You are here:

Building Online Learning Communities for Teachers: Ideals and Challenges
PROCEEDINGS

, University of Wisconsin-Whitewater, United States ; , The University of Wisconsin-Madison, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Full Text

Abstract

This paper provides a design framework for a university-based online teacher professional development community for student teachers and graduates of teacher education programs. The design framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development. The framework is composed of four major design factors and three contextual factors. The design factors are learning goals, communication tools, participant structures, and member responsibilities, and the contextual factors are culture, politics, and costs. It then follows with a few cases of how university-based teacher educators try to build such an online learning community by revealing the gains and the challenges encountered during this process. It finally provides reflections on lessons learned and future research questions.

Citation

Liu, K. & Miller, R. (2011). Building Online Learning Communities for Teachers: Ideals and Challenges. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn 2011--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1433-1443). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from .

© 2011 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Barab, S.A., & Duffy, T. (2000). From practice fields to communities of practice. In D. Jonassen, & S.M. Land. (Eds.). Theoretical Foundations of Learning Environments (pp. 25-56). Mahwah, NJ: Lawrence Erlbaum
  2. Bredeson, P.V. (2000). The school principal’s role in teacher professional development. Journal of In-Service Education, 26 (2), 385-401.
  3. Brown, R. (2001). The process of community-building in distance learning classes. Journal of Asynchronous Learning Network, 5 (2). Retrieved December 11, 2007 from: http://www.sloanc.org/publications/JALN/v5n2/v5n2_brown.asp
  4. Conrad, D. (2005). Building and maintaining community in cohort-based online learning. Journal of Distance Education, 20 (1), 1-20.
  5. Darling-Hammond, L. (2002). Learning to teach for social justice. In L. Darling-Hammond, J. French, & S.P. Garcia-Lopez (Eds.), Learning to teach for social justice. New York: Teachers College Press.
  6. Friesen, S., & Clifford, P. (2003). Working Across Different Spaces to Create communities of Practice in Teacher Professional Development. Proceedings of MICTE 2003 Multimedia, Information and Communication Technologies, Badajoz, Spain, December 3-6. Retrieved from http://www.galileo.org/research/publications/different_spaces.pdf Garber, D. (2004). Technical Evaluation Report 34: Growing Virtual Communities. International Review of Research in Open and Distance Learning, 5 (2), 1-7.
  7. Gee, J.P. (1999). An introduction to discourse analysis: theory and method. London: Routedge. Hammerness, K., Darling-Hammond, L., Brandsford, J., Berliner, D., Cochran-Smith, M., McDonal, M., et al. (2005). In L. Darling-Hammond& J. Brandsford (Eds.), Preparing teachers for a changing world (pp. 358389).
  8. Hayles, N.K. (2002). Virtual bodies and flickering signifiers. In N. Mirzoeff (ed.), The Visual Culture Reader (pp. 152-160). London: Routledge.
  9. Huberman, M. (1993). The Lives of Teachers. New York: Teachers College Press.
  10. Kennedy, M.M. (2005). Inside teaching: How classroom life undermines reforms. Cambridge: Harvard University Press.
  11. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.
  12. Liu, K. (2005, October). E-Learning on adult education: An internet course on Electronics Packaging. Paper presented at International E-Learn Conference, Vancouver BC, Canada.
  13. Lock, J.V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of Technology and Teacher Education, 14 (4), 663-678.
  14. MaKinster, J.G., Barab, S.A., Harwood, W., & Andersen, H.O. (2006). The effect of social context on the reflective practice of preservice science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14 (3), 543-579.
  15. McLaughlin, W.W., & Talbert, J. (2001). Professional communities and the work of high school teaching. Chicago: The University of Chicago Press.
  16. Nicholson, S.A., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers’ use of an electronic discussion board. Journal of Technology and Teacher Education, 11 (2), 259-279.
  17. Parr, J., & Ward, L. (2006). Building on foundations: Creating an online community. Journal of Technology and Teacher Education, 14(4), 775-793.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections