Managing and Cultivating Professional Online Learning Communities: Three Cases

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Author(s): Anne L. Scott (Australian Catholic University, Melbourne Campus, Australia), Helen Butler (Australian Catholic University, Melbourne Campus, Australia)and Millie Olcay (Australian Catholic University, Melbourne Campus, Australia)
Copyright: 2013
Pages: 20
Source title: Project Management Approaches for Online Learning Design
Source Author(s)/Editor(s): Gulsun Kurubacak (Anadolu University, Turkey)and T. Volkan Yuzer (Anadolu University, Turkey)
DOI: 10.4018/978-1-4666-2830-4.ch005

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

Three cohorts of preservice teachers, about 300 altogether, studying at an Australian tertiary institution, engaged in various community-based learning activities for 70 hours over a ten-month period. During this time, they reflected on and shared their experiences with peers via asynchronous online discussions. The three lecturers linked to these cohorts reflected on their managerial styles and inspected the nature of participants’ postings for evidence of the development of professional learning communities. They found that preservice teachers in all three cohorts developed attributes of professional learning communities as they shared their experiences. Many acted as guides, mentors, and companions for each other. The tool and approaches used to guide preservice teachers’ reflections were helpful, yet suggestions are offered to extend practices in the future.

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Managing and Cultivating Professional Online Learning Communities: Three Cases

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