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Artykuły w czasopismach na temat „Learning and research communities”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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1

Squire, James R. "Teacher Learning Communities: An NCTE Policy Research Brief." Council Chronicle 20, no. 2 (2010): 1–4. http://dx.doi.org/10.58680/cc201012597.

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Gomez, Benitez Sonia, and Moreno Milena Olarte. "Transformation of pedagogical practice mediated by ICT from action research." Analysis. Claves de Pensamiento Contemporáneo 22 (June 30, 2019): 87–90. https://doi.org/10.5281/zenodo.3283295.

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The objective of the research project developed by Paidópolis Group of the Industrial University of Santander, Colombia, is to determine how the use of ICT in the classroom transforms the educational practice of primary school teachers of the fifth grade from research action. It is therefore intended to contribute to the ongoing training of teachers, who face learning challenges for which they were not trained during their undergraduate studies, from the promotion of real learning communities, based on the theoretical foundation in disciplinary, didactic and pedagogical knowledge.

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Kemeny, Betsy. "ENGAGING STRATEGIES IN CLASSES, COMMUNITIES, AND RESEARCH." Innovation in Aging 7, Supplement_1 (2023): 593–94. http://dx.doi.org/10.1093/geroni/igad104.1943.

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Abstract Educators can use community engaged learning (CEL), also known as service learning, to empower all ages, bridging both college students and older adults needs. With the wrong approach, service just attached to a course may reinforce negative stereotypes. To assure best practice, educators benefit from CEL competencies to promote positive learning and avoid reinforcing ageism. Competencies, based on a community-engaged taxonomy, include: Reciprocal partnerships, Diversity of interactions and dialogue, Community activities, Civic competencies, Critical reflection, and Assessment (Rathl

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Ferland, Tara. "Action research communities: professional learning, empowerment, and improvement through action research." Educational Action Research 27, no. 5 (2019): 815–16. http://dx.doi.org/10.1080/09650792.2019.1589994.

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Fekede, Tuli, and Bekele Adula. "Professional Learning Communities: A Review of Literature." Journal of Science and Sustainable Development 8, no. 1 (2020): 54–64. https://doi.org/10.20372/au.jssd.8.1.2020.0142.

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Teachers are professionals in charge of planning and implementing the learning process, assessing the results of learning, coaching and training, and conduct research and community services. As professionals, they must continue to learn and relearn to equip themselves with required tools to function effectively in today’s world. To this end, professional learning communities are receiving considerable attention from policy makers, scholars and practitioners. Researchers have documented that the right kind of continuous and job embedded teachers professional learning opportunities will im

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Roger, Erin, and Sarah Klistorner. "BioBlitzes help science communicators engage local communities in environmental research." Journal of Science Communication 15, no. 03 (2016): A06. http://dx.doi.org/10.22323/2.15030206.

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There is growing recognition that effective science communication should not merely focus on addressing scientific literacy but must also open dialogue between scientists and the public, build trust, and increase public interest in environmental research. Citizen science BioBlitzes offer a useful approach for science communicators to address many of these key aims. We explore the BioBlitz concept, learnings and outcomes based on a case study of a BioBlitz held in Sydney, Australia. We found that participants valued learning about biodiversity on the day and importantly, all participants (scien

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Whitehead, Jack, and Marie Huxtable. "Developing a Living Educational Theory Research Approach to Community-Based Educational Research." Educational Research for Social Change 11, no. 2 (2022): 1–23. http://dx.doi.org/10.17159/2221-4070/2022/v11i2a1.

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What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. Whitehead (1989) coined the term llvlng-educatlonal-theory for such explanations. The implications of educational practitioners accepting professional resp

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Whitehead, Jack, and Marie Huxtable. "Developing a Living Educational Theory Research Approach to Community-Based Educational Research." Educational Research for Social Change 11, no. 2 (2022): 1–23. http://dx.doi.org/10.17159/2221-4070/2021/v11i2a1.

