Community of practice or affinity space: A case study of a professional development MOOC.
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| Title: | Community of practice or affinity space: A case study of a professional development MOOC. |
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| Authors: | Jones, Kyle M. L.1 kmjones8@wisc.edu, Stephens, Michael2, Branch-Mueller, Jennifer3, de Groot, Joanne3 |
| Source: | Education for Information. 2016, Vol. 32 Issue 1, p101-119. 19p. |
| Subject Terms: | *Massive open online courses, *Online education, *Student development, *Distance education, *Courseware, *Higher education |
| Abstract: | Massive Open Online Courses (MOOCs) have brought about new questions regarding the construction of virtual learning environments and course delivery systems. One such question that researchers and instructors alike are considering is the role of community in learning spaces. This paper uses a professional development (PD) MOOC as a case study to investigate whether students identified as a community and identify characteristics that encourage students to believe this is so. Furthermore, the authors question if "community," specifically "communities of practice," is actually the appropriate way to describe such learning spaces, or if the concept of affinity spaces is more useful. The findings reveal important implications for designing course spaces for community experiences and the conceptual approach to professional development communities in large-scale courses. [ABSTRACT FROM AUTHOR] |
| Copyright of Education for Information is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 112513198 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=112513198 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3233/EFI-150965 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 101 Subjects: – SubjectFull: Massive open online courses Type: general – SubjectFull: Online education Type: general – SubjectFull: Student development Type: general – SubjectFull: Distance education Type: general – SubjectFull: Courseware Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: Community of practice or affinity space: A case study of a professional development MOOC. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Kyle M. L. – PersonEntity: Name: NameFull: Stephens, Michael – PersonEntity: Name: NameFull: Branch-Mueller, Jennifer – PersonEntity: Name: NameFull: de Groot, Joanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 01678329 Numbering: – Type: volume Value: 32 – Type: issue Value: 1 Titles: – TitleFull: Education for Information Type: main |
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