scholarly journals A logical approach to supporting professional learning communities

2011 ◽  
pp. 599-620
Keyword(s):  
Student Performance ◽  
Stem Education ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Content Management ◽  
Added Value ◽  
Collaborative Tools ◽  
Integration Strategies

Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

Virtual Communities as Tools to Support Teaching Practicum

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Rebecca English ◽  
Jennifer Howell
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Student Cohorts ◽  
Educational Applications ◽  
The Impact ◽  
Social Networking Tools ◽  
Digital Capital

The impact of Web 2.0 and social networking tools such as virtual communities, on education has been much commented on. The challenge for teachers is to embrace these new social networking tools and apply them to new educational contexts. The increasingly digitally-abled student cohorts and the need for educational applications of Web 2.0 are challenges that overwhelm many educators. This chapter will make three important contributions. Firstly it will explore the characteristics and behaviours of digitally-abled students enrolled in higher education. An innovation of this chapter will be the application of Bourdieu’s notions of capital, particularly social, cultural and digital capital to understand these characteristics. Secondly, it will present a possible use of a commonly used virtual community, Facebook©. Finally it will offer some advice for educators who are interested in using popular social networking communities, similar to Facebook©, in their teaching and learning.

The central roles of embeddedness and engagement in virtual communities

2019 ◽  
Vol 43 (4) ◽  
pp. 531-550 ◽  
Author(s):  
Chao-Min Chiu ◽  
Chia-Yun Fu ◽  
Wei-Yu Lin ◽  
Chieh-Fan Chen
Keyword(s):  
Social Support ◽  
Virtual Communities ◽  
Virtual Community ◽  
Added Value ◽  
Relative Importance ◽  
Content Type ◽  
Online Social Support ◽  
Community Embeddedness ◽  
Community Identification ◽  
Willingness To Help

Purpose The purpose of this paper is to develop a deeper understanding of how to promote members’ beneficial behaviors toward other members and toward the virtual community (VC). The authors extend Ray et al.’s (2014) framework by developing a more precise definition of community embeddedness, and determining how such embeddedness relates to social support and community engagement. Design/methodology/approach The authors test the proposed research model using data collected from 333 users of online social support communities/groups dedicated to sharing knowledge about pregnancy and child care. Partial least squares is used to analyze the measurement and structural models. Findings The study shows that embeddedness and engagement are significant determinants of willingness to help others and willingness to help the community. Embeddedness has a strong, positive effect on engagement. Social support positively affects community identification and embeddedness. However, community identification does not have a significant effect on engagement. Research limitations/implications Some of the findings, such as the relative importance of embeddedness in fostering willingness to help the community and the relative importance of engagement in fostering willingness to help others, might not be generalizable to VCs where members join for fun and sharing interests. Practical implications Although knowledge contributors could self-derive some drivers of embeddedness and engagement, managers or hosts of VCs should develop strategies and mechanisms to provide or enhance the value they add to knowledge sharing and other beneficial behaviors, even though such added value might be largely intangible. Social implications Social support plays an important role in shaping an individual’s embeddedness within a VC. Managers of VCs should develop strategies to stimulate exchanges of support among members. Originality/value The authors believe that community embeddedness plays a more important role than engagement in shaping the VC’s success and effectiveness. However, the extant VC literature has indicated a relatively weak understanding of the notion of community embeddedness. This study intends to fill that void.

scholarly journals Professional Learning Community in Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 433 ◽  
Author(s):  
Roslizam Hassan ◽  
Jamilah Ahmad ◽  
Yusof Boon
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.  

scholarly journals Professional Learning Community in Malaysia

2019 ◽  
Vol 8 (6S3) ◽  
pp. 524-536
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Teacher ◽  
Secondary Data ◽  
Self Esteem ◽  
Added Value ◽  
Teacher Needs

The professional learning community (PLC) is a platform for teachers to share their opinions and experiences especially with respect to the quality of teaching and learning processes (PdP). This partnership gives teachers more added value because they have the opportunity to improve their self-esteem and to keep in pace with the developments in the education world. This concept paper will discuss a number of issues related to PLCs such as PLC's background and development, PLC definitions, the development of PLC concept, PLC models and the issues and challenges that exist in implementing PLC. The analysis was done in the context of Malaysia and abroad. The paper is written based on extensive secondary data analysis. After examining all matters related to PLC, it can be concluded that PLC is a form of partnership that every school teacher needs to practice either in the context of education in Malaysia or anywhere in order to drive excellence in a school. With a lot of challenges nowadays regarding the implementation of PLC, this issue needs to be addressed so that the quality of teachers can be enhanced and will further influence the students' academic achievement.

scholarly journals ‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education

2018 ◽  
Vol 50 (6) ◽  
pp. 2463-2481
Author(s):  
Deborah Ralls ◽  
Lynne Bianchi ◽  
Sophina Choudry
Keyword(s):  
Professional Development ◽  
Education Reform ◽  
Stem Education ◽  
Professional Learning ◽  
Global Education ◽  
Teaching And Learning ◽  
School Partnerships ◽  
Quality Of Teaching ◽  
University School Partnerships

