Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4529
Title: From Face-to-Face to Online: Considerations for a Social Capital Design to Scale Science Teacher Access to High-Quality PD
Authors: Yoon, Susan
Miller, Kate
Shim, Jooeun
Wendel, Daniel
Schoenfeld, Ilana
Anderson, Emma
Reider, David
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Yoon, S., Miller, K., Shim, J., Wendel, D., Schoenfeld, I., Anderson, E., & Reider, D. (2019). From Face-to-Face to Online: Considerations for a Social Capital Design to Scale Science Teacher Access to High-Quality PD. 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. 849-850). Lyon, France: International Society of the Learning Sciences.
Abstract: This research investigates an approach to improving science teacher's access to high- quality PD. Working with a small number of teachers, this exploratory study details how we combined social capital mechanisms with essential teacher learning and PD requirements to overcome existing challenges in the delivery of a PD course in a fully online asynchronous platform. Findings reveal comparably high satisfaction and usability of course materials as compared to previous face-to-face PD. Teachers also articulated positive experiences from the intentional social capital course design in the areas of tie quality, depth of interaction, and access to expertise. However, the development of trust among teachers was harder to construct.
URI: https://doi.dx.org/10.22318/cscl2019.849
https://repository.isls.org//handle/1/4529
Appears in Collections:CSCL 2019

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