Examining Electronic Learning Communities through the Communities of Practice Framework

Jayme N. Linton

American Journal of Distance Education Vol. 29, No. 4 (2015) pp. 269–282

This qualitative interpretive case study used Wenger's (1998) communities of practice (CoP) framework to analyze how the electronic learning community (eLC) process at an established state virtual high school operated like a community of practice....

Edcamp unconferences: Educators' perspectives on an untraditional professional learning experience

Jeffrey Paul Carpenter; Jayme Nixon Linton

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 57, No. 1 (July 2016) pp. 97–108

Edcamps are a free, voluntary, and participant-driven form of unconference professional development. This article reports on survey data gathered from 769 Edcamp participants. Beforehand, these educators indicated diverse motivations for their...

Language: English

Educators’ perspectives on the impact of Edcamp unconference professional learning

Jeffrey Paul Carpenter; Jayme Nixon Linton

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 73, No. 1 (July 2018) pp. 56–69

Edcamps are a voluntary, democratic form of unconference. This paper presents participants’ perceptions regarding the impact of Edcamps. Data were gathered from a survey and interviews (N=105). Participants overwhelmingly reported that Edcamp...

Language: English