From learning community to community learning: pedagogy, technology and interactivity

Zhu, Erping; Baylen, Danilo M.

doi:10.1080/09523980500161395

Cited by 38 publications

(21 citation statements)

References 7 publications

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“…A CoP is developed when members engaged meaningfully with others, are mutually accountable to each other and share common practices. In the case of an online CoP, eCoP or Virtual CoP, it is described by Hunter (2001) as a group of people who interact with each other, learn from each other's work, and provide knowledge resources to the group related to certain agreed-upon topics of shared interest online whereas Zhu and Baylen (2005) described it as virtual spaces where members meet, exchange experiences and work collaboratively to create a spirit of community.…”

Section: Ecpdelt Research Projectmentioning

confidence: 98%

Tracing the Development of eCoPs via the eCPDelT Project: From Conception to Implementation

Thang

Azman

Lee

2012

Chinese Journal of Applied Linguistics

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The implementation of the Smart schools project was one of the seven flagships' initiatives of the Malaysian Government aims at optimalising ICT utilisation in schools in line with Malaysia's aim to position the country as a globally competitive knowledge-based economy. However, research studies reported a lack of success of the project towards promoting effective ICT usage and developing teacher professionally. This situation became the impetus for the development of the e-CPDelT research project which intends to develop an online learning system based on action research and personal involvement for Smart school teachers. The model adopted is loosely based on the successful UK-based Improving the Quality of Education for All (IQEA) project (Ainscow et al., 1994) and the Communities of Practice (CoP)'s approach (Wenger, 1998). The data were obtained from the blog entries made by the 20 participating Smart schools teachers and triangulated with focus group interviews and mentor reflections. The preliminary findings revealed both internal and external problems. Drawing upon these findings, the eCPDelT learning system was designed and steps were undertaken to promote the new system. However, the response to this promotion was far from satisfactory. The paper concludes by discussing the reasons for such disappointing results and proposes a new plan of action that involves the introduction of the Critical Friends Group technique.

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Section: Ecpdelt Research Projectmentioning

confidence: 98%

Tracing the Development of eCoPs via the eCPDelT Project: From Conception to Implementation

Thang

Azman

Lee

2012

Chinese Journal of Applied Linguistics

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“…Conversely, elementary teachers practice in less populated organizational units and typically take direction from school administrators in terms of policy and practice. According to the literature, however, school organizations (be they elementary or secondary) that facilitate collaboration amongst colleagues and respect the collective expertise of their teachers invite their active involvement in meaningful decision-making strategies (Imants, 2002;Zhu & Baylen, 2005). These organizations are also attentive to the fairness and equity of their decisions (Johnson, 2005).…”

Section: Discussionmentioning

confidence: 99%

Teacher Candidates’ Perceptions of School Organization: Fundamental inconsistencies between expectations and experiences

Cherubini

2010

mje

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Preservice teacher-candidates enrolled in teacher education programs across Canada are exposed to the nuances of school organization during their practice-teaching assignments. Although the literature is full of scholarship about the concerns of new teachers, less attention has been given to school organizational factors as sources of dissonance for new teachers and preservice teacher education candidates. This study employed quantitative and qualitative methods to determine the effect of the practicum experience on prospective teachers’ beliefs about school organization in Ontario. The fundamental finding of the study was that participants’ experiences during their teaching-practicum assignments had a significantly negative effect upon their beliefs about school organization.

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“…Online community knowledge Previous studies have examined how online communities support learning (Maor, 2003;Vrasidas, Zembylas, & Chamberlain, 2004;Zhu & Baylen, 2005). Firstly, online communities can provide their members with diverse resources, including information, social, and emotional support.…”

Section: Literature Reviewmentioning

confidence: 99%

News writing using wiki: impacts on learning experience of student journalists

Will

Yuen

2008

Educational Media International

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Wiki empowers users in generating, revising, and organizing their own content. In this study, we review literature to gain theoretical support for wikis that impact learning. In a context of student journalists learning news writing, we design a two-phase field study:(1) Phase I -to examine learners' reflections on learning news writing in wiki learning communities; and (2) Phase II -to examine wikis' impact on individual learning of news writing. The findings in Phase I show support for the ideas that community learners are aware of the presence of other learners in the community, and devise different learning strategies with the wiki learning environment. The findings in Phase II confirm that "revision" is a key to learning news writing. Wiki successfully facilitates learners' writing processes, especially revision behavior, which finally improves writing performance. Le journalisme d'information avec des wikis: leur impact sur le vécu d'apprentissage des élèves journalistesLes wikis offrent à leurs utilisateurs la capacité de produire, de réviser et d'organiser leurs propres contenus. Dans un contexte où des étudiants journalistes apprennent à rédiger l'information nous avons mené une étude de terrain en deux phases : (1) Phase I: Examiner les réflections des apprenants sur l'apprentissage de la rédaction informative; et (2) Phase II: examiner l'impact des Wikis sur l'apprentissage individuel de la rédaction informative. Les observations de la Phase I confirment les idées selon lesquelles les apprenants en communauté sont conscients de la présence des autres apprenants et inventent des stratégies d'apprentissage différentes grâce l'environnement d'apprentissage Wiki. La Phase II confirme que la révision' est une des clefs de l'apprentissage de la rédaction informative. Le Wiki réusit à faciliter les processus d'écriture chez les apprenants, particulièrement les conduites de révision ce qui en fin de compte, améliore la capacité d'écriture.

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From learning community to community learning: pedagogy, technology and interactivity

Cited by 38 publications

References 7 publications

Tracing the Development of eCoPs via the eCPDelT Project: From Conception to Implementation

Tracing the Development of eCoPs via the eCPDelT Project: From Conception to Implementation

Teacher Candidates’ Perceptions of School Organization: Fundamental inconsistencies between expectations and experiences

News writing using wiki: impacts on learning experience of student journalists

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