Article
Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community
Journal of Digital Learning in Teacher Education
(2015)
Abstract
New technologies seem to have expanded traditional face-to-face communities of practice across spatial and temporal boundaries into “online communities of practice.” However, these virtual landscapes are significantly different from the context of face-to-face communities of practice that Lave and Wenger (1991) observed. This study examined whether teachers’ actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community of practice framework. A directed content analysis of 600 discussion threads from the math subject community was conducted and triangulated with survey and interview data. The results from the study showed that teachers’ actions in the math subject community did not support the traditional notions of the community-of-practice framework.
Keywords
- online community of practice,
- social media,
- teacher learning,
- teacher knowledge,
- peer-to-peer network,
- edmodo,
- peer-to-peer professional development network,
- teacher education
Disciplines
Publication Date
Spring March 24, 2015
DOI
https://doi.org/10.1080/21532974.2015.1011293
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Citation Information
Torrey Trust. "Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community" Journal of Digital Learning in Teacher Education Vol. 31 Iss. 2 (2015) p. 73 - 81 Available at: http://works.bepress.com/torrey-trust/17/