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Title: Foundations of Community in an Online, Asynchronous Professional Development Website
Authors: Henricks, Genevieve
Jay, Victoria
Beilstein, Shereen
Perry, Michelle
Bates, Meg
Moran, Cheryl
Cimpian, Joseph
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Henricks, G., Jay, V., Beilstein, S., Perry, M., Bates, M., Moran, C., & Cimpian, J. (2019). Foundations of Community in an Online, Asynchronous Professional Development Website. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 577-580). Lyon, France: International Society of the Learning Sciences.
Abstract: Having a sense of community can support teacher growth in face-to-face professional development, but teachers in online, asynchronous professional development might not feel a sense of community, given their isolation, both physically and temporally. To be successful, the learning must be enacted (in classrooms), but the community is ephemeral. To investigate whether participants on one large online teacher professional development (OTPD) site were hampered in forming community, or overcame these barriers, this study interviewed members of the PD site to get at their sense of community. Using grounded theory, the transcripts of the interviews were coded to reveal members' perceptions of community in this online space. Results suggest that most consider themselves as part of the community, and, importantly, see this as a space in which to share material resources. The results have implications for understanding and augmenting the role of OTPD in supporting professional learning.
Appears in Collections:CSCL 2019

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