Öğretmenlerin Mesleki Gelişimlerinde Çevrimiçi Öğrenme Toplulukları: Sistematik Literatür Taraması

Year 2021, Volume: 11 Issue: 2, 572 - 587, 01.07.2021

Murat Sümer

https://doi.org/10.18039/ajesi.853801

Cited By: 1

Abstract

OECD’nin yaptığı bir araştırma, OECD ülkelerindeki öğretmenlerin %55'inin mesleki gelişim programlarına ihtiyaç duyduğunu göstermektedir. Ayrıca, Türkiye'de yapılan bir başka çalışmada, öğretmenlerin % 78'inin mesleki gelişime ihtiyaç duydukları bulunmuştur. Ancak, öğretmenler mesleki gelişime ihtiyaç duyduklarını belirtseler bile, bu programlara farklı nedenlerle katılamamışlardır. Öğretmenler mesleki gelişim programlarına katılmalarını engelleyen faktörleri %76,3 ile finansal, %55,9 ile ders yükü ve %42,8 ile siyasi baskı olarak listelemişlerdir. Bu çalışma da esnek bir ortam sağlayan çevrimiçi öğrenme toplulukları bu soruna bir çözüm olabilir mi sorusundan ortaya çıkmıştır. Bu çalışma, öğretmenlerin mesleki gelişiminde çevrimiçi öğrenme topluluklarının kullanılmasına yönelik literatüre katkıda bulunmayı amaçlamaktadır. Bunu nedenle bu çalışma sistematik bir literatür taraması olarak tasarlanmıştır. Çalışmanın araştırma soruları, çevrimiçi bir öğrenme topluluğu oluşturmak için kullanılan platformların neler olduğunu ve topluluklardaki etkileşimlerin neler olduğunu ortaya koymaya yöneliktir oluşturulmuştur. Ayrıca, öğretmenlerin mesleki gelişimi için oluşturulan çevrimiçi öğrenme topluluklarındaki eğilimler ve karşılaşılan zorluklar da incelenmiştir. Çalışma, bu alanda çalışan araştırmacılara öğretmenlerin mesleki gelişimlerinde çevrimiçi öğrenme toplulukları kullanımı hakkındaki yayınlanmış çalışmaları sunmayı amaçlamıştır. Ayrıca, çalışma, bu çevrimiçi toplulukları öğretmenlerin mesleki gelişim programlarına başarıyla entegre etmek isteyenler için bir kılavuz sağlayacaktır.

Keywords

çevrimiçi öğrenme toplulukları, öğretmenlerin mesleki gelişimleri, yaşam boyu öğrenme, sistematik literatür taraması

Online Learning Communities in Teachers’ Professional Development: A Systematic Review

Abstract

This paper aims at contributing to an understanding of using online learning communities in teachers’ professional development in the context of lifelong learning. To investigate that, this study is designed as a systematic review. Research questions of this study are indented to reveal what the most repeated keywords combining with learning communities and/or teachers’ professional development are, what the main characteristics of participants are, what the trends and difficulties in published works on teachers’ professional development are. The results have been discussed in the context of learners and learning and it is aimed to map the studies on learning communities in teachers’ professional development in the context of lifelong learning. It was found that online learning communities was also used under different names such as community of practice, computer-mediated communication and participatory media frequently. Researchers mostly used discussion boards as online communities. The other specific platforms to build an online communities were found to be learning management systems including Moodle, WebCT and D2L, Facebook groups and asynchronous platforms such as blogs. When the trends and difficulties in the published works on online learning communities in teachers’ professional development were investigated, it can be said that using online learning communities to provide a constructive space for both collaborative learning and reflection on teaching, using an asynchronous space in addition to synchronous one, and getting support from peers if participants provide support were the trends.

Keywords

lifelong learning, online learning communities, systematic review, teachers’ professional development

