The dynamics of an online community of practice involving teachers and researchers

Marques, Margarida Morais; Loureiro, Maria João; Marques, Luís

doi:10.1080/19415257.2014.997396

Cited by 10 publications

(13 citation statements)

References 22 publications

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“…Their membership in an online professional CoP contributed to their willingness to share resources and help other members to solve problems (Tseng, Kuo, 2014). In line with these results, a Portuguese case study of a CoP of teachers and researchers, with previous experience working together, contributed to the acknowledgement of teachers' CoPs as a potentially effective way to achieve professional pedagogical development (Marques et al, 2016).…”

Section: Fig 1 Dimensions Of a Community Of Practicesupporting

confidence: 54%

“…In fact, Lammers, Curwood, and Magnifico (2012) have stated that social media is now an intrinsic part of participating in these spaces, which are in constant flux, as portals to affinity spaces arise, change, and disappear.…”

Section: Affinity Spacesmentioning

confidence: 99%

“…In this way, Lammers et al (2012), starting on the affinity space concept, presented nine features of an expanded notion, where socializing plays an important role, as not all participation is solely focused on the common endeavour, but contributes to build the community within the space: (pp. 48-50) Are these spaces of learning, where knowledge is not restricted to a core of experts, where true innovation is more likely to occur due to high heterogeneity of skills and backgrounds (Gee, Hayes, 2012), providing the conditions of genesis and sustainable development of an online community?…”

Section: Affinity Spacesmentioning

confidence: 99%

“…Percentage of works Mathematics 49 % Physics 15 % Natural Sciences 14 % Chemistry 11 % Biology 7 % Geology 4 % Through an action-research process, the current platform (Mota et al, 2017) is the object of pertinent modifications to implement features based on the Lammers et al (2012) expanded notion (Table 2) of creating a dynamic community that surpasses the difficulties of transmitting and sharing knowledge among science teachers and researchers. Lammers et al (2012) expanded notion on the affinity space concept.…”

Section: Fieldmentioning

confidence: 99%

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mSciences: an Affinity Space for Science Teachers

2017

European Journal of Contemporary Education

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The project 'Multimedia in science teaching: five years of research and teaching in Portugal' was successful in featuring the national research on multimedia in science education and in providing the community with a simple reference tool -a repository of open access scientific texts. The current work aims to describe the theoretical background that may allow creating and sustainably developing an online community on science teaching. The community should be capable of appropriating and generating scientific peer review and validation processes, which would allow reflections on teaching practices in science areas using information and communication technologies (ICT) and improvements from a participatory science perspective. Through an action-research process, the current platform is being adjusted in the sense of implementing strategies able to attract and engage an interested public and progressively to create a community of peers. The project is particularly relevant with respect to the gap between academic production and pedagogical practice and the avenues that it opens for comparing affinity spaces across different locations and domains of interest.

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Section: Fig 1 Dimensions Of a Community Of Practicesupporting

confidence: 54%

Section: Affinity Spacesmentioning

confidence: 99%

Section: Affinity Spacesmentioning

confidence: 99%

Section: Fieldmentioning

confidence: 99%

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mSciences: an Affinity Space for Science Teachers

2017

European Journal of Contemporary Education

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“…This factor seems to influence MOOCs' success, particularly for target groups with a professional life with peaks and lows of workload along the year, such as teachers. This issue was reported before (Marques, Loureiro, & Marques, 2016).…”

Section: Discussionmentioning

confidence: 75%

MOOC Success Factors: Proposal of an Analysis Framework

Azevedo

Marques

2017

JITE:IIP

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Aim/PurposeFrom an idea of lifelong-learning-for-all to a phenomenon affecting higher education, Massive Open Online Courses (MOOCs) can be the next step to a truly universal education. Indeed, MOOC enrolment rates can be astoundingly high; still, their completion rates are frequently disappointingly low. Nevertheless, as courses, the participants' enrolment and learning within the MOOCs must be considered when assessing their success. In this paper, the authors' aim is to reflect on what makes a MOOC successful to propose an analysis framework of MOOC success factors. Background A literature review was conducted to identify reported MOOC success factors and to propose an analysis framework. Methodology This literature-based framework was tested against data of a specific MOOC and refined, within a qualitative interpretivist methodology. The data were collected from the 'As alterações climáticas nos média escolares -Clima@EduMedia' course, which was developed by the project Clima@EduMedia and was submitted to content analysis. This MOOC aimed to support science and school media teachers in the use of media to teach climate change. Contribution By proposing a MOOC success factors framework the authors are attempting to contribute to fill in a literature gap regarding what concerns criteria to consider a specific MOOC successful. Findings This work major finding is a literature-based and empirically refined MOOC success factors analysis framework. Recommendations for PractitionersThe proposed framework is also a set of best practices relevant to MOOC developers, particularly when targeting teachers as potential participants. Recommendation for ResearchersThis work's relevance is also based on its contribution to increasing empirical research on MOOCs. MOOC Success Factors 234 Impact on SocietyBy providing a proposal of a framework on success factors for MOOCs, the authors hope to contribute to the quality of MOOCs. Future ResearchFuture work should refine further the proposed framework, by testing it against data collected in other MOOCs.

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Exploring the adoption of social media in self-paced physical activity in early childhood education: a case in central China

2021

Education Tech Research Dev

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The dynamics of an online community of practice involving teachers and researchers

Cited by 10 publications

References 22 publications

mSciences: an Affinity Space for Science Teachers

mSciences: an Affinity Space for Science Teachers

MOOC Success Factors: Proposal of an Analysis Framework

Exploring the adoption of social media in self-paced physical activity in early childhood education: a case in central China

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