Cultivating Knowledge Sharing and Trust in Online Communities for Educators

Autor/in	Booth, Sharon Elizabeth
Titel	Cultivating Knowledge Sharing and Trust in Online Communities for Educators
Quelle	In: Journal of Educational Computing Research, 47 (2012) 1, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Case Studies; Qualitative Research; Internet; Socialization; Electronic Learning; Computer Mediated Communication; Social Networks; Computer Uses in Education; Elementary Secondary Education; Trust (Psychology); Inservice Teacher Education; Communities of Practice; Facilitators (Individuals); Modeling (Psychology); Teacher Leadership; English Teachers; Interviews; Mixed Methods Research; Validity; Content Analysis; Data Analysis; Observation; Sharing Behavior; Helping Relationship; Social Support Groups; Network Analysis + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Qualitative Forschung; Socialisation; Sozialisation; Computerkonferenz; Social network; Soziales Netzwerk; Computernutzung; Lehrerfortbildung; Community; Modeling; Modelling; Modellierung; Lehrerfunktionsstelle; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Gültigkeit; Inhaltsanalyse; Auswertung; Beobachtung; Helfende Beziehung; Social support; Soziale Unterstützung; Netzplantechnik
Abstract	Innovative uses of technology to support teacher learning are emerging through professional learning communities that leverage social networking technologies. The value of an online community for educators lies in the rich and open exchange of ideas, experiences, and resources where educators feel both respected and supported. Yet among the most difficult challenges faced by online communities is fostering and sustaining knowledge sharing and trust. The purpose of this qualitative case study was to examine in-depth successful online learning communities for K-12 educators to better understand ways in which knowledge sharing and trust are cultivated and supported. Cross-case findings indicate knowledge sharing and trust were cultivated and sustained through a clear purpose and common identity, multiple options and opportunities for social learning, the active involvement of an experienced and credible moderator, as well as modeling and enforcement of appropriate online behavior. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10