Adding connectivity and losing context with ICT: Contrasting learning situations from a community of practice perspective

Arnold, Patricia; Smith, John D.

doi:10.1007/978-94-017-0115-0_24

Cited by 11 publications

(7 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Many authors found the approach COP helpful for the understanding and support of co-operation, knowledge management and collaborative learning (Brown and Duguid, 1991;Wenger et al, 2002;Allatta, 2003;Osterlund and Carlile, 2003). Several case studies conclude that this is also true for virtual or distributed online-communities (Orlikowski, 2002;Arnold and Smith, 2003;Eales, 2003;Haas et al, 2003;Rohde, 2003).…”

Section: Communities Of Practice (Cop)mentioning

confidence: 90%

“…While COP has been getting more popular in the CSCL-/CSCW literature during the last years (cf. Orlikowski, 2002;Arnold and Smith, 2003;Duguid, 2003;Eales, 2003;Haas et al, 2003;Rohde, 2003Rohde, , 2004, the SIT approach is largely ignored in ICT-related research. Empirically, our study highlights processes of community building in hybrid settings.…”

Section: Wiinf-central -A Basis For a Hybrid Community Of Studentsmentioning

confidence: 96%

See 1 more Smart Citation

Community-Building with Web-Based Systems ? Investigating a Hybrid Community of Students

Rohde¹,

Reinecke

Pape

et al. 2004

Comput Supported Coop Work

View full text Add to dashboard Cite

This paper examines WiInf-Central, the 'virtual homeplace' of a student community (on Information Systems) at the University of Hamburg, and focuses on processes of social identity and community-building. Drawing on social-identity theory and communities of practice as our theoretical basis, we illustrate that the processes of identity-building and positive in-group evaluation triggered by WiInf-Central serve as a means for students of Information Systems to assert themselves against faculty members and students of other disciplines. While our study reveals strong mechanisms of social exclusion, inclusion mechanisms have to be assessed in a more differentiated way. In particular, our study shows the emergence of several 'subgroups', which appear largely closed to other community members. We ascribe this to both the self-organized and the hybrid -half virtual, half real -nature of the community based on WiInf-Central.

show abstract

Section: Communities Of Practice (Cop)mentioning

confidence: 90%

Section: Wiinf-central -A Basis For a Hybrid Community Of Studentsmentioning

confidence: 96%

Community-Building with Web-Based Systems ? Investigating a Hybrid Community of Students

Rohde¹,

Reinecke

Pape

et al. 2004

Comput Supported Coop Work

View full text Add to dashboard Cite

show abstract

“…Several case studies conclude that this is true even for computersupported, virtual or distributed communities (Orlikowski 2002, Haas et al 2003, Eales 2003, Arnold and Smith 2003, Rohde 2004.…”

Section: Communities Of Practice (Cop)mentioning

confidence: 94%

Reality is our laboratory: communities of practice in applied computer science

Rohde

Klamma

Jarke

et al. 2007

Behaviour & Information Technology

View full text Add to dashboard Cite

The present paper presents a longitudinal study of the course 'High-tech Entrepreneurship and New Media'. The course design is based on socio-cultural theories of learning and considers the role of social capital in entrepreneurial networks. By integrating student teams into the communities of practice of local start-ups, we offer learning opportunities to students, companies and academia. The student teams are connected to each other and to their supervisors in academia and practice through a community-system. Moreover, the course is accompanied by a series of lectures and group discussions. In this paper we want to present our experiences and to reflect upon the design changes between the first and the second instance of the course. The evaluation of the course showed that the work on realworld problems and the collaboration in teams together with partners from start-up companies were evaluated as very positive, although design flaws, and cultural and professional diversities limited the success of the first instance in 2001. For the second course in 2002, the didactical design was improved significantly according to evaluation results, which brought evidence that the design changes resulted in better collaborative practices and more stable relationships between start-up companies and students. Furthermore, it was found that especially the differences in cultural background and different historical experiences between the two distinct groups of 'students' and 'entrepreneurs' might make processes of social identification more difficult and, therefore, successful community-building less likely'.

show abstract

“…Therefore, we used only a few basic scenario-based lessons in our hybrid e-learning model, to reduce the cost and time involved in the production process. Arnold and Smith (2003) worked with a practice-oriented community to connect members together to share resources and complete the learning task effectively. The resultant value achieved in practice by interaction among members of the community could be greatly enhanced by community learning (Bradbury & Mainemelis, 2001).…”

Section: Literature Reviewmentioning

confidence: 99%

A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories

Tsai¹

2011

soc behav pers

View full text Add to dashboard Cite

In the context of e-learning many learning theories used in the physical classroom situation, including learning in a community adaptive, collaborative, scaffolding, and scenario learning, have been adopted and validated. Based on these learning theories, an electronic platform and set of procedures for applying a hybrid e-learning model to an internationally accredited training course in industry was explored, developed, and evaluated for this study. This hybrid e-learning system provided electronic, illustration, group learning, comprehension, and workshop learning units and complied with the training objectives of the designated course. The validation of this model was positive and the results indicated that the proposed hybrid e-learning course could be further improved by taking into consideration individual learners' attributes.Keywords: adaptive learning, collaborative learning, learning in a community, scaffolding learning, scenario learning, hybrid e-learning. This research was inspired by recently developed hybrid e-learning practices and the latest theories about enhancing the effectiveness of the teaching-learning process. In the setting of a knowledge-based economy and organizational learning, learning theories such as learning in a community, adaptive, scenario, collaborative, and scaffolding learning (Protheroe, 2004) can be integrated into many hybrid e-learning practices, such as online digital content, multimedia training compact disks, supplemental learning content online discussion, and live SOCIAL

show abstract

Adding connectivity and losing context with ICT: Contrasting learning situations from a community of practice perspective

Cited by 11 publications

References 13 publications

Community-Building with Web-Based Systems ? Investigating a Hybrid Community of Students

Community-Building with Web-Based Systems ? Investigating a Hybrid Community of Students

Reality is our laboratory: communities of practice in applied computer science

A Hybrid E-Learning Model Incorporating Some of the Principal Learning Theories

Contact Info

Product

Resources

About