Online learning community development with teachers as a means of enhancing initial teacher training
Abstract
A purpose‐built blend of teaching and learning activities was used with trainee teachers on a Postgraduate Certificate in Education (PGCE) course, and subsequently evaluated in a cyclical action research study, over a period of two years. The purpose of the blend was to engender the formation of a learning community, by giving them access to each other all through the course, in order to reduce the isolation often felt on school placement. The development of their social presence was encouraged by providing them with the social space in which to construct it. The findings indicate that this blend engendered the formation of a learning community through the creation of social presence and space that reduced isolation on placement for the trainee teachers. Positive voices from the research illustrate that trainees experienced an enhancement of their teacher training course through participation in the learning community.
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The pilot findings on peer support correspond with literature conclusions about the importance of creating community support infrastructures to mitigate the isolation felt by many teachers in purely online courses.
“These findings correspond with the conclusions found in the literature about the importance to create community support infrastructures to mitigate the isolation felt by many teachers in purely online courses (Hoffmann-Dumienski, 2016;Hramiak, 2010;Trust & Horrocks, 2017).”
From Using personalized support & school-based study groups to increase teachers’ participation in MOOCs: Findings from two European pilot projects (2021) · cites this paper as Hramiak, 2010
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- Authors
- Hramiak, A.
- Affiliations
- Sheffield Hallam University (GB)
- Corresponding author
- Hramiak, Alison
- Venue
- Technology, Pedagogy and Education
- Publisher
- Informa UK Limited
- Published
- 2010-03
- Volume
- 19
- Issue
- 1
- Pages
- 47-62
- ISSN
- 0962-029X (ISSN-L)
- 1475-939X
- 1747-5139
- OpenAlex
- W2055427671
- Cited by
- 47
- References
- 35
- Citations by year
- 2024: 2 · 2023: 4 · 2022: 3 · 2021: 1 · 2020: 4 · 2019: 1 · 2018: 6 · 2017: 2 · 2016: 1 · 2015: 6 · 2014: 4 · 2013: 7 · 2012: 4
- FWCI
- 19.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Technology Pedagogy and Education (publishedVersion)
- SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) (submittedVersion)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Education › Teacher Education and Leadership Studies
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- online learning communities, initial teacher education, pre-service teachers, social presence, school placement, blended learning, PGCE, teacher professional development
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