Development Of Learning Communities Research Articles

Facilitating conversations about race: staff views on the importance of accountability and trust in a student-led project

ABSTRACT Significant conversations provide a private and safe space for teachers to develop their thinking about teaching and learning. These conversations are important to academic development but may be limited by their privacy, although Roxå & Mårtensson noted that it was possible to create a culture which led to extended networks. This study explores how the concept of such conversations can be developed further to contribute to institutional change and the development of inclusive learning communities. Led by students of colour, a project, ‘The Big Change’, was designed to provide an empowering space for open and non-judgemental conversations between students and staff about the experiences of student of colour in a modern university. The paper explores the experiences of the staff (N = 15) who participated in online focus groups in which they explored their experiences of the project and the complexities of vulnerability and public discourses. Within these focus groups we provided a space for conversations in which trust and accountability were identified as key factors for meaningful change, particularly in a sensitive area of work such as anti-racism. This approach, based on student-led interventions plus safe conversations, provides a model for facilitating cultural change within higher education.

Comparison of Virtual Learning Community Construction between China and the United States Based on KH Coder Text Data Mining

Virtual learning communities, as an innovative online education model, have gained significant attention worldwide. The virtual learning communities in the United States are characterized by advanced educational models, innovative technological applications, and rich practical experiences. Exploring and drawing lessons from the construction of virtual learning communities in the United States is of great value to China. This paper utilizes KH Coder as an analysis tool and conducts literature searches on the Web of Science for U.S. literature and on the CNKI database for Chinese literature. The analysis covers the period from 2019 to 2024, and includes frequency and network co-linearity analyses. The research findings indicate the following: First, Chinese online education research emphasizes the importance of technological application and innovation in the field of education. Second, Chinese online teaching research has certain limitations in terms of research scope. Third, there are certain issues in the dissemination of research findings in Chinese online teaching research. Based on the research results, the following adjustments should be made for Chinese virtual learning communities: First, the comparison of research literature between China and the United States shows that the development of virtual learning communities requires diverse collaborations. Second, the development of virtual learning communities requires continuous technological innovation. Third, the comparison of research literature between China and the United States reminds us that the development of virtual learning communities needs to focus on social interaction. Fourth, the development of virtual learning communities also requires teacher support and participation. Fifth, the development of virtual learning communities needs to encourage students' active participation and autonomous learning.

The school as a place learning ecosystem – Participatory evaluation of the boundary conditions: the case of the IIS Amaldi.

The community pact is a tool potentially capable of fostering the development of place learning ecosystems and communities with a variable territorial size (from an urban district to a city or a region). The realisation of such potential is, however, subjected to an adequate understanding of the boundary conditions, investigated in this paper through a participatory evaluation process. The outcomes of such an evaluation process show that teachers and parents tend to develop different visions of how schools can act as a territorial presidium, although both expect that it is exclusively focused on the needs of the students, rather than those of the territory. The perception of an increased level of school smartness over the last seven years, in fact, has induced a strong sense of belonging to the school community in all the stakeholders – students, teachers, and parents – which has not been accompanied by an equally strong sense of belonging to the territory of reference. The significant increase in the perceived smartness of the learning ecosystem does not seem a sufficient condition, even in the presence of the formal stipulation of a community pact, to push the development of an educating community capable of interacting in a capillary manner with all components of a territory that is characterized by elements of strong degradation. Even the establishment of a territorial presidium having the school as a pole of attraction requires a long work of confrontation, sharing, co-planning, and assumption of co-responsibility to integrate the different points of view emerging from the participatory evaluation process.

Feeling Incompetent Drives Me to Learn: Unraveling Teacher Learning Mechanisms in EFL Materials Development

The present study investigates the dynamics of teacher learning within the context of an English as a Foreign Language materials development project (MDP) in China. Drawing upon qualitative data from interviews and field observations, we identified four distinct teacher learning mechanisms that emerged during the MDP. These mechanisms included (1) identifying one's strengths and weaknesses, (2) growing through communicative connection, (3) reflecting on one's teaching and materials development experiences, and (4) transforming one's practices. Furthermore, we explored the influencing factors at the intrapersonal, interpersonal, and institutional levels that interacted with these learning mechanisms. Our findings revealed that teacher learning is a cyclical process that involves the identification of improvement needs, engagement in learning activities, and the transformation of teaching practices. The MDP served as a boundary broker, facilitating teacher learning by providing a platform for boundary-crossing between different educational contexts. These insights contribute to our understanding of how teachers engage in professional learning through MDPs and suggest implications for teacher learning programs and the development of professional learning communities.

