“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

“I don’t think that word means what you think it means”: A proposed framework for defining... In this paper we address the obfuscation surrounding the concept of learning communities by operationalizing community according to four characteristics that serve as boundaries for defining a community: access, relationships, vision, and function. Although these community boundaries sometimes overlap, they represent distinctive features of possible community structures. In addition to defining and discussing learning community boundaries, we share insights for researching learning communities. We believe a clearer understanding of how to define learning communities can assist scholars and practitioners in cultivating and studying these communities. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Technology Research and Development Springer Journals

“I don’t think that word means what you think it means”: A proposed framework for defining learning communities

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Publisher
Springer US
Copyright
Copyright © 2017 by The Author(s)
Subject
Education; Educational Technology; Learning and Instruction
ISSN
1042-1629
eISSN
1556-6501
D.O.I.
10.1007/s11423-017-9535-0
Publisher site
See Article on Publisher Site

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