Adult learning in online communities of practice: A systematic review

Abstract

Adult learning is a lifelong process whereby knowledge is formed through the transformation of adults' experience. Research on online adult learning has been on the rise in recent years, thanks to the innovative opportunities provided to adults by digital technologies. Online communities of practice (OCOPs) a one of such opportunities, which offer the potential to bring geographically dispersed adult learners together through a common interest. Despite an increased growth in the use of OCOPs by adults in various professional sectors, there is still a lack of understanding of the characteristics of online adult learning in OCOPs, and the facilitators and hinderers influencing engagement in these communities. This paper presents a comprehensive synthesis of research literature on online adult learning in OCOPs to understand its characteristics and what may facilitate or hinder adults' engagement in these communities. A review has been conducted using a systematic, rigorous and standard procedure, aiming to summarise and synthesise existing research on the topic and to provide analytical criticism. In total, thirty‐seven studies were included in this review. Findings revealed that members of OCOPs are independent, experience‐centred, problem‐centred, self‐motivated, goal‐oriented, and lifelong learners with the purpose to achieve professional outcomes. Moreover, the results revealed how the engagement of adults in OCOPs could lead to improving learning processes. Findings also showed that the level of engagement is influenced by aging, fatigue caused by a busy life, resistance process due to learning new technologies, lack of personal evolution, interactive learning settings, motivation, self‐regulation and competition factors. This study revealed facilitators and hinderers of engagement in OCOPs. The study extended andragogy to digital environments and contributes to the theory by making sense of characteristic of adult learning in OCOPs. Practitioner notesWhat is already known about this topic The importance of lifelong learning for adults in the digital era has been stressed by past studies. Digital technologies have offered new opportunities for professional adults to continuously develop their skills and knowledge. Online communities of practice can facilitate self‐directed and individual‐centred learning. What this paper adds Enhances our understanding of online adult learners as lifelong learners taking advantage of OCOPs for professional and personal development. Provides a systematic literature review (SLR) of recent studies on online adult learners' characteristics. Presents facilitators and hinderers of adults' engagement in OCOPs. Makes recommendations on future research and practice into lifelong learning in the digital era. Implications for practice and/or policy There is a need to reframe the way lifelong learning via OCOPs is defined, to account for adults' needs more effectively, where individuals are better engaged to share their experiences that are valuable to them and connects them with their peers to build sustainable online communities.

Community engagement education in academic health centers, colleges, and universities

“…Undergraduate medical education has moved toward milestones and passing scores. This evolution is also seen in public health education, with graduate training moving to competencies and concepts built around lifelong learning [33]. That evolution dovetails with principles of CE as described earlier [1,2].…”

“…Additionally, we conducted direct outreach to other selected academic centers. We based recommendations, partly, on educational theories, health equity frameworks, and emerging consensus on principles of CE [1,2,5,13,[33][34][35][36][37][38][39][40]. Insights were drawn from a report by an Association of American Medical Colleges (AAMC) panel on public and population health in medical education [14].…”

“…Similarly, Kolb's Experiential Learning Theory proposes four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation [53,54]. Thus, the design should incorporate adult learning principles, including experience, mentorship, self-direction, and self-motivation [33,35]. Consequently, learning can be self-directed through online modules, individually or in groups, using in-person or virtual platforms.…”

Virtual professional development on conflict management for school leaders

“…In reviewing general online PD, advantages emerged in the use of online methods of delivery with the addition of interactive learning through online communities of practice (Jesionkowska, 2018). Abedini et al (2021) systematically reviewed adult learning in online communities of practice and determined that adult learners are "independent, self-directed, experience-centered and problem-centered, self-motivated and goal-oriented, with the main prospect of achieving a relevant professional outcome" (para. 45).…”

“…45). While empirical research on online professional development for principals has remained unaddressed, evidence has emphasized investing in opportunities for online learning (Abedini et al, 2021). State education agencies and school districts utilize online PD to offer adult learners more interactive learning opportunities to facilitate interactions through online technologies such as group discussion, online discussion, and online learning communities (Sadeghi and Kardan, 2015).…”