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What educational practitioners have in common is the intention of contributing to the learning of communities and those who comprise them, to live values of human flourishing, and to help other people and communities to do so too. Professional educational-practitioner researchers can contribute to communities creating positive futures locally and globally by making public valid values-laden explanations of educational influence in learning. Whitehead (1989) coined the term llvlng-educatlonal-theory for such explanations. The implications of educational practitioners accepting professional resp

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Kovanovic, Vitomir, Dragan Gasevic, and Marek Hatala. "Learning Analytics for Communities of Inquiry." Journal of Learning Analytics 1, no. 3 (2014): 195–98. http://dx.doi.org/10.18608/jla.2014.13.21.

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This paper describes a doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. This research builds on the the Community of Inquiry model (CoI) as a foundation commonly used in research and practice of digital learning and teaching. Specifically, the main contributions of this research are: i) the development of a novel text classification algorithm for (semi)automated message classification which enables for easier adoption of the CoI model, ii) understanding of the relationships between different socio-technological interactions

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Gkoutsioukosta, Zisoula, and Venetia Apostolidou. "Building Learning Communities through Digital Storytelling." Social Sciences 12, no. 10 (2023): 541. http://dx.doi.org/10.3390/socsci12100541.

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This paper shares the first insights of the Digital Storytelling Hubs research project held by the School of Primary Education, Aristotle University of Thessaloniki, funded by the Hellenic Foundation for Research and Innovation. It is a still in-progress action research study that comprises two action research cycles. The aim of the present paper is to outline the dynamic role that digital storytelling could play in building learning communities. The research program includes the creation of three hubs, one digital and two physical, for transferring higher education research practice to primar

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Nind, Melanie. "Inclusive research as a site for lifelong learning: Participation in learning communities." Studies in the Education of Adults 48, no. 1 (2016): 23–37. http://dx.doi.org/10.1080/02660830.2016.1155847.

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Hairon, Salleh, Jonathan Wee Pin Goh, Catherine Siew Kheng Chua, and Li-yi Wang. "A research agenda for professional learning communities: moving forward." Professional Development in Education 43, no. 1 (2015): 72–86. http://dx.doi.org/10.1080/19415257.2015.1055861.

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Axe, Jo, Hannah Dahlquist-Axe, and Elizabeth Childs. "Developing Learning Communities Online." Open/Technology in Education, Society, and Scholarship Association Journal 3, no. 1 (2023): 1–18. http://dx.doi.org/10.18357/otessaj.2023.3.1.50.

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While online course delivery in higher education has been increasing for several decades, students can face unique challenges in the digital environment. At a small university in Western Canada, online and blended learning have been a major focus for course delivery since 1995. Considering the risk that students could experience a lack of meaningful connection with their fellow students, the university launched a not-for-credit online learning module in 2006 that was designed to provide new-to-program students with resources and activities to encourage learning community development. Since the

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Tirado-Morueta, Ramón, Juan Manuel Méndez-Garrido, and Ignacio Aguaded. "Drog@ project: virtual learning communities." Comunicar 15, no. 30 (2008): 165–69. http://dx.doi.org/10.3916/c30-2008-02-010.

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This paper describes the contributions developed by a Spanish-Portuguese Research Project called “Drog@” which tries to promote drugs prevention at University. The project uses virtual teaching-learning tools including Internet to make information and communication easier to students.En este trabajo se describen las intervenciones desarrolladas por un proyecto de investigación hispano-luso denominado Drog@ y que ha consistido en promover en el ámbito de la educación universitaria algo tan necesario como la prevención en drogodependencias, mediante el uso de acciones formativas a través de ento

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Bringle, Robert, and Julie Hatcher. "Service learning as scholarship: why theory-based research is critical to service learning." Acta Academica: Critical views on society, culture and politics, no. 3 (January 21, 2005): 24–44. https://doi.org/10.38140/aa.v0i3.1066.

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Service learning provides an opportunity to improve instruction for students and contribute to the quality of life in communities. This article explores the ways in which service learning also presents opportunities to conduct research and scholarly work that can improve teaching and learning, contribute to the knowledge base of disciplines and professions, enhance the public purposes of higher education, and inform communities in ways that empower them to take action. Research will be most informative when the information that is gained through data collection, whether qualitative or quantita

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Beach, Richard. "Research and Policy: Can Online Learning Communities Foster Professional Development?" Language Arts 89, no. 4 (2012): 256–62. http://dx.doi.org/10.58680/la201218736.