The impact of an active-learning designed faculty development program: A students’ perspective of an Italian university

This study aims to understand the impact of a faculty development program emphasizing active learning (innovative teaching) attended by instructors of diverse disciplines at the University of Padova in Italy, which has had an 800-year history of using traditional approaches to teaching and learning. Using a community of practice theoretical framework, it recognized that the development of faculty learning communities provided a supportive medium for fostering innovative teaching. A multilevel research design involving surveys collected from 2019 to 2020 explored the program’s impact in terms of student satisfaction and program effectiveness. Findings showed varied levels of impact, among student examination attempts, pass rates and average grades. These findings, although involving one university, are organizationally and culturally emblematic of other Italian universities and have related implications when considering the implementation of innovative approaches to teaching via faculty development programs. This study also revealed challenges (faculty engagement) and limitations when measuring (e.g., satisfaction, exam attempts) the impact of active learning in relationship to learning outcomes.
 Received: 30 June 2022Accepted: 3 October 2023

Developing Learning Communities Online

While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of meaningful connection with their fellow students, the university launched a not-for-credit online learning module in 2006 that was designed to provide new-to-program students with resources and activities to encourage learning community development. Since the first module was launched, several programs at the university have adapted the original module to suit their specific needs. In this paper, we explore the experiences of graduate students in three programs over an eight-year period. Students completed surveys focused on the role of three module activities in helping them develop a supportive online learning community. The findings were organized under three areas that revealed elements of the module that worked well, areas for improvement, and suggestions for module additions. The recommendations call for making modules that are not-for-credit, mandatory, support both synchronous and asynchronous collaboration, use only one web-based entry point, consider time zones, and support students’ ability to balance their education with their out-of-school commitments. For those who may wish to include similar activities for their students, we have included a link in the paper to the Open Educational Resource that was developed in support of our research.

Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study

Differences and similarities in the development of Professional Learning Communities: A cross-case longitudinal study

Factors Responsible for Developing Emotional Intelligence Competence of Teachers in Pakistan: Academics’ Perceptive

The research study was descriptive in nature and a quantitative method was used to conduct the study. The purpose of this study was to investigate the factors responsible for developing emotional intelligence competence of teachers. Total 2577 teachers of public and private elementary schools of district Khanewal were the population of the study. By using simple random sampling 610 elementary school teachers were selected as a respondent of the study. Questionnaire was used to collect data from respondents about the factors affecting their emotional intelligence skills. As per results, it was found that teachers were good at self-awareness. They were also self-motivated, self-regularized, socially competent and also had social skills. Moreover, female teachers were good at emotional intelligence skills as compared to male teachers regarding self-regulation. The results showed that there was no significant difference of opinion of teachers about the emotional intelligence competence by sector and qualification. Overall, the results showed that teachers were having high emotional intelligence skills. The study suggested that emotional intelligence training must be a part of professional development of teachers and professional learning communities must be fostered where teachers can share their experiences and learn from experiences of others. Moreover, support systems and resources must be provided to teachers in order to manage their stress effectively.

Im/migrant parents’ voices as enabling professional learning communities in early childhood education and care

ABSTRACT The existing body of knowledge on the global experiences of im/migrant parents within early childhood education and care (ECEC) settings reveals a broad spectrum of concerns, which encompass various aspects of institutional education and care, as well as the parents’ own patterns of engagement in this realm. Navigating through the multitudinous and increasingly diverse array of parental perspectives, which are often marked by conflicting opinions, poses a significant challenge for ECEC practitioners. Against this background, this article draws on a collection of im/migrant and refugee parents’ experiences in the ECEC settings of the very different socio-cultural contexts of Tanzania and Norway. It explores how these voices can serve as sources of inspiration for the development of professional learning communities (PLC) among ECEC professionals. Furthermore, this article examines how professionals can manoeuvre through the impossibilities of satisfying every parent and instead create arenas for constructive dialogue (and disagreement).

