Heterophilous community of practice for moodle adoptionin higher education

Abstract

Successful educational technologies adoptions require systemic change (Law, Yuen & Fox, 2011). The concept of community of practice (CoP) fits the need by aggregating different individuals and forming heterophilous social settings. However, heterophilous CoP confronts with our communication habit and social nature, especially in the context of higher education. A heterophilous CoP for Moodle adoption at a university in Hong Kong was observed for 7 months. The process of social learning among participants with different backgrounds and levels of participation was explored through modes of belonging (Wenger, 1998) and heterophily (Rogers and Bhowmik, 1970). Data were collected by questionnaires, field notes and individual interviews during and after 8 sharing sessions in this CoP. 56 questionnaires were collected. 7 participants were selected for interview based on the results from questionnaires and field notes to represent a wide range of backgrounds. The results from questionnaires and interviews were compared to describe the influence of heterophily on different participants in this CoP. Participants with different backgrounds were found in this CoP. They perceived heterophily in different areas with different degrees. Heterophily provided references and different meanings to participants. Participants learnt through participation by transforming heterophily into learning outcomes with different modes of belonging. Relevant experiences were essential in the learning process. This study argued that educational technologies practices and heterophilous CoP are related. Also, a mechanism was proposed to describe how different participants learn through participation in heterophilous CoP. Building heterophilous CoP is potentially beneficial for educational technologies adoptions. It should be aware that inexperienced participants might encounter difficulties in learning. Participants are also suggested to participate with different modes of belonging which are crucial for social learning in heterophilous CoP.