Boundary Learning in an Online Community of Practice
Meng-Fen Lin, University of Houston, United States
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper uses a case study as the backdrop to demonstrate an instructional design model that nurtures and sustains disequilibrium along seven social dimensions in an online community. The theoretical framework is based on both Wenger's Community of Practice model (Wenger, 1998) and a grounded theory I call Boundary Learning. Data collected through four months' empirical observations of an online forum provides a new lens into the dynamic learning occurring in the informal online environment. The proposed instructional design model breaks new ground in looking at Boundary Learning in seven different dimensions that encompasses both individual and community domains. This paper will address the methods in the design model and give recommendations to the case study.
Lin, M.F. (2005). Boundary Learning in an Online Community of Practice. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 998-1004). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)