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A Facilitated Community of Practice: Enabling Student Success in the Blended Learning Environment

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Implementing Communities of Practice in Higher Education

Abstract

This chapter explains the implementation, facilitation and experiences of a community of practice; video-based Peer Assisted Study Sessions (vPASS), which utilised recorded lectures and collaborative learning methodologies for at-risk undergraduate students studying Mathematics for Engineers. Students who had previously failed this core subject, were invited to enrol in the vPASS mode of Mathematics for Engineers which provided a facilitated, small group learning environment. They found significant benefits in the experiences of learning together and supporting each other’s learning trajectory through the challenging content. We consider vPASS through the lenses of ‘mutual engagement, joint enterprise and shared repertoire’ which Wenger describes as processes that contribute to communities of practice (Wenger in Social learning systems and communities of practice. Springer and the Open University, Milton Keynes, pp 179–197, 2010b, p. 72). Although this program was based in a particular subject, the principles and approaches which underlie vPASS are transferable to other discipline areas. Transforming the experience of learning from a lecture into a social meaning making activity provides students with life-long learning skills; a graduate attribute of many institutions. It can also enable students to take greater responsibility for their learning as their motivation increases and they develop effective study strategies.

The original version of this chapter was revised: The erratum to this chapter is available at DOI 10.1007/978-981-10-2866-3_28

An erratum to this chapter can be found at http://dx.doi.org/10.1007/978-981-10-2866-3_28

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  1. School of Education, Western Sydney University, Penrith, Australia

    Clare Power

  2. Mathematics Education Support Hub (MESH), Western Sydney University, Penrith, Australia

    Lyn Armstrong

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  1. University of Southern Queensland, Toowoomba, Queensland, Australia

    Jacquie McDonald

  2. University of Southern Queensland, Toowoomba, Queensland, Australia

    Aileen Cater-Steel

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Power, C., Armstrong, L. (2017). A Facilitated Community of Practice: Enabling Student Success in the Blended Learning Environment. In: McDonald, J., Cater-Steel, A. (eds) Implementing Communities of Practice in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2866-3_11

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