Literaturnachweis - Detailanzeige
| Autor/in | Draper, Darryl C. |
|---|---|
| Titel | The Instructional Effects of Knowledge-Based Community of Practice Learning Environment on Student Achievement and Knowledge Convergence |
| Quelle | In: Performance Improvement Quarterly, 25 (2013) 4, S.67-89 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0898-5952 |
| DOI | 10.1002/piq.21132 |
| Schlagwörter | Communities of Practice; Knowledge Management; Electronic Learning; Pretests Posttests; Job Training; Motor Vehicles; Individualized Instruction; Pacing; Essay Tests; Surveys; Instructional Effectiveness |
| Abstract | The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. "Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing" (Cook & Brown, 1999, p. 381). This article explores the evidence of knowledge convergence in online knowledge-based communities of practice (CoPs). Learning outcomes assessed declarative knowledge, convergence, and knowledge application. A comparison group (self-paced design) was used to draw conclusions about the differential effects of knowledge-building strategies on these learning outcomes. The results show there was a difference in pretest and posttest scores and positive evidence of knowledge convergence. The findings pointed to higher posttest scores and higher level of convergence in the online CoP strategy. (Contains 6 tables and 7 figures.) (As Provided). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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