Research Literature on informal online learning, states that there is a dearth of studies featuring a prolonged engagement of faculty members in an online learning environment. The study fills this gap in literature, wherein it features a prolonged engagement on a group on Facebook in an informal manner by an online facilitator in an emerging Community of Practice (CoP). Can Situated Learning on Facebook address the problems of formal learning by fostering a sense of community? Learning in a CoP concerns development of a sense of identity and community among members as they gradually move from a stage of peripheral participation to leadership roles. (Wenger et al, 1998). Formation of Community of Practice involves interacting which may be in the form of resource sharing, seeking information and collecting an aggregate data base of shared resources. Situated Learning in a Virtual Community of Practice on Facebook is hence best understood in the negotiations of roles and identities as learners and mentor negotiate identity and community in a domain, engaging mutually for accrued knowledge and Situated Cognition. (Brown and Duguid, 1989).
Cite this article:
Mallika Vijaya Kumar. Teacher as online facilitator in a Face book group for Knowledge acquisition. Res. J. Humanities and Social Sciences. 2018; 9(1): 245-247. doi: 10.5958/2321-5828.2018.00044.X
Mallika Vijaya Kumar. Teacher as online facilitator in a Face book group for Knowledge acquisition. Res. J. Humanities and Social Sciences. 2018; 9(1): 245-247. doi: 10.5958/2321-5828.2018.00044.X Available on: https://www.rjhssonline.com/AbstractView.aspx?PID=2018-9-1-44