This action research study examines the use of a structured format for facilitating and fostering collaboration in an online professional learning community (PLC). Professional development is a requisite part of teacher lives, with PLC's being one way in which teachers engage in it. School districts and educators are using PLCs to combat teacher isolation, and lack of expertise on topics and content areas. With the advent of the Internet, the education community is also harnessing its power to promote collaboration among teachers throughout the world. However, there is limited scholarship on how collaboration develops in a synchronous. online PLC. The participants in this study are secondary special education teachers seeking to expand their knowledge of teaching adolescent students with disabilities literacy. During the PLC. the researcher collected data through research memos. a research journal, video recordings of sessions, session transcripts, and chat archives to analyze collaboration within an online PLC. The findings indicate that the content-specific nature of special educators was a driving force that impacted the design, implementation, and adaptation of curriculum for the online environment, and in how participant collaboration developed in a structured PLC. Keywords: online professional learning community, community of inquiry, stages of professional learning-community development, special education
|School:||University of Rochester|
|Department:||Teaching and Curriculum|
|School Location:||United States -- New York|
|Source:||DAI-A 81/8(E), Dissertation Abstracts International|
|Subjects:||Education, Teacher education, Special education|
|Keywords:||Online professional learning, Developing collaboration, Action research study|
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