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The Design, Experience and Practice of Networked Learning pp 185–205Cite as

Online Learning Communities for Teachers’ Continuous Professional Development: An Action Research Study of eTwinning Learning Events

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Part of the book series: Research in Networked Learning ((RINL))

Abstract

Much emphasis has been placed on network individualism and the power of the Internet to support independent learning through a multitude of learning resources, opportunities and relationships. This chapter examines how an online learning community can support teachers’ continuous professional development within a social network. The Community of Inquiry framework is used to investigate the development of teachers’ competence in online collaboration, how social aspects contribute to learning and how online tutors influence the development of critical thinking and meta-cognition. This action research study was undertaken within the European Commission’s eTwinning initiative, where Learning Events are short-duration, non-formal learning opportunities for teachers. The participants teach a range of subjects at primary and secondary school level in general and vocational education. The research suggests that teachers need to have the opportunity to apply what they have learned in practice and to reflect on that practice with peers in order to develop knowledge-in-practice. As a result they gain belief in the value of the changes being applied and develop knowledge-of-practice that is seen as essential for long-term change. The research also highlights the essential role of the tutor in designing activities that engender collaboration, encourage critical thinking and foster mutual support amongst peers. Finally, the research emphasises that social presence is essential for effective collaboration and that sufficient time, space and activities should be included in online learning communities. The research has implications for Community of Inquiry theory and future Learning Events. An emerging model may be useful for designing and moderating future online learning communities for continuous professional development of teachers, and other professional groups.

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Notes

  1. 1.

    http://eacea.ec.europa.eu/llp/comenius/comenius_etwinning_en.php.

  2. 2.

    As of November 2012: http://www.etwinning.net/en/pub/news/press_corner/statistics.cfm.

  3. 3.

    http://www.etwinning.net.

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Acknowledgments

Many thanks to Tiina Sarisalmi and to Anne Gilleran, Riina Vuorikari and other colleagues at the European Schoolnet (EUN) for their invaluable support.

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Authors and Affiliations

  1. European Commission’s Executive Agency for Education, Audiovisual and Culture (EACEA), Brussels, Belgium

    Brian Holmes

  2. Department of Educational Research, Centre for Technology Enhanced Learning, Lancaster University, Lancashire, UK

    Julie-Ann Sime

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  1. Brian Holmes
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Correspondence to Brian Holmes .

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Editors and Affiliations

  1. Lancaster University Management School, Lancaster University, Lancaster, United Kingdom

    Vivien Hodgson

  2. Welten Institute, Research Center for Learning, Teaching and Technology, Open University, The Netherlands, Heerlen, The Netherlands

    Maarten de Laat

  3. Stirling, United Kingdom

    David McConnell

  4. Aalborg University, Denmark, Aalborg, Denmark

    Thomas Ryberg

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Holmes, B., Sime, JA. (2014). Online Learning Communities for Teachers’ Continuous Professional Development: An Action Research Study of eTwinning Learning Events. In: Hodgson, V., de Laat, M., McConnell, D., Ryberg, T. (eds) The Design, Experience and Practice of Networked Learning. Research in Networked Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-01940-6_10

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