Deconstructing an Online Community of Practice: Teachers’ Actions in the Edmodo Math Subject Community

Source: Journal of Digital Learning in Teacher Education, Volume 31, Issue 2, 2015, p. 73-81

The present study examined whether teachers’ actions in the Edmodo math subject community, a so-called online community of practice with more than 300,000 members, fit within Lave and Wenger's community of practice framework.
A directed content analysis of 600 discussion threads from the math subject community was conducted and triangulated with survey and interview data.

The results showed that teachers’ actions in the math subject community did not support the traditional notions of the community-of-practice framework.

Reference
Lave, Jean; Wenger, Etienne (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.