Yıl: 2010 Cilt: 10 Sayı: 39 Sayfa Aralığı: 79 - 96 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Motivators and barriers in the development of online communities of practice

Öz:
Problem Durumu: Eğitim alanında yıllardan beri devam eden temel tartışmalardan birisi, öğrenmenin nasıl gerçekleştiği ile ilgilidir. “Uygulama Topluluğu” yaklaşımı, bu tartışmaya farklı bir bakış açısı getirmiştir. Bu yaklaşım, yetişkin insanları sosyal varlıklar olarak kabul eder ve öğrenmenin gerçekleşebilmesi için, onların sosyal etkileşim ortamlarında, aktif olarak bulunmaları gerektiğini savunur. Bilim insanları, öğretmenlerin “öğretmeyi öğrenme” sürecinde elde etmeleri gereken pratik bilgiyi kazanmaları için bilgi alışverişinde bulunacakları sosyal ortamların olması gerektiğini savunmaktadır. Türkiye’ de görev yapan öğretmenlerin hepsini bir araya toplayacak bu tür sosyal ortamları geleneksel eğitim sisteminde oluşturmak gerek maliyet ve gerekse teknik açıdan oldukça zordur. Bu sebeple, öğretmen eğitiminde İnternet’in kullanılması fikri oldukça ilgi çekicidir. Uygulama toplulukları fikri ve İnternet’in bir araya gelmesiyle birlikte “çevrimiçi uygulama toplulukları” çalışmaları ortaya çıkmıştır. Bu araştırma alanında en büyük problem, bu toplulukların üyelerini, topluluk içerisinde aktif tutmak, onların ortama katılımcı olmalarını sağlamak ve topluluğu uzun süreli yaşatabilmektir. Araştırmanın Amacı: Bu çalışma, öğretmenler için tasarlanmış çevrimiçi uygulama topluluğunun üyelerini, topluluk içerisinde aktif tutmak, ortama katılımcı olmalarını sağlamak ve topluluğu uzun süreli yaşatabilmek için gerekli, güdüleyici ve engelleyici faktörleri ortaya çıkartmayı amaçlamaktadır.
Anahtar Kelime: bilgisayar ortamlı iletişim uygulama toplulukları internet öğretmenler mesleki gelişim

Konular: Eğitim, Eğitim Araştırmaları

Çevrim içi uygulama topluluklarının geliştirilmesinde güdüleyici ve engelleyici faktörler

Öz:
Problem statement: Recently, online Communities of Practice have become a very popular teaching method in teachers’ professional development. However, keeping teachers active in these learning environments is a very challenging process. Therefore, investigating this challenge is critical for designing effective online Community of Practice (oCoP) environments for teachers’ professional development. The purpose of the study: This study aims to reveal possible motivators and barriers in the development of oCoP environments for teachers’ professional development. Methods: The two research phases of the study are 1) a mandatory participation term, and 2) a voluntary participation term. In the first phase, 28 preservice teachers from three universities were required to participate in an online discussion environment with the researchers. In the second term, 177 community members, who are teachers, academicians, and other preservice teachers, voluntarily participated in the environment. The data of this study were collected by qualitative data collection methods: interviews, written reflection reports and online discussion history. Findings and Results: The motivators and barriers discussed have been place into three categories: interpersonal, personal and environmental. “Inter-personal motivators” are gaining a reputation, defending ideas of each other, sincerity in the environment and collectivism. “Personal motivators” are gaining more responsibility, self-confidence and having wide-ranging knowledge, a sociable personality, readiness for life long learning, great interest in a topic and altruism. “Environmental motivators” are the quality of tools and the advantage of online environments. On the other hand, “Interpersonal barrier” is a feeling of the availability of others. “Personal barriers” are a lack of time, the idea of “max benefit minimum effort”, hesitancy to misdirect, unwillingness and involuntary participation and low priority. Finally, “Environmental barriers” are limited familiarization with ICT and technical glitches, difficulties in access to the Internet and computer availability, asynchronous communication and problems raised from the design of the PDC. Recommendations: The results of the study suggest that practitioners and other academicians who are willing to design and develop online learning communities for teachers should take into account the motivators and barriers that are reported in this study.
Anahtar Kelime: communities of practise internet teachers professional development computer mediated communication

