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ERIC Number: ED554660
Record Type: Non-Journal
Publication Date: 2012
Pages: 152
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-7010-5
ISSN: N/A
Facilitation Strategies and Tactics for Professional Development Online Learning Communities
Frady, Kristin Kelly
ProQuest LLC, Ed.D. Dissertation, University of Florida
Online learning communities supporting educator professional development are increasingly emerging and a growing body of research suggests that these communities may have the potential to improve professional practice. Effective online learning communities enable teachers to engage in collaborative learning, focus on improving learning outcomes, form professional networks, and create avenues for critical investigation of practice. Facilitation, a multifaceted role engaging in community development, engagement, building culture, and managing challenges, is critical in establishing and sustaining online learning communities and given the lack of research of the facilitator's multifaceted role; there is a need for constructing a framework to inform best practices for current and future facilitators. Understanding the roles, tasks, and characteristics of facilitators in various types of communities is a key component to discovering replicable trends of sustainability in well-established communities. The purpose of this study was to explore the strategies and tactics used by facilitators to manage online learning communities and to understand how these factors might be used to construct and support new communities. A collective case study framework, examining two cases, was used as part of an overall qualitative research methodology. Data sources used in this research study include a thick description of each online learning community website developed using a site analysis rubric and in-depth semi-structured interviews with facilitators from each community. The findings resulting from analysis highlight five key strategies, eight underlying sub strategies, and identified nearly fifty tactics used by facilitators. The outcomes of this study indicate that the identified strategies and tactics have relevant implications for online learning community facilitators, online learning community members, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A