Learning in multiple communities from the perspective of knowledge capital

Abstract

In a learning system, multiple communities represent a networked structure of learning experiences. Individuals belong to multiple communities connected though complex relationships consisting of people, resources, rituals, and ties. Learning occurs as individuals traverse this network from one community to the next. This paper explores the question of how learning occurs in compound communities from the perspective of knowledge capital, that is, the communities' collective knowledge, skill, and perspective, as well as relationships and connections among members. Through interviews conducted with postgraduate students belonging to multiple communities, we identified issues related to conflict between communities, closed-congregation communities, privacy, and reputation. The results have implications concerning social and structural aspects of learning and instructional design in multiple communities.

Communities of Inquiry in Crisis Management Exercises

“…learning in networks, learning in teams and learning in communities (see also, chapter 12, Vrieling-Teunter, Wopereis, Van den Beemt, De Laat, & Brand-Gruwel, this volume). In line with this work, Ozturk and Ozcinar (2013) observed that communities and sub communities exist in a networked structure. They wrote, "Learning in multiple communities requires a fuller understanding of the complexity of learning from diverse multiple communities which are connected in a social structure" (Ozturk & Ozcinar, 2013, p. 1).…”

Holistic evaluation of a team-lecture hybrid (TLH) instructional design applied in a public affairs course

“…SLCs provide students with a structured way to solve problems, share insight and help one another to develop new skills and expertise and advance dynamic collaborative learning (Fisher et al, 2021). A basic learning community includes people, resources, rituals, norms, dependency and ties, as well as nodes and holes within different communities (Ozturk and Ozcinar, 2013;Vesely et al, 2007), which could exist as a single community (Becket et al, 2012); or multiple/sub-set of communities in a network structure (Maddix, 2013). In the course evaluated for this study, students belong to two learning communities, the permanent team of 5-7 members and the entire class of 36 students.…”

The interdisciplinary use of blogs and online communities in teacher education

“…Other definitions place a similar emphasis on applying knowledge to practice, viewing communities as "individuals united in action" (Liedka, 1999, p. 5) or as groups with similar aims purposefully solving authentic problems within a real world context (Wick, 2000;Johnson, 2001). Since Wenger's original work on communities of practice in 1991 there has been a widespread increase in online learning, which has resulted in the adoption of the term "online communities of practice" to describe "socio-technological learning environments" that facilitate knowledge construction (Ozturk and Ozcinar, 2013).…”