Participation in virtual academic communities of practice under the influence of technology acceptance and community factors. A learning analytics application |
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| Affiliation: | 1. Ludwig-Maximilians-Universität, Faculty of Psychology and Educational Sciences, Leopoldstr. 13, D-80802 München, Germany;2. Universität der Bundeswehr München, Faculty of Human Sciences, Werner-Heisenberg-Weg 39, D-85577 Neubiberg, Germany;3. Walden University, Richard W. Riley College of Education and Leadership, 100 Washington Avenue South, Suite 900, Minneapolis, MN 55401, USA;4. “Politehnica” University of Bucharest, Faculty of Automatic Control and Computers, Splaiul Independen?ei 313, RO-60042 Bucure?ti, Romania;5. University Grenoble Alpes, Laboratoire des Sciences de l’Éducation, 38040 Grenoble Cedex 9, France;1. Department of Research and Education, OLVG Hospital, Amsterdam, The Netherlands;2. Athena Institute, Faculty of Earth and Life Sciences, VU, Amsterdam, The Netherlands;3. European Board & College of Obstetrics and Gynaecology, Standing Committee of Training and Assessment, Brussels, Belgium;4. European Board & College of Obstetrics and Gynaecology, Executive Committee, Brussels, Belgium;5. European Board & College of Obstetrics and Gynaecology, Chair of Project Board of EBCOG-PACT, Brussels, Belgium;6. Department of Reproductive Medicine and Gynaecology, University Medical Centre, Utrecht, The Netherlands;7. Faculty of Health Medicine and Life Sciences, School of Health Professions Education (SHE), Maastricht University, Maastricht, The Netherlands;8. VU University Medical Center, Amsterdam, The Netherlands;1. University of Central Florida, Institute for Simulation and Training (IST), Orlando, FL, USA;2. University of Central Florida, Department of Psychology, Orlando, FL, USA;1. Faculty of Electrical Engineering and Computer Science, Smetanova ulica 17, 2000 Maribor, University of Maribor, Slom?kov trg 15, 2000 Maribor, Slovenia;2. Faculty of Natural Sciences and Mathematics, Koro?ka cesta 160, 2000 Maribor, University of Maribor, Slom?kov trg 15, 2000, Maribor, Slovenia;1. WMG, University of Warwick, United Kingdom;2. University of New South Wales Business School, Australia |
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| Abstract: | Participation in virtual communities of practice (vCoP) can be influenced at the same time by technology acceptance and by community factors. To overcome methodological issues connected with the analysis of these influences, learning analytics were applied. Based on a recent vCoP model, the collaborative dialogue comprising 4040 interventions in 1981 messages created by a vCoP located at a US American online university was automatically analyzed. The text-based asynchronous online discussions were scored using a cohesion-based participation and collaboration analysis. Additionally, a sample of N = 133 vCoP participants responded a technology acceptance survey. Thus, a combined research model including the vCoP model and an established technology acceptance model was verified. The results confirmed the vCoP model entirely, and the acceptance model only partially. As consequence for educational research, the CoP model was confirmed and extended to vCoP settings, while the acceptance model appears to need reconsideration. For academic practice, the study initiates the development of assessment tools fostering knowledge sharing through dialogue in vCoP. Also, it suggests how virtual classrooms can be extended to open spaces where value creation takes place through social learning. Learning analytics proved thus successful, provides information that impacts both theory and practice of technology-enhanced learning. |
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| Keywords: | Communities of practice Technology acceptance Learning analytics Discourse analysis Natural language processing Social network analysis |
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