From the Classroom
Learning Community
to a Web-Enabled
Community of Practice
James M. Greer
U
nder the guidance and direction of tion of a particular practice or profession.
an involved facilitator, a classroom Within both traditional and distance edu-
learning community is able to cation classrooms Web-enabled applica-
transform into a viable community of prac- tions and technologies have greatly
tice empowered by the intrinsic social net- assisted in the facilitation of these commu-
working capabilities of Web-enabled nities. Garrison, Anderson, and Archer
applications. This evolutionary step is (2003) stated, “This new transactional era
made possible by an engaged mentor or of distance education has been largely
group-nominated peer who has a continu- shaped by the ability of computer medi-
ing concern and interest about the direc- ated communication (CMC) to create a
community of learners at a distance”
(p.114). To clarify this progression it is
important to define a community of learn-
ing, define a community of practice, dis-
cuss the sources of a community of
practice, list Web-enabled applications that
may be used in communities of practice,
recognize the characteristics of a commu-
nity of practice, and discuss the impor-
tance of facilitation.
DEFINITIONS
One definition of a learning community
proposed by the organization Tele
Apprentissage Communautaire au Trans-
James M. Greer, Senior Analyst, formatit (1998) notes that it is “a group of
Courseware Developer, and Instructor, students and at least one educator who, for
L3COM, Air Operations Center Formal a while and motivated by common vision
Training Unit, Hurlburt Field, Florida. and will, are engaged in the pursuit of
Telephone: 850-217-9347.
acquiring knowledge, abilities and atti-
E-mail: jgreer01@gmail.com
tudes” (para. 1). This community of learn-
ing may exist in both traditional and
Volume 6, Issue 3 Distance Learning 53
distance venues with interaction varying workplace becomes a temporary society”
from almost nil to very involved, depend- (p. 145). After graduation, this workplace
ing upon the design and structure of the ethic and mindset is transported into the
course. In describing a well designed actual working environment. The close
online community of learning Tu (2004) relationship between current activity the-
noted, “Teammates communicating with ory and a community of practice is noted
each other, learning together, searching for by Polin (2004).
resources, supporting each other, conduct-
ing team projects online, and solving real- Building on seminal work by the Russian
life problems have become important