Perceptions of In-Service Teachers toward Classroom Community in an Online Course
PROCEEDINGS
Ruey Shieh, Tatung Institue Commerce and Technology, Taiwan ; Ming-Lieh Wu, National Chung Cheng University, Taiwan
Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study examined the degree of classroom community adult learners, composed of mostly in-service teachers pursuing professional development, perceived in an online course. Both quantitative and qualitative data were gathered to explore learners' sense of learning and connectedness toward classroom community. The preliminary results showed that the learners' feeling of learning appears relatively higher than learners' sense of closeness to the class. The classroom community established among learners tended to be limited to project group members, rather than the class-level community. However, most learners seemed having benefited from engaging in class-level activities. It appears that it is possible and necessary to culture an online learning community for adult learners pursuing professional development. More appropriate instructional strategies are needed to enhance learners' perceptions of connectedness toward the class-level community and hence increase their learning.
Citation
Shieh, R. & Wu, M.L. (2007). Perceptions of In-Service Teachers toward Classroom Community in an Online Course. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3582-3586). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/25172/.
Keywords
References
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