Intersecting communities of practice in distance education: the program team and the online course community

Ana‐Paula Correia · Niki E. Davis

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Online and Blended Learning Educational Technology and E-Learning Innovative Education and Learning Practices

Abstract

This article is a case study that aimed at understanding the dynamics of two complementary communities involved in a distance education graduate program: one community of practice formed by the instructors and instructional developers, who designed and developed the program, and another created by the students and instructor in one of the online courses. The relationship between both communities and the evolution that occurred within the online course are analyzed. Emergent themes are discussed and recommendations are made for similar contexts and communities.

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1985Naturalistic inquiry 1994Situated Learning: Legitimate Peripheral Participation.1991Situated Learning 1999Communities of practice learning, meaning, and identity 1998Communities of Practice 1996The Art of Case Study Research 1994Competing paradigms in qualitative research.1987Educating the reflective practitioner

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