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Mining Teacher Informal Online Learning Networks: Community Commitment in Unstructured Learning Environments
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Hanxiang Du; Gaoxia Zhu; Wanli Xing – Journal of Computer Assisted Learning, 2025
Background: Social media provides new opportunities for teachers to learn, communicate and develop professional relationships. It has been proved to be a valid and helpful resource for teachers' professional learning purposes. Objectives: While previous studies pursued questions like how participants feel, how to support interaction and why…
Descriptors: Teachers, Professional Development, Social Media, Communities of Practice
Tracing Changes in Teachers' Professional Learning Network on Twitter: Comparison of Teachers' Social Network Structure and Content of Interaction before and during the COVID-19 Pandemic
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Alwafi, Enas – Journal of Computer Assisted Learning, 2021
Background: The COVID-19 pandemic has affected teaching and professional learning activities. Teachers may have to rely on online spaces, such as Twitter, to interact with their professional learning networks and get enough support. Objectives: This study aims to investigate the structure and the content of teachers' network interactions on…
Descriptors: Professional Development, Social Networks, Social Media, Communities of Practice
Towards an Analysis Framework for Investigating Students' Engagement and Learning in Educational Blogs
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Jimoyiannis, A.; Angelaina, S. – Journal of Computer Assisted Learning, 2012
Educational blogs are currently gaining in popularity in schools and higher education institutions, and they are widely promoted as collaborative tools supporting students' active learning. However, literature review on educational blogging revealed a lack of a complete and consistent framework for studying and assessing students' engagement and…
Descriptors: Foreign Countries, Active Learning, Learner Engagement, Communities of Practice