Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event

摘要: Whereas a reasonable body of research now exists on the use networked learning and communities in higher education, less is known about their other sectors education such as professional development. This focuses an example online community used for school teachers’ continuous development (CPD) – eTwinning Learning Event (LE). It looks at how supports competence practice, social aspects contribute to discourse impact moderation. Action follow influence LE entitled 'Exploiting Web 2.0: Collaboration'. An analysis first LE, using Community Inquiry (CoI) framework (Garrison et al., 2000) theoretical lens, led changes being applied second reinforce cognitive, teaching presence. The event was lengthened provide opportunity participants apply what they were practice final activity added support reflection amongst peers. Tutor moderation reinforced key points informal interaction encouraged through addition virtual staff room. Data collected via participant questionnaire, interviews coding messages discussion forums. subsequent suggests that had positive cognitive development, orchestration learning. Cognitive presence with evidence critical thinking emerging participants' discourse. Teaching presence, initially provided by tutors, gradually emerged from self-organised collaboration offered peers mutual support. Collaboration seen contributing learning, knowledge sharing perceiving sense community. However, ephemeral, lasting only long it served purpose results suggest model future LEs tutor.