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Browsing by Author "Zhang, Qing"

Now showing 1 - 2 of 2
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    Building a Community of Practice in the Workplace: A Case Study at a University Information Technology Call Center
    Zhang, Qing; Lockee, Barbara B. (IGI Global, 2022)
    This study adopts Wenger's (1998) community of practice (CoP) framework to understand the relationships and professional learning community formed at an information technology call center at a large research university in the United States. Forming CoP in the workplace can facilitate organizational knowledge sharing and improve employee performance. In this study, 14 indicators are used to investigate the phenomena of a community of practice at an IT call center. Data on key features of a community of practice was collected from multiple sources, including on-site observations, surveys, interviews, and documents and artifacts. A social network analysis was performed to reveal the connections among employees at the IT call center. The findings indicate that a community of practice was formed at the IT call center based on the Wenger's CoP indicators. These determining features can be used to evaluate the successful adoption of a community of practice within an organization as a means to enhance informal workplace learning and facilitate professional development.
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    Framework to Facilitate Metacognitive Strategy Development in Computer-mediated Instruction: A Design and Development Study
    Zhang, Qing (Virginia Tech, 2019-12-06)
    This study develops a computer-based interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It adopts Type II design and development research approach to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designers, instructors, and other key stakeholders could follow the guidelines proposed in this framework to create metacognitive-based ill-structured problem-solving instruction using e-Learning authoring tools. On one hand, this study bridges the gap between theory and practice; on the other hand, it adds to literature in media research with focusing on utilizing various media types to create effective learning materials.