scholarly journals An Exploratory Study of Online Teachers Learning Community for Students with Health Impairment

2017 ◽  
Vol 34 (1) ◽  
pp. 235-264 ◽  
Author(s):  
최현수
Keyword(s):  
Learning Community ◽  
Exploratory Study ◽  
Online Teachers ◽  
Health Impairment

Elementary Teacher Candidates' Use of Number Strings: Creating a Math-Talk Learning Community

2015 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Laura Bofferding ◽  
Melissa Kemmerle
Keyword(s):  
Beginning Teachers ◽  
Learning Community ◽  
Elementary Teacher ◽  
Teacher Candidates ◽  
Exploratory Study ◽  
Student Participation ◽  
Methods Course ◽  
Math Talk ◽  
Elementary Teacher Candidates

This article presents the results of an exploratory study detailing 4 teacher candidates' initial implementations of a number string protocol in which they presented sequences of related problems to 3rd graders. We detail how the teacher candidates were taught the components of the protocol in their methods course and describe the math-talk (student-participation) levels that occurred during their 1st number string experience with their students. We coded the lesson transcripts for math-talk levels, which range from teacher-led to student-driven, and provide examples of the number strings and excerpts from the teacher candidates' reflections to illustrate our results. Results indicate that number strings are a supportive structure for beginning teachers as they facilitate math talk.

The Sense of e-Learning Community Index (SeLCI) for Computer Supported Collaborative e-Learning (CSCeL)

2011 ◽  
pp. 672-698
Author(s):  
Niki Lambropoulos
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Learning Community ◽  
Social Engagement ◽  
Sense Of Belonging ◽  
Skills Acquisition ◽  
Online Teachers ◽  
Community Identification ◽  
E Learning

The aim of this research is to shed light in collaborative e-learning communities in order to observe, analyse and support the e-learning participants. The research context is the Greek teachers’ e-learning community, started in 2003 as part of a project for online teachers’ training and aimed at enabling teachers to acquire new competencies. However, these aims were not met because of passive participation; therefore this study aimed to enhance the Greek teachers’ social engagement to achieve the new skills acquisition. Therefore, the initial sense of community identification was based on empathy; however, because it was inadequate to fully describe the context,, a Sense of E-Learning Community Index (SeLCI) was developed. The new SeLCI attributes were: community evolution; sense of belonging; empathy; trust; intensity characterised by e-learners’ levels of participation and persistence on posting; collaborative e-learning quality measured by the quality in Computer Supported Collaborative eLearning (CSCeL) dialogical sequences, participants’ reflections on own learning; and social network analysis based on: global cohesion anchored in density, reciprocity, cliques and structural equivalence, global centrality derived from in- and out-degree centrality and closeness; and local nodes and centrality in real time. Forty Greek teachers participated in the study for 30 days using Moodle and enhanced Moodle with to measure participation, local Social network Analysis and critical thinking levels in CSCeL. Quantitative, qualitative, Social Network Analysis and measurements produced by the tools were used for data analysis. The findings indicated that each of the SeLCI is essential to enhance participation, collaboration, internalisation and externalisation of knowledge to ensure the e-learning quality and new skills acquisition. Affective factors in CSCeL (sense of belonging, empathy and trust) were also essential to increase reciprocity and promote active participation. Community management, e-learning activities and lastly, the technology appear to affect CSCeL.

A Blended Approach to Canadian First Nations Education

2018 ◽  
pp. 1940-1960
Author(s):  
Norman Vaughan ◽  
Neepin Auger ◽  
Martin Sacher ◽  
Mavis Sacher
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
First Nations ◽  
Online Survey ◽  
Web Based ◽  
Online Teachers ◽  
E Learning ◽  
Survey Interviews ◽  
First Nations Education ◽  
Study Participants

This chapter describes a research study that investigated how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program through the lens of the Seven Principles of Effective Teaching (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of mentors at local learning centers with online teachers, who provide synchronous tutorials through the use of a Web-based learning management system and conferencing tool, was the key to academic success.

