TY - JOUR
T1 - Distributed Apprenticeship in Online Communities
AU - Hui, Julie S.
AU - Easterday, Matthew W.
AU - Gerber, Elizabeth M.
N1 - Funding Information:
Acknowledgments.We would like to thank Pratap Jayaram and Joshua Shi for helping to code the interview data. We would also like to thank Daniel Rees Lewis for providing guidance throughout the paper process. Most of all, we would like to thank all the interview participants for sharing their crowdfunding experiences. Background. This article is based on part of the first author’s Ph.D. thesis. Funding. This work was supportedby the National Science Foundation Graduate Research Fellowship. HCI Editorial Record. First received on June 22, 2016. Accepted by Mary Beth Rosson. Final manuscript received on January 3, 2018. – Editor
Publisher Copyright:
© 2018, Copyright © 2018 Taylor & Francis Group, LLC.
PY - 2019/7/4
Y1 - 2019/7/4
N2 - Supporting learning in online communities is an important direction for the future of human–computer interaction as people increasingly leverage social technologies to support professional growth and development. However, few have studied how people leverage the socio-technical affordances of online informal workplace communities to develop professional skills in the absence of dedicated expert guidance. We draw from theories of apprenticeship to introduce an emergent theory of distributed apprenticeship, which outlines how community expectations of transparency and mutual support allow for instruction to be directed by a distributed network of nonexperts. We develop distributed apprenticeship through a qualitative study of crowdfunding entrepreneurs, where novices leverage social interactions with community members to develop a wide range of entrepreneurial skills. We then generalize distributed apprenticeship to other workplace contexts and provide design implications for online communities where people develop professional skills with minimal dedicated formal guidance.
AB - Supporting learning in online communities is an important direction for the future of human–computer interaction as people increasingly leverage social technologies to support professional growth and development. However, few have studied how people leverage the socio-technical affordances of online informal workplace communities to develop professional skills in the absence of dedicated expert guidance. We draw from theories of apprenticeship to introduce an emergent theory of distributed apprenticeship, which outlines how community expectations of transparency and mutual support allow for instruction to be directed by a distributed network of nonexperts. We develop distributed apprenticeship through a qualitative study of crowdfunding entrepreneurs, where novices leverage social interactions with community members to develop a wide range of entrepreneurial skills. We then generalize distributed apprenticeship to other workplace contexts and provide design implications for online communities where people develop professional skills with minimal dedicated formal guidance.
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U2 - 10.1080/07370024.2018.1469409
DO - 10.1080/07370024.2018.1469409
M3 - Article
AN - SCOPUS:85046890801
SN - 0737-0024
VL - 34
SP - 328
EP - 378
JO - Human-Computer Interaction
JF - Human-Computer Interaction
IS - 4
ER -