Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

Autor/inn/en	Yoon, Susan A.; Miller, Katherine; Richman, Thomas; Wendel, Daniel; Schoenfeld, Ilana; Anderson, Emma; Shim, Jooeun
Titel	Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 15 (2020) 3, S.351-371 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoon, Susan A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-020-09326-2
Schlagwörter	Cooperation; Online Courses; Asynchronous Communication; Social Capital; Science Teachers; Faculty Development; Teacher Attitudes; Teacher Participation + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Online course; Online-Kurs; Sozialkapital; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten
Abstract	This research investigates a design and development approach to improving science teachers' access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers' abilities to participate in the online course and collaboratively build knowledge. Teachers' perceptions of their experiences both in surveys and interviews demonstrated high satisfaction with the quality and usability of the PD, including positive beliefs related to the social capital elements of tie quality, depth of interaction, and access to expertise. Further transactivity analyses of their interactions in course discussions showed higher levels of collaborative discourse resulting from prompts that specifically targeted the exchange of information over those that asked teachers to reflect about their content understanding or their classroom practice. Implications for this design for asynchronous online PD approaches to reach more teachers are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01