E-Community of Practice and Collaborative Leadership in UAE Schools

This literature review examines the relationship between situated learning and community of practice, exploring how connectivism learning theory supports e-communities of practice. It delves into existing frameworks for community practice to support school leadership, analyzing previous studies on e-communities among school leaders, especially in the context of the UAE. The review also discusses the use of smart technology to enhance e-communities and the benefits, roles, definitions, frameworks, and previous studies related to collaborative leadership of school leaders. The review incorporates Harvard citation style throughout, providing a comprehensive overview of the topic.

Running head - E-COMMERCE PRACTICE
E-Commerce Practice
Name of the student
Name of the university
Author’s note

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Situated learning and Community of Practice (relationship)
In the literature review, the discussion is based on the relationship that was developed in
between situated learning and community of practice.
Community of practice is demonstrated as practices that is conducted by groups of
professionals that inbound with one another with the exposure to the class of common problems
and pursuit common solutions for the problems. In doing so, the professionals are embodying
themselves with the store of knowledge. According to Wenger, McDermott and Snyder (2015),
community of practice is demonstrated as group of individuals that are professional and capable
to finding solutions for common problems that are faced ion the community, thus, the individuals
deepen their knowledge and becomes experts in such scenarios.
The different stages of the development of community to assess practice for situated
learning. The various stages of the community of practice to enhance the relationship are
formation, integration, and transformation. At the initial phase or stage, the networks that
will help in communicating and developing the relationship are discovered and the network is
worked on and made. After the formation of the networks, then the primary goal is to analyze
and set topics and intake of new members for the cause (Cruess, Cruess and Steinert 2018). After
the formation of modes, tools and methods to assess the practice is formed within the group.
Then slowly the group fades away officially after completion of the task.

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Introduction to learning theories and slowly move into the different learning theorists that
are important for community of practice and collaborative leadership for school leaders.
The topic is undertaken initially to understand the various theories that have developed in
the process of learning. The literature then discusses about how the society adapted new theories
for practice in the community and are important for collaborative leadership for school leaders.
The variant theories have been developed through ages that have shaped the style and
capabilities of learning for human being. According to Friedman et al. (2015) learning theories
have helped in community of practice and collaborative leadership for school leaders.
In the beginning of civilization, people tend to learn or understand things based on
philosophy. The theory of learning based on philosophy demonstrates how pre era philosophers
like Socrates, Plato and Aristotle have debated on the fact how people used to learn. It continued
till a long time. After the pre era, in the late 19th century people tend to learn on the basis of
psychology. The theory emerged in the nineteenth century where psychologist like Charles
Darwin started to conduct tests that led them in understanding the how people tends to learn.
Eventually the society slowly moved towards approached that are different from the
previous practices and developed different learning processes. The progressive learning theory
explains how development of centered schools where people tends to learn with the help of well-
structured environment and experts.

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How connectivism learning theory supports e-community of practice
The connectivism learning theory have involve through the synthesis of the facts that are
available to understand what is connectivism learning theory is and how it would eventually
support in the practice of e-commerce.
Connectivism learning theory is defined as learning of the networks, but eventually
connectivism refers more to the development of technologies that would help in reaching the end
results of networking that would enhance the e-commerce practice. As discussed by Goldie
(2016) connectivism is often demonstrated as a construction of networks that would be neutrally
encompassed, and the process that is used in developing the networking would be conceptive and
very much external. As the process of the neutral networking and conceptive place in the
individual sectors, technology is the only aspect that could be defined as means of external
construct that would lead its way towards new approaches of process of learning.
Connectivism learning theory have helped in the promotion of e-commerce. Due to the
recent development in the modes of networking with the help of new technologies, people are
tend to connect with one another more frequently than before. This have enhanced factors that is
used for conduction business through the internet. People are using the internet for learning
various topics and are able to conduct various courses overseas. The technological development
are allowing the universities in going digital (Lee 2017).

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Some existed frameworks for community of practice to support school leadership.
The topic undertaken for the literature review would demonstrate about the frame work
that is developed for community of practice to support the school leaders and their leadership.
Community of practice is defined as practice that is conducted by organizations that
consist of group of some people that have common interest in providing solutions for problems
that arises in business domain for other facilities of the society or community.
The development of the framework in which community practices are built, are based on
professional networking and personal relationship among the individuals and also it have various
individuals with knowledge on their domains.
The framework of the community of practice consist of product owners, scrum masters,
developers, test engineers, UX designers and system engineers. The stated framework is a typical
example of role based communities of practice. This particular framework is domain focused and
it is supported by the aspects of communities of practice such as networking and efficient
learning and knowledge sharing processes. The organization of the community practice is often
made up by setting a core activated team, team-occasional-peripheral and transactional
framework (AlDahdouh, Osorio and Caires 2015).
Thus this kind of framework for community practice would help in supporting the cause
of school leaderships.

