PROMOTING PRE-SERVICE TEACHERS’ ENGAGEMENT IN PROFESSIONAL LEARNING THROUGH PARTICIPATION IN ONLINE LEARNING COMMUNITY: SUPPORT FROM PRACTITIONERS

2017 ◽  
Author(s):  
Enas Alwafi ◽  
Chris Downey ◽  
Gary Kinchin
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Community Support ◽  
Online Learning Community

Online Learning Community

2014 ◽  
pp. 1946-1962
Author(s):  
Eunice Sari ◽  
Cher Ping Lim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Capacity ◽  
Online Learning Community ◽  
Unique Role ◽  
Professional Capacity

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students' learning outcome. As an independent informal online learning community, OLC4TPD plays a unique role in schools' professional learning community. The authors investigate the role of OLC4TPD from different pillars that hold the professional learning community edifice. The four pillars are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) professional development. The chapter explains this unique role by showcasing several authentic examples on how OLC4TPD has improved professional capacity of teachers and teacher educators in an Indonesian context.

Online Learning Community

2012 ◽  
pp. 451-467
Author(s):  
Eunice Sari ◽  
Cher Ping Lim
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teacher Capacity ◽  
Online Learning Community ◽  
Unique Role ◽  
Professional Capacity

This chapter describes the role of the online learning community named OLC4TPD (Online Learning Community for Teacher Professional Development) in building professional capacity of Indonesian teachers. OLC4TPD was contextually built to address the challenges of teacher professionalism in Indonesia, which has contributed significantly to students’ learning outcome. As an independent informal online learning community, OLC4TPD plays a unique role in schools’ professional learning community. The authors investigate the role of OLC4TPD from different pillars that hold the professional learning community edifice. The four pillars are (1) collaborative teamwork, (2) teacher capacity, (3) leadership capacity, and (4) professional development. The chapter explains this unique role by showcasing several authentic examples on how OLC4TPD has improved professional capacity of teachers and teacher educators in an Indonesian context.

Principals and the professional learning community: learning to mobilize knowledge

2014 ◽  
Vol 28 (2) ◽  
pp. 215-229 ◽  
Author(s):  
Stephanie Chitpin
Keyword(s):  
Decision Making ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Web Site ◽  
Leadership Education ◽  
Education Administration ◽  
Online Learning Community ◽  
Content Type ◽  
Knowledge Growth

Purpose – The purpose of this paper is to use the Objective Knowledge Growth Framework (OKGF) in the development and maintenance of the Canadian Principal Learning Network (CPLN) to advance principals’ knowledge and skills in the area of decision making. First, the paper presents the inception of the CPLN, to assist principals in making decisions and resolving common problems. Second, the evolution of the CPLN web site is presented and recount the challenges faced and collaborative solved by principals. Finally, the paper describes the OKGF based on the critical rationalism of Karl Popper and how principals, engaging and interacting in an online learning community (CPLN) informed their decision-making process. Design/methodology/approach – The paper mindfully assembled an international team of researchers with administration experience, curriculum knowledge and pedagogy, and whose research interests lay in educational leadership, education administration, change theory, educational policy and professional learning. Also in addition, principals who were current graduate students, and new researchers also joined the research team. Findings – The CPLN web site using OKGF, is a step forward in providing principals with a structure and a venue to be reflective and collaborative. However, getting them to interact with each other in a collaborative, reflective online learning community was not an easy feat at the beginning (Lieberman and Miller, 2008; Louis and Kruse, 1995; Schmoker, 2006; Wagner and Kegan, 2006; Bryk et al., 2010; McLaughlin and Talbert, 2002; Stoll and Louis, 2007). The study shows principals find the need for a place to reflect, discuss, experiment, practice and learn and, for this group of principals, that place is the CPLN. Originality/value – This study provides a model for principals’ learning in an online learning community using the OKGF. As well, it shows that powerful leadership does not just take place during preparation programmes, but that principals need to continue to learn as they lead in their respective schools (Mitgang and Maeroff, 2008). Sharing of the challenges faced and the learning that occurred principals are capable of addressing not only the challenges posed in their schools but also, as numerous researchers note (Fry et al., 2006; Levine, 2005; Mitgang and Maeroff, 2008), of surviving the job themselves.

scholarly journals Topic Sentiment Analysis in Online Learning Community from College Students

2020 ◽  
Vol 5 (2) ◽  
pp. 33-61
Author(s):  
Kai Wang ◽  
Yu Zhang
Keyword(s):  
Online Learning ◽  
Sentiment Analysis ◽  
Learning Community ◽  
Teaching Practice ◽  
Topic Detection ◽  
Online Learning Community ◽  
Hybrid Matrix ◽  
Content Recommendation ◽  
Topic Sentiment

AbstractPurposeOpinion mining and sentiment analysis in Online Learning Community can truly reflect the students’ learning situation, which provides the necessary theoretical basis for following revision of teaching plans. To improve the accuracy of topic-sentiment analysis, a novel model for topic sentiment analysis is proposed that outperforms other state-of-art models.Methodology/approachWe aim at highlighting the identification and visualization of topic sentiment based on learning topic mining and sentiment clustering at various granularity-levels. The proposed method comprised data preprocessing, topic detection, sentiment analysis, and visualization.FindingsThe proposed model can effectively perceive students’ sentiment tendencies on different topics, which provides powerful practical reference for improving the quality of information services in teaching practice.Research limitationsThe model obtains the topic-terminology hybrid matrix and the document-topic hybrid matrix by selecting the real user’s comment information on the basis of LDA topic detection approach, without considering the intensity of students’ sentiments and their evolutionary trends.Practical implicationsThe implication and association rules to visualize the negative sentiment in comments or reviews enable teachers and administrators to access a certain plaint, which can be utilized as a reference for enhancing the accuracy of learning content recommendation, and evaluating the quality of their services.Originality/valueThe topic-sentiment analysis model can clarify the hierarchical dependencies between different topics, which lay the foundation for improving the accuracy of teaching content recommendation and optimizing the knowledge coherence of related courses.

A User Driven Learning Environment in Botany

2011 ◽  
pp. 255-275
Author(s):  
J. M. Garg ◽  
Dinesh Valke ◽  
Max Overton
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Special Interest ◽  
Lived Experiences ◽  
Online Community ◽  
Information Resources ◽  
Online Learning Community ◽  
Conversational Learning ◽  
Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

A Code of Ethical Conduct for Global Learning

2011 ◽  
pp. 22-38
Keyword(s):  
Online Learning ◽  
Student Success ◽  
Learning Community ◽  
Social Values ◽  
Ethical Conduct ◽  
Global Learning ◽  
Online Learning Community ◽  
National Boundaries

Cyberspace is host to conflicting views of cyberethics. National boundaries and traditional social values are distorted by the influence of globalized values that are linked to technology. The inevitable change prompted by technology calls for a code of ethical conduct for the global online learning community where all stakeholders ultimately share the responsibility for student success.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

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