Social network analysis in virtual educational environments: Implications for collaborative learning and academic community development

This paper investigates the impact of Social Network Analysis (SNA) in optimizing virtual education, focusing on enhancing collaborative learning, strengthening virtual academic communities, and identifying challenges for educational innovation. Through SNA, patterns of interaction and collaboration are uncovered that inform the design of inclusive and dynamic educational practices. A theoretical review combining the benefits of bibliometric studies and documentary analysis was conducted. It highlights how ARS facilitates the identification of effective collaborative patterns and barriers to equal participation, promoting strategies for more meaningful collaboration. In addition, the role of ARS in consolidating academic communities by promoting cohesion, mutual support, and active engagement, crucial for student success and well-being, is discussed. Challenges such as forming subgroups and dependence on certain information nodes are analyzed, viewing them as opportunities to innovate in educational design and promote more equitable participation and knowledge construction. This analysis underscores the importance of ARS for developing more effective, equitable, and collaborative virtual learning environments aligned with the values of our digital society.

A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools

This paper focuses on the development of professional learning communities (PLCs) in schools, which are communities of educators tasked with improving student learning outcomes. The purpose of this paper is twofold. First, the paper explores the central tenets of an effective PLC and contributes a definition of the concept to address much of contextual ambiguity found within the literature. Secondly, the paper employs this definition to inform the development of a conceptual framework for understanding effective PLC operation in schools, which can be used as a guide for PLC implementation at both the school and system levels.

A Study on the Co-planning Journey of Required Courses in Senior High Schools: The Development of Learning Communities of Practice

A Study on the Co-planning Journey of Required Courses in Senior High Schools: The Development of Learning Communities of Practice

Examining Demographics and Perceived ‘Sense of Community’ of Social Media-Based Professional Learning Communities

Social media has undoubtedly shifted the landscape of educator professional development in the 21st century. The establishment and development of identifiable professional learning communities (PLCs) like the #SSChat social studies community on Twitter enables educators to connect and collaborate with other professionals across the globe from their own mobile device. The purpose of this study was to determine the demographic features of the #SSChat members. Moreover, we sought to determine if there were any significant differences in #SSChat member’s perceived ‘Sense of Community’ (SOC) based on those demographics. No statistically significant findings were discovered. Still, the demographic data provide good discussions. 

The Journey to Making ‘Digital Technology’ Education a Community Learning Venture

Technology has become an integral part of our educational systems, and its importance in our schools cannot be overstated. However, digital skills, unlike other literacy skills, such as reading, writing, and numeracy, still have many discontinuities between how children use them at home versus in school. Therefore, in Wales (UK), digital skills are being promoted as part of the Digital Competence Framework (DCF) and feature highly in the new Curriculum for Wales (2022). Moreover, the new Digital Technology General Certificate of Secondary Education (GCSE) in Wales has been introduced to provide learners with the opportunity to gain a qualification that builds digital skills, knowledge, and understanding. However, this also brings many challenges for teachers, such as a lack of confidence, knowledge, and training, as well as a lack of resources and fear of change, to name a few. These challenges, in turn, have an impact on pupils’ motivation and performance, as well as parents’ ability to support their children. This paper presents a qualitative case study on the development of a new digital technology learning community for primary and secondary school pupils, their teachers, and parents in Blaenau Gwent, Wales (UK). Firstly, the paper will provide insight into what was required to establish an effective learning community, including ensuring engagement and buy-in from all stakeholders. Secondly, through the description, analysis, and interpretation of findings from two studies, the paper will highlight the impact of the DTLSN learning community on teachers and pupils in Blaenau Gwent, especially in terms of their learning and teaching.

Kompetanseutvikling i et profesjonelt læringsfellesskap: En studie av læreres samtaler om undervisning for dybdelæring

A way to facilitate schools in adapting to a changing society, is through teachers’ professional development in learning communities. This study followed a group of primary school teachers in a professional learning community at their own school, as they discussed principles of teaching for deep learning while working with a resource for professional development in science education. The purpose of the study has been to explore if and how conducting the resource in their local learning community would contribute to the teachers’ professional development in teaching for deep learning. The results indicates changes in the teachers’ perspectives during the process, from emphasizing challenges to emphasizing strengths and possibilities associated to implementing principles for deep learning in their teaching. The changes of perspectives appears to relate to how the teachers’ self-efficacy was influenced positively by the students’ response as they implemented the principles in their teaching practice.

