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Online learning communities could be seen as tools or resources that enable people to perform actions together online. One could conceptualise the multiplicity of resources both within and outwith the online community as the set of circumstances that support learning. These circumstances might more commonly be referred to as the learning (or the le...
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... users are logged into the site, they are brought to a home page, the content of which varies by country. On the UK PiLN site, the home page links learners to the newest and most popular content for teachers (see Figure 2). This includes links to free software downloads, top-rated teacher-created resources on the site, information about upcoming professional development events for teachers, and links to the latest UK teachers blog posts, written by Microsoft. ...
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... A close link between classroom community and engagement is strongly supported in the literature. Engaging students and building a virtual learning community are two essential components of an online learning environment Lock, 2007;Luckin & Weatherby, 2012;Maddix, 2013;Rovai, 2001;Young & Bruce, 2011). If online learners feel more connected to one another, they become engaged in the learning process (Young & Bruce, 2011). ...
This quantitative study investigated the differences between male and female students' ratings on how engaging they perceived instructor presence in an online course. The research questions centered on 4 aspects of instructor presence; instructor interactions with learners, instructors’ developing rapport with the learners, feedback that the instructors provide to the learners, and the timeliness of the feedback. A t-test used to analyze the data revealed significant differences between male and female students’ ratings of how engaging they perceived instructor presence in an online course.
... Encontramos interesantes trabajos en el estudio de CdP on-line orientados a la comprensión de las dinámicas de las CdP y los significados que los participantes van construyendo en sus procesos de interacción, e.g. (Barab et al., 2003;Holmes, 2013;Hefetz & Ben-Zvi, 2020;Luckin & Weatherby, 2012;Trust, 2017). Estas investigaciones incorporarían la dimensión temporal y constructiva de los procesos de interacción humana, pero requieren una inmersión prolongada en el campo y un buen conocimiento de los participantes para poder acceder a sus interpretaciones sobre sus acciones. ...
En la investigación sobre Comunidades de Práctica (CdP) on-line puede haber múltiples enfoques en función de los presupuestos ontológicos y epistemológicas de los investigadores. Cada enfoque presenta fortalezas y debilidades. En este artículo, a partir de la investigación sobre la dinámica de diálogo de una CdP on-line, estudiamos las posibilidades y limitaciones de la utilización de un acercamiento inductivo usando métodos mixtos. A partir de un diseño secuencial exploratorio, se analizan desde diferentes perspectivas los diálogos producidos por la CdP durante dos años entre sus cincuenta y seis participantes, todos ellos docentes en diferentes niveles de socialización profesional. Los resultados de dichos análisis son contrastados en diferentes momentos con entrevistas a los participantes. Los análisis progresivos permiten definir el concepto “zonas de diálogo”, característico de la dinámica de esta CdP. El análisis del proceso metodológico seguido muestra cómo este tipo de diseños ayudan a generar conceptos teóricos, permiten a los participantes comprender sus propias dinámicas, facilitan el estudio diacrónico del fenómeno y aportan visiones más complejas del caso. El soporte digital del intercambio en estas CdP facilita los sucesivos análisis cuantitativos y cualitativos sobre los diálogos. Sin embargo, esta metodología precisa de tiempos prolongados de estudio, una inmersión prolongada en el contexto y una buena relación con los participantes. Por otra parte, los textos on-line no recogen los contextos de producción del discurso ni las transformaciones sufridas por aquellos participantes que no escriben.
... Technology-enabled communities of practice [31] can make effective online learning communities in the domain of education but there is also value in face-to-face interaction [6], not least where people are reticent to join discussions [12] and as such do not fully participate in the online community. Online communities contain an "ecology of resources" [20] and have been shown to have many benefits for teachers' PD [29,21]. ...
After a period of intense activity in preparation for the transition, Computing has been implemented in the curriculum in England for all children from ages 5-16. In this paper we investigate the aspects of professional development that Computing teachers are utilising. We conducted a survey of over 900 Computing teachers in England and use the results to reflect on the benefits of face-to-face vs online communities to support teachers. Our results show that teachers find the face-to-face events and training to be useful, and that teachers in our community are participating in many hours of professional development in order to address their needs in content knowledge and pedagogical content knowledge in Computing. Furthermore an online community is valuable in supporting teachers who require resources, access to expertise and guidance on curriculum issues in addition to face-to-face training, networking and support.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university.
The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems.
As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach.
New technologies inspire the reforms in education. A global pandemic that kept people including students and teachers in their homes only accelerated the progress of adopting new ways for students to learn and for teachers to teach. This chapter presents two programs carried out by Tsinghua University and Tsinghua University High School to provide adequate learning experience for students even when they cannot attend school physically. The merits of the two programs are not only reflected in the new content students learned, but also emphasized by the fact that students from distant areas and diverse backgrounds can form online learning communities that continue to exist after the pandemic. Finally, how teachers inspired undergraduates to act as peer learners for younger students is also inspected and discussed here.