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This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers’ individual personal learning networks (PLNs); students' online work collected in blogs, wikis, podcasts, or e-portfolios; and a school online curriculum repository containing lesson plans and units addressing standards that are linked together to create a central “lear

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Jung, Jin-Kyu. "Mapping Communities: Geographic and Interdisciplinary Community-Based Learning and Research." Professional Geographer 70, no. 2 (2017): 311–18. http://dx.doi.org/10.1080/00330124.2017.1366787.

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Lumpe, Andrew T. "Research-Based Professional Development: Teachers Engaged in Professional Learning Communities." Journal of Science Teacher Education 18, no. 1 (2007): 125–28. http://dx.doi.org/10.1007/s10972-006-9018-3.

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Herr, Kathryn, and Gary L. Anderson. "Research Directions: Teacher Research and Learning Communities: A Failure to Theorize Power Relations?" Language Arts 85, no. 5 (2008): 382–91. http://dx.doi.org/10.58680/la20086207.

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The authors explore three main sources of theoretical framing for action research in schools: approaches informed by cognitive theories of individual, professional and organizational learning, largely from the field of psychology.

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Li, Yang, and Chia-Ching Tu. "Research on the Influencing Factors of High School English Teacher Professional Learning Community Evaluation in Changchun, China." English Language Teaching 11, no. 5 (2018): 104. http://dx.doi.org/10.5539/elt.v11n5p104.

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This research shows the development and influencing factors of high school English teachers’ evaluation of professional learning community in Changchun, China. Followed Olivier and Hipp & Huffma’s research, the teacher professional learning community evaluation questionnaire was developed by the researchers. 422 English teachers in Changchun were invited to participate in the online survey. This study found that the organization characteristics of professional learning communities in this city shared similar characteristics with Western countries at some degree. English perceptions of incl

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Cha, Hyeonju, Jiyong Lim, and Miryu Kim. "Analysis of Research Trends on Play-Based Learning Communities of Early Childhood Educators: Focus on 2020-2024." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 21 (2024): 467–84. http://dx.doi.org/10.22251/jlcci.2024.24.21.467.

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Objectives The main purpose of this research is to provide insights into the current state of teacher learning communities and propose proper directions for future development of these communities by analyzing trends in research that are related to play-based learning communities among early-childhood teachers and conducted after the implementation of revised 2019 Nuri Curriculum. Methods Researchers selected dissertations and academic papers that were written from 2020 to May 2024 by searching with keyword “play-based teacher learning communities in educational and caring institutes for infan

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Berlanga, Adriana J., and Riina Vuorikari. "Symposium 4: Learning Networks for Professional Development: Current Research Approaches and Future Trends." Proceedings of the International Conference on Networked Learning 8 (April 2, 2012): 412–13. http://dx.doi.org/10.54337/nlc.v8.9130.

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Learning networks are technology supported communities through which learners share knowledge with each other and jointly develop new knowledge (Sloep & Berlanga, 2011). This way, learning networks enrich the experience of continuous professional development and lifelong learning. Examples of learning networks for professional development are communities of employees who want to improve customer services, lawyers who want exchange knowledge and experience, and communities of teachers who exchange their experiences and seek for collaboration. Learning networks that support activities for ed

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Schussler, Deborah L. "Schools as Learning Communities: Unpacking the Concept." Journal of School Leadership 13, no. 5 (2003): 498–528. http://dx.doi.org/10.1177/105268460301300501.

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Because the term “learning community” has been used with increasing frequency to describe schools, this article synthesizes theoretical and empirical research to describe learning community as a construct. The overall purpose is to describe a viable lens through which schools can be viewed in a meaningful manner. First, a summary of the effective schools’ model is used to explain the evolution of learning communities. The construct is then described in terms of three broad dimensions: cognitive, affective, and ideological. A summary with suggestions for future research is provided.

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Baines, Annalise, Hannah Britton, Hyunjin Seo, and Darcey Altschwager. "Technology Learning and Justice-Impacted Communities." Journal of Public Interest Communications 8, no. 1 (2024): 4. http://dx.doi.org/10.32473/jpic.v8.i1.p4.

