Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter (peer-reviewed) › peer-review
}
TY - CHAP
T1 - Online learning communities for teachers’ continuous professional development
T2 - an action research study of eTwinning learning events
AU - Holmes, Brian
AU - Sime, Julie-Ann
PY - 2014
Y1 - 2014
N2 - Much emphasis has been placed on network individualism and the power of the Internet to support independent learning through a multitude of learning resources, opportunities and relationships. This chapter examines how an online learning community can support teachers’ continuous professional development within a social network. The Community of Inquiry framework is used to investigate: the development of teachers’ competence in online collaboration, how social aspects contribute to learning and how online tutors influence the development of critical thinking and meta-cognition. This action research study was undertaken within the European Community’s e-Twinning initiative, where Learning Events are short duration, non-formal learning opportunities for teachers. The participants teach a range of subjects at primary and secondary school level in general and vocational education. The research suggests that teachers need to have the opportunity to apply what they have learned in practice and to reflect on that practice with peers in order to develop knowledge-in-practice. As a result they gain belief in the value of the changes being applied and develop knowledge-of-practice that is seen as essential for long-term change. The research also highlights the essential role of the tutor in designing activities that engender collaboration, encourage critical thinking and foster mutual support amongst peers. Finally, the research emphasises that social presence is essential for effective collaboration and that sufficient time, space and activities should be included in online learning communities. The research has implications for Community of Inquiry theory and future Learning Events. An emerging model may be useful for designing and moderating future online learning communities for continuous professional development of teachers, and other professional groups.
AB - Much emphasis has been placed on network individualism and the power of the Internet to support independent learning through a multitude of learning resources, opportunities and relationships. This chapter examines how an online learning community can support teachers’ continuous professional development within a social network. The Community of Inquiry framework is used to investigate: the development of teachers’ competence in online collaboration, how social aspects contribute to learning and how online tutors influence the development of critical thinking and meta-cognition. This action research study was undertaken within the European Community’s e-Twinning initiative, where Learning Events are short duration, non-formal learning opportunities for teachers. The participants teach a range of subjects at primary and secondary school level in general and vocational education. The research suggests that teachers need to have the opportunity to apply what they have learned in practice and to reflect on that practice with peers in order to develop knowledge-in-practice. As a result they gain belief in the value of the changes being applied and develop knowledge-of-practice that is seen as essential for long-term change. The research also highlights the essential role of the tutor in designing activities that engender collaboration, encourage critical thinking and foster mutual support amongst peers. Finally, the research emphasises that social presence is essential for effective collaboration and that sufficient time, space and activities should be included in online learning communities. The research has implications for Community of Inquiry theory and future Learning Events. An emerging model may be useful for designing and moderating future online learning communities for continuous professional development of teachers, and other professional groups.
KW - Networked Learning
KW - Online Learning Community
KW - Community of Inquiry
KW - Teacher Professional Development
U2 - 10.1007/978-3-319-01940-6_10
DO - 10.1007/978-3-319-01940-6_10
M3 - Chapter (peer-reviewed)
SN - 9783319019390
T3 - Research in Networked Learning
SP - 185
EP - 205
BT - The design, experience and practice of networked learning
A2 - Hodgson, Vivien
A2 - de Laat, Maarten
A2 - McConnell, David
A2 - Ryberg, Thomas
PB - Springer
ER -