Online Learning Communities for Teachers’ Continuous Professional Development: An Action Research Study of eTwinning Learning Events

Holmes, Brian; Sime, Julie-Ann

doi:10.1007/978-3-319-01940-6_10

Cited by 7 publications

(16 citation statements)

References 49 publications

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“…Whereas it addressed a specific example of a LE that was focused on Web 2.0 tools and practices, nothing emerges from the analysis to suggest that the lessons learnt could not be applied to other LE topics such as Maths and science, or Mind mapping. On the other hand, the results of such a case study should not be simply replicated in other instances of online professional learning communities, for this would be contrary to the research philosophy that ‘learning occurs in unique social settings influenced and determined by the participants involved’ (Holmes, , p. 73). That said, the case study describes a specific example of a more general situation (Cohen et al ., ) and consequently may inspire educators to try out some of the ideas in other instances of online communities for teachers.…”

Section: Discussionmentioning

confidence: 84%

“…The first LE took place over a period of 11 days in April 2010. Data were collected using a final online questionnaire with both open and closed questions covering aspects such as the benefits of the collaboration, the nature of social contact and the extent to which the tools were used in practice (for more details, see Holmes, ). The response rate was high (82% of the 156 teachers) and the results were analysed manually using the CoI framework as a theoretical lens.…”

Section: The Case Study: An Etwinning Learning Eventmentioning

confidence: 99%

“…This article looks at an example of CPD that offers teachers the opportunity to learn with peers informally in an online community — an eTwinning Learning Event. It discusses the results of recent research that examined the necessary conditions to help teachers to collaborate effectively, apply what they are learning in their everyday teaching practice and critically reflect with their peers (Holmes, ). It concludes that online learning communities are a valuable alternative to the traditional model of teacher training and considers the implications for policymakers.…”

Section: Introductionmentioning

confidence: 99%

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School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

Holmes¹

2013

Euro J of Education

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A social revolution is occurring in the way information is shared, knowledge is generated and innovation takes place over the Internet and there is renewed interest in the social concept of ‘community’ to support online learning. This article describes action research conducted in the context of an eTwinning Learning Event (LE) that provides useful insights into how an online learning community can support the continuous professional development (CPD) of school teachers. Using the Community of Inquiry framework (Garrison et al., 2000), it offers empirical evidence of how cognitive, social and teaching aspects impact competence development. It suggests that online learning communities offer an appropriate environment for teachers' intellectual and emotional reflection, characterised by trust, mutual respect and shared values centred on improving pupils' learning. It also suggests that the educational experience within such a community is significantly influenced by the tutor's design and moderation of activities aimed at fostering critical thinking. The article concludes that online learning communities offer a valuable alternative to traditional teacher training by supporting teachers to learn in the context of their everyday practice, whilst collaborating and reflecting on their experience with peers across regions and countries. Concerning the wider use of social networking for learning, it suggests that educators still have a valuable role to play in ensuring that collaboration leads to an effective educational experience.

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Section: Discussionmentioning

confidence: 84%

Section: The Case Study: An Etwinning Learning Eventmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

Holmes¹

2013

Euro J of Education

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“…Recently, the special attention has been paid to the influence of network forms of professional communities (Holmes & Sime, 2012;Natejkina, 2015;Tsiotakis, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

The Theoretical Basis For Determining The Potential Of School Pedagogical Communities

Selivanova¹

2019

The European Proceedings of Social and Behavioural Sciences

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The teachers' professional skills development in the school is an urgent problem, which is the subject of pedagogical, psychological and sociological researches. In the Russian Federation the special attention is paid to the teacher's professional development as an educator. It leads to the necessity of the formation of his personal and professional positions as an educator. So, the purpose of the article is to identify theoretical approaches to the determination of the pedagogical communities' potential in the teacher's professional skills development as an educator. Because of the analysis of the scientific literature, it was revealed that the school's pedagogical communities' potential could be determined by using systemic, interdisciplinary, comparative, phenomenological, andragogical, axiological, environmental and ambivalent approaches.External and internal factors were presented, both facilitating and hampering the teacher's professional skills development as an educator. Also, the article provides the justification that the factor of the teacher's professional development as an educator is a special type of professional community, which is a being general community, created on the common value-semantic basis and joint activity of its participants.

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“…eTwinning eğitim portalı incelendiğinde portala 818.324 (Ağustos 2020) öğretmenin kayıtlı olduğu görülmektedir (AB Eğitim, Öğretim, Gençlik ve Spor Programı, 2020). Uluslararası alanyazın incelendiğinde özellikle Avrupa'da öğretmenler ile yapılan ve onların görüşlerine başvurulduğu birçok çalışmanın yer aldığı görülmektedir (Camilleri, 2016;Crişan, 2013;Fat, 2012;Holmes, 2012;Konstantinidis, 2012;Vuorikari vd., 2011). Ancak ulusal alanyazın incelendiğinde ise öğretmenlerin genel olarak eTwinning projelerinden haberdar olmadıkları ve bilgi sahibi olanların da edindikleri eksik bilgiler nedeniyle proje yürütmekten kaçındıkları anlaşılmaktadır (Buluş-Kırıkkaya ve Yıldırım, 2019).…”

Section: Introductionunclassified

Fen Bilimleri Öğretmenlerinin eTwinning Proje Süreçlerindeki Deneyimlerine Yönelik Görüşleri

Çavuş¹,

Balçin²,

Yılmaz³

2021

Cumhuriyet International Journal of Education

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Online Learning Communities for Teachers’ Continuous Professional Development: An Action Research Study of eTwinning Learning Events

Cited by 7 publications

References 49 publications

School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

School Teachers' Continuous Professional Development in an Online Learning Community: lessons from a case study of an eTwinning Learning Event

The Theoretical Basis For Determining The Potential Of School Pedagogical Communities

Fen Bilimleri Öğretmenlerinin eTwinning Proje Süreçlerindeki Deneyimlerine Yönelik Görüşleri

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