Creating and Facilitating Communities of Practice in Higher Education: Theory to Practice in a Regional Australian University

Reaburn, Peter; McDonald, Jacquie

doi:10.1007/978-981-10-2879-3_6

Cited by 22 publications

(14 citation statements)

References 32 publications

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“…Creating a comprehensive learning experience online also requires continuous updating of technology to ensure its integrity for use in delivering instruction. From this, video communications technologies have been used to enable more authentic learner-learner interaction in virtual environments (Reaburn & McDonald, 2017;Smyth, 2011). In higher education, videoconferencing, whether it is accessed via the Web or desktop, is considered one of the most commonly used tools for facilitating learners' selfdirected use of technology in a synchronous mode (Fischer, Collier-Meek, Bloomfield, Erchul, & Gresham, 2017;Reese & Chapman, 2017).…”

Section: Introductionmentioning

confidence: 99%

A Scoping Review of Videoconferencing Systems in Higher Education

Al-Samarraie

2019

IRRODL

100

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Videoconferencing as a learning tool has been widely used among educators and learners in order to induce effective communication between learners and teachers or learners and their peers, especially when face-to-face means are not possible. Different types of videoconferencing platforms or systems have emerged for use in today’s higher education institutions. Previous research has focused on examining the potential of three different forms of videoconferencing systems: desktop videoconferencing (DVC), interactive videoconferencing (IVC), and Web videoconferencing (WVC). In this study, a review of the literature was conducted to increase the current knowledge regarding the use of these videoconferencing systems. A classification of the videoconferencing paradigms from the constructivism and cognitivism perspectives was provided. The summary of the results for these videoconferencing systems revealed specific learning opportunities, outcomes, and challenges for both learners and instructors. The results suggest that current policy and teaching strategies are not ready to provide an accessible and comprehensive learning experience in DVC and IVC. Relative to previously conducted studies regarding the use of videoconferencing in higher education, this study offers a broader consideration of relevant challenges that emerge when using certain videoconferencing systems in both learning and teaching situations.

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Section: Introductionmentioning

confidence: 99%

A Scoping Review of Videoconferencing Systems in Higher Education

Al-Samarraie

2019

IRRODL

100

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“…Early conceptualisations of CoPs perceive them as naturally occurring, voluntarily and unstructured (Wenger, 1998). More recent studies suggest that CoPs can be intentionally nurtured as facilitated learning environments that support participants to make tacit knowledge more explicit (Reaburn & McDonald, 2017; Sanchez-Cardona, Sanchez-Lugo, & Velez-Gonzalez, 2012). However, the growing number of studies, mainly from the compulsory and Higher Education (HE) contexts, that explore the cultivation of CoPs for teacher learning present conflicting messages.…”

Section: Communities Of Practicementioning

confidence: 99%

Learning To Teach In The NZ ITP Sector: Lessons From Literature

Walne¹

2020

Scope (Learning & Teaching)

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Now more than ever, Institutes of Technology and Polytechnics (ITPs) are central to enabling New Zealand to be competitive in a global market as both an economic force and as a quality, skills-based education provider. There is growing evidence to suggest that practitioners in this vocational sector need to have a "sophisticated pedagogical repertoire" (Guthrie, 2010, p. 12) and be skilled at pedagogical decision-making in both learner-centred and workbased practices (Brown, 2017; Guthrie, 2010; Lucas, Spencer, & Claxton, 2012). Despite this growing expectation on teachers' performance in the New Zealand ITP sector (Messman, Mulder, & Gruber, 2010) and a reported correlation between quality vocational provision and teaching competence (Guthrie, 2010), there is limited research on how best to support novice ITP teachers to learn to teach. As yet, there is no national framework of competence for ITP teachers and no requirement for teachers in this sector to hold a teaching qualification. As a result, polytechnics tend to employ new teaching staff members on the basis of their domain-specific knowledge and skills and then expect them to gain a formal teaching qualification whilst doing the job of teaching.

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“…In the context of higher education with its associated demands, CoPs are shown to provide personal as well as professional development that is grounded in members' needs (Reaburn and McDonald, 2017). CoPs are encouraged to be implemented in higher education to help engage and empower students, increase socialization and sense of belonging and create a space for problem-solving and voicing concerns (MacGillivray, 2017).…”

Section: Introductionmentioning

confidence: 99%

A community of practice for graduate students in health sciences

Wazni

Gifford

Cantin

et al. 2021

HEED

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PurposeThe aim of this study was to describe the experiences of graduate students who participated in the community of practice (CoP) and identify areas for improvement to support academic success.Design/methodology/approachIn total, 19 graduate students engaged in a CoP to facilitate social interactions, knowledge sharing and learning within a culture of scholarship. A descriptive qualitative research study was conducted using semistructured interviews with eight participants who had attended the CoP meeting.FindingsAll participants were from the School of Nursing and perceived the CoP to be beneficial, particularly international students who had challenges in adapting to new academic and social environments. Areas for improvement include creating a group structure that enhances belonging and learning.Originality/valueThis is the first CoP that was implemented at the Faculty of Health Sciences at the authors’ university. It has been the authors’ experience that a CoP can benefit graduate students through networking, knowledge sharing, social support and learning. The finding of this research will be used to inform a new CoP to address the needs of graduate students. The authors will be adapting the CoP to the current context that includes a virtual platform during the COVID-19 pandemic and will include content specific for international students.

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Creating and Facilitating Communities of Practice in Higher Education: Theory to Practice in a Regional Australian University

Cited by 22 publications

References 32 publications

A Scoping Review of Videoconferencing Systems in Higher Education

A Scoping Review of Videoconferencing Systems in Higher Education

Learning To Teach In The NZ ITP Sector: Lessons From Literature

A community of practice for graduate students in health sciences

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