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Implications of a Virtual Learning
Community Model for Designing
Distributed Communities of Practice in
Higher Education
Richard A. Schwier and Ben K. Daniel
Virtual Learning Community Research Laboratory
Educational Communications and Technology
University of Saskatchewan
Saskatoon, Saskatchewan Canada S7N 0K1
(306) 966-7641
This research was supported by a grant from the Social Sciences and Humanities
Research Council of Canada
Abstract
The metaphor of virtual learning communities can be used to inform the design of
distributed communities of practice in higher education learning environments. In this
chapter, constituent elements drawn from a model of virtual learning communities are
presented. These elements are elaborated to provide advice to instructors, instructional
designers, researchers, and community architects, including how to enhance trust, a sense
of history, identity, mutuality, plurality, autonomy, participation, trajectory, technology,
learning, reflection, intensity, social engagement, and communication. The chapter
concludes with a discussion of fundamental elements of virtual learning communities that
have direct relevance to the design of distributed communities of practice in higher
education.