Web-based Learning Solutions for Communities of Practice

A Process-Oriented and Technology-Based Model of Virtual Communities of Practices
furthering their ‘practice’ or doing their work
better.”(Allen, Evans, & Ure, 2005).
CoPs typically involved people who where
located in the same vicinity; to overcome the
typical problems of the dispersion it is necessary
to take advantage of the Internet technologies. As
a consequence, a new typology of communities
emerges: the Virtual Communities of Practices
(VCoPs). A VCoPs can be seen as a distributed
community of practice, which refers to a group
of geographically distributed individuals who are
informally bound together by shared expertise and
shared interests or work. Such individuals depend
on information and communication technologies
to connect to each other (Daniel, Schwier, & Mc-
Calla, 2003).
Moreover, when adding “virtuality” to the
concept of CoPs we mean, following the Cohen
and Prusak’s definition (Cohen & Prusak, 2001),
any work carried out over a distance of time
and space, usually with the aid of electronic
communication. Indeed, VCoPs are fostered
by a blend of hardware and software that allow
people to communicate easily, immediately,
universally, and inexpensively. But, virtuality
represents a great challenge for the knowledge
creation processes, because technology can not
completely substitute face-to-face interactions. In
this sense virtual communities will supplement,
not supplant, traditional communities. Another
meaningful way to con
Before presenting the model of VCoPs that
we propose in this work, we will discuss about
some rising approaches in teaching and learning
methodologies in Business Schools, by also
providing a set of conditions which are common
in the context of Business Schools and that we
think they can be applied also in VCoPs.
Emerging Approaches in Learning
Methodologies in Business Schools
Emerging trends in teaching and learning approach
in Business Schools sustain that learning
occurs in informal exchanges and is largely based
on constructivism paradigms (Kowch & Schwier,
1997). Constructivism paradigm provides a new
way of looking the learning process, because it
asserts that learners construct knowledge as they
interact with the world, strive to make sense of
their experiences, and seek meaning. The teacher’s
centered approach is substituted by the learner
centered approach in which individuals are
engaged in developing knowledge and cognitive
models through a process of co-participation with
others members in a shared learning community
acting on a geographically dispersed basis. Learners
become builders of facts in constructing contents
of knowledge, rather than passive recipients
of knowledge from the instructor. Consequently,
learners should be engaged in active, constructive,
authentic and cooperative learning (Jonassen,
Davidson, Collins, Campbell, & Hag, 1995).
Constructivists (Duffy & Jonassen, 1992,
Barrows & Tamblyn, 1980) believe that the following
four conditions must be met for learning
to occur in Business Schools. We affirm that these
conditions are met in VCoPs:
• Learning must be embedded in complex,
realistic, and relevant environments increasing
the interaction among learners.
The National Research Council emphasizes
the importance of community in learning
environments and upholds that learning
environments should be a combination
of learner-centered, knowledge-centered,
assessment-centered, and community-centered
environments (Bransford, Brown, &
Cocking, 1999). VCoPs provide opportunities
for learners and researchers to interact
with others, engaging learners in learning
activities with peers. VCoPs members
generate an increased information flow
and new ideas through interaction. These
methods include: asking and answering
questions, chatting with experts, problem
solving, resource and information sharing,
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