Abstract
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.
Similar content being viewed by others
Notes
As stated by Besar (2018), situated learning theory maintains that successful education requires learning that is surrounded by reliable contexts of practice, in which students are asked to gradually work on more complicated tasks within social communities.
EBSCO is an important and strong provider of research databases, e-books and e-journals. It references top citation indexes including Web of Science, Scopus, PsycINFO and SciFinder.
References
Adedoyin, A. C. A. (2016). Deploying virtual communities of practice as a digital tool in social work: A rapid review and critique of the literature. Social Work Education, 35(3), 357–370. https://doi.org/10.1080/02615479.2016.1154660.
Advanced Search: EBSCOhost. (n.d.). Retrieved May 1, 2020, from http://web.b.ebscohost.com.ezproxy.hct.ac.ae/ehost/search/advanced?vid=121&sid=b3e1780d-d4bc-4ce7-bf4d-62974e1e9c55%40pdc-v-sessmgr04
Amin, A., & Roberts, J. (2006). Communities of practice? Varieties of situated learning. Dynamics of Institutions and Markets in Europe Research Paper.
Besar, P. H. S. N. Binti P. H. (2018). Situated Learning Theory: The Key to Effective Classroom Teaching? HONAI, 1(1), Article 1. http://www.journals.mindamas.com/index.php/honai/article/view/1022
Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194–202. https://doi.org/10.1108/13665620310483895.
Chang, B., & Kang, H. (2016). Challenges facing group work online. Distance Education, 37(1), 73–88.
Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective Online Instruction in Higher Education., 13(1), 5.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th, International ed.). Pearson. http://hct.summon.serialssolutions.com/2.0.0
Gearing, R. E. (2004). Bracketing in research: A typology. Qualitative Health Research, 14(10), 1429–1452. https://doi.org/10.1177/1049732304270394.
Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
Groenewald, T. (2004). A phenomenological research design illustrated. International Journal of Qualitative Methods; Edmonton, 3(1), 42–55 http://dx.doi.org.ezproxy.hct.ac.ae/10.1177/160940690400300104.
Gülbahar, Y. (2007). Technology planning: A roadmap to successful technology integration in schools. Computers & Education, 49(4), 943–956. https://doi.org/10.1016/j.compedu.2005.12.002.
Hara, N. (2008). Communities of practice. Springer.
Hashim, R., Ahmad, H., & Abdullah, C. Z. (2010). Assessing the attitudes of distance learners toward the use of ICT in education. Turkish Online Journal of Distance Education, 11(2), 125–134.
Hofstede, G. H. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed). Sage Publications.
Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, 51(4), 1755–1765. https://doi.org/10.1016/j.compedu.2008.05.005.
Husserl, E. (2014). Ideas: General introduction to pure phenomenology. Routledge http://hct.summon.serialssolutions.com/2.0.0.
Hycner, R. H. (1985). Some guidelines for the phenomenological analysis of interview data. Human Studies, 8(3), 279–303. https://doi.org/10.1007/BF00142995.
Kafle, N. P. (2013). Hermeneutic phenomenological research method simplified. Bodhi: An Interdisciplinary Journal, 5(1), 181–200. https://doi.org/10.3126/bodhi.v5i1.8053.
Kimble, C., & Hildreth, P. M. (2004). Communities of practice: Going one step too far? 9e Colloque de l’AIM,(May). France: Evry.
Larsson, J., & Holmström, I. (2007). Phenomenographic or phenomenological analysis: Does it matter? Examples from a study on anaesthesiologists’ work. International Journal of Qualitative Studies on Health and Well-Being, 2(1), 55–64. https://doi.org/10.1080/17482620601068105.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
van Manen, M. (2016). Phenomenology of practice. Taylor and Francis. https://doi.org/10.4324/9781315422657.
Marton, F., & Booth, S. (1997). Learning and awareness. L. Erlbaum Associates.
Maypole, J., & Davies, T. G. (2001). Students’ perceptions of constructivist learning in a community college American history 11 survey course. Community College Review, 29(2), 54–79. https://doi.org/10.1177/009155210102900205.
Moule, P. (2006). E-learning for healthcare students: Developing the communities of practice framework. Journal of Advanced Nursing, 54(3), 370–380. https://doi.org/10.1111/j.1365-2648.2006.03813.x.
Palloff, R. M., & Pratt, K. (2007). Building online learning communities. Jossey-Bass.
Prosser, M., Trigwell, K., & Taylor, P. (1994). A phenomenographic study of academics’ conceptions of science learning and teaching. Learning and Instruction, 4(3), 217–231. https://doi.org/10.1016/0959-4752(94)90024-8.
Ramsey, C. (2003). Using virtual learning environments to facilitate new learning relationships. International Journal of Management Education, 3(2), 31–41.
Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. The International Review of Research in Open and Distance Learning, 17(4), 82–104.
Seibert, S. (2015). The meaning of a healthcare Community of Practice. Nursing Forum, 50(2), 69–74. https://doi.org/10.1111/nuf.12065.
Sotomayor, G. E. (2014). Virtual communities of collaborative learning for higher education. Journal of Educational Psychology - Propositos y Representaciones, 2(2), 269–303.
Tesch, R. (1987). Emerging themes: The researcher’s experience. Phenomenology+ Pedagogy, 230–241.
Thomas, G., & Thorpe, S. (2019). Enhancing the facilitation of online groups in higher education: A review of the literature on face-to-face and online group-facilitation. Interactive Learning Environments, 27(1), 62–71. https://doi.org/10.1080/10494820.2018.1451897.
Vagle, M. D. (2018). Crafting phenomenological research. Taylor & Francis Group.
Wael SH Basri, Alandejani, J. A., & Almadani, F. M. (2018). ICT Adoption Impact on Students’ Academic Performance: Evidence from Saudi Universities. Education Research International, 2018, 9. ProQuest Central. https://doi.org/10.1155/2018/1240197.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge university press.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Al Hashlamoun, N., Daouk, L. Information technology teachers’ perceptions of the benefits and efficacy of using online communities of practice when teaching computer skills classes. Educ Inf Technol 25, 5753–5770 (2020). https://doi.org/10.1007/s10639-020-10242-z
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-020-10242-z