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Communities of Inquiry
Communities of Inquiry
<p>The purpose of this project is to support a personally meaningful and educationally worthwhile learning experience. Central to the study introduced here is the <a href="http://communitiesofinquiry.com/sub/coi_model.html">model of a community of inquiry</a> that constitutes four elements essential to an educational experience: </p> <ul> <li><a href="http://communitiesofinquiry.com/sub/cognitive.html">Cognitive Presence</a></li> <li><a href="http://communitiesofinquiry.com/sub/social.html">Social Presence</a></li> <li><a href="http://communitiesofinquiry.com/sub/teaching.html">Teaching Presence</a></li> <li><a href="http://communitiesofinquiry.com/sub/methodology.html">Methodology</a></li></ul>
#community#research#spia#elearning
·communitiesofinquiry.com·
Communities of Inquiry
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
Small study of reflective blogging to build a learning community with teachers. Overall, the results were positive and the teachers felt the experience was beneficial, but there were some technical and other difficulties.
Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location.
Learning communities do not have to be built through face-to-face interactions. They can be realized using nontraditional electronic communication.
Research suggests that in order for busy teachers to use an asynchronous learning environment they must feel part of a shared vision, have a sense of ownership of some part of the site, and benefit from the shared perspectives of others (Robertson, 2007).&nbsp; Providing the kind of scaffolding that has these features is challenging.&nbsp; Teachers are not typically given the time or the venue to share, discuss, or see examples of pedagogical alternatives for their classroom on any kind of regular basis (Darling-Hammond, 1997).
<p>Although our sample size is rather small, the findings of this study suggest that most participants (community college faculty members, mentor, and intern teachers) recognized the value of blogging as a platform for sharing resources and ideas and reflecting on personal experiences. Several teachers were planning to use blogging with their own students. </p> <p>Blogging seemed to at least indirectly benefit most&nbsp; PLC-MAP teachers in terms of integrating technology into their own teaching practices. </p>
#blog#community#education#research#plc
·citejournal.org·
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
Blogging boosts your social life: research
Blogging boosts your social life: research
Social and emotional benefits of blogging include better social support networks and feel more part of a community.
<p>Bloggers reported a greater sense of belonging to a group of like-minded people and feeling more confident they could rely on others for help.</p> <p>All respondents, whether or not they blogged, reported feeling less anxious, depressed and stressed after two months of online social networking.</p>
#blog#community#research#socialnetworking
·abc.net.au·
Blogging boosts your social life: research
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
JALN article on creating a community of inquiry through online discussions, with positive results for students' perceived learning and satisfaction. Specifically, the authors found that, at least in this context, cognitive and teaching presence were correlated with both learning and satisfaction, but social presence only improved satisfaction. Registration required to download the PDF.
#education#inquiry#community#discussion#research#elearning
·sloan-c.org·
The Development Of A Community Of Inquiry Over Time In An Online Course: Understanding The Progression And Integration Of Social | The Sloan Consortium
A review of research on professional learning communities: What do we know?
A review of research on professional learning communities: What do we know?

Like the title says, a research review on PLCs, synthesizing results from 10 articles.

  • All research supported the idea that learning communities change teaching practice, although not all articles were specific about what changes took place.
  • In one study, teachers in PLCs developed more student-centered classrooms. Some other studies discussed specific teaching strategies used as a result of PLCs.
  • All studies showed a change in school culture through "collaboration, focus on student learning, teacher authority, and continuous teacher learning."
  • All 6 studies that looked at student achievement found that student learning improved. However, this was only seen when the focus of collaboration was student learning and not just working together.
  • Their conclusion: "The focus of a PLC should be developing teachers’ “knowledge of practice” around the issue of student learning"
  • "...working collaboratively is the process not the goal of a PLC. The goal is enhanced student achievement."
#plc#education#learning#research#community
·nsrfharmony.org·
A review of research on professional learning communities: What do we know?