A Framework of Environmental, Personal, and Behavioral Factors of Adult Learning in Online Communities of Practice

Adam Abedini (), Babak Abedin () and Didar Zowghi ()
Additional contact information
Adam Abedini: Macquarie University
Babak Abedin: Macquarie University
Didar Zowghi: CSIRO’s Data61

Information Systems Frontiers, 2024, vol. 26, issue 3, No 19, 1218 pages

Abstract: Abstract Adult learning is a complex phenomenon that takes place over an adult’s lifetime and is not limited to a particular age. It includes a set of activities to enhance life through improving skills, knowledge and capabilities. The foundational theories of adult learning, such as andragogy theory, place the individual adult centre stage and differentiate adult learning from formal learning. They also shift the focus from the individuals to the environment in which adult learning takes place. In line with this movement, online communities of practice (OCOPs) have evolved from being considered as online environments for learning to specialised forums that allow practitioners to collaborate around a project of mutual interest. The principles of adult learning are directly applicable to engagement in OCOPs because they include practical methods founded on the belief that adults are self-directed, autonomous learners and that learning is most effective when the environment plays the role of a facilitator, rather than being just a supportive and traditional setting for learning. However, how individual adults engage in OCOPs and benefit from them is not well understood. This paper draws on social cognitive theory to examine: how environmental, personal and behavioural factors shape engagement in OCOPs. To answer this question, twenty-one interviews were conducted with members of GitHub, a large online community of practice for IT professionals. The findings revealed that adults’ engagement in OCOPs involves project-based activities on mutual interests and willingness to help others. The findings also show that engaging in online communities does not only satisfy intrinsic, well-defined, expected outcomes and shape adults’ engagement, but also has an impact on adults’ lifelong learning achievements, such as professional experience and credit recognition. Based on these findings, a revised framework for adults’ engagement in OCOPs is presented and discussed.

Keywords: Adults’ engagement in online communities of practice; Adult learning; Online communities of practice; Social cognitive theory (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://link.springer.com/10.1007/s10796-023-10417-2 Abstract (text/html)
Access to the full text of the articles in this series is restricted.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:spr:infosf:v:26:y:2024:i:3:d:10.1007_s10796-023-10417-2

Ordering information: This journal article can be ordered from
http://www.springer.com/journal/10796

DOI: 10.1007/s10796-023-10417-2

Access Statistics for this article

Information Systems Frontiers is currently edited by Ram Ramesh and Raghav Rao

More articles in Information Systems Frontiers from Springer
Bibliographic data for series maintained by Sonal Shukla () and Springer Nature Abstracting and Indexing ().