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A Four-stage Model of Online Community Development
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, Institute of Teacher Education; Research Center for Mind, Brain & Learning; Center for Creativity and Innovation Studies, National Chengchi University, Taiwan

Global Learn, in Penang, Malaysia ISBN 978-1-880094-79-2 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This study integrated collaborative problem-based learning with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in an 18-week instruction program. Analyses of online group discussions and portfolios found that (a) the integrated approach facilitated the preservice teachers’ formation of online learning communities; (b) the preservice teachers’ online learning communities emerged via four stages: motivation and acquaintance, socialization and identity, information exchange and consensus, and finally, tacit understanding and development; and (c) six factors influenced the development of the preservice teachers’ online learning communities.

Citation

Yeh, Y.c. (2010). A Four-stage Model of Online Community Development. In Z. Abas, I. Jung & J. Luca (Eds.), Proceedings of Global Learn Asia Pacific 2010--Global Conference on Learning and Technology (pp. 2026-2031). Penang, Malaysia: Association for the Advancement of Computing in Education (AACE). Retrieved December 18, 2018 from .

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