A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research. Shea, P. 2000. ![A Critical Review of the Use of Wenger's Community of Practice (CoP) Theoretical Framework in Online and Blended Learning Research [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper abstract bibtex This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners' sense of community and it is concluded through factor and regression analysis that elements of the Community of Inquiry model [1]-specifically learners' recognition of effective "directed facilitation" and effective instructional design and organization on the part of their instructor contributes to their sense of shared purpose, trust, connectedness, and learning-core elements of a community of learners. Gender also appears to play a small role in students' sense of learning community with female students reporting higher levels than their male classmates. Implications for online learning environments design are discussed.
@article{Shea2000,
title = {A {Critical} {Review} of the {Use} of {Wenger}'s {Community} of {Practice} ({CoP}) {Theoretical} {Framework} in {Online} and {Blended} {Learning} {Research}},
url = {https://www.researchgate.net/publication/255641218},
abstract = {This paper looks first at some of the often unspoken epistemological, philosophical, and theoretical assumptions that are foundational to student-centered, interactive online pedagogical models. It is argued that these foundational assumptions point to the importance of learning community in the effectiveness of online learning environments. Next, a recent study of 2314 online students across thirty-two college campuses is presented. This study reports on learners' sense of community and it is concluded through factor and regression analysis that elements of the Community of Inquiry model [1]-specifically learners' recognition of effective "directed facilitation" and effective instructional design and organization on the part of their instructor contributes to their sense of shared purpose, trust, connectedness, and learning-core elements of a community of learners. Gender also appears to play a small role in students' sense of learning community with female students reporting higher levels than their male classmates. Implications for online learning environments design are discussed.},
urldate = {2018-07-23},
author = {Shea, Peter},
year = {2000},
keywords = {Community of Inquiry, Learning Community, Sense of Community},
}
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