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Some previous studies about community of practice among school leaders especially e-
communities.
The selected literature would be discussing about previous studies that have led the
development of community practice among various school leaders for promotion of e-commerce
and e-communities.
Community of practice have been a major mode of method or process of solving common
issues with common solutions with the help of groups of people that share common interest in
solving problem. Author Wenger E. have developed theories that have explained the aspects and
of students and teachers learning the field of education. According to Lava and Wenger (1991),
the development of the learning theories were based on mathematics field that discussed about
the learning aspects for both the teachers and the students. In the previous works, author Wenger
describes how communities of practice are placed everywhere and how for the informal and
pervasive nature of the practice is focused on the working. The author explains how focusing on
the aspects would allow the readers to deepen and expand the intuitions. Wenger relates how the
communities of practice is related to learning components of practice and meaning.
Both the authors Lava and Wenger in their work moves away from the facts that are
based on cognitive and psychological approaches.
Using smart technology to enhance and support e-communities of practice
The undertaken literature would be providing insight to the reader about the factors that
smart technologies are used for enhancing and supporting the practice of e-communities.
The effectiveness of communities of practice have enhanced and received a new platform
with the development in the recent years in the smart technologies. With the help of the internet

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and other technological upgrades, the process of practice of communities have turned into
electronic communities of practice or e-communities of practice. As discussed by Mattar (2018)
huge part of the learning market have been occupied by the communities of practice and also
self-learning. With the help of recent development in the digital ear, the communities of practice
have gained new aspects such as sharing the knowledge and experience and new ideas with the
help of networking.
Another development in the communities of practice in the learning aspect have been
commence of online course that have led anyone to conduct any of the courses they would prefer
for themself. Thus, smart technologies have been helpful in spreading communities of practice.
Collaborative leadership of school leaders (benefits- roles- definitions – frameworks- some
previous studies)
The literature would be demonstrating the benefits of collaborative leadership in school,
roles, framework and previous studies.
The benefits of collaborative leadership would be helpful in determining the divisions of
teachers according to the needs of the student and their capabilities. It would also help in putting
greater input in the creativity of the model of the school’s learning aspects (Pesare 2015).
The role of collaborative leadership among the school leaders would be the response to
the twin growth trend in the alliance of strategic and the corporation of private sectors that are
attached to education sectors.
The collaborative leadership framework is divided into three parts- professional learning
communities, communities of practice and critical friends group (Fairman and Mackenzie 2015)

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Previous studies of collaborative leadership of school leaders were estimated by taking
powers and allowing the school to be irrespective from the rules and practice of collaborative
leadership of school leaders.
References
Wenger, E., McDermott, R.A. and Snyder, W., 2015. Cultivating communities of practice: A
guide to managing knowledge. Harvard Business Press.
Cruess, R.L., Cruess, S.R. and Steinert, Y., 2018. Medicine as a community of practice:
Implications for medical education. Academic Medicine, 93(2), pp.185-191.
Goldie, J.G.S., 2016. Connectivism: A knowledge learning theory for the digital age?. Medical
teacher, 38(10), pp.1064-1069.
Friedman, D., Huck, S., Oprea, R. and Weidenholzer, S., 2015. From imitation to collusion:
Long-run learning in a low-information environment. Journal of Economic Theory, 155, pp.185-
205.
AlDahdouh, A., Osorio, A. and Caires, S., 2015. Understanding knowledge network, learning
and connectivism. International journal of instructional technology and distance
learning, 12(10).
Mattar, J., 2018. Constructivism and connectivism in education technology: Active, situated,
authentic, experiential, and anchored learning. RIED. Revista Iberoamericana de Educación a
Distancia, 21(2), pp.201-217.

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Lee, C.D., 2017. Toward a framework for culturally responsive design in multimedia computer
environments: Cultural modeling as a case. In Culture, Technology, and Development(pp. 42-
61). Psychology Press.
Lave, J and Wenger E. ., 1991. Situating learning in communities of practice. Perspectives on
socially shared cognition, 2, pp.63-82.
Pesare, E., 2015, April. Smart learning environments for social learning. In Proceedings of the
30th Annual ACM Symposium on Applied Computing (pp. 273-274). ACM.
Fairman, J.C. and Mackenzie, S.V., 2015. How teacher leaders influence others and understand
their leadership. International Journal of Leadership in Education, 18(1), pp.61-87.