Conceptualizing Characteristics of Professional Learning in an Online Environment

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Author(s): Aimee L. Morewood (West Virginia University, USA), Julie W. Ankrum (Indiana University of Pennsylvania, USA)and Allison Swan Dagen (West Virginia University, USA)
Copyright: 2019
Pages: 14
Source title: Handbook of Research on Educator Preparation and Professional Learning
Source Author(s)/Editor(s): Drew Polly (University of North Carolina at Charlotte, USA), Christie Martin (University of South Carolina at Columbia, USA)and Kenan Dikilitaş (Bahçeşehir University, Turkey)
DOI: 10.4018/978-1-5225-8583-1.ch002

Keywords: Business & Management / Information Science Reference / Professional Development / Teacher Education

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Abstract

This chapter describes the intersection between documented research-based practices for effective professional learning and Garrison, Anderson, and Archer's conceptual framework for effective online learning and engagement, known as the community of inquiry (CoI). A social constructivist perspective is used to align the features of effective professional learning (e.g., duration, collaborative participation, active learning, coherence, and content focus) with the three CoI presences (e.g., teaching, social, and cognitive presences). Practical examples of online tools, for both synchronous and asynchronous online professional learning offerings, are discussed and implications for practice and research are presented.

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Conceptualizing Characteristics of Professional Learning in an Online Environment

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