AbstractThis paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM). Findings from this research are offered at time when, in parallel with countries around the world, universities and schools in England are being encouraged to review and reflect on the quality of teaching and professional development, in line with the Teaching Excellence Framework consultation (2016) and the Standards for Professional Development (Department for Education 2016b) (Bianchi 2017). This paper seeks to develop a coherent response to two major issues; the policy imperative to develop greater science expertise in schools and to improve the quality of teaching and learning of science in higher education institutions. The research seeks to advance the notion of critical reflection on the quality of cross-sector STEM teaching and learning, by moving to what the OECD (Organisation for Economic Co-operation and Development) (2015, p.15) terms a “‘meso’ networked level” of professional development in STEM education. This paper highlights how interpreting the imperative of constant change in education reform as a relational, outward looking endeavour offers the potential to help both universities and schools to better address the global education challenges that lie ahead.

scholarly journals Teachers’ Perception of Their Code-Switching Practices in English as a Foreign Language Classes: The Results of Stimulated Recall Interview and Conversation Analysis

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110138
Author(s):  
Yetti Zainil ◽  
Safnil Arsyad
Keyword(s):  
Conversation Analysis ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Video Recording ◽  
Code Switching ◽  
Pedagogical Practices ◽  
Stimulated Recall ◽  
West Sumatra ◽  
Teacher Professional ◽  
Stimulated Recall Interviews

Teachers often code-switch in the EFL classroom, but the question of whether or not they are aware of their code-switching has not been satisfactorily answered. This article presents the study on teachers’ understandings and beliefs about their code-switching practices in EFL classrooms as well as effective language teaching and learning. The participants of this study came from four junior high schools in Padang, West Sumatra, Indonesia: five teachers with their respective classes. This research used the conversation analysis and stimulated recall interviews to analyze the data which came from the video recording of classroom observations and the audio recording of stimulated recall interviews with teachers. The results revealed the pedagogical functions and affective functions of teacher’s code-switching. The data also showed that the use of stimulated recall interviews helped teachers to be consciously aware of their code-switching as well as of their other pedagogical practices in the language classroom. Therefore, stimulated recall interviews can be a useful tool for teacher self-reflection that they were not aware of their code switch. This awareness could be incorporated into language teacher professional development and in-service teacher professional learning.

A Distinct Type of Online Group for Customer Knowledge Innovation: The Virtual Product User Community

Libri ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuguang Li ◽  
Andrew Cox
Keyword(s):  
Virtual Communities ◽  
Virtual Community ◽  
Distinct Type ◽  
Technical Problems ◽  
User Community ◽  
Customer Group ◽  
Knowledge Innovation ◽  
Classification Framework ◽  
User Communities ◽  
Virtual Product

Abstract Among online communities of customers there are a number of different types of group that need to be distinguished. One interesting type are virtual product user communities, i.e. company sponsored online forums where product users share usage experience and collaboratively construct new knowledge to solve technical problems. The purpose of this paper is to show that these “virtual product user communities” are a distinct type of customer group with knowledge innovation capability. The research adopts a method combining observation and content analysis of discussion threads where technical problems are solved, complemented by thematic analysis of interviews with forum members to explore its character, especially its knowledge related attributes. The paper confirms empirically that the virtual product user community is a distinct type of virtual community and can be differentiated from other virtual communities of consumers. In addition, an enhanced classification framework, extending Porter’s (2004) classic 5Ps model, is proposed to highlight knowledge-related activities in virtual communities. Of particular interest is that the findings suggest that knowledge-related activities should be considered as an important attribute in defining and classifying virtual communities. In terms of practical implications, it is recommended that the virtual product user community should be given appropriate support from top management in order to fully exploit its knowledge innovation value. Moreover, tailored facilitation strategies to promote knowledge construction activities and community development can be developed in accordance with its unique attributes. The paper precisely distinguishes one specific type of innovative virtual community consisting of product users from other online customer communities. Moreover, it outlines a revised virtual community classification framework, which can be widely applied in analysing features of online groups. Its key attribute of knowledge-related activity redirects attention to virtual communities’ knowledge innovation capabilities.

scholarly journals Problematizing teaching and learning mathematics as “given” in STEM education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Yeping Li ◽  
Alan H. Schoenfeld
Keyword(s):  
Mathematics Education ◽  
Stem Education ◽  
Teaching And Learning ◽  
Science Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Alternative Approach ◽  
And Mathematics ◽  
Scientific Engineering

AbstractMathematics is fundamental for many professions, especially science, technology, and engineering. Yet, mathematics is often perceived as difficult and many students leave disciplines in science, technology, engineering, and mathematics (STEM) as a result, closing doors to scientific, engineering, and technological careers. In this editorial, we argue that how mathematics is traditionally viewed as “given” or “fixed” for students’ expected acquisition alienates many students and needs to be problematized. We propose an alternative approach to changes in mathematics education and show how the alternative also applies to STEM education.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

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