NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1015009
Record Type: Journal
Publication Date: 2013-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1045-1595
Using a Sociocultural Perspective to Establish Teaching and Social Presences within a Hybrid Community of Mentor Teachers
Caudle, Lori A.
Adult Learning, v24 n3 p112-120 Aug 2013
Within the last decade, the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) has received increased attention in the field of online learning, yet little is known about applying key tenets of Community of Inquiry while leading a hybrid professional development initiative. This study describes how I established teaching and social presences within a 3-month community of practice comprising four educators and mentor teachers. I utilized a sociocultural perspective as I adapted concepts of teaching presence (Garrison et al., 2000) to continually reposition myself as a facilitator and caretaker. Challenges emerged as I negotiated decision making within virtual and physical learning domains. Evidence of these challenges and their relation to social presence are identified through qualitative analysis of written blogs, meeting transcripts, and journal entries. Implications for future research and practice include providing more defined roles and responsibilities for school-university liaisons that design and facilitate similar hybrid communities. (Contains 2 tables.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A