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Critical factors towards analysing teachers' presence in on-line learning communities


Internet and Higher Education Volume 28, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd


On-line teacher communities constitute a very popular and dynamic field while they foster a new philosophy for professional development which is characterised as associative, constructivist, reflective, situated, collaborative, and connectivist. This paper reports on the design and the implementation of a learning community consisting of computer science teachers teaching in primary and secondary public schools (K–9), in Greece. The conceptual and the operational dimensions of the on-line community design framework are presented in detail. The architecture of an integrated platform, developed to support the teacher community, as well as the tools and the features it incorporates are also outlined. Finally, we present the findings of a pilot study concerning teachers' presence within the community as well as their views and perceptions of community learning. The results provided supportive evidence of the effectiveness of the design framework and revealed important information with regard to critical indicators of teachers' learning presence within the community, i.e. members' participation, engagement, interaction and cohesion.


Tsiotakis, P. & Jimoyiannis, A. (2016). Critical factors towards analysing teachers' presence in on-line learning communities. Internet and Higher Education, 28(1), 45-58. Elsevier Ltd. Retrieved February 9, 2023 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

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