Teacher Collaboration Network in Higher Education: Reflective Visions from Praxis

Autor/inn/en	Romeu, Teresa; Guitert, Montse; Sangrà, Albert
Titel	Teacher Collaboration Network in Higher Education: Reflective Visions from Praxis
Quelle	In: Innovations in Education and Teaching International, 53 (2016) 6, S.592-604 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2015.1025807
Schlagwörter	Higher Education; Teacher Collaboration; Social Networks; Reflection; Praxis; Teaching Methods; Teacher Attitudes; Computer Mediated Communication; Case Studies; Observation; Content Analysis; Questionnaires; Educational Practices; Group Dynamics; Foreign Countries; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerkooperation; Social network; Soziales Netzwerk; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Computerkonferenz; Case study; Fallstudie; Case Study; Beobachtung; Inhaltsanalyse; Fragebogen; Bildungspraxis; Gruppendynamik; Ausland
Abstract	Online collaboration is a relevant teaching method and has become a priority in education and research. In addition, it is becoming an essential skill for teachers. Taking this fact into consideration, this study focuses on online collaboration from the teachers' perspective. The participants of our research develop their training activity in a fully online university and have teaching experience in online collaborative processes. Based on a case study methodology, the aim of this research is to develop an in-depth understanding of online collaborative hands-on experiences in context through their perceptions. The results provide evidence of the value of online teacher collaboration, which is useful not only for the improvement and innovation in their teaching, but also for their professional development and updating. It also highlights the value of online coordination to facilitate and promote the exchange of information and collaborative knowledge building for teacher-teacher collaboration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01