Community Model: Exploring Professional Development
The community model has been used to explore professional development in the new era. Communities are formed by a group of people interacting with one another, establishing common habits and depending on one another to accomplish certain goals (Wilson & Ryder, 1996). Learning communities are constructed when a group of learners share common values, experiences and are provided with sustained and mutual support. People within these learning communities usually encourage and develop an atmosphere of trust, respect and support.
In today’s world, communities are not only limited to physically bounded environment, it extends to virtual or online spaces as well. Owston (1998) defines a virtual or online community as “a group of people who regularly interact online and share common goals, ideals, or values” (p. 60). Preece (2000) also points out the key elements of online communities such as socially interacting people who are trying to achieve common needs; the driving motive shared by the community; guiding rules to direct participants’ interacting behaviors, and facilitating media to foster the sense of union or togetherness. Online learning communities provides “a general sense of connection, belonging, and comfort that develops over time among members of a group who share purpose or commitment to a common goal” (Conrad, 2005, p. …show more content…
2). Online learning communities provide a virtual platform that fosters communication and exchange of ideas, and build a union for common minds to share success and frustrations. Similar to the physical or traditional learning communities, online learning communities
…simulates for online learners the comforts of home, providing a safe climate, an atmosphere of trust and respect, an invitation for intellectual exchange, and a gathering place for like-minded individuals who are sharing a journey that includes similar activities, purposes and goals. (Conrad, 2005, p. 2)
Professional Learning Communities of Teachers
Professional learning communities foster learning with sustained support and reinforcement of helpful information, content knowledge and engaging strategies of professional needs. In particular, professional development provides a space for teachers to exchange ideas of class planning and implementation, therefore fosters a collaborative community of learning and sharing. From social constructivist perspective, “meaning making is a process of negotiation among the participants through dialogues or conversations” (Jonassen, Peck & Wilson, 1999, p. 5). Given this, teachers’ learning can be achieved through the conversation of shared experience, negotiation and interpretation of unsolved problems among the community members. Within these online professional communities, “teachers can engage in collaborative activities of making sense of their practice in the new online environment for learning. An important role of professional development is to provide opportunities for teachers to engage systematically and formally in this very process” (Murphy & Laferrière, 2003, p. 81). Online professional community is an ideal place for teachers to gather in an agreed-time basis locally, nationally or internationally through technology-assisted networks or media. Often times, geographically diverse members are brought together, voluntarily participating in activities such as knowledge sharing and interacting through online workshops. According to Hargreaves (2003), “A strong professional learning community brings together the knowledge, skills, and dispositions of teachers in a school or across schools to promote shared learning and improvement. A strong professional learning community is a social process for turning information into knowledge” (p. 170).
A Brief Literature Review
Booth (2012) investigated two successful online learning communities created for K-12 educators through a multiple case study and found that “knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity…, opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior” (p.1).
In addition, online communities establish social networking for professional educators through “rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported” (Booth, 2012,
p.1).
In a qualitative case study conducted by Duncan-Howell (2007), three online professional communities for teachers were examined. Research findings showed the benefits of online communities as it supported teacher professional development in regards to establishing trusted relationships, promoting communication and cultivating collaboration among teachers. Study findings also indicated that online communities of practice provided “continuous professional development for teachers… provide support as teachers accommodate the constant changes and the need to acquire new skills and knowledge” (p. 3). Other advantages of online teacher professional development were that the online teacher communities were “self-sustaining and generative. Teachers have access to authentic, relevant and flexible learning that is not constrained by time and can be accessed according to members needs” (p.3).
Baran and Cagiltay (2010) investigated how online community of practice facilitated teachers to exchange knowledge and bring knowledge to surface discussion in two communities. The two-phase qualitative study of preservice teachers participating in the online learning communities showed that 24 out of 28 teachers’ professional knowledge had promoted. Additionally, participating teachers gained “different experiences, perspectives, and ideas” (p. 160). Finally, participants “learned different teaching topics in a cost effective way” (p. 161).
Tsai (2012) investigated “the social nature of an online learning community of practice” (p. 274) through a quantitative study. The Nurturing Elementary Teachers’ work (NETwork) which provided a collaborative and supportive virtual platform for pre and in-service teachers to learn skills of teaching was examined. Study findings indicated that “members’ satisfaction was the only direct factor impacting members’ perceptions of effectiveness; several social constructs have direct impact on members’ satisfaction; and technology acceptance influences members’ social ability, sense of community, and learning satisfaction” (p. 271).
