The OCoP can have a very positive impact on development and support for isolated clinicians spanning disparate geographical locations (Hoffmann et al, 2011; Valaitis et al, 2011; Sinclair and Levett-Jones, 2011).
Cranefield and Yoong's (2009) research supports this improvement and suggests that it is the 'polycontextuality' of the OCoP that offers new ways to capture and promote knowledge development.
To promote active participation within the OCoP, members need to perceive it as relevant and capable of meeting their learning needs (Hoffmann et al, 2009).
Wenger et al (2009) have also shifted thinking in this area and discuss the facilitator role as a technology steward supporting the smooth running of the OCoP but this may be a shared or a developmental activity.
At a macro level, two authors suggested that a lack of organisational recognition and managerial support was perceived to be a potential issue although this was before OCoP development (David et al, 2012; Sinclair and Levett-Jones, 2011).
Employees may not feel free to post information or questions on an OCoP without checking with their supervisor first.
There would appear to be value in developing an OCoP to promote knowledge and provide professional support; although implementation can only be successful if the intended users can see the relevance and are willing to use it (Hoffman et al, 2011).
By taking the issues and concerns of the literature into consideration, this study intended to investigate how well oCoPs help teachers share explicit knowledge and bring tacit knowledge to the surface.
The Activity Theory framework provided a useful theoretical lens for evaluating and comparing designed and built oCoPs with design and implementation processes.
For example, the negative effects of omnivorous copepods (Ocop) on Dp and D.
The next two species in order of [[[B.sub.i]]] are Ocop and Rot.
The three groups containing large herbivores, Dp, Hg, and Ocop, all have low ecological distinctiveness, since they are all similar to each other.