A Case Study of the Community of Inquiry of the Online Workshop in Japan

Autor/in	Ono, Eri
Titel	A Case Study of the Community of Inquiry of the Online Workshop in Japan
Quelle	(2013), (110 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northern Arizona University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-9672-3
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Cooperative Learning; Inservice Teacher Education; Faculty Development; Seminars; Distance Education; Student Experience; Workshops; Online Courses; Teacher Collaboration; Group Discussion; Computer Mediated Communication; Critical Thinking; Teacher Role; Interpersonal Relationship; Case Studies; Japan + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Kooperatives Lernen; Lehrerfortbildung; Seminar; Distance study; Distance learning; Fernunterricht; Studienerfahrung; Lernwerkstatt; Schulung; Online course; Online-Kurs; Lehrerkooperation; Gruppendiskussion; Computerkonferenz; Kritisches Denken; Lehrerrolle; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Case study; Fallstudie; Case Study
Abstract	This study explores collaborative online learning experiences of Japanese in-service teachers. Since 2009, Japanese teachers are required to take 30-hour of mandatory professional development seminars every 10 years. It has been four years since the seminars were required and one third of Japanese teachers choose to take those seminars via distance education. However there was only one study reported one of those seminars offered via distance education. To investigate teachers' learning experiences in distance seminars, I designed an informal online workshop for Japanese in-service teachers. Their collaborative online learning experiences (online discussion forums) were analyzed using the community of inquiry framework. This study discovered that the teachers were guided to think more critically (cognitive presence) by online instructors' facilitation (teaching presence). The teachers developed trusting environments and inter-personal relationships (social presence) when they shared technology projects (digital storytelling) with each other. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01