Communities of practice and ways to learning
Charting the Progress of Biology Undergraduates
Bibliographic Data
| ID | 4097970 |
|---|---|
| Authors | Paul Orsmond (0000-0002-3517-6503, University of Staffordshire, corresponding author), Stephen Merry (0000-0002-3816-8154, University of Staffordshire), Arthur Callaghan, A A Callaghan (University of Staffordshire) |
| Year | 2013 |
| Volume | 38 |
| Issue | 6 |
| Pages | 890-906 |
| Publication date | 2013-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2011.606364 |
| OpenAlex | W2037034172 |
| Language | EN |
| Citations received | 10 |
| References cited | 29 |
This article discusses social learning outside of the overt curriculum. A thematic approach was used to analyse data from semi-structured interviews with 30 biological sciences students from a post-1992 university in the UK. The results indicate that: (1) students form communities of practice which function outside the formal curriculum, (2) there is a changing profile to community practice over three years of study as undergraduates revise their sense of academic identity, and (3) students' communities of practice seem to be influenced by external social networks which remain constant in their nature over three years of study. Findings are discussed in terms of Wenger's framework for the development of communities of practice, the role of distributed cognition in student social learning, and the importance of social capital within student social learning networks. Implications for the taught curriculum and how it is delivered are considered
Biology · Engineering ethics · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Engineering · Evaluation of Teaching Practices · Innovative Education and Learning Practices · Interdisciplinary Research and Collaboration · Psychology
Moving feedback forward
Learning in friendship groups
Interconnected learning between university and the workplace
Peer learning in higher education
Speaking self-assessment
A community of practice approach to understanding how students develop feedback literacy enabling the processing and enactment of feedback
The importance of self-assessment in students’ use of tutors’ feedback
Tutors’ assessment practices and students’ situated learning in higher education
Making sense of the combined degree experience
Peer assessment
Researching Social Life
Research Methods in Education
Research Methods in Education
Communities of Practice
Re-Embedding Situatedness
Within and Beyond Communities of Practice
Zooming In and Out
Limits to Communities of Practice
Bowling alone
Organizational Learning and Communities-of-Practice
Biology students’ utilization of tutors’ formative feedback
The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment
Teaching, as Learning, in Practice
On Claims That Answer the Wrong Questions
Families, Social Capital and Educational Outcomes
Enhancing teaching through constructive alignment
Cognition in Practice
Distributed Cognition
On Two Metaphors for Learning and the Dangers of Choosing Just One
Peer-mediated learning beyond the curriculum
Developmental networks and learning
Learning networks and the journey of 'becoming doctor
Situated Learning
| Unique citing works | 10 |
|---|---|
| Citations per year | 0,77 |
| Citation span | 2013 - 2025 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |