Systematic Mapping of the Social Construction of Learning (2015-2020): Challenges for Online Learning Environments

The purpose of this study is to identify and characterize the state of social construction of learning in virtual communities within online learning environments and to identify the advances and research challenges of social learning. The method was a systematic mapping to analyze the evidence published on the topic in 2015-2020. We automatically searched the Scopus and Web of Science databases, applying inclusion and exclusion criteria to obtain the maximum relevant information. The pre-designed search strategy resulted in 187 articles. The main research topic addressed in most of these is learning as a social construction in training contexts, primarily virtual communities. In higher education, the United States is the country with the most active researchers on this topic. In addition, the most significant findings show that in a virtual learning community, social and cognitive interactions with teaching presence are crucial for students to build knowledge and achieve a higher level of learning. This study describes challenges related to the various methodologies, geographical scope, and types of social construction learning in virtual learning communities. This research is intended to be of value to teachers, decision-makers, designers of research and researchers interested in the social construction of learning in online learning environments

Differences between Teacher-Focused Twitter Hashtags and Implications for Professional Development

Twitter hashtags may serve as valuable means for teachers\u27 professional development. However, given the diversity of hashtag spaces and teacher needs, teachers must assess a given hashtag and compare it to their learning needs and preferences before determining whether it would be helpful. To support this reflection, I examine data associated with 60 Regional Educational Twitter Hashtags (RETHs) during the first six months of 2016 to begin describing the variety of teacher learning-focused Twitter spaces and make distinctions between them. My results indicate that these RETHs vary according to their relative focus on sharing, intimacy of personal connection, and volume of activity, each of which has implications for professional development. The dimensions resulting from this study may prove helpful for teachers, teacher educators, and hashtag coordinators

Does technology really enhance nurse education?

Technology has clearly impacted upon our working lives, and the purpose of this paper is to offer a critical insight into the ubiquitous presence of technology in nurse education. This paper argues that technology enhanced learning is predicated on the promise of potential and purported transformation of teaching and learning. It suggests that there is a lack of critical engagement in the academic field of technology enhanced learning, and adds a critical voice to some of the emerging arguments in this area. There is also a lack of systematic evidence supporting the enhancement offered by technology, and yet the technology enhanced project continues to persist. The discourse surrounding technology enhanced learning has become so dominant, so pervasive, that those of us within it can no longer see alternatives. But there are alternatives, and this paper argues that we need to challenge the dominance of technology enhanced learning, and become aware of its contingent nature

Educator Professional Conversations via Twitter Chat: Speech Acts and Intentions in #PDBookClub

#PDBookChat was an affinity space of educators who read a professional book together and reflected on their learning through blogs, Twitter, and Google+. The book study culminated with an hour-long synchronous Twitter chat. Using Computer-Mediated Discourse Analysis (Herring, 2001) and speech act theory (Searle, 1976) this paper focused on the Twitter chat to examine the discussion among the participants, the specific ways in which they connected their responses to each other and the content of the professional book they read, and provided an analysis of the key themes of the chat. This research provides evidence of how educators use Twitter to seek advice, share practices, and gain emotional support. In understanding how Twitter chats work to support professional learning, schools and educators can better leverage this free, easily accessible medium for professional development

The #acadv Community: Networked Practices, Professional Development, and Ongoing Knowledge Sharing in Advising

Orginal Published in NACADA JournalThe #acadv Twitter chat is an organic, online community of higher education academic advising professionals. Using a longitudinal study, we explored the way a self-directed learning network sustains ongoing professional development and knowledge sharing by examining the archives of 203 structured online discussions. In mapping the chat topics to published core competencies, we discovered that this advising community scaffolds on-demand learning for discussion of advising approaches and strategies, distribution of resources for supporting student success, collective sharing of personal advising philosophies, and encouragement to engage in reflective assessment about advising practice. Community members are motivated to contribute to networked practice to enhance professional development activities, share open educational practices, and support advising competency development in an occupational community of practice.Educatio

Experiences and Perceptions of Rural Junior High Teachers Participating in a Professional Learning Community

In this qualitative descriptive case study, the researcher investigated how junior high school teachers’ perceptions of the role of how professional learning communities (PLCs) shaped their instructional practices in a rural Title I school in Texas. Exploring and understanding the experiences and perceptions of the teachers and administrators that participated in an English, language arts, and reading PLC provided valuable data that helped the administration determine professional development opportunities that could improve the instructional strategies of the teachers. By collaborating, analyzing student data, and sharing teaching strategies, the teachers were empowered to take ownership and improve their instructional practices. Examining the teachers’ perceptions and experiences revealed the strengths and weaknesses of the local program and provided an opportunity to personalize professional development to increase teacher learning as well as student achievement. Furthermore, the researcher identified and analyzed barriers to develop a plan of action to increase stronger team bonding. Keywords: professional learning communities; collaboration; shared mission, vision, and values; collective inquiry; continuous improvement; results orientatio

