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Undergraduate Communities of Practice: Improving the student experience, leadership skills and
professional identity of Bachelor of Midwifery students
Sarah S. List, Jane Warland, Colleen Smith
The Healthcare Reality
•By 2025: Australia faces a drastic shortfall in nurses and midwives•Compounded issue: students choosing to exit study
Why are they leaving?•feelings of disconnect: university and profession•make few friends
How can a sense of community help?
• Trust built with learning communities• lowers sense of risk• increases engagement and activity
Student communitiesOn campus: ↓ likely to drop out, better levels of academic success
BUT Online access & timetable flexibility = ↓ time spent on campus↓ likely to make friends
Online: lack structure, moderation, behavioural issues
Growth in off-campus flexible study
UNISA
1 Online course 28%
Fully off-campus 11%
Mature >30yo 25%
Almost 30% of students at UniSA study at least one course online
This Project: Created communities
Aim: to determine the theoretical and practical roles of undergraduate Communities of Practice, and the structural and practical issues of developing and implementing one
Planning: Literature review for community design
Previous use of learning communities? Types of communities?
Student initiated and run communities •Face to face: ‘hidden’ from academics•Online: ‘hidden’, tends to be short term practical information
Academic initiated communities:•Year level or small class group•Often cease after course/year/project completed
Communities of Practice (CoP)
"...are groups of people who share a concern or a passion for something they do and learn how to do it better
as they interact regularly”
The Domain: member connected via a shared domain of interest
The Community: they engage in joint discussions, share information, and learn and support from each other
The Practice: members are practitioners that develop a repertoire of resources, experiences, tools, and ways of addressing reoccuring problems - i.e: shared practice Needs to be ongoing (Wenger, 2006.)
How to build an active, engaged community?
"...are groups of people who share a concern or a passion for something they do and learn how to do it better
as they interact regularly” Wenger 2006
•Need an identity and to establish a sense of identity early: Bachelor of Midwifery students (cohort size: 342 Jan 2013)
•1 year UniSA development grant
How have CoPs been used?
Professionals - lots!Undergraduates.... little
Lots of unanswered questions• How to build an active, engaged community?• Facilitation: Peer vs academic? • Structure? • Location?
Engagement is linked to facilitationStaff directed
Garrison's Community of Inquiryless community commitment by members
• post quality? • unlikely to continue to contribute after specific use• facilitation?• Link to assessment (carrot and stick)
To be a sage, guide or ghost? (Mazzolini and Maddison, 2002)
Engagement is linked to facilitationStudent directed? Baran and Correia (2009)Student leaders were inspirational, motivated students to participate and provided a risk-free environment.
Correia and Davis (2008)When led by students, interactions were more meaningful and created a stronger sense of community
Poole (2000) Student facilitation resulted in longer and a greater number of postings**
Partnered Community LeadershipMcDonald et al (2012) ‘nurtured’ CoP
Direct activities/ content/ moderate/ advocate.**time
Review and advise
Support and review of project
Community location - online
SoNM UNISA
1 Online course 64% 28%
Fully off-campus 21% 11%
Mature >30yo 40% 25%
20% of UNISA’s total enrolments study in the SoNM
•300 Midwifery students•Students are time poor•Midwifery Accreditation: 50% of time in placement•Following births – on campus classes may be missed
Creating the Community
Students did NOT want facebook for their platformInformal groups already present, but no academic rigour
and issues around behavioural guidelines.
• Technical: easy to create and maintain• Login: no special account required
We:Evaluated platforms (Weebly, Dolphin, Google communities,
Wordpress, Buddypress, yammer, wikispaces, ning, meetup)
Encouraging activity
Amount of activity in online spaces in an ongoing issue
• Link to assessment reward?•"Students learn what they care about" (Biggs 1989)
Relevance to study not enough.
‘Distance’ to the community
Encouraging activity – Recreated in facebook
More members and
viewers
But few
posters/responders
Content type did not influence response rates
OutcomesEvaluative studies: broader cohort and more activityTime commitments ongoing issue (panel and general members)
- professional programs have lower engagement rates) (Alsford et al.)Timing of project
- facebook student group already present (50 members)Needs of the group: student version focuses on - assessment issues - pregnant ladies- Humour
Read, but may not contribute
Selected references• Wenger, E. (2006). Communities of practice: a brief introduction.
www.ewenger.com/theory/communities_of_practice_intro.htm
• Baran E, and Correia A. (2009). Student Led facilitation strategies in online discussions". Distance Education. 30.
• Biggs, J. B. (1989). Approaches to the enhancement of tertiary teaching. Higher Education Research and Development, 8(1), 7-25.
• Correia, A. P., & Davis, N. (2008). Intersecting communities of practice in distance education: the program team and the online course community. Distance Education, 29, 289-306.
• Poole, D. M. (2000). Student participation in a discussion-oriented online course: A case study. Journal of Research on Computing in Education, 33(2), 162-77.
• Garrison, D.R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence and computer conferencing in distance education. American Journal of Distance Education. 30, p339-361.
• Mazzolini, M., and Maddison, S. (2003). Sage, guide or ghost? The effect of instructor interventionon student participation in online discusion forums. Computers & Education. 40, pp237-253
• University of South Australia Development Grant.