Learning in an informal web-based community of practice : a study of community, interpersonal, and individual planes
Notice bibliographique
Résumé
This thesis focuses on investigating learning occurring in a web-based community of foodservice professionals, which is informally structured and based on voluntary participation, using concepts from the "communities of practice" (CoP) (Wenger, 1998) paradigm. As an informal learning environment, the web-based community was investigated based on three planes (Rogoff, 1998): Community (i.e., how does learning occur in the web-based community?), Interpersonal (i.e., how does learning occur between participants of the web-based community?), and Individual (i.e., how does individual learning occur through participating in the web-based community?). Under the umbrella of the online ethnographic approach, I applied mixed-method research combining multiple data sources (i.e., discussion transcripts, online survey, online interviews, ethnographic observation, and other documents) and analytical methods (i.e., descriptive framework for CoP, content analysis, transcript analysis, and descriptive statistics). In terms of the community plane, the web-based community was explored by applying the descriptive framework for communities of practice consisting of observable and measurable indicators in terms of organization, participation, and outcome. With regard to the interpersonal plane, I explored how learning occurs between participants of the WBC: How do participants interact with each other and what do they share through their interactions? To do that, the processes of interaction and learning were examined according to the size of threads (i.e., small, medium, and large sizes). For the individual plane, I examined (a) individuals' epistemological beliefs and (b) individuals' change of roles in relation to the degree of participation. Based on the results investigated in each plane, I discussed general characteristics of this web-based community as informal learning environment, effective features fostering interaction and learning in this web based community, and possible trajectories of the web-based community evolving for a community of practice. The importance of this study lies in its contributions to the conceptual framework (i.e., descriptive framework for communities of practice) and the methodological approach (i.e., multi-layered analytical approach) developed and applied in this thesis. The descriptive framework enables us to identify some defining features that distinguish communities of practice from other structures and hence to establish guidelines for monitoring how communities of practice evolve and what makes them evolve in successful ways. In addition, this study offers useful implications for designing and supporting web-based communities even in formal and non-formal learning environments. Because this study employed an exploratory, interpretive approach and concentrated on the breadth of learning in a web-based community through different planes, the results offer broader aspects of learning rather than specific, intensive issues of learning in this web-based community. Therefore, further studies are suggested along with the issues derived from this thesis.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».