Educators\u27 perceptions of using Twitter as a professional development tool

Educator professional development has the power to affect day-to-day educational practice. Every school district wrestles with planning professional development for improving educators professionally to better student achievement. With the largest portion of the budget being spent on personnel, developing educators and staff professionally should be a school district’s main priority. Taking into consideration the nature of adult learners and changes in educational and technological resources, professional development is ripe for a change. The purpose of this case study was to explore educators’ perceptions of using Twitter to receive and engage in professional development over a five-week period. Interviews of the study participants were conducted before and after the study to determine their perceptions of using Twitter for professional development. Through analysis of interviews, this dissertation investigates educators’ perceptions of using Twitter for professional development. The researcher concluded that when proper training and preparatory measures are taken, the use of Twitter can provide professional learning opportunities for educators as adult learners in an efficient and meaningful way. Study results indicated that future professional development opportunities should include choice for the learner, through the use of Twitter

Freelance Language Teachers' Professional Development On ... And With ... And Through Twitter

In recent years more and more freelance teachers have been employed in higher education and in further education, and they often struggle with barriers to professional development. Freelance language teachers are understood to work within various (self-) employment situations, often across educational sectors. For these teachers, access to professional development can be particularly challenging. Previous research has suggested that teachers’ use of the social media platform Twitter could lead to effective professional development (Carpenter & Krutka, 2014) and foster the formation of community among language educators (Wesely, 2013; Lord & Lomicka, 2014). Twitter is an Internet platform which enables registered users to communicate via text messages (tweets). While phenomenological research approaches have provided valuable insight into human experiences and perceptions of Twitter for professional learning, they tend to overlook the relational, human and non-human complexities involved (with)in the enactment of human practices. Drawing on the Deleuzo-Guattarian concepts of rhizome, assemblage and becoming (Deleuze & Guattari, 1987), this doctoral research seeks to provide answers to questions concerning how language teachers’ professional development on…and with…and through Twitter works and what it produces. Research data included online narrative frame questionnaires, tweets and online participant interviews. Data enquiry involved the working(s)-together of situational maps (Clarke, 2005) and social network analysis (Newman, 2010). This research suggests professional development and language teaching can be conceived of as entangled practices within human and non-human assemblages, which have the capability to produce unpredictable becomings, rather than as two distinct elements of a binary relationship. Recommendations from this investigation aim to make language educators, language education providers and education policy aware of the relational workings of social media practices, and to provide concrete suggestions for actions that connect with existing practices and programmes to improve freelance language teachers’ professional development

Teachers in a Twitter: Educator Participation in Twitter Edchats

The purpose of this research was to investigate educator participation in edchats. The research questions addressed were the following: 1. What does an edchat network look like in terms of followership and edchat interactions? 2. What are the different modes of participation in an edchat? 3. What is the ethos of an edchat? 4. How are edchats organized by educators and edchats organized by companies similar to and different from each other? To address these questions, tweet data from 10 edchats was collected and analyzed using a mixed methods approach. Across edchats, social network structures were consistent with the Tight Crowd network structure often found in Twitter learning communities, and members frequently interacted with each other, with several having ties extending beyond a single edchat. Twitter users participated in edchats as moderators and participants through several different modes by tweeting, retweeting, and sharing links and media. Although most participants only tweeted once, a smaller group of participants was especially active. Edchat questions received multiple responses, providing the community with diverse answers to review and if desired, discuss further. Across edchats, communities displayed an ethos of professionality, support, and fun without signs of the hostility known to plague Twitter. Although edchats shared a similar discussion structure and spirit of support and positivity, edchats organized by teachers tended to focus on classroom practice in greater detail than company-organized edchats. Distinguishing a teacher-organized edchat from a company-organized edchat was often complicated due to the presence of companies in teacher-organized spaces as well as an individual’s ability to profit from their social media influence through self-promotion or as a product ambassador. Edchats could provide an additional means of supporting educators by facilitating connection with a community of peers who can provide just-in-time support; however, their quality varies and much depends on the participant, highlighting the need for additional research to develop best practices for structuring and participating in edchats, especially to combat the risk of stealth advertising in these spaces