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This study, guided by the unified theory of acceptance and use of technology (UTAUT), assesses how a technology education program affects technology adoption, use, and digital literacy for women transitioning from incarceration. Results highlight social influence (impact of instructors) and facilitating conditions (devices and access to lessons) as crucial factors in technology adoption. A majority of the women stated their success and use of technology communication was enhanced through the support instructors and peer mentors provided. The research carries scholarly and policy implications f

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Phuong, Vo Tu. "Building learning communities through online learning for english language teachers." Alteridad 19, no. 2 (2024): 236–46. http://dx.doi.org/10.17163/alt.v19n2.2024.07.

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With the rapid development of the fourth industrial revolution, online education has become essential because of its practical needs. By building learning communities in an online learning environment fosters collaboration, shared expertise, and continuous professional growth. The article analyzes the benefits and necessity of online learning for English language teachers. The research has a quantitative approach with a descriptive design to investigate the building learning communities through online learning for English language teachers at the University of Khanh Hoa. This approach allowed

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Li, Yangsen, and Li Ren. "Comparison of Virtual Learning Community Construction between China and the United States Based on KH Coder Text Data Mining." Journal of Education and Educational Research 8, no. 1 (2024): 205–11. http://dx.doi.org/10.54097/9jagy328.

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Virtual learning communities, as an innovative online education model, have gained significant attention worldwide. The virtual learning communities in the United States are characterized by advanced educational models, innovative technological applications, and rich practical experiences. Exploring and drawing lessons from the construction of virtual learning communities in the United States is of great value to China. This paper utilizes KH Coder as an analysis tool and conducts literature searches on the Web of Science for U.S. literature and on the CNKI database for Chinese literature. The

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Smith, Kara, and Robin Lovgren. "Empirical evidence of deep learning in learning communities." Journal of Applied Research in Higher Education 10, no. 3 (2018): 311–21. http://dx.doi.org/10.1108/jarhe-11-2017-0141.

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PurposeThe purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning” in either or both courses. This study focuses on the impact of learning communities in quantitative courses.Design/methodology/approachThe hypothesis is tested using a unique data set including individual student performance and characteristics collected from students enrolled in an LC of Principles of Microeconomics and Elementary Statistics. The sample also includes students enrolled in each course separately

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Bourassa, Carrie, Jennifer Billan, Danette Starblanket, et al. "Ethical research engagement with Indigenous communities." Journal of Rehabilitation and Assistive Technologies Engineering 7 (January 2020): 205566832092270. http://dx.doi.org/10.1177/2055668320922706.

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Introduction Canada’s colonial policies and practices have led to barriers for Indigenous older adults’ access to healthcare and research. As a result, there is a need for Indigenous-led research and culturally safe practices. Morning Star Lodge is developing a training module to assist AgingTech researchers on ethical, culturally safe ways to engage Indigenous communities. This includes exploring Indigenous health research, community-based partnerships, reciprocal learning, and cultural safety; this is presented through a case study on ethically engaged research. Methods Morning Star Lodge de

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Levitan, Joseph, Jessica Perez, Andrea Velasquez, et al. "Contextualizing E-Learning Experiences With Indigenous Communities: A Practical, Research-Based Approach." International Review of Research in Open and Distributed Learning 26, no. 2 (2025): 268–85. https://doi.org/10.19173/irrodl.v26i2.7830.

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During the COVID-19 pandemic, more than 300,000 students in Peru dropped out of the school system. Most of the students were rural Indigenous students. A lack of infrastructure and connectivity, as well as a lack of contextualized and appropriate educational resources, made it virtually impossible for rural students to engage in formal learning. The pandemic has made clear the need and viability for distributed e-learning in rural communities. However, creating e-learning content that is contextualized to support vulnerable students’ learning has been a challenge. Little to no research has dis

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Compton-Lilly, Catherine, and Eve Gregory. "Conversation Currents: Learning from Families and Communities." Language Arts 90, no. 6 (2013): 464–72. http://dx.doi.org/10.58680/la201323849.

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This column features two prominent literacy scholars, Catherine Compton-Lilly and Eve Gregory. They discuss their recent research studies in various contexts and describe the reciprocal relationships between school, home, and community literacy practices.

