21st Century Learning - Community of Practice for Students in Higher Education.
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| Title: | 21st Century Learning - Community of Practice for Students in Higher Education. |
|---|---|
| Authors: | Buckley, Sheryl1 bucklsb@unisa.ac.za, Strydom, Moses2 |
| Source: | Proceedings of the European Conference on e-Learning (ECEL). 2015, p49-57. 9p. |
| Subject Terms: | *Tacit knowledge, *Graduation rate, *Distance education, *Higher education, Communities of practice, Knowledge transfer |
| Geographic Terms: | South Africa |
| Abstract: | The sustainability of a new economy depends, among other factors, on the sharing of tacit knowledge in addition to creating new knowledge. This implies the existence of special relationships among people. Such relationships exist in communities of practice (CoPs) which as knowledge centers have started gaining ground over the last two decades. Since CoPs were conceived by Wenger (1998) they have evolved into essentially what could be termed, 'special schools', where voluntary participation aims at sharing and creating knowledge. This paper proposes a community of practice (CoP) as an alternative learning model to create tacit knowledge in addition to explicit knowledge. It focuses on how student learning in CoPs can be stimulated. It differs partially from existing praxis of CoPs in that its awareness is created, and students are educated on how to form CoPs, how they operate, and how to use them to their advantage. They, in actual fact, are not created by the students, but guided, in a voluntary manner, towards the creation of, and participation in, communities of practice. Student learning takes place through 'Edulink'; a web-based portal. This is the first phase of a project where it is accepted that if the 'ingredients', as suggested by Wenger (1998) and McDermott (1999), are absent, CoPs cannot exist, or cannot be classified as CoPs. The results were very encouraging, as it was established that most of the students were in favour of forming their own CoPs. The second phase of the research will investigate the effectiveness of student communities of practice in an online environment. [ABSTRACT FROM AUTHOR] |
| Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. 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: 108723218 AccessLevel: 6 PubType: Conference PubTypeId: conference PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 21<superscript>st</superscript> Century Learning - Community of Practice for Students in Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Buckley%2C+Sheryl%22">Buckley, Sheryl</searchLink><relatesTo>1</relatesTo><i> bucklsb@unisa.ac.za</i><br /><searchLink fieldCode="AR" term="%22Strydom%2C+Moses%22">Strydom, Moses</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Proceedings+of+the+European+Conference+on+e-Learning+%28ECEL%29%22">Proceedings of the European Conference on e-Learning (ECEL)</searchLink>. 2015, p49-57. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Tacit+knowledge%22">Tacit knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduation+rate%22">Graduation rate</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+transfer%22">Knowledge transfer</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The sustainability of a new economy depends, among other factors, on the sharing of tacit knowledge in addition to creating new knowledge. This implies the existence of special relationships among people. Such relationships exist in communities of practice (CoPs) which as knowledge centers have started gaining ground over the last two decades. Since CoPs were conceived by Wenger (1998) they have evolved into essentially what could be termed, 'special schools', where voluntary participation aims at sharing and creating knowledge. This paper proposes a community of practice (CoP) as an alternative learning model to create tacit knowledge in addition to explicit knowledge. It focuses on how student learning in CoPs can be stimulated. It differs partially from existing praxis of CoPs in that its awareness is created, and students are educated on how to form CoPs, how they operate, and how to use them to their advantage. They, in actual fact, are not created by the students, but guided, in a voluntary manner, towards the creation of, and participation in, communities of practice. Student learning takes place through 'Edulink'; a web-based portal. This is the first phase of a project where it is accepted that if the 'ingredients', as suggested by Wenger (1998) and McDermott (1999), are absent, CoPs cannot exist, or cannot be classified as CoPs. The results were very encouraging, as it was established that most of the students were in favour of forming their own CoPs. The second phase of the research will investigate the effectiveness of student communities of practice in an online environment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Proceedings of the European Conference on e-Learning (ECEL) is the property of Academic Conferences & Publishing International Ltd. 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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=108723218 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 49 Subjects: – SubjectFull: Tacit knowledge Type: general – SubjectFull: Graduation rate Type: general – SubjectFull: Distance education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Communities of practice Type: general – SubjectFull: Knowledge transfer Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: 21st Century Learning - Community of Practice for Students in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Buckley, Sheryl – PersonEntity: Name: NameFull: Strydom, Moses IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 20488637 Titles: – TitleFull: Proceedings of the European Conference on e-Learning (ECEL) Type: main |
| ResultId | 1 |
