directorate and teaching and learning with technology. The value of simple, cheap technologies like an interactive CD-ROM in initiating students to e-learning and overcoming their bandwidth problems is emphasised, including the gains made from the project. Both staff and managerial challenges are discussed and recommendations are made.

How to Utilize an Online Community of Practice (CoP) to Enhance Innovation in Teaching and Learning

2012 ◽  
pp. 532-544
Author(s):  
Jacob Prisk ◽  
Kerry Lee
Keyword(s):  
Communities Of Practice ◽  
Community Of Practice ◽  
Online Community ◽  
Teaching And Learning ◽  
Authentic Learning ◽  
Future Trends ◽  
Classroom Learning ◽  
Web Based ◽  
Sustainable Community ◽  
Online Community Of Practice

Involving the community in supporting students’ learning is something most educators would consider high in importance. Communities of practice have proven they assist authentic learning to take place. Developing an online community of practice adds a layer of complexity to classroom learning, as it is more than simply converting activities to Web-based interactions. This chapter provides background to what communities of practice are and how they function. It outlines the considerations needed to design a successful and sustainable community of practice. Utilization, considerations for implementation and future trends will also be elaborated upon.

scholarly journals Towards Inclusive, Quality ICT-Based Learning for Rural Transformation

2017 ◽  
pp. 107-125 ◽  
Author(s):  
Vinayagum Chinapah ◽  
Jared O. Odero
Keyword(s):  
Rural Areas ◽  
Teaching And Learning ◽  
Formal Structure ◽  
Sub Saharan Africa ◽  
Skills Development ◽  
Rural Transformation ◽  
The North ◽  
Future Challenges ◽  
Sub Saharan ◽  
The Impact

Information and communication technology (ICT) has emerged as a tool that can enhance flexible learning pathways. ICT has the potential to increase equitable access to quality learning, which is essential for skills development. Skills are required in technology-related nonfarm activities so as to improve livelihoods and achieve sustainable rural transformation. However, slow pace of the developing countries to utilize the benefits of the ongoing technological revolution in the North has resulted in the ‘digital divide’. Besides, it is still problematic to implement ICT programmes for educational development. The current and future challenges of providing ICT-based learning desperately call for the reengineering of education to move out of the formal structure of teaching and learning, towards building a more practical and realistic approach. By means of a literature review, this paper examines and discusses why it is important to provide inclusive, quality ICT-based learning, particularly in the rural areas of Asia and sub-Saharan Africa (SSA). It recommends that diverse ICT-based solutions be adopted to promote skills development and training within non-formal and informal settings. More comparative studies are also required to understand the impact of ICT-based learning in rural areas. 

Building Faculty SoTL Skills Through a Multi- and Interdisciplinary Writing Community of Practice

2020 ◽  
pp. 78-95
Author(s):  
Sandra Sgoutas-Emch ◽  
Judith Liu ◽  
Moriah Meyskens ◽  
Tara Ceranic Salinas ◽  
Jane Friedman ◽  
...  
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Teaching And Learning ◽  
Strategic Plan ◽  
Faculty Members ◽  
Scholarship Of Teaching ◽  
Educational Excellence ◽  
Writing Community ◽  
Over Time

Cultivating a community of faculty to support Scholarship of Teaching and Learning (SoTL) work at universities can be challenging. There are many obstacles to overcome—obstacles such as how to sustain such efforts over time. The Center for Educational Excellence set out to design a strategic plan designed to address certain barriers to SoTL work and to create a long-standing community of practice for a SoTL group of faculty members—a group that has lasted over nine years to date. This chapter outlines strategies employed over the years and the evolution of the interdisciplinary group from a learning community to community of practice. The stories of past and present members are included along with advice on how others may have successful programs at their universities.

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