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El Morr, Christo. "Virtual Communities, Machine Learning and IoT." International Journal of Extreme Automation and Connectivity in Healthcare 1, no. 1 (2019): 4–11. http://dx.doi.org/10.4018/ijeach.2019010102.

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Mental health challenges such as stress, anxiety and depression are on the rise worldwide. Health virtual communities (VCs) is a rising paradigm that has proven to be efficient and effective in delivering mental health interventions that address self-management, diagnosis and treatment targeting people facing mental health challenges. However, current Health VCs have limited application; they lack the ability to provide access to coordinated services and to continuously collect and integrate data originating from different devices in a streamlined manner. The Internet of Things (IoT) and machi

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Javier, de la Hoz Ruiz, Cruz González Cristina, Mula Falcón Javier, and Lucena Rodriguez Carmen. "Learning communities. A commitment to another way of conceiving school organization." International Journal of Interdisciplinary Research and Innovations 10, no. 3 (2022): 33–39. https://doi.org/10.5281/zenodo.6845055.

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<strong>Abstract:</strong> This article consists of a didactic material of teaching innovation that aims to provide guidelines to future teachers on how to develop learning communities in their schools. Therefore, this study aims to respond to the new social and educational changes by means of a project supported by scientific bases and favorable results after its implementation in different scenarios. This is the Learning Communities, a set of actions that aim to alleviate situations of social exclusion and to promote integral, cooperative and true learning. <strong>Keywords:</strong> Learnin

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Bannister, Nicole A. "Research Commentary: Theorizing Collaborative Mathematics Teacher Learning in Communities of Practice." Journal for Research in Mathematics Education 49, no. 2 (2018): 125–39. http://dx.doi.org/10.5951/jresematheduc.49.2.0125.

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Persistent disconnects within and among education research, practice, and policy are limiting the reach of professional mathematics teacher communities, one of the most promising levers for humanizing mathematics teaching and learning in schools. An overarching goal of this commentary is to convince the field of mathematics education to broaden our research agendas beyond individual classrooms to teacher collectives so that our combined efforts have a greater positive impact on how people experience mathematics in and out of school. The commentary begins with a focused review of extant literat

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de Kock, A. (Jos). "Promising approaches to catechesis in church communities: towards a research framework." International Journal of Practical Theology 16, no. 2 (2013): 176–96. http://dx.doi.org/10.1515/ijpt-2012-0013.

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Abstract The central focus of this article is to research how the modern religious and cultural landscape, in which our youth is growing up in, impacts the way catechetical practices in the various churches are organised and what type of catechetical learning environments seems to best fit the churches’ aim to be a community in this landscape. The author describes three educational models of catechetical learning environments and hypothesizes that the apprenticeship model is a promising catechetical model for church communities. The study concludes by presenting a practical theological researc

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Muldoon, Robyn L., and Ian Macdonald. "Building Learning Communities in Residential Colleges." Journal of University Teaching and Learning Practice 6, no. 2 (2009): 54–68. http://dx.doi.org/10.53761/1.6.2.5.

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This paper addresses the retention issues presented when large numbers of students from low socioeconomic backgrounds and associated disadvantaged educational histories live together on-campus. It reports research in progress on a new approach taken at the University of New England (UNE), Australia, aimed at encouraging the growth of learning communities in colleges through the training and subsequent support of senior students charged with helping first year students negotiate the transition to successful university study. It outlines the issues faced by both the first year students and the s

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Hill, Mary F., and Mavis A. Haigh. "Creating a culture of research in teacher education: learning research within communities of practice." Studies in Higher Education 37, no. 8 (2012): 971–88. http://dx.doi.org/10.1080/03075079.2011.559222.

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Tiurean, Anca-Cornelia. "Forming Communities of Learning and Inquiry." International Journal of Philosophical Practice 9, no. 1 (2023): 34–52. http://dx.doi.org/10.5840/ijpp2023914.

