Online citations, reference lists, and bibliographies.

Information Technology Teachers’ Perceptions Of The Benefits And Efficacy Of Using Online Communities Of Practice When Teaching Computer Skills Classes

Nafeth Al Hashlamoun, Lina Daouk
Published 2020 ·
Cite This
Download PDF
Analyze on Scholarcy
Share
This research explores the ways in which Information Technology (IT) teachers experience the use of online communities of practice (CoP) in teaching a computer course called Computer Skills 2 (WRCO2). This course is the second of two computer skills courses in the Work Readiness Program (WRP) running at a Higher Education Institution in the Middle East (HEIME). This course focuses on the use of prior foundational knowledge acquired in the first course to develop understanding and proficiency in the use and application of computer skills and concepts. A phenomenological approach has been chosen to help understand and explore the qualitatively different ways in which particular teachers experience the use of online CoP as a social and collaborative learning system. Two specific questions were considered: (1) “How did teachers experience the use of online CoP in teaching the computer skills 2 classes?” (2) “What benefits, if any, have been derived from using online CoP in teaching this course?” Data collection in this study was conducted using a digitally recorded unstructured interview, which allowed the participants to voice their experiences. As a theoretical framework, the basic elements: domain, community and practice were considered (Lave & Wenger, 1991; Wenger, 1998; Wenger, McDermott, & Snyder, 2002). The data explicitation process (as defined and used by (Giorgi, 2009)) resulted in the identification of a number of themes. Similar themes were then grouped together to form four central themes representing the essence of the original ones. The central themes were: (1) to promote student collaboration; (2) to redefine the teacher’s role; (3) to encourage student engagement; and (4) to manage the teachers’ increased workload. This was followed by a discussion of the benefits and challenges arising from using online CoP in teaching the course, as well as the description of the limitations within this study.
This paper references
Effective Online Instruction in Higher Education
Heather Glynn Crawford-Ferre (2012)
Ideas: General introduction to pure phenomenology. Routledge http://hct.summon
E. Husserl (2014)
10.1111/nuf.12065
The meaning of a healthcare community of practice.
Susan A. Seibert (2015)
10.1007/10639.1573-7608
Education and information technologies
Arend J. Visscher (1997)
10.1155/2018/1240197
ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities
Wael Sh. Basri (2018)
10.1177/009155210102900205
Students' Perceptions of Constructivist Learning in a Community College American History 11 Survey Course
Joanne Maypole (2001)
10.4324/9781315173474
Crafting Phenomenological Research
Mark D. Vagle (2014)
10.5465/amr.2002.7389951
Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations
Rabi Sankar Bhagat (2002)
10.1016/j.compedu.2008.05.005
What is online learner participation? A literature review
Stefan Hrastinski (2008)
10.2139/ssrn.634642
Communities of Practice: Going One Step Too Far?
Chris Kimble (2004)
Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th
H G Crawford-Ferre (2012)
A phenomenographic study of academics
M. Prosser (1994)
10.1007/BF00142995
Some guidelines for the phenomenological analysis of interview data
Richard H. Hycner (1985)
10.1017/CBO9780511815355
Situated Learning: Legitimate Peripheral Participation
Jeanne Lave (1991)
Situated Learning Theory: The Key to Effective Classroom Teaching?
Pengiran Hajah Siti Norainna binti Pengiran Haji Besar (2018)
Phenomenology of practice. Taylor and Francis
M. van Manen (2016)
Communities of Practice ? Varieties of Situated Learning
Ash Amin (2006)
Instructors’ perceptions of instructor
J. C. Richardson (2016)
10.1017/cbo9780511803932
Communities of Practice: Learning, Meaning, and Identity
Etienne Wenger (1998)
Ideas: General introduction to pure phenomenology
E Husserl (2014)
10.3126/BODHI.V5I1.8053
Hermeneutic phenomenological research method simplified
Narayan Prasad Kafle (2013)
10.1177/160940690400300104
A Phenomenological Research Design Illustrated
T. Groenewald (2004)
10.1111/j.1365-2648.2006.03813.x
E-learning for healthcare students: developing the communities of practice framework.
Pam Moule (2006)
10.5860/choice.47-2874
The Descriptive Phenomenological Method in Psychology: A Modified Husserlian Approach
Amedeo P. Giorgi (2009)
10.29173/pandp15058
Emerging Themes: The Researcher’s Experience
Renata Tesch (1944)
10.1016/j.compedu.2005.12.002
Technology planning: A roadmap to successful technology integration in schools
Yasemin Gülbahar (2007)
10.1080/17482620601068105
Phenomenographic or phenomenological analysis: does it matter? Examples from a study on anaesthesiologists’ work
Jan Larsson (2007)
10.1177/1049732304270394
Bracketing in Research: A Typology
R. Gearing (2004)
10.1080/01587919.2016.1154781
Challenges facing group work online
Bo Soon Chang (2016)
10.20511/pyr2014.v2n2.64
Virtual Communities of Collaborative Learning for Higher Education.
Gilda E. Sotomayor (2014)
10.17718/TOJDE.84261
Assessing the attitudes of distance learners toward the use of ict in education
Rugayah Hashim (2010)
10.4135/9781412952583.n91
Communities of practice.
Marianne K. O. Grant (2001)
Publisher's note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations
ICT Adoption Impact on Students
Wael SH Basri (2018)
Cultivating Communities of Practice: A Guide to Managing Knowledge
Etienne Wenger (2002)
10.1016/0959-4752(94)90024-8
A phenomenographic study of academics' conceptions of science learning and teaching
M. Prosser (1994)
10.19173/IRRODL.V17I4.2330
Instructors' Perceptions of Instructor Presence in Online Learning Environments.
Jennifer C. Richardson (2016)
10.1108/13665620310483895
Learning from others at work: communities of practice and informal learning
David Boud (2003)
Challenges facing group work online. Distance Education
B Chang (2016)
10.1080/02615479.2016.1154660
Deploying virtual communities of practice as a digital tool in social work: a rapid review and critique of the literature
Adeyinka Adedoyin (2016)
10.1080/10494820.2018.1451897
Enhancing the facilitation of online groups in higher education: a review of the literature on face-to-face and online group-facilitation
Glyn Thomas (2019)
10.3794/ijme.32.62
Using virtual learning environments to facilitate new learning relationships
Caroline Ramsey (2003)
10.4324/9780203053690
Learning and Awareness
F. Marton (1997)



Semantic Scholar Logo Some data provided by SemanticScholar