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Managing and Cultivating Professional Online Learning Communities: Three Cases

Managing and Cultivating Professional Online Learning Communities: Three Cases

Anne L. Scott, Helen Butler, Millie Olcay
Copyright: © 2013 |Pages: 20
ISBN13: 9781466628304|ISBN10: 1466628308|EISBN13: 9781466628311
DOI: 10.4018/978-1-4666-2830-4.ch005
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MLA

Scott, Anne L., et al. "Managing and Cultivating Professional Online Learning Communities: Three Cases." Project Management Approaches for Online Learning Design, edited by Gulsun Kurubacak and T. Volkan Yuzer, IGI Global, 2013, pp. 79-98. https://doi.org/10.4018/978-1-4666-2830-4.ch005

APA

Scott, A. L., Butler, H., & Olcay, M. (2013). Managing and Cultivating Professional Online Learning Communities: Three Cases. In G. Kurubacak & T. Yuzer (Eds.), Project Management Approaches for Online Learning Design (pp. 79-98). IGI Global. https://doi.org/10.4018/978-1-4666-2830-4.ch005

Chicago

Scott, Anne L., Helen Butler, and Millie Olcay. "Managing and Cultivating Professional Online Learning Communities: Three Cases." In Project Management Approaches for Online Learning Design, edited by Gulsun Kurubacak and T. Volkan Yuzer, 79-98. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2830-4.ch005

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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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