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The Community of Inquiry is a pragmatic philosophy concept by John Dewey (1916) representing a "social, cognitive and teaching presence" in a process of collaborative research and learning experience. This article is meant to present a case study based on the experience of forming a community of inquiry with students of a Romanian university. The report will include aspects like: the process of group forming and group facilitation to foster collaborative critical thinking, a few philosophical methods that aimed the consolidation of the group as a community of learning and inquiry as well as th

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Green, Elyce, Sarah Hyde, Rebecca Barry, Brent Smith, Claire Ellen Seaman, and Jayne Lawrence. "Placement Architectures in Practice: An Exploration of Student Learning during Non-Traditional Work-Integrated Learning in Rural Communities." International Journal of Environmental Research and Public Health 19, no. 24 (2022): 16933. http://dx.doi.org/10.3390/ijerph192416933.

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Background: Work-integrated learning (WIL) in rural communities provides students with important learning opportunities while also providing a service to those communities. To optimise the potential benefits of work-integrated learning for health students and rural communities it is important to explore the practices and outcomes of these experiences. Methods: This study used a qualitative research design underpinned by the theoretical framework of Theory of Practice Architectures to examine the way students learn during these placements. Purposive sampling was used to identify students for pa

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Stern, Julian. "Research as pedagogy: building learning communities and religious understanding in RE." British Journal of Religious Education 32, no. 2 (2010): 133–46. http://dx.doi.org/10.1080/01416200903537415.

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Taylor, Steve, and Rosemary Dewerse. "Unbounding learning communities: Ako-empowered research in life-long ministerial formation." Practical Theology 13, no. 4 (2020): 400–412. http://dx.doi.org/10.1080/1756073x.2020.1787005.

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Abbott, Marilyn L., Kent K. Lee, and Marian J. Rossiter. "Research Mobilization in TESL Learning Communities: Benefits, Challenges, Supports, and Procedures." Alberta Journal of Educational Research 67, no. 1 (2021): 3–19. http://dx.doi.org/10.55016/ojs/ajer.v67i1.56703.

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To enhance English as a second language (ESL) instructors’ understanding and utilization of peer-reviewed research for professional learning and development, we facilitated the establishment of and supported professional reading groups in nine adult ESL programs. We examined the benefits and challenges experienced by the 76 participants over five years, through focus group interviews, audio-taped group discussions, and monthly questionnaires. Analyses revealed that, despite the challenges reported, reading group involvement promoted reflection, confirmed current professional practices, fostere

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Seon, Mira, and Kyung Joon Yum. "Understanding the experience of graduate students’ social knowledge construction in a learning community: Focusing on BK21 project participants." Education Research Institute 22, no. 1 (2024): 301–23. http://dx.doi.org/10.31352/jer.22.1.301.

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The purpose of the study is to understand the social knowledge construction process from the learning communities experience of postgraduate students participating in the BK21 project. There are two research problems: one is to explore how postgraduate students' learning communities experience contributes to the construction of knowledge from the perspective of Social Constructivist Learning Theory, and the other is to understand the changed perceptions after postgraduate students’ learning communities experience. The research method used was interviews, among qualitative research methods. The

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Ulman, Abigail, Karen Lowrie, Garin Bulger, et al. "Developing Engagement Principles for Climate and Health Research: An Example from a Community-Informed Research Project." Progress in Community Health Partnerships: Research, Education, and Action 18, no. 4 (2024): 551–59. https://doi.org/10.1353/cpr.2024.a948679.

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Abstract: Background: Characterizing principles of co-learning and stakeholder engagement for community-engaged research is becoming increasingly important. As low-income communities, Indigenous communities, and communities of color all over the world disproportionately feel the social, health, and economic impacts of environmental hazards, especially climate change, it is imperative to co-learn with these communities, so their lived experience and knowledge guide the building and sharing of a knowledge base and the development of equitable solutions. Objectives: This paper presents recent the

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McComish, Dayna, and Jim Parsons. "Transformational Learning and Teacher Collaborative Communities." Teachers' Work 10, no. 2 (2013): 239–45. http://dx.doi.org/10.24135/teacherswork.v10i2.581.

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An abundance of literature on transformational learning and teacher professional learning communities (PLCs) exists; yet, few, in any, have linked the presence of one within the other. We believe Mezirow’s Transformational Learning Theory should be acknowledged as a viable theoretical framework for better understanding the power of how teachers work together. Evidence of its presence can be identified within the current school practices of PLCs and other collaborative activities. In this paper, we will first overview Mezirow’s theories of transformational learning and then attempt to show how

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Crumb, Stephen, Kylie Twyford, and Margaret Littler. "Interactive Distance E-learning for Isolated Communities." Australian and International Journal of Rural Education 18, no. 2 (2008): 39–52. http://dx.doi.org/10.47381/aijre.v18i2.576.

