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A technology-supported academic comm...

Keane, Lynne Bacon.

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A technology-supported academic community of practice: A case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A technology-supported academic community of practice: A case study./
作者:	Keane, Lynne Bacon.
面頁冊數:	290 p.
附註:	Adviser: Bridget N. O'Connor.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259700

A technology-supported academic community of practice: A case study.
Keane, Lynne Bacon.

A technology-supported academic community of practice: A case study. - 290 p.

Adviser: Bridget N. O'Connor.

Thesis (Ph.D.)--New York University, 2007.

This research has implications for future research and practice in the areas of faculty development, community learning, and technology-support for teaching and learning.Subjects--Topical Terms:

1017515
Education, Business.

A technology-supported academic community of practice: A case study.
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520 $a This research has implications for future research and practice in the areas of faculty development, community learning, and technology-support for teaching and learning.
520 $a This qualitative case study research explored the experiences of members of a technology-support academic community of practice using Wenger's (1998) Communities of Practice (CoP) model and its encompassing social learning concepts of community (learning as belonging), practice (learning as doing), meaning (learning as experience), and identity (learning as becoming) as the conceptual framework. Data were gathered from electronic transcripts of online group activities, participants' reflective logs, researcher interviews with participants, researcher observations and reflections, and other documents, such as analytic memos and email messages.
520 $a Members had a strong desire for community and connection with other faculty related to their teaching; however, they reported varying feelings of community based on their participation. While participation generally decreased over time, with usually short participation patterns in focused discussions, reported benefits did not seem to diminish. Individual identity was shaped by members' activity levels, technology competence, and personal and professional activities. Collective identity was expressed through identification with a larger group, such as education faculty or math education faculty, rather than identification with the community of practice. Some members' discussions of their identity demonstrated progress regarding their competence with Blackboard. Using the technology to learn about the technology proved to be a beneficial professional development activity for most community members. The technology supported a fluidity of discussion back and forth between online and face-to-face (F2F) activities. Members reported experiencing community as much from F2F as from online activities, demonstrating the value of blended learning to community members.
520 $a Four themes emerged through the process of data analysis and as a result of answering the research questions: (1) We yearn for collegiality, especially about our teaching; (2) We wish we could have participated more; (3) We would have appreciated more facilitation of our online communications; and (4) Technology helped us connect to each other; however, sometimes there is no substitute for being face-to-face.
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