PENGGUNAAN MEDIA -AUDIO VISUAL UNTUK MENINGKATKAN MOTIVASI SISWA BELAJAR MUSIK ANSAMBLE KELAS VIII-A SMP NEGERI 15 KOTA TASIKMALAYA

Learning media in the form of books, radio broadcasts, recorded events, films, computers, and television have the potential to grow and develop learning communities. Therefore, every teaching and learning activity to achieve educational goals, the use of media cannot be ignored. Teacher is a career position. Functional and professional, a member of the community who is competent (capable, able and authorized) and gains the trust of the community and/or government to carry out the duties, functions and roles and responsibilities of teachers, both in school-line educational institutions and out-of-school institutions. Teachers who have not mastered learning will be left behind by the flow of information and communication developments. A creative alternative for that is learning that is able to balance the work of the left and right hemispheres of the brain. The left brain plays an important role in the processing of logic, words, mathematics and sequences or what is known as the brain related to academic learning. While the right brain is related to rhythm, music, pictures, colors, space and imagination or what is known as the brain which is related to creative activity. The combination of the work of the two hemispheres in a lesson is what can reproduce the creativity of mastering learning concepts. The proper implementation of learning media for this is "Audio Visual". This media is the best technique in helping the brain's thinking process regularly because it uses graphical techniques derived from human thought which are useful for providing universal keys so as to unlock the potential of the brain. So that the summarized subject matter becomes visually and graphically patterned which can ultimately help record, strengthen, and recall the information that has been learned. This research was conducted in class VIII-A, with the following learning outcomes data: 1) the average interest and motivation in the two cycles was 75.5%, and in the high category; 2) the average activity / process skills in the two cycles are very high; "Audio Visual Media" is proven to be able to increase motivation to learn Arts and Culture and student activities in class VIII-A SMPN 15 Tasikmalaya, on the material "Learning Musical Ensembles

Exploring The Impact of Discussion Interfaces on Diversified Interconnectivity in Online Learning Communities

Asynchronous online discussions are widely recognized as potent pedagogical practices for actively involving learners in the process of constructing knowledge and cultivating a thriving learning community. This study examined how the types of online discussion threads (i.e., student-based vs. topic-based) moderate diverse of social interconnection in discussions and how it changes over time. An upward trajectory in the diversification of interconnectivity was discerned. In spite of the shift from student-based to topic-based, students continue valuing the power of diversified interconnecting with their classmates. The significant drop, but transitory, from Week 3 to 4 can be explained by the switch to another discussion type. Both the student-based and topic-based threads were observed to facilitate comparable levels of diverse connectivity. However, they accentuated subtle attributes within the learning communities. Instead of deciding upon any asynchronous online discussion tools given by institution’s LMS, instructors should critically assess different discussion thread interfaces and integrate a relevant one to create and facilitate their ideal and effective, yet diverse learning community. Future research should explore diverse interconnectivity traits and extend the timeframe beyond three weeks to observe the enduring impacts on learning community development.

WhatsApp Discourse Throughout COVID-19: TowardsComputerized Evaluation of the Development of a STEM Teachers Professional Learning Community.

The online version contains supplementarymaterial available at10.1007/s40593-022-00320-3.

Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers

Abstract Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.

Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study

Professional learning communities are recognized as one of the most effective approaches for promoting the professional development of teachers. In the current complex and rapidly changing era, to facilitate the implementation of interdisciplinary curricula, Chinese schools have made tremendous efforts to enhance teacher professional development, particularly by establishing professional learning communities. Aiming to understand the operation of professional learning communities in interdisciplinary subjects in Chinese K-12 schools and to examine factors impacting the sustainable development of these professional learning communities, we conducted a case study on professional learning communities in the interdisciplinary subject of Education for International Understanding in Chengdu Horsens Primary School. As part of this study, we interviewed the principal, course director, seed teachers and teachers participating in the selected case. The research results demonstrated that the major factors impacting the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools include school structures and policies, school leadership, teachers’ professionalism and learning capacity and their sense of community. In addition, compared to traditional subject-based professional learning communities in China, professional learning communities in interdisciplinary subjects highlight a sense of community, which presents three distinctive features: a conflict-inclusive atmosphere, the coexistence of individual and shared visions and an emotional bonding identity. These three features also have a considerable impact on the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools.