Investigating pre-service teachers’ informally-developed online professional learning networks

Kearney, Matthew; Maher, Damian; Phạm, Liên

doi:10.14742/ajet.4766

Cited by 13 publications

(11 citation statements)

References 23 publications

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“…Pre-service teachers, as this study shows, carry out their learning process on the basis of different experiences, thus improving their capabilities. This is in line with the research carried out by Kearney et al ( 2020 ).…”

Section: Discussionsupporting

confidence: 93%

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Calderón-Garrido

Fernández

2022

Tech Know Learn

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Social networking sites form part of everyday life in classrooms at all educational levels. Within these, general social networking sites (GSNSs) offer pre-service teachers flexibility, versatility and the possibility of forming educational communities by connecting formal, non-formal and informal settings. This research analyses the nature, intensity, and type of pre-service teachers’ use of such for educational purposes in their initial training in order to detect the most important aspects for improvement. Possible factors shaping behaviour were gender, whether individuals belonged to universities operating online or in person, differences in the types of studies they were undertaking, and the time at which the questionnaire was administered, before or after the COVID-19 health crisis. To this end, we studied how much and with what aims these students use the most widely used GSNSs for educational purposes. To do so, we administered a questionnaire to a total of 812 students from 6 Spanish universities. The results show a preference for WhatsApp, YouTube, and Instagram. In addition, it was found that undergraduate students used them more intensively than postgraduate students. In the case of online universities, there was a greater need to cover affective and emotional aspects than in in-person universities. As in almost all areas, the situation caused by COVID-19 changed the way social networks were used. The findings also show that pre-service teachers consumed more information on social media than what they produced, which leads to a failure to fully exploit social capital and potential job or academic opportunities that could be generated through their own creations.

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Section: Discussionsupporting

confidence: 93%

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Calderón-Garrido

Fernández

2022

Tech Know Learn

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“…The use of technology (internet and social media) can remove some of the traditional constraints on PLNs, including geographic barriers (Trust, 2017) and can supplement face-to-face PLNs to create a broader, enriched learning landscape for knowledge exchange and negotiation of meaning with peers (Jenkins, Purushotma, Weigel, Clinton, & Robinson, 2009). Online PLNs have traditionally taken two forms: "Information Aggregation" and "Social Media Connections" (Trust, 2012).…”

Section: Spaces For Plnsmentioning

confidence: 99%

Development of three Higher Education Professional Learning Networks in response to COVID-19: A case study

Cramman¹,

Burnham²,

Campbell³

et al. 2021

Preprint

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The COVID 19 (SARS-CoV-2) pandemic brought in-person teaching to an abrupt halt in early 2020, leaving educators with the problem of how to continue to deliver Higher Education laboratory courses remotely. Three new Professional Learning Networks (PLNs) formed to address this critical need in Biosciences and Chemistry in the UK and Australia. The findings show that the PLNs provided an essential space for knowledge development, collaboration and innovation, with COVID 19 creating a common focus for the networks.Findings also highlighted a lack of empowerment for highly experienced teaching-focused staff to lead change within their departments. The authors recommend significant consideration be given to this issue as well as ensuring suitable resourcing for teaching-focussed staff to engage with opportunities for professional growth.

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“…There is rapid rise in the use of online learning platforms for asynchronous networking (Trust et al, 2016;Pham et al, 2020). These platforms are often underutilised, Martin et al (2019) highlighted how award-winning educators take a proactive stance and make the most of the available platforms.…”

Section: Asynchronous Networking Using Teamsmentioning

confidence: 99%

“…Platforms such as Teams may appear complicated to some or unsophisticated to others. However, as Pham et al (2020) pointed out, platforms like Teams are simply a natural extension of Vygotsky's (1980) paradigm of learning as a social process. In late 2020 one of the authors worked with the Faculty HDR Representatives to develop an online platform for HDR candidates to alleviate feelings of isolation, build a sense of community and facilitate improved connection and communication.…”

Section: Asynchronous Networking Using Teamsmentioning

confidence: 99%

Learning to research in distance mode: Technologies for building higher degree research community online

Nolan¹,

Nye²,

Rumpca³

et al. 2021

ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale

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Higher Degree Researchers (HDRs) in Australia tertiary education programs must achieve mastery of complex skills, theories, and concepts. Non-traditional HDRs, especially those enrolled part time and remotely, face barriers to achieving these outcomes. This concise paper uses the case study of a regional university in Australia to investigate the theoretical underpinnings of technology use to promote HDR communities of learning, especially for part time and remote researchers.

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Investigating pre-service teachers’ informally-developed online professional learning networks

Cited by 13 publications

References 23 publications

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Pre-service Teachers' Use of General Social Networking Sites Linked to Current Scenarios: Nature and Characteristics

Development of three Higher Education Professional Learning Networks in response to COVID-19: A case study

Learning to research in distance mode: Technologies for building higher degree research community online

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