Article

Evolution of Wenger's concept of community of practice

Department of Physical Therapy, University of British Columbia, Arthritis Research Centre of Canada, Vancouver, Canada.
Implementation Science (Impact Factor: 3.47). 04/2009; 4(1):11. DOI: 10.1186/1748-5908-4-11
Source: PubMed

ABSTRACT In the experience of health professionals, it appears that interacting with peers in the workplace fosters learning and information sharing. Informal groups and networks present good opportunities for information exchange. Communities of practice (CoPs), which have been described by Wenger and others as a type of informal learning organization, have received increasing attention in the health care sector; however, the lack of uniform operating definitions of CoPs has resulted in considerable variation in the structure and function of these groups, making it difficult to evaluate their effectiveness.
To critique the evolution of the CoP concept as based on the germinal work by Wenger and colleagues published between 1991 and 2002.
CoP was originally developed to provide a template for examining the learning that happens among practitioners in a social environment, but over the years there have been important divergences in the focus of the concept. Lave and Wenger's earliest publication (1991) centred on the interactions between novices and experts, and the process by which newcomers create a professional identity. In the 1998 book, the focus had shifted to personal growth and the trajectory of individuals' participation within a group (i.e., peripheral versus core participation). The focus then changed again in 2002 when CoP was applied as a managerial tool for improving an organization's competitiveness.
The different interpretations of CoP make it challenging to apply the concept or to take full advantage of the benefits that CoP groups may offer. The tension between satisfying individuals' needs for personal growth and empowerment versus an organization's bottom line is perhaps the most contentious of the issues that make CoPs difficult to cultivate. Since CoP is still an evolving concept, we recommend focusing on optimizing specific characteristics of the concept, such as support for members interacting with each other, sharing knowledge, and building a sense of belonging within networks/teams/groups. Interventions that facilitate relationship building among members and that promote knowledge exchange may be useful for optimizing the function of these groups.

Download full-text

Full-text

Available from: Peter C Coyte, Jun 25, 2014
0 Followers
 · 
137 Views
  • Source
    • "The community fabricates the communal basis that prompts learning via interaction with more knowledgeable others (MKO) (Reyes, 2007). The practice symbolizes an array of shared inventories of available capitals regarding information, ideas, proficiencies, and routes of resolving cyclical challenges (Li et al., 2009). As far as this study is concerned, the domain refers to the strides of FSS to earn degrees. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The requirement to explore the curriculum experiences of French-speaking students becomes imperative because of the transition they are compelled to make from French to English. This transition seems to be in relation to the curriculum of study and hidden curriculum experiences at their disposal. Their entry to higher education is as a result of the determination to become bilingual in an attempt to compete in a globalising world (Adebanji & Gumbo 2013). French-speaking students (FSS) negotiated communities of practice which enhanced their capacity to interact with more knowledgeable others for learning to evolve. Utilizing a single case study approach, Legitimate Peripheral Participation theory, and Communities of Practice theory to elucidate their experiences of the curriculum, it was found that delayed linguistic adjustment, small class-sizes, interactive student-lecturer relationships, consultation and tutoring initiatives, shyness, homesickness and oral presentation, to mention but a few, were curriculum experiences they negotiated.
    01/2014; DOI:10.5901/mjss.2014.v5n1p31
  • Source
    • "Continuous interaction amongst members of a community of practice is essential if members are to deepen knowledge and gain further expertise [14] [15] [16]. There is a growing body of research relating to learning and instruction which suggests that the highly social and collaborative nature of the communities in virtual worlds makes them eminently suitable environments for cooperative learning, and that there is potential benefit to be gained by further investigation of the learning attributes of those communities [17] [18] [19] [20] [21] [22] [23] [24]. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This study found that the use of a 3D virtual world improved students’ self-efficacy beliefs in relation to a number of activities undertaken as part of collaborative team-based projects. This paper describes a quantitative study of 80 university students enrolled in the Computer Games Design module at the University of the West of Scotland. The results indicate some significant improvements between students’ pre-test and post-test self-efficacy ratings, with a medium effect size. The study forms the first tranche of a larger project which is currently being substantially extended to incorporate students from other institutions, education sectors and cognate areas.
    Proceedings of the 3 rd European Immersive Education Summit; 11/2013
  • Source
    • "). Central to a community of practice is the interaction between novices and experts and the process whereby a new member creates a professional identity (Li et al. 2009). A requirement for being engaged in a community of practice is to be included (Wenger 1998). "
Show more