In a course designed with the double-layered CoP model, more than half of participants developed successful external CoPs, and nine students reported months later that they were still taking part in them¶
Claim · All claims
Evidence · 1 study (2 entries) · designr2·q2
Currency · newest study 2018 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Ten of seventeen participants in a double-layered CoP course had successful external CoP experiences including collaborative practice, while the others achieved membership development and knowledge sharing but often failed to establish shared practice. → Kyungmee Lee 2018
q2 i? Nine students reported months after the course that they were still participating in their external professional CoPs. → Kyungmee Lee 2018 (2)
Evidence¶
Kyungmee Lee 2018¶
Kyungmee Lee. (2018). Everyone already has their community beyond the screen: reconceptualizing online learning and expanding boundaries. Educational Technology Research and Development. https://doi.org/10.1007/s11423-018-9613-y
q2 · i? · design · r2
Case study of seventeen student-teachers in a 12-week online course on educational applications of technologies designed using the double-layered CoP model. The other half's professional communities "achieved much in the areas of membership development and knowledge sharing, but often failed to established shared practice".
"More than a half of the course participants (10 out of 17) had successful external CoP experiences including collaborative practice."
Kyungmee Lee 2018 (2)¶
Kyungmee Lee. (2018). Everyone already has their community beyond the screen: reconceptualizing online learning and expanding boundaries. Educational Technology Research and Development. https://doi.org/10.1007/s11423-018-9613-y
q2 · i? · qualitative · r2
Brief follow-up email sent a few months after the 12-week double-layered CoP course ended. Jane reported her school CoP continued because she found it "extremely helpful to collaborate with other members on certain tasks".
"Nine students responded that they were continuing to participate in their external professional CoPs."
Discussion¶
Related Claims¶
- Sustaining large-scale online teacher communities of practice is generally more difficult than creating them — related
- A carefully built course-internal CoP in a fully online doctoral program dissipated once the structured course period ended — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
double-layered-cop-course-external-cop-outcomes |
title |
In a course designed with the double-layered CoP model, more than half of participants developed successful external CoPs, and nine students reported months later that they were still taking part in them |
description |
In a course designed with the double-layered CoP model, more than half of participants developed successful external CoPs, and nine students reported months later that they were still taking part in them |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — kyungmee-lee-2018, kyungmee-lee-2018-2 |
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