Virtual-team-community-of-practice (VTCoP) theory can inform online course delivery

Abstract

Purpose

As higher education becomes an increasingly global commodity, the rush is on to embrace best practice in the delivery of online courses. This author advocates that the delivery of such courses be treated as management of a Virtual team community of practice (VTCoP) and as such, delivering academics should embrace relevant theory and tools in this area.

Design/methodology/approach

Based on extensive work on European projects, the author advocates a timeline of relevant theory and tool application that can be applied to the lifecycle of an online course. Theory overviewed includes Use and Gratification theory, Social Exchange theory, Bond theory and Identity theory as well as IT-based models such as Information Systems Success Model (ISSM).

Findings

A theoretical model is presented.

Research limitations/implications

The theoretical model has still to be tested.

Practical implications

The paper argues that by creating the conditions commensurate with a successful VTCoP throughout the engagement lifecycle, students are more likely to be engaged and committed to completing an online course.

Social implications

The paper uses existing theory to potentially improve completion rates on online courses.

Originality/value

The paper is original in that it combines existing socio-technical theory from the informations systems domain with that of educational pedagogy to inform good practice.

Citation

Philpott, E. and Pike, D. (2013), "Virtual-team-community-of-practice (VTCoP) theory can inform online course delivery", Journal of Applied Research in Higher Education, Vol. 5 No. 2, pp. 222-238. https://doi.org/10.1108/JARHE-11-2012-0033