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.

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.

scholarly journals The Taxonomy of Opportunities to Learn (TxOTL): a tool for understanding the learning potential and substance of interactions in faculty (online) learning community meetings

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Alexandra C. Lau ◽  
Makenna Martin ◽  
Adriana Corrales ◽  
Chandra Turpen ◽  
Fred Goldberg ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Opportunities ◽  
Opportunities To Learn ◽  
Faculty Professional Development ◽  
Online Learning Community ◽  
Faculty Learning Community ◽  
Faculty Learning

Abstract Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide such pedagogical support, and it is necessary to understand the activity and learning process for faculty in these settings. In this paper, a taxonomy for describing the learning opportunities in faculty (online) learning community meetings is presented. Faculty learning communities, meeting either in-person or (increasingly) online, are a common form of professional development. They aim to develop the pedagogical and reflective skills of participants through regular meetings centered on conversations about teaching and learning. Results The tool presented in this paper, the Taxonomy of Opportunities to Learn (TxOTL), provides a structured approach to making sense of the dynamic interactions that occur during faculty learning community meetings. The origins and development of the TxOTL are described, followed by a detailed presentation of the constructs that make up the TxOTL: communicative approach used in a conversation, the concepts developed, and the meeting segment category. The TxOTL characterizes the learning opportunities presented by a faculty learning community conversation through describing the content of the conversation as well as how participants engage in the conversation. Examples of the tool in use are provided through an application to a faculty online learning community serving instructors of a physical science curriculum. A visual representation used to compactly display the results of applying the taxonomy to a meeting is detailed as well. These examples serve to illustrate the types of claims the TxOTL facilitates. Conclusions The TxOTL allows one to examine learning opportunities available to a faculty learning community group, analyze concept development present in their conversations, track change over time in a given group, and identify patterns between meeting segment categories and communicative approaches. It is useful for researchers as well as facilitators of these STEM faculty professional development groups. The taxonomy is most applicable to faculty (online) learning communities, with limited use for workshops and K-12 professional development contexts.

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.

scholarly journals DESIGNING AN ONLINE LEARNING COMMUNITY AMONG TEACHER EDUCATORS

2008 ◽  
Vol 3 (2) ◽  
pp. 71-82 ◽  
Author(s):  
Shironica Karunanayaka
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Teacher Educators ◽  
Community Building ◽  
Online Course ◽  
Educational Technologist ◽  
Online Learning Environment ◽  
Online Learning Community ◽  
The Impact

Online course delivery is rapidly growing among educational institutions all over the world, especially in Open and Distance Learning institutions. The frequent criticisms on distance education for having only limited interactions between teachers and students as opposed to traditional face to face teaching can be significantly minimized with the increased use of online methods, due to its unique instructional capabilities. Online learning provides ample opportunities for students learning at a distance to constantly interact with their teachers as well as peers, sharing experiences and working collaboratively. The creation of a sense of social presence is essential to establish a collaborative online learning environment, as it is a most important factor that helps people actively collaborate, thus increasing a sense of belonging to the learning community. The Faculty of Education of the Open University of Sri Lanka offered the online course, "Teacher Educator as an Educational Technologist" in December 2007, using the learning management system Moodle. The course was designed using a collaborative learning model, allowing adequate opportunities for the distant learners to actively engage in their learning process, engaging in a number of learning and assessment tasks with the support of learning resources and instructor guidance, while collaborating and sharing experiences among each other, mainly through discussion forums. Using the case study approach, an investigation was carried out to find out the specific strategies and techniques adopted by designers, instructors and students in enhancing community building among the participants in the online learning environment. It further explored the impact of community building on the distant learners, who were also novices to online learning. This paper discusses the development process in the building of an online learning community and emphasizes on the roles of designers, teachers, and learners.

Using a synchronous online learning environment to promote and enhance transactional engagement beyond the classroom

2014 ◽  
Vol 31 (4) ◽  
pp. 264-275 ◽  
Author(s):  
Steven Wdowik
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Student Perspective ◽  
Online Learning Community ◽  
Content Type ◽  
Synchronous Online Learning ◽  
Synchronous Online

Purpose – The purpose of this paper is to create a synchronous online learning community through the use of Blackboard Collaborate! to promote and enhance transactional engagement outside the classroom. Design/methodology/approach – This paper employs a quantitative and qualitative approach where data were sourced from a third year finance unit across one semester using a survey instrument. SPSS v20 was used to perform basic descriptive analysis. Findings – The study revealed that by providing an online learning community through the use of Blackboard Collaborate! significantly enhances transactional engagement beyond the classroom. In particular the use of Blackboard Collaborate! allowed the teacher to be more accessible, supportive, expect and support high standards and provide challenging activities that generated rich and meaningful interactions and promoted higher order thinking skills. Research limitations/implications – The positive results emanating from this study may encourage other educators and their institutions to adopt a synchronous online learning community to enhance student's engagement levels and increase the quality of student learning and their university experience. This study was conducted at only one university so it may not be feasible to form generalisations resulting from the findings. Originality/value – This study adds new insights towards the scarce amount of literature on engagement in a blended learning environment. In particular the study adds a student perspective to the student engagement literature and to what constitutes quality in higher education and/or improved student experience.

scholarly journals A networked learning community approach to sustain teacher ICT professional development

2003 ◽  
Vol 19 (2) ◽  
Author(s):  
Glenice Watson ◽  
Sarah Prestridge
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Networked Learning ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Community Approach ◽  
Information And Communication

This paper explores the process of collaboratively creating a networked learning community of practising teachers to support information and communication technology (ICT) professional development. The paper reports on one aspect of a continuing ARC funded Linkage project that is concerned with models of teacher ICT professional development that result in multiliterate classroom outcomes. The industry partner for the project is the Suncoast Cyberschools, a group of regional schools for whom being a ‘networked learning community’ is fundamental to their purpose. Data reported in this paper were gathered using archived posts to a threaded discussion forum and analysed qualitatively for evidence of community development, and quantitatively through a process of categorising posts to reflect levels of discussion (Järvelä & Häkkinen, 2002). The research provides a number of indicators that support a claim for the existence of community and some practical stages that are essential to the formation of an online learning community. The findings of this research inform both ICT professional development for practising teachers and the functioning of online learning communities.

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.

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