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This paper provides information on the policy strand of an investigation into the Australian Research Council Linkage research project into 'interactive distance elearning‘ [IDeL] following the introduction in New South Wales and in the Northern Territory of Australia of satellite-supported two-way broad-band internet services for school-age and adult distance education. The 'policy strand‘ context is the expansion and reform of educational services to these communities. One key conceptual development, explored on the basis of early data collection, is that of the shared nature of the IDL proj

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Pestine-Stevens, Althea, Emily Greenfield, and Stephanie Firestone. "Learning While Doing: Community-Engaged Action Research With Age-Friendly Community Leaders." Innovation in Aging 4, Supplement_1 (2020): 698. http://dx.doi.org/10.1093/geroni/igaa057.2446.

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Abstract Age-Friendly Community Initiatives (AFCIs) are expanding throughout the United States to make social and built environments within local communities more responsive to population aging. With over 450 initiatives affiliated with the AARP Network of Age-Friendly Communities, Cities, and States (125 of which began in 2019-early 2020), rapid growth on the ground necessitates that theory and research develop alongside practice innovations. This symposium showcases the intersection of cutting-edge scholarship with community-based efforts to generate knowledge of community change processes t

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Teasley, Stephanie Danell. "Learning analytics: where information science and the learning sciences meet." Information and Learning Sciences 120, no. 1/2 (2019): 59–73. http://dx.doi.org/10.1108/ils-06-2018-0045.

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Purpose The explosive growth in the number of digital tools utilized in everyday learning activities generates data at an unprecedented scale, providing exciting challenges that cross scholarly communities. This paper aims to provide an overview of learning analytics (LA) with the aim of helping members of the information and learning sciences communities understand how educational Big Data is relevant to their research agendas and how they can contribute to this growing new field. Design/methodology/approach Highlighting shared values and issues illustrates why LA is the perfect meeting groun

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McConnell, David, and Lone Dirckinck-Holmfeld. "Symposium 11: Researching Theory Led Designs for e-Learning Communities and Collaborative Learning." Proceedings of the International Conference on Networked Learning 4 (April 5, 2004): 269. http://dx.doi.org/10.54337/nlc.v4.9647.

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This Symposium arises from the work of a Special Interest Group in the EU funded project “EQUEL” – equality in e-learning. The SIG worked together over one year on a variety of research issues concerned with “Theory led Designs for E-Learning Communities and Collaborative Learning”. The Symposium focuses on research into the design, implementation and sustainability of networked e[1]learning groups and communities. We draw on our experiences as practitioner researchers – people who are actively involved in the design and practice of networked e-learning and who carry out critical research into

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Joksimovic, Srecko, Dragan Gasevic, and Marek Hatala. "Learning Analytics for Networked Learning Models." Journal of Learning Analytics 1, no. 3 (2014): 191–94. http://dx.doi.org/10.18608/jla.2014.13.20.

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Teaching and learning in networked setting has attained a significant amount of attention recently. The central topic of networked learning research is human-human and human-information interactions that occur within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach in analyzing their effects. Therefore, the main goal of this research is the development of a theoretical model that allows for a comprehensive and scalable analysis of how and why learners engage into collaboration in networked communities. The pr

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Roberts, Patricia, Candan Ertubey, Isabella McMurray, and Ian Robertson. "Developing a psychology undergraduate research community in a new university." Psychology Teaching Review 18, no. 2 (2012): 82–93. http://dx.doi.org/10.53841/bpsptr.2012.18.2.82.

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Psychology is a science–based discipline in which research is inextricablyembedded in teaching and learning activities. Educators use different methodsto help students in their learning of the nature of research and the practical skills required to conduct research, with students playing either a passiveor more active role in the learning process. This paper details the steps taken at a post–1992 university in the UK to involve finalyear psychology undergraduate students as researchers in a staff–led neuropsychology project. The theoretical frameworks underpinning this study were the teaching–

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