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Digital Distance Learning Communities: Teachers' Beliefs about Community in K-12 Online Education.

机译：数字远程学习社区：教师对K-12在线教育中社区的信念。

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摘要

This study was designed to look at K-12 teacher beliefs about the role that community plays in their online learning classes and how instructors use communication, technology and pedagogical methodologies to form class communities. This study sought to answer three major questions: 1) What are instructor beliefs about the role that community plays in online learning and what are the challenges to forming those communities? 2) Which methodologies and technologies do instructors use to promote a feeling of community for their online students? 3) Which artifacts of teaching provide evidence of the formation and continuation of digital distance education communities? This study used a qualitative multi-case research methodology which included teacher interviews and teaching artifact observations from eight online instructors who taught high school online credit classes. Findings from the study indicated that among the sample population, teachers who believed in the value of community, integrated community building features into their courses. Secondly, technologies which permitted interactive online classes produced the highest operating online learning communities. Finally, institutional support of online educational communities, including technology availability and high expectations, produced the highest operating communities. This study is important because community features such as trust, interdependence and feelings of connectedness have been associated with student persistence in online higher education and this study demonstrates these features have been found to be important in K-12 education too. Also, significant shifts of educational delivery are expected to include more digital distance education and future course designers can utilize this information as they build new K-12 online learning communities.
机译：本研究旨在考察K-12老师的信念，即社区在其在线学习课程中所扮演的角色，以及教师如何使用交流，技术和教学方法来形成课堂社区。这项研究试图回答三个主要问题：1）关于社区在在线学习中所扮演的角色，教师的信念是什么？对形成这些社区有何挑战？ 2）讲师使用哪些方法和技术来增强在线学生的社区意识？ 3）哪些教学成果为数字远程教育社区的形成和延续提供了证据？这项研究使用了定性的多案例研究方法，其中包括来自八名在线教师的访谈和对人工制品的观察，这些在线教师教授高中在线学分课程。该研究的结果表明，在样本人群中，相信社区价值的教师将社区建设功能整合到了他们的课程中。其次，允许交互式在线课程的技术产生了运营最高的在线学习社区。最后，在线教育社区的机构支持（包括技术可用性和较高期望）产生了最高的运营社区。这项研究之所以重要，是因为社区特征（如信任，相互依存和连接感）与学生在网上高等教育中的坚持不懈有关，并且这项研究表明，这些特征在K-12教育中也很重要。同样，教育交付的重大变化有望包括更多的数字远程教育，未来的课程设计者可以在建立新的K-12在线学习社区时利用这些信息。

著录项

  • 作者

    Pope, Cynthia.;

  • 作者单位

    Rutgers The State University of New Jersey - New Brunswick.;

  • 授予单位 Rutgers The State University of New Jersey - New Brunswick.;
  • 学科 Education Curriculum and Instruction.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 175 p.
  • 总页数 175
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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