Institutional Factors for Supporting Electronic Learning Communities

Jayme N Linton

doi:10.24059/olj.v21i1.953

Abstract

This study was designed to explore how the electronic learning community (eLC) process at an established state virtual high school (SVHS) supported new and veteran online high school teachers through the communities of practice (CoP) framework. Specifically, this study focused on the institutionally-driven nature of the eLC process, using Wenger’s CoP framework to analyze institutional factors that influenced the eLC process. Case study methods, including observation, interviews, and document analysis, were used to provide a rich and dynamic analysis of the eLC process in light of what research says about preparation and support for quality online teaching. While the institutionally-driven nature of the eLC process posed some barriers to alignment with the domain and community elements of the CoP framework, case study participants expressed that the eLC process impacted their practice and connected them to colleagues with which they could collaborate and problem solve. The use of strategies such as valuing the work of eLCs, removing barriers, and connecting the eLC process to the organizational strategy served to facilitate alignment with the CoP framework and overcome some of the potential disadvantages of an institutionally-driven eLC process.

Highlights

While much of what constitutes effective teaching in traditional classrooms translates to good teaching online (Garrison & Anderson, 2003; Journell et al, 2013), an additional set of skills and competencies is needed to ensure high levels of student engagement and student learning in virtual settings (Learn NC, 2008; NEA, 2006; Palloff & Pratt, 2011; Redmond, 2011)
The electronic learning community (eLC) process was described by these teachers as authentic, genuine, accessible, and student-centered
The eLC process served as ongoing, productive professional learning that was focused on improving teaching to increase student learning

Summary

Introduction

While much of what constitutes effective teaching in traditional classrooms translates to good teaching online (Garrison & Anderson, 2003; Journell et al, 2013), an additional set of skills and competencies is needed to ensure high levels of student engagement and student learning in virtual settings (Learn NC, 2008; NEA, 2006; Palloff & Pratt, 2011; Redmond, 2011) These skills and qualities for teaching online courses, such as developing presence online and facilitating asynchronous discussions, are absent from teacher education programs (Barbour, Siko, Gross, & Waddell, 2013). While a research base on preparation and support for online instructors is growing, a theoretical framework is often missing in these studies. his study sought to apply the CoP framework to an institutionalized eLC process for supporting online instructors

Methods

Results

Discussion

Conclusion