An investigation of the development of a reflective virtual learning community in an ill-structured domain of instructional design
An investigation of the development of a reflective virtual learning community in an ill-structured domain of instructional design
This article examines the development of novice instructional designers in a reflective learning community. The study was situated in a blended learning course, which utilized a web-based learning management system as a communication platform. Drawing from communities of practice as a theoretical framework, we examined (1) how individual and group characteristics influenced knowledge construction, (2) how members developed their epistemic frames of instructional design, and (3) the dynamics of g