Affiliations: [a] School of Library and Information Studies, University of Wisconsin-Madison, WI, USA | [b] School of Information, San José State University, San José, CA, USA | [c] School of Library and Information Studies, University of Alberta, Calgary, Canada
Correspondence:
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Corresponding author: Kyle M.L. Jones, School of Library and Information Studies, University of Wisconsin-Madison, Room 4217 Helen C. White Hall, 600 N. Park Street, Madison, WI 53706, USA. E-mail:kmjones8@wisc.edu,kylejones@thecorkboard.org
Abstract: Massive Open Online Courses (MOOCs) have brought about
new questions regarding the construction of virtual learning environments
and course delivery systems. One such question that researchers and
instructors alike are considering is the role of community in learning
spaces. This paper uses a professional development (PD) MOOC as a case study
to investigate whether students identified as a community and identify
characteristics that encourage students to believe this is so. Furthermore,
the authors question if ``community,'' specifically ``communities of
practice,'' is actually the appropriate way to describe such learning
spaces, or if the concept of affinity spaces is more useful. The findings
reveal important implications for designing course spaces for community
experiences and the conceptual approach to professional development
communities in large-scale courses.
Keywords: Massive Open Online Courses, MOOCs, professional development, community, communities of practice, affinity spaces, library and information studies