A Blended Approach to Canadian First Nations Education

2018 ◽  
pp. 1308-1329
Author(s):  
Norman Vaughan ◽  
Neepin Auger ◽  
Martin Sacher ◽  
Mavis Sacher
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
First Nations ◽  
Online Survey ◽  
Web Based ◽  
Online Teachers ◽  
E Learning ◽  
Survey Interviews ◽  
First Nations Education ◽  
Study Participants

This chapter describes a research study that investigated how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program through the lens of the Seven Principles of Effective Teaching (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of mentors at local learning centers with online teachers, who provide synchronous tutorials through the use of a Web-based learning management system and conferencing tool, was the key to academic success.

A Blended Approach to Canadian First Nations Education

2014 ◽  
pp. 261-279
Author(s):  
Norman Vaughan ◽  
Neepin Auger ◽  
Martin Sacher ◽  
Mavis Sacher
Keyword(s):  
Academic Success ◽  
Learning Community ◽  
First Nations ◽  
Online Survey ◽  
Web Based ◽  
Online Teachers ◽  
E Learning ◽  
Survey Interviews ◽  
First Nations Education ◽  
Study Participants

This chapter describes a research study that investigated how a blended approach to Canadian First Nations education could be used to foster student engagement and success. The study examined the SCcyber E-Learning Community program through the lens of the Seven Principles of Effective Teaching (Chickering & Gamson, 1999). Data was collected via an online survey, interviews, and site visits. The study participants indicated that the deliberate and intentional integration of mentors at local learning centers with online teachers, who provide synchronous tutorials through the use of a Web-based learning management system and conferencing tool, was the key to academic success.

Information Technology for Construction of Online Teachers Learning Community

2014 ◽  
Vol 1023 ◽  
pp. 217-220
Author(s):  
Kun Wang ◽  
Yi Yang
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Online Learning ◽  
Learning Environment ◽  
Education Reform ◽  
Learning Community ◽  
Online Learning Community ◽  
College English ◽  
Online Teachers ◽  
Network Platform

Professional development of college English teachers is vital to current education reform in China. The paper aims to explore the development from the perspective of online learning community. To begin with, statistics of research journals about learning community of recent three years was made. The dynamic development of learning community was also analyzed briefly. Then, it designed the structure of online teachers learning community. Finally, it comes to the conclusion that the construction of online learning community can be achieved from four aspects. The system network platform plays an important role in the process of online learning community. Creating learning environment, enriching learning resources and developing proper norms all contribute to the implementation of online teachers learning community.

scholarly journals An Exploratory Study of Emotional Affordance of a Massive Open Online Course

2014 ◽  
Vol 17 (1) ◽  
pp. 43-55 ◽  
Author(s):  
Jeremy C.Y. Cheng
Keyword(s):  
Collaborative Learning ◽  
Computer Science ◽  
Learning Community ◽  
Exploratory Study ◽  
Online Course ◽  
Massive Open Online ◽  
Achievement Emotions ◽  
Virtual Ethnography ◽  
Massive Open Online Course ◽  
Age Diversity

Abstract This exploratory study examines emotional affordance of a massive open online course (MOOC). Postings in a discussion forum of a MOOC in computer science are analysed following a research design informed by virtual ethnography. Emotional affordance is investigated, focusing on nonachievement emotions which are not directly linked to achievement activities or outcomes. The study identifies two non-achievement emotions in the MOOC. First, altruistic emotion evolves with the collaborative learning community and possibly compensates for teachers’ minimal emotional intervention in a large, diverse class. Second, intergenerational emotional resonance is observed and this bears a key implication on managing age diversity for the future MOOCs.

scholarly journals Evaluating a dementia learning community: exploratory study and research implications

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Rod Sheaff ◽  
Ian Sherriff ◽  
Catherine Hagan Hennessy
Keyword(s):  
Learning Community ◽  
Exploratory Study
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