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Online communities for teachers and lifelong learners: a framework for comparing similarities and identifying differences in communities of practice and communities of interest

Jones, Ann and Preece, Jenny (2006). Online communities for teachers and lifelong learners: a framework for comparing similarities and identifying differences in communities of practice and communities of interest. International Journal of Learning Technology, 2(2-3) pp. 112–137.

URL: http://www.inderscience.com/browse/index.php?journ...
DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1504/IJLT.2006.010615
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Abstract

In recent years online and blended communities have become a popular topic among educationalists. In this paper we present a framework that supports the analysis, development and maintenance of online and blended communities. This is applied to two community case studies that differ along several key dimensions such as type of membership, the purpose of the communities, their policies and size. The analysis draws attention to the differences between the two types of communities. It also highlights the advantages and weaknesses of the framework with respect to these two case studies and suggests areas for future development. In the discussion that follows we highlight some key differences between this framework and Wenger's work on Communities of Practice (COPs).

Item Type: Journal Article
ISSN: 1477-8386
Keywords: online communities; lifelong learners; communities of practice; communities of interest
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 6336
Depositing User: Ann Jones
Date Deposited: 02 Feb 2007
Last Modified: 02 Dec 2010 19:56
URI: http://oro.open.ac.uk/id/eprint/6336
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