References

• Blitz, C. L. (2013). Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. U.S. department of Education. Retrieved January 10, 2021, from https://files.eric.ed.gov/fulltext/ED544210.pdf
• Booth, T. (2011). The name of the rose: Inclusive values into action in teacher education. Prospects, 41(3), 303. Retrieved January 10, 2021, from https://doi.org/10.1007/s11125-011-9200-z
• Butler, D. L., Lauscher, H. N., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455. Retrieved January 10, 2021, from doi:10.1016/j.tate.2004.04.003
• Charalambos, V., Michalinos, Z., & Chamberlain, R. (2004). The design of online learning communities: Critical issues. Educational Media International, 41(2), 135-143. Retrieved January 10, 2021, from https://doi.org/10.1080/09523980410001678593
• Ceylan, M., & Özdemir, S., (2016). Turkish and English teachers’ views on continuous professional development (CPD) and their participation status in CPD activities. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(1), 397-417. Retrieved January 10, 2021, from https://dergipark.org.tr/en/pub/kusbd/issue/19382/205710
• Cho, H. (2016). Under co-construction: An online community of practice for bilingual pre-service teachers. Computers & Education, 92, 76-89. Retrieved January 10, 2021, from http://dx.doi.org/10.1016/j.compedu.2015.10.008
• Duncan‐Howell, J. (2010). Teachers making connections: Online communities as a source of professional learning. British Journal of Educational Technology, 41(2), 324-340. Retrieved January 10, 2021, from https://doi.org/10.1111/j.1467-8535.2009.00953.x
• Glatthorn, A. (1995). Teacher development. International Encyclopedia of Teaching and Teacher Education, 412-422.
• Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. Retrieved March 15, 2021, from https://doi.org/10.1002/jrsm.1378
• Hung, W., Flom, E., Manu, J., & Mahmoud, E. (2015). A review of the instructional practices for promoting online learning communities. Journal of Interactive Learning Research, 26(3), 229-252. Retrieved March 15, 2021, from https://www.learntechlib.org/primary/p/130598/
• Kaçan, G. (2004). Sınıf öğretmenlerinin mesleki gelişime ilişkin isteklilik düzeyleri. Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 5(1) 57-66.
• Köseoğlu, F., Tahancalıo, S., Kanlı, U., & Özdem Yılmaz, Y. (2020). Öğretmenlerin Bilim Merkezlerinde Öğrenmeye Yönelik Mesleki Gelişim İhtiyaçlarının Araştırılması. Eğitim ve Bilim, 45(203). Retrieved December 10, 2020, from doi:http://dx.doi.org/10.15390/EB.2020.8725
• Li, S., Zheng, J., & Zheng, Y. (2020). Towards a new approach to managing teacher online learning: Learning communities as activity systems. The Social Science Journal, 1-13. Retrieved December 10, 2020, from https://doi.org/10.1016/j.soscij.2019.04.008
• Lock, J. V. (2006). A new image: Online communities to facilitate teacher professional development. Journal of Technology and Teacher Education, 14(4), 663-678. Retrieved January 10, 2021 from https://www.learntechlib.org/primary/p/21030/
• Odabaşı, H. F. (2003). Faculty point of view on faculty development. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 86-89. Retrieved March 15, 2021, from https://dergipark.org.tr/en/download/article-file/87848
• Odabasi, H. F., & Kabakci, I. (2007, May 12-14). Öğretmenlerin mesleki gelişimlerinde bilgi ve iletisim teknolojileri. Uluslararası Öğretmen Yetistirme Politikaları ve Sorunları Sempozyumu, Baku, Azerbaijan.
• Owston, R. D. (2000). Evaluating web-based learning environments: Strategies and insights. CyberPsychology and Behavior, 3(1), 79-87. Retrieved December 10, 2020, from https://doi.org/10.1089/109493100316256
• Özkul, A. E & Aydın, C. H. (2012, November 7-9). Implementation models for open and distance learning. 17th Internet Technologies Conference, Eskişehir, Turkey. Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008, June 26,27). Systematic mapping studies in software engineering. 12th International Conference on Evaluation and Assessment in Software Engineering, Bari, Italy.
• Preece, J. (2000). Online communities: Designing usability, supporting sociability. John Wiley & Sons.
• Phuong, T. T., Cole, S. C., & Zarestky, J. (2018). A systematic literature review of faculty development for teacher educators. Higher Education Research & Development, 37(2), 373-389. Retrieved March 15, 2021, from https://doi.org/10.1080/07294360.2017.1351423
• Shelton, C., & Archambault, L. (2018). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research, 29(4), 579-602. Retrieved January 10, 2021 from https://www.learntechlib.org/primary/p/178250/
• Snyder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48-56.
• Spilker, M., Prinsen, F., & Kalz, M. (2020). Valuing technology-enhanced academic conferences for continuing professional development. A systematic literature review. Professional development in education, 46(3), 482-499. Retrieved March 15, 2021, from https://doi.org/10.1080/19415257.2019.1629614
