Sustaining large-scale online teacher communities of practice is generally more difficult than creating them¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q1
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The TAPPED IN online teacher CoP environment, which grew to more than 50 organizations and 150,000 education professionals, was not successfully sustained after its funding ended in 2008. → Kyungmee Lee 2018 q1 i? Nested course CoPs in online teacher education courses were unable to sustain their communities after the courses ended, and participation remained shaped by course activities and requirements. → 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

q1 · i? · qualitative · r2

The article's review of prior projects reports, citing Farooq et al. and Schlager et al., that TAPPED IN was regarded as a large online education community of practice but could not be sustained once funding ended.

"after the funding for this initiative ended in 2008, it was not successful despite voluntary efforts to sustain it."

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

q1 · i? · qualitative · r2

The review attributes this to Slaouti (2007) and Hramiak (2010), and adds that Tsai (2011) acknowledges participation tends to be mainly shaped by course activities and requirements, so sustainability remains questionable.

"However, both projects were unable to sustain their CoPs after the courses ended."

Discussion¶

Related Claims¶

• A carefully built course-internal CoP in a fully online doctoral program dissipated once the structured course period ended — a narrower finding that bears on this claim
• 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 — related
• A facilitated Community of Practice helped isolated state American Indian Education Directors build relationships that broke down silos and combated professional isolation — related
• Attending to affect in co-design supports community formation and cross-scale transfer — related