IMPACT OF ONLINE COMMUNITY OF PRACTICE ON THE LEARNING PROCESS FOR IMMIGRANT STUDENTS IN SWEDEN

Abstract

To know the reality of the Online Community of Practice in the sudden transition phase caused by the invasion of the COVID-19 pandemic from the perspective of immigrant students and teachers in a language learning in one municipality in Sweden. The focus was on how the students interacted with each other during the learning process. By highlighting the challenges and opportunities the students have encountered, they realized that online learning was the only option to continue their collaborative work in learning during the pandemic crisis. The study adopted social learning theory (SLT) and the community of practice (CoP) to create knowledge and understanding within social structures. They can reach the same goal by actively participating in the community and sharing the same concerns, interests, and passions (Wenger, 1999). The research adopted a qualitative methodology (case study) in which semi-structured interviews were used to collect data and then analyzed thematically. A total of 12 participants, seven immigrant students from different backgrounds, ages, and cultures, four teachers, and one principal were involved. The research demonstrated the significance of using online learning as an urgent and necessary solution to the Covid-19 crisis. Immigrant students emphasized the challenges, possibilities, and opportunities of online learning, with technical issues and a need for face-to-face interaction emerging as their biggest concerns. However, the students followed strategies that helped them to overcome those challenges to maintain the continuity of the learning process. Moreover, the study explores how students experience participation in and interaction with the online community of practice that supports their learning. They are also motivated to learn new skills to build their professional identities, such as language, technology, and work practices (Gray, B 2004).