• Stylianides, A. J. (2016). Proving in the elementary mathematics classroom. Oxford University Press. Wilson, B., & Ryder, M. (1996). Dynamic Learning Communities: an alternative to designed instructional systems. 1996 National Convention of the Association for Educational Communications and Technology, Indiana, US.
• * Anas, I. (2018). Teacher Professional Development in an Online Community of Practice (OCoP): Teacher’s Engagement and Participation in a Facebook-Mediated Communication (FMC). The Asian EFL Journal.
• * Boer, P. J., & Asino, T. I. (2018). Kopano Virtual Forum: Using Cultural Norms to Develop Online Communities of Practice Environments. TechTrends, 62(4), 364-374. Retrieved January 10, 2021 from https://doi.org/10.1007/s11528-018-0287-4
• * Caldwell, H. (2018). Mobile technologies as a catalyst for pedagogic innovation within teacher education. International Journal of Mobile and Blended Learning (IJMBL), 10(2), 50-65. Retrieved January 10, 2021 from DOI: 10.4018/IJMBL.2018040105
• *Cho, H. (2016). Under co-construction: An online community of practice for bilingual pre-service teachers. Computers & Education, 92, 76-89. Retrieved January 10, 2021, from http://dx.doi.org/10.1016/j.compedu.2015.10.008
• * Chung, T. Y., & Chen, Y. L. (2018). Exchanging social support on online teacher groups: Relation to teacher self-efficacy. Telematics and Informatics, 35(5), 1542-1552. Retrieved January 10, 2021, from https://doi.org/10.1016/j.tele.2018.03.022
• *De Santo, M., & De Meo, A. (2016). E-training for the CLIL teacher: e-tutoring and cooperation in a Moodle-based community of learning. Journal of e-Learning and Knowledge Society, 12(3). Retrieved January 10, 2021 from https://www.learntechlib.org/p/173474/
• * del Rosal, K., Ware, P., & Montgomery, N. (2016). Mentoring teachers of English learners in an online community of practice. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(3), 1-17. Retrieved January 10, 2021, from DOI: 10.4018/IJCALLT.2016070101
• *deNoyelles, A., & Raider-Roth, M. (2016). Being an ‘agent provocateur’: Utilizing online spaces for teacher professional development in virtual simulation games. Technology, Pedagogy and Education, 25(3), 337-353. Retrieved January 10, 2021, from https://doi.org/10.1080/1475939X.2015.1049652
• * Ekici, D. I. (2017). The effects of online communities of practice on pre-service teachers’ critical thinking dispositions. Eurasia Journal of Mathematics Science and Technology Education, 13(7), 3801-3827. Retrieved January 10, 2021, from https://doi.org/10.12973/eurasia.2017.00759a
• * Keles, E. (2018). Use of Facebook for the Community Services Practices course: Community of inquiry as a theoretical framework. Computers & Education, 116, 203-224. Retrieved January 10, 2021 from https://doi.org/10.1016/j.compedu.2017.09.003
• * Khalid, F. (2018). Understanding the dimensions of identities and its impact upon member’s participation in an online community of practice. Journal of Information Technology Education: Research, 17, 527-547. Retrieved January 10, 2021 from https://doi.org/10.28945/4152
• * Li, S., Zheng, J., & Zheng, Y. (2020). Towards a new approach to managing teacher online learning: Learning communities as activity systems. The Social Science Journal, 1-13. Retrieved January 10, 2021 from https://doi.org/10.1016/j.soscij.2019.04.008
• *Liu, K., Miller, R., & Jahng, K. E. (2016). Participatory media for teacher professional development: Toward a self-sustainable and democratic community of practice. Educational Review, 68(4), 420-443. Retrieved January 10, 2021 from https://doi.org/10.1080/00131911.2015.1121862
• *Marques, M. M., Loureiro, M. J., & Marques, L. (2016). The dynamics of an online community of practice involving teachers and researchers. Professional development in education, 42(2), 235-257. Retrieved January 10, 2021 from https://doi.org/10.1080/19415257.2014.997396
• * Shelton, C., & Archambault, L. (2018). Discovering how teachers build virtual relationships and develop as professionals through online teacherpreneurship. Journal of Interactive Learning Research, 29(4), 579-602. Retrieved January 10, 2021 from https://www.learntechlib.org/primary/p/178250/
• * Swaggerty, E. A., & Broemmel, A. D. (2017). Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course. The Internet and Higher Education, 32, 80-86. Retrieved January 10, 2021 from https://doi.org/10.1016/j.iheduc.2016.10.002
• * Tang, E., & Chung, E. (2016). A study of non-native discourse in an online community of practice (CoP) for teacher education. Learning, Culture and Social Interaction, 8, 48-60. Retrieved January 10, 2021 from https://doi.org/10.1016/j.lcsi.2015.12.002