E-learning Community of Practice and Pedagogy in a Resource Constrained University

This study examines the creation, functioning, and sustainability of an e-learning community of practice (CoP) in a resource-limited educational setting. Using Situated Learning Theory (SLT), educators from various fields collaborated to improve e-learning methods. The research used educational design research with a mixed-methods approach, including analysis, design, implementation, and evaluation phases. Findings highlight that effective e-learning CoPs require clear objectives, strategic member recruitment, appropriate digital platforms, collaborative discussions, and ongoing professional development. The CoP promoted knowledge sharing, skill enhancement, community building, and mutual support among educators. Institutional leadership is crucial for fostering voluntary participation and recognizing e-learning's importance. The study concludes that e-learning CoPs are vital for educator capacity building, lifelong learning, and delivering 21st-century skills. Recommendations stress supportive leadership and integration of CoPs into professional development to sustain educational innovation.