Learning in context: Using the concept of 'community of practice' as a framework to evaluate an online Masters programme

The purpose of this study is to analyse the context of learning for a group of health professionals currently studying for an online Masters programme in Professional Practice, Health and Social Care. The theories that dominate the design of much online learning is set within Vygotsky’s theory of social constructivism. It was felt by the programme team that it was important therefore to understand the world of the student in order to situate teaching and learning appropriately. Lave and Wenger’s theory of ‘communities of practice, provided a framework for a series of interviews with current students on the programme. The analysis of the data provided an indepth insight into the learning contexts of the students and promoted reflection amongst the programme team