Online community and professional learning in education: Research-based keys to sustainability
Article
Bruce Havelock, University of Washington, United States
AACE Review (formerly AACE Journal) Volume 12, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Though the concept of online community has been heralded as a promising tool to support teacher professional development, a robust and meaningful definition remains elusive. This review draws together reserach on community, teaching, and learning in traditional and online settings. Examples of current efforts in the field of online learning communities for teachers are described, and guidelines for their success and utility are synthesized from this diverse body of research.
Citation
Havelock, B. (2004). Online community and professional learning in education: Research-based keys to sustainability. AACE Review (formerly AACE Journal), 12(1), 56-84. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 15, 2024 from https://www.learntechlib.org/primary/p/1679/.
© 2004 Association for the Advancement of Computing in Education (AACE)
Keywords
Cited By
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Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 33, No. 2 (Jun 15, 2007)
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A Four-stage Model of Online Community Development
Yu-chu Yeh, Institute of Teacher Education; Research Center for Mind, Brain & Learning; Center for Creativity and Innovation Studies, National Chengchi University, Taiwan
Global Learn 2010 (May 17, 2010) pp. 2026–2031
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Web-Supported Communities for Teacher Professional Development: Five Cautions
Hedieh Najafi, Ontario Institute for Studies in Education of the University of Toronto, Canada; Anthony Clarke, University of British Columbia, Canada
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