Konular: Eğitim, Eğitim Araştırmaları
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Baek, E. O., & Barab, S. A. (2005). A study of dynamic design dualities in a websupported community of practice for teachers. Educational Technology & Society, 8 (4), 161- 177.
  • Baek, E. O., & Schwen, T. M. (2006). How build a better online community. Performance Improvement Quarterly, 19(2), 51-68.
  • Barab, S., Kling, R., & Gray, J. H. (2004). An introduction: designing for virtual communities in the service of learning. In S. A. Barab, R. Kling & J. Gray (Eds.), Designing for virtual communities in the service of learning, (pp. 3-15). Cambridge University Press Cambridge, MA.
  • Baran, B., & Cagiltay, K. (2006). Teachers' experiences in online professional development environment, TOJDE, 7(4), 110-122.
  • Barnett, M. (2002, April). Issues and trends concerning electronic networking technologies for teacher professional development: A critical review of the literature. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Barnett, M. (2006). Using a web-based professional development system to support preservice teachers in examining authentic classroom practice. Journal of Technology and Teacher Education, 14 (4), 701-729.
  • Batson, C. D., Ahmad, N., & Tsang, J. (2002). Four motives for community involvement. Journal of Social Issues, 58, 429-445.
  • Birol, C., Dagli, G. & Silman, F. (2010). Usage of knowledge management tools: UK and Canada versus Russia and Turkey in a comparative study. Egitim Arastirmalari-Eurasian Journal of Educational Research, 38, 37-54.
  • Cheung, W. S., & Hew, K. F. (2004). Evaluating the extent of ill-structured problem solving process among pre-service teachers in an asynchronous online discussion and reflection log learning environment. Journal of Educational Computing Research, 30(3), 197-227.
  • Cook-Sather, A. (2007). Direct links: Using e-mail to connect preservice teachers, experienced teachers, and high school students within an undergraduate teacher preparation program. Journal of Technology and Teacher Education, 15 (1), 11-37.
  • Davis, B., & Resta, V. (2002). Online collaboration: supporting novice teachers as researchers. Journal of Technology and Teacher Education, 10 (1), 101-117.
  • Hew, K. F. (2006). Knowledge sharing among professionals in three online communities. Unpublished Doctoral Dissertation, Indiana University, Indiana.
  • Jakobsson, A. (2006). Students’ self-confidence and learning through dialogues in a netbased environment. Journal of Technology and Teacher Education, 14 (2), 387- 405.
  • Jonassen, D. H., Howland, J., Marra, R. M., & Crismond, D. (2008). Meaningful learning with technology. New Jersey: Pearson.
  • Knight, S., Pedersen, S., & Peters, W. (2004). Connecting the university with a Professional development school: Pre-service teachers’ attitudes toward the use of compressed video. Journal of Technology and Teacher Education, 12 (1), 139-154.
  • Kurtts, S., Hibbard, K., & Levin, B. (2005). Collaborative online problem solving with preservice general education and special education teachers. Journal of Technology and Teacher Education, 13 (3), 397-414.
  • Levin, B., He, Y., & Robbins, H. (2006). Comparative analysis of preservice teachers’ reflective thinking in synchronous versus asynchronous online case discussions. Journal of Technology and Teacher Education, 14 (3), 439-460.
  • Mehlinger, H. D., & Powers, S. M. (2002). Technology and teacher education: A guide for educator and policy makers. Houghton Mifflin Company.
  • MaKinster, J. G., Barab, S. A., Harwood, W. S., & Andersen, H. O. (2006). The effect of social context on the reflective practice of pre-service science teachers: Incorporating a web-supported community of teachers. Journal of Technology and Teacher Education, 14 (3), 543-579.
  • Moore, J., & Barab, S. (2002). The Inquiry Learning Forum: A community of practice approach to online professional development. TechTrends, 46 (3),44-50.
  • Nicholson, S., & Bond, N. (2003). Collaborative reflection and professional community building: An analysis of preservice teachers’ use of an electronic discussion board. Journal of Technology and Teacher Education, 11 (2), 259-279.
  • Sherin, M.G., & Van Es, E.A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13 (3), 475- 491.
  • Sprague, D. (2006). Research agenda for online teacher professional development. Journal of Technology and Teacher Education, 14 (4), 657-661.
  • Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6 (1), 77-90.
  • Wang, J., & Hartley, K. (2003). Video technology as a support for teacher education reform. Journal of Technology and Teacher Education, 11 (1), 105-138.
  • Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.
APA BARAN B, cagiltay k (2010). Motivators and barriers in the development of online communities of practice. , 79 - 96.
Chicago BARAN Bahar,cagiltay kursat Motivators and barriers in the development of online communities of practice. (2010): 79 - 96.
MLA BARAN Bahar,cagiltay kursat Motivators and barriers in the development of online communities of practice. , 2010, ss.79 - 96.
AMA BARAN B,cagiltay k Motivators and barriers in the development of online communities of practice. . 2010; 79 - 96.
Vancouver BARAN B,cagiltay k Motivators and barriers in the development of online communities of practice. . 2010; 79 - 96.
IEEE BARAN B,cagiltay k "Motivators and barriers in the development of online communities of practice." , ss.79 - 96, 2010.
ISNAD BARAN, Bahar - cagiltay, kursat. "Motivators and barriers in the development of online communities of practice". (2010), 79-96.
APA BARAN B, cagiltay k (2010). Motivators and barriers in the development of online communities of practice. Eurasian Journal of Educational Research, 10(39), 79 - 96.
Chicago BARAN Bahar,cagiltay kursat Motivators and barriers in the development of online communities of practice. Eurasian Journal of Educational Research 10, no.39 (2010): 79 - 96.
MLA BARAN Bahar,cagiltay kursat Motivators and barriers in the development of online communities of practice. Eurasian Journal of Educational Research, vol.10, no.39, 2010, ss.79 - 96.
AMA BARAN B,cagiltay k Motivators and barriers in the development of online communities of practice. Eurasian Journal of Educational Research. 2010; 10(39): 79 - 96.
Vancouver BARAN B,cagiltay k Motivators and barriers in the development of online communities of practice. Eurasian Journal of Educational Research. 2010; 10(39): 79 - 96.
IEEE BARAN B,cagiltay k "Motivators and barriers in the development of online communities of practice." Eurasian Journal of Educational Research, 10, ss.79 - 96, 2010.
ISNAD BARAN, Bahar - cagiltay, kursat. "Motivators and barriers in the development of online communities of practice". Eurasian Journal of Educational Research 10/39 (2010), 79-96.