Help my CoP is way too quiet!

Addressing the challenges.

I’ve been an advocate of online learning communities, specifically communities of practice, for a while now. I’ve seen firsthand how members of these communities solve problems together, share experiences and specialist knowledge, and shape emerging practice. Besides the professional learning that takes place in these communities, I’ve also witnessed their potential to ignite genuine relationships, allowing members to meet peers and even make lifelong friends.

Online learning communities do however face their fair share of challenges. In fact, I’ve seen these communities fail almost as frequently as I’ve seen them succeed. The same spaces that allow communities to connect can easily result in disengagement, and also, there’s a fine line between a learning community and structureless mechanical attempt at connecting overly-busy people under the banner of community.

Disengagement – the death blow to online learning communities

This is precisely the problem with online learning communities. Most community challenges are at their core challenges of no-mojo disengagement.

Interestingly, Wegener and Leimeister analysed 64 papers on virtual learning communities to assess why so many fail to realise their potential. They discovered that some of the key obstacles facing these communities were technical issues, a lack of common goals and feelings of inhibition or lack of trust.

Many researchers have described a tendency to withdraw on digital platforms, fading into the background, a lack of urgency when responding and a general lack of reciprocity. Discussion on digital platforms can become superficial, characterised by impersonal or overly polite communication, which gets in the way of critical engagement.

Strategies to bring online learning communities back to life

How do we go about addressing these challenges? There are a number of ways, including:

? Designing for evolution – set up structures that encourage dynamism, reflection and organic change within your community;

? Facilitating dialogue between inside and outside perspectives – bring together the perspectives of insiders, with deep understanding of the domain and community, and outsiders, who can offer fresh perspectives;

? Allowing for different levels of participation – rather than trying to ensure uniform levels of participation, accept that members will have different levels of interest and capacity, and accommodate all intentionally;

? Creating public and private community spaces – facilitate events and activities in the communities public spaces to develop feelings of belonging and community. At the same time, facilitate private, small group interactions between members for the sharing of knowledge and resources around a niche area and to strengthen relationships;

? Focusing on value – since participation in these communities is generally voluntary, focus on bringing value to members and encourage members to assess and express the value they derive from the community.

? Combining familiarity and excitement – a certain level of routine can encourage familiarity and comfort, which results in openness and honesty. At the same time, be sure to create opportunities for vibrant engagement, spontaneity and novelty. This can be done by hosting one-time events and invite outsider participation.

? Creating rhythm for the community – tailor the community’s calendar to create a steady, but not overwhelming, rhythm.

? Make use of an innovative range of technology that maximises engagement.

This may seem like a lot of work – and it is! That’s why it seems a moderator or sponsor – who facilitates community activities, connects members, maintains focus and encourages engagement - is key to any online learning community’s success.

My PhD research is concerned with what makes online learning communities thrive. To stay informed of my ongoing research, feel free to connect or leave a comment.

References

? Johnson, C.M. (2001). A survey of current research on online communities of practice. Internet and Higher Education, 4, 45-60.

? Wenger, E., McDermott, D. and Snyder, W. (2002). Cultivating Communities of Practice: A Guide to Managing Knowledge, Boston: Harvard Business School Press.