Building a Virtual Learning Network for Teachers in a Suburban School District

Autor/in	Kurtzworth-Keen, Kristin A.
Titel	Building a Virtual Learning Network for Teachers in a Suburban School District
Quelle	(2011), (148 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, D'Youville College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-2723-5
Schlagwörter	Hochschulschrift; Dissertation; School Districts; Participant Observation; Interviews; Focus Groups; Teacher Participation; Suburban Schools; Virtual Classrooms; Synchronous Communication; Blended Learning; Integrated Learning Systems; Educational Technology; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School district; Schulbezirk; Teilnehmende Beobachtung; Interviewing; Interviewtechnik; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Unterrichtsmedien
Abstract	Emerging research indicates that learning management systems such as Moodle can function as virtual, collaborative environments, where collegial interactions promote professional learning opportunities. This study deployed a mixed methods design in order to describe and analyze teacher participation in a virtual learning network (VLN) that was initiated in a suburban school district to address the district-wide need to increase interschool communication and promote professional development initiatives. During the initial four month implementation period, the researcher, an active participant observer, examined the daily progression of teacher participation by collecting data from virtual network demographics, observing participants' online activity, and documenting field observations. At the conclusion of the study, online asynchronous focus group interviews were facilitated and descriptive data were collected and content analyzed to identify the benefits, barriers, and overall effectiveness associated with building the VLN. The results included the ways and extent that network participation helped teachers cultivate community relations and meet the day-to-day demands of the job. The findings suggest that active VLN participation increased professional collaboration by creating collegial connections, activities that were embedded within the workday were useful and valuable to teachers, and ongoing VLN communications sustained the efforts of face-to-face learning community meetings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10