Virtual Team Community of Practice (VTCoP) theory can inform the delivery of online learning

2.50
Hdl Handle:
http://hdl.handle.net/10547/565028
Title:
Virtual Team Community of Practice (VTCoP) theory can inform the delivery of online learning
Authors:
Philpott, Elly; Pike, David
Abstract:
Purpose – As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area. Design/methodology/approach – Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM). Findings – A theoretical model is presented. Research limitations/implications – The theoretical model has still to be tested. Practical implications – The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engagement lifecycle, students are more likely to be engaged and committed to completing an online course. Social implications – The paper uses existing theory to potentially improve completion rates on online courses. Originality/value – The paper is original in that it combines existing socio-technical theory from the information systems domain with that of educational pedagogy to inform good practice.
Affiliation:
University of Bedfordshire
Citation:
Philpott, E. and Pike, D. (2013) “Virtual Team Community of Practice (VTCoP) theory can inform the delivery of online learning”, Journal of Applied Research in Higher Education, 5(2), 222-238
Publisher:
Emerald Group Publishing Limited
Issue Date:
2013
URI:
http://hdl.handle.net/10547/565028
DOI:
http://dx.doi.org/10.1108/JARHE-11-2012-0033
Additional Links:
http://dx.doi.org/10.1108/JARHE-11-2012-0033; http://www.emeraldinsight.com/doi/abs/10.1108/JARHE-11-2012-0033
Type:
Article
Language:
en
Appears in Collections:
Business and Information Systems Research Centre (BISC)

Full metadata record

DC FieldValue Language
dc.contributor.authorPhilpott, Ellyen
dc.contributor.authorPike, Daviden
dc.date.accessioned2015-08-04T10:31:11Zen
dc.date.available2015-08-04T10:31:11Zen
dc.date.issued2013en
dc.identifier.citationPhilpott, E. and Pike, D. (2013) “Virtual Team Community of Practice (VTCoP) theory can inform the delivery of online learning”, Journal of Applied Research in Higher Education, 5(2), 222-238en
dc.identifier.doihttp://dx.doi.org/10.1108/JARHE-11-2012-0033en
dc.identifier.urihttp://hdl.handle.net/10547/565028en
dc.description.abstractPurpose – As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area. Design/methodology/approach – Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM). Findings – A theoretical model is presented. Research limitations/implications – The theoretical model has still to be tested. Practical implications – The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engagement lifecycle, students are more likely to be engaged and committed to completing an online course. Social implications – The paper uses existing theory to potentially improve completion rates on online courses. Originality/value – The paper is original in that it combines existing socio-technical theory from the information systems domain with that of educational pedagogy to inform good practice.en
dc.language.isoenen
dc.publisherEmerald Group Publishing Limiteden
dc.relation.urlhttp://dx.doi.org/10.1108/JARHE-11-2012-0033en
dc.relation.urlhttp://www.emeraldinsight.com/doi/abs/10.1108/JARHE-11-2012-0033en
dc.subjectX342 Academic studies in Higher Educationen
dc.subjectvirtual team community of practice (VTCoP)en
dc.subjectdistance learningen
dc.subjectsocio-technical theoryen
dc.subjectmodelen
dc.subjectonline learningen
dc.titleVirtual Team Community of Practice (VTCoP) theory can inform the delivery of online learningen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
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