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Cultivating Knowledge Sharing and Trust in Online Communities for Educators
ARTICLE

Journal of Educational Computing Research Volume 47, Number 1, ISSN 0735-6331

Abstract

Innovative uses of technology to support teacher learning are emerging through professional learning communities that leverage social networking technologies. The value of an online community for educators lies in the rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported. Yet among the most difficult challenges faced by online communities is fostering and sustaining knowledge sharing and trust. The purpose of this qualitative case study was to examine in-depth successful online learning communities for K-12 educators to better understand ways in which knowledge sharing and trust are cultivated and supported. Cross-case findings indicate knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity, multiple options and opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior. (Contains 2 tables.)

Citation

Booth, S.E. (2012). Cultivating Knowledge Sharing and Trust in Online Communities for Educators. Journal of Educational Computing Research, 47(1), 1-31. Retrieved March 18, 2019 from .

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Cited By

  1. Learners Without Borders: Connected Learning in a Digital Third Space

    Clarice Moran, Kennesaw State University, United States

    Contemporary Issues in Technology and Teacher Education Vol. 18, No. 2 (June 2018) pp. 233–254

  2. Teacher to Teacher: An Investigation into Teacher-Generated Online Professional Development

    Luke Rodesiler, Indiana University-Purdue University Fort Wayne, United States

    Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 49–54

  3. Weaving Contexts of Participation Online: The Digital Tapestry of Secondary English Teachers

    Luke Rodesiler, University of South Florida, United States

    Contemporary Issues in Technology and Teacher Education Vol. 14, No. 2 (June 2014) pp. 72–100

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