Examining Electronic Learning Communities through the Communities of Practice Framework

Autor/in	Linton, Jayme N.
Titel	Examining Electronic Learning Communities through the Communities of Practice Framework
Quelle	In: American Journal of Distance Education, 29 (2015) 4, S.269-282 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2015.1085779
Schlagwörter	Electronic Learning; Communities of Practice; Qualitative Research; Case Studies; Virtual Classrooms; High Schools; Distance Education; Data Analysis; Observation; Data Collection; Alignment (Education); Participation; Problem Solving; Learning Experience; Accountability; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Community; Qualitative Forschung; Case study; Fallstudie; Case Study; High school; Oberschule; Distance study; Distance learning; Fernunterricht; Auswertung; Beobachtung; Data capture; Datensammlung; Teilnahme; Problemlösen; Lernerfahrung; Verantwortung
Abstract	This qualitative interpretive case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the electronic learning community (eLC) process at an established state virtual high school operated like a community of practice. Components of the eLC process were analyzed according to elements of the CoP framework, which provided a theoretical lens through which to analyze data gathered through interviews, observations, and document collection. Findings revealed several areas of alignment between the eLC process and the CoP framework, particularly with Wenger's notion of practice within a CoP as a duality between participation and reification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01