Establishing Online Communities of Practice: The Case of a Virtual Sports Coaching Community
Author(s)
Whatman, S
Griffith University Author(s)
Year published
2016
Metadata
Show full item recordAbstract
This chapter reports on a pedagogical innovation that aimed to develop a community of practice amongst sports coaches around the world who were completing an online postgraduate course of study. Strategies that reflected diverse understandings of rapport and relational teaching were introduced across 2015. Drawing upon understandings of practice (Kemmis et al., Changing practices, changing education, Singapore, Springer, 2014) and conditions or constraints upon practice—practice architectures (Kemmis and Grootenboer, Enabling praxis: Challenges for education, Amsterdam, Sense, 2008, pp. 37–62)—the chapter outlines how the ...
View more >This chapter reports on a pedagogical innovation that aimed to develop a community of practice amongst sports coaches around the world who were completing an online postgraduate course of study. Strategies that reflected diverse understandings of rapport and relational teaching were introduced across 2015. Drawing upon understandings of practice (Kemmis et al., Changing practices, changing education, Singapore, Springer, 2014) and conditions or constraints upon practice—practice architectures (Kemmis and Grootenboer, Enabling praxis: Challenges for education, Amsterdam, Sense, 2008, pp. 37–62)—the chapter outlines how the sayings, doings and relatings of this community were shaped and shifted by the pedagogical decision-making of the lecturer. Data include students’ assessed contributions to online discussion, peer reviews, anonymous surveys, learning management system analytics and the lecturer’s reflections. Findings show that whilst building a sense of community and rapport in an asynchronous online environment is challenging, it is possible and, indeed, expected.
View less >
View more >This chapter reports on a pedagogical innovation that aimed to develop a community of practice amongst sports coaches around the world who were completing an online postgraduate course of study. Strategies that reflected diverse understandings of rapport and relational teaching were introduced across 2015. Drawing upon understandings of practice (Kemmis et al., Changing practices, changing education, Singapore, Springer, 2014) and conditions or constraints upon practice—practice architectures (Kemmis and Grootenboer, Enabling praxis: Challenges for education, Amsterdam, Sense, 2008, pp. 37–62)—the chapter outlines how the sayings, doings and relatings of this community were shaped and shifted by the pedagogical decision-making of the lecturer. Data include students’ assessed contributions to online discussion, peer reviews, anonymous surveys, learning management system analytics and the lecturer’s reflections. Findings show that whilst building a sense of community and rapport in an asynchronous online environment is challenging, it is possible and, indeed, expected.
View less >
Book Title
Student Engagement and Educational Rapport in Higher Education
Volume
1
Subject
Higher education