In today’s world, communities are not only limited to physically bounded environment, it extends to virtual or online spaces as well. Owston (1998) defines a virtual or online community as “a group of people who regularly interact online and share common goals, ideals, or values” (p. 60). Preece (2000) also points out the key elements of online communities such as socially interacting people who are trying to achieve common needs; the driving motive shared by the community; guiding rules to direct participants’ interacting behaviors, and facilitating media to foster the sense of union or togetherness. Online learning communities provides “a general sense of connection, belonging, and comfort that develops over time among members of a group who share purpose or commitment to a common goal” (Conrad, 2005, p. …show more content…
2). Online learning communities provide a virtual platform that fosters communication and exchange of ideas, and build a union for common minds to share success and frustrations. Similar to the physical or traditional learning communities, online learning communities
…simulates for online learners the comforts of home, providing a safe climate, an atmosphere of trust and respect, an invitation for intellectual exchange, and a gathering place for like-minded individuals who are sharing a journey that includes similar activities, purposes and goals. (Conrad, 2005, p. 2)
Professional Learning Communities of Teachers
Professional learning communities foster learning with sustained support and reinforcement of helpful information, content knowledge and engaging strategies of professional needs. In particular, professional development provides a space for teachers to exchange ideas of class planning and implementation, therefore fosters a collaborative community of learning and sharing. From social constructivist perspective, “meaning making is a process of negotiation among the participants through dialogues or conversations” (Jonassen, Peck & Wilson, 1999, p. 5). Given this, teachers’ learning can be achieved through the conversation of shared experience, negotiation and interpretation of unsolved problems among the community members. Within these online professional communities, “teachers can engage in collaborative activities of making sense of their practice in the new online environment for learning. An important role of professional development is to provide opportunities for teachers to engage systematically and formally in this very process” (Murphy & Laferrière, 2003, p. 81). Online professional community is an ideal place for teachers to gather in an agreed-time basis locally, nationally or internationally through technology-assisted networks or media. Often times, geographically diverse members are brought together, voluntarily participating in activities such as knowledge sharing and interacting through online workshops. According to Hargreaves (2003), “A strong professional learning community brings together the knowledge, skills, and dispositions of teachers in a school or across schools to promote shared learning and improvement. A strong professional learning community is a social process for turning information into knowledge” (p. 170).
A Brief Literature Review
Booth (2012) investigated two successful online learning communities created for K-12 educators through a multiple case study and found that “knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity…, opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior” (p.1).
In addition, online communities establish social networking for professional educators through “rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported” (Booth, 2012,
p.1).
In a qualitative case study conducted by Duncan-Howell (2007), three online professional communities for teachers were examined. Research findings showed the benefits of online communities as it supported teacher professional development in regards to establishing trusted relationships, promoting communication and cultivating collaboration among teachers. Study findings also indicated that online communities of practice provided “continuous professional development for teachers… provide support as teachers accommodate the constant changes and the need to acquire new skills and knowledge” (p. 3). Other advantages of online teacher professional development were that the online teacher communities were “self-sustaining and generative. Teachers have access to authentic, relevant and flexible learning that is not constrained by time and can be accessed according to members needs” (p.3).
Baran and Cagiltay (2010) investigated how online community of practice facilitated teachers to exchange knowledge and bring knowledge to surface discussion in two communities. The two-phase qualitative study of preservice teachers participating in the online learning communities showed that 24 out of 28 teachers’ professional knowledge had promoted. Additionally, participating teachers gained “different experiences, perspectives, and ideas” (p. 160). Finally, participants “learned different teaching topics in a cost effective way” (p. 161).
Tsai (2012) investigated “the social nature of an online learning community of practice” (p. 274) through a quantitative study. The Nurturing Elementary Teachers’ work (NETwork) which provided a collaborative and supportive virtual platform for pre and in-service teachers to learn skills of teaching was examined. Study findings indicated that “members’ satisfaction was the only direct factor impacting members’ perceptions of effectiveness; several social constructs have direct impact on members’ satisfaction; and technology acceptance influences members’ social ability, sense of community, and learning satisfaction” (p. 271).