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

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?

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Blending In

Blended Learning across Disciplines ◽

10.4018/978-1-60960-479-0.ch012 ◽

2011 ◽

pp. 208-227 ◽

Cited By ~ 1

Author(s):

Marvin D. LeNoue ◽

Ronald Stammen

Keyword(s):

Social Network ◽

Blended Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Network Technology ◽

Online Teaching And Learning ◽

E Learning ◽

Second Wave ◽

And Training ◽

Learning Concept

This chapter comprises an outline of the prototype concept referred to as Second-Wave Enabled Technology Enhanced (SWETE) instruction. SWETE is positioned to subsume the blended learning concept, critiqued as a categorization that will fade to ubiquity as second-generation e-learning paradigms predominate in digitally-mediated education and training. In this chapter, the operational attributes of the SWETE model are presented via description of second-wave technologies, delineation of recent changes in educational cultures and contexts, and discussion of the principles of effective digitally-mediated education. The authors highlight the benefits of social media-driven instructional designs and introduce the use of Blackboard LMS/social network site mashups as core tools for online teaching and learning. The chapter ends with a look at the future of mobile and blended learning, and a call for research into the use of social network technology in the delivery of learning opportunities.

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Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

Asian Journal of Education and e-Learning ◽

10.24203/ajeel.v9i5.6735 ◽

2021 ◽

Vol 9 (5) ◽

Author(s):

Manorika Ratnaweera ◽

Rohini Khareedi

Keyword(s):

Higher Education ◽

Oral Health ◽

Blended Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Online Teaching And Learning ◽

Learning And Teaching ◽

Face To Face ◽

The World ◽

Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

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Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory

Journal of Management Education ◽

10.1177/1052562916631109 ◽

2016 ◽

Vol 40 (6) ◽

pp. 654-691 ◽

Cited By ~ 19

Author(s):

J. B. Arbaugh ◽

Charles J. Fornaciari ◽

Alvin Hwang

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Management Education ◽

Entrepreneurship Education ◽

Future Research ◽

Code Theory ◽

Online Teaching And Learning ◽

Field Development ◽

Legitimation Code Theory ◽

Business And Management

Although the volume of business and management education (BME) research has expanded substantially, concerns remain about the field’s legitimacy and its ability to attract new and dedicated scholars. An obstacle that may impede field development is lack of knowledge about influential works and authors to frame topical areas of inquiry and future research questions. We used citation analysis to track the development of BME research by uncovering 100 highly cited articles that revolve primarily around four research topical areas: (a) Entrepreneurship Education, (b) Distance Education/Online Teaching and Learning, (c) Business Student Ethics, and (d) Characteristics/Critiques of Business Schools. We then used legitimation code theory to categorize these articles on the basis of richness of knowledge ideas (Knowledge Code), the reputation of scholars (Knower Code), the combination of knowledge and reputation (Elite Code), or some other qualities (Relativist Code). Both Entrepreneurship Education and Online Teaching and Learning had articles in Relativist Code, Elite Code, and Knowledge Code categories, with other topical areas primarily populating the Knower Code and Relativist Code categories. We conclude by discussing potential implications for the development of BME research topics, BME scholars, and future applications of legitimation code theory.

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Faculty Perceptions of Using Synchronous Video-based Communication Technology

Online Learning ◽

10.24059/olj.v25i4.2890 ◽

2021 ◽

Vol 25 (4) ◽

Author(s):

Patrick R. Lowenthal ◽

Richard E. West ◽

Leanna Archambault ◽

Jered Borup ◽

Eric Belt

Keyword(s):

Communication Technology ◽

Mixed Method ◽

Online Teaching ◽

Teaching And Learning ◽

Faculty Perceptions ◽

Faculty Members ◽

Future Research ◽

Mixed Method Study ◽

Online Teaching And Learning ◽

Research And Practice

Online learning has traditionally relied on asynchronous text-based communication. The COVID-19 pandemic, though, has provided many faculty members with new and/or additional experience using synchronous video-based communication. Questions remain, though, about how this experience will shape online teaching and learning in the future. We conducted a mixed method study to investigate faculty perceptions of using synchronous video-based communication technology. In this paper, we present the results of our inquiry and implications for future research and practice.

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Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Higher Learning Research Communications ◽

10.18870/hlrc.v3i4.169 ◽

2013 ◽

Vol 3 (4) ◽

pp. 59 ◽

Cited By ~ 3

Author(s):

Perry Hartfield

Keyword(s):

Learning Styles ◽

Blended Learning ◽

Information And Communication Technologies ◽

Curriculum Design ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Activities ◽

Biomedical Science ◽

Online Teaching And Learning ◽

Face To Face

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

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A community of practice to support faculty innovation in online teaching and learning

Journal of Dental Education ◽

10.1002/jdd.12560 ◽

2021 ◽

Author(s):

Diane C. Hoelscher ◽

Adam K. Barragato ◽

Christopher J. Mong

Keyword(s):

Community Of Practice ◽

Online Teaching ◽

Teaching And Learning ◽

Online Teaching And Learning

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Online versus Onsite Teaching Performance Analysis of an Introductory Electrical Circuit Class

Asian Journal of Education and e-Learning ◽

10.24203/ajeel.v9i4.6689 ◽

2021 ◽

Vol 9 (4) ◽

Author(s):

Mohammad Amin ◽

Bhaskar Raj Sinha ◽

Pradip Peter Dey

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Electrical Circuit ◽

Future Research ◽

Assessment Data ◽

Online Teaching And Learning ◽

Online Mode ◽

Research Areas ◽

Traditional Age ◽

Better Than

Academia is adapting to the new age of online teaching and learning as the online mode has rapidly spread during the past several months. This is a significant paradigm shift and can also be viewed as an opportunity to think and experiment outside the box and question the traditional age-old ways of functioning in the onsite mode. As expected, there is continuous need and strong demand for innovative flexible online activities that promote learning. Currently, most academic institutions are in the process of either evaluating or implementing the new online options and tools for their programs. This paper compares the assessment data for online and onsite offerings of electrical circuit STEM classes during 2007-2021 and suggests that online mode is as good as or better than onsite mode. Future research areas are recommended that may contribute to understanding these trends and results in other areas of engineering and computer science.

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