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Over eight weeks, data were collected from ten teachers in an educational technology graduate program via Facebook likes and posts, complemented by semi-structured interviews. Qualitative data underwent content analysis, while quantitative Facebook data were analyzed using descriptive and social network methods. Results indicate social media features strengthened engagement, responsibility, mutual assistance, and shared understanding. Practical implications are proposed for online learning communities.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/online-knowledge-construction-for-teachers-on-social-media-a-community-perspective-for-practice/593091/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/online-knowledge-construction-for-teachers-on-social-media-a-community-perspective-for-practice/593091.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"How does the study use the Communities of Practice (CoP) framework to analyze social media?","Question",{"text":113,"@type":114},"It examines how social media helps build an online community through a collaborative knowledge-construction process, guided by the CoP framework and Wenger’s model.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What data sources were used in the study and how were they analyzed?",{"text":118,"@type":114},"Data were collected from ten teachers via Facebook likes and posts over eight weeks and supported by semi-structured interviews. Qualitative data were analyzed through content analysis, and quantitative Facebook data used descriptive and social network analysis.",{"name":120,"@type":111,"acceptedAnswer":121},"Which social media features were highlighted as important for building the online CoP?",{"text":122,"@type":114},"The study emphasizes engagement-supporting features such as like buttons, comments, posts, shares, and reactions, showing they help participants interact, contribute, and collectively build products.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593091,1792171176,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Online Knowledge Construction for Teachers on Social Media: A Community  \nPerspective for Practice  \nFatih Erdoğdu  \nAbstract: This study used the Communities of Practice (CoP) framework to analyze how social media helped build an online community in a collaborative process by carrying out exploratory research design. For eight weeks, data was collected from ten teachers enrolled in an educational technology graduate program. The data was collected by Facebook through likes and posts. In addition, semi-structured interviews were conducted with all participants. While content analysis was performed on all qualitative data, descriptive and social network analysis were performed in the analysis of quantitative data obtained from Facebook. The participants were asked to develop an authentic video for young students to increase their awareness on using the internet safely. Social media was offered to participants to share their knowledge and designs during the collaborative construction of the artifact exercises. The results showed that the features of social media helped build a community of practice in terms of engagement, fostering a sense of responsibility and mutual assistance. The most popular features such as like buttons, comments, posts, shares and reactions for students were used in a variety of ways to build an online community of practice for adult learners. They made it easier to create a common product, take responsibility, spread the effort for the product video , eliminate of the shortcomings, achieve a common result, help each other, expertise, high engagement and collective understanding. Some practical implications for a better learning experience within an online practice community via social media have also been included.  \nKeywords: communities of practice, social media, adult learning, online learning , distance education  \nHighlights  \nWhat is already known about this topic:  \n• Practices within a community have critical importance in constructing knowledge  \n• CoP members can use social media networks in an informal way to share knowledge, discuss and create knowledge in many cases when they are not physically together.  \nWhat this paper contributes:  \n• Adult learners provided knowledge construction through their posts within the group and thus developed themselves towards expertise.  \n• Adult learners interact socially by writing comments, using like buttons and posting in contributing towards the construction of an online community of practice.  \n• The features of Facebook tools resulted in the components of CoP to be used at a high rate of engagement.  \nImplications for theory, practice and/or policy:  \n• Future research could be on a larger scale for evaluation of interactions between groups in CoP creation.  \n• For qualitative research, clinical interviews with online groups can be conducted and the results can be examined in depth in terms of interaction status within the CoP group.  \nIntroduction  \nWith advances in online interactive learning tools, researchers suggest constructing knowledge collaboratively within tasks that focus on product development for adults (Huang, 2002; Herrington et al. , 2003; Park & Choi, 2009) . Unlike traditional location-based CoPs, online CoPs bring individuals together around a task or idea, and online tools provide ways to suppress traditional group norm behavior (Squire & Johnson, 2000; Johnson, 2001) . Bearing this in mind , educators tend to leverage the potential benefits of social networks to create collaborative environments and communities of practice. Since Facebook is one of the most popular platforms among adults, determining whether Facebook is a Community of Practice (CoP) environment can provide guidance on how to design and implement online learning environments for adult learners. While significant effort is put into discovering the contribution of Facebook usage to learning outcomes based on user experience, there is a small amount of research explor","cbCairyFPbbeCKLW","https://ap.wps.com/l/cbCairyFPbbeCKLW","pdf",498283,17,"English","# Introduction\n## Adult Learning\n## Method and Data Collection\n## Findings and Social Media Features\n## Implications","[{\"question\":\"How does the study use the Communities of Practice (CoP) framework to analyze social media?\",\"answer\":\"It examines how social media helps build an online community through a collaborative knowledge-construction process, guided by the CoP framework and Wenger’s model.\"},{\"question\":\"What data sources were used in the study and how were they analyzed?\",\"answer\":\"Data were collected from ten teachers via Facebook likes and posts over eight weeks and supported by semi-structured interviews. Qualitative data were analyzed through content analysis, and quantitative Facebook data used descriptive and social network analysis.\"},{\"question\":\"Which social media features were highlighted as important for building the online CoP?\",\"answer\":\"The study emphasizes engagement-supporting features such as like buttons, comments, posts, shares, and reactions, showing they help participants interact, contribute, and collectively build products.\"}]","Online Knowledge Construction for Teachers on Social Media - A Community Perspective for Practice | PDF",1792076582,43]