![](https://editlib-media.s3.amazonaws.com/sources/IJEL_2019May06_1.jpg)
Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge
Article
David Hung, National Institute of Education, Nanyang Technological University, Singapore
International Journal on E-Learning, in Norfolk, VA ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In this paper, we suggest how links between schools and communities of practice can be forged through networked on-line learning communities. We recognize that efforts have already been made to push 'communities of practice' into the school-classroom, for example, authentic tasks and the social construction of knowledge. However, it would seem that schools still lack the 'contextualized' nature of the workplace where knowledge is being appropriated and negotiated. Complementing schools, we suggest that on-line technologies can connect schools with real communities of practice, assisting students to appropriate the implicit and explicit interconnections of knowing within the workplace. Through such a bridging process, we hope that on-line communities are able to 'scaffold' students from peripheral to central participation through authentic activities.
Citation
Hung, D. (2002). Forging Links Between “Communities of Practice” and Schools Through Online Learning Communities: Implications for Appropriating and Negotiating Knowledge. International Journal on E-Learning, 1(2), 23-33. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 8, 2024 from https://www.learntechlib.org/primary/p/15102/.
© 2002 Association for the Advancement of Computing in Education (AACE)
Keywords
Cited By
View References & Citations Map-
Communities of Practice in Online Classes? Evidence from a Qualitative Content Analysis of a Discussion Forum
Rovina Hatcher, Asia-Pacific Nazarene Theological Seminary, Philippines; Joan Mazur, University of Kentucky, United States
Global Learn 2010 (May 17, 2010) pp. 4200–4209
-
Supporting Current Pedagogical Approaches with Neuroscience Research
David Hung, National Institute of Education, Singapore
Journal of Interactive Learning Research Vol. 14, No. 2 (April 2003) pp. 129–155
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.