The Dynamics of Online Communities in the Activity Theory Framework

Date

2010-10

Author

Baran, Bahar
Çağıltay, Kürşat

Metadata

Show full item record

Item Usage Stats

124
views

0
downloads

The aim of this study is to reveal how well online communities of practice (oCoPs) help teachers share explicit knowledge and bring their tacit knowledge to the surface. An Internet based oCoP platform called "The Professional Development Circle" (The PDC) was developed for this study. The study was conducted in two phases: 1) a mandatory participation term and 2) a voluntary participation term. In the first phase, the researchers designed a learning environment in which 28 preservice teachers from three universities watched and discussed digital videos recorded in real classroom environments. In the second phase, the researchers tried to build another oCoP environment based on the successes and failures of the mandatory term but with voluntary members. This article presents the results to designers and educators who want to use oCoP environments in teachers' professional development.

Subject Keywords

Online Communities Of Practice, Activity Theory, Teacher Education, Computer Mediated Communication

URI

https://hdl.handle.net/11511/52398

Journal

EDUCATIONAL TECHNOLOGY & SOCIETY

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Effectiveness of hybrid instruction on certain cognitive and affective learning outcomes in a computer networks course Delialioğlu, Ömer; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2004) This study examined the effectiveness of a hybrid instruction in terms of students̕ achievement, knowledge retention, and attitudes towards course content and course satisfaction. An in-depth analysis was done to understand students̕ perceptions about the effective domains of interactive learning, which included pedagogical philosophy, learning theory, goal orientation, task orientation, source of motivation, teacher role, metacognitive support, collaborative learning, and structural flexibility of a hybrid...
A Model for Doctoral Students' Perceptions and Attitudes Toward Written Feedback for Academic Writing Can, Gülfidan (Springer Science and Business Media LLC, 2011-08-01) The purpose of this study is to investigate social science doctoral students' perceptions and attitudes toward written feedback about their academic writing and towards those who provide it. The study culminates in an explanatory model to describe the relationships between students' perceptions and attitudes, their revision decisions, and other relevant factors in their written feedback practices. The investigation used a mixed methods approach involving 276 participants from two large mountain west public ...
A qualitative case study of prospective chemistry teachers knowledge about instructional strategies Introducing particulate theory Boz, Nihat; Boz, Yezdan (2008-01-01) The purpose of this study was to investigate prospective chemistry teachers’ knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a vignette, semistructured interviews, and lesson plans. Analysis showed that concrete objects, computer animations, and expository teaching were the preferred teach...
An ınvestigation of factors affecting student participation level in an online dıscussion forum YÜKSELTÜRK, ERMAN (2010-04-01) This study analyzed the factors that affect student participation in discussion forum under the two main purposes. The first purpose was to examine the relationship between the students' individual demographics and categories of students' participation level (inactive, moderate, and active) in discussion forum of an online course. The second purpose was to examine the students' views about reasons for low level of interaction in discussion forum. A total of 196 students who attended computers systems and st...
The effects of metacognitive knowledge on the pre-service teachers' participation in the asynchronous online forum Topcu, Abdullah; Ubuz, Behiye (2008-01-01) This paper researches the effects that students' metacognitive knowledge has on their participation in online forum discussions, which form part of a web-based asynchronous course based on a constructivist instructional approach. Metacognitive knowledge increases learners' ability to be independent learners, which is an indispensable characteristic of the distant learner. The study was carried out with 32 third-grade pre-service teachers. Each message in the forum discussions was analyzed in terms of intera...

Citation Formats

B. Baran and K. Çağıltay, “The Dynamics of Online Communities in the Activity Theory Framework,” EDUCATIONAL TECHNOLOGY & SOCIETY, pp. 155–156, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52398.