TY - GEN
T1 - Foundations of community in an online, asynchronous professional development website
AU - Henricks, Genevieve
AU - Jay, Victoria
AU - Beilstein, Shereen
AU - Perry, Michelle
AU - Bates, Meg
AU - Moran, Cheryl
AU - Cimpian, Joseph
N1 - Funding Information:
This work was supported by the National Science Foundation, Grant No. 1621253. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
© ISLS.
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85073380151&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85073380151&partnerID=8YFLogxK
U2 - 10.22318/cscl2019.577
DO - 10.22318/cscl2019.577
M3 - Conference contribution
AN - SCOPUS:85073380151
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 577
EP - 580
BT - A Wide Lens
A2 - Lund, Kristine
A2 - Niccolai, Gerald P.
A2 - Lavoue, Elise
A2 - Hmelo-Silver, Cindy
A2 - Gweon, Gahgene
A2 - Baker, Michael
PB - International Society of the Learning Sciences (ISLS)
T2 - 13th International Conference on Computer Supported Collaborative Learning - A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, CSCL 2019
Y2 - 17 June 2019 through 21 June 2019
ER -