Technology-enabled learning communities

This paper applies content analysis to a sample of 60 articles representing empirical work grounded in Etienne Wenger's communities of practice (CoP) theoretical framework to investigate ways in which this theoretical perspective has influenced the development of online and blended learning in higher education and in professional development (Wenger et al.,

Among those studies identified, which ones established strong linkages between the CoP framework and their findings?

The PGCE Top Up Programme is delivered through blended learning to in-service teachers who hold QTS through the Graduate Teacher Programme and are working to gain a PGCE.  

Summary

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Apps for innovation Thinglink

This paper captures through five case studies how blogs and communities have been used in our setting. It extends Deng and Yuen’s (2011) research to consider how multimodal blogs and communities combined with face to face learning events can promote collective learning and reflexivity, and how they can develop teachers’ confidence and skills in using technology in their practice. We have conducted a thematic analysis of five case studies in the teacher education division, which used blogs and communities singularly and in combination to enhance learning.