The influence of a research community of practice on members’ knowledge and skills, group identity, and self-efficacy moderated by videoconferencing technology
Abstract
Community of practice is a form of professional learning and development activity. Purpose. This study aimed to explore the influence of community of practice activities, established based on the J. Lave and E. Wenger theory, on member’s research knowledge and skills, group identity, and self-efficacy moderated by online videoconferencing technology. Methodology. The study adopted a descriptive, cross-sectional, quantitative research design; it used a pre-prepared survey to collect data from the community members and the SmartPLS software for data analysis and testing a structural equation model. Findings. The study revealed that community activities had a significant effect on research knowledge and skills (t = 4.63, p < .001), group identity (t = 5.09, p < .001), and self-efficacy (t = 3.74, p < .001). The video conferencing technology had an insignificant moderation effect on the relationship between community activities and research knowledge and skills (t = 1.81, p = .070), community activities and group identity (t = 1.05, p = .293), and the community of practice activities and self-efficacy (t = 1.73, p = .084). Conclusion. The communities of practice can enhance knowledge sharing and improve employee development and competence, specifically in complex domains, such as learning research and practice. Value of the results. The study disclosed a positive effect of the community of practice, guided by J. Lave and E. Wenger (1991) and S. M. Hord (1997), on sharing knowledge and experiences, improving skills, and enhancing collaboration among members.
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