Abstract

For the last 9 years more than 200 students in 11 cohort groups have received degrees in the Internet-Based Masters Degree in Educational Technology (iMet) Program at Sacramento State University. The iMet Program utilizes a program model that combines the use of synchronous and asynchronous blended learning environments with a community of practice (COP) model. An analysis of program results and data collected over the last 2 years yielded findings that reveal the strengths and challenges using of this instructional approach. This paper discusses iMet program model, with a focus on the blended learning environments used in the program and the strategies used to develop iMet communities of practice. The paper then discusses the outcomes of research on the program which reveal positive indicators such as extremely high completion rates (over 80%), and challenges such as the level of commitment on the part of both faculty and students to maintain a successful community of practice.

Citation

Cowan, J. (2009). Tensions and Possibilities: Building a Community of Practice in a Blended Learning Environment. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 205-212). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 20, 2021 from https://www.learntechlib.org/primary/p/32462/.

© 2009 Association for the Advancement of Computing in Education (AACE)

Keywords

• blended learning