scholarly journals Enhancing Learning through Community Membership: Honours Students’ Perceptions of Community Membership and Its Impact on Learning

2021 ◽  
Vol 7 (2) ◽  
pp. 38
Author(s):  
Paul Wabike
Keyword(s):  
Communities Of Practice ◽  
Learning Communities ◽  
School Community ◽  
Theoretical Background ◽  
Community Membership ◽  
Large School ◽  
Community Impacts ◽  
Perceived Impact

This article looks at how membership of a community impacts learning for individuals. Community membership and learning have received much attention from scholars and practitioners alike (for example, in Wolfensberger, 2012; Inkelas, Jessup-Anger, Wawrzynski, & Benjamin, 2007; Wenger, 1998). Specifically, many studies have focused on learning communities and how membership in such a community can help individual learners achieve what they are pursuing (Gabelnick et al., 1990). Using Communities-of-Practice (CoP) theory (Lave & Wenger 1991; Wenger, 1998) as a theoretical background, this study sought to understand the perceived impact of community membership on learning. The ultimate goal is to put the benefits and drawbacks of this membership in the perspective of a close-knit group of students who exist within a large school community. This study has several objectives:

Science mapping the most-cited publications on workplace learning

2020 ◽  
Vol 32 (4) ◽  
pp. 259-272 ◽  
Author(s):  
Visal Moosa ◽  
Mariyam Shareefa
Keyword(s):  
Communities Of Practice ◽  
Learning Communities ◽  
Knowledge Base ◽  
Workplace Learning ◽  
Design Methodology ◽  
Close Association ◽  
Scholarly Work ◽  
Science Mapping ◽  
Content Type ◽  
Key Concepts

Purpose This study aims to use science mapping to explore the knowledge base on workplace learning. Design/methodology/approach The analyses were based on the 100 most-cited articles out of the 7,469 results that were generated by the search on SCOPUS database. Bibliometric analyses such as keyword occurrence, co-authorship network and bibliometric coupling network were conducted using VOSviewer. Findings The results indicated that scholarly work in the area of workplace learning is on the rise while emphasising the need for contributions from Eastern and Asian perspectives. It was also found that scholarly work on workplace learning can be classified into two major schools of thought, namely, one that revolves around learning communities and other around communities of practice. Finally, analysis of the top-journals revealed that many of them have a close association with the field of education. Research limitations/implications This analysis is based on a single database. Nonetheless, scholars looking forward to research and publish on the topic may consider the key concepts and journals identified in this review. Originality/value To the best of the authors’ knowledge, no other study on bibliometric analysis of the topic has been conducted. This study contributes to the knowledge base on workplace learning by science mapping the existing knowledge.

scholarly journals Interconnecting networks of practice for professional learning

2011 ◽  
Vol 12 (3) ◽  
pp. 1 ◽  
Author(s):  
Julie Mackey ◽  
Terry Evans
Keyword(s):  
Online Learning ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Professional Learning ◽  
Professional Practice ◽  
Networked Learning ◽  
Online Learning Communities ◽  
Online Pedagogies ◽  
Teachers Perspectives ◽  
Networks Of Practice

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study. The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked learning and emphasising the role of the learner in defining their learning pathways.

Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach

2013 ◽  
Vol 10 (1) ◽  
pp. 177-184 ◽  
Author(s):  
Tracie Risling ◽  
Linda Ferguson
Keyword(s):  
Collaborative Learning ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Student Learning ◽  
Community Of Practice ◽  
Collaborative Research ◽  
New Faculty ◽  
Student Centered ◽  
Current State ◽  
Research Challenges

AbstractAlthough the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

A wink and a nod: The role of emojis in forming digital communities

Multilingua ◽  
2019 ◽  
Vol 38 (4) ◽  
pp. 377-400
Author(s):  
Sage L. Graham
Keyword(s):  
Communities Of Practice ◽  
Cultural Norms ◽  
Community Membership ◽  
Digital Space ◽  
Playing Field ◽  
Digital Communities ◽  
Live Chat ◽  
The Common ◽  
Gaming Communities

Abstract As digital interactions become more global, individuals who bring divergent practices ‘to the keyboard’ must interact with other participants who come to the digital space with different cultural norms and expectations. This study explores the interface between local expectations and global practice through emoji use in online gaming – a venue which brings people from around the globe together on a common ‘playing field’. Since emojis were originally designed to tap into universals in human experience and expression, they are a ready-made resource through which individuals can integrate their culture-based expectations with communicative norms that are rooted in the common denominators of the (global) digital environment. Using live chat data from the game streaming platform Twitch, this study examines emojis posted to the open chat room during game streams of one female and one male gamer. The analysis examines the ways that participants use these semiotic images to orient toward gaming communities of practice and claim identities within gaming groups. It also explores whether emoji use is affected by the gender of the streamer. Analysis indicates that participants in the man’s stream differ from participants woman’s stream in the ways they use emojis to claim community membership and employ emojis as phatic devices.

Innovation, Learning, Communities, and Actor-Networks of Practice

2014 ◽  
pp. 30-51
Author(s):  
Stephen Fox ◽  
David Vickers
Keyword(s):  
Communities Of Practice ◽  
Learning Communities ◽  
Situated Learning ◽  
Network Theory ◽  
Practice Theory ◽  
Actor Network Theory ◽  
Actor Network ◽  
Ethnographic Studies ◽  
Actor Networks ◽  
Networks Of Practice

This chapter addresses the question: Is there a virtuous circle between situated learning within communities of practice and the corporate pursuit of innovation in large companies? The authors trace a succession of ways in which it has been formulated, reframed, and addressed across a range and sequence of qualitative studies. Overall, they argue for more ethnographic studies of organizational learning and innovation and recommend further use of actor-network theory, which has potential to add considerably to communities of practice theory. The authors illustrate this argument in the chapter through a discussion of Carlile's (2002) important paper and cite a number of other studies that use actor-network theory in combination with communities of practice theory.

Sign in / Sign up

Export Citation Format

Share Document