This study of the #acadv chat community details a longitudinal study about a digital learning network comprised of academic advising professionals who work in higher education. We discuss how networked communities of practice (CoP) scaffold professional learning and development of post-secondary educators, while also contributing to their daily practice. Utilizing Twitter chat transcripts, digital documents, social media platforms, and interviews with 17 participants of this community, we report 22 topics discussed with the top five themes focused on student needs, orientation support, advising approaches and structures, workload, and individual career development. Using a netnographic approach, we explore and offer insights about the origins, management, and sustainability of this networked practice over a seven-year period. Important findings center the organic, participatory nature of the community, the shared leadership structure, and the bidirectional nature of online and offline relationships as impacted in an online, occupational CoP. We suggest further research into networked practice to understand more about self-directed learning, participant motivation, digital archiving, and digital knowledge sharing in these types of networked occupational CoPs.

#acadv聊天社区的这项研究详细介绍了有关数字学习网络的纵向研究，该网络由在高等教育中工作的学术咨询专业人员组成。我们讨论了网络实践社区（CoP）如何支持大专教育者的专业学习和发展，同时也有助于他们的日常实践。利用Twitter聊天记录，数字文档，社交媒体平台，以及对该社区17位参与者的访谈，我们报告了22个主题，其中前5个主题围绕学生需求，定向支持，建议方法和结构，工作量以及个人职业发展进行了讨论。 。我们使用网络志方法，探索并提供有关这种网络化实践在七年内的起源，管理和可持续性的见识。重要发现集中于社区的有机，参与性，共享的领导结构以及在线和离线CoP中影响的在线和离线关系的双向性。我们建议对网络实践进行进一步研究，以更多地了解这些类型的网络职业CoP中的自我学习，参与者动